Professional Documents
Culture Documents
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Introduction
Spotlight 10 is an English course based on the
COURSE COMPONENTS
Common European Framework of Reference and
designed for B2 level students. Student’s Book
The Student’s Book is the main component of the
Spotlight 10 develops all four skills (listening, course. Each module is based on a single theme
speaking, reading and writing) through a variety of and the topics covered are of general interest. All
communicative tasks, and systematically recycles modules follow the same basic structure (see
key language items. Above all, it is designed to Elements of a Module).
promote active (activating all new vocabulary and
structures in meaningful, everyday situations), Workbook
holistic (encouraging the creative collective use of The Workbook is in full colour.
students’ brains as well as the linguistic analytical
use of their brains) and humanistic (acquiring and The Workbook contains units corresponding to
practising language through stimulating tasks and those in the Student’s Book. It can be used either
topics, paying attention to their needs, feelings in class or for homework upon completion of the
and desires) learning. relevant unit in the Student’s Book. It aims to
consolidate the language presented in the
The coursebook consists of eight modules of nine Student’s Book through a variety of exercises,
lessons each. Each module is designed to be incorporating all four skills.
taught in eight 45-minute lessons. Each module
ends with a Spotlight on Exams section as well as My Language Portfolio
a Progress Check section. Moreover, the material My Language Portfolio contains material to be used
presented in each module can be enhanced and in a variety of tactile tasks throughout the course.
consolidated through the Word Perfect, Grammar This material is printed on pages which students
Check and Spotlight on Russia sections, to be may then cut out and file in their individual
found on pages 157 to 181 of the Student’s Book; Language Portfolios (see Students’ Language
the Spotlight on Russia section being a separate Portfolios).
ten-page feature after the Word Perfect and
Grammar check sections. We suggest that the Teacher’s Book
material in these three sections as well as The Teacher’s Book contains detailed Teacher’s
activities from the Workbook are assigned to notes, which provide:
students as homework. The Grammar Reference ñ objectives of each unit in a clear and concise
Section, including a list of the most common way
Irregular Verbs, can be used both by the teacher ñ step-by-step lesson plans and suggestions on
during the lesson when it is necessary to elaborate how to present the material
on a particular grammatical phenomenon and by ñ a full Key to the exercises in the Student’s Book
the students at home in order to revise the and Workbook
material presented in class. ñ tapescripts of all listening material
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Reading Pronunciation/Intonation
Dialogues Pronunciation/Intonation activities help students
In each module there is a situational dialogue set to recognise the various sounds of the English
in an everyday context in order to familiarise language, distinguish between them and
students with natural language. This dialogue also reproduce them correctly.
presents useful expressions so that students can
practise everyday English. Everyday English
These sections provide practice in real-life
Texts communication skills and promote active learning.
Throughout each module there is a wide variety of Standard expressions and language structures
reading texts such as e-mails, text messages, associated with realistic situations are presented
letters, articles, poems, etc, which allow skills through everyday situations and students are
such as reading for gist and reading for specific given the opportunity to fully activate the
information to be systematically practised. language taught.
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ñ Groupwork. Groups of three or more students In practice, Language Portfolios may include
work together on a task or activity. Class projects or other written work; computer
projects or role play are often most easily done diskettes with work or drawings completed inside
in groups. Again, ensure students clearly or outside the class; video cassettes with the
understand the task in advance. students’ favourite story, filmed performances of
ñ Rolling questions. A student answers a songs, school plays, Evaluation Sheets and reports
question, then proceeds to ask a question from teachers, various realia or pictures and so
directed at the next student in turn. This on. In short, it is a collection of what the learners
continues around the class. want to keep as evidence of what they are
learning through the medium of the English
F ― Using the Student’s Audio CD language.
All dialogues and texts in the Culture Corner and
Extensive Reading sections are recorded on the This Language Portfolio is the student’s property.
Student’s CD. Students have the chance to listen It is a tool to accompany the students’ language
to these recordings at home as many times as they learning throughout the course and is suitable for
want in order to improve their pronunciation and documenting their learning both inside and
intonation. The suggested stages of such self- outside the classroom. The main emphasis is on
access study are: the process of learning, so that while compiling
their Language Portfolios, learners develop the
ñ The student listens to the recording and skill of working independently.
follows the lines in the text or dialogue.
ñ The student listens to the recording with The aim of the Language Portfolio is to develop the
pauses after each sentence or exchange. The learners’ autonomy. However, they should be guided
student repeats as many times as needed, at first on how to organise their work, keep records,
trying to imitate the speaker’s pronunciation access their own information, etc. Learners are
and intonation. usually willing to experiment and try new things,
ñ The student listens to the recording again, then but at the same time, can be discouraged if they are
reads aloud. not sure what is required of them. Once a routine
has been established and learners begin to develop
STUDENTS’ LANGUAGE PORTFOLIOS their autonomy, they can be given more
At the beginning of the course, students should be responsibility and freedom. Learners will still
asked to obtain a suitable folder, or sectioned appreciate feedback and appraisal though, so it is
document wallet, which will hold their personal important that their efforts are monitored and
Language Portfolio. facilitated.
This will be used to store not only the material cut First Steps
out of the printed supplement, My Language It is suggested that work on the Language Portfolio
Portfolio, but also a wide variety of other is started a few weeks into the course once
documents and material. students have made some progress in the English
language. If students are not familiar with how to
keep a Language Portfolio, at the beginning of the
first session ask them to bring a folder, plastic
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envelopes, etc. At the beginning of the first ― My World of English: By updating the
session, ask the students to turn to page three of record, students get a sense of achievement
their Language Portfolio. Go through the letter in the target language.
together, making sure that the students have a ― Now I can: Students have the opportunity to
thorough understanding of the concept of the assess their own learning. If a student moves
Language Portfolio. Encourage them to ask to a new school his/her teacher will also be
questions about anything they do not understand. able to gauge this student’s level.
Then give the students some time to arrange their ― Future Plans: Students record their
Language Portfolio. Go around, providing any intentions and ambitions concerning their
necessary help. improvement in the target language.
Once the students have arranged their Language
Portfolio, go through each page together, III) Dossier
commenting on the layout and pictures, and giving The activities have been designed to reinforce
a brief explanation of the content of each page. the language covered in each module. They
Spend some time going through the Language can be done upon completion of each module
Biography section, providing any necessary help. or at a time convenient to the teacher,
Once this has been completed, encourage the provided that students have covered the
students to do the activities in the Dossier corresponding module.
section. It is suggested that teachers participate in the
How to approach each section activities by bringing in a completed version of
I) Language Passport an activity to be presented. Students need to
Read out the introductory paragraph as the be motivated and inspired, and the following
students follow silently. Answer any questions is a suggestion on how to approach each
they may have. Each time they are given activity. Every time students present an
something for this section, remind them to activity, give them due praise and attention,
make a record and file it in the appropriate reward them with stickers, etc. In general,
section of their Language Portfolio. make them feel that they have done
II) Language Biography something special; in this way, all the class
Spend some time on each section, making sure will be encouraged to do likewise.
the students know what is required of them.
Here is a brief explanation of the rationale of TYPES OF LEARNING STYLES
each section: Experienced teachers will be aware that some of
― All about me: Students fill in their personal their students learn best by listening to new
information and record their exposure to information, some prefer to read about it, whereas
the English language. other students need to do something with the new
― How I learn: Go through the section along information. There is no absolute ‘best’ method of
with students, providing any necessary help. learning; these are all valid learning styles, as
The purpose of this section is for both different people learn in different ways.
students and teacher to be able to determine Consequently, a coursebook should offer a variety
each student’s individual learning style (i.e. of exercises and material which stimulate all types
visual, auditory, tactile/kinaesthetic) and of learning style in order to help the learners learn
needs. according to their personal learning styles.
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1 a
Reading Skills
Objectives choose the correct answer for each question.
Ask them to follow the steps explained in the
Vocabulary: teen activities Study Skills box.
Reading: an article about teenage free-time ñ Ss compare answers with a partner.
activities in various parts of the world (multiple
matching) Answer Key
Skills ― scanning 1 C Jamie 4 E Brandon
― reading for specific information 2 A Fiona 5 D Kim
Speaking: express likes and dislikes; interviewing 3 B Josie 6 F Emily
a teenager
Writing: a paragraph about what you like/do
not like doing ñ Study Tip: Ask Ss to start a vocabulary section in
their notebooks. Ss write any unfamiliar words/
phrases, together with a short definition/
Vocabulary synonym and an example or drawing. Ss list the
words/phrases alphabetically. This helps them
1 Focus ➤ Presenting vocabulary
revise new vocabulary.
ñ Read through the activities and explain/elicit
the meaning of any unknown vocabulary. Elicit Speaking
answers to the questions in the rubric.
4 Focus ➤ Conducting an interview
ñ Select individual students to present their
answers to the class. ñ Ask Ss to work in pairs. One of them imagines
he/she is a TV reporter interviewing a teenager
Suggested Answer Key from the text about what he/she likes doing.
The other S imagines he/she is one of the
In my country most teens enjoy hanging out
students. Ask Ss to conduct an interview.
with friends, playing computer games,
ñ Monitor the task, helping where necessary.
listening to music, and watching DVDs. Some
Select pairs to present their dialogues to the
teens enjoy going window shopping and going
class.
clubbing but not many enjoy going on trips to
the countryside. I enjoy chatting online. etc
Suggested Answer Key
A: Fiona, could you tell me what you like to
Reading do in your free time?
2 Focus ➤ Predicting the content of a text B: Yes, sure. I love hanging out with my
friends and watching comedies on TV.
ñ Direct Ss’ attention to the title and the
A: Do you like listening to music?
introduction in the text. Elicit what they think
B: Yes. I love music.
the text is about.
A: What type of music do you like?
ñ Play the recording. Ss listen and read through
B: I love indie bands like the Arctic Monkeys.
the text and check their answers.
A: And do you like shopping?
B: Oh no, I can’t stand shopping. etc
Suggested Answer Key
I expect to read about what 16-year-olds in
different parts of the world do in their free Everyday English
time.
5 Focus ➤ Expressing likes and dislikes
ñ Elicit how someone can express likes or
3 Focus ➤ Reading for specific information dislikes. Go through the useful language table,
ñ Present the Study Skills box. then ask two Ss to read out the example. Ask Ss
ñ Allow Ss 5-7 minutes to read the text and to use the phrases in Ex. 1. Ss complete them in
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1a Reading Skills
pairs.
Suggested Answer Key
ñ Monitor the activity. Select some pairs to act
out short exchanges in front of the class. I like hanging out with my friends and I love
skateboarding. I also like watching DVDs with
my friends or catching a film at the cinema.
Suggested Answer Key
Like me, most of my friends like action films
A: Do you like doing extreme sports? and science-fiction films. At the weekends I
B: I’m crazy about extreme sports. What sort like to go shopping in the city centre. My
of thing do you like doing? favourite shop is Zilck. You can find great
A: I love playing computer games. etc bargains there. etc
1 b
Listening & Speaking Skills
Objectives
Vocabulary
Reading: a dialogue (comprehension questions)
1 Focus ➤ Talking about personal qualities in
Skills ― reading for specific information
friends
Speaking: expressing annoyance at a friend;
describing people’s character qualities; expressing ñ Ask Ss to read the poem. Explain/Elicit the
sarcasm and anger; socialising meaning of any unknown words.
Vocabulary: character qualities; socialising ñ Ss work in pairs and think about their best
Listening: short informal dialogues (matching); a friend and why they are special. Ask some pairs
radio interview (ordering) to report back to the class.
Skills ― listening for specific information
Suggested Answer Key
My best friend is special because she is kind
and caring and does a lot for me ― we have a
lot of fun together.
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Optional extension:
ñ Read out the adjectives used to describe people. ñ Select a pair to present their dialogue to the
ñ Go around the class eliciting information about class.
the characters of the people in the text.
Suggested Answer Key
4 Focus ➤ Making true sentences A: What’s the matter, Jill?
a) ñ Go through the words/phrases in the columns. B: Oh, I’ve had enough.
Ask students to make true statements in A: Why? What’s up?
relation to the text. B: It’s Liz again. I lend her my clothes and she
ñ Choose individual students to each read out never brings them back.
a sentence.
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1 c
Grammar in Use
Objectives
ñ present perfect simple: state that exists
Grammar: present simple, present continuous,
from a point in the past up to now (has
present perfect simple, present perfect continuous;
known, have been), recent action (has
stative verbs
forgotten), experience (have you read)
Vocabulary: phrasal verbs with look; dependent
ñ present perfect continuous: (has been
prepositions; forming adjectives from nouns and
getting) an action that started in the past
verbs
and is still continuing (with emphasis on
the intensity of the action)
1 Focus ➤ Revising present tenses
a) ñ Explain the task reminding Ss of the basic c) Focus ➤ Revising stative verbs
rules for using the present tenses. Ask Ss to ñ Write on the board: I love films. Underline
refer to the Grammar Reference section if the verb. Ask Ss: Does this verb describe an
they require further assistance. Ss complete action or a state? (a state) Can I say: I’m
the task individually. liking pop music? (No). Explain that ‘like’ is
ñ Check answers with the class. a stative verb and doesn’t have a
continuous form. Ask if Ss can think of other
Answer Key stative verbs (love, hate, forget, want,
1 A: Are you doing etc). Refer Ss to the Grammar Reference
B: don’t think, am staying, Are you going section for more details.
2 A: has he known ñ Elicit how the meaning of the verb changes
3 A: has forgotten when used in the continuous form. Ask Ss to
4 A: Have you read find examples in Ex. 1a.
B: am reading
5 B: starts Answer Key
6 A: are you doing stative verbs: think, forget, know, taste, smell
B: are thinking
7 A: has been getting continuous form:
B: know, is getting thinking ― means having the intention to do sth
8 A: Do you like tasting ― having a taste of it to see if it is good
B: have been
9 A: are you doing
2 Focus ➤ Practising adverbs of frequency
B: am tasting
10 A: smells ñ Ss close their books. Write on the board: How
B: don’t you open often do you go swimming? Not very often. I
usually go swimming twice a month.
ñ Underline the time words and elicit their
b) ñ Direct Ss’ attention to the Grammar Reference meaning and use. Ss can refer to the Grammar
section. Reference section for more details.
ñ Ask Ss to identify how each tense is used in ñ Ss open their books. Explain the task. Ss
Ex. 1a. complete the task in pairs.
ñ Ss act out their exchanges in front of the class.
Answer Key Ss can use their own ideas as well.
ñ present simple: present state (think,
smells) and timetable (starts)
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Grammar in Use 1c
b) ñ Ask Ss to make their own list of things to do.
Suggested Answer Key
Ss work in pairs.
A: How often do you surf the Net?
ñ Ss swap papers with their partners and ask
B: Not often. I sometimes surf the Net at
each other questions about what they have
weekends. How about you?
done/haven’t done yet.
A: I often surf the Net.
B: Really? How often do you go clubbing? (Ss’ own answers)
A: Oh, I never go clubbing. I don’t like dancing.
etc 6 Focus ➤ Revising just, already, yet
ñ Direct Ss’ attention to the example. Allow Ss
3 Focus ➤ Practising for/since with present time to complete the task.
perfect ñ Check answers around the class. Ss give reasons
for their choices.
ñ Direct Ss’ attention to the example sentence.
ñ Elicit/Explain the use of for/since. Allow Ss to
Suggested Answer Key
complete the task.
ñ Choose individual Ss to read out their sentences, 2 … has just left.
correcting where necessary. 3 … have not done it yet.
4 … have just finished cooking.
5 … have already had some.
Suggested Answer Key
I haven’t been to the beach since last summer.
I haven’t seen my grandparents for a month. 7 Focus ➤ Revising for and since
I haven’t written to my pen-friend since last
Direct Ss’ attention to the example exchange. Ss
month. etc
complete the task acting out the exchanges in front
of the class. Ss can use their own ideas as well.
4 Focus ➤ Revising been or gone
Suggested Answer Key
ñ Write on the board been and gone. Direct Ss’
attention to the example. Ss complete the task. 2 A: Have you been working hard?
ñ Choose individual Ss to read out their sentences, B: Yes, since this morning./Yes, for two
correcting where necessary. hours.
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1c Grammar in Use
Study Tip: Ask Ss to have a ‘phrasal verb’
Suggested Answer Key
section in their notebook. Ss list phrasal verbs
alphabetically giving a synonym, example or I am careful with my possessions and I expect
making a drawing to illustrate the meaning. Ss others not to be careless with my things
can use this section to revise regularly. Invite Ss either. My brother is keen on football but I am
to complete the section with any phrasal verbs not very enthusiastic about it.
they come across in texts or exercises.
10 Focus ➤ Forming adjectives from nouns
Game (word formation)
ñ Ask Ss to split into teams. Ss take turns to make ñ Explain that the suffixes in the box can be
sentences using a phrasal verb from Ex. 8. Each added to words to form adjectives. Explain that
correct sentence gets one point. each gap in the sentences can be completed by
ñ The team with the most points wins. adding one of the endings to the words in bold.
ñ Do item 1 with Ss, then Ss complete the task.
Suggested Answer Key ñ Check Ss’ answers.
1 I sometimes look after my neighbours’ dog.
Study Tip: Ask Ss to start a Word Formation
2 I often look up words in the dictionary.
section in their notebooks. Ss have the
3 I’m really looking forward to my holidays.
following headings for each column.
etc
1 d
Literature
Objectives
Vocabulary: vocabulary related to appearance;
4 Focus ➤ Presenting vocabulary
compound adjectives a) ñ Ask Ss to look at the highlighted words in
Reading: an extract from Little Women (matching) the text. Elicit their meanings.
Skills ― reading for detailed comprehension ñ Ss match the highlighted words to the
Writing: a conversation meanings in Ex. 4a.
Speaking: acting out a conversation; describing ñ Ss use their dictionaries to explain the words
people; speculating in bold.
Answer Key
1 Focus ➤ Reading for specific information plump ― not thin
ñ Ask Ss to look at the picture and the title. Elicit limbs ― arms and legs
ideas from Ss about the content. decisive ― (strong) speaking of presence of
ñ Ss read the biography and answer the questions. character, demonstrating confidence, etc.
fly-away ― loose/flowing
Suggested Answer Key rapidly shooting up ― growing fast
The characters are all sisters. The book is carrying herself ― moving her body
about the four March sisters who work hard brightened ― cheered up
with their mother to try to be happy while lecturing ― talking
their father is away at war. worn out ― old and useless
cut in ― interrupted
1d Literature
ñ Ss complete the task in pairs.
was seldom disturbed ― she rarely lost
ñ Select individual Ss to describe the girls to
venturing out ― leaving it
the class.
a regular snow-maiden ― a typical pale beauty
mindful of her manners ― who is very polite
Suggested Answer Key
Meg is plump and fair with large eyes, soft
5 Focus ➤ Forming compound adjectives brown hair and a sweet mouth. etc
ñ Explain the task. Present the example to the
class. Allow Ss time to complete the task.
7 Focus ➤ Using vocabulary
ñ Select individual Ss to read out the adjectives
to the class. ñ Explain the task. Elicit ideas/suggestions from
Ss about what they think the March sisters
Answer Key would look like today and where they would
live. Elicit how styles and fashion have changed.
2 green-eyed 7 wide-eyed
ñ Ss work in pairs. Monitor the activity assisting
3 long-legged 8 baby-faced
where necessary. Ask some pairs to share their
4 broad-shouldered 9 kind-hearted
ideas/suggestions with the class.
5 stiff-necked 10 sharp-tongued
6 cold-hearted
Suggested Answer Key
in the text: smooth-haired, bright-eyed girl A: They would look more or less the same but
their hairstyles would certainly be different
6 a) Focus ➤ Presenting new vocabulary and they would be wearing different clothes.
B: Yes, and they could be living in a block of
Allow Ss five to six minutes to find and flats in a city, or on a farm.
underline all the words in the text that A: You’re right. Also, styles and fashion have
describe appearance under the headings in the changed a lot since the 19th century.
table. Ask Ss to complete the table and People wear totally different clothes now
compare it with their partner’s. Go around the and there is a lot more variety of style and
class monitoring Ss’ work. colour.
B: I agree, for example, these days girls wear
Suggested Answer Key trousers and jeans whereas they didn’t in
the past. etc
hair facial body/build
characteristics
8 Focus ➤ Role play ― continuing a
Meg soft, large eyes, sweet plump conversation
brown mouth
Jo long, comical nose, sharp a) ñ Divide Ss into groups of four. Explain the task.
tall, thin,
thick grey eyes, decisive ñ Go around the class monitoring Ss’ work.
long limbs,
mouth, fierce, round
funny shoulders, Suggested Answer Key
big hands Jo: That’s a good idea! What shall we get
and feet her?
Beth smooth- rosy, bright-eyed, Meg: I think I will buy her a nice pair of gloves.
haired sweet mouth, Jo: And I will buy her a pair of shoes.
peaceful expression Beth: I will buy her some handkerchiefs.
Amy: I will buy her a bottle of perfume. I
Amy curling, blue eyes slender
don’t think it will cost too much money.
yellow
Meg: How will we give them to her?
Jo: We will put them on the table and
b) Focus ➤ Using new vocabulary bring her in to sit down and open each
gift in front of us.
ñ Explain the task. Beth: Great idea!
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Literature 1d
b) ñ Ask groups to write their conversation ñ Ask all groups to present their work to the
down. Ss exchange their work with another class.
group. Ss compare and check for mistakes.
1 e
Writing Skills
Objectives
Reading: an informal letter giving news (matching)
2 Focus ➤ Identifying informal style
Skills ― reading for detailed comprehension Direct Ss’ attention to the theory box on p. 18 and
Writing: an informal letter giving news allow them time to read it. Answer any questions
Speaking: making suggestions, giving advice Ss may have.
1e Writing Skills
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Writing Skills 1e
8 Focus ➤ Writing an informal email/letter C Dear George,
Thanks for your email. It was great to
ñ Ask Ss to select any of the rubrics in Ex. 7 and
hear from you.
write a letter/email. Allow Ss time to complete
You asked about my best friend. Well,
the task.
he’s called John and he’s tall and slim and
ñ Allow Ss time to review and revise their work.
athletic. He loves sports and he’s kind and
ñ Direct Ss’ attention to the table. Alternatively
funny. We play a lot of basketball together
you can assign the task for HW.
and we go to the cinema quite a lot and
sometimes we just hang out in the park.
Suggested Answer Key You’d like him.
A Hi Jane, You said you can’t wait for the winter
How are you? I hope you are well. I holidays. Why? What have you got planned?
have a couple of questions to ask you Are you going away somewhere? Do you do
about our student exchange. many winter sports?
First of all, can you tell me what Write back soon and tell me all about
clothes I should bring with me? Is the your plans.
weather likely to be warm or cold at this Yours,
time of year? Do you think I should bring Gary
warm clothes and a jacket or lighter
clothes and perhaps a couple of T-shirts? D Dear Michelle,
Secondly, I have no idea how to get to I’m sorry to hear that you are bored,
your house when I arrive. Do you think but I think I might have a few ideas to
you could give me some directions and help you.
tell me which bus or train I should get? Why don’t you create your own youth
Please let me know as soon as you can club where all your friends could come? It
so I can get organised. Thanks a lot. could be a games club or a film club in
Yours, someone’s garage or spare room. This way
Mark you’ll have something to do.
Have you thought of taking up a sport
B Dear Ann, together? This way you could hang out
Hi. How are you? It was nice to hear together and get fit at the same time.
from you. I hope my advice helps. Write back and
My party was great, thanks for asking. I let me know.
had it in the garden because the weather Love,
was fantastic. I had a disco and all my Joanne
friends from school came. I got lots of
presents and I had a huge cake in the shape
of a desert island. I had a fantastic time.
I was surprised to hear that you’re
going to New York. Are you going there on
holiday or to visit a friend? How long are
you staying for and where are you staying?
I’ve always wanted to go there. I bet
you’ll have a fantastic time. Please send
me a postcard.
Have a great time and write soon.
Love,
Claire
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1 Culture Corner
Objectives
keeping up with: following a trend
Vocabulary: related to clothes; fashion &
top designers: the most famous designers
shopping
trendy: fashionable
Reading: an article about teenage fashion
affordable: at a reasonable price
(matching)
hit the shops: to go shopping
Skills ― reading for specific information
inspiration: sth that influences your decisions/
Speaking: talking about fashion; role play ―
choices
acting out an interview
multi-cultural: involving people of different
cultures
trends: fashions
1 Focus ➤ Presenting vocabulary to describe
picking up bargains: buying things at a low price
fashion
second-hand shops: shops that sell used items
ñ Elicit/Explain the meaning of any unknown stand out in a crowd: to be noticed
words in the rubric. Direct Ss’ attention to the influenced by: affected by
pictures. the other way round: the opposite
ñ Select individual Ss to answer the questions.
ñ Play the recording. Ss listen and follow in their
books and check their answers. ñ Then allow Ss time to scan the text for
words related to shopping places.
ñ Elicit/Explain their meaning. Ask Ss what
Suggested Answer Key
similar places exist in their country.
British teenagers like wearing comfortable,
cheap clothes like baggy jeans and trainers,
Answer Key
second-hand clothes and modern colourful
designs. high street shops, street markets, second-hand
shops
Answer Key
1 John 3 Amy 5 Lisa/Amy b) ñ Read the examples with Ss. Elicit more
2 Lisa 4 John phrases.
ñ Ss check in their dictionaries.
ñ Ss make sentences using the phrases.
3 Focus ➤ Presenting vocabulary to describe
fashion
Suggested Answer Key
a) ñ Tell Ss they may use their dictionaries to shopping expedition, shopping centre/mall,
explain the words in bold and give an shopping therapy, shopping around, discount
example, explanation or synonym. Encourage shopping
Ss to try to guess the meaning of the words
from the context first, though. There’s a large shopping centre opening in the
town centre soon.
Shopping therapy is a good way to cheer
Suggested Answer Key
yourself up when you feel down.
reasonably well-dressed: dressed quite well Shops in my town are open for late-night
individuality: being yourself/different to others shopping on Thursdays. etc
bothered about: interested in sth
tend to: to usually do sth
stick to: not to change 4 Focus ➤ Practising vocabulary on teenage
rip: tear fashion
ñ Explain the task. Ss take roles and work in pairs.
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Culture Corner 1
ñ Go around the class monitoring Ss’ work giving ñ Allow Ss some time to write a short paragraph.
help where necessary. ñ Alternatively you can assign the task for HW.
ñ Select some pairs to present their interview to
the class. Suggested Answer Key
In my country, there are always several trends
Suggested Answer Key and so teenagers wear a variety of clothes. A
A: So, Amy, tell me, do you like to keep up lot of teenagers are influenced by American TV
with the latest fashion? and they copy the clothes some American kids
B: Oh, yes! I just love fashion and I buy a lot wear. Many boys like to wear large baggy
of fashion magazines. trousers, Nike or Adidas trainers and baseball
A: Where do you shop mostly? caps. Most girls seem to follow the latest
B: I do most of my shopping in the high street fashion that they see in magazines and so they
shops. wear whatever is in. Others are inspired by
A: Why’s that? rock groups and wear the same clothes that
B: Because they are full of trendy affordable their favourite singer wears. Teenagers who
clothes. etc keep up with the latest fashion and who have
the money to spend, tend to go to high street
shops while others like going to markets or
5 Focus ➤ Writing a short paragraph on second-hand shops. I think most teenagers
teenage fashion would spend about ú100 a month on clothes.
ñ Explain the task. Go through the questions and
elicit answers from Ss around the class.
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Going Green 1
Objectives
Answer Key
Reading: a text about the recycling process
(word formation) 1 represents 6 completes
Skills ― skimming 2 them 7 recycled
― reading for detailed comprehension 3 third 8 shopping
Speaking: a two-minute talk about the 4 consumer 9 driving
importance of recycling 5 Buying 10 manufacturers
Project: a list
3 Focus ➤ Explaining new vocabulary
1 Focus ➤ Understanding a pie chart ñ Ss explain the words in bold by giving a
definition, synonym, miming, etc. Encourage Ss
ñ Explain that a pie chart is used to illustrate the to try to guess the meaning of the word from
relative proportions of a group of things. the context before using their dictionaries to
ñ Ss work in pairs. Allow Ss some time to look at check their guesses.
the pie chart and discuss what makes up our ñ Elicit/Explain the meaning of any other words
rubbish. Ask Ss which of these we recycle. in the text that Ss do not understand.
ñ List suggestions on the board.
1 Going Green
4 Focus ➤ Exploring the theme and giving a Some materials such as glass and aluminium
talk about recycling can be recycled over and over again so it
makes sense to recycle drinks cans and bottles
ñ Ask Ss to collect information from various
rather than throw them away. You can help by
sources (e.g. the Internet, encyclopaedias,
buying recycled products. Clothes, glass
school textbooks). Ss select the points they will
products, paper products and much more can
present in their speech and make notes. Ss
all be purchased in recycled varieties. Come
organise their notes under appropriate headings.
on! Help reduce the rubbish by recycling and
This will help them present their speech.
buying recycled products today!
ñ Advise Ss to look at the audience and use
gestures and pictures while talking, as this will
attract the audience’s attention. Ss can refer 5 Focus ➤ Personalising the theme
to their notes while speaking.
ñ Ask Ss to discuss in pairs the recycling bins they
ñ If possible, Ss can prepare transparencies of
have at home and what they have in them. If Ss
the main points and present them using an
do not have a recycling bin, ask them to create
overhead projector. They could also prepare a
one.
PowerPoint presentation.
ñ Ss could take pictures or draw their recycling
ñ Ss can record themselves while talking.
bins. Ask Ss what they are recycling this week.
ñ Ss watch the various presentations and
ñ Ss make a list to compare with their partners.
comment on them.
(Ss’ own answers)
Suggested Answer Key
Man is producing more and more waste and Green Wisdom
that is why it is so important to recycle as ñ Draw Ss’ attention to the quotation.
much as possible. Otherwise we will use up all ñ Elicit ideas for how to paraphrase the quotation
our resources and be overrun with waste and and build up a paraphrase on the board. Ss discuss
rubbish. the meaning in pairs or small groups.
The recycling logo consists of three chasing ñ Elicit whether Ss agree or disagree with the
arrows each representing a stage in the quotation and ask Ss to justify their opinions. Ask
recycling process: rubbish is put in the correct various pairs or groups to report back to the class.
bin, material is collected by recycling trucks, ñ As an extension, Ss could suggest similar or other
and lastly the consumer buys products made quotations on the topic from their L1.
from recycled material.
1 Spotlight on Exams
Listening TAPESCRIPT
1 “It’s John’s birthday party tonight. I’m really
Focus ➤ Listening for specific information
looking forward to it but I just can’t decide what
ñ Explain the task. to wear! I could put my red top on with my jeans
ñ Play the recording. or I could wear my new black dress. Oh, I don’t
ñ Ss complete the task. know! What do you think?”
ñ Select individual Ss to read out the correct
answer. 2 “Well, my uncle Charlie has three boys and a girl.
Uncle Shaun has 5 boys. Oh, and my father’s sister,
Answer Key Auntie Sally, has one set of boy twins and one set
1 B 3 B 5 B 7 C of girl twins. But ― you won’t believe this ―
2 C 4 B 6 A there’s just me in my family!”
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Spotlight on Exams 1
3 “All of my friends really liked the new shopping Use of English
centre when we went there on Saturday, but I
Focus ➤ Answering multiple choice cloze
wasn’t very keen on it really. OK, so there was a
questions
good variety of shops and the prices weren’t too
expensive, but it was really busy and absolutely ñ Explain the task, reminding Ss of the
huge! I was exhausted when I got home!” importance of using contextual clues when
determining answers.
4 “Introducing Teen Life ― the new teenage lifestyle ñ Ss complete the task individually and then
magazine! Apart from the latest fashions and compare answers with a partner.
celebrity gossip, each week we’ll feature a ñ Read out the text.
teenager who has done something different in ñ Ss check their answers.
his/her life. We’ll have articles about teenage ñ As an extension Ss ask and answer
inventors, teens with special talents and abilities comprehension questions in groups.
or even teenagers who have started successful
businesses. If you have a success story you would
like to see included, contact us on 020-8435093.” Answer Key
1 B 3 C 5 A 7 C
5 “Greg and Mandy and I all used to hang out 2 A 4 B 6 D
together. Greg was my boyfriend. He was good-
looking, creative and fun to be with. Then Greg
and I had a fight. He started going out with Mandy Writing
and she told a lot of lies about me. So Greg never Focus ➤ Writing a letter
spoke to me again. I can’t believe she was so
dishonest!” ñ Ask a S to read out the extract.
ñ Elicit/Explain any new vocabulary.
6 “ ‘I went for a job as a nursery school teacher but ñ Explain the task.
they said they don’t take young men.’ Does this ñ Check Ss’ understanding by asking questions:
sound like your problem? Don’t just forget about What are you going to write? (a letter) Who is
it. The law is there to protect you. For help and the letter for? (my pen-friend Emma) What are
advice, call our helpline on 555 360 1936. We’re you going to write about? (my family/ask
here to help!” questions about her best friend).
7 “… and if you’ve just tuned in, you’re listening to Suggested Answer Key
‘Chart toppers’ on Sparks Radio 92.3 FM… James Hi Emma,
Blunt remains at the top of the UK singles and It was nice to hear from you and I’m glad
albums charts whilst Daniel Powter is this week’s you told me about your family.
highest new entry with ‘Bad Day’ going straight in In my family we all get on well but, like
at number two…” you, I have problems with my brother. He is a
menace. He is always playing tricks on me.
Reading He’s always making noise too. My parents are
Focus ➤ Reading for specific information great though and they always help me with my
homework. My sister is very nice to me too.
ñ Explain the task.
She talks to me about fashion and boys and
ñ Go through the headings (A-G) with Ss.
things like that.
ñ Allow Ss time to read the texts.
Anyway, you mentioned your best friend.
ñ Select individual Ss to read out the answers.
What’s she like? What does she look like?
Where did you meet? I’d love to hear about
her.
Answer Key That’s all from me for now. Write back soon.
1 B 2 A 3 G 4 C 5 E 6 D
Love,
Mona
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1 Spotlight on Exams
Speaking A: Oh, I know where you mean. It’s quite easy
Focus ➤ Role play to get there. Now all I have to decide is
what to wear. Are people going to be
ñ Explain the task.
dressed formally or casually?
ñ Read out the prompts and explain/elicit that
B: I don’t really know. Just wear whatever you
the conversation will be informal as Ss are
want.
talking to a friend.
A: What are you going to wear?
ñ Ss work in pairs.
B: I’ll probably wear my black trousers and a
ñ Go around the class monitoring the task.
shirt.
ñ Select individual Ss to act out their dialogues.
A: OK, in that case I think I’ll wear my blue
dress. What do you think?
Suggested Answer Key
B: Yes. That sounds great.
A: Hi John. I’m really looking forward to your A: See you there, then!
party next week, but can you tell me what B: OK. Bye.
time it starts?
B: Sure. Around 8 o’clock.
A: OK and how do I get there?
B: Well, first you make your way to Newtown
Road. There are a number of buses that go
there or you can take a taxi. Then you take
the second turning on the left just after
the supermarket into St Mary’s Road and
my house is number 33.
1 Progress Check
Progress Check 1 and Look at Module 2 should be done in one lesson.
Answer Key
1 1 trusting 6 patient 4 1 beautiful 4 talented
2 selfish 7 caring 2 careless 5 resourceful
3 loyal 8 mean 3 selfish
4 moody 9 dishonest
5 aggressive 10 jealous 5 a) 1 after 4 forward to
2 up 5 down on
2 1 shopping 6 grab 3 out for
2 all-time 7 hit
3 brand 8 top b) 1 at 4 with
4 window 9 mobile 2 with 5 on
5 extreme 10 the great 3 about
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Pic 2 (p. 29) Ask Ss to look at the relevant pages and elicit what each
What does the picture show? How is it related to section is about.
the title of the text? What are the two teenagers
doing? Why is the girl so happy? What are the bags Suggested Answer Key
behind them? The Literature section is about an author and a
Pic 3 (p. 34) literature extract. This one (pp. 34-35) is about
Edith Nesbit and an extract from her novel The
What can you see in the picture? Who are these
Railway Children. Several activities are included to
people? How are they feeling? How is the picture
stimulate interest and explore this piece of literature.
related to the train and the title of the text?
The Culture Corner (p. 39) contains an article on
Pic 4 (p. 40)
great British sporting events.
What does the drawing show? What is the boy
doing? Look at the rest of the drawings on p. 40. The Across the Curriculum section (p. 40) looks at
How are they related to the title of the article? Are money matters and how to be responsible with your
you responsible with your money? money, a topic in Personal, Social and Health
Education (PSHE).
Find the page number(s) for The Going Green section looks at different green
Allow Ss time to browse through the module and find the issues. This particular one (p. 41) deals with air
relevant information. Then ask them to explain what pollution at home.
each one is and elicit simple information about each
item. Listen, read and talk about …/Learn how to
…/Practise …/Write/Make …
As described in the relevant section in Module 1.
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2 a
Reading Skills
Objectives
3 Focus ➤ Understanding new words
Reading: a text about teenage shopping habits
(matching) ñ Go through the Study Skills box with Ss and
Skills ― scanning elicit why it is important to guess the meaning
― reading for detailed comprehension of a word from the context of a sentence rather
Speaking: talking about spending habits (role play) than using the dictionary (it helps to improve
Vocabulary: words related to spending money your comprehension skills).
Writing: a short paragraph about you and money ñ Ask Ss to try and guess the meaning of the word
from the context only, then explain the words
in bold by giving a definition, synonym, etc.
Reading ñ Select individual Ss to explain the words.
Reading Skills 2a
If I like a particular top or skirt, I can’t resist
Speaking
buying it in several colours. 6 Focus ➤ Asking and answering questions
I can’t survive on less than £20 a week!!
ñ Ss, in pairs, take roles and ask and answer
My parents aren’t rich so I’ll have to have a
questions using the text on p. 29.
student loan at university.
ñ Go around the class monitoring the task.
Most parents give their children pocket
money every week.
Many children have to do household chores Suggested Answer Key
like washing the dishes and making the beds. A: How much money do you get, Josh?
I can’t afford to splash out on new dresses B: I get £15 a week.
for each wedding I am invited to. A: What do you spend it on?
I always go on a shopping spree to buy things B: Things like CDs, computer games, comics
for my birthday party. and going out. What about you, Hayley?
I am saving up for a holiday abroad. A: Well, I get £70 a week and I spend my
money mainly on snacks, bus fares, going to
the gym and going out. etc
Vocabulary
4 Focus ➤ Learning new vocabulary Writing
a) Elicit/Explain the meaning of any unknown 7 Focus ➤ Writing a short paragraph about
words in the list. Ss answer the question. yourself
ñ Ss read the rubric. Check comprehension of the
Suggested Answer Key task by asking Ss: What are you going to write?
ñ clothes and accessories (a short paragraph) What is it going to be
ñ going out about? (about myself and money) What do you
ñ magazine/books/comics have to write about? (use prompts). Brainstorm
for ideas under the prompts given.
ñ Check their notes before Ss start writing.
b) Ss work in pairs and discuss the question. Go ñ Select Ss to read out their paragraphs.
around the class monitoring the activity. Then ñ Check Ss’ answers.
ask some pairs to report back to the class.
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2a Reading Skills
Words of Wisdom
ñ Draw Ss’ attention to the quotation. ñ Elicit whether Ss agree or disagree with the
ñ Elicit ideas for how to paraphrase the quotation quotation and ask Ss to justify their opinions. Ask
and build up a paraphrase on the board. Ss discuss various pairs or groups to report back to the class.
the meaning in pairs or small groups. ñ As an extension, Ss could suggest similar or other
quotations on the topic from their L1.
2 b
Listening & Speaking Skills
Objectives
Suggested Answer Key
Vocabulary: free-time activities & personalities gardening: cautious, creative, relaxed, quiet,
Reading: a dialogue about hobbies (matching) sensitive, imaginative
Skill ― reading to identify appropriate response white-water rafting/skydiving/snowboarding:
Speaking: acting out a dialogue about hobbies; adventurous, brave, outgoing, active, strong
enquiring about/expressing preferences; suggesting, fishing: cautious, strong, relaxed, quiet
replying; acting out a dialogue enrolling for a martial arts/archery: fit, strong, determined
class football/tennis/aerobics: fit, strong, outgoing,
Listening: completing a form (gap-fill) sociable, determined, active
Skill ― listening for specific information board games: creative, cautious, quiet, sociable,
reserved, imaginative
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Answer Key
ñ Ss work in pairs and use the plan to act out
1 C 3 A 5 D
similar dialogues.
2 E 4 B 6 F
ñ Ask various pairs to present their dialogue to
the class.
c) ñ Elicit the meaning of the words in bold. Ask
Ss to try and guess the meanings of the Suggested Answer Key
words from the context before using their A: Hi John. Where are you off to?
dictionaries and giving a definition, example B: Oh I’ve got aerobics class tonight. Fancy
or a synonym. coming along?
ñ Select individual Ss to answer the question. A: Me? Aerobics class? I don’t think so.
B: Not extreme enough for you, I suppose!
Suggested Answer Key A: That’s right.
bruises: injuries that look like purple marks B: By the way, how did the skydiving go?
on your body A: Great. I’ve got a few bruises but I just love
come along: come with, as well it! It’s such an amazing sport!
action shots: photos of something in motion B: And so what’s next … learning to fly a
plane?
Jake likes extreme sports such as white-water A: No, but I’m going white-water rafting this
rafting and snowboarding. weekend.
Suzy likes going to art classes and taking B: Really? Where?
photographs. A: You know, the big river in the national park.
Why don’t you come along? We’ll have a
great time.
5 Focus ➤ Role play B: Me? No way! I’d rather swim with sharks
than down a river in a rubber boat.
ñ Ss take roles and read out the dialogue in
A: Well, why not just come and watch then?
closed pairs. Then ask some pairs to read out
B: I suppose I could. I know ― I’ll bring my
the dialogue in front of the class.
camera.
ñ As an extension write the following dialogue
A: Yeah. You could get some great shots.
plan on the board.
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2 c
Grammar in Use
Objectives
Answer Key
Vocabulary: phrasal verbs with take; dependent
prepositions; words often confused; forming 1 helping 6 playing
abstract nouns 2 reading, watching 7 go
Grammar: -ing form/to-infinitive/infinitive without 3 finish 8 cry
to 4 saying 9 to see
Writing: a letter 5 to do 10 to go
Grammar in Use 2c
Answer Key 7 Focus ➤ Revising dependent prepositions
1 action 4 selection ñ Direct Ss’ attention to Appendix 1.
2 competition 5 accommodation ñ Explain the task.
3 excitement ñ Allow Ss time to complete the task.
ñ Check answers with the class.
ñ Ss make sentences about themselves using
b) Focus ➤ Practising abstract noun formations
prepositions.
ñ Ss use their dictionaries.
ñ Allow Ss time to complete the task. Ss Answer Key
compare answers with a partner.
2 at 4 at 6 on
ñ Check answers around the class.
3 in 5 of 7 of
ñ Select individual Ss to present answers to
the class.
Suggested Answer Key
Answer Key 1 I’m crazy about my girlfriend. She’s
2 education 6 suggestion beautiful!
3 collection 7 recovery 2 I’m brilliant at playing tennis.
4 dependence 8 agreement 3 I’m interested in buying a cottage in the
5 achievement country.
4 I’m terrible at singing.
5 I’m fond of my little sister.
Suggested Answer Key 6 I’m not keen on Physics and Chemistry.
2 Some people believe that private schools 7 I’m proud of mother’s baking skills.
provide the best education.
3 My stamp collection has 5,000 stamps.
4 My grandma hates her dependence on others.
8 Focus ➤ Learning words often confused
5 You should be proud of your achievement. ñ Ss work in pairs.
6 I like Paul’s suggestion the best. It’s the ñ Explain the task.
most sensible way to do it. ñ Allow Ss time to read through items 1-4
7 After the car accident, he made a slow underlining the word that they think is correct.
recovery. ñ Ss check in the Word List to see if their answers
8 The agreement was signed on July 1st, 1997. are correct.
ñ Check Ss’ answers and elicit/explain the
meaning of the distractor.
6 Focus ➤ Practising phrasal verbs ñ Ss make sentences using the distractor.
ñ Explain that each sentence can be completed
with a phrasal verb from the diagram. Answer Key
ñ Ss complete the task individually. 1 owe 2 change 3 broke 4 salaries
ñ Check Ss’ answers eliciting the meaning of each
phrasal verb.
ñ As an extension ask Ss to choose a phrasal verb Suggested Answer Key
and draw a picture to illustrate its meaning. Play 1 I’m going to charge this new dress to my
in teams. Ss from each team show their drawing credit card.
in turn. The other team guesses what the phrasal 2 Can I exchange this dress for a smaller size,
verb is. please?
3 I am in debt.
Answer Key 4 People who earn wages are often paid an
1 take over 4 takes after hourly rate.
2 take up 5 Take off
3 take (you) out 6 take (your clothes) in
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2c Grammar in Use
9 Focus ➤ Practising sentence transformations ñ Allow Ss time to brainstorm for ideas and organise
sentences. Remind Ss of the characteristics of
ñ Read out the rubric, stressing that the second letter writing. Direct Ss to the model on p. 32.
sentence must have the same meaning as the ñ Check Ss’ answers. Then Ss swap papers and
first and that Ss must not use more than five write a response again using the response on
words. p. 32 as a model.
ñ Do the first item with Ss. Ss complete the task
individually.
Suggested Answer Key
ñ Check Ss’ answers on the board.
Dear Claire,
Suggested Answer Key My mother is always going through my
1 is crazy about things. Every time she cleans my room she
2 can’t afford to go looks in my drawers and reads my letters. She
3 would rather go out than even puts my stuff away in the wrong place.
4 not keen on going What can I do? Please help!
5 looking forward to seeing Tracey, 15, London
Dear Tracey,
Writing Why don’t you clean and tidy your own
10 Focus ➤ Writing a letter about a problem room? Then your mother won’t have to go in
there. You could also try talking to her and ask
ñ Ss read the rubric. her to respect your privacy. Let me know how
ñ Check comprehension of the task by asking Ss: you get on!
What are you going to write? (a short letter) What
will it be about? (it will be about a problem).
2d Literature
Objectives
Suggested Answer Key
Vocabulary: phrasal verbs; adjectives describing
character I think the story took place about a hundred
Reading: a short biography, an extract from The years ago in the early 1900s.
Railway Children (multiple choice)
Skills ― reading for gist and detailed comprehension 2 Focus ➤ Predicting the content of a text
Writing: a diary entry
ñ Allow Ss some time to read the first sentence of
each paragraph. Ss guess what the extract is
1 Focus ➤ Identifying genre about.
ñ Play the recording. Ss listen and read to check.
ñ Direct Ss’ attention to the picture and the title.
ñ Ask Ss to pay particular attention to the people’s
Suggested Answer Key
clothes.
ñ Ask the question in the rubric. The extract is about the three children and
ñ Direct Ss’ attention to the biography. their parents. It describes them and the
ñ Ss check their guesses against the facts in the relationship between them. It also describes
biography. their lifestyle and prepares the reader for the
event that changed their lives.
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Literature 2d
3 Focus ➤ Reading for detailed comprehension bang: a loud noise
ñ Direct Ss’ attention to the Study Skills box. I’m just an ordinary person.
ñ Allow Ss time to read the text carefully and My house is in a suburban street.
answer the multiple choice questions. My roof is tiled with red, clay tiles.
ñ Check answers with Ss in class. Who’s ringing the church bells?
Our house has French windows at the back.
The estate agents will sell our house for us.
Answer Key
None of my friends are dull.
1 C 2 D 3 D 4 C 5 B
She read a poem aloud to her friends.
When we move into our new house we will
4 a) Focus ➤ Introducing vocabulary enjoy refurnishing it.
When I was six years old I had mumps.
ñ Ask Ss to try to guess the meaning of the The children played quietly in the nursery.
words from the context before checking in I’ve got heaps of homework tonight.
their dictionaries. Merry Christmas to everyone.
ñ Ss then explain the words in bold using their Don’t be cross with me. I didn’t mean to do it.
dictionaries by giving synonyms, explanations, It is unjust to punish the whole class if only
antonyms or examples. one student is naughty.
I can’t wait for winter to be over and done with.
Suggested Answer Key I had a dreadful nightmare last night.
ordinary: plain; usual I like making model aeroplanes.
suburban: from an area outside the city centre This house is full of charm.
where people live and do not usually work The battery only lasted for one week.
tiled: covered with tiles (flat, square pieces of His inexperience meant that he was not very
dried clay) good at his job.
bells: devices that make a ringing sound used His intentions were clear. He wanted to be the
to get attention or give a signal boss of the company.
French windows: pair of glass doors usually There was a big bang and the car stopped in
leading to a garden the middle of the road.
estate agents: people whose job it is to sell
houses and land
dull: boring
b) Focus ➤ Matching phrasal verbs to meanings
aloud: speaking out loud ñ Explain the task.
refurnishing: putting of new furniture into a ñ Allow Ss time to complete it.
house ñ Ss match phrases individually and then
mumps: a childhood illness where your face compare answers with a partner.
and neck swell up ñ Check answers with the class.
nursery: a room in a house where children
play and/or sleep Answer Key
heaps: a lot, many grew up ― became an adult
merry: very happy made up ― invented
cross: a little angry getting over ― recovering from
unjust: unfair went off ― exploded
over and done with: finished; ended; no more turned out ― proved to be
dreadful: awful
model: a smaller but exact copy of something,
e.g. plane, train Suggested Answer Key
charm: to be pleasant/attractive/likeable
As the youngest of seven children, he grew up
lasted: existed for a period of time
very fast.
inexperience: lack of skills or knowledge of
He made up lots of new recipes for his
something
restaurant.
intentions: an idea or a plan of what you want
She is still getting over mumps.
to do in the future
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2d Literature
When the fireworks went off, we heard a big The mother is reliable and loving because she’s
bang. always there to help the children with
It turned out that the police had arrested the homework and everything they need. She is
wrong man. creative and imaginative because she writes
stories and poems for the children. She is also
funny because she writes funny poems for them.
5 Focus ➤ Understanding phrases
The father is fair because he is never unjust
ñ Complete the first item with the class to
with the children. He is also funny and
demonstrate the task.
creative because he comes up with funny
ñ Explain that a good way to check what the
reasons why he doesn’t want to play a game
words refer to is to replace the underlined
with the children. He is loving because he
phrase with the word(s) or phrases Ss think it
cares about their feelings and wants them
refers to. If the sentence makes sense, then
always to be happy.
the answer is probably correct.
ñ Ss complete the task individually and then
compare answers with a partner.
ñ Check answers with the class.
7 Focus ➤ Writing a diary entry
ñ Ss read the rubric.
Suggested Answer Key ñ Check comprehension of the task by asking Ss:
What are you going to write? (a diary entry)
‘every modern convenience’: any modern
What will it be about? (Peter’s account of the
appliance/invention which can be used in a
day of the incident with the engine).
house ― all the mod cons
ñ Allow Ss time to complete the task.
who meant extremely well: who tried hard to
ñ Select Ss to read out their diary entries.
do good but didn’t always succeed
paying dull calls: to visit someone who is dull
its charm lasted in its full perfection: it was Suggested Answer Key
perfect and delightful A dreadful thing happened today just three
broken to bits: broken into tiny pieces days after my birthday ― my brand new model
darken their lot: make their life miserable train blew up. It really frightened the dog. He
ran off and hasn’t come back yet. He was so
scared. I can’t believe it, my perfect little
6 Focus ➤ Describing a character’s personality engine is destroyed and all my Noah’s Ark
Go through the list of adjectives and elicit people are smashed to bits. I am really upset. I
meaning. Conduct the activity as a class tried not to cry but I couldn’t help myself.
discussion, inviting individual Ss to give their Everyone asked why my eyes were red but I
opinions and state their reasons. told them I had got a cold.
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2 e
Writing Skills
Objectives
6 Got a new Saturday job. I’ll tell you when
Reading: short messages (matching)
I see you.
Skills ― reading for gist and detailed understanding
7 Gone to supermarket. Back soon.
Writing: writing short messages
8 Looking forward to our trip next month.
9 Sorry (I) didn’t call you yesterday. I’ll call
you tonight.
1 Focus ➤ Identifying short messages
10 John’s buying (the) tickets for Saturday’s
ñ Read the rubric aloud. match.
ñ Ask various Ss to answer the questions.
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2e Writing Skills
b) ñ Allow Ss time to read and make a b) Focus ➤ Writing, checking/editing a short
judgement about the response. note
ñ Ss judge the length, content, style, etc.
ñ Go around the class monitoring Ss’ comments. ñ Direct Ss’ attention to the Study Skills box.
ñ Go through all the points with Ss.
ñ Allow Ss time to write a note. Go around the
Suggested Answer Key
class monitoring Ss work.
The answer is too long. ñ Ss swap notes with their partners and edit
It includes all the correct information but it each other’s work using the Study Skills box.
should begin ‘Dear/Hi Mum’.
The style is too formal and there are no
Suggested Answer Key
contractions. It should be much shorter and
have a friendlier ending. Hi Katie
Sorry can’t come shopping today. Have lots of
homework to do. How about meeting later in
7 Focus ➤ Writing a short message front of cinema at 6?
ñ Ss work in pairs. Love,
ñ Explain the task. Ss read the rubric. Emma
ñ Allow Ss time to complete the task.
ñ Ss compare answers with other pairs. 9 Focus ➤ Writing short notes
ñ Select pairs to discuss their work in class.
ñ Read out the prompts. Allow Ss time to make
their choices and write their notes.
Suggested Answer Key
ñ Alternatively, assign the task for HW.
Hi Mum
Thanks for buying my boots. Will be home at
6.30. Suggested Answer Key
Don’t worry, I haven’t forgotten Dad’s birthday. 1 Dear Sarah,
See you later! Having great time in Brighton. Going
Luke shopping and seeing the sights. Just love
the place. Wish you were here! Will take
lots of photos to show you when I get back.
8 a) Focus ➤ Understanding the rubric
Love,
ñ Direct Ss’ attention to the rubric and the note. Mark
ñ Select an individual S to read out the note.
ñ Allow Ss time to find the key words and 2 To: Gill@hotmail.com
reply to the note. From: Sueblue@hotmail.com
ñ Read aloud the prompts, then ask Ss
questions: What are you going to write? (a Hi! Just started at Leeds University.
note) Who is going to read it? (My sister) Fabulous city with great shops and clubs.
What style are you going to use? (informal Think I’m going to like it here! How about
style) What information are you going to coming to stay one weekend? Let me know
include? (reason I can’t make shopping trip asap (as soon as possible).
and suggestion to meet later). Love,
Sue
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Culture Corner 2
Objectives
Suggested Answer Key
Vocabulary: British sporting events
Reading: texts about four British sporting events competitors: people taking part in a contest
(matching) extremely: very much
Skill ― reading for specific information get out of breath: breathe very quickly and
Writing: a short article about famous sporting with difficulty
events in your country take part in: be involved in
Speaking: talking about a sporting event offers: gives
(monologue ― role play) majority: most
raise money for charity: make money for
those less fortunate
race course: a place where horses run against
1 Focus ➤ Predicting the content of a text
each other
ñ Direct Ss’ attention to the picture and the presenters: people who introduce a TV
titles. programme
ñ Explain/Elicit meaning of any difficult words. comment on: talk about, give an opinion on
ñ Ask Ss to think of a question for each event. smart: fashionable
ñ Ss try to answer their questions. championship: a competition to find the best
ñ Play the recording. Ss listen and read. Elicit player(s) in a sport
whether their questions were answered. spectators: people who watch a sporting event
queue: wait in a line to be served/for your turn
Suggested Answer Key compete: play against each other
A When does it take place? (every spring)
B Why do people do it? (prize money, fun, to
raise money for charity)
3 Focus ➤ Revising vocabulary
C Where is it? (Berkshire) ñ Allow Ss time to read the sentences.
D How long does it last? (two weeks) ñ Ss work in pairs.
ñ Check Ss’ answers.
ñ Explain the meaning of the distractors.
2 Focus ➤ Reading for specific information
a) ñ Ss read the questions carefully and scan the Answer Key
texts for the information they need. 1 presenters 3 competitors
ñ Advise Ss to underline parts of the text 2 spectators
related to the questions.
ñ Allow Ss time to complete the task.
ñ Select individual Ss to present their answers. Suggested Answer Key
1 My dad is on the board of directors of a big
Answer Key company.
1 B 2 D 3 C 4 A 2 The audience loved the performance very
much.
3 The rowers train very hard for the boat race.
b) ñ Ss explain the words in bold by giving a
definition, synonym, miming, drawing, etc.
ñ Encourage Ss to guess the meaning of the
word from the context before using their
dictionaries to check their guesses.
ñ Elicit/Explain the meaning of any other words
in the text that Ss do not understand.
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2 Culture Corner
4 Focus ➤ Making a presentation ñ Ss use the texts as models. Ss do the task.
ñ Alternatively you can assign the task as HW. Ss
ñ Ss choose one of the events A-D. can get information and pictures from the
ñ Allow Ss time to complete the task. Internet, magazines, newspapers etc.
ñ Explain/Elicit the style and language a radio
presenter would use.
Suggested Answer Key
ñ Select four Ss to make their presentations in
front of the class. One of Auckland’s most famous sporting events
is the Round the Bays fun run. Held in March
every year since 1972 and with 70,000 runners,
Suggested Answer Key
it is one of the world’s largest. It costs $15 to
Hi everyone! It’s Mike Legg here at the London enter but all the money goes to charity. It starts
Marathon. Competitors are just lining up for at the city harbour and continues around 8.4
the start of this fantastic event. As always it’s kilometres of coastal roads finishing at St
a race over 26 miles. You have to be pretty fit Helier’s Bay. Some of the most interesting
to enter. There are over 40,000 people taking competitors are rugby teams, hospital staff
part this year. Here at the starting line the pushing hospital beds, firemen and parents
serious runners are on the left and those running with children in prams. Even members
raising money for charity are on the right. of Greenpeace race in whale costumes!! After
Hello, they’re asking people to be quiet. … the run people have barbeques at Madrill’s
And that was the starter pistol. There they go! Farm. Every runner gets a certificate. It is a
They’re off to a flying start. good day out and a lot of fun for all.
4 A: Don’t you agree that you should always Suggested Answer Key
lend a friend money? Survey
B: You are wrong there. If he/she doesn’t
Statement Name Yes No
pay you back, you might have an
argument and fall out. 1 You find a wallet in the 1 ......
street with an address 2 ......
5 A: Don’t you agree that taking the money in it. Do you keep it? 3 ......
is the same as stealing?
4 ......
B: That’s correct. You shouldn’t keep it.
1 ......
6 A: Don’t you think that you should give 2 A shopkeeper gives you
2 ......
your mother back all her change when too much change. Do
3 ......
you go to the shop for her? you tell him?
4 ......
B: Certainly.
3 You don’t work one 1 ......
Saturday but your boss 2 ......
2 Focus ➤ Preparing a survey and writing your still pays you. Do you 3 ......
findings return the money? 4 ......
ñ Elicit/Explain the meaning of the word survey.
Most of the class seems to be really honest.
Explain how a survey is conducted (by asking a
Only one person said that they wouldn’t return
specific number of people a number of
a wallet if they found it in the street. On the
questions on a particular topic).
other hand, five people said they wouldn’t tell
ñ Allow Ss time to come up with questions. Write
the shopkeeper about the extra change and two
the questions on the board. Count how many Ss
people said they wouldn’t tell the boss about
answer Yes and how many answer No.
paying the extra day. However, most people
ñ Ss write a paragraph about the findings. Allow
felt it was better to tell the boss to show their
Ss some time to write it or alternatively assign
honesty and perhaps be given promotion.
the task as HW.
Going Green 2
Objectives
Suggested Answer Key
Reading: a text about air pollution at home; a Air pollution is dirty air. It can be caused by
quiz (comprehension questions) factories, cars, cleaning products, insect sprays,
Skill ― reading for detailed understanding fumes from cooking/cigarettes/paint.
Speaking: giving a talk about air pollution
2 Focus ➤ Reading for detailed understanding
1 Focus ➤ Understanding air pollution ñ Allow Ss time to read the text. Ss answer the
questions.
ñ Elicit/Explain the meaning of air pollution
ñ Select individual Ss to present their answers to
(poisonous or dirty chemicals in the air).
the class.
ñ Read out the words and elicit/explain the
meaning of any unknown vocabulary.
Suggested Answer Key
ñ Ask Ss what they think causes air pollution.
ñ Play the recording. Ss follow the text in their 1 The air indoors is polluted by cleaning
books and make a note of their answers. products, dust, insect sprays, cigarette
smoke and steam from cooking.
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2 Going Green
2 If we don’t allow fresh air into our houses 4 Focus ➤ Giving a talk about air pollution at
frequently then we trap pollutants. home
3 Stale air can cause breathing problems such ñ Ss work in groups. Ss can consult the Internet,
as asthma especially for people who are magazines, books, etc to gather information. Ss
allergic to dust. use the information gathered and from the text
and quiz to make notes and then use their
ñ Direct Ss’ attention to the words in bold. notes to complete the task.
ñ Elicit/Explain meaning of the words. Ask Ss to ñ Alternatively you can assign the task as HW.
give a definition, synonym, miming, etc of the ñ Ss may record each other and comment on
words, trying to guess their meaning from the each other’s talks.
context without using a dictionary.
Suggested Answer Key
Suggested Answer Key Air pollution is dirty air. Dirty air-conditioning
indoors: inside a building filters can make places for dust mites and
paint: coloured liquid to coat a surface or mould to live. So clean them regularly. Also
make a picture when you are cleaning the house, always use
insect sprays: chemicals used to kill insects water-based cleaning products as they are less
cool: not warm polluting. In addition, if we spend less time
traps: preventing from escaping cooking heavy meals and make salads to eat,
pollutants: gases and chemicals that pollute we will not make so much air pollution in the
dust mites: tiny creatures that live in small form of steam. What is more, smoking causes
particles of dirt air pollution as well as health problems so we
mould: bacteria that grows on old food or shouldn’t allow smoking in our homes. Also, a
damp surfaces pet’s bedding can add to the air pollution if it
breathing problems: difficulty getting air in is not cleaned regularly. Finally, the best and
and out of lungs easiest thing we can all do to have cleaner air
asthma: a lung condition that makes it at home is to open all the doors and windows
difficult to breathe 2-3 times a day to let fresh air into our homes.
allergic: become ill when you come into
contact with a certain substance
dust: small particles of dirt Green Wisdom
ñ Draw Ss’ attention to the quotation.
ñ Elicit ideas for how to paraphrase the quotation
3 Focus ➤ Completing a quiz and build up a paraphrase on the board. Ss discuss
ñ Ask Ss to complete the quiz. the meaning in pairs or small groups.
ñ Elicit/Explain any unknown vocabulary. ñ Elicit whether Ss agree or disagree with the
ñ Ss compare their answers/results with other Ss. quotation and ask Ss to justify their opinions. Ask
various pairs or groups to report back to the class.
(Ss’ own answers)
ñ As an extension, Ss could suggest similar or other
quotations on the topic from their L1.
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Spotlight on Exams 2
Reading Listening
Focus ➤ Reading for specific information Focus ➤ Listening for specific information
ñ Allow Ss time to read the text. ñ Explain the task.
ñ Ss complete the multiple choice task. ñ Play the recording.
ñ Allow Ss time to complete the task.
Answer Key ñ Select individual Ss to read out the answers.
1 C 2 B 3 D 4 C 5 D 6 C
Answer Key
Speaker 1 2 3 4 5
Use of English
Comment D E C F A
Focus ➤ Using word derivatives
ñ Explain the task.
ñ Read out the text. TAPESCRIPT
ñ Allow Ss time to complete the task. Interviewer: I asked some people about what kinds of
sporting events they enjoy. Here’s what they had to say:
Answer Key Speaker 1: My boyfriend always wants to stay in and
1 enjoyable 5 usually watch sports events on TV. It’s really annoying because
2 expensive 6 shiny I find watching sport really boring.
3 working 7 excitement Speaker 2: I usually watch sports events in the pub
4 really 8 generously with my friends when something important is on. The
atmosphere’s just not the same when you watch it by
yourself!
Writing Speaker 3: I go to a major sporting event at least once
a year. The tickets can be a bit expensive but they are
Focus ➤ Writing a letter to a pen-friend
usually worth every penny!
ñ Check Ss’ understanding by asking questions: Speaker 4: I’m a really active person and play quite a
What are you going to write? (a letter) Who is lot of sport. I sometimes watch sports events, on TV for
the letter for? (my pen-friend Matt) Why are example, but I’d rather be out there doing it myself!
you writing? (to tell him about my hobbies and Speaker 5: I love watching sports. My girlfriend thinks
ask 3 questions about pocket money). I’m really boring but I always stay in and watch if
ñ Allow Ss time to complete the task. something important is on.
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2 Spotlight on Exams
A B ñ Ss work in pairs.
Introduce topic Reject 1st option and ñ Go around the class monitoring the task.
& 1st option. give reason. ñ Select individual Ss to present their dialogue to
the class.
Ask for another Suggest 2nd option.
option.
2 Progress Check
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3 a
Reading Skills
Objectives ñ Read these together and explain they will
Vocabulary: types of schools & school life match these to the paragraphs in the article.
Reading: text about schools around the world Ask Ss to read the article again.
(matching; multiple choice cloze) ñ Tell Ss to identify and underline key words/
Skills ― skimming phrases in the text that may help them match
― reading for detailed understanding the appropriate heading to each paragraph.
Speaking: acting out an interview (role play) ñ Allow Ss time to complete the task and check
Writing: a short article about your school the answers together.
Answer Key
Vocabulary
A Schools of Every Shape and Size
1 a) Focus ➤ Matching types of schools with (The different types of schools)
descriptions B To and From School
ñ Read out the title, Types of schools & school (The distance some kids travel to school)
life. Discuss what this means and what you C Studying Hours
will be reading about. (Different school hours)
ñ Go through the six prompts and clarify any D School Rules
necessary definitions. (Different school rules)
ñ Draw Ss’ attention to the six following E Education or No Education
descriptions. Read each one through with (The lack of schools in some countries)
the Ss.
ñ Explain the task and allow Ss time to
complete the work individually.
3 a) Focus ➤ Gap-filling
ñ Check Ss’ answers. ñ Go through the Study Skills box with Ss,
reminding them there is one correct answer
Answer Key for each question.
1 F 2 D 3 A 4 E 5 B 6 C ñ Encourage Ss to try each word if they are
unsure and select the best answer.
ñ Allow Ss time to complete the task and
b) Focus ➤ Identifying true statements advise them to read the article again after
they have completed the task in order to
ñ Go through each of the statements with the
check their answers.
class.
ñ Review with the class to check for accuracy.
ñ Explain/Elicit the meaning of any new
vocabulary.
ñ Ask Ss to identify which of the statements Answer Key
are true for their own school situation. 1 D 3 D 5 A 7 A
ñ In pairs, allow Ss to discuss which of the rules 2 B 4 C 6 B 8 C
they would like to change and explain why.
ñ Review the example with Ss prior to beginning
the task. b) Focus ➤ Eliciting meaning from text
(Ss’ own answers) ñ Play the recording for Ss to check their
answers and follow the text in their books.
Reading ñ Focus Ss’ attention on the words in bold
throughout the text. Ss explain the meaning
2 Focus ➤ Matching headings to text of each word by giving a synonym, example
ñ Ask Ss to focus on the six prompts offered as or explanation before checking in their
headings. dictionaries and use them accordingly in
sentences. Ask various Ss to share their
sentences with the rest of the class.
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Reading Skills 3a
Suggested Answer Key ñ Place Ss in pairs and monitor their progress
dread: not to look forward to sth; to fear sth around the room.
invented: created; came up with ñ Offer assistance when necessary.
training: the process of learning skills for a
particular job Suggested Answer Key
skills: knowledge and/or ability to do sth well A: Hello, we’re making a TV programme about
unusual: uncommon, strange schools in Russia. Could you tell me about
public transport: means of travelling available your school?
to the public, e.g. bus, train, metro, etc. B: Yes, of course. What would you like to know?
attend: be present; go regularly (school) A: When does school start?
strict: compulsory (rules) B: School starts at 8 am.
smart: well-dressed A: And how do you get to school?
old-fashioned: not modern B: I go on public transport. It takes 20 minutes.
uniform: set of clothes worn for work or school A: Do students wear a uniform?
participate: join in, take part B: No, we can wear what we like.
A: Are there rules in your school?
I dread the cold winters. B: Yes, of course, but they are not that strict.
John Logie Baird invented the first television. etc
Training is important at a circus school.
The skills students acquire at school can help
in later life. Writing
I find schools only for boys or girls unusual. 6 Focus ➤ Writing an article
Buses are the cheapest form of public transport.
I attend school five days a week. ñ Explain the task. Review the prompts with the
My teachers are quite strict. class and suggest they make notes on each point
People at weddings usually wear smart clothes. before beginning to write the article. Brainstorm
My grandfather is very old-fashioned and still for suggestions on how to begin their article.
wears a hat. ñ Allow Ss time to complete their writing and
I have to wear a uniform at school. swap with a partner for peer correction.
It is important for people to participate in ñ Alternatively, you can assign the task as HW.
sports. Suggested Answer Key
My school is a co-educational state school. We
4 Focus ➤ Recalling information from text study all the usual subjects such as Maths,
Science, History, Geography, Russian and
ñ With a partner Ss close their books and recall English. Most of the students live nearby and
facts from the text. come to school on public transport. The school
ñ Explain to Ss they should each take a turn day usually starts at 8:30 am and finishes at
telling one fact about a school around the 2:30 pm and we eat our lunch at school. There
world from the text. are rules, but they aren’t that strict. Students
ñ Monitor progress around the class and offer any must respect each other and school property for
assistance where necessary. example, and we don’t have to wear a uniform.
3 b
Listening & Speaking Skills
Objectives
3 a doctor, a lawyer
Vocabulary: jobs 4 a gardener, a carpenter
Reading: a dialogue (comprehension questions; 5 a pilot, a nurse
ordering; matching) 6 a fire fighter, a nurse
Skills ― predicting 7 a vet, a surgeon
― reading for gist & specific information 8 a bank clerk, a secretary
Listening: an interview (gap-fill)
Skill ― listening for specific information
Speaking: asking about and expressing wants and b) Focus ➤ Matching descriptors to jobs
intentions; acting out an interview; giving and
ñ Explain the task and draw Ss’ attention to
reacting to news
the fact they are looking for jobs that
match the descriptors this time.
ñ Ss work with a partner and compare their
Vocabulary answers with another pair.
ñ Monitor Ss’ progress and provide assistance.
1 Focus ➤ Expanding vocabulary
ñ Draw Ss’ attention to the job categories (1-9) Suggested Answer Key
and review the types of jobs already listed. 1 naval officer 8 pilot
ñ Explain the task to Ss and allow Ss time to 2 translator 9 nurse
complete the task and review their answers 3 secretary 10 surgeon
together. 4 doctor 11 architect
5 carpenter 12 dancer
Suggested Answer Key 6 fire fighter 13 managing director
1 a cartoonist, a website designer 7 fisherman
2 an electrician, a builder
3 a CEO, a chairman
4 a typist, a receptionist Everyday English
5 an accountant, a surveyor 3 Focus ➤ Using prompts to ask and answer
6 a director, a TV presenter
7 an ambulance driver, a soldier ñ Draw Ss’ attention to the language box and
8 a shopkeeper, a photographer review the language given.
9 a midwife, an optician ñ Explain the task and read out the example
exchange.
ñ Encourage Ss to form their questions using the
2 a) Focus ➤ Using definitions to eliminate prompts and to ask specifically about future
possibilities events.
ñ Allow Ss time to ask each other questions using
ñ Ask Ss to review the list of jobs in Ex. 1. Ss
all of the prompts.
work in pairs.
ñ Ask individual Ss to respond to similar questions
ñ Explain the task and be very clear they are
from you, in order to monitor progress.
looking for jobs that cannot be done by the
person described. (Ss’ own answers)
ñ When Ss have completed the task, ask them
to compare their answers with another pair.
Idioms
ñ Monitor progress around the class and offer
any necessary assistance. 4 Focus ➤ Completing idioms
ñ Review what idioms are and how they are used.
Suggested Answer Key
ñ Draw Ss’ attention to the idioms provided.
1 a naval officer, a fisherman ñ Discuss each one and offer any necessary
2 a secretary, a managing director explanations.
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Answer Key
1 follow in her footsteps
b) Focus ➤ Giving a dialogue an alternative
ending
2 jack-of-all-trades
3 in the same boat ñ As a group, brainstorm for some ideas of
4 bring home the bacon how this dialogue could end differently.
ñ Write the ideas on the board for everyone to
see.
Reading
ñ In pairs, Ss read the dialogue and offer their
5 Focus ➤ Predicting the content of a dialogue suggestion to each other for a new ending.
ñ Ask Ss to look at the dialogue box and read only ñ Monitor progress around the class and offer
the first and last two exchanges. assistance when necessary.
ñ Read the exchanges again to Ss and ask them
what they think the conversation is about and Suggested Answer Key
what the relationship between the speakers is. A: Do you mean I’ve got the job?
ñ Discuss any possible answers and ask Ss how B: I can’t say right away. I have other people
they came to their conclusions. to interview.
ñ Play the recording for Ss to check their answers. A: I see. When will I know?
B: We’ll let you know in a week or so.
Suggested Answer Key
interviewer/interviewee 8 a) Focus ➤ Predicting the content of a
Mr Smith is interviewing Ann for a job. tapescript
ñ Draw Ss’ attention to the box provided.
6 Focus ➤ Using adjectives to describe someone ñ Explain this is an interview situation and that
information is missing.
ñ Invite an open pair of Ss to read the dialogue ñ Tell Ss they are required to figure out what
aloud. questions the interviewer would be asking.
ñ Assign each of the roles to Ss in pairs and ask ñ Read the information aloud.
them to read again. ñ Ask individual Ss to identify what the missing
ñ Ask Ss what kind of job Ann is applying for. information is.
ñ Review the adjectives offered as prompts and ñ Play the recording and see if the class was
clarify definitions of each. correct in their predictions.
ñ Ask Ss to identify which of these adjectives they
would use to describe Ann and offer
Suggested Answer Key
explanations for their choices.
I think he asks her about her name, age,
Suggested Answer Key experience, qualities and when she will be
available to start.
Ann is applying for a job as secretary. I think
the adjectives hardworking and outgoing best
describe Ann. She worked during her summer b) Focus ➤ Gap-filling
holidays from college, and doesn’t mind
Play the recording again and allow Ss time to
working long hours or weekends. She also likes
fill in the gaps with the correct answers.
going out with friends, which makes her an
outgoing person.
Answer Key
1 Hodgkins 4 receptionist
7 a) Focus ➤ Selecting a heading
2 22 5 organised
ñ Ask Ss to read the three options offered and 3 training course 6 from 1st April
select the most appropriate.
ñ Ss should be able to defend their choice.
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3 c
Grammar in Use
Objectives
Suggested Answer Key
Vocabulary: phrasal verbs with pick; words
often confused; dependent prepositions; 1 I’ll ― on-the-spot decision
forming personal nouns 2 I’m meeting ― fixed arrangement
Reading: an article (identifying comparative 3 I’m going to ― plan/intention
forms) 4 He’s going to ― prediction based on what
Skill ― skimming we see/know
Grammar: future tenses; comparatives/ 5 I’ll ― on-the-spot decision
superlatives 6 it’s going to ― prediction based on what we
Writing: a paragraph about your holiday plans think
for the summer 7 he’ll be starting ― action in progress at a
stated future time
8 I will have been ― action finished before a
certain action in the future
1 Focus ➤ Identifying future tenses/matching
descriptions
ñ Explain the task.
3 Focus ➤ Practising using future tenses
ñ Do the first two questions together to clarify ñ In pairs, Ss ask questions and respond using the
for Ss. Refer Ss to the Grammar Reference appropriate tense.
section for more details. ñ Ask one S to model this with you.
ñ Ss complete the exercise. ñ Direct S to ask you the question and you
ñ Ask individual Ss to provide answers to correct provide the answer.
with the class. ñ Allow Ss time to work through the exercise
together.
2 Focus ➤ Selecting the correct tense ñ Monitor progress around the class and offer any
assistance necessary.
ñ Read the first question to Ss using both possible
answers. (Ss’ own answers)
ñ Ask Ss to identify the correct response.
ñ Check the answer together. Encourage Ss to try 4 Focus ➤ Practising using tense in sentences.
both answers before selecting the one they
ñ Draw Ss’ attention to the Note.
believe to be correct.
ñ Read together and clarify any questions Ss may
ñ Ask individual Ss to provide answers to check
have.
with the class.
ñ Explain the task and call on individual Ss to
complete the sentences aloud.
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3c Grammar in Use
ñ Use each of the four examples several times
until you have asked each S at least once for a
6 Focus ➤ Practising using comparative/
superlative forms
response. Objectives
ñ Ss work individually to complete the task.
Suggested Answer Key ñ Check answers together.
1 she finishes college.
2 I get home. Suggested Answer Key
3 he gets back. 1 more rewarding 4 better
4 they finish eating. 2 busier 5 the most tiring
3 safer
5 Focus ➤ Revising comparatives/superlatives
ñ Review comparative and superlative forms. Game
ñ Ask Ss to provide examples of each.
ñ Draw Ss’ attention to the text in Ex. 5 and
7 Focus ➤ Using comparatives/superlatives
explain the task. ñ Divide the class in half; Team A and Team B.
ñ Read the article to the Ss and ask them to look ñ Explain the game to Ss. One by one Ss will make
for examples. a comparative statement and the opposing
ñ Allow Ss time to read the article again on their team will use a superlative in response.
own, identifying the forms throughout the ñ Alternate from team to team, so both sides
article. practise each form. Continue until all Ss have had
ñ Review the answers as a class, asking individual a turn. You may want to create an initial list of
Ss to provide answers. jobs on the board before beginning the game, in
ñ Refer Ss to the Grammar Reference section for order to assist the Ss throughout the challenge.
more details.
Suggested Answer Key
Answer Key Team A S2: A train driver’s job is more exciting
happier ― comparative than a dentist’s.
the happiest ― superlative Team B S2: A pilot’s job is the most exciting
unhappier ― comparative job of all. etc
the unhappiest ― superlative
much better ― comparative
more relaxing ― comparative
8 Focus ➤ Gap-filling
less tiring ― comparative ñ Draw Ss’ attention to the theory box and review.
far safer ― comparative ñ Explain the task and allow Ss time to complete
worse ― comparative the exercise.
much harder ― comparative ñ Review answers together.
the least popular ― superlative
Suggested Answer Key
1 -er 5 -ian- 9 -ian-
Suggested Answer Key
2 -er 6 -or- 10 -er-
We form the comparative of short adjectives
3 -or 7 -er- 11 -er-
by adding -er and the superlative by adding
4 -ist 8 -ist-
(the) -est.
We form the comparative of longer adjectives
by adding more and the superlative by adding 9 Focus ➤ Choosing the correct word
(the) most.
ñ Read the first question to Ss using each possible
answer.
Answer Key ñ Ask Ss to identify which response is the most
appropriate and circle the correct answer.
Much, better, worse, the least are irregular
ñ Allow time to complete the task and review the
forms.
answers together.
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Grammar in Use 3c
Suggested Answer Key Suggested Answer Key
1 job Work means doing something in 2 Mr Smith works for Thomson & Thomson.
general. A job is more specific. 3 My uncle is in charge of ten people.
2 employee Staff is the collective noun for 4 Nurses have to deal with a lot of people.
employees. 5 A pilot is responsible for his passengers.
3 grades Marks are usually given for
correct answers.
4 salaries Wages are paid from week to
12 Focus ➤ Practising key word transformations
week and depend on your hours. ñ Explain the task.
ñ Complete the first item together to clarify the
exercise.
10 Focus ➤ Presenting phrasal verbs with pick ñ Ss complete the task individually and review
ñ Review phrasal verbs and how they are used. the answers together as a group.
ñ Draw Ss’ attention to the diagram and read the ñ Remind Ss to use the word in bold and no more
information with Ss clarifying anything necessary. than five words.
ñ Allow Ss time to complete the exercise and ask
individual Ss to provide answers to check with Suggested Answer Key
the class. 1 had been on time
ñ Elicit more sentences from various Ss around 2 were given an interesting talk
the class. 3 made me stay
4 was the first time
Answer Key 5 (that are) as difficult as
1 pick up 3 pick on
2 pick at 4 pick out
Writing
13 Focus ➤ Writing about holiday plans
Suggested Answer Key
1 Can you pick up that book I dropped, ñ Ss work in pairs and discuss their holiday plans.
please? My arms are full. ñ Ss make notes and then use their notes to write
2 My dad lets me pick out his tie when he their paragraphs.
goes somewhere special. ñ Encourage Ss to use the future tenses from Ex. 1.
3 The stock market has started to pick up ñ Ask various Ss to read out their finished
lately after last months’ slump. paragraphs for the class.
4 Don’t pick at your dinner ― eat properly!
Suggested Answer Key
This summer I am going to Zelenogradsk with my
11 Focus ➤ Using prepositions family. We will be staying in a cottage by the
ñ Refer Ss to Appendix 1 and explain the task. sea. I’m going to swim in the sea and sunbathe
ñ Allow Ss time to complete the exercise and every day. I think we’ll have a good time.
share their answers with a partner.
Answer Key
2 for 3 in 4 with 5 for
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3 d
Literature
Objectives
3 F
breakfast (line 21)
Vocabulary: emotions & feelings 4 A
went … to the school (line 28)
Reading: extract from The Darling (gapped text) 5 E
ashamed of being followed
Skill ― reading for detailed comprehension 6 D
fable to learn, Latin translation, a
Writing: a short dialogue problem (lines 51, 2)
7 B dreamed of the far-away, misty future
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Literature 3d
Suggested Answer Key
7 Focus ➤ Writing a dialogue
Olenka
sympathy: it seemed to Olenka that Sasha was ñ Explain the task and remind Ss to stay true to
completely abandoned (l. 10–11), “How is a the characters, using similar emotions and
little fellow to do all that?” (C) reactions.
affection: Oh, how she loved him! (l. 37), ñ Remind Ss to use proper punctuation while
“overflowing with love” (l. 44) writing dialogues.
happiness/joy: so cheerfully, tears of joy ñ Allow Ss time to complete the task and share
(l. 41), smiled and beamed (l. 45-46) them all with the group.
sorrow: both crying at how difficult it was (l. 56) ñ In pairs Ss develop a dialogue related to The
responsibility: You must try hard and learn Darling.
(l. 25-26) ñ Ss can vote for the dialogues they enjoy the
dedication Never before had she given herself most.
up so completely (l. 38–39), given her life (l. 41)
peacefulness: content, peaceful (l. 44) Suggested Answer Key
A: Aunt Olenka, there’s something I’d like to
Sasha
tell you.
irritation: he was a little cross (l. 22), Oh,
B: Yes Sasha, darling. What is it?
leave me alone, please (l. 27)
A: Aunt, I want to go and live with my mother.
embarrassment: ashamed of being followed
I miss her very much!
by a tall, stout woman (l. 34)
B: What!
sorrow: both crying at how difficult it was (l. 56)
A: Please, Aunt Olenka. I miss my mother and
I want to be with her.
6 Focus ➤ Linking a picture to a written text B: But your mother abandoned you.
A: I don’t care. I hate it here. School is so
ñ Refer Ss to the picture on p. 52 again and ask
difficult.
them to identify the part of the text that best
B: But I love you, Sasha darling.
describes what is happening. Ss must defend
A: I know, but I have to go.
their choice of text and share their answer with
a partner.
ñ Monitor progress around the class and offer
assistance where necessary.
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3 e
Writing Skills
Objectives ñ Explain the task and allow time to complete
Reading: formal letters; CV (matching; text the exercise.
completion) ñ Check answers with the class.
Skills ― reading for structure, gist and specific
information Answer Key
Writing: a CV; a letter of application 1 opening remarks/reason for writing
2 age/reason she wants the job
3 qualifications/experience/qualities
1 Focus ➤ Understanding the features of 4 when available for interview/closing remarks
formal letters
ñ Explain the task and allow Ss time to complete 3 Focus ➤ Revising features of formal letters
the exercise.
ñ Review the features again and allow Ss time to
ñ Review together and ask Ss to justify their
complete the task in pairs.
selections.
ñ Ss read the text again and identify one example
ñ Read the theory box out and check Ss’ answers.
of each feature identified in Ex. 1.
Go over the list again, making sure everyone
ñ When finished, Ss may compare answers with
has the correct items selected for a formal
another pair.
letter format.
ñ Ask Ss to add two more features to their lists. Answer Key
ñ formal greetings and endings
Suggested Answer Key
Dear Mr Harris … Yours sincerely
2 very specific greetings/endings
ñ advanced/formal vocabulary/set phrases
4 advanced language/vocabulary
I am writing to apply for the position of …, I
5 set phrases
would like to gain some valuable experience
7 use of the passive
working …, I would be available for
9 formal linkers/phrases
interview at any time. I enclose a copy of
10 full forms
my CV. I look forward to hearing from you.
ñ formal linkers/phrases
2 a) Focus ➤ Reading for specific information For this reason, also
ñ the passive
ñ Read the four questions with Ss and tell
I am described by my teachers as
them to be prepared to answer them after
ñ full forms
reading the letter.
I am, I would, I have
ñ Ss read the application. Allow them time to
answer the questions.
ñ Ask individual Ss to share the answers to 4 Focus ➤ Comparing formal/informal style
check with the class.
ñ Explain the task.
ñ Allow Ss time to complete the task and provide
Suggested Answer Key any necessary assistance. Check Ss’ answers.
1 Eleanor Jones
2 Because she is applying for a job Suggested Answer Key
3 Mr Harris 1 I am writing to apply for
4 It begins with ‘Dear Mr Harris’ and ends 2 I am considering a career in/I would like to
with ‘Yours sincerely’ gain some valuable experience working
3 I also have two years’ experience working as
4 which I enjoyed very much
b) Focus ➤ Matching headings
5 I … have a good knowledge of my local area
ñ Draw Ss’ attention to the four headings and 6 I would be available for interview
read them aloud. 7 I have enclosed a copy of my CV.
8 I look forward to hearing from you.
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Writing Skills 3e
5 Focus ➤ Completing a CV and providing ñ where you saw the advert
headings ñ why you are interested in the job
ñ your positive qualities
ñ Draw Ss’ attention to the headings provided and
ñ when you are available for an interview
encourage them to match them to the
ñ when you could start work
appropriate section of the CV.
ñ what languages you speak
ñ Check Ss’ answers.
ñ your age
ñ Refer back to the letter on p. 54 and explain to
ñ what you do/what you are studying
Ss they will have to skim for information in
order to fill in the gaps 1-5. They are the most relevant to an employer and
ñ Allow Ss time to complete the exercise and they are included in the model on p. 54.
check answers as a class.
ñ Ask individual Ss to explain any further
information contained within the CV. c) Focus ➤ Comparing answers
Ss compare answers with a partner giving
Suggested Answer Key reasons for their choices.
A PERSONAL DETAILS
B EDUCATION
7 a) Focus ➤ Analysing a model
C WORK EXPERIENCE ñ Explain the task and allow Ss time to
D PERSONAL QUALITIES complete the exercise.
ñ Check Ss’ answers and ask for any necessary
1 Eleanor Jones
justification or explanation.
2 9 GCSEs including Maths and English
3 French, German
4 Saturday sales assistant Suggested Answer Key
5 Enthusiastic, confident This job application is inappropriate for the
following reasons:
The CV also contains Eleanor’s address, telephone ñ It does not use formal linkers/phrases.
number, date of birth, and nationality. ñ It includes irrelevant information, i.e.
about her pets, her family, her appearance,
her summer plans.
6 a) Focus ➤ Identifying key words in a rubric
ñ It includes negative things about her
ñ Explain the task. personality
ñ Ask Ss to write down the key words and ñ It doesn’t include information about: her
answer the questions. qualifications, her positive qualities, the
languages she speaks, or what she is studying.
Suggested Answer Key ñ It doesn’t mention when the applicant is
key words: advert, Weekly Herald, write letter available for interview.
of application, why … like job, why … you ñ It doesn’t mention a CV.
would be good at it, Part-time/weekend Sales
Asssistant, gift shop, trustworthy, friendly,
sociable, suit student, apply Simon Willlis
b) Focus ➤ Rewriting a model using formal
writing
ñ Read the letter to the class and encourage Ss
b) Focus ➤ Selecting appropriate information to highlight the inappropriate portions of the
ñ Review the statements with Ss. letter.
ñ Explain the task and allow Ss to complete it ñ Individually, Ss re-write the letter changing
individually. the areas they identified as being wrong. Ss
compare their letters with a partner.
Answer Key Encourage Ss to refer back to the model on
ñ previous work experience p. 54 to help them.
ñ how many GCSEs/other qualifications you
have
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3e Writing Skills
Writing Skills 3e
Education Personal Qualities
Qualifications: 7 GCSEs Good knowledge of food and cooking,
Languages: French, German hardworking, confident and reliable
Work Experience
2005–2006: waitress in a small café on Saturdays
Culture Corner 3
Objectives
Suggested Answer Key
Vocabulary: types of American schools
Reading: a text/diagram about school life and Russian School System
the American school system (text completion; Elementary School: Grades 1–4 (ages 6/7–10/11)
comprehension questions)
Skills ― reading for specific information Middle School: Grades 5–9 (ages 11–15)
― reading for detailed comprehension Senior Secondary School or Vocational School
Speaking: sharing thoughts/opinions Grades 9–11 (ages 15–17) 4 Years (ages 15–19)
Writing: a leaflet inviting foreign students to
your school
2 Focus ➤ Predicting information
ñ Read the title and direct Ss’ attention to the
1 a) Focus ➤ Reading for specific information pictures and headings and ask Ss’ opinions
ñ Draw Ss’ attention to the diagram on p. 57. about life in an American high school.
ñ Read the information and ask the ñ Ss read the text to check.
corresponding questions.
ñ Be sure to identify where the information is Suggested Answer Key
located for each question and refer all Ss to The leaflet is for people who don’t live in the
the answers. USA but who would like to study there for a
year. The picture and headings tell us that
Suggested Answer Key teaching styles are informal, class discussions
ñ They start school when they are five. take place, and that there are sports and
ñ They go to junior high school when they are other activities available in US schools.
12.
ñ They go to high school when they are 14. 3 a) Focus ➤ Gap-filling ― using word formation
ñ They leave school when they are 17.
ñ Explain the task to Ss.
ñ Allow Ss time to complete the exercise and
b) Focus ➤ Making comparisons and using compare their answers with their partners.
diagrams to represent information ñ Play the recording. Ss listen and check their
answers.
ñ Direct Ss to make notes on the differences
between the information offered and the
Answer Key
way the system of their country is either
similar or different. 1 relaxed 5 twice
ñ Allow Ss time to draw their own diagram 2 education 6 sporty
representing their system. 3 driving 7 organising
ñ Post these diagrams in the classroom for all 4 locker 8 extremely
of the Ss to view each other’s work.
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3 Culture Corner
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Going Green 3
Objectives 3 They can become volunteers with the Sea
Turtle Protection Society or can check out
Vocabulary: animals the society’s website for more information.
Reading: an article (comprehension questions)
Skill ― reading for specific information
Writing: a short article about an endangered b) Focus ➤ Defining words in bold using a
species in your country dictionary/recalling information
ñ Explain the task. Ss explain the words in bold
1 Focus ➤ Introducing the topic/Predicting text by giving an explanation, example or synonym.
content ñ Encourage Ss to try to guess the meaning of
the words from the context before checking
ñ Draw Ss’ attention to the list of animals. in their dictionaries. Then ask individual Ss to
ñ Ss discuss in pairs what the animals have in share information they recall from the text.
common/what is causing them to disappear.
ñ Play the recording. Ss listen and read the text Suggested Answer Key
to check. extinct: no longer existing, died out
under threat: in danger
Suggested Answer Key
human activity: what humans do
The animals are all endangered. In most cases, I lay: produce (eggs)
think humans are causing them to disappear by hatch: to come out of an egg
hunting them or by destroying their habitats, territory: an area controlled by an animal or
such as cutting down the forests where they live. group
nests: structures that birds make to lay eggs
2 a) Focus ➤ Answering comprehension or keep their young
questions based on a text newly-born: just born/hatched
artificial: man-made, not natural
ñ Explain the task. protection: keeping somebody or sth safe
ñ Allow Ss time to discuss the questions with a rare: unusual, not common
partner. Ss read the text and complete the volunteers: people who do sth without being
task. paid to help
ñ Check answers with class.
The text talks about the loggerhead turtle,
Suggested Answer Key which usually lays its eggs on beaches. The
1 Beaches are important for the loggerhead young turtles are under threat from tourists.
turtles to lay their eggs. An organisation in Greece is helping protect
2 They find the beaches are crowded with the turtles there.
tourists.
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3 Going Green
3 Focus ➤ Collecting information/researching/ It lives and hunts on the ice surrounding the
writing an article North Pole. In Russia, polar bears can be found
in Siberia. There are about 20,000 in the world
ñ Explain the task.
still in the wild. Polar bears are endangered
ñ Provide a list of local endangered animals.
because their habitat is melting. In addition,
ñ Explain that Ss can collect information from a
they are under threat from illegal hunters who
variety of sources such as reference books,
kill them for their valuable furs.
leaflets, the Internet, etc.
ñ Draw Ss’ attention to the prompts provided and Canada, the USA, Denmark, Norway and Russia
tell them to make notes under these headings. have signed an agreement to protect them and
ñ Allow Ss time to complete the task or assign as their habitat.
HW.
ñ Ask various Ss to present their articles to the
class. Post the best articles in the classroom for Green Wisdom
everyone to view.
ñ Draw Ss’ attention to the quotation.
ñ Elicit ideas for how to paraphrase the quotation
Suggested Answer Key
and build up a paraphrase on the board. Ss discuss
Polar Bears the meaning in pairs or small groups.
The polar bear is an endangered species in ñ Elicit whether Ss agree or disagree with the
Russia. It is a member of the bear family. It lives quotation and ask Ss to justify their opinions. Ask
in the Artic region around the North Pole, which various pairs or groups to report back to the class.
covers five countries: Russia, the United States ñ As an extension, Ss could suggest similar or other
(Alaska), Canada, Greenland, and Norway. quotations on the topic from their L1.
3 Spotlight on Exams
Listening fashioned and just wasn’t much fun. The teachers were
really strict and traditional and I just didn’t feel like I
Focus ➤ Listening for specific information
was learning much. I wasn’t very happy there at all.
ñ Remind Ss how to listen for key words and Anyway, I knew quite a lot about Winterville School
develop effective listening skills. because a good friend of mine went there. He was
ñ Draw Ss’ attention to the rubric and read the always telling me about all the interesting things they
phrases and possible answers before listening to did there. He wanted me to leave my old school and go
the actual interview. Ss will listen to the to Winterville too. In the end, I asked my parents and
recording and identify key words. they agreed. I couldn’t believe it!
ñ Play the recording again while Ss choose their Interviewer: So how is life different at Winterville?
answers. Tom: Oh, things are totally different there! First of all, I
don’t have to wear a uniform anymore ― I love that! The
Answer Key best thing of all, though, is that we can choose what we
1 B 3 C 5 C 7 A want to study. If I don’t like History, I don’t have to do it!
2 A 4 A 6 C We can also organise our own timetable each day. So, we
can choose to start the day with Maths if we like or Art
or Music or Drama or whatever we like! It’s really cool!
TAPESCRIPT Also, the atmosphere is much more relaxed. We often
Interviewer: Today in the studio we have Tom Greenwell, have fun with the teachers while they help us with our
who is fifteen years old and who chose to change schools work, for example … and before we do a written piece
six months ago. Tom, why did you choose to do this? of work, we discuss things in pairs or groups.
Tom: Well, to be honest, my old school was very old-
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Spotlight on Exams 3
Basically, I find that the teachers at the school always
Answer Key
try to make the lessons more interesting. Last week in
my Geography lesson, for example, we used an 1 Russian 4 various
Internet site to learn about rivers. After that, the 2 transportation 5 European
teacher took us to see a real river to see what happens 3 protection 6 rarely
as it runs down from the hills. These kinds of things
make lessons come alive and really help me to learn. Writing
Finally, the teachers really listen to the pupils. We
have a school meeting twice a week where we talk Focus ➤ Writing an informal email
about things, for example if pupils are leaving rubbish ñ Ss read the rubric. Check comprehension of the
in the classrooms! We also decide on school rules task by asking Ss: What are you writing? Who
together so it’s not just the teachers always telling us to? What about? Write the email outline on the
what to do. Our opinion is important too! board for Ss to refer to.
Interviewer: Wow! Is there anything you don’t like
about your new school, Tom? Dear + your pen-friend’s name,
Tom: Errm … well, the only bad thing is my journey to
Para 1: reason for writing
school each day. It takes me an hour and a quarter. The
Para 2: new school, how is it, new friends
school is in such a nice place though. There are trees all
Para 3: ask three questions about her
around it and a huge garden. Sometimes we even have
Saturday job
lessons outside when the weather is good. My friends at
Para 4: closing remarks
my old school say it’s not worth travelling so far just to
go to school, but I disagree. I’m so much happier than I Your friend,
was before and I’m getting much better grades! (Your name)
Interviewer: Well, I can see why you’re happy there,
Tom. Thank you very much for coming to talk to us and
ñ Allow Ss time to brainstorm for ideas, organise
good luck for the future.
sentences and write their email.
Tom: Thanks!
ñ Select certain Ss to read their email aloud.
ñ Check Ss’ answers.
Reading
Focus ➤ Matching profiles with text Suggested Answer Key
ñ Focus Ss’ attention on the profiles and read them Dear Lucy,
aloud. Thanks for your email. I hope you’re feeling
ñ Clarify any necessary information. better.
ñ Encourage Ss to highlight any key words that As for me, I’m quickly getting used to my new
may help them make their matches. school. It’s really nice and much better than
ñ Read the texts to Ss and again ask them to my old school. I’m taking lots of interesting
highlight any useful key words or phrases. subjects, and there are plenty of extra-
ñ Remind Ss there is one text that will not be used. curricular activities. I’m now on the football
ñ Allow Ss time to complete the task. You may team. The school has rules of course, but its
choose to allow Ss to work with a partner and not that strict. I’ve made plenty of new
compare answers for this activity. friends and I don’t feel lonely at all. I do miss
my old school a little bit though.
Answer Key
I’m glad to hear that you found a job. What
1 F 2 B 3 A 4 C 5 E kind of job is it? Are the wages good? What
hours do you work? I hope everything goes well
Use of English on your first day.
Write back soon,
Focus ➤ Word formation
Alexei
ñ Explain the task. Tell Ss to read the whole text
through before beginning the task.
ñ Ss complete the task and compare their answers.
ñ Check Ss’ answers on the board. Focus on spelling.
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3 Spotlight on Exams
Speaking A: Very good. I’m John Davis, the owner.
Focus ➤ Acting out a telephone conversation B: Excellent. Well, Mr Davis, I’d like to know
about a job what my responsibilities will be.
A: Well, Alyson. We’re looking for a waitress
ñ Draw Ss’ attention to the rubric and explain the to work on Saturdays. You’ll be responsible
task. for taking orders and serving.
ñ Review proper telephone etiquette and decide B: Does the job require any experience?
what appropriate phrases and terms would be A: Yes. Do you have any?
used in a formal conversation. B: Yes, I do. I worked in a restaurant last summer.
ñ Write these on the board for future reference. A: Excellent.
ñ Ss work in pairs. Give them time to prepare B: And what months can I work?
their ideas. A: The job is for June, July and August.
ñ Monitor progress around the classroom and B: Oh great, during my school holidays! And
provide assistance. how much is the pay?
ñ Each pair will present their conversation to the A: We pay 200 rubles an hour.
class. B: That sounds great. I’d like to apply for the
job. Could you send me an application form?
Suggested Answer Key
A: Of course. What’s your address? …
A: Riverside Café. Good afternoon, how can I
help you?
B: Hello. My name is Alyson Ratcliffe and I’m
ringing about the job advertised in today’s
newspaper. I’d like to speak to the owner.
3 Progress Check
Progress Check 3 and Look at Module 4 should be done in one lesson.
Answer Key
1 1 armed 6 resign 4 a) 1 up 2 at 3 up 4 on 5 out
2 shifts 7 freelancer
3 experience 8 report b) 1 in 2 for 3 for 4 with 5
4 applied 9 responsibility from
5 runs 10 participated
5 1 actor 3 artist 5 teacher
2 1 medical 5 business 9 sponsored 2 manager 4 director
2 pay 6 boarding 10 flight
3 public 7 managing 6 1 Thank you. 4 Good for you!
4 bank 8 host 2 Monday 10:00 am 5 Not really.
3 Oh dear!
3 1 is going to 6 am going to
2 won’t 7 am going to
3 ’ll/will 8 ’ll/will
4 ’ll/will 9 ’ll/will
5 is going to 10 ’ll/will
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4 a
Reading Skills
Objectives ñ Play the recording. Ss check their answers.
Vocabulary: environmental protection
Reading: an article on recycling and eliminating Answer Key
waste (multiple choice cloze) 1 C 3 A 5 C 7 B
Skills ― reading for lexico-grammatical structure 2 B 4 B 6 A 8 D
― reading for detailed comprehension
Speaking: talking about recycling
Writing: a quiz 3 Focus ➤ Practising new vocabulary
ñ Elicit/Explain the meaning of the words in bold
in the text by giving an example, explanation
Vocabulary
or synonym. Ss may check in their dictionaries
1 Focus ➤ Presenting vocabulary related to where necessary.
environmental protection ñ Allow Ss time to fill in the gaps.
ñ Read through the diagram/mind map and elicit/ ñ Select individual Ss to read out each sentence.
explain any new vocabulary.
ñ Allow Ss time to make sentences with the ideas Answer Key
listed. 1 rinse 6 campaign
ñ Select individual Ss to read out their sentences. 2 encourage 7 swap
3 create 8 decompose
Suggested Answer Key 4 wrapped 9 replace
We should reduce energy consumption. We 5 energy 10 released
should reuse old containers, such as old tins,
shoe boxes, jars and bottles. We should recycle 4 Focus ➤ Understanding phrasal verbs
glass, aluminium, paper and plastic. etc
ñ Direct Ss’ attention to the highlighted phrasal
verbs in the text. Write them on the board.
Reading ñ Ss work in pairs and match them to the definitions.
2 a) Focus ➤ Predicting the content of a text ñ Check Ss’ answers, then Ss make sentences with
the phrasal verbs.
ñ Direct Ss’ attention to the title and heading
of the text on p. 65.
Answer Key
ñ Elicit what they think the writer’s purpose was
come up with ― think of
(to give information and promote recycling).
throw (…) away ― put in the bin
ñ Select individual Ss to say what they expect
switch off ― stop sth working
to learn from the text.
turn down ― lower
ñ Allow Ss time to read through the text and
put on ― wear
check their answers.
cut down on ― reduce
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Reading Skills 4a
Speaking Suggested Answer Key
5 Focus ➤ Practising using new vocabulary
Three Rs Quiz
ñ Allow Ss time to reread the text.
ñ Ss make notes under the 3 Rs. 1 It’s a bit chilly in your living room. Do you …
ñ Ss work in groups discussing which of these a put on a sweater?
things they do in their daily lives. b turn up the heating?
ñ Go around the class monitoring the exchanges. 2 You are watching TV when your friend
arrives. You and your friend decide to play
Suggested Answer Key a board game. Do you …
reduce: switch off lights, cooker, etc, take a leave the TV on while you play?
shorter showers, turn down the heating, use b switch off the TV?
energy saving light bulbs 3 You have just finished writing an important
reuse: shopping bags, use a reusable lunchbox, composition for school. Do you …
make a compost heap, rinse out empty jars, a proofread it on your computer screen?
etc and use them to store things b print it out to proofread it?
recycle: swap magazines, books and clothes, if 4 You have finished a drink from a glass
you replace sth, give the old one to someone bottle. Do you …
who can use it a rinse the bottle and keep it to reuse
later?
A: I always turn off the TV when I’m finished b throw it away? etc
watching it.
B: So do I and I don’t waste electricity on
heating because I prefer to wear extra 7 Focus ➤ Revising what you have learned
clothes rather than turning the heating up. ñ Direct Ss’ attention to the Study Skills box.
A: Really? What else do you do? ñ Ss think what they have learned in this section.
B: Well, I keep any plastic and glass bottles I ñ Ss close their books and tell their partners.
use and I take them to the recycling bin. etc ñ Select individual pairs to give their answers to
the class.
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4 b
Listening & Speaking Skills
Objectives
Suggested Answer Key
Vocabulary: environmental issues; idioms related
to the weather A: Power stations are very important because
Speaking: expressing concern/hope; talking about they provide electricity for our modern
adopting a tree (role play); discussing the weather lifestyles.
Reading: a dialogue (comprehension questions) B: Yes, that’s true but they also increase C02
Skill ― reading for specific information emissions which cause global warming and
Listening: a dialogue (gap-filling) climate change. etc
Skill ― listening for specific information
Everyday English
Vocabulary 2 Focus ➤ Learning to express concern and
hope
1 a) Focus ➤ Understanding the theme
ñ Direct Ss’ attention to the language box and
ñ Direct Ss’ attention to the picture and ask explain/elicit the meaning of any new vocabulary.
individual Ss to describe what they can see. ñ Explain the task and read aloud the fact file.
ñ Elicit what message it gives (Man advancing ñ Read out the example modelling intonation and
at the expense of the Earth). pronunciation.
ñ Read aloud the quotation and elicit how it ñ Ss work in pairs and make up exchanges.
relates to the message in the picture. ñ Monitor the activity around the class, then ask
some pairs to act out their exchanges.
Suggested Answer Key
I think the picture is meant to get across the Suggested Answer Key
message that man is destroying the Earth A: I read somewhere recently that more than
because a man is climbing up the stairs on top 150 acres of rainforest are lost every minute.
of the Earth which seems to be getting crushed. B: That’s really shocking!
The proverb is related to it because it refers A: Well, maybe we can do something before
to the fact that we only realise how much it’s too late. etc
something is worth until it’s gone. So as man
hasn’t realised the damage he is causing he
will probably only realise it when it’s too late. Reading
3 a) Focus ➤ Predicting the content of a
dialogue
b) Focus ➤ Practising language on
environmental issues ñ Direct Ss’ attention to the words/phrases in
the list. Elicit/Explain their meaning.
ñ Allow Ss time to read items 1-4 and a-d.
ñ Ss guess what the dialogue might be about.
ñ Explain/Elicit the meaning of any unknown
ñ Play the recording while Ss listen and read
vocabulary.
the text to check.
ñ Ss then match the actions to their consequences.
Act out the example exchange with a S.
ñ Ss then discuss in groups, as in the example. Suggested Answer Key
I think the dialogue is about adopting an animal.
Answer Key
1 b 2 c 3 a 4 d b) Focus ➤ Reading for specific information
ñ Ask Ss to read the questions.
ñ Allow Ss time to read the dialogue and
answer the questions.
ñ Select individual Ss to read out their answers.
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4 c
Grammar in Use
Objectives
Vocabulary: phrasal verbs with run; words often
2 Focus ➤ Choosing appropriate modals
confused; dependent prepositions; forming ñ Ss read the text.
negative adjectives ñ Explain any new vocabulary.
Grammar: modal verbs ñ Remind Ss they should first decide whether the
Reading: a dialogue (two-option cloze test) sentences express prohibition, advice/suggestion
Skill ― reading for grammatical appropriateness or obligation/duty/necessity.
ñ Allow Ss time to fill in the gaps and compare
answers with a partner.
1 a) Focus ➤ Understanding modal verbs ñ Select a pair of Ss to read out the dialogue.
ñ Play the recording. Ss listen and check their
ñ Explain the task.
answers.
ñ Do item 1 together then allow Ss time to
complete the task.
ñ Ss compare answers, checking in a dictionary Answer Key
if necessary. 1 should 4 must 7 have to
ñ Ss can refer to the Grammar Reference 2 can 5 can 8 should
section for more details. 3 should 6 must 9 had better
ñ Check Ss’ answers and offer explanations
where necessary.
3 Focus ➤ Practising modal verbs (must/have
to/ mustn’t/should)
Answer Key
1 E 3 F 5 G 7 A ñ Read out the signs.
2 C 4 B 6 D ñ Elicit/Explain the meanings of any new
vocabulary.
ñ Choose a S to read out the example.
b) Focus ➤ Matching modal verbs to their ñ Explain the task.
meanings ñ Ss complete the task individually and then
compare answers with a partner.
ñ Ss close their books.
ñ Check Ss’ answers around the class.
ñ Write on the board the sentences below.
ñ As an extension ask Ss to notice signs they see
Elicit the situation these sentences apply to
in their area and explain their meaning.
(e.g. when having a picnic in the park).
You mustn’t litter.
You ought to/should check the weather Answer Key
forecast before you set off. 2 You can go into the recycling centre here.
You must keep your dog on a lead. 3 You mustn’t swim here.
ñ Write on the board: prohibition, advice/ 4 You mustn’t smoke here.
suggestion, obligation/duty/necessity. 5 You can recycle phone books here. You
ñ Ask Ss to match the sentences to the headings. mustn’t recycle magazines or catalogues here.
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4c Grammar in Use
Answer Key
6 Focus ➤ Forming negative adjectives
1 ran over 4 run on
ñ Explain that the prefixes and suffixes in the box 2 run out of 5 ran away from
can be added to form negative adjectives. 3 ran into
ñ Explain that each gap in the headlines can be
completed by adding one of them to the words
in brackets. 9 Focus ➤ Understanding frequently confused
ñ Do item 1 with Ss, then Ss complete the task. words
ñ Check Ss’ answers. ñ Ss complete the task individually, using their
dictionaries if necessary.
Answer Key ñ Check answers with the class.
1 illegal 4 unlikely ñ Ss write sentences to illustrate the meanings of
2 undisturbed 5 irresponsible the alternative words.
3 inaccurate
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Grammar in Use 4c
Answer Key 10 Focus ➤ Transforming sentences
1 lose
ñ Explain the task, reminding Ss that they can use
Loose means baggy, not tight. Her clothes
up to five words to complete each sentence.
were loose because she had lost a lot of
ñ Ss complete the task individually and then
weight.
compare their answers with a partner.
2 weather
ñ Check answers with the class.
Whether means if. I’ll just check and see
whether it’s raining.
3 effects Answer Key
Affects means influences (verb). Drought 1 are not allowed to enter
affects many people in Africa. 2 don’t need to use
4 deserts 3 should avoid eating
Desserts are sweets, cakes, puddings, etc. 4 must not drive if you
The restaurant had some delicious desserts 5 is a good idea
to choose from.
4 d
Literature
Objectives
Suggested Answer Key
Vocabulary: synonyms for ‘big’; similes; lexis
related to animals; adjectives I think the professor has seen some dinosaurs.
Reading: an extract from The Lost World I think they will hide in the bushes and watch
(missing sentences) them.
Skills ― reading for general & detailed
comprehension b) Focus ➤ Matching sentences to a gapped
Writing: a letter about an expedition text
ñ Allow Ss time to read the extract.
1 Focus ➤ Predicting the content of a text ñ Do the first item with Ss.
ñ Ss complete the exercise.
ñ Ask Ss to look at the title of the text and the ñ Select individual Ss to read out paragraphs of
picture. the text including the completed gaps.
ñ Ss try to guess what the text is about.
ñ Allow Ss time to read the biography and check. Answer Key
1 E 3 F 5 G
Suggested Answer Key 2 C 4 A 6 B
I think the extract is about a place where
prehistoric animals still exist.
3 a) Focus ➤ Matching words to their meanings
ñ Explain the task. Draw Ss’ attention to the
2 a) Focus ➤ Predicting the next event in a highlighted words in the text.
story
ñ Ss complete the exercise.
ñ Explain the task. ñ Ss match the words to their meanings.
ñ Select individual Ss to read out the lines. ñ Allow Ss time to create their own sentences
ñ Ss answer the questions. Play the recording. with these words.
ñ Ss listen and follow the text to find out.
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4d Literature
ñ Select individual Ss to read out their
fake: a fake is sb or sth that is not what they
sentences.
pretend to be; an imitation
specimens: examples of sth or small quantites
Answer Key of sth to be used for study
1 endure 6 monstrous praise: to express approval
2 motionless 7 gleam
3 yelped 8 ecstasy (Ss’ own answers)
4 concealed 9 for
5 glittered 4 Focus ➤ Finding synonyms
ñ Explain the task.
Suggested Answer Key ñ Allow Ss time to find synonyms.
I couldn’t endure the suspense any longer. ñ Ss make sentences using the words.
The dog was motionless as it slept. ñ Brainstorm with Ss for more synonyms of the
The dog yelped when he trod on its tail. word.
The door was concealed in the wall.
The disco ball glittered under the lights. Answer Key
The house was monstrous and had 20 bedrooms.
huge, enormous, monstrous, great, large
Stars gleam at night.
Eating chocolate cake is ecstasy for John.
Suggested Answer Key
He left a message for there was no one at home.
She had a small face with huge brown eyes.
The swimming pool in the hotel is enormous.
b) Focus ➤ Learning new vocabulary They’ve put a monstrous statue in the town
ñ Tell Ss to try and guess the meaning of the square.
words from the context before using their A great many people came to see it.
dictionaries. Ss then give an explanation, Tom has rather large feet.
example or synonym for each of the words
in bold in the text. 5 Focus ➤ Learning words related to animals
ñ Ss compare answers with a partner.
ñ Select individual Ss to explain the words and ñ Explain the example to Ss. Write the headings
elicit L1 equivalents. on the board in a table. Give another example
(e.g. types: bird).
ñ Allow Ss time to find the rest of the words.
Suggested Answer Key
ñ Ss compare answers with a partner.
triumphantly: with a sense of victory
upright: vertical
track: a narrow path through a field or forest Answer Key
swamp: an area of very wet land classes: human, dinosaurs
clearing: an area in a forest where there is no parts of body: three-toed feet, five-fingered
tall vegetation forepaws, tails, feet, skins, muscles, brain,
slate-coloured: a dark greyish colour heads, hand, cheeks, face
scales: small flat pieces of hard skin that types: birds, elephants, lizards, kangaroos,
covers certain animals’ bodies crocodiles, iguanas
broad: wide
sight: something you see
6 a) Focus ➤ Understanding comparisons
clumsy: awkward or careless
hopping: jumping up and down on one foot ñ Explain the task.
thuds: dull sounds ñ Allow Ss time to read through the text again.
bunch: a group of (flowers/grapes) ñ Ss complete the task and then compare with
shimmering: to shine with a faint light a partner.
trunks: main stems of trees
comrades: friends
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Literature 4d
Answer Key
Writing
little children ― the two professors 8 Focus ➤ Writing a letter describing an
elephants ― the baby dinosaurs expedition
a human hand ― footprint of the dinosaur ñ Explain the task.
a lizard, great beasts, crocodiles, kangaroos ― ñ Elicit/Explain the meaning of the word
the dinosaurs (iguanadons) “expedition” (an organised journey that is made
for a particular purpose such as discovering a
b) Focus ➤ Using adjectives new place, etc).
ñ Ss make notes from the text and write a letter.
ñ Explain/Elicit the meaning of the adjectives. ñ Select individual Ss to read their letter to the
ñ Allow Ss time to complete the exercise. class.
ñ Ss identify the parts of the text that helped
them choose.
Suggested Answer Key
Dear Ann,
7 Focus ➤ Understanding reference words
I hope you are well. The expedition is
ñ Complete the first item with the class to amazing. You won’t believe what I saw today.
demonstrate the task. We were walking through the jungle this
ñ Explain that a good way to check what the morning when Professor Summerlee pointed to
words refer to is to replace the reference word a large mark on the ground. It was a giant
with the word or words Ss think it refers to. If footprint. Then we heard loud noises coming
the sentence makes sense then it is probably from the bushes and went to investigate. I
correct. couldn’t believe my eyes. There was a group of
ñ Ss complete the task individually and then huge reptile type animals; two adults and
compare answers with their partners. three young. They were enormous and looked
like something I have never seen in my life.
Suggested Answer Key They were as tall as trees and seemed to have
so there was no chance of discovery: it the strength of several elephants. We watched
would be very difficult to be discovered them for a few minutes and then they left.
cheeks displayed a broad smile: had a very I know you will find it difficult to believe
big smile on his face but I think they are prehistoric. I’ll tell you
ironic face softened in amazement: at first more when I get back.
Summerlee was being ironic but now that he Yours,
saw the creatures his face showed amazement Paul
there we may have them: we may prove them
wrong
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4 e
Writing Skills
Objectives
3 Points to include: reduce traffic jams
Reading: an essay (matching headings)
(pro), reduce accidents (pro), reduce air
Skills ― scanning
and noise pollution (pro), cars faster and
reading for specific information
more comfortable (con), crowded public
Grammar: linkers
transport (con), public transport follows
Writing: a for-and-against essay
fixed routes (con).
― safer for pedestrians
1 Focus ➤ Introducing for-and-against essays ― quieter for people who live there
ñ Elicit/Explain the meaning of for-and-against
essays.
ñ Read through the theory box and explain points b) Focus ➤ Matching headings to paragraphs
by writing the essay plan on the board.
ñ Ss try to guess/explain where a for-and-against ñ Allow Ss time to read the essay.
essay can be found. ñ Elicit/Explain any new vocabulary.
ñ Ss match the paragraphs with the headings.
ñ Ask Ss to give reasons for their choices.
Suggested Answer Key
ñ As an extension, ask Ss to compare the pros
For-and-against essays are found in articles in and cons in Ex. 2a with the pros and cons
newspapers and magazines as well as in school given in the essay.
assignments. ñ Check Ss’ answers.
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Writing Skills 4e
Supporting sentences b) Focus ➤ Practising using linking words
To begin with, it would help to drastically
ñ Explain the task.
reduce air and noise pollution.
ñ Allow Ss time to choose the correct linkers
Firstly, it would be very inconvenient for
individually and then check answers with
millions of people.
the class.
Alternatives
To start with, it would reduce traffic jams. Answer Key
To begin with, it would make shopping awkward.
1 However, also
2 Not only, but
4 Focus ➤ Matching topic to supporting 3 All in all
sentences 4 On the one hand, On the other hand
4e Writing Skills
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Culture Corner 4
Objectives ñ Ss listen to the recording and check their
Reading: an article on Australia’s Great Barrier answers.
Reef (gap-filling)
Skill ― reading for detailed comprehension Answer Key
Speaking: giving advice to tourists
1 drastically 8 including
Writing: a short article on a protected area
2 anyone 9 survival
3 everyone 10 anything
4 living 11 extinction
1 a) Focus ➤ Predicting the content of a text 5 action 12 beautiful
ñ Allow Ss time to study the pictures and read 6 careful 13 someone
the headings. 7 immediately 14 generations
ñ Elicit the meaning of any new vocabulary
(coral, wildlife, etc).
ñ Ss try and guess what the Great Barrier Reef
b) Focus ➤ Explaining new words
is. Read the first paragraph aloud for Ss to ñ Ss explain the words in bold by giving a
check their guesses. definition, synonym, miming, drawing, etc.
ñ Encourage Ss to try and guess the meaning
Suggested Answer Key of the word from the context before using
I think the Great Barrier Reef is a natural coral their dictionaries to check their guesses.
reef in Australia. ñ Elicit/Explain the meaning of any other
words in the text that Ss still do not
understand.
b) Focus ➤ Relating vocabulary to topic
ñ Ss read out the words/phrases. Suggested Answer Key
ñ Elicit/Explain the meaning of the new harmed: damaged
vocabulary. reverse: to make something go in the opposite
ñ Allow Ss time to read through the text. direction/way it is going
ñ Ss explain how the phrases are related to float: to remain on the surface of water
coral reefs. bleach: a liquid chemical used to make cloth
ñ Check answers with Ss. white or kill germs
fatal: causing death
Suggested Answer Key authorities: the people officially in charge of
sth and who have the power to make decisions
Waste water can be harmful to coral reefs.
endangered: at risk of dying
Coral reefs like crystal clear water.
conserve: to protect from harm or change
A coral reef is a living organism.
Coral reefs are a breeding ground for fish and
other sea creatures. 3 Focus ➤ Consolidating information from the
A coral reef is a breeding ground for text
humpback whales.
The Great Barrier Reef is Australia’s natural ñ Explain the task.
treasure. ñ Ss work in pairs.
ñ Ss skim the text to find the advice given to
tourists.
2 a) Focus ➤ Reading for detailed ñ Ss discuss the advice in pairs.
comprehension ñ Go around the class monitoring the task.
ñ Explain the task. ñ Select individual Ss to report back to the class.
ñ Read out/Explain first example.
ñ Allow Ss time to complete the exercise Suggested Answer Key
individually and compare their answers with A: Tourists are advised not to throw rubbish or
a partner. waste water into the sea because it may
contain chemicals that will pollute the water.
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4 Culture Corner
B: Yes, and they are also asked not to fish and Suggested Answer Key
not to remove shellfish or other creatures
from their natural habitat. etc FAR EAST NATIONAL MARINE SANCTUARY
(FENMS) is located in the Peter the Great Bay
and the region of the Japanese Sea and was
4 Focus ➤ Writing a short article on a organised in 1978 by the government of the
protected area in your country former USSR. The objective of the park is to
ñ Direct Ss’ attention to the Study Skills box. protect the area’s water and habitats.
Read it out and explain any points Ss are Over 200 species of fish, 300 species of
unclear on. molluscs and 100 different species of
ñ Explain the task. crustaceans live in the marine sanctuary.
ñ Elicit ideas about/Brainstorm for protected There are also sharks and sea snakes as well as
areas in your country. other forms of marine life. Several of these
ñ Write examples on the board. species, notably the sea sturgeon are
ñ Ss work in groups. considered protected species.
ñ Encourage Ss to get information and pictures Some of these species are in danger due to
from the Internet, magazines, newspapers, etc. illegal fishing and it is not always easy to
ñ Remind Ss that they can take ideas from the protect them. Another problem is man-made
text. pollution along and around the coastal area.
ñ Advise Ss to answer all questions in the prompts That is why it is important for tourists not to
in their articles. fish in the area and not to throw any rubbish
ñ Ss write a short article and present their work in the sea. They should take their rubbish
to the class. Alternatively, assign the task as home with them.
HW. With everyone’s help we can protect this
beautiful region.
Answer Key
2 Focus ➤ Reading for specific information A 3 B 2 C 5 D 1 E 4
ñ Allow Ss time to think of two questions they
have about photosynthesis.
b) Focus ➤ Explaining new vocabulary
ñ Ss read the text.
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4 Going Green
Going Green 4
ñ Ss watch the various presentations and
Suggested Answer Key
comment on them.
Poem
Spotlight on Exams 4
Reading Use of English
Focus ➤ Reading for specific information Focus ➤ Reading for detailed understanding
ñ Allow Ss time to read the text. ñ Allow Ss time to read the text carefully.
ñ Ss answer the questions. ñ Encourage Ss to read around the gaps.
ñ Select individual Ss to read out the sentences. ñ Elicit answers from around the class.
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4 Spotlight on Exams
Listening Writing
Focus ➤ Listening for specific information Focus ➤ Writing a for-and-against essay
ñ Ss listen to the recording and fill in the gaps. ñ Direct Ss’ attention to the paragraph plan.
ñ Elicit answers from around the class. ñ Advise Ss to consult the relevant section in the
previous chapter.
Answer Key ñ Encourage Ss to consult encyclopaedias, books,
1 Kelly 4 fishing the Internet, etc for ideas.
2 16 5 nature lessons
3 6th July 6 7397087 Suggested Answer Key
Do you know that thousands of square
kilometers of forest are being cut down every
TAPESCRIPT year? While cutting down trees can benefit
A: Good afternoon, Greenleaf Conservation, how may man greatly, it must be said that it also has its
I help you? fair share of disadvantages.
B: Hello, I’ve just read an advert about your Trees can provide us with many useful
conservation camps for teenagers and I would like products. Firstly, wood is an essential building
to come this summer, please. material for housing and it is a source of
A: That’s great! Could I just have your name, please? heating fuel. Certain trees also provide us
B: Yes, my name is Andrew Kelly. That’s K-E-L-L-Y. with medicine. For example, the bark of the
A: Okay… and how old are you, Andrew? cinchona tree contains quinine, which is used
B: I’m sixteen. to treat malaria. We also get paper, cork and
A: Right, that’s fine… and have you decided which rubber from trees.
camp programme you would like to take part in? However, cutting down trees has several
B: Err… yes, it’s the one that starts on 6th July and disadvantages. We are destroying natural
finishes on 3rd August. habitats and so putting animals in danger of
A: Right, just a moment because I think that one is extinction. Furthermore, deforestation is
quite popular this year… no, it’s OK, we still have a contributing to global warming because there
few places left! are fewer trees to absorb the carbon dioxide
B: Oh, that’s great! in the air.
A: Now, you probably read in the advert that you can To sum up, although there are advantages
choose a special activity. Which would you like to to cutting down trees I believe that it is
do? important to reduce the number of trees that
B: Err … what choices are there? we cut down so we can guarantee the survival
A: At the moment there’s archery, fishing, building a of animal species and also slow down global
bird nesting box or nature lessons. warming.
B: Oh, well… err… fishing I think.
A: Ok, so I’ll put fishing down as your first choice.
Can you give me a second choice too just in case? Speaking
B: Ok… nature lessons then please.
A: Right, I think that’s all the information we need for
Focus ➤ Giving a talk about endangered
species
now. Can you give me a contact telephone number,
please? As soon as we have more information we’ll ñ Direct Ss’ attention to the prompts.
give you a call. ñ Ss write a draft on endangered species based
B: Yes, sure. It’s 7397087. on the prompts.
A: That’s great. Thanks for calling. ñ Ss give their talk and then their partners ask
B: OK, goodbye. questions and make comments.
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Spotlight on Exams 4
Suggested Answer Key Humpback whales are an endangered
The humpback whale lives in all of the species because of illegal whaling, getting
world’s oceans. It has a bulky head and 2 caught in fishing nets and pollution. It is
blowholes. Humpback whales grow to be about estimated that there are only between 10,000-
16 m long, and can weigh up to 27-45 tonnes. 15,000 humpback whales worldwide. It is very
They are seasonal feeders and carnivores. important that we protect this amazing
They eat small fish (herring and mackerel), creature by joining an environmental group
tiny crustaceans and plankton. They are like such as WWF or Greenpeace and by writing
acrobats of the ocean and can swim on their letters to the governments of countries to ask
backs. The humpback whale can live up to them to bring harsher penalties for whalers.
almost a hundred years.
Progress Check 4
Answer Key
1 1 rubbish 6 emissions 4 1 impossible 4 unacceptable
2 glass 7 congests 2 irresponsible 5 disappear
3 repair 8 extinction 3 illegal
4 packed 9 banned
5 campaign 10 switch 5 a) 1 over 3 on 5 away from
2 out of 4 into
2 1 endangered 6 climate
2 modern 7 environmental b) 1 about 3 from 5 of
3 vegetable 8 power 2 in 4 to
4 adoption 9 natural
5 compost 10 global 6 1 is not lost 3 in the rain
2 thinking about 4 freezing
3 1 must 4 don’t have to
2 had to 5 could
3 shouldn’t 6 ought to
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Module 5 Holidays
Before you start … a fact file about a region (p. 86)
ñ Encourage a class discussion based on Ss’ thoughts (an article based on quick facts about a specific
and concerns regarding the environment. Enquire area) What facts could be included? Who would use
what problems they see in the environment and a fact file?
whether they can influence a change upon their
environment. a postcard (p. 96)
ñ Direct Ss’ attention to the title of the module, (a picturesque scene of a special place on which you
Holidays. Explain the idea of the module is to write a short letter to someone) Who makes
introduce concepts relating to holidays and how postcards? How many people have written one?
our lives and environments are affected. Received one?
Suggested Answer Key Listen, read and talk about …/Learn how to
a travel diary (p. 82) …/ Practise …/Write/Make …
(a written account of someone’s holiday As described in the relevant section in Module 1.
adventure(s)) Why would you write a travel diary?
When? Who would read it?
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5 a
Reading Skills
Objectives
Reading: a travel diary (T/F); comprehension
3 Focus ➤ Reading for specific information
questions) ñ Ss read the text again and complete the task.
Skills ― reading for specific information and ñ Check answers with the class.
detailed understanding
Vocabulary: travel; adjectives Suggested Answer Key
Writing: a postcard
1 The weather was very foggy in Kathmandu.
Speaking: describing someone’s holiday
In the Himalayas, it was hot in the bright
mountain sun but quite cold in the shade.
It got very cold at night.
Reading 2 In Nepal, they travelled on local buses, in a
1 Focus ➤ Predicting the content of a text small plane, on foot and in a taxi.
3 They stayed in cheap campsites and hotels.
ñ Draw Ss’ attention to the travel diary and focus
4 They visited the Monkey Temple near
on the paragraph headings.
Kathmandu, they went on an excursion to
ñ Explain the task to Ss and allow time to
the Himalayas, where they camped near a
complete the task.
village called Phakding and tried some local
ñ Play the recording. Ss listen and follow the text
food, and they visited Bhaktapur, where
in their books.
they saw the events of the annual Bisket
ñ Check answers with the class.
Jatra festival and took a guided tour of the
Suggested Answer Key magnificent temples.
The travellers were in Nepal. I think they
climbed mountains, met local people and saw
some beautiful scenery.
4 a) Focus ➤ Identifying adjectives in text
ñ Review the adjectives with Ss.
ñ Explain the task drawing Ss’ attention to the
2 Focus ➤ Reading for detailed comprehension example provided.
ñ Ask Ss to read the diary again. ñ Working with a partner, Ss complete the
ñ Explain the task and allow Ss time to complete task, then share their answers with another
the exercise. pair.
ñ Call on individual Ss to share their answers. ñ Check answers with the class.
ñ Check answers with class.
ñ Ss correct any of the false statements. Suggested Answer Key
ñ Check Ss’ answers. breathtaking view ≠ boring/uninspiring
spectacular scenery ≠ plain
Answer Key
amazing sunrise ≠ usual
1 T 3 F 5 F 7 F 9 T
friendly, young boys ≠ unfriendly, old
2 F 4 F 6 T 8 T 10 F
poor, happy villagers ≠ rich, unhappy
2 Kathmandu is dusty, noisy and polluted. noisy contest ≠ quiet
3 The view of the Himalayas was great. wild parade ≠ boring
4 They were poor but really friendly. magnificent Bhaktapur temples ≠ modest/plain
5 Bhaktapur is an ancient town. beautiful pottery ≠ ugly
7 The festival lasts for days. cheap campsites and hotels ≠ expensive
10 The author does not say that she didn’t amazing experiences ≠ ordinary
sleep at all but is looking forward to a
good night’s sleep at home.
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5a Reading Skills
b) Focus ➤ Explaining and using new viruses: germs that cause diseases
vocabulary countless: too many to count
backpacking: travelling with a backpack
ñ Focus Ss’ attention on the words in bold in
home comforts: things that make life easier
the text.
such as electrical appliances
ñ Encourage Ss to guess the meaning first
through the context before using their
dictionaries. Ss explain the words by giving Speaking
a synonym, example or explanation.
5 Focus ➤ Using notes to recall information
ñ Monitor Ss’ progress and review answers for
from a text
the sentences with the class.
ñ Ss work in pairs and make notes in answer to
Answer Key the questions in the rubric.
ñ Call on individual Ss to use their notes and tell
1 delayed 3 ancient 5 hired
the class.
2 local 4 annual 6 pavement
Suggested Answer Key
Suggested Answer Key The author visited four countries in Asia
delayed: late, held up including Nepal. In Nepal she went to Kathmandu
beggars: poor people who ask strangers for where she visited the Monkey Temple. She also
money went on a trekking excursion in the Himalayas.
barber: male hairdresser Then she went to Bhaktapur and saw the events
cracked: damaged with lines on it’s surface of the Bisket Jatra festival and went on a tour of
pavement: paved area for pedestrians the temples and finally she bought some
escaped: got free souvenirs. She enjoyed her journey but found it
peaks: tops of mountains uncomfortable and tiring at times.
in the distance: far away
breathtaking: amazing; spectacular
trekking: hiking, walking in difficult terrain Vocabulary
trail: path through forest or mountains 6 Focus ➤ Building vocabulary
shade: an area out of the sun
ñ Explain the task.
scenery: land, water, flora you can see in a place
ñ Work through the first example with the class
put up: erected
and write the second sentence on the board.
local: belonging to a specific area
ñ Encourage Ss to guess first and then check their
ancient: very old
guesses in their dictionaries in order to complete
annual: yearly
the task.
hired: rented
ñ Ask individual Ss to share their answers with
tug-of-war contest: competition where two
the class.
teams pull each end of a rope to defeat the other
kick off: start Answer Key
based on: developed from
1 excursion 5 view 9 shade
candlelit: lit by candles
2 brochures 6 book 10 take
procession: people walking/driving in a line as
3 beaches 7 passengers 11 rented
part of a public event
4 package 8 extend 12 scenery
craftsmen: people who make things with their
hands
handicrafts: pottery, embroidery, etc made by Suggested Answer Key
hand
1 There was a fantastic exhibition in the
drums: musical instrument made from a skin
Louvre.
stretched over a round frame that you hit with
2 I’m going to hand out leaflets on saving
sticks or your hands
energy this weekend.
backpacks: rucksacks
nasty: mean; unpleasant
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Reading Skills 5a
ñ Review the prompts provided and remind Ss to
3 Malta is well-known for its rocky coasts.
cover all of them.
4 Some children bring a packed lunch to
ñ Cards can be displayed around the class for
school.
everyone to view.
5 There was some wonderful scenery
around the resort we were staying in.
6 My brother is good with his hands and can Suggested Answer Key
fix anything.
7 Some air travellers may suffer from
Dear Natalya,
swollen ankles on long flights.
Greetings from ancient
8 Bad weather can prolong your stay in a
Bhaktapur, Nepal. We are
place during a backpacker holiday.
here to see the annual
9 She was frightened when she saw a shadow
festival of Bisket Jatra. We
behind her.
are watching a tug-of-war
10 After the bank robbery, the police did Natalya
contest, and later we can
their best to catch the thieves. Antonova
see a parade and a candlelit
11 We hired a car at the airport. Koneva St. 15-36
procession. There are also
12 The hotel was located in a fantastic 678876 Irkutsk
some magnificent temples
setting by the sea. Russia
to visit. I like it here very
much. I’ve bought some
7 Focus ➤ Gap-filling/vocabulary building beautiful souvenirs,
including some pottery.
ñ Read the possible answers and clarify the
See you soon!
meaning of these words.
ñ Discuss how they are similar, but stress that Sasha
they are used in different contexts and are
often confused.
Words of Wisdom
Answer Key
ñ Draw Ss’ attention to the proverb.
1 tour 3 excursion 5 journey
ñ Elicit ideas for how to paraphrase the proverb and
2 trip 4 voyage
build up a paraphrase on the board. Ss discuss the
meaning in pairs or small groups.
Writing ñ Elicit whether Ss agree or disagree with the
proverb and ask Ss to justify their opinions. Ask
8 Focus ➤ Writing a postcard various pairs or groups to report back to the class.
ñ Explain the task. ñ As an extension, Ss could suggest similar or other
ñ Encourage Ss to review the travel diary on p. proverbs on the topic from their L1.
82 and gather information about Bhaktapur.
ñ Remind Ss they will be writing in an informal
style and they can write their postcard to a
friend or family member.
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5 b
Listening & Speaking Skills
Objectives
Suggested Answer Key
Vocabulary: holidays ― problems and complaints
Reading: a dialogue (gap-fill) The problem is that the people did not expect
Skill ― reading for specific information bad weather at the beach; they expected sunny
Speaking: describing bad experiences; weather. I think the people feel disappointed
sympathising; talking about holidays and annoyed.
Listening: short exchanges (multiple choice)
Skills ― listening for specific information b) Focus ➤ Matching descriptors to events
Writing: a short account of a personal experience
ñ In pairs Ss complete the task.
ñ Do item 1 together to help Ss understand
the expectations.
Vocabulary ñ Check answers with the class.
1 a) Focus ➤ Generating vocabulary related to ñ Go through the footnote and review countable/
the topic uncountable nouns related to the topic.
ñ Draw Ss’ attention to the rubric.
ñ Read the information and explain the task. Answer Key
ñ Allow Ss two minutes to list as many words 1 weather 8 health
as possible. 2 travel/transport 9 crime
3 food 10 the town/resort
Suggested Answer Key 4 belongings 11 crime
Types of holiday half-board, cruise, beach, 5 the town/resort 12 service
backpacking, skiing, etc 6 belongings 13 health
7 accommodation 14 weather
Places to stay hotel, apartment,
campsite, etc
Activities swimming, hiking, souvenir Reading
shopping, sightseeing, etc 3 a) Focus ➤ Predicting the content of a
Weather sunny, freezing cold, windy, dialogue
calm, etc
ñ Draw Ss’ attention to the dialogue box on
p. 84.
ñ Read the first exchange and ask Ss to
b) Focus ➤ Practising vocabulary through
consider what may have happened to John.
discussion
ñ Discuss as a group.
ñ Create a list of Ss’ answers on the board ñ Play the recording. Ss listen, read and
from Ex. 1a. compare their answers.
ñ Explain the task.
ñ Review the example with Ss. Allow Ss time
Suggested Answer Key
to work through the task with a partner.
ñ Monitor progress around the room. John had a terrible holiday. I think he lost his
luggage and the weather was terrible.
(Ss’ own answers)
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5 c
Grammar in Use
Objectives 1 d 3 f 5 b 7 e
2 c 4 a 6 g
Grammar: past tenses; articles
Reading: a fact file about a region (gap-filling)
Skill ― reading for grammatical correctness 3 Focus ➤ Practising past tenses
Listening: intonation in compound nouns
ñ Do the first item as an example.
Vocabulary: dependent prepositions; phrasal
ñ Ss complete the task individually and then
verbs with get; words often confused; forming
compare their answers with a partner.
compound nouns
ñ Check answers with the class.
5c Grammar in Use
ñ Explain that an opening sentence will be
provided and that one-by-one they will add on
7 Focus ➤ Using phrasal verbs
a sentence. ñ Review the concept of phrasal verbs.
ñ Write them on the board as you go along so ñ Allow Ss time to study the diagram and
there is a final product at the end. complete the sentences.
ñ Read the story as a whole after all Ss have ñ Check Ss’ answers.
contributed.
Answer Key
ñ blackboard ñ widespread 9 Focus ➤ Transforming sentences
ñ gentleman ñ full stop ñ Explain the task, reminding Ss to use two to
ñ highland ñ highchair five words to complete each sentence.
ñ Ss complete the task individually and then
compare answers with a partner.
6 Focus ➤ Practising prepositional phrases
ñ Check the answers with the class.
ñ Refer Ss to Appendix 1 to review the details.
ñ Explain the task and allow time to complete Suggested Answer Key
the task.
1 got on well with
ñ Ask individual Ss to share their answers.
2 after he had packed
3 until after the sun had
Suggested Answer Key 4 sightseeing more than
1 on, by 2 in 3 on 4 on 5 had already packed his case
5 d
Literature
Objectives
Reading: an extract from Around the World in
3 Focus ➤ Using adjectives/extending vocabulary
80 Days (gapped text) ñ Tell Ss to focus their attention on the Study
Skill ― reading for text structure, cohesion and Skills box.
coherence ñ Read the comments, clarify any information
Vocabulary: adjective ― noun collocations; and explain the task.
synonyms for ‘said’; gestures ñ Ss complete the task and compare answers with
Writing: an alternative ending a partner.
Answer Key
1 Focus ➤ Predicting the content of a text 1 shoes 3 soil 5 feet
from the title and picture
2 life 4 note 6 tickets
ñ Ask Ss to look at the picture and title of the text
and share their thoughts and ideas on what the
text will be about. Suggested Answer Key
ñ Ask the leading questions provided and elicit 1 A pair of stout shoes is necessary for hiking.
information from Ss. 2 Jack wanted a quiet life so he went to live
ñ Ss read the biography and then compare answers. on a small island.
3 My uncle went to live in Australia years ago
Suggested Answer Key and he never set foot on his native soil
They are Phileas Fogg and Passepartout. They again.
are about to get into a carriage. 4 Have you seen our new bank notes?
5 I like to walk on the sand with my bare feet.
6 Kathy didn’t have enough money to buy
2 a) Focus ➤ Speculating first-class tickets so she bought second-
class ones instead.
ñ Discuss with the class the time period the
story took place and how their possessions
would have been quite different from today. 4 a) Focus ➤ Reinforcing understanding of
ñ Refer again to the picture and ask Ss to vocabulary
respond to the task.
ñ Check Ss’ answers. ñ Explain the task and go through the sentences
with the class to check understanding,
explaining any new vocabulary.
Suggested Answer Key
ñ Ss complete the task individually, then
I think they took clothing, maps, and money.
compare answers with a partner.
ñ Check answers with the class.
b) Focus ➤ Reading for specific information
Answer Key
ñ Tell Ss to review the statements prior to
reading the text again. 1 welled 3 weighed 5 slipped
ñ Allow Ss time to complete the task and 2 handed 4 pleaded 6 collapsed
check answers.
b) Focus ➤ Understanding reporting verbs
Answer Key
ñ Review the task with Ss.
1 C 3 B 5 A
ñ In pairs, Ss complete the task and check
2 E 4 F 6 D
answers with another pair.
ñ Check answers with class.
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5d Literature
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Literature 5d
carriages, yachts, trading-vessels, sledges, elephants.
The eccentric gentleman had throughout displayed all his
7 Focus ➤ Revising the lesson
marvellous qualities of coolness and exactitude. ñ Direct Ss to close their books and try to recall
But what then? What had he really gained by all this ten words or phrases they learnt in the lesson.
trouble? What had he brought back from this long and ñ Ss use them in sentences and then Ss share
weary journey? Nothing, say you? Perhaps so; nothing their sentences with a partner.
but a charming woman, who, strange as it may appear,
(Ss’ own answers)
made him the happiest of men! Truly, would you not for
less than that make the tour around the world?
5 e
Writing Skills
Objectives
3 The weather was hot and sunny and then
Reading: a story (ordering)
there was a sudden thunderstorm.
Skills ― reading for gist and specific information
4 They found each other and had coffee in a
Grammar: using adjectives/adverbs; linkers;
café.
reporting verbs
Writing: a story
3 Focus ➤ Deconstructing a story
ñ Focus Ss’ attention on the paragraph plan in
1 Focus ➤ Discussing story writing/use of
tenses the theory box and review the information.
ñ Explain the task and ask individual Ss to
ñ Ask Ss if they have read any good stories lately, identify the appropriate paragraphs.
or if they can recall a favourite story from a ñ Ss should justify their answers.
previous time. What do they remember about
it? Do they know what tense it was written in?
Answer Key
ñ Read the theory box with Ss and discuss any
ñ Paragraphs 2 and 3 develop the story.
questions that may arise.
ñ Paragraph 1 sets the scene.
ñ Paragraph 4 ends the story.
Suggested Answer Key
A story can be about something that happened The writer has used a variety of past tenses
to us. We normally use past tenses when telling (past simple + continuous + past perfect).
stories.
4 Focus ➤ Sequencing the events in a story
2 Focus ➤ Reading for specific information ñ Read the rubric and explain the task.
ñ Be sure Ss are clear about what they are
ñ Allow Ss some time to read the text. looking for.
ñ Read the questions aloud and elicit answers ñ Remind Ss to look for key words and phrases as
from various Ss around the class. they read the prompts and the text.
ñ Allow Ss time to complete the task and check
Suggested Answer Key answers with the class.
1 The story took place at the Notting Hill
Carnival. Answer Key
2 The main characters were two friends, A 6 C 3 E 10 G 4 I 7
Rachel and Sarah. B 5 D 2 F 8 H 1 J 9
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5e Writing Skills
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Writing Skills 5e
Suggested Answer Key Answer Key
1 Tom waited patiently for his return. told, shouted, thought, replied
2 The old man moved slowly down the corridor.
3 Jack ate his dinner hungrily.
4 “I hope he’s OK,” Jane thought anxiously. b) Focus ➤ Using a variety of verbs/replacing
5 The people on the rollercoaster screamed ‘said’
loudly. ñ Go through the theory box and draw Ss’
6 The mother smiled happily at her baby. attention to the verbs that can be used
instead of ‘said’.
ñ Elicit more suggestions from Ss and write
8 a) Focus ➤ Expressing feelings with them on the board.
synonyms and antonyms
ñ Explain the task and allow Ss time to complete
ñ Review what synonyms and antonyms are it.
and how they are used. ñ Check Ss’ answers.
ñ Review the task and allow Ss time to complete
it. Suggested Answer Key
ñ Check Ss’ answers. 2 whispered 4 cried 6 thought
3 exclaimed 5 screamed
Answer Key
1 frightened 4 calm 7 glad
2 tired 5 bored 10 a) Focus ➤ Linkers (theory)
3 worried 6 certain ñ Draw Ss’ attention to the theory box and
review together.
ñ Refer back to the story on p. 90 for examples.
b) Focus ➤ Matching information
ñ Ask Ss to highlight examples in the story.
ñ Explain the task and review the example
provided. Answer Key
ñ Ss complete the task.
when, and, while, but, as, by the time, just
ñ Check answers with class.
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5e Writing Skills
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Writing Skills 5e
b) Focus ➤ Linking sentences with 5 A: Where did the story take place?
participles B: It took place at a music festival in
another town. We travelled to it by
ñ Explain the task and read the examples with
train.
Ss.
6 A: Why were the characters there?
ñ Allow Ss time to complete the task and
B: They were there for a music festival.
check answers with a partner.
7 A: What were they doing?
ñ Check Ss’ answers.
B: They were going to see their favourite
band.
Suggested Answer Key 8 A: What events happened?
3 Shaking with fear, he hid in the bushes. B: we left on the train > I laughed at my
4 Standing at the edge of the rock, he friends for bringing jackets > we
admired the magnificent view. arrived at the festival > I got lost > it
5 Annoyed, she called her travel agent to started raining > I found my friends
complain. 9 A: What happened in the end?
6 Thrilled, they couldn’t believe they were B: We went for something to eat and I
really in Hawaii. remarked that I would always bring a
7 Shaking, we feared the plane was going to jacket to concerts in future.
crash. 10 A: How did the characters feel in the end?
B: Cold and wet, but relieved to be going
home.
14 a) Focus ➤ Identifying key words in rubrics
ñ Explain the task. Review the rubrics with
the class and read the questions that have b) Focus ➤ Writing a story
been provided. Ss underline the key words ñ Focus on the checklist provided and
and then begin a discussion. encourage Ss to use it as a final checking
ñ Monitor Ss’ progress around the class and process before handing in their story.
offer assistance when necessary. ñ Remind Ss to use all of the suggestions and
ñ Ask individual Ss to offer answers for each recommendations given to them throughout
rubric. the module.
ñ Allow Ss time to complete the task and offer
Suggested Answer Key any necessary assistance.
A Key words: teenage magazine short story, ñ Ss hand stories in to be corrected individually.
beginning with “It was a perfect, sunny day ñ Some Ss may require a story starter to assist
at the festival, nothing could go wrong.” them in formulating an idea to get started.
B Key words: school magazine short stories, Provide examples for Ss where necessary.
title A Disastrous Holiday
C Key words: short story, competition, end Suggested Answer Key
with “If only we hadn’t gone to the carnival!”
A A Perfect Day For A Festival
Suggested Answer Key ‘It was a perfect, sunny day at the festival
and it felt like nothing could go wrong.’ My
(Rubric A)
friends and I waved goodbye to our parents
1 A: Who were the characters?
as the train left the station. It was a
B: My friends and I.
perfect, sunny day, not what you would
2 A: What were they like?
expect after last week’s rain. Tom and
B: They’re young, like me.
Fiona had their bright red waterproof
3 A: When did the story take place?
jackets with them. “I don’t think you’ll be
B: It took place during the summer and in
needing those!” I said. “It’s such a great
the afternoon.
summer day nothing can go wrong.”
4 A: What was the weather like?
B: It was very warm and sunny at first,
but then it started to rain.
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5e Writing Skills
The concert had just started when we arrived We finally arrived back at our hotel,
at the music festival. There were thousands exhausted and anxious. We were so
of people there. “I can’t wait for my favourite relieved to be back. Mum looked at me and
band to play,” I said to my friends, but when I said, laughing: “I thought we were coming
turned around, I couldn’t see them. on holiday, not to disaster zone!”
Next thing, dark clouds gathered and it
started to rain heavily. Confused, I didn’t C An Unfortunate Event
know what to do. It was just then that I You know when you get that feeling that
saw Tom and Fiona’s red jackets and I ran something terrible is about to happen? Well,
towards them. on my way to the carnival last week, I felt
extremely nervous and worried for absolutely
Disappointed, we managed to dash into a no reason at all. “Oh, you’ve nothing to
small restaurant, where we sat down for worry about,” my friend Anne said.
something to eat. “I’m really looking
forward to going home and getting warm and It was getting dark when we reached the
dry,” I exclaimed. “And next time I come to carnival. We wandered around the stalls,
a festival, I’ll bring a jacket just in case.” admiring the beautiful and colourful floats.
There were hundreds of people around. “I’m
B A Disastrous Holiday thirsty,” I said, “let’s get some cola.” It was
One evening while I was on holiday with my only then that I realised my purse had been
parents, we went for a long drive in the stolen. All my money was gone. I wanted to
mountains above the city. cry because I was so upset. Then, I began to
shake uncontrollably as I remembered how
I was just enjoying the spectacular views of uneasy I had felt before going to the carnival
the countryside below, when suddenly we that day! “Let’s go home,” Anne said.
heard a deafening noise. “I have a feeling
that something terrible is about to When we got home, I checked my bag again.
happen,” my Dad said anxiously. I still couldn’t find my purse. ‘If only we
hadn’t gone to the carnival!’ Next time I
Next thing there were rocks and stones have a strange feeling I will stay home.
rolling down the mountains. “Oh no,” my
mother cried,” “it’s an earthquake.”
It was all over in a few seconds and luckily
our car wasn’t hit by anything. The road was
covered in rocks but we decided to return to
our accommodation immediately. It took us
some time to navigate around the rocks.
5 Culture Corner
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Culture Corner 5
ñ Clarify any questions and explain any unknown
vocabulary.
3 Focus ➤ Role play ― giving a guided tour
ñ Ask Ss if they have ever had a guided tour of a
Suggested Answer Key place.
I think you can have a ride on the London Eye. ñ Discuss what kind of information was shared
I think you can learn about history at the and how the presenter spoke to the group.
Tower of London and the London Dungeon and I ñ Ask Ss to formulate a list of what they would
think you can see a play at Shakespeare’s want to know about a place if they were going
Globe Theatre. to visit it.
ñ Write the list on the board for reference.
ñ Using personal experience and referring to the
2 Focus ➤ Reading for lexico-grammatical text, Ss complete the task.
structure ― gap-filling ñ Ss may use the prompt offered in the rubric to
begin. Ss record themselves.
ñ Explain the task. Ss complete the task.
ñ Listen to recordings or have Ss act out their
ñ Play the recording. Ss listen and check their
guided tours for the class.
answers. Then allow Ss time to explain the
meanings of the words/phrases in bold by
giving an explanation, example or synonym Suggested Answer Key
using a dictionary if necessary. Welcome, ladies and gentlemen, to the River
Thames boat trip, which I hope you’ll enjoy.
Answer Key On the left you can see The London Eye, the
big wheel built in 2000 for the millennium.
1 thrilling 5 thoroughly
Now, ladies and gentlemen, we’re just passing
2 amazing 6 performance
The Tower of London, which has been a prison,
3 famous 7 educational
a medieval fortress and an arsenal and now
4 unusual 8 exhibition
where the Crown Jewels are kept.
We’re coming up on the London Dungeon which
Suggested Answer Key is not for the faint-hearted. You can learn all
hop on and off: get on and off easily, usually about things such as the Great Fire of London
without having to buy a new ticket and the Great Plague here.
great value for money: worth more than the On the right, you can now see Shakespeare’s
money it costs Globe Theatre, completed in 1997. You can learn
bird’s eye view: the view of something when all about life in Shakespeare’s time there
you are looking down on it from a height through a permanent exhibition. Also, don’t miss
the experience of a lifetime: something you the London Aquarium and St Paul’s Cathedral.
do that is unforgettable
millennium: a period of a thousand years, e.g.
1000–1999; the celebration at the end of a 4 Focus ➤ Writing a tourist leaflet
thousand year period ñ Ss work in groups of 3 or 4 to complete the task.
served many purposes: has been used for ñ Encourage Ss to use pictures and to use the
many different things River Thames example (p. 95) as a guideline.
medieval: the historical period which lasted ñ Monitor progress around the class and offer
from the end of the Roman Empire to the assistance when necessary.
Renaissance ñ Groups present their leaflets to the class when
fortress: a building like a castle completed.
scared out of your wits: to be extremely
frightened or terrified
faint-hearted: if someone is faint-hearted,
they are not very confident and are afraid to
do things that might be dangerous
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5 Culture Corner
Going Green 5
Objectives 2 Focus ➤ Relating information to a text
Reading: an article (comprehension questions) ñ Discuss the task as a class.
Skill ― reading for specific information ñ Clarify any questions Ss may have and explain/
Writing: a leaflet elicit the meaning of any unknown vocabulary.
ñ Elicit how the prompts may be related to the
text, then play the recording for Ss to check
1 Focus ➤ Using sounds to imagine a setting their answers.
ñ Play the recording for Ss.
Suggested Answer Key
ñ Ask Ss questions 1-4.
ñ broken glass ― There might be broken glass in
ñ Call on individual Ss to share their answers with
the sand, although I can’t see it. It would be
the class.
very dangerous for the people on the beach.
Suggested Answer Key ñ fishing net ― Sometimes you can find
pieces of fishing nets on the beach. It
1 I’m sitting on a beach in a warm, tropical
makes the beach look very dirty. They can
country with my friend.
injure animals, too.
2 I’m enjoying the sunshine and sunbathing. ñ drinks cans ― People drink soft drinks
3 It is hot and sunny. from cans and not everyone throws them in
4 I love it. I feel relaxed and close to nature. the bin when they are finished.
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5 Going Green
ñ plastic bags ― People bring food in plastic turtles: type of reptile that live in the sea;
bags. If they leave them behind they are has a large shell on its back
dangerous to animals. jellyfish: type of marine creature which have
ñ plastic buckets & spades ― People use no bones
them to build sandcastles but they can be fills up: makes it full
left behind very easily. Sometimes you can threatened: facing danger
find them lying on the beach, making it endangered species: types of creatures which
very untidy. are in danger of becoming extinct
ñ beach balls ― Another fun toy you can find on propellers: device with blades which enables
any beach. When they burst, nobody wants a boat or ship to move
them and they are left behind on the beach.
ñ food wrappers ― People often leave them
behind causing litter. 4 Focus ➤ Making a leaflet
ñ Explain the task. Encourage Ss to collect more
information and pictures from various sources
3 Focus ➤ Reading for specific information e.g. reference books, the Internet, etc. Remind
ñ Explain the task. Ss to use the information in the text also.
ñ Ss complete the task in pairs. ñ Display the best leaflets around the class.
ñ Monitor progress around the class and offer any
necessary assistance. Green Wisdom
ñ Ss then explain the words in bold by giving an ñ Draw Ss’ attention to the quotation.
explanation, example or synonym using their ñ Elicit ideas for how to paraphrase the quotation
dictionaries if necessary. and build up a paraphrase on the board. Ss discuss
ñ Elicit what Ss can recall from the text. the meaning in pairs or small groups.
ñ Elicit whether Ss agree or disagree with the
Suggested Answer Key quotation and ask Ss to justify their opinions. Ask
1 Marine litter is litter such as food wrappers, various pairs or groups to report back to the class.
cigarette ends, drinks cans and toys that are ñ As an extension, Ss could suggest similar or other
left behind by the many thousands of people quotations on the topic from their L1.
that visit beaches every year. It can also come
from ships, fishermen, drains and factories. Suggested Answer Key
2 Marine mammals can get mixed up in marine MARINE LITTER HARMS PEOPLE & WILDLIFE
litter, which can cause injury and stop them
Marine litter is litter such as food wrappers,
from escaping from their enemies. Also,
cigarette ends, drinks cans and toys that are
some birds, fish and mammals eat marine
left behind by the many thousands of people
litter. This fills their digestive system,
that visit beaches every year. It can also come
making them feel full and they starve.
from ships, fishermen, drains and factories.
3 Marine litter can harm people as they can
Marine mammals can get mixed up in marine
cut themselves on glass or metal.
litter, which can cause injury and stop them
4 We can:
from escaping from their enemies. Also, some
a) take our litter home with us.
birds, fish and mammals eat marine litter.
b) take other people’s litter home.
This fills their digestive system, making them
c) organise a Beach Clean-up Day.
feel full and they starve.
Marine litter can harm people as they can cut
Suggested Answer Key themselves on glass or metal.
wrappers: paper or plastic that covers something We can:
buckets: a container that can hold water or a) take our litter home with us.
sand, for example b) take other people’s litter home.
drains: (noun) hole down which waste water goes c) organise a Beach Clean-up Day.
seals: type of mammal that live in the sea
sea lions: type of sea mammal LET’S ALL HELP
curious: inquisitive Take all your litter home with you as well as
injury: type of damage to the body any other litter you see. Better still ― why not
stops: prevents organise a Beach Clean-up Day?
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Spotlight on Exams 5
Reading Speaker 3: I only go on holiday once a year, so I don’t
mind paying for a little bit of luxury! I always travel
Focus ➤ Reading for specific information
first class and stay in the best hotels.
ñ Remind Ss how to complete multiple-choice Speaker 4: I can’t stand going on holiday in the
tasks, by looking for key words, trying each summer ― it’s just too hot. Going on holiday in the
possible answer and choosing the best answer. winter is much nicer, even if it’s really cold! You can do
ñ Encourage Ss to double-check their answers by more fun things, too, like skiing and snowboarding.
reading them over after making their selection. Speaker 5: When I go on holiday, I like to do absolutely
nothing! Forget sports, sightseeing tours, shopping,
Answer Key and all of that. I just want to lie on the beach, swim
1 C 3 C 5 D 7 C and read a good book!
2 B 4 D 6 D
Writing
Focus ➤ Writing a letter to a pen-friend
Use of English
ñ Review the rubric with Ss.
Focus ➤ Practising word formations ñ Remind Ss of the proper writing format they
ñ Explain the task. will be using.
ñ Tell Ss to read the entire text through before ñ Identify the information that must be included
they do the task. and allow Ss time to complete the assignment.
ñ Ss complete the task and check their answers. Letters will be handed in upon completion.
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5 Spotlight on Exams
ñ Go through the conversation plan with Ss
A: No, that would be far too expensive and I
explaining the process.
don’t like ships. We need to find something
that we can both afford and can enjoy.
A B
B: I saw an advertisement yesterday in the
Introduce topic Reject 1st option and
newspaper for a package holiday in Italy. It’s
& 1st option. give reason.
not that expensive and travel, accommodation
Ask for another Suggest 2nd option. and meals are included in the price.
option. A: I’ve been to Italy already so I’d like something
different. Can’t you think of anything else?
Reject 2nd option Reject 3rd option & B: Well, how about a backpacking holiday
& suggest 3rd suggest 4th option. around Europe then. That way we’ll see
option. plenty of countries. We can travel from place
to place by train. It would be great fun!
Agree on 4th Agree. A: Yes, that sounds like a great idea. It’s the
option. cheapest option, we’ll see plenty of places
and countries, and we’ll meet lots of
ñ Remind Ss they must give reasons for their backpackers from all over the world. Let’s
ideas and always justify their choices. go backpacking then.
ñ Monitor Ss’ progress and offer assistance when
necessary.
5 Progress Check
Progress Check 5 and Look at Module 6 should be done in one lesson.
Answer Key
1 1 accommodation, appalling 4 1 cruise 5 famous 8 guided
2 cottage 2 beach 6 breathtaking 9 local
3 luggage 3 trekking 7 freezing 10 candlelit
4 backpacking 4 first-class
5 flight … delayed
5 a) 1 on 3 off 5 by
6 chilly
2 in 4 around
7 Craftsmen, handicrafts
b) 1 on 3 in 5 by
2 1 screen 3 sickness 5 card
2 on 4 on
2 repellent 4 agent’s
6 1 How awful!
3 1 Did you see 4 was raining
2 Have a nice time!
2 arrived 5 had been driving
3 Thanks!
3 had never flown 6 finished
4 Not that great actually.
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6 a
Reading Skills
Objectives
Answer Key
Vocabulary: fruits & vegetables; cooking methods
Reading: article on foods and colours (matching) countable: grape, apple, carrot, lettuce,
Skill ― reading for specific information orange, tomato, cherry, raisin, lemon, melon,
Speaking: discussing healthy eating habits; a strawberry, blueberry, aubergine, pea, pineapple,
two-minute talk on improving eating habits with peach, pear, raspberry, plum, watermelon,
a rainbow diet banana, pumpkin, fig, lime, cabbage
Grammar: countable/uncountable nouns uncountable: broccoli, corn, celery
Writing: a healthy menu plural forms: grapes, apples, carrots,
lettuces, oranges, tomatoes, cherries, lemons,
Vocabulary raisins, melons, strawberries, blueberries,
aubergines, peas, pineapples, peaches, pears,
1 a) Focus ➤ Categorising food items into raspberries, plums, watermelons, bananas,
groups pumpkins, figs, limes, cabbages, some
ñ Make two columns on the board; one fruits broccoli, some corn, some celery
the other vegetables.
ñ Ask Ss to identify whether each item is a
2 Focus ➤ Presenting & practising vocabulary
fruit or a vegetable and write the name in
for cooking methods
the appropriate column on the board.
ñ Tell Ss to study the pictures and identify ñ Discuss different cooking methods with the
each item. class.
ñ Review answers with the class. ñ Ask Ss what their favourite foods are and discuss
the different ways they can be prepared.
Answer Key ñ Draw Ss’ attention to the prompts and make
Fruit sure everyone understands the vocabulary and
grape (purple), apple (red, green), orange what the task is. Read out the example.
(orange), tomato (red), cherry (red), raisin ñ Allow Ss time to complete the task and
(blue), lemon (yellow), melon (yellow, orange, compare answers with a partner.
green), strawberry (red), blueberry (blue), ñ Ask individual Ss to share their answers with
pineapple (yellow), peach (orange), pear the class.
(yellow, green), raspberry (red), plum
(purple), watermelon (red, green), banana (Ss’ own answers)
(yellow), fig (purple), lime (green)
3 Focus ➤ Selecting the correct word
Vegetables
broccoli (green), carrot (orange), corn ñ Explain the task.
(yellow), lettuce (green), celery (green), ñ Encourage Ss to use their dictionaries to check
aubergine (purple), pea (green), pumpkin their answers.
(orange), cabbage (green) ñ Check answers with the class
Answer Key
b) Focus ➤ Identifying countable/uncountable
nouns 1 still 3 spices 5 artificial
2 bitter 4 starving 6 main
ñ Explain the task.
ñ Allow Ss time to review all items and
identify the correct answers. Reading
ñ Review answers with the class. 4 a) Focus ➤ Relating ideas
ñ Explain the task. Allow Ss time to write
their list and discuss answers with the class.
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Reading Skills 6a
ñ Play the recording. Ss listen and follow the ñ Encourage Ss to use their dictionaries.
text in their books. ñ Check answers with the class.
(Ss’ own answers)
Suggested Answer Key
Word families:
b) Focus ➤ Reading for specific information
boost ― booster, boosting, boosted
ñ Explain the task. brain ― brainy
ñ Encourage Ss to review the prompts before concentrate ― concentration, concentrated
reading the text again. infect ― infection, infectious, infected
ñ Ss should identify any key words that may sight ― eyesight ― sighted, sighting
help them match ideas. optimism ― optimistic, optimistically
ñ Review the answers with the class. emotion ― emotionally, emotional, emotive
complain ― complaint, complainer
Suggested Answer Key rumble ― rumbling, rumbled
1 orange 3 purple 5 red soothe ― soothing, soothed
2 green 4 yellow physical ― physically
hand ― handful, handed, handing
create ― creation, creative, creativity,
5 Focus ➤ Identifying vocabulary related to the creatively
body
ñ Explain the task. Suggested Answer Key
ñ Allow Ss time to study the text and complete boost: lift, extra energy
the exercise, then compare answers with a brain: the organ you think with
partner. Elicit more examples. concentration: giving your full attention to sth
infections: diseases caused by germs
Answer Key eyesight: the ability to see
brain, mind, physical, eyesight, a smile, optimistic: look for the positive side to every
grinning, ear, teeth, bones, tummy situation
emotions: your feelings of happiness, sadness, etc
Suggested Answer Key complain: say you are not satisfied with a
head, heart, hearing, etc situation
tummy: stomach
rumbling: make a noise because of hunger
6 a) Focus ➤ Defining verbs/phrases soothing: calming
ñ Draw Ss’ attention to the definitions and physically: related to the body
read them together. handful: as much/many of sth that you can
ñ Allow Ss time to complete the task. hold in your hand
ñ Ask individual Ss to share answers and check creative: to have the ability to invent and
with the class. develop original ideas
Answer Key
1 treat yourself 4 grinning from ear Speaking
2 fight off to ear 7 Focus ➤ Making decisions based on previous
3 down in the dumps 5 in search of knowledge
ñ Explain the task.
b) Focus ➤ Defining words and identifying ñ Tell Ss to refer back to the list they created in Ex.
their roots 4a and to use the table on p. 103 to help them.
ñ Explain the task, drawing Ss’ attention to the ñ Explain/Elicit the meaning of any unknown
example provided. words in the table.
ñ Review the idea of word families and provide ñ In pairs, Ss discuss eating habits with their
an example (cooking ― cook, cooked, partners and make informed statements about
cooker, cooks). how healthy each other’s diet is.
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6a Reading Skills
ñ Monitor Ss’ progress around the class and Writing
provide any necessary assistance.
9 Focus ➤ Writing a healthy menu
Suggested Answer Key ñ Review all of the aspects of a healthy diet and
write the suggestions on the board.
A: Well, my list had very few fruits and
ñ In pairs, Ss complete the task.
vegetables and a lot of sweets and biscuits.
ñ Ask each pair to present their menu to the
I suppose that’s not very healthy because
class.
they contain a lot of sugar and fat. What
about you?
B: Well, I’ve got quite a lot of fruit and Suggested Answer Key
vegetables on my list and they are rich in Monday
vitamins, minerals and fibre so I suppose Breakfast: cereal with fruit e.g. strawberries,
that’s quite healthy. etc melon, apple and banana
Mid-morning snack: a handful of nuts and an
8 Focus ➤ Giving a talk on improving eating orange
habits Lunch: salad with lettuce, tomatoes, cucumber,
grated carrot and chicken or fish
ñ Explain the task and allow Ss time to make
notes under the headings using the text on p. Dinner: Starter: corn on the cob, main course:
103 and the information in the table to help broccoli, peas and fish or chicken with a baked
them. potato, dessert: blueberries and figs
ñ Encourage Ss to follow the outline provided and
write their speech.
Words of Wisdom
ñ Record speeches if possible or present in class.
ñ Draw Ss’ attention to the quotation.
ñ Elicit ideas for how to paraphrase the quotation
Suggested Answer Key
and build up a paraphrase on the board. Ss discuss
We should have healthy eating habits to
the meaning in pairs or small groups.
prevent us from getting ill by making sure we
ñ Elicit whether Ss agree or disagree with the
get all the vitamins and minerals that are
quotation and ask Ss to justify their opinions. Ask
essential for good health.
various pairs or groups to report back to the class.
A fun way to do this is to follow a rainbow
ñ As an extension, Ss could suggest similar or other
diet, that is, to eat lots of fruit and
quotations on the topic from their L1.
vegetables in all the colours of the rainbow.
If you do this, you will find that red foods
such as strawberries, raspberries, apples,
tomatoes and so on will give you an energy boost
and protect you from many serious illnesses.
Orange foods such as oranges, pumpkins,
peaches and mangoes can improve your powers
of concentration, help your eyesight and help
fight off infections because they contain Vitamin
C. Yellow foods such as bananas, lemons and
pineapples help us to stay happy and green foods
like broccoli and lettuce can help us to relax and
stay calm. Blue foods like blueberries can soothe
our emotions as well as our bodies. Finally,
purple foods such as figs and plums are said to
make people more creative as well as help to
keep them looking young! For all these reasons, I
think eating a rainbow diet is a good idea and we
should all start today ― after all ― what have we
got to lose?
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6 b
Listening & Speaking Skills
Objectives ñ Ask some pairs to act out exchanges in front of
Vocabulary: diet & health; idioms related to health the class.
Reading: dialogue (gap-filling)
Skills ― reading for text structure, cohesion Suggested Answer Key
and coherence A: I’m underweight!
― reading for specific information B: Don’t you think you ought to eat at least
Listening: an interview (multiple choice) three well-balanced meals a day?
Skill ― listening for specific information A: It’s a nice idea, but I’m not sure if it’ll
Speaking: advising/agreeing ― disagreeing; work.
interjections; talking about health A: I suffer from a lack of concentration!
B: You might feel better if you eat more iron-
rich foods.
Vocabulary A: Maybe you’re right, but I don’t really like
1 a) Focus ➤ Building vocabulary vegetables!
ñ Draw Ss’ attention to the diagram on Teen A: I’m always so tired!
Diet & Health. Read together. B: You might feel better if you follow a low-
ñ Explain/Elicit the meaning of any unknown carbohydrate diet.
vocabulary. A: That’s not a bad idea.
ñ Clarify any necessary information and discuss.
A: I’ve got toothache.
ñ Focus on the prompts in the exercise and
B: If I were you, I’d cut out sugary drinks and
explain the task.
snacks and visit the dentist.
ñ Allow Ss time to study the information and
A: Maybe you’re right.
match the problems to the people.
ñ Ask individual Ss to share their answers to A: I seem to get ill very often!
check with the class. B: You might feel better if you eat foods that
are rich in vitamin C such as oranges or
Answer Key peaches.
A: Thanks. I’ll try it.
1 b 3 g 5 e 7 c
2 d 4 a 6 h 8 f A: I get such bad indigestion at times!
B: You should avoid eating late at night you
know.
b) Focus ➤ Practising vocabulary relating to A: Thanks. I hadn’t thought of that.
health
A: My skin is so dry these days!
Choose individual Ss to answer the questions in B: It might be a good idea to drink more water.
the rubric orally in class. A: That’s not a bad idea.
(Ss’ own answers)
Reading
Everyday English
3 a) Focus ➤ Reading for specific information
2 Focus ➤ Advising/Agreeing ― Disagreeing
Read the sentences together, ask the questions
ñ Explain the task.
and elicit answers from various Ss around the
ñ Review the information provided and read the
class.
example.
ñ Advise Ss to use the prompts provided in the
language box on p. 104. Answer Key
ñ In pairs, Ss complete the task. They are in a café.
ñ Monitor progress around the class and provide Susan has a problem with her teeth.
any necessary assistance.
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6 c
Grammar in Use
Objectives
Vocabulary: words often confused; forming
1 Focus ➤ Conditionals type 1,2 and 3
words using prefixes; phrasal verbs with give; ñ Review conditionals with the class.
prepositions ñ Look at the prompts and explain the task.
Grammar: conditionals 1, 2 & 3; wishes ñ Tell Ss they must justify their selection. Refer
Ss to the Grammar Reference section for more
details.
ñ Check answers with the class.
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6c Grammar in Use
Grammar in Use 6c
ñ Clarify any questions or concerns that may
Suggested Answer Key
arise. Provide further examples if necessary.
… he would buy a car. If he bought a car he
ñ Ss complete the task as outlined.
could drive to work. If he drove to work, he
ñ Check Ss’ answers around the class.
wouldn’t have to take the bus. etc
… I wouldn’t be so tired now. If I wasn’t so Answer Key
tired now, I would be able to concentrate. etc 1 overweight 4 semi-skimmed
2 overdo 5 overcook
3 multigrain
5 Focus ➤ Expressing wishes
ñ Explain the task. Do item 1 as an example.
ñ Refer Ss to the Grammar Reference section. 9 Focus ➤ Learning words often confused
ñ Allow time to complete the task. ñ Explain the task.
ñ Check Ss’ answers. ñ Allow Ss time to complete the task checking in
their dictionaries as necessary.
Answer Key ñ Ask individual Ss to share their answers and
1 d 2 a 3 c 4 b sentences with the class.
Answer Key
6 Focus ➤ Writing sentences using I wish/If
only 1 ache 3 rotten 5 cure
2 prescription 4 treated
ñ Explain the task.
ñ Review the example with Ss. Suggested Answer Key
ñ Elicit answers from various Ss to check
1 I’ve got a pain in my neck.
answers.
2 Can I borrow your recipe for apple pie?
3 This milk has gone sour.
Suggested Answer Key 4 He went to a herbalist and was cured of his
2 If only I hadn’t forgotten to renew my headaches.
passport. 5 The wound took two weeks to heal.
3 If only it wasn’t raining.
4 I wish it would stop snowing.
5 I wish I could speak Chinese. 10 Focus ➤ Learning prepositional phrases
ñ Explain the task.
7 Focus ➤ Forming sentences with conditionals ñ Encourage Ss to try each preposition until they
find the best fit.
ñ Explain the task and read out the example.
ñ Allow Ss time to complete the exercise.
ñ Complete the task as a class.
ñ Check Ss’ answers.
ñ Clarify any questions or concerns Ss may have.
Answer Key
Suggested Answer Key 1 in 3 from 5 against
2 I wish I weren’t tired. If I weren’t tired I 2 from 4 with
could concentrate better.
1 The heavy rain resulted in floods.
3 I wish I hadn’t missed the bus. If I hadn’t
2 My father sometimes suffers from a bad back.
missed the bus, I wouldn’t have been late
3 It takes a long time to recover from the flu.
for work.
4 It must be difficult to cope with two small
4 I wish I hadn’t lost my wallet. If I hadn’t
children and a job.
lost my wallet, I could go shopping.
5 My friend advised me against taking up
smoking.
8 Focus ➤ Forming words using prefixes
ñ Draw Ss’ attention to the theory. Read together.
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6c Grammar in Use
ñ Ss complete the task individually and then
11 Focus ➤ Using phrasal verbs with give compare answers with a partner.
ñ Review the phrasal verbs with the class, ñ Check answers with the class.
inviting Ss to give sentences to illustrate the
meaning of any they are already familiar with. Answer Key
ñ Ss complete the sentences individually. 1 unless we book
ñ Check answers with the class. 2 I were you I would
3 would have tasted better
Answer Key 4 hadn’t been so crowded
1 gave away 3 give up
2 are giving off 4 give back
6 d
Literature
2 Focus ➤ Reading for specific information b) Focus ➤ Explaining the meaning of new
vocabulary
ñ Explain the task.
ñ In pairs, Ss explain the underlined words/
ñ Allow Ss time to read the text and the questions.
phrases giving a synonym, example or
ñ Remind Ss to read all of the possible answers
explanation.
before selecting the most correct answer.
ñ Encourage Ss to find the answers using the
ñ Encourage Ss to reread the question with the
context before checking in their dictionaries.
answer they have chosen to check for correctness.
ñ Ss select some of the words and mime or
ñ Check answers with the class.
draw them with their partner.
ñ Monitor progress around the class.
Answer Key
1 C 2 C 3 D 4 C 5 A
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Literature 6d
ñ Extension: Ss can create their own
Suggested Answer Key
situations to continue with a similar
polished: cleaned
exercise in small groups of three or four Ss.
licked: wash with tongue
stray: separate from the rest
appetites: feelings of hunger Suggested Answer Key
lots were drawn: names were chosen 1 peep 3 glance 5 catch sight of
apron: a piece of clothing worn to protect 2 gaze 4 glare 6 stare
clothes while someone cooks
whispered: spoke very quietly
Idioms
winked: to close one eye so as to give a
message to someone 6 Focus ➤ Working with idioms
nudged: push someone with your elbow ñ Explain the task.
faint: weak, hard to hear ñ Allow Ss time to complete the task. Refer Ss to
the Word List.
ñ Check answers with the class and elicit any L1
4 Focus ➤ Linking a picture to written text
equivalents.
ñ Refer Ss to the picture on p. 108 and ask them
to identify the part of the text that best
Answer Key
describes what is happening.
1 water 3 cake 5 tea
ñ Ss must defend their choice of text and share
2 cucumber 4 milk
their answer with a partner.
ñ Monitor progress around the class and offer any
assistance. 7 Focus ➤ Writing a paragraph predicting an
outcome
Suggested Answer Key
ñ Explain the task.
After the gruel disappeared, the boys ñ Review details with Ss and allow time to organise
whispered and winked at Oliver, while his their thoughts and write their paragraphs.
neighbours nudged him (lines 32-34). ñ Ss exchange their writing with a partner to check.
ñ As an optional extension, provide/ask Ss to find a
copy of the relevant part of the original text and
5 a) Focus ➤ Finding synonyms in a text tell the class what happens next in the book.
ñ Explain the task.
ñ Draw Ss’ attention to the definition box on Suggested Answer Key
p. 109. Review together. The policeman arrived and demanded to know
ñ Ss complete the task. why he had been called out at this hour. When he
ñ Check answers by asking individual Ss to heard that the ‘crime’ was that a boy had asked
share their responses with the class. for more food, he felt sorry for the boy.
However, the master insisted that the policeman
Answer Key made an example of him so that the other boys
gaze, stare would be afraid to ask for more themselves. So
the policeman took Oliver away and he spent the
night on the floor of a police cell until it was
b) Focus ➤ Using new vocabulary decided what would be done about him.
ñ Explain the task.
ñ Offer an example for Ss to follow.
ñ Ask individual Ss to provide an answer for
each situation.
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6 e
Writing Skills
Objectives
Vocabulary: positive/negative adjectives
b) Focus ➤ Detailing specific information
Reading: an assessment report (matching) ñ Explain the task and review the report with Ss.
Skill ― reading for gist ñ Discuss with the class whether the questions
Grammar: clauses of concession; linkers have been answered ― if so, where and how.
Writing: an assessment report
c) Focus ➤ Matching headings to a report
ñ Draw Ss’ attention to the headings provided.
1 a) Focus ➤ Making assessments ― positive
ñ Explain the task.
and negative
ñ Check answers with the class.
ñ Discuss with Ss how we communicate opinions
to others. What language and tone is used to Answer Key
express positive and negative comments? 1 Introduction 4 Atmosphere
ñ Write a few examples on the board, under 2 Food & Prices 5 Conclusion
the columns positive/negative 3 Service
ñ Draw Ss’ attention to the comments on
p. 110 and read each one.
ñ Ask Ss to identify whether each comment is
3 Focus ➤ Listing positive/negative points from
a text
positive or negative and add it to the
corresponding list on the board. ñ Copy the table on the board.
ñ Ask Ss to identify as many positive and negative
Answer Key points as they can from the text.
positive: A, B, C negative: D, E ñ List the answers on the board.
Answer Key
b) Focus ➤ Identifying appropriate statements
Positive Negative
for a written report
tasty dishes, reasonable some dishes rather
ñ Explain the task. prices, beautiful expensive,
ñ Allow Ss time to read the theory box, review presentation, friendly queuing necessary
the statements and make their selection staff, self-service feature for some stalls,
justifying their choices. adds to the experience, waiting involved
ñ Check answers with the class. informal & relaxed for particular
atmosphere, popular dishes, busy at
Suggested Answer Key place times
A, B, D ― formal impersonal style
Writing Skills 6e
helpful staff (positive) b) Focus ➤ Sharing personal experiences and
warm atmosphere (positive) opinions
varied menu (positive)
ñ Explain the task.
high prices (negative)
ñ In pairs, Ss share their opinions with each other.
inexperienced staff (negative)
ñ Monitor progress and provide any necessary
informal atmosphere (positive)
assistance.
beautiful presentation (positive)
slow service (negative) (Ss’ own answers)
popular dishes (positive)
efficient service (positive) 7 Focus ➤ Changing informal writing to formal
friendly staff, atmosphere, service (positive)
ñ Explain the task. Allow Ss time to read the
expensive prices, food, dishes (negative)
extracts.
tasteless food, dishes (negative)
ñ Encourage Ss to use their dictionaries if
international staff, food, dishes, menu (positive)
necessary and reread all of the extracts after
unusual food, dishes (positive)
they have replaced the words/phrases.
unusual presentation (negative)
ñ Ss can compare answers with a partner.
reasonable prices (positive)
ñ Check answers with the class.
Used in report: tasty dishes, reasonable
prices, beautiful presentation, friendly staff, Answer Key
informal, relaxed atmosphere, popular place
A 1 The purpose of this report is
2 assess
5 Focus ➤ Analysing conclusions B 1 For example 4 fashionable
ñ Explain the task. 2 modern, lively 5 attract
ñ Elicit answers from individual Ss around the class. 3 In addition, 6 Finally,
C 1 All in all
Answer Key 2 disadvantages
a school canteen ― 1 (judgement) 3 offering
a sports centre café ― 3 (recommendation) 4 reasonable
a roadside café ― 2 (both) 5 highly recommend
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6e Writing Skills
ñ In pairs, Ss complete the table and compare
b) Focus ➤ Identifying formal language answers with another pair.
within a text
ñ Check answers with the class.
ñ Explain the task.
ñ Ask individual Ss to verbally identify the Answer Key
examples, while others highlight them in the
text. Even though + clause
In spite of, despite + noun/verb/ + -ing
Suggested Answer Key due to, Because of + noun
The purpose of, to assess standards, a wide range
of, beautifully presented, efficient professional
staff, this can be a problem, on average, far 10 a) Focus ➤ Using linkers to join sentences
superior merits, a few minor faults, provides ñ Explain the task and review the example
excellent value, I would highly recommend provided.
ñ Ss complete the task individually.
ñ Remind Ss there may be more than one way
c) Focus ➤ Comparing formal/informal
to answer each question correctly.
language
ñ Ss will share their answers with a partner to
ñ Explain the task. check.
ñ Discuss how to identify key words that ñ Call on individual Ss to share answers with
indicate formal vs. informal language. the class to review as a group.
ñ Allow Ss time to complete the task.
ñ Check answers with the class. Suggested Answer Key
2 Despite the fact that the choice on the menu
Answer Key was limited, the prices were extremely
A: The purpose of this report is to assess reasonable.
standards at Amirit restaurant. In spite of the choice on the menu being
B: This report is to let you know how good limited, the prices were extremely
Amirit restaurant is. reasonable.
Although/Even though the choice on the
A: Amirit offers a wide range of Indian cuisine, …
menu was limited, the prices were extremely
B: There’s so much food to choose from at
reasonable.
Amirit!
3 Despite the fact that we had phoned
A: The staff at Amirit are efficient, professional earlier to confirm our booking, there wasn’t
and polite. a table available for us when we arrived.
B: The waiters at Amirit are really cool. Although/Even though we had phoned
A: While prices at Amirit are on average higher earlier to confirm our booking, there wasn’t
than at other Indian restaurants, the a table available for us when we arrived.
quality of the dishes is far superior. In spite of phoning earlier to confirm our
B: Amirit will cost you a fortune, so it’s much booking, there wasn’t a table available for
cheaper to go to another Indian restaurant us when we arrived.
down the road! 4 Because of its relaxed atmosphere and
excellent food, Chung’s is one of the most
A: … excellent value for the standard of food
popular restaurants in town.
which is served.
Due to its relaxed atmosphere and excellent
B: … the food is well worth the money.
food, Chung’s is one of the most popular
restaurants in town.
9 Focus ➤ Understanding clauses of concession
ñ Explain the task. b) Focus ➤ Using linkers to complete
ñ Refer Ss to the Grammar Reference section. sentences
Direct Ss to read the sentences.
ñ Explain the task and review the example
provided.
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Writing Skills 6e
ñ Ss complete the task individually. A Suggested Answer Key
ñ Remind Ss there may be more than one way
key words: you work as journalist, Nice ‘n’
to answer each question correctly.
Tasty magazine, editor, report, Supermac, fast
ñ Ss compare their answers with a partner to
food restaurant, assessing quality whether you
check.
would recommend it to readers
ñ Call on individual Ss to share answers with
the class to review as a group. Plan
To: Editor, Nice ‘n’ Tasty magazine
Suggested Answer Key From: my full name, journalist
2 Despite its high prices, the restaurant is Subject: Supermac, fast food restaurant
very popular with young people. Date: 13th October
The restaurant is very popular with young Introduction
people, even though its prices are high. to assess the general quality and to say whether
3 In spite of advertising a varied menu, the I would recommend it to readers
vegetarian choices were limited.
Main Body
Although/Even though they advertise a varied
― two paragraphs
menu, the vegetarian choices were limited.
― food & prices, service & atmosphere
4 Despite ringing the restaurant weeks
― tasty food, cheap prices, fast service, poor
before, it was quite difficult to get a good
atmosphere
table at the weekend.
― due to, however, etc
It was quite difficult to get a good table at
the weekend, even though we rang the Conclusion
restaurant weeks before. ― overall not bad, food good, prices cheap
5 In spite of its popularity, it’s easy to find ― recommend takeaway
parking in the streets around the restaurant.
It’s easy to find parking in the streets around Suggested Answer Key
the restaurant, even though it is very popular. To: The Editor, Nice ‘n’ Tasty magazine
From: Jane Smith, journalist
Subject: Supermac, fast food restaurant
11 Focus ➤ Comparing a report with a formal Date: 13th October
letter
Introduction
ñ Explain the task. The purpose of this report is to assess the
ñ Ss discuss the questions in pairs and decide on general quality of Supermac fast food restaurant
the answers. and to make recommendations.
ñ Elicit answers from Ss around the class.
Food & Prices
Answer Key The food on offer is what you would expect from
a formal letter and a report have: your full a fast food restaurant such as burgers and chips,
name, paragraphs, a date, the full name of however it is surpisingly tasty. There are also a
the recipient wide range of salads and sandwiches which are
also rather delicious. What is more, the prices
a report has: a title, subheadings are cheap and offer great value for money.
Service & Atmosphere
12 Focus ➤ Writing a report The service is fast and friendly. I did not have to
wait more than ten minutes. The staff are well-
ñ Draw Ss’ attention to the rubrics provided.
organised and service is given with a smile.
ñ Read each rubric and elicit the key words.
However, the atmosphere is that of a busy
ñ Review the plan and elicit answers to the
kitchen due to the fact that there was a lot of
questions.
noise from the kitchen and there was no music
ñ Allow Ss time to complete the task or assign as
being played and the lighting was very bright. For
HW.
this reason, many people ate quickly and left or
took their food away with them. Very few people
sat down and took their time over their meal.
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6e Writing Skills
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Writing Skills 6e
Introduction Prices
to assess quality and whether it is meeting Although the meals in the students’ canteen
students’ needs and make recommendations are very reasonable, a small number of
Main Body students have said that they cannot afford to
― three paragraphs eat there on a daily basis.
― food, prices, service Service
― good quality food, wide range of dishes, Students seem to agree that the staff are
few vegetarian options generally efficient and polite. The service,
― prices ― reasonable, some students can’t however, can be a little slow at times if any
afford it every day, good service but slow members of staff are absent for any period of
at times time.
― however, due to, although, etc Recommendation
Conclusion All in all, despite a few minor problems, the
― excellent value, good food canteen certainly provides excellent value for
― recommend more vegetarian options the standard of food that is served. I would,
however, recommend that we add more
Suggested Answer Key vegetarian choices to the menu.
To: Mr Mason, Headmaster
From: Helen Welsh, class representative
Subject: School canteen 13 Focus ➤ Exchanging writing and proofreading
Date: 13th October ñ Ss exchange their work with a partner and
Introduction proofread.
The purpose of this report is to assess whether ñ Encourage Ss to look for style, format and
the school canteen facilities are meeting spelling correctness.
students’ needs and to make recommendations. ñ Tell Ss to follow the checklist provided on p.
Food 114 and report information back to their
The canteen offers a wide range of good partner.
quality dishes to cater for different ñ Partners return reports and all Ss make
international tastes and the majority of corrections.
students seem satisfied with the choice. There ñ Check Ss’ work.
are some, however, who are vegetarians and
who feel that there are not enough fruit and
vegetable dishes on the menu.
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6 Culture Corner
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Culture Corner 6
ñ Check comprehension of the task by asking Ss:
Suggested Answer Key
What are you going to write? (a short
The Grushinsky festival is an annual Russian
paragraph) What will it be about? (a special
bard songs festival. It takes place in Samara in
festival in my country) What information do
the Mastryk Lakes. It was started in 1968 by
you need to include? (the name, when it takes
the Grushin bard songs club and now attracts
places and why; what people do/eat; any
over 80,000 people from all over the country
special tradition involved)
who camp in tents on the site. Famous singers
ñ Allow Ss time to complete the assignment or
and new artists sing side by side and it is very
assign as HW.
informal and friendly.
ñ Select Ss to read out their writing.
6 Going Green
Objectives
2 Focus ➤ Eliciting information from pictures
Reading: short text (open cloze; comprehension
ñ Explain the task.
questions)
ñ Allow Ss time to study the pictures and form an
Skills ― reading for lexico-grammatical structure
opinion.
― reading for specific information
ñ Ss should justify their selections.
Speaking: role-playing; convincing someone to
ñ Read the labels and compare Ss’ answers.
adopt a farming method
Answer Key
1 Focus ➤ Using/Building new vocabulary A is an organic farm and B a conventional farm.
They are very different methods because the
ñ Draw Ss’ attention to the dictionary entry. organic farmer uses natural ways to take care
ñ Allow Ss time to work through the questions of the land whereas the other uses chemicals
and share their answers with the class. which are not good for our health.
ñ Ss should justify their responses.
Going Green 6
3 a) Focus ➤ Reading for lexico-grammatical fertilisers: mixture put on plants to help
accuracy them grow more successfully
compost: natural fertiliser
ñ Explain the task. Remind Ss to read the text
peelings: the skins of the vegetables that we
as is, then go back and work through filling
usually throw away
in the gaps.
pesticides/insecticides: chemicals to kill insects/
ñ Reread the text with the gaps completed
bugs
and check for correctness.
spray: to send out a liquid from a container in
ñ Compare answers with a partner.
small drops
intensive farming: a system whereby farmers
Suggested Answer Key try to produce as many plants/animals as
1 is 4 of 7 and possible from their land
2 as 5 the 8 each/every ecosystems: systems within nature
3 which 6 of machinery: different machines
reduced: made less
protect: take care of
b) Focus ➤ Reading for specific information manure: animal droppings that help plants to
ñ Explain the task. grow in a natural way
ñ Allow Ss time to complete the questions. pest control: the control of different
ñ Check answers with the class. unwanted insects/bugs
combat: fight against
Suggested Answer Key rotating crops: moving crops to different
fields so as not to use up all the goodness from
1 Conventional farming can be harmful to the
the land
environment because it uses a lot of energy
nutrients: natural substances that help animals/
through the amount of machinery used. Also it
plants to grow
causes harm through the amount of chemicals
used in pesticides, fertilisers and insecticides.
2 Organic farming is better for the environment 4 Focus ➤ Role-playing
because it uses less chemicals by using natural
fertilisers and flame weeders. It also uses less ñ Explain the task. Ss work with a partner to
energy because it uses simple tools instead of develop a dialogue based on the facts
lots of machinery. presented throughout this section.
ñ Ss create a dialogue in favour of organic
farming and use words and phrases to convince
Focus ➤ Explaining new vocabulary someone to adopt a new practice.
ñ Encourage Ss to identify the meanings based ñ Allow time to create the dialogue and practice
on context, then use a dictionary if necessary. the role-play.
ñ Allow time to complete the definitions. ñ Ask each pair to act out their dialogue for the
ñ Ss compare answers with a partner. class.
Green Wisdom
Suggested Answer Key ñ Draw Ss’ attention to the quotation.
tractors: vehicles farmers use for the difficult ñ Elicit ideas for how to paraphrase the quotation
jobs around a farm and build up a paraphrase on the board. Ss discuss
flame weeders: gadgets that burn the weeds/ the meaning in pairs or small groups.
plants that farmers don’t want/need and ñ Elicit whether Ss agree or disagree with the
which can damage other plants quotation and ask Ss to justify their opinions. Ask
crops: what a farmer grows e.g. potatoes various pairs or groups to report back to the class.
maintain: to keep in the same condition/state ñ As an extension, Ss could suggest similar or other
richness: the good quality of something quotations on the topic from their L1.
beneficial insects: those insects/bugs that
help farmers to get rid of harmful insects/bugs
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6 Spotlight on Exams
Listening ñ Encourage Ss to read the questions prior to
reading the texts and highlight any key words.
Focus ➤ Listening for specific information
ñ Remind Ss that one text will not be matched to
ñ Ss read the statements prior to playing the a question.
recording. ñ Ss complete the task individually.
ñ Tell Ss they will hear a recording and they are
to identify whether the statements provided Answer Key
are true or false.
1 B 2 F 3 A 4 C 5 D
ñ Replay the recording while Ss check their answers.
Spotlight on Exams 6
Writing There are a number of arguments in favour of
Focus ➤ Sharing opinions for/against an issue banning ads for junk food on TV. To start with, if
youngsters do not watch them, then they will
ñ Review the writing process provided with the Ss.
not be influenced by them and buy the products.
ñ Read over the rubric and discuss points that
In addition, these adverts do not inform young
arise both for and against the topic.
people of the fact that this kind of food is
ñ Write a chart on the board with two columns: one
unhealthy. As it contains high levels of fat, salt
for, one against; and list the comments Ss make.
and sugar, researchers say it could be addictive.
ñ Clarify any questions or concerns Ss may have
On the other hand, there are also
in regards to the task.
arguments in favour of keeping the ads. For
ñ Allow Ss time to organize their thoughts and
example, many people believe that fast food
opinions and encourage them to refer to the
plays an important role in society because it is
list you formulated on the board.
convenient, inexpensive and tastes good.
ñ When Ss have completed their writing, they may
Moreover, the rise in obesity and health
exchange papers with a partner to proofread
problems among the young probably has more
and check. Make any necessary corrections and
to do with their lack of discipline in what they
hand-in.
eat and how much they eat rather than with
ñ Monitor progress around the class throughout
TV advertisements for fast food.
the writing process and provide any necessary
In conclusion, I believe youngsters need to
assistance.
learn to take responsibility for their own
choices and the results of those choices
Suggested Answer Key regardless of advertising campaigns. As long as
These days, young people are influenced parents inform children of the dangers of
very much by TV advertisements, a large eating this type of food, then there is no
number of which are for fast food. As a result, reason why such advertisements should be
some people believe that eating habits among banned from TV.
the young are becoming so bad that it is time
for such advertising to be banned completely.
Progress Check 6
Progress Check 6 and Look at Module 7 should be done in one lesson.
Answer Key
1 1 carbohydrates 6 watermelon 4 1 multi 3 under 5 over
2 rumbling 7 Raw 2 semi 4 co
3 eyesight 8 Grilled
4 indigestion 9 concentration 5 a) 1 off 3 up 5 away
5 recipe 10 sprinkle 2 up 4 back
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Find the page number(s) for… Listen, read and talk about …/Learn how to
…/ Practise …/Write/Make …
Allow Ss time to browse through the module and find the
relevant information. Then ask them to explain what As described in the relevant section in Module 1.
each one is and elicit simple information about each
item.
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7 a
Reading Skills
Objectives
Reading: an article on teenagers and entertainment
3 a) Focus ➤ Explaining new vocabulary
(matching) ñ Ss explain the words in bold by giving a
Skills ― reading for detailed understanding definition, synonym, etc.
― reading for specific information ñ Encourage Ss to try to guess the meaning of
Vocabulary: entertainment the word from the context before using
Speaking: paraphrasing a text their dictionaries to check their guesses.
Writing: a survey
Suggested Answer Key
anti-social: not social or friendly; unwilling to
Reading meet people
1 a) Focus ➤ Predicting the content of the text couch potatoes: people who spend a lot of
time sitting on the couch and watching TV
ñ Ss read the title, look at the picture and try to
unfair: not right or just
guess what the title refers to.
unwind: relax
ñ Instigate a discussion by asking Ss if they
can’t beat: there’s nothing better
think this article describes today’s teens.
blaring: making a loud noise
ñ Allow Ss time to read and check.
catchy: easy to remember
sing along: join in and sing at the same time
Suggested Answer Key as sth/sb else
I think the term ‘square-eyed generation’ It’s such a good laugh: an enjoyable time;
means teenagers who do nothing else but great fun
watch television. Yes, I think it describes I can take it or leave it: It doesn’t matter to
today’s teens, as they watch a lot of television me if I do it or not
and spend a lot of time using computers. predictable: obvious what is going to happen
I have to admit: I must confess
addict: sb who likes a certain activity very
b) Focus ➤ Understanding topic sentences much and spends a lot of time doing it
ñ Select individual Ss to read out the first incredible: amazing
sentence in each paragraph. malls: large shopping centres
ñ Allow Ss time to guess what the text is
about.
ñ Play the recording. Ss listen, read and check. Suggested Answer Key
ñ I think that writing on school desks is anti-
Suggested Answer Key social.
ñ My Dad is such a couch potato; he’s always
I think the text is about teenage free-time
watching football.
activities around the world.
ñ David thinks it’s unfair that students get
homework at the weekends.
2 Focus ➤ Reading for detailed understanding ñ I listen to music to unwind.
ñ You just can’t beat the feeling of lying on a
ñ Allow Ss time to read the text and answer the
beach under the sun.
questions.
ñ My grandfather doesn’t like the party as
ñ Invite individual Ss to read out their answers to
the music’s blaring.
the class.
ñ I like the catchy T-shirt you’re wearing.
ñ On school trips, we always sing along to
Answer Key songs on the radio.
1 Sanjit 3 Yoko 5 Anya ñ You’ll love the new comedy; it’s such a
2 Suzy 4 Maria good laugh.
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7a Reading Skills
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Reading Skills 7a
Writing
9 Focus ➤ Consolidating vocabulary
8 Focus ➤ Writing a survey
ñ Explain the task.
ñ Read out the example and explain the task. ñ Ss close their books and think of ten new words
ñ Ss work in groups and prepare their questions, from the lesson and make their sentences and
then conduct a class survey using them. share them with their partners.
ñ Ss then analyse the results and write a ñ Invite individual pairs to read out their sentences.
paragraph about them.
ñ Invite groups to read out the paragraph to the
Words of Wisdom
class.
ñ Ss compare findings. ñ Draw Ss’ attention to the quotation.
ñ Elicit ideas for how to paraphrase the quotation
Suggested Answer Key and build up a paraphrase on the board. Ss discuss
the meaning in pairs or small groups.
Questions
ñ Elicit whether Ss agree or disagree with the
Do you have a PC at home?
quotation and ask Ss to justify their opinions. Ask
How many hours do you spend on it?
various pairs or groups to report back to the class.
Do you play a lot of video games?
ñ As an extension, Ss could suggest similar or other
Do you watch a lot of DVDs?
quotations on the topic from their L1.
How often do you go to the cinema each week?
Do you go clubbing often?
How many evenings a week do you stay at
home? etc
7 b
Listening & Speaking Skills
Objectives ñ Check Ss’ answers.
Vocabulary: types of performances; idioms ñ Elicit what the items are in their language.
Reading: a dialogue (text completion)
Skills ― reading for text structure, cohesion and Answer Key
coherence
1 a musical 3 an opera
― reading for detailed comprehension
2 a music concert 4 a ballet
Speaking: making/accepting/declining invitations;
expressing opinions; role play
Listening: short monologues (matching) 2 Focus ➤ Matching words to their descriptions
Skill ― listening for detailed understanding
ñ Explain the task.
ñ Allow Ss time to complete the task.
ñ Check Ss’ answers around the class.
Vocabulary
1 Focus ➤ Introducing the topic
ñ Read out each type of performance, explaining/
eliciting the differences between them.
ñ Play the recording, pausing after each extract.
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Answer Key
Speaking
2 curtain 6 aisle 4 Focus ➤ Acting out a dialogue at the theatre
3 stalls 7 balcony ñ Explain the task and tell Ss to use the dialogue
4 usher 8 orchestra on p. 124 as a model.
5 opera glasses ñ Invite individual pairs to act out their dialogue.
ñ Invite the class to vote for the best one.
Reading (Ss’ own answers)
3 a) Focus ➤ Predicting the context of a dialogue
Everyday English
ñ Select individual Ss to read out the sentences.
ñ Ss try and guess where the speakers are and 5 Focus ➤ Making/Accepting/Declining invitations
what they are talking about. ñ Explain the task and read out the example
exchange.
Suggested Answer Key ñ Direct Ss’ attention to the language in the table
The speakers are at the theatre. They are and explain the meaning of any new words.
talking about where they should sit. ñ Direct Ss’ attention to the poster and then Ss
make up exchanges in pairs.
ñ Monitor the activity.
b) Focus ➤ Listening for specific information ñ Ask some pairs to act out their dialogues in
front of the class.
ñ Allow Ss time to read the dialogue and
familiarise themselves with the content of
the dialogue. Suggested Answer Key
ñ Direct Ss’ attention to sentences A-F in part A: I’m going to see A Midsummer Night’s
a. Dream on Friday night. It’s a play by
ñ Ss fill in the gaps. William Shakespeare. Would you like to
ñ Play the recording. join me?
ñ Ss check their answers and compare with a B: I’d love to.
partner. A: If you’re free Saturday night, would you
ñ Play the recording again if necessary. like to see Dancing in the Streets with me.
ñ Check answers. It’s a musical.
B: That sounds nice, but I’m busy on Saturday,
Answer Key sorry.
1 B 3 E 5 A
A: We’re going to see Puccini’s famous opera,
2 F 4 D 6 C
Madame Butterfly on Thursday night. Do
you fancy coming along?
ñ Ss then explain the words in bold by giving an B: Actually, operas aren’t really my kind of
explanation, example or synonym. Encourage thing.
Ss to try to guess the meanings from the
context before checking in their dictionaries.
6 Focus ➤ Learning idioms
Suggested Answer Key ñ Read out the rubric.
ñ Allow Ss time to complete the task.
surroundings: a place or an environment
ñ Check Ss’ answers.
fully booked: when all the tickets were sold for
ñ Elicit/Explain what the idioms mean.
something or all the rooms are taken in a hotel
ñ Elicit from Ss whether there are similar
further down: some distance down/along
expressions in their language.
is about: is just going to, almost at this minute
Answer Key
1 hard of hearing 3 hot cakes
2 daylight robbery 4 one hit wonder
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7 c
Grammar in Use
Objectives
S V O
Reading: a short article on London’s IMAX cinema
Tom cooked pasta
Grammar: passive voice
Vocabulary: phrasal verbs with turn; forming
ñ Elicit the word order in the sentence (Tom:
compound adjectives; dependent prepositions;
subject, cooked: verb, pasta: object). Now
words often confused
write on the board:
S V agent
1 Focus ➤ Reviewing the passive voice
Pasta was cooked by Tom
ñ Write on the board:
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7c Grammar in Use
ñ Elicit the word order in the sentence. Ask Ss to
2 fall ― We are interested in what the
compare the two sentences and elicit which
teenagers did, so the sentence is active.
emphasises what happened to the subject,
3 have been sold ― Who or what did the action
rather than what a subject did. Explain/Elicit
is unimportant, so the sentence is passive.
that the second sentence is in the passive form
4 is set ― Who or what did the action is
and elicit from:
unimportant, so the sentence is passive.
s + to be + past participle of main verb + 5 applauded ― We are interested in what the
agent (by) audience did, so the sentence is active.
6 be made ― We do not know who made the
ñ Write on the board: The police arrested the thief. films, so the sentence is passive.
(active) Ask Ss to write this sentence in the
passive. Elicit the answer and write on the board:
The thief was arrested by the police. (passive) 4 a) Focus ➤ Using by/with in the passive
Ask Ss to look at the two examples in the passive ñ Read out the examples.
on the board and say where we can omit the ñ Explain/Elicit when we use by (for a person)
agent (2nd example). Elicit reason (the agent is and with (for an object) to introduce the
obvious ― whereas if we omit by Tom in 1st agent and when we can omit the agent
sentence then we don’t know who did the action (when it is unknown, unimportant or obvious
as it is not easily understood or obvious from the from the context).
context). Read out the example sentences and ñ Refer Ss to the Grammar Reference section
elicit which one emphasises what happened to a for more details.
subject (passive sentence ― 2000 films are made
by Hollywood per year) and which one b) Focus ➤ Practising using by/with and the
emphasises what a subject did (active sentence ―
passive
Hollywood makes 2000 films per year). Remind Ss
that only transitive verbs (verbs which take a ñ Explain the task.
direct object) can be used in the passive. ñ Do the first item with Ss as an example.
ñ Ss fill in the gaps in the box. ñ Ss complete the task. Check Ss’ answers.
ñ Refer Ss to the Grammar Reference section for
more details. Answer Key
1 with 2 by 3 by 4 with
Answer Key
1 person 2 to be 3 past participle
5 Focus ➤ Rewriting sentences ― practising the
passive
2 Focus ➤ Practising passive forms
ñ Read out the example.
ñ Explain the task. ñ Allow Ss time to complete the task.
ñ Allow Ss time to read the text. ñ Invite Ss to read out their sentences.
ñ Select individual Ss to identify the passive tenses.
Suggested Answer Key
Answer Key
1 The cast were interviewed (by the newspaper
1 past 3 present continuous
journalist) after the opening night of the play.
2 present 4 present perfect
― We don’t need the agent.
2 Joy was asked (by the director) to say her lines
3 Focus ➤ Practising passive tenses with more feeling. ― We don’t need the agent.
3 The new theatre will be opened by the
ñ Explain the task. mayor. ― We need the agent.
ñ Invite Ss to read out each sentence. 4 Universal Studios are visited by thousands
ñ Ask individual Ss to justify their choices. of people every year. ― We need the agent.
5 The singers are being taught how to dance
Suggested Answer Key
by the choreographer. ― We need the agent.
1 sold ― We are interested in what the box
office did, so the sentence is active.
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Grammar in Use 7c
ñ Ss complete the task.
6 The new James Bond film has just finished
ñ Invite Ss to read out their sentences.
being filmed (by them). ― We don’t need
the agent.
Answer Key
1 for 3 for 5 for
6 a) Focus ➤ Forming compound adjectives 2 with 4 with
ñ Read out the theory box and explain.
ñ Complete the first adjective as an example. Suggested Answer Key
ñ Allow Ss time to complete the task using 1 Charlie Chaplin is famous for his films.
their dictionaries to help them. 2 I was impressed with the film.
ñ Invite Ss to read out the adjectives. 3 I often mistake Al Pacino for Robert de Niro.
4 Avril Lavigne is popular with teenage girls.
Suggested Answer Key 5 He’s got a reputation for being difficult to
1 far-fetched 4 time-consuming work with.
2 red-blooded 5 self-centred
3 record-breaking 6 old-fashioned
9 Focus ➤ Understanding frequently confused
words
b) Focus ➤ Forming sentences with ñ Ss complete the task individually, using their
compound adjectives dictionaries.
ñ Read out the example. ñ Check answers with the class.
ñ Invite Ss to read out their sentences. ñ Ss make sentences using the distractors.
ñ Invite Ss to read out their sentences.
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7 d
Literature
Objectives ñ Allow Ss time to match the words with their
Reading: an extract from The Phantom of the meanings.
Opera (multiple choice)
Skills ― reading for specific information; skimming Answer Key
― reading for detailed understanding
1 at ease 5 fled
Vocabulary: similes
2 quarrelling 6 plainly
3 vanished 7 stalked
4 practical joke
1 Focus ➤ Introducing the topic
ñ Play the recording. Elicit what images come to
mind. b) Focus ➤ Explaining new vocabulary
ñ Direct Ss’ attention to the picture and the title of ñ Direct Ss’ attention to the words in bold.
the book on p. 128. Elicit ideas as to the topic. ñ Ss use their dictionaries to explain the words.
ñ Ss read the biography to check.
Suggested Answer Key
Suggested Answer Key retirement: the point in life where one has
I see ghosts, shadows and a dark theatre. The given up full-time work
music might be taken from the musical version invaded: (of many people) entered a place at
of The Phantom of the Opera. I think the book once in a way that was difficult to cope with
is about a ghost who lives in a theatre. rushed: ran quickly
resigning: just about to retire or leave a job
upturned: pointing upwards
2 Focus ➤ Identifying names of characters
trembling: shaking
ñ Read out the names. engraving: a picture or design that has been
ñ Ss skim the text to find how they are related to cut into a surface
the ghost. brats: very troublesome children
ñ Play the recording. Ss listen and read to find superstitious: believing in something whose
out if their guesses were right. existence cannot be proved by science eg.
magic, bad luck
Answer Key shook: made small involuntary movements
Sorelli is the name of one of the principal due to fear or cold
dancers. complexion: the skin on a person's face
Jammes is one of the ballet dancers. rubbish: silly talk or waste
Giry is another one of the ballet dancers. dared: was courageous enough to try or do
something
spectre: a ghost-like figure
3 Focus ➤ Reading for detailed comprehension undertaker: person who organises funerals
and buries people
ñ Allow Ss 5-7 minutes to read the extract.
legend: a story about mythical or supernatural
ñ Ss complete the task.
beings or events
ñ Invite Ss to read out their answers.
peculiar: strange
extraordinarily: extremely well
Answer Key pupils: the dark part of the eyes
1 D 2 B 3 B 4 B 5 A 6 C locks: bunches of hairs that grow together
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Literature 7d
ñ Complete the first item with the class to
demonstrate the task.
6 Focus ➤ Understanding descriptions
ñ Invite Ss to explain the underlined sentences. ñ Direct Ss’ attention to the picture.
ñ Ss compare the picture to the phantom’s
Suggested Answer Key description.
known the glories: she lived in a time when
the opera was much more spectacular Suggested Answer Key
it seemed a palace: it was much nicer and The phantom is described as being very thin,
better than what they had with deep eyes, with an unhealthy looking
dropped with a moan: fell down tired skin. The phantom in the picture looks
a poor little skin stretched over poor little completely different and he doesn’t look as
bones: she was poor, and hungry and very thin unhealthy as the spectre described in the text.
grew to enormous proportions: became much
larger than it actually was
those who laughed the loudest were not the 7 Focus ➤ Writing an account
most at ease: the people who laughed the ñ Explain the task.
most were the most afraid ñ Remind Ss that they can use the extract for
he betrayed his presence: he revealed himself ideas.
or made himself seen ñ Ss compare account with a partner.
so little: so small ñ Select individual Ss to read accounts in class.
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7 e
Writing Skills
Objectives
4 Mostly, the present tense is used to talk
Vocabulary: adjectives; recommending
about the book, film, etc, being reviewed.
Reading: a film review; short reviews (matching)
Sometimes the past tense is used to talk
Skills ― reading for detailed understanding
about the actions of the reviewer. The
― reading for gist
future tense is used to talk about the
Grammar: adverbs with gradable/ungradable
future actions of the reader.
adjectives
Writing: a review
3 Focus ➤ Reading for gist
ñ Allow Ss 4-5 minutes to read the review.
1 Focus ➤ Reading for detailed understanding
ñ Read out the questions.
ñ Go through the list of descriptions with Ss, ñ Select individual Ss to give their answers.
eliciting/explaining any new vocabulary.
ñ Allow Ss time to read the texts. Answer Key
ñ Remind Ss to underline the key words that will
Para 1 ― the name/type of film, the director,
help them decide.
what the film’s about, the setting
ñ Ask various Ss to give their answers.
Para 2 ― the plot
Answer Key Para 3 ― the cast, the special effects
1 F From, To, Subject, music, dancing, Para 4 ― the writer’s recommendation, the
musical writer’s overall opinion
2 C film, acting, watching
3 A writing, first chapter, reading, 4 Focus ➤ Describing with adjectives
couldn’t put it down
4 B graphics, Battlefield 2: Modern ñ Ss reread the review on p. 130.
Combat ñ Direct Ss’ attention to the table. Go through
5 G pick of the day, 9:30, Channel 4, the adjectives explaining any new vocabulary.
episode, series ñ Ss replace the adjectives in bold in the text
6 D pop music, dancing, lyrics, tracks with adjectives from the table.
ñ Select individual Ss to read out their answers.
ñ Ss justify their answers and offer alternative
2 Focus ➤ Reading for specific information choices, if any.
ñ Refer Ss to the information in the theory box.
ñ Read out the information and explain where Suggested Answer Key
necessary. ñ gripping ― thrilling (plot)
ñ Allow Ss time to answer the questions. ñ terrifying ― horrifying (plot)
ñ Select individual Ss to give their answers. ñ brilliant ― excellent (acting)
ñ spectacular ― powerful (performance)
Suggested Answer Key ñ fantastic ― incredible (special effects)
1 1 on the Internet/your PC
2 a magazine/newspaper
3 a magazine/newspaper 5 Focus ➤ Understanding adverbs
4 an Internet message board ñ Elicit/Explain how we use adverbs.
5 a newspaper/magazine/TV guide ñ Read out the theory box and explain.
6 a magazine/newspaper ñ Direct Ss’ attention to the adjectives in Ex. 4.
2 Young people will read them as all of the ñ Allow Ss time to complete the task.
things they review are aimed at young people. ñ Ss read out their sentences.
3 Reviews 2, 3, 5 are written in a semi-
formal style, and reviews 1, 4 and 6 in an
informal style.
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Writing Skills 7e
Suggested Answer Key 7 Focus ➤ Practising using negative adjectives/
I love the Lemony Snickett books because they are adverbs
incredibly enjoyable and absolutely original.
ñ Allow Ss time to read the review.
I think Dame Judy Dench’s performance in The
ñ Remind Ss that they can use the adjectives/
Importance of Being Earnest by Oscar Wilde
adverbs from Exs. 4 and 5.
was totally brilliant.
ñ Ss complete the task and compare with a partner.
I like Keane’s new album because the songs are
ñ Invite Ss to read out their negative review for
really catchy and the lyrics are very moving.
the class.
7e Writing Skills
7 Culture Corner
Culture Corner 7
ñ Ss fill in the gaps.
settled: started to live somewhere
ñ Select individual Ss to read out the sentences.
voyage: journey (usually by sea)
state-of-the-art: the very latest
courage: bravery Answer Key
explore: travel around a place and find out 1 popular 3 famous
things about it 2 famous 4 popular
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Answer Key
Suggested Answer Key
A ― produced by musical instruments
B ― produced electronically Technology has changed music in many ways. It
allows us to make music without real or
electronic instruments. With the help of
(Ss’ own answers)
computer software programmes, we can make
music in our own homes, on our computers.
2 Focus ➤ Listening for specific information/
Technology allows people who aren’t musicians
explaining words
to compose and distribute music themselves.
ñ Explain the task. Ss read the sentences 1-5.
ñ Ss cover the text. Play the recording. Ss listen
and choose the correct answer for each
4 Focus ➤ Paraphrasing
sentence. Play the recording again.
ñ Explain the task.
ñ Check Ss’ answers.
ñ Complete the first example with the Ss.
ñ Ss then uncover the text and explain the words
ñ Allow time for Ss to complete the task.
in bold by giving an explanation, example or
ñ Check answers with the class.
synonym using their dictionaries as necessary.
Going Green 7
Objectives
Reading: an article about paper (comprehension
2 Focus ➤ Predicting the content of the text
questions) ñ Ss read the title of the text and the headings.
Skill ― reading for detailed understanding ñ Elicit what Ss think the text will be about.
Speaking: giving a presentation in a paper factory ñ Ss listen, read and check.
The newspaper, the magazine and the books ñ Allow time for Ss to read the text.
are made of paper. Paper comes from trees. ñ Ss, in pairs, think of comprehension questions.
ñ Ss ask and answer questions in pairs.
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7 Going Green
Suggested Answer Key hole punch: a tool for making holes in paper
A: Where are trees taken after they have been wrap: to fold paper or cloth around an object
harvested? tightly, covering it completely
B: They are taken to a paper factory. conserves: saves, uses carefully to make
something last longer
A: What is recycled paper made from?
B: It is made from waste paper mixed with
fresh wood pulp. etc b) Focus ➤ Understanding paper recycling
Invite Ss to give reasons for recycling paper.
ñ Direct Ss’ attention to the words in bold.
ñ Ss explain the words in bold by giving a Suggested Answer Key
synonym or example sentence. We need to recycle paper as it helps conserve
ñ Ss try to explain the meaning of the words water and electricity. We need to recycle
in bold from context. paper to reduce pollution.
ñ Ss can use their dictionaries.
7 Spotlight on Exams
Listening TAPESCRIPT
1 Listen to a man talking about a movie. How does
Focus ➤ Listening for specific information
he feel?
ñ Explain the task and play the recording. A Annoyed B Satisfied C Disappointed
ñ Allow time for Ss to complete the task. “I didn’t really enjoy the movie as much as I was
expecting to. The plot was really far-fetched and
Answer Key the acting could have been better too. It’s a
1 C 3 B 5 A 7 B shame. I was really looking forward to it.”
2 C 4 A 6 C
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Spotlight on Exams 7
2 Listen to a man talking about his life as a musician 6 Listen to a woman talking about a soap opera.
in a band. What does he find difficult? How does she feel about it?
A Being on tour A It’s too depressing.
B The tiring lifestyle B It’s too realistic.
C Being away from family and friends C It’s different to other soaps.
“Music and the band are a very important part of “I’ve been following this soap opera since it first
my life and I wouldn’t change being a musician for started, about 4 years ago. I’m not normally a fan of
anything. I sometimes get tired, though, of being soaps – you know, the ones about silly arguments and
away from home. I enjoy being on tour, but I relationship problems – but this one is a bit unusual!
sometimes don’t see my family and friends for It’s not always very realistic – the plot lines are often
weeks. That’s really hard.” really dramatic, involving things like crime, serious
family problems and even murder! Some people find
3 Listen to the announcement. Where would you
it too depressing, but I’m totally hooked!”
expect to hear it?
A A football stadium 7 Listen to a woman talking about a book she’s
B A theatre reading. What does she say about it?
C A cinema A The storyline is difficult to follow.
“Ladies and gentlemen, if you’d like to take your B It’s really gripping.
seats, tonight’s performance is about to begin. C It’s the best book she’s ever read.
Please respect the actors by not using flash “I’ve just started reading a new book. It’s a real
photography. Also, may we remind you that no page-turner – I just can’t put it down! I’m already
smoking is allowed. Thank you and enjoy the play.” totally lost in the characters and the storyline.
This is the third book I’ve read by this author. I’ve
4 Listen to a woman talking about a new cinema.
enjoyed them all but this is the best by far. I can’t
What didn’t she like?
wait to find out what happens next!”
A The prices
B The location Reading
C The car park
Focus ➤ Reading for specific information
“I can see why everyone likes the new cinema. I
mean it’s got 10 screens, there’s a huge car park, ñ Explain the task.
so there’s no problem finding parking AND it’s out ñ Ss read through the texts and match them to
of the busy city centre. But personally I found it the headings. Remind Ss there is one text they
really expensive when I went. I mean, £8 for just will not use.
the cinema ticket and then another £3 for
Answer Key
popcorn! It’s far too much if you ask me.”
1 C 2 D 3 B 4 A 5 F
5 Listen to a woman talking about an opera. Why
didn’t she get tickets for it?
A She didn’t book in time. Use of English
B She had an argument with her sister. Focus ➤ Using the correct derivative
C She chose a music concert instead.
ñ Explain the task.
“Don Giovanni is my favourite opera and I really,
ñ Ss fill in the gaps with the correct derivative of
really wanted to go last week because it was only
the words in bold.
in town for three days. I told my sister not to
worry and that I would get the tickets. Of course, Answer Key
I left things until the last minute as always and 1 famous 6 competition
found, in the end, that there were no tickets left! 2 singer 7 favourite
All gone! Helen was really angry! Anyway, in the 3 training 8 immediately
end we got tickets for a music concert instead 4 education 9 performance
and, you know, we really enjoyed it!” 5 winner
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7 Spotlight on Exams
Writing Speaking
Focus ➤ Writing a letter Focus ➤ Buying a ticket for a film
ñ Ss read Lucy’s letter. ñ Allow time for Ss to read the prompts.
ñ Go through the prompts with Ss to check ñ Ss work in pairs.
understanding. ñ Select individual pairs to act out their dialogue.
ñ Ss complete the task.
Suggested Answer Key
A: Hello, is that the Savoy Cinema?
Suggested Answer Key
B: Yes, it is. How can I help you?
16 Kuybysheva St
A: I’d like to know which films are showing
Yekaterinburg
today?
Russia
B: We’ve Superman Returns, The Da Vinci
August 27th Code, and The Omen.
Dear Lucy, A: Hmm. What kind of films are they?
B: Superman Returns is an action movie, The
Hi. I hope you are well.
Da Vinci Code is a thriller, and The Omen is
In your last letter, you asked what forms of
a horror movie.
entertainment I like. Well, I enjoy going out with
A: OK, I’d like to see The Da Vinci Code. When
my friends to the cinema. My favourite thing to
does it start?
do though, is play computer games. I find the
B: It starts at 6.30 and then at 8.30 pm.
best way to unwind after school is to play on my
A: And how much are the tickets?
computer. I’ve got some really exciting games.
B: They’re 200 rubles each.
Congratulations on getting a part in the
A: OK, I’d like to reserve two tickets, please.
school play. What type of play is it? What is
B: Certainly, sir. And your name is?
your role? When will the performance be? Let
A: Yevgeny Petrov.
me know how it goes.
B: That’s fine, Mr Petrov.
Write soon,
Alexei
7 Progress Check
Technology Module 8
Before you start … Suggested Answer Key
ñ Revise one or two points based on entertainment. an extract from a novel (p. 146-147)
Discuss what types of films Ss are interested in. (a short example of writing from a novel that
Talk about their favourite form of entertainment introduces you to the writer and allows you to
and elicit reasons. experience the tone and mood of the story) Who is
ñ Create a list on the board of the favourite films the author of this piece? Do you know who he was?
that Ss have seen. Take a poll on how many Ss have What do you think the story is about?
seen/own each. Discuss.
a timeline (p. 151)
ñ Direct Ss’ attention to the title of the module
(a representation of a sequence of events in
Technology. Explain that in this module they will
chronological order) What does this timeline
learn how technology is used and how it influences
represent? What do they have in common? Who
our lives.
would you want to be?
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8 a
Reading Skills
Objectives
12 laptop, digital camera, video mobile phone
Vocabulary: high tech gadgets and their uses
13 laptop
Reading: profiles of people (matching)
14 video mobile phone, Walkman®, radio
Skill ― reading for specific information
cassette player, TV
Speaking: conducting interviews
15 laptop, PDA
Writing: an article about your favourite gadgets
Reading Skills 8a
ñ Complete the task and review answers with
Suggested Answer Key
the class.
I’m considering going on holiday to Paris this
year.
Answer Key
Sarah lives near our school so it’s handy for
1 Tina 3 Sarah 5 Tina 7 Sarah
her in the mornings.
2 Andy 4 Andy 6 Andy
Helen is really hooked on tennis.
I’m not very keen on computers and I prefer
b) Focus ➤ Identifying pronouns within a text reading.
The traffic is always terrible in August with all
ñ Explain the task. the tourists on the move.
ñ Allow time to complete it. I was very hungry yesterday, to the extent
ñ Check answers with the class. that I made a huge sandwich for myself when I
got home.
Answer Key Apart from playing computer games, I love
Sarah: soccer.
… couldn’t organise my life without it ― her I always edit the photographs I take with my
mobile phone digital camera before I show them to people.
… if I keep calling them ― her parents
Andy:
… good voice recorder on it ― his mobile phone
b) Focus ➤ Defining words in bold
… listen to them ― university lectures ñ Explain the task.
… ashamed to admit it ― the fact that he is ñ Allow Ss time to complete it.
hooked on his PlayStation 2® ñ Encourage Ss to discover the meaning from the
… very keen on it ― his Playstation 2® context before using a dictionary if necessary.
Tina: ñ Check answers with Ss.
… change documents on it ― her PDA
It keeps my whole life together ― her PDA Answer Key
… lost without it ― her PDA admit: confess; say something is true
… when I visited them ― her clients device: a piece of equipment that has been
… edit them using software ― home movies invented for a particular purpose, e.g. to record
… It’s a great pastime ― making home movies or measure sth
social life: the time you spend with your
friends enjoying yourself
4 a) Focus ➤ Defining new vocabulary techno freak: someone who is extremely
ñ Ask Ss to identify the highlighted words interested in technology
throughout the text. voice recorder: a device that can record speech
ñ Review the words/phrases offered in the university lectures: classes at university given
question and clarify any definitions ― by professors
remind Ss to use a dictionary if necessary. ashamed: embarrassed
ñ Explain the task clearly and allow time to it goes without saying: it is obvious, clear
complete. store: to save, keep
ñ Check answers with the class. clients: customers, people you are working on
behalf of
Answer Key
ñ considering ― thinking about
ñ handy ― convenient Speaking
ñ hooked on ― addicted to 5 Focus ➤ Acting out a dialogue as a group
ñ keen on ― interested in
ñ Explain the task.
ñ on the move ― travelling
ñ Discuss possible questions the interviewer might
ñ to the extent ― to the point
ask. Write these on the board.
ñ apart from ― other than
ñ Set up groups of four Ss and assist them in
ñ edit ― alter
assigning roles within the group.
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8a Reading Skills
ñ Allow Ss time to work through the task. ñ Encourage Ss to use the three profiles provided
ñ Monitor progress around the class and provide as examples.
any necessary assistance. ñ Review the requirements and allow Ss time to
ñ Ask each group to act out their interviews for complete the task or assign as HW.
the class. ñ Ss can compare their writing with a partner.
8 b
Listening & Speaking Skills
Objectives
Vocabulary
Vocabulary: electronic equipment & problems;
1 a) Focus ➤ Understanding common problems
idioms
with electronical equipment
Reading: dialogue (matching)
Skills ― reading for structure, cohesion and ñ Draw Ss’ attention to the objects in the
coherence pictures on p. 142, identify each item and
Speaking: reporting problems/responding discuss how it is used.
appropriately; polite requests ñ Read the problem statements (1-6) and clarify
Listening: short monologues (multiple choice) any questions or concerns Ss may have.
Skill ― listening for specific information ñ Explain the task and allow Ss time to
Writing: email telling a friend about a problem complete it.
you had with a new electronic gadget ñ Ask individual Ss to provide answers to
correct with the class.
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8 c
Grammar in Use
Objectives ñ Allow Ss time to complete the task.
Reading: news report; memo (gap-fill) ñ Remind Ss that they can find the correct
Skill ― reading for lexico-grammatical accuracy verb forms in the text.
Grammar: reported speech; reported questions; ñ Ask individual Ss to provide answers and
relative clauses check with the class.
Vocabulary: phrasal verbs with bring; words often
confused; dependent prepositions; forming verbs Answer Key
1 were 6 couldn’t
2 were planning 7 hadn’t received
1 a) Focus ➤ Recognising the genre and style 3 had not kept 8 to wait
of a text 4 would 9 not to worry
ñ Discuss the difference between formal/ 5 had received
informal speech.
ñ Explain the task. Suggested Answer Key
ñ Allow Ss time to study the text and discuss In reported speech the tenses change as follows:
the questions as a group.
direct speech reported speech
Suggested Answer Key present simple ➝ past simple
present continuous ➝ past continuous
You might see it in a newspaper. The language
present perfect ➝ past perfect
is formal.
past simple ➝ past simple or past
perfect
b) Focus ➤ Understanding reported speech past continuous ➝ past continuous or
past perfect
ñ Discuss the difference between direct and
continuous
reported speech. Who is speaking? When is
future (will) ➝ conditional (would)
it happening? Direct Ss to the Grammar
Reference section. Pronouns also change: I–he/she, you–me, your
ñ Review the prompts provided and complete (plural)–our, we–they, etc.
the first item together. Direct Ss to the The following reporting verbs are used: said
relevant sentence in the text in Ex. 1a. (that), told (me/him/her, etc) (that).
ñ Draw Ss’ attention to the Note at the
bottom of the box.
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8c Grammar in Use
2 Focus ➤ Understanding reported questions ñ Keep score on the board. Each correct sentence
gets a point. The team with the most points wins.
ñ Explain the task.
ñ Elicit answers from various Ss around the class. (Ss’ own answers)
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Grammar in Use 8c
6 Focus ➤ Understanding words often confused 8 Focus ➤ Forming verbs using en-/ise/-en
ñ Encourage Ss to complete the sentences using ñ Draw Ss’ attention to the theory box and
both possible answers, and then select the review.
most appropriate. ñ Explain the task.
ñ If they are unsure, they should use a dictionary ñ Allow Ss time to fill in the gaps using the new
for clarification. form of the word provided in bold.
ñ Ss complete the task individually and compare ñ Encourage Ss to reread the text after filling in
answers with a partner. all of the gaps to check for accuracy.
ñ Check answers with the class.
Answer Key
1 taught 3 trouble Answer Key
2 cause 4 invented 1 tighten 3 widen 5 enable
2 ensure 4 computerise
Suggested Answer Key
1 I learned how to use that programme from
him. 9 Focus ➤ Practising sentence transformations
2 The bad weather was the main reason for ñ Review the rubric, stressing the point that the
our terrible holiday. second sentence must have the same meaning
3 I had a problem with my camera. as the first when complete.
4 Christopher Columbus discovered America. ñ Remind Ss they can use two to five words to
complete the gaps.
ñ Complete the first example with Ss if necessary.
7 Focus ➤ Learning prepositional phrases
ñ Ss complete the task individually.
ñ Explain the task. ñ Check answers with the class.
ñ Allow time to complete the task.
ñ Refer Ss to Appendix 1 and review. Suggested Answer Key
ñ Check answers with the class. 1 told me not to drive
2 me where I was going
Answer Key 3 who is twenty-one, is
1 At, in 2 under 3 out of 4 on 4 which opened last week
5 which has a population of
8 d
Literature
Objectives
1 Focus ➤ Predicting the content of a text
Reading: biography; extract from The Time from the title
Machine (text completion)
Skills ― reading for structure, cohesion and ñ Ask Ss to study the picture and title provided
coherence and predict what they think the text will be
― reading for specific information about and whether it is fiction or fact.
Vocabulary: metaphors/similes ñ Ss must be able to justify their opinions.
Writing: a short description of a journey back in ñ Ss read the biography and check how it
time compares to their predictions.
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8d Literature
Literature 8d
thud: a dull sound 6 Focus ➤ Understanding similes and
whirling: moving or turning around quickly metaphors
headlong: moving along head first ñ Draw Ss’ attention to the Study Skills box ―
hopping: jumping a short distance review together and answer any questions Ss
swiftly: quickly may have.
leaping: jumping a long distance ñ Be sure to focus on the examples and provide
scaffolding: the metal structure that surrounds others as necessary.
a building while it is being constructed ñ In pairs, Ss complete the task.
conscious: being aware of ñ Encourage Ss to follow the example provided.
spinning: like whirling, moving around very ñ Ss check answers with another pair.
quickly ñ Check answers with the class.
faint: weak (not bright)
glimpse: a quick sight of something
Suggested Answer Key
luminous: glowing or shining in the dark
ñ … and I saw the sun hopping swiftly
twilight: the time of day between evening and
across the sky. (B)
night
ñ … the night came like the turning out of
streak: a long line of something
a lamp (l. 30-31)
arch: a curved line, usually in buildings
ñ There is a feeling exactly like that one
changing: differing in appearance
has upon a switchback (l. 39-40)
flickering: shining irregularly
ñ As I increased speed, night followed day
like the flapping of a black wing. (l. 42-43)
b) Focus ➤ Paraphrasing literary expressions
ñ Ask individual Ss to rephrase each
underlined phrase into everyday language.
7 Focus ➤ Identifying examples of descriptive
ñ Give help as necessary. writing using the senses
ñ Discuss how our senses are activated during
Suggested Answer Key reading ― sight, sound, taste, smell ― we are
ñ I suspected that my intellect had tricked often reminded of people, places and things
me: I thought that I had been imagining when we read.
things, thought that something happened ñ Explain the task and ask Ss to find examples in
when it didn’t. the text.
ñ The night came like the turning out of a
lamp, and in another moment came Suggested Answer Key
tomorrow: The day ended and everything ñ see: looking round, I saw, she seemed to
went dark all of a sudden. Then, almost shoot across the room, hazy and dark,
immediately, night ended and a new day faint and hazy, like the flapping of a black
began. wing, I saw the sun hopping swiftly, dim
ñ a strange confusedness descended on my impression, twinkling succession of
mind: I felt confused. darkness and light, I saw the moon
ñ The twinkling succession of darkness spinning, the appearance of night and day
and light: The speed at which days merged, wonderful deepness of blue,
followed nights. splendid luminous colour, streak of fire
ñ The appearance of night and day merged ñ hear: gave it a tap with a thud, whirling
into one continuous greyness: It was no murmur
longer possible to tell the difference ñ feel: sensation of falling, set my teeth,
between night and day as everything was gripped the starting lever, confusedness,
moving so fast. headlong motion, painful
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8d Literature
8 Focus ➤ Ordering events in a text 9 Focus ➤ Writing a short description of a
journey through time
ñ Explain the task.
ñ Ss read the text again and make a plotline. ñ Present the situation to the Ss.
ñ Then in pairs summarise the text. ñ Allow Ss time to complete their writing and
exchange with a partner to proofread.
Suggested Answer Key ñ Display the writing for all classmates to view
He told his friends about the time machine each other’s work.
and showed it to them on Thursday.
He saw a nickel bar was too short. He had it Suggested Answer Key
remade. This morning it was ready. He I took a deep breath, set my teeth, gripped the
travelled through time from 10 am to 3.10 pm. lever with both hands, and went off with a thud.
He saw the clock. He travelled forward in time As I increased speed, night and day seemed to be
again. He saw days fly by and then time went all the same. I felt strange and confused.
so fast the days went past like minutes. He Then I felt quite ill as if I had travel sickness
found himself in the open air. Time was going from driving down a road with lots of twists
so fast he could not tell night from day. and turns. I felt anxious too as if I was going to
crash into something. I started to travel faster
He showed the time machine to his friends on
and faster and the sun hopped quickly across
Thursday and then on Friday he noticed a nickel
the sky. Night followed day so quickly that
bar was to short so he had it made. The machine
soon I couldn’t tell which was which and it was
was ready in the morning and then he went on a
one continuous greyness.
very short trip into the future ― from 10 am in
the morning to 3.10 pm in the afternoon. He
wasn’t sure if it had really happened until he
saw the clock. Then he went on a longer
journey. He pulled the lever and watched as the
time flew by. Days quickly passed like minutes.
The lab disappeared and he found himself in the
open air. Time was going so fast he couldn’t tell
day from night or night from day.
8 e
Writing Skills
Objectives ñ Read the statements and the reasons and tell Ss
Reading: an opinion essay to match one with the other.
Vocabulary: linking words/phrases ñ Check answers with the class.
Writing: an opinion essay
Answer Key
A 3 B 2 C 1
1 Focus ➤ Matching opinions to reasons
ñ Discuss the tone and language that is used to ñ Discover which Ss agree/disagree with which
express viewpoints. How can you tell the statements through a show of hands and then
difference between negative/positive reactions? elicit further reasons and opposing viewpoints
ñ Focus Ss’ attention on the rubric. from various Ss round the class.
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Writing Skills 8e
Suggested Answer Key b) Focus ➤ Identifying opinion statements
I agree with statement A. Mobile phones are ñ Ask the question and accept various answers
also dangerous for your health. However, some from Ss around the class.
people argue that it’s important for students to ñ Ss should be able to justify their answers.
have mobile phones in case they are in danger.
I disagree with statement B as technology can Answer Key
create new types of jobs and opportunities. The writer believes that mobile phones should
However, technology has replaced man power be left at home. He states this in the
in the manufacturing industry. introduction. He also believes that they are an
I agree with statement C. Computers can help unnecessary distraction in class and states this
with school work e.g. for research on the in the conclusion.
Internet. However, more computers in schools
cannot teach students how to spell and how to
4 Focus ➤ Identifying topic sentences
do Maths.
ñ Discuss the concept of topic sentences.
ñ Explain the task and allow Ss a few minutes to
2 a) Focus ➤ Understanding opinion essays review the text and identify the sentences.
ñ Allow Ss time to read the theory box. ñ Check answers with the class.
ñ Tell Ss to take notes (in point form), writing
down key words to explain the information Answer Key
within the box. Para 2:
ñ Discuss any questions Ss may have. First of all they can be a serious distraction in
classrooms.
b) Focus ➤ Analysing a rubric ñ They make it impossible for teachers and
ñ Allow Ss time to study the rubric and answer students to focus on classwork.
the questions. ñ Students cannot listen to the teacher or do
ñ Discuss Ss’ answers with the class. Ss then their work if they are sending text
read the article. messages or playing games on their phones.
Para 3:
Suggested Answer Key Secondly, there are possible risks to the safety
I would write an article giving my opinion. and general welfare of students if they are
People who read the school newspaper would allowed to bring their mobiles to school.
read it. ñ Students have been attacked and robbed
I would write it in a formal style. of their phones.
I would use present tenses and the passive. ñ The classroom should not be used as a
I would make the following points: a mobile place to show off possessions.
phone disrupts the class, students can’t Para 4:
concentrate on the lesson if they are using their There are times when it can be useful for
mobile phones, mobile phone theft may occur. students to have mobiles at school.
ñ Parents and children can contact each
other in case of an emergency.
3 a) Focus ➤ Matching paragraphs to
descriptors
5 a) Focus ➤ Understanding the uses of
ñ Explain the task.
different linking words
ñ Allow Ss time to complete it.
ñ Check answers with the class. ñ Copy the table on the board and refer Ss to
the table in their books.
Answer Key ñ Read through all of the examples and clarify
as necessary.
A 5 B 1 C 2 D 4 E 3
ñ Explain the task and allow time to complete it.
ñ Complete the table on the board, eliciting
answers from Ss to check their answers.
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8e Writing Skills
Writing Skills 8e
Beginning To start with, there is more to life than
Isaac Asimov once said, “I do not fear computers. technology. Art and music in particular
I fear the lack of them.” As far as I am concerned, encourage creativity and imagination. What is
this supports the argument that computers have more, subjects such as Art and Music help to
greatly improved our quality of life. I certainly develop balanced individuals.
would not like to be without mine.
Ending
10 a) Focus ➤ Analysing rubrics
To sum up, while I agree that computers also
have their share of problems, as far as I am ñ Explain the task and allow Ss time to identify
concerned they offer a great many benefits for the key words and find all of the information.
a great many people. ñ Elicit answers from Ss around the class.
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8e Writing Skills
ñ Explain the task clearly and allow Ss time to
Secondly, using computers for classwork
complete their essays.
means students have fewer books and
ñ Monitor progress around the class and
notebooks to carry around. Heavy schoolbags
provide any necessary assistance.
are no longer a problem when all students
ñ Alternatively, assign the task as HW.
have to carry are diskettes. What is more,
this saves a huge amount of paper.
Suggested Answer Key On the other hand, using laptops for
1 Step 1: Ideas classwork has some problems. For example,
students learn how to use computers ― it is expensive to buy all the equipment.
fewer books and notebooks to carry around Furthermore, there is the possibility of
Step 2: Organisation theft or vandalism.
Viewpoint 1: Students should use computers All in all, despite the initial expense, I
for their classwork. believe that the benefits of using laptops
Examples: Students learn how to use or computers for classwork outweigh any
computers and this will improve their ICT drawbacks. They improve the teaching and
skills constantly, help them find jobs in the learning experience and I believe they are
future. essential in the modern classroom.
Viewpoint 2:
Less books and copybooks to carry around.
All our work can be saved on diskettes. This Suggested Answer Key
makes classwork more efficient. 2 Step 1: Ideas
Opposing viewpoint: expensive, possibility Not everyone has access to the Internet.
of theft The Internet does not have every book.
Step 3: Title & topic sentences Libraries offer more than just books.
Title: Computers in the classroom Step 2: Organisation
Topic sentences: First of all, using Viewpoint 1: We need libraries because
computers in the classroom helps students they offer more than just books, e.g.
learn important ICT skills. journals, book clubs, meeting places, etc
Secondly, using computers for classwork Viewpoint 2: Not everyone has access to the
means students have fewer books and Internet, e.g. old people and small children,
notebooks to carry around. also the Internet does not have all books
On the other hand, using laptops for available online.
classwork has some problems. Opposing viewpoint: The Internet does offer
Step 4: Suggested Answer a wide range of resources for research as
well as free downloadable ebooks.
Step 3: Title & Topic sentences
Computers in the Classroom Title: Libraries Versus the Internet
For the past year, our school has been using Topic sentences: To start with, libraries
laptops for classwork. While there were offer more than just books. In addition, not
some problems at the start, the use of everyone has access to the Internet. On the
computers in our school has been a great other hand, it is true that the Internet has
success and is very popular with students a lot to offer.
and teachers. Step 4: Suggested Answer
First of all, using laptops in the classroom
has helped students learn important ICT Libraries Versus the Internet
skills. ICT skills are one of the basic It has been suggested by some people lately
requirements for employment these days that we no longer need libraries as we can
and are essential for students’ future lives just download books from the Internet.
and careers. While the Internet has many advantages, I
believe that libraries are still necessary
and useful for a number of reasons.
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Writing Skills 8e
To start with, libraries offer more than just On the other hand, it is true that the
books. For example, they offer access to Internet has a lot to offer. Many books,
maps, journals, artwork, microfiche, CDs, magazines and newspapers are available
audio and video cassettes, CD-ROMs as well online and you can read them from the
as the Internet itself. Therefore, libraries comfort of your own home. There is no need
are places where all manner of information to go out or to remember to return a book.
is available in many different forms ― not All things considered, I believe that
just electronic information. libraries are needed as much if not more
In addition, not everyone has access to the now than ever before. Although the
Internet. However, almost every town and Internet offers access to a wide range of
city has a library and there are even mobile information, it does not offer the amount
libraries that travel to remote villages. In of information, resources and services that
particular, old people and small children libraries do and in my opinion it never will.
generally do not have access to the
Internet or the skills to use it. Libraries are
extremely useful to these people and offer
special services such as literacy schemes,
reading groups and homework clubs.
Culture Corner 8
Objectives
b) Focus ➤ Making predictions based on a
Reading: an advertisement (comprehension text ― skimming
questions); a timeline of British inventors (gap-
filling ― word formation) ñ Elicit guesses as to who invented the
Skills ― reading for lexico-grammatical accuracy machine from Ex. 1a.
― reading for specific information ñ Tell Ss to skim the timeline on the right and
― skimming look for key words to help them identify the
Writing: a short text on an inventor from your inventor.
country ñ Check the answers with the class.
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8 Culture Corner
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2 a) Focus ➤ Formulating questions on a given ñ Allow Ss time to review the texts and formulate
topic questions.
ñ In pairs, ask and answer each other’s questions.
ñ Explain the task. ñ Monitor the activity and provide any necessary
ñ Allow Ss time to think of their questions. assistance.
ñ Play the recording. Ss listen and see if their
questions are answered. Suggested Answer Key
ñ Elicit answers from individual Ss. A: What is heat?
B: Heat is the flow of energy from something
Suggested Answer Key hot to something cold.
Who invented the thermometer? No. A: What is temperature?
How do thermometers work? Yes. B: It is a measurement of how hot or cold
something is.
b) Focus ➤ Reading for specific information A: How are heat and temperature measured?
B: Heat is measured in joules and temperature
ñ Focus Ss’ attention on the sentences a-d. is measured in degrees. etc
ñ Review the sentences and explain the task.
ñ Allow Ss time to read text B and make their
true or false selections. 5 Focus ➤ Gathering information and writing
ñ Ss compare answers with a partner. about thermometers
ñ Check answers with the class.
ñ Ss then explain the words in bold, either ñ Ss work in small groups of three or four.
from the context of the text or using a ñ Explain the task and tell Ss to collect
dictionary if necessary. information from textbooks, encyclopaedias or
ñ Ask Ss to give an explanation, example or the Internet in class or at home.
synonym. ñ Remind Ss to be factual in their writing.
ñ Check Ss’ answers around the class. ñ Ask various groups to present their projects to
the class.
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8 Going Green
2 a) Focus ➤ Formulating questions on a given ñ Ask Ss to explain the words in bold by guessing
topic
from the context before using a dictionary to
ñ Focus Ss’ attention on the pictures, title check. Ss may give an explanation, example
and subtitles of the text. or a synonym as a definition.
ñ Allow time for Ss to think of the questions.
ñ Ss then read the text and decide if the
questions were answered.
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Going Green 8
Suggested Answer Key 4 Focus ➤ Researching energy sources used in
pollute: make impure, dirty your country/area
power: provide the energy for something to ñ Ss work in groups of three or four.
operate ñ Explain the task and provide Ss with the
solar cells: devices that convert sunlight directly appropriate research material to complete the
to electricity task from reference books, the Internet, etc.
convert: change the nature, purpose, or function ñ Encourage Ss to include all sources and the
of something relevant percentages. Ss may present their
dam: a barrier constructed to contain the flow findings in the form of a pie chart by following the
of water or to keep out the sea example provided or a PowerPoint presentation if
trap: hold or prevent from moving desired.
flows: moves continuously at a steady rate ñ Choose some groups to make their presentations
to the class.
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8 Spotlight on Exams
Reading B: That’s fine. It’s Matthew Hunter and my phone
number’s 54323456.
Focus ➤ Reading for detailed understanding
A: OK, got it.
ñ Explain the task. B: Thanks a lot. Bye.
ñ Encourage Ss to read the descriptors prior to
reading the texts and identify any key words that Answer Key
will help them to discover the correct matches. 1 B 3 C 5 B
ñ Allow Ss time to complete the task individually. 2 A 4 B 6 A
ñ Check Ss’ answers.
TAPESCRIPT
A: Hi, do you need any help? Writing
B: Oh, yes please. I’m interested in buying an iPod®. Focus ➤ Writing a for-and-against essay
A: Right, OK. Any one you are particularly interested
in? There are different types now. ñ Explain the task.
B: I just want to listen to music really. I don’t need to ñ Review the points of the plan with Ss.
download photos onto it or anything like that. ñ Remind Ss to write 200-250 words.
A: Well, we have the 20 gigabyte iPod®, the 40 ñ Ss complete the task and exchange their piece
gigabyte and the iPod mini®. It depends on how of writing with a partner to proofread.
big your music collection is really. ñ Ss hand in the final copy.
B: Well, how many songs can the iPod mini® store?
A: About a thousand. Suggested Answer Key
B: Oh, I think that’s plenty. And how much does it cost? Computers in Schools
A: Well, there’s a special offer on it at the moment, Most people would agree that computers have
so it’s only £129. made our lives much easier, especially in
B: Oh, that’s quite a good price. Is this pink one here schools. However, some people feel that they
the iPod mini®? can be a distraction in schools. Certainly,
A: Yes. It’s smaller than the regular iPod® and very there are arguments for both sides.
fashionable at the moment. It comes in other There are many points in favour of computers
colours, too. in schools. Firstly, they improve students’ ICT
B: Oh, great. Well, I think I’ll take one. Have you got skills. In fact, they are essential for this
blue? subject. Secondly, they can be used in music
A: Unfortunately, we’ve just sold the last blue one and language classes to great effect. For
but I can order one for you. example, to mix music or to play a foreign
B: Yes, OK. That would be great. How long will it take? language CD-ROM. Furthermore, the Internet
A: Probably a couple of days. If you leave us your is a very useful research tool for all subjects.
name and telephone number, we can let you know
when it arrives.
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Spotlight on Exams 8
ñ Monitor Ss’ progress around the class, offering
On the other hand, there are some arguments
assistance or suggestions where necessary.
against computers in schools. To start with, some
ñ Select some pairs to act out their conversation
students may use the Internet for purposes other
in front of the class.
than research. For example, to go to chatrooms
or send personal emails. Secondly, students may
use the computers to play video games or to Suggested Answer Key
download inappropriate material. A: Hi, Sasha! Where should we put the new
television?
All in all, although there are some negative
B: I think the basement is the best.
aspects to having computers in schools, overall
A: The basement? I think it’s far too cold
they are extremely useful and beneficial. With
down there. How about in the kitchen? It
the right safeguards in place and with adult
would be great to be able to watch
supervision I believe computers are an essential
television while I’m cooking.
educational tool.
B: No, that’s not a great idea. Remember it’s
my television too and I’d like to put the
Speaking TV somewhere that suits us both.
A: OK. Would you like to have it in the living
Focus ➤ Discussing opinions and making a
decision through negotiation room then?
B: Not really. You know we have lots of visitors
ñ Explain the task. to our flat and it’s not very nice to have the
ñ Remind Ss to use the skills they have developed television on while they’re around.
and present their opinions based on facts and A: Oh, I don’t think so. Most of our friends
good judgment. All ideas should be justifiable. like television and we’ve always watched
ñ Review the guidelines that have been provided TV when they have been here. But if you
and tell Ss they must follow this format. don’t want it there, we could put it in the
ñ In pairs, Ss complete the task. spare room.
ñ Go through the conversation plan with Ss B: Yes, that’s a great idea. We don’t use it
explaining the process. for anything else. We could put the TV
there and call it the “TV room”.
A B A: Why not? OK, come on, let’s carry it up!
Introduce topic Reject 1st option and
& 1st option. give reason.
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8 Progress Check
Answer Key
1 1 hooked 5 cracked 9 digital 4 1 tighten 3 computerise 5 ensure
2 portable 6 guarantee 10 renewable 2 widen 4 enable
3 stores 7 charge
4 social 8 invented 5 a) 1 about 3 back 5 back
2 on 4 up
2 1 store 5 solar 9 alternative
2 social 6 techno 10 power b) 1 at 3 out of 5 in
3 picture 7 Industrial 2 under 4 on
4 take 8 electric
6 1 no/not a problem (at all)
3 1 She said that the plane left at 4pm. 2 of course
2 The teacher told us to hand in our essays on 3 What’s the problem
Friday. 4 a moment, please
3 They said that someone had broken in last night
and (had) stolen their stereo.
4 My parents told me not to waste my money on
useless gadgets.
5 The students said that they couldn’t understand
where the money had gone.
6 They told me to wait until the summer before I
decided.
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2 1 I have to admit
2 can’t beat
3 it’s such a good laugh
4 anti-social
5 couch potato
6 I can take it or leave it
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5 2 Yes, the role has been accepted by Jake Hans. 6 Ken told his dad that he was considering a
3 Sure! All the seats will be filled on opening night. career in show business.
4 No, the location hasn’t been chosen yet. 7 Owen said that he had downloaded the program
5 No, they are being made at the moment. for me.
6 Well, all the invitations were sent last Friday. 8 Fran said that she couldn’t get that device to
work.
6 1 a by 3 a with 5 a by 9 Bob said that I mustn’t press that button.
b with b by b with 10 Steven said that he had been playing video
2 a with 4 a by games all night.
b by b with
3 1 David told Jude not to forget to recharge the
7 1 Who directed Jurassic Park? battery.
2 Why haven’t they finished the set yet? 2 Elizabeth told me to remember to bring her
3 Who will they choose for the main role? MP3 player back.
4 When will they perform the play? 3 She told him to be quiet.
5 Where will they shoot the film? 4 The teacher told her to turn her computer on.
6 Who will replace the star? 5 Kate told Nora not to tell anyone what she had
7 Why did they close down the cinema? said.
8 Who composed the soundtrack?
9 How much did they pay the actor? 4 2 e suggested playing a video game.
10 When will they release the film? 3 c offered to order a takeaway.
4 f asked my friend where he had bought his.
8 A sequel to Zombies is being shot by Warner Movies 5 d asked him to speak up.
in the Nordfold Woods area. The main role is being 6 b asked my friend to help me.
played by Jason Delore, but many minor roles in
the film are being played by locals. Hundreds of 5 1 who 4 which/that 6 where
short-term jobs have been created by the film and 2 which 5 who/that 7 when
services for the cast and crew are being provided 3 that/which
by local companies. Warner Movies says that the
movie will be released soon. 6 2 whose ND YES
3 which/that D NO
9 1 is being built 4 who D NO
2 was chosen as the 5 where D NO
3 will be sent 6 who ND YES
4 leg was broken during 7 which D NO
5 will be performed 8 who ND YES
6 was being composed by 9 where D NO
7 was given 10 which/that D NO
8 was made by my
9 was completely destroyed by 7 1 which (YES)
10 are being sold for 2 whose (NO)
3 where (NO)
Module 8 4 when (NO)
5 why (NO)
1 1 said 3 told 5 tell 7 said
6 who/that, whose (YES) (NO)
2 told 4 said 6 said 8 told
7 who, who (NO) (NO)
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5 I’m reading The Time Machine which/that was 9 1 were sold by Mr Jackson
written by H. G. Wells. 2 was the text message sent
6 My friend bought a new MP3 player which/that 3 who is my friend, lives
stores up to 5GB of music. 4 were delivered
7 This is Mr Key, who is my Physics teacher. 5 where we ate
8 The CD-ROM, which/that I ordered weeks ago, 6 was repaired by
was delivered today. 7 was designed by a
8 which he just bought
9 will be announced
10 who have a password
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Song Sheets
Module 1 Suggested Answer Key
A: I think it’s good to have a lot of casual friends
1 Focus ➤ Predicting the content based on the
because then you will always have someone
title and picture
to go out with and spend time with.
ñ Ask Ss to read the title of the song and look B: I disagree. I think it’s much better to have
at the picture. Elicit suggestions as to what a few close friends who you can trust and
the song may be about. rely on. Casual friends are not as loyal as
close friends and they may let you down or
Suggested Answer Key not be there for you when you need them.
I think the title of the song refers to a A: Yes, but I have my family to rely on. I
relationship between two people probably two prefer to keep my friendships casual
friends because the picture shows two young because close friends can make a lot of
women smiling at each other. demands on you emotionally ... etc
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Song Sheets
Module 2 Proverbs
4 Focus ➤ Understanding English sayings
1 Focus ➤ Predicting the content based on the Read out the sayings and ask Ss if they can guess
title
what they mean. Elicit explanations from
ñ Explain the task and ask Ss to look at the title various Ss around the class. Then ask Ss to
and the words and phrases in the list. Elicit suggest similar sayings they know from their L1.
answers from various Ss around the class. Allow Ss some time to come up with an example
from their personal experience that illustrates
Suggested Answer Key the meaning of one of the sayings and elicit a
variety of examples from Ss around the class.
I think the song is about valuing the things in
life that don’t cost any money such as your
Suggested Answer Key
health and your friends and family and not
worrying about money and shopping. A fool and his money are easily parted. (If
you are not wise you will waste your money on
foolish things.)
ñ Play the recording. Ss listen and follow the A full cup must be carried steadily. (You
song in their books and check. should be careful to look after what you have
so as not to waste or lose any of it.)
2 Focus ➤ Reading for specific information A great fortune in the hands of a fool is a
great misfortune. (A foolish person will not
Allow Ss some time to read the song again and
use it wisely or put it to good use and it will
elicit answers from various Ss around the class.
be wasted.)
Answer Key
According to the singer, we can’t buy love, Module 3
happiness or health.
Answer Key
The singer’s advice is to find your place in the
world and make the most of your life.
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Song Sheets
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Song Sheets
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Song Sheets
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Song Sheets
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Song Sheets
Quotations
4 Focus ➤ Understanding English sayings
Read out the sayings and ask Ss if they can
guess what they mean. Elicit explanations
from various Ss around the class. Then ask Ss
to suggest similar sayings they know from
their L1. Allow Ss some time to come up with
an example from their personal experience
that illustrates the meaning of one of the
sayings and elicit a variety of examples from
Ss around the class.
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2 1 F 3 F 5 F
Background
2 T 4 T 6 T
1 F 3 DK 5 T 7 T
2 F 4 DK 6 F After Reading
3 (Suggested Answers)
The Plot
ñ because he wants to marry Portia and he needs
1 B 2 C 3 A money for the wedding.
ñ I don’t think you should make a habit of it, but
The Characters I can’t see any harm if a genuine need arises. /
Not really, if you are not sure that you can pay
1 Shylock (people treat him badly)
it back. Also you sometimes have to pay
2 Gratiano (admires Bassanio and likes to do everything
interest, which is expensive.
Bassanio does)
ñ I usually ask my parents / a friend / my relatives
3 Portia (a beautiful woman)
to lend me some.
4 a) Bassanio (a loyal friend)
ñ Bassanio is going to borrow money from Shylock.
b) Gratiano (completely loyal to Bassanio)
5 Jessica (unhappy because she hates living with her
Episode 2
father)
6 Bassanio (likes to spend a lot of money)
Before Reading
7 Shylock ( angry because people treat him badly)
8 a) Nerissa (listens to Portia’s problems) 1 (Suggested Answers)
b) Salarino and Salanio (try to cheer Antonio up) At Shylock’s house. / Yes, because we can see Antonio
9 The Duke of Venice (very wise ... must decide signing an agreement in the second picture. / No,
what to do) because he looks very worried about Antonio’s ships
10 Nerissa (always gives Portia sensible advice) and whether he will be able to pay him back in the
first picture.
1 (Suggested Answers)
After Reading
Maybe it has something to do with Portia, as we can
4 (Suggested Answers) see her in the second picture, where she seems to
ñ He thinks Antonio’s ships won’t return and he be waiting a little impatiently for some kind of
will be able to carry out his plan and take answer or result.
revenge.
ñ Yes, he did, because although he was taking a 2 1 He’s opening the gold box.
personal risk, he was helping his friend, 2 He seems disappointed with what he has found
Bassanio, which shows how loyal he was. / No, inside.
he didn’t, because he put himself at great risk 3 He’s opening the silver box.
and maybe even Bassanio could have got into 4 He’s probably thinking that he has been made a
trouble. fool of.
ñ Bassanio is going to get the money he needs
and he will go to Belmont to propose to Portia. While Reading
Before Reading
After Reading
1 (Suggested Answers)
4 (Suggested Answers)
Launcelot. / A piece of paper; it could be a note.
ñ because Portia was beautiful and rich and her
father wanted to be sure that she married the
2 She seems to be escaping from a window and maybe
best husband for her.
she doesn’t want anyone to recognise her, so she has
ñ a silly one, because choosing the right box is
dressed up as a boy.
just a matter of chance and guesswork. / a
clever one, because the inscriptions written
While Reading
outside test the character of the man.
3 1 Jessica writes a letter to Lorenzo. ñ the gold box, because it says many people
2 Jessica tells Launcelot her plan. would want what is inside it. / the silver box,
3 Launcelot finds Lorenzo and his friends. because it says I will get what I deserve, so that
4 Launcelot gives the letter to Lorenzo. would be fair.
5 Lorenzo tells his friends about Jessica’s plan. ñ Someone is going to open the lead box and will
6 Lorenzo and his friends go to Shylock’s house. pass the test, since the other two have failed.
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3 1 F 3 F 5 F
Before Reading 2 F 4 T 6 F
1 (Suggested Answers)
Bassanio is opening the lead box. After Reading
4 (Suggested Answers)
2 Bassanio has passed the test of the perfect ñ Yes, because she is his own flesh and blood. /
husband and is proposing to Portia. Something No, because he treats her badly and is very
similar seems to be happening with Nerissa and strict.
Gratiano. Both couples are exchanging rings. ñ because a) Antonio makes fun of him but
borrows his money,
While Reading b) he has been involved in Jessica’s
3 1 test 3 picture 5 wife escape,
2 lead 4 ring 6 day c) he accuses Shylock of charging
interest on his loans.
After Reading ñ Yes, because one bad turn deserves another
and the first person learns a valuable lesson. /
4 (Suggested Answers)
No, because two wrongs don’t make a right and
1 because she was afraid he would fail it and
the person taking revenge only becomes more
then they couldn’t get married.
bitter. It is better to forgive your enemies.
2 because he would give and risk everything for
ñ We are going to learn more about Antonio and
Portia, as the inscription asked.
his problem with the ships he has lost.
3 Yes, I do, because Portia doesn’t want him to go
and Bassanio is sure he is the right man for her. /
No, I don’t, because they don’t know each other
Episode 7
very well and Bassanio may only want her
because she is rich and beautiful.
Before Reading
4 Maybe the two couples will get married, or maybe
we will find out more about Jessica and Lorenzo. 1 (Suggested Answers)
He has news from Antonio that his ships are lost
and he realises that Antonio will not be able to pay
Episode 6 Shylock back the money he borrowed, meaning
that Shylock can now take his pound of flesh.
Before Reading
2 She’s speaking to her maid Nerissa and holding a
1 (Suggested Answers)
paper, maybe a letter. She must have some kind of
Shylock looks angry in both pictures and is
plan to help Antonio out of his difficult situation.
probably discussing Jessica’s escape with Salarino
and Salanio. He might be angry with Antonio
While Reading
because he thinks Antonio had a hand in it. Maybe
Antonio’s trouble also includes the fact that he has 3 1 His ships are lost at sea and he cannot afford to
bad news about his ships, which means Shylock pay Shylock back his money.
will want his pound of flesh. 2 She tells him to go to Antonio at once.
3 She writes a letter to her cousin, Doctor
2 The box is probably open because Jessica has Bellario, a doctor of law.
disappeared with Shylock’s gold and jewels, as we 4 One of Portia’s servants.
learned she had planned to do in Episode 3. / Shylock 5 Books, papers and clothes.
must be furious and is probably threatening to punish 6 They are going to go to Venice and disguise
Jessica severely when he finds her. I suppose he is themselves as young lawyers to help Antonio.
also saying how sad he is about the missing wealth.
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2 1 D 2 C 3 A 4 E 5 B
Episode 8
After Reading
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“My name is Tony Burns,” he said. “I need to The child was operated on in New York and
borrow thirty thousand pounds for my daughter to within a month she was home again. The doctors
have an operation. I have to send her for surgery in were very pleased with her progress. Tony was
New York next week. If I delay, she might die. The overjoyed to learn that her chances of a full
bank can’t loan me the money that quickly. Can recovery were almost certain.
you help?” In the meantime, he had started working for
“Thirty thousand pounds is a lot of money, Mr Shylock. It was very tiring for him spending all day
Burns,” replied Shylock. “What can you give me if driving his passengers around London, and then
you fail to pay back the loan?” having to deal with Shylock’s difficult customers,
“You can take my flat,” said Tony. “It’s worth who made all kinds of excuses why they couldn’t
five times the amount.” repay their loans.
“All right,” agreed Shylock, “but I’ll have to The other moneylenders in the area soon
charge you an extra ten thousand pounds interest. realised what was happening and took legal action.
You can have a year to repay the money.” Shylock was breaking the rules of the
Tony’s face fell. He was only a London taxi Moneylenders’ Association. The rules said interest
driver, and he knew he could never repay forty was to be no more than fifteen per cent, and
thousand pounds so quickly. So they agreed on Shylock was charging more than thirty per cent.
another plan. Tony would work for Shylock part- The court ordered him to cancel Tony’s debt and he
time in the evenings as a debt collector. This himself was no longer allowed to practise as a
would be unpaid work over a period of five years, moneylender. Instead, Shylock became very poor
so that Tony could pay back his loan. and had to earn his living as an insurance salesman.
It seemed very hard and unfair to Tony, but
there was nothing else he could do, as he loved his
little daughter dearly.
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Workbook Key
Unit 1a ― Reading Skills 4 1 have you been doing; have been swimming; cycling
2 has Patrick worked; has been
1 1 f 3 d 5 a
3 Does he know; he is learning
2 e 4 c 6 b
4 Has she been studying; is sitting
1 designer labels 4 window shopping 5 Have you played; have been playing
2 great outdoors 5 Horse riding
3 dance music 6 computer game 5 1 have, been in 6 has been to
2 has gone to 7 has gone to
2 1 a 3 b 5 b 7 b 9 b 3 have been to 8 has been to
2 b 4 a 6 a 8 b 4 has gone to 9 have, been to
5 has been to 10 Have, been to
3 1 film 3 look 5 friend
2 bite 4 bargain 6 2 A: She looks annoyed.
B: She is. She’s been trying to send an email for
4 1 a 2 a 3 a 4 b an hour.
3 A: They look happy.
Unit 1b ― Listening & Speaking Skills B: They are. They have been waiting for their
1 Positive ― loyal, respected, creative, supportive, exam results for a month.
patient, trusting, dedicated, caring
7 1 down on 3 out for 5 up
Negative ― dishonest, mean, selfish, jealous, 2 forward to 4 after
aggressive, moody
8 1 on 2 at 3 with 4 about 5 at
2 1 H 4 K 7 F 10 L 13 A
2 D 5 G 8 B 11 I
3 C 6 M 9 E 12 J
Unit 1d ― Literature
1 a) Face: pretty, sweet, round, peaceful, plump,
3 1 eye 3 nerves 5 head long, baby, tanned, pale, spotty, youthful, slim,
2 neck 4 shoulder 6 back expressive, thin
Hair: thick, smooth, white, long, grey, curly,
4 1 supporting 3 well-meaning bald, spiky, fair, brown, thin, dark
2 careful 4 respectful Eyes: brown, blue, expressive, bright, grey,
bright, wide, pretty, round, dark, big
5 1 b 2 b 3 a 4 b 5 a Nose: wide, upturned, pointed, pretty, big
Lips: big, thin, thick
Chin: pointed, big
Unit 1c ― Grammar in Use
Height: tall
1 1 a ― PC 5 c ― PC 9 b ― PS Age: baby, in his/her teens, youthful
2 j ― PPS 6 d ― PPC 10 h ― PC Build: plump, slim, overweight, skinny, thin
3 g ― PS 7 f ― PPS Complexion: white, fair, rosy, youthful, tanned,
4 i ― PS 8 e ― PC pale, spotty, dark, smooth, brown
2 1 have 6 has been helping b) 1 Sue is in her teens. She has long, dark curly
2 have known 7 are going hair and a slim build. She has a pretty face
3 send 8 is celebrating with a rosy complexion and expressive eyes.
4 try 9 have been looking 2 Bob is in his teens. He has a round face and
5 have started 10 am taking a tanned complexion. His dark hair is thick
and spiky. Bob has dark eyes, a wide nose
3 1 am seeing; see and a pointed chin.
2 enjoys; is he enjoying 3 Laura is in her teens. She is tall and thin. Her
3 are thinking; don’t think hair is smooth and long and she has a pale
4 has; is having complexion. Laura has big lips and bright eyes.
5 is looking; looks 4 Steve is in his teens. He has curly fair hair
6 is appearing; appears and a pale complexion and he is skinny.
7 are you smelling; smell
8 Does, weigh; I am weighing
9 is he being; are
10 are you tasting; tastes
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Workbook Key
5 1 A 3 C 5 C 7 D 2 1 b 3 a 5 b 7 b 9 a
2 B 4 A 6 C 8 C 2 b 4 a 6 a 8 b 10 b
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Workbook Key
Workbook Key
6 1 C 2 F 3 D 4 A 5 E 4 1 c 3 d 5 f
2 e 4 a 6 b
Spotlight on Exams
5 1 home 3 boat
1 1 C 3 D 5 B 2 footsteps 4 jack
2 B 4 A 6 C
6 1 a 2 b 3 a 4 b 5 a
Unit 3a ― Reading Skills
1 Type of school: boarding, single-sex, co-educational, Unit 3c ― Grammar in Use
specialist, private, state 1 1 c 3 h 5 f 7 b 9 g
School subjects: maths, art, science 2 i 4 a 6 e 8 d
People in school: teachers, students
School facilities: library, science labs 2 1 am going to 6 are going to
Extra curricular activities: drama, sports, 2 will 7 will
photography 3 are going to 8 am going to
4 will 9 will
2 (Ss’ own answers) 5 will 10 will
Unit 3b ― Listening & Speaking Skills 6 1 not as easy as English 4 more diffucult than
2 before we start 5 as soon as
1 3 was not as far as
Hospital nurse, surgeon, doctor, secretary
Office managing director, lawyer, secretary, 7 1 artists 3 singer 5 collector
translator, businessman, architect 2 driver 4 actors
Bank cashier
8 1 on 2 up 3 at 4 out 5 up
Outdoors fisherman, gardener, artist
From home artist, author, translator 9 1 for 3 with 5 of 7 with
2 from 4 for 6 for
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Workbook Key
2 1 e 3 f 5 d 7 c 2 1 e 2 c 3 b 4 a 5 d
2 h 4 a 6 g 8 b
1 natural habitats 4 Conservation programmes
1 report card 5 organising committee 2 power stations 5 global warming
2 class discussion 6 poorly paid 3 modern lifestyle
3 driving lesson 7 Business Studies
4 newly-born 8 sponsored event 3 1 electricity 3 adoption 5 enclosure
2 congestion 4 personalised 6 certificate
3 1 under 2 with 3 with 4 on
4 1 cloud 3 rainy
4 1 independently 3 barely 2 weather 4 storm
2 designer 4 protection
5 1 b 2 a 3 b 4 b
5 1 fault 3 extinct 5 rare
2 artificial 4 beach 6 raise
Unit 4c ― Grammar in Use
1 1 f 3 c 5 a 7 j 9 b
Spotlight on Exams 2 h 4 i 6 g 8 d 10 e
1 1 B 2 C 3 F 4 A 5 E
2 1 should 5 must 9 must
2 1 students 4 different 7 definitely 2 must 6 May 10 can’t
2 famous 5 cultural 3 mustn’t 7 Can
3 eastern 6 quickly 4 Would 8 couldn’t
Unit 4a ― Reading Skills 3 1 Shall we take the empty bottles to the recycling
centre?
1 1 f 3 b 5 a
2 Could you please turn off the cooker?
2 c 4 e 6 d
3 May I use my phone here?
4 Will you please turn off the lights?
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Workbook Key
4 1 d 2 e 3 b 4 a 5 c
(Ss’ own answers)
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Workbook Key
5 a) 1 cats and dogs 3 rains but it pours 2 1 cut out 3 wander 5 catch
2 has a silver lining 4 a little rain must fall 2 feel 4 have
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Workbook Key
3 1 e 3 a 5 b 7 f 4 1 hearing 3 hit
2 g 4 h 6 c 8 d 2 robbery 4 cakes
1 milk teeth 5 Organic farming
5 1 b 2 a 3 a 4 b
2 pest control 6 raise ... glasses
3 mashed potatoes 7 join hands
4 star attraction 8 Blood vessels Unit 7c ― Grammar in Use
1 1 has been cancelled 6 will be presented
4 1 recite 4 toast 7 maintain 2 was directed 7 is being prepared
2 spray 5 rotate 3 was A Christmas 8 was delivered
3 combat 6 fasten Carol written 9 was given
4 are being made 10 was not invited
5 1 traditional 3 natural 5 famous 5 was bitten
2 securely 4 entertaining 6 healthy
2 1 When was the parcel brought?
6 a) 1 to 2 from 3 for 4 to 2 Has the pizza been delivered?
3 The film was directed by Spielberg.
b) 1 on 3 in 5 at 4 Does the contract have to be signed today?
5 Who was Wuthering Heights written by?
Spotlight on Exams 6 Who were the dishes in the kitchen cleaned by?
7 Have the reports been typed?
1 1 T 3 F 5 F 8 Who will the car be fixed by?
2 F 4 T 6 F 9 Have the invitations been sent?
10 Who will the dog be fed by next week?
2 1 F 2 A 3 E 4 C 5 B
3 1 by 3 with 5 by
Unit 7a ― Reading Skills 2 with 4 by 6 with
1 1 g 3 a 5 c 7 e
4 The Smiths’ house was broken into last night. The
2 d 4 f 6 h 8 b
house is being dusted now for fingerprints but no
1 couch potato 5 soap operas evidence has been found yet. The neighbours have
2 catchy tunes 6 predictable storyline already been questioned but no suspects have been
3 box office 7 video games arrested yet. Two artist’s impressions have been
4 square-eyed 8 film industry released by the police and hopefully the thieves
generation will be found soon. When they are found, they will
be interrogated and maybe the stolen goods will be
2 1 beats 3 directed 5 sing recovered.
2 booked 4 unwind
5 1 has been attacked by
3 1 entertaining 4 a good laugh 7 exciting 2 was given a silver pen
2 gripping 5 powerful 3 will be stolen
3 interesting 6 catchy 4 is believed that eating
5 will have been appointed
4 1 cast 4 tune 7 rehearsal 6 is going to be covered
2 storyline 5 performance 8 stage
3 script 6 director 9 screen 6 1 on 4 off 7 up
2 down 5 down 8 over
Unit 7b ― Listening & Speaking Skills 3 over 6 up
2 A ballet C opera 8 1 f 3 e 5 b
B music concert D musical 2 d 4 a 6 c
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Workbook Key
2 1 f 3 b 5 g 7 c
2 d 4 a 6 e
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Workbook Key
1 social life 5 digital camera 4 In 2006, Laptop Weekly reported (that) users
2 university lecture 6 techno freak who frequently played music or watched
3 voice recorder 7 home movies movies on their laptops would find Toshiba’s
4 music collection A105-S4014 the best for entertainment.
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3 1 flickering 3 flapping 5 crawled 3 2 I strongly believe that stopping art and music
2 spins 4 whirled 6 dashing classes in schools would make our world a very
boring place indeed.
4 1 luminous 3 hazy 5 dim 3 I believe if more people read the news on the
2 faint 4 imminent Internet rather than buying newspapers, we
invent discover would use significantly less paper.
5
4 I believe everyone and especially children should
a story ✓ watch less television and read more books.
a place ✓ 5 I believe that if everyone owned a personal
an actor ✓ organiser, the world would be a better
organised place.
an excuse ✓
a machine ✓ Unit 8 ― Vocabulary Practice
1 1 expanding 6 established
6 1 founder 5 development 2 encouraged 7 determine
2 weekly 6 information 3 renew 8 burning
3 achievements 7 twice 4 flow 9 convert
4 collection 5 contract 10 blowing
2 1 Moreover 3 because 2 A 5 B 3 C 1 D 6 E 4
2 Secondly 4 Nevertheless
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Unit 1 Unit 2
Listening Ex. 2 (p. 11) Listening Ex. 6 (p. 18)
1 Teenage boy: It’s difficult for me to say what my Interviewer: Welcome back. If you’ve just joined us,
favourite pastime is. I enjoy hanging out with my I’ve been asking callers about what they do to help
friends and playing computer games. I’m also the keep the environment clean and it’s quite a topic. Have
sporty type and I love playing football. But above a listen and if you feel like calling, go right ahead.
all, I suppose going clubbing is what I most like Speaker 1: If no one makes an effort to walk or cycle
doing in my free time. to school I don’t think there’s any point in me doing it.
Speaker 2: I always keep the plastic bottles I use and
2 Teenage girl: My best friend’s name is Alex. We’ve put them in the recycling bin. Every little bit helps.
been friends for years. She’s very kind and she’s Speaker 3: I don’t think anyone is really interested in
never mean to anybody. I enjoy spending time with the environment. We all cause pollution and that’s just
her. She’s a little moody at times but I don’t mind the way it is.
that at all. What drives me crazy, though, is when Speaker 4: Well, I do everything I can to help. I try to
she gets jealous of me. save on heating at home and I recycle as much as I can.
Speaker 5: I want to recycle but it’s not easy. I mean
3 Teenage girl: I love Batman. It’s brilliant. I really there are no recycling bins in my neighbourhood.
like his mysterious character. I’m crazy about Meet Where can I take my used batteries, for example? The
the Parents as well; I laugh a lot every time I local authorities should take care of that.
watch it. I also found Harry Potter an enjoyable
film. The main character Harry is a clever teenage Unit 3
wizard who is respected by his friends.
Listening Ex. 5 (p. 24)
4 Woman: I’m not sure where I’ll go on holiday this
summer. Italy has always been my favourite Presenter: Good morning and welcome to this week’s
holiday destination, but I’d like a change this year. edition of Fashion on Friday. Now, we’ve had lots of
I’ve always wanted to visit Ireland and I had been queries about the type of thing to wear if you want to
thinking of going there, but I heard it’s very impress a future employer. To help us out with her
expensive. I was reading about Greece in a valuable advice, we have invited Annie Winter from
newspaper yesterday and liked what I read, so I Catwalk magazine onto the programme. Hello Annie.
think I’ll go there this year. Great to have you with us.
Annie: Great to be here. Hope I can help some of your
5 Teenage boy: I think you should find ways to spend listeners out.
your free time. Try joining a sports club. That’s a Presenter: So, Annie, I bet you’ve never been in a
great way to make new friends, especially when situation where you were completely inappropriately
you move to a new town. When I come to visit next dressed for an interview.
week we can check out some places together if Annie: Well, believe it or not, Shauna, I wasn’t always
you want. as interested in fashion as I am now. When I was
starting off, I went for an interview for a fashion
6 Teenage girl: I really like shopping for clothes. I go designer wearing the dullest clothes possible. I looked
for the sporty look. I never buy new clothes. I go so awful that they didn’t even interview me! They just
to second-hand shops where the best bargains are. sent me home!
Also, window shopping around the expensive shops Presenter: Oh dear. But you’ve certainly changed. You
costs nothing! dress very fashionably now. So what would you say to
young people facing their first interview?
7 Man: I think it’s very important for everybody to do Annie: Well, first of all, there is so much competition
something for the environment. The easiest way to for jobs these days that you have to stand out a little if
do this is by recycling household waste. I try to you want to make an impression.
recycle as much as I can. I mostly recycle paper, Presenter: You mean, wear something really outlandish?
but also take glass and old clothes to the local Annie: No, I don’t mean that at all. Just like experts tell us
recycling centre. to brighten up our CVs and tailor them to the job in
question, I would say to do the same with our appearance.
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B: Oh yes, it wouldn’t be a party without some happy 6 Now the next book, which was written by someone
Christmas music to get things swinging. you all know and who’ll be joining us shortly, is not
A: OK. That is easily arranged. difficult to follow. It’s a romantic story about two
B: Marvellous, will you do me a favour and put all this friends who meet at college. But, I must say it’s
down on paper and send it to me as soon as not your typical romance that makes you cry. No,
possible? I need to show my boss. in fact it’s also a story full of mystery and suspense
A: Yes. I will draw up a plan and email it over to you that makes you want to read on. I couldn’t put the
tomorrow. book down, and I read it in six or seven hours.
B: Great. Thank you very much for your help.
A: My pleasure. 7 In can’t believe it! It was so loud and everyone was
screaming and jumping and pushing. I almost lost
Unit 7 my camera in the crowd. It was the worst concert
I’ve ever been to. They should have been more
Listening Ex. 1 (p. 59) organized for all of those people.
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Susan: I don’t think so, mum. Besides, it takes so much venirs. There (In the same place) among the beggars, I
time to graduate from a university and I don’t want to saw a little shoeshine boy. 2. The hero (main character)
wait so long. I would like to begin working as soon as I can, of this fairy tale is a craftsman. He sells his handicrafts
to gain experience. In the future I hope to win at interna- and once meets a beautiful princess. 3. For the first time
tional hairdressers competitions and become famous. I went backpacking (backpacked) when I was sixteen. I
Module 4 still keep the pictures (photos) with breathtaking views
which I made then. 4. When the soldiers approached the
1. a) a compost heap, to release into the environment, to
walls of that ancient town, they heard the sound(s) of
swap magazines, to wrap in paper, not to create paper
countless drums in the distance. 5. The best way to get
waste, to turn down the heating, energy consumption, to
acquainted with a museum is to hire a guide, who will
encourage one’s friends to save energy, to throw away
tell you of all the exhibits and their history. 6. The trail
empty jars, a reusable box; b) to run away from the
led us to the top of the hill, from which we got a bird’s
bridegroom, to run out of vegetables, to run into one’s
eye view of that medieval town. b) I remember very well
favourite actress, a car that runs on gas, to almost run
how once my friends and I decided to escape the dust,
over a stray dog; c) to have ice-cream for dessert, to
noise and pollution of the city and go backpacking. On
turn into a desert, whether he is ill, rainy weather,
that day we had walked about ten kilometers with heavy
effects of global warming, to affect the wildlife, to lose
backpacks and were quite tired. We put up the tent in
natural habitats, loose clothes
the shade of some trees and began cooking dinner. When
2. a) 1. Each person can cut down or reduce energy con-
you’re backpacking, you can’t expect to have any home
sumption in their house. For example one can switch off
comforts. But I’m afraid we were not ready for the fact
the light in empty rooms or watch less television. 2.
that the dirty (polluted) water in the river would threat-
Some day scientists will be able to come up with an
en us with nasty viruses and the weather would change
effective way (method) of energy conservation. It would
for the worse so quickly. Very soon it started pouring.
be very useful because the modern lifestyle(s) require(s)
Even the spectacular scenery couldn’t cheer us up.
a lot of energy. 3. On the one hand, modern transport
3. Stephen: Hi, Jane! I hope you enjoyed your weekend.
saves us time, on the other hand it congests our cities
Jane: I wish! My trip to the sea(side) turned out to be an
and pollutes air. 4. Try not to harm the environment by
absolute nightmare.
following these three rules: reduce, recycle and reuse.
Stephen: Oh, dear! What a shame! What went wrong?
5. Modern factories and plants often poison wildlife and
Jane: Practically everything. For a start, the coach (bus)
change ecosystems. 6. If you break some thing (object),
was delayed and I had to wait at the station. Besides,
try and repair it but don’t hurry to replace it. b) My
the hotel, where I stayed, happened to be just terrible.
friend Michael is really green. Recently he started a
Stephen: How disappointing!
“Help Wild Animals” campaign at our school. He encour-
Jane: To make matters worse my favourite beach was
aged all our class to adopt a tiger-cub at the zoo. We got
closed and the other (the rest of the) beaches were over-
an adoption certificate that allows us to see our cub at
crowded. I feel really angry: my weekend was ruined.
the zoo any time we like. As you know, tigers are endan-
Stephen: Oh, I’m really sorry to hear that. I hope you’ll
gered species so we’re helping nature.
have better luck next time.
3. George: I heard recently that floods threaten Europe
again. Last year the situation was just shocking. Module 6
Mary: I read somewhere recently that climate changes 1. a) tasty aubergines, to give extra boost, soothing food, to
do not depend on Man. keep emotions under control, to fight off infections, to
George: I don’t believe this theory. In my opinion the make one’s eyesight better, to do the gardening, a handful
reason for climate change is human activity. The more of raisins, to start rumbling, to complain about food; b) to
energy we use — and we need more and more with each give away clothes to the poor, to give up smoking, to give
year — the more the climate changes. off smell, to give the book back to your classmate, to give
Mary: Maybe not everything is lost and there is still hope off smoke; c) to feel the familiar ache in the back, to feel
that people will think of something to stop this process. a sharp pain in the leg, to write out a prescription for the
George: Yes, but then we must act fast before it is too late. patient’s headache, a recipe for the cake, to throw away
Module 5 a rotten egg, a sour lemon, to treat the boy for earache,
to cure the child of the disease, to heal the wound
1. a) a delayed flight, street sellers, a breathtaking view,
2. a) 1. Everybody knows that vegetables and fruit are rich in
spectacular scenery, an annual festival, countless tem-
vitamins and minerals. Vitamins help your body fight off
ples, trekking excursions, a mountain trail, to put up a
infections and minerals make your teeth and bones
tent, to put on backpacks; b) to get by, to get on the
strong(er). 2. Physically strong and healthy people, as a
train, to get off the tram, to get in a taxi, to get out of
rule, are more optimistic and can keep their emotions
the car, to get around the city; c) to miss the plane, to
under control. 3. I hate diets. I can’t understand how one
lose (the) money, ferry crossing, money transfer, a mode
can live on a handful of raisins or half an orange. Where in
of transport, a long travel around Europe, to bring (the)
this case can one get the necessary boost? 4. In class one
pencils, to go to the kitchen and fetch the pencils (to
needs concentration. And what concentration can you talk
fetch the pencils from the kitchen)
about if your tummy (stomach) is rumbling? 5. When Alice
2. a) 1. Under the trees, where there was some shade,
invited me for dinner, I knew I was in for a treat. Alice is a
street sellers sat, offering (the) tourists their exotic sou-
wonderful cook, besides I was starving. 6. Those who read
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a lot or work a lot on the computer often complain of Mary: That would be lovely, but I don’t think there’s
headaches. I can recommend them from time to time to sit anything interesting on at the moment.
in silence with their eyes shut or listen to soothing music. Alex: You are making a mistake here. We’re going to
b) To make a tasty dish is not easy but food presentation is watch the new thriller “Rage”. Would you like to join us?
as important as its taste. You should be a creative person to Mary: You know, thrillers aren’t really my kind of thing
make your dishes look appetizing. Decorate grilled fish with (my cup of tea). If you want to go and watch a comedy,
slices of lemon and leaves of celery, put it on a big dish I’ll join you for sure.
together with vegetables of different colours — carrots, Alex: OK. Good idea. I’ll choose some nice comedy for you.
peas, broccoli, corn — and you’ll see how beautiful it will Mary: Thank you. That sounds nice (attractive).
look. Experiment, use your brains and you’ll be a success. Module 8
3. Lucy: What’s the matter? Why aren’t you eating anything? 1. a) a tiny device, to have to admit, it goes without say-
Nina: I’ve recently put on some weight and am trying to ing, to survive without a mobile, a techno freak, a good
lose it. voice recorder (dictaphone), to be ashamed to say, to
Lucy: If you are trying to lose weight, it doesn’t mean store information for (the) clients, a convenient gadget,
that you must starve. Don’t you think that you should to be under guarantee; b) to bring back the tools, to
just choose the right food? bring up children, to bring trouble on oneself, to bring
Nina: I’m not sure that it will work. the professor’s anger on somebody, to bring about great
Lucy: Why don’t you try? For example, I find a diet of changes; c) subjects taught at school (school subjects),
vegetables and low-fat meat helpful. to learn English, the cause of death, the reason that he
Nina: Maybe you’re right. It’s a good idea, but I need to didn’t come, to see no problems in the future, with a
lose weight fast. I want to look good at the New-Year party. new gadget, to have a lot of trouble with (the) chil-
Lucy: You know, Nina, if I were you I wouldn’t do it. I'm dren, to discover America, to invent a new medicine
sure it’s bad for your health. You’d better give up fat
2. a) 1. Something has gone wrong with my printer. It
and sweet food and lose weight slowly.
won’t print. I think some paper is jammed in it. 2. It
Nina: Thank you. I’ll think about it.
goes without saying, I couldn’t (wouldn’t be able to) live
Module 7 without my laptop. It helps me to store all the necessary
1. a) a coach potato, to unwind, catchy melodies, totally information. 3. John is a real techno freak. He has got a
unfair labels, to sing along, to sing to the music, you lot of gadgets: a digital camera, a camcorder and a per-
can’t beat a good song, a predictable result, to have to sonal digital assistant (PDA). 4. I’m ashamed to mention
admit, a video game addict; b) to turn down the music, that, but I’m not interested in computers. More than
to turn up at a party, to turn over TV channels, to turn that, I think they do a lot of harm, though I admit that
on the air-conditioning, to turn the gentleman down; they are convenient. 5. Harry, my digital camera won’t
c) a group of students, an incredible audience, a crowd work. Have a look, please, what the problem is. May the
of spectators, a TV viewer, to play video games, to act battery be flat? 6. We’ll have to send our tape recorder
brilliantly on the stage, a perfect setting for the film, a to be repaired. When I press the button — there is no
wonderful set of tools sound. But I think it will be repaired free of charge as
2. a) 1. I like meeting my friends to unwind and have a good we’ve got our guarantee certificate. b) My friend Andy
laugh together. 2. The success of the film was quite pre- is a techno freak. He has always been interested in
dictable: the most popular film stars (megastars) took part gadgets. At home he has got a digital camera, an MP3
(appeared) in it. 3. The music in the youth club was blar- player, a PDA and certainly a TV set and a CD player.
ing, that’s why we couldn't go on arguing and just joined Lately he has had a new passion — (for) a camcorder. He
the dancing people. 4. I must admit that I’m not a lover travels a lot and makes amateur videofilms. And then he
(fan) of classical music, I can take it or leave it, but the edits them using the software of his laptop.
music I heard that night was really catchy. 5. That night the 3. Rachel: You know, Tony, I’ve got a problem with my com-
theatre was fully booked, the viewers (audience) were puter (laptop).
(was) looking forward to the moment when the curtain will Tony: Oh, that’s too bad. What seems to be the problem?
rise and they will hear their favourite opera. 6. I thorough- Rachel: The signal is very poor. I can hardly read the
ly recommend teenagers to read this new exciting book. text on the screen and besides I think there’s a virus on
Believe me, it is well worth it. Don’t miss it! b) Tastes dif- my hard drive.
fer. It’s unfair to believe that all teenagers like the same Tony: How long has it not been working properly (has it
things: computer games, dancing to blaring music and been working like this)?
action films. This is not true. Some of my friends prefer Rachel: Let me think. I believe it began eight or ten days
serious films and classical music. I myself think that noth- ago.
ing can beat an interesting book. To be honest, only few of Tony: Probably, the battery is getting flat?
my friends consider reading to be exciting, but I often tell Rachel: But the situation is the same if I plug it in.
them about the books I’m reading. I hope they will under- Tony: I see. You know, Rachel, I’m not very good at
stand how entertaining reading may be. repairing computers. I think you’d better send it away
3. Alex: If you’re free on Saturday night, do you fancy to be repaired.
going (would you like to go) to the cinema? (catch/ Rachel: OK. I will. I wish it would not take them a lot of
catching a film)? time.
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