Close Up c2 Teachers Book [PDF]

Zitiervorschau

p u e s Clo TEACHER’S BOOK

C2

Angela Bandis

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Close-up C2 Teacher’s Book

© 2018 National Geographic Learning, a Cengage Learning Company

Angela Bandis

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner.

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ISBN: 978-1-4080-9842-4 National Geographic Learning Cheriton House, North Way, Andover, Hampshire, SP10 5BE United Kingdom National Geographic Learning, a Cengage Learning Company, has a mission to bring the world to the classroom and the classroom to life. With our English language programs, students learn about their world by experiencing it. Through our partnerships with National Geographic and TED Talks, they develop the language and skills they need to be successful global citizens and leaders. Locate your local office at international.cengage.com/region Visit National Geographic Learning online at NGL.cengage.com/Closeup Visit our corporate website at www.cengage.com

Photo credits Cover:  (front cover) Hans Christiansson/Shutterstock Inc, (back cover) MalcolmC/Shutterstock Inc

Printed in Greece by Bakis SA Print number 01 Print year 2017

Contents Contents of Student’s Book

4

Introduction to Close-up

6

Unit 1 – Do You Mind?

8

Video 1 – From the Same Family

19

Unit 2 – Bright Ideas

21

Video 2 – Neon Seas

30

Review 1

31

Unit 3 – Right On!

33

Video 3 – Dirty Energy

42

Unit 4 – Express Yourself

43

Video 4 – Elephant Alert

52

Review 2

53

Unit 5 – If At First You Don’t Succeed …

55

Video 5 – Surviving Deadly Everest

64

Unit 6 – Made of Money

65

Video 6 – Alaskan Money Laundering

73

Review 3

74

Unit 7 – Distant Shores

76

Video 7 – Reef Cleaner

85

Unit 8 – Knowledge is Power

86

Video 8 – Environmental Theme Park

94

Review 4

95

Unit 9 – Flying the Nest

97

Video 9 – Best Job Ever!

106

Unit 10 – Because You’re Worth It!

107

Video 10 – Skateboards from Trash

115

Review 5

116

Unit 11 – Say Cheese!

118

Video 11 – A Polar Picture

126

Unit 12 – Culture Shock

127

Video 12 – Right of Passage

135

Review 6

136

Recording Script for Student’s Book

138

C2 Workbook key

156

3

Contents Unit

Reading

Vocabulary

Grammar

(topic vocab)

1 Do You Mind?

review of present & present perfect Personality, eliminating wrong answers, phrasal verbs, collocations & tenses, simple & continuous tenses, used to / would, auxiliaries, open expressions, prepositions cloze, thinking about the meaning of a text

2 Bright Ideas

science & technology, identifying collocations, compound nouns, prepositions, word formation, collocations & expressions

future forms, verbs, adjectives & phrases to express the future, future in the past, cloze, eliminating distractors

society & politics, word formation, forming negative words, phrasal verbs, collocations & expressions, word formation

passive, transitive & intransitive, verbs, avoiding the passive, passive causative with get, key word formation, keeping a similar meaning

social communication, dealing with synonymous vocabulary, word formation, phrasal verbs, collocations & expressions

modal verbs, modality, past tense modals, negative forms, need & dare, open cloze, making sure the word fits grammatically

multiple-choice, looking for the p 5–18 main purpose or idea of a text

multiple matching, scanning texts p 19–32 for information

REVIEW 1: Vocabulary & Grammar  p 33–34

3 Right On!

4 E  xpress Yourself

missing paragraphs, checking for p 35–48 cohesion

multiple-choice, answering the actual question p 49–62

REVIEW 2: Vocabulary & Grammar  p 63–64

5 If At First You Don’t Succeed …

missing paragraphs, linking & referencing expressions

hopes & dreams, multiple-choice cloze, dealing with words that have similar meanings, phrasal verbs, collocations & expressions, prepositions

conditionals, cloze, paying attention to details

6 M  ade of Money

multiple-choice, dealing with unfamiliar words

money, multiple-choice cloze, dealing with multiple-choice cloze tests, phrasal verbs, collocations & expressions

inversion, so & such, unreal past, would rather, would prefer & had better, key word transformation, recognising structures

p 65–78

p 79–92

REVIEW 3: Vocabulary & Grammar  p 93–94

7 Distant Shores

missing paragraphs, checking for p 95–108 cohesion

8 K  nowledge is Power

multiple matching, avoiding hunting for words

p 109–122

gradable & ungradable adjectives, travel & culture, understanding new words, phrasal verbs, word formation, modifying adverbs, open cloze, referring back & forwards collocations & expressions education, word formation, forming plural nouns, phrasal verbs, prepositions, collocations & expressions

reporting verb patterns, reporting suggestions & questions, reporting verbs followed by a gerund, cloze, checking verb patterns

work, cloze, dealing with idioms and expressions, word formation, phrasal verbs, collocations & expressions

relative clauses, relative pronouns, participle clauses, clauses of reason, purpose, result and contrast, key word transformation, writing the correct number of words

consumerism, multiple-choice cloze, coping with unknown words, prepositions, word formation, phrasal verbs

countable & uncountable nouns, pronouns, articles, open cloze, thinking about determiners

media, word formation, creating prefixes and suffixes from the same word, collocations & expressions prepositions

gerunds, infinitives, cloze, using a process of elimination

REVIEW 4: Vocabulary & Grammar  p 123–124

9 Flying the Nest

multiple-choice, determining the p 125–138 meaning of specific words

10 B  ecause You’re Worth it!

missing paragraphs, reading all of the missing paragraph content

p 139–152

REVIEW 5: Vocabulary & Grammar  p 153–154

11 Say Cheese!

multiple-choice, distinguishing p 155–168 between viewpoints

12 Culture Shock

multiple matching, pinpointing the culture, multiple-choice cloze, predicting the answer, collocations & p 169–182 answer expressions, word formation

cleft sentences with it, cleft sentences with what and all, key word formation, making all necessary changes

REVIEW 6: Vocabulary & Grammar  p 183–184

4 Grammar Reference: 

p 185–200

Speaking: Exam Tasks content 

p 201

Listening

Speaking

Writing

Video

multiple-choice, allowing time to choose the right answer

introducing yourself, talking about yourself, giving personal information

essay (1), planning & organising a discursive essay, planning & using topic sentences, showing cause & effect, giving an example

From the Same Family

multiple matching, identifying themes before listening

talking about domestic robots, collaborative task, focusing on the task, initiating discussion, taking turns, inviting your partner to speak

review (1), understanding the content of a review, using informal language, providing background, liking, disliking, recommending

Neon Seas

multiple-choice, understanding the attitude of speakers

talking about the environment & inequality, long turn, collecting your thoughts, organising your thoughts, hesitating/being uncertain, responding to what your partner said

Dirty Energy article (1), engaging your reader, creating a conversational tone, questions to engage the reader, using imperatives, encouraging involvement

multiple-choice, understanding discourse markers

talking about language & communication, responding naturally, using discourse markers to start off, expressing an afterthought, changing the subject, indicating you have no more to say

Elephant Alert letter, following letter-writing conventions, contributing to a magazine’s letter page, stating your reason for writing, giving reasons for & discussing benefits of using social media, assessing a future role

sentence completion, paraphrasing

talking about personal aspirations, collaborative task, expanding on your answers, evaluating, comparing, speculating, moving the conversation forwards

essay (2), analysing contrasting texts, dealing with all elements of the task, stating your opinion, emphasising & concluding

Surviving Deadly Everest

multiple matching, considering themes & attitudes

talking about money & moral decisions, long turn, sustaining a conversation, keeping discourse going, expressing disapproval, summing up

essay (3), choosing between two topics, writing an effective essay, introducing your topic, changing topic, presenting arguments

Alaskan Money Laundering

multiple-choice, choosing appropriate talking about volunteering abroad, answers explaining & recommending, explaining, comparing, recommending, reaching a consensus

Reef Cleaner essay (4), analysing complementary texts, analysing the key points, advanced conjunctions

sentence completion, writing grammatically correct structures

talking about spending school money, justifying and defending

report (1), understanding the content of a report, writing a report, introduction, giving recommendations

multiple-choice, writing short notes

article (2), how articles differ from essays, Best Job Ever! talking about signs of maturity, collaborative task, collaborating, listening writing about personal experiences, expressing a personal point of view & responding appropriately, agreeing & disagreeing politely, suggesting

multiple matching, focusing on attitude and opinion

talking about responsible consumerism, long turn, speaking for two minutes, responding to follow-up questions, joining in, interrupting politely, handing back

article (3), using narratives in articles, using a character to exemplify a topic, talking about characters and insecurities, advertising and consumerism

Skateboards from Trash

multiple-choice, listening between the lines

talking about a topic for a documentary, arguing against an option, recommending, reaching a consensus

review (2), understanding the purpose of a review, applying the forms and conventions of a review, talking about famous people, biographies, why it’s worth reading

A Polar Picture

multiple-choice, avoiding double negatives and other traps

talking about celebrations, keeping to the time limit, involving your partner, supporting opinions with examples, changing the subject

Rite of Passage report (2), getting the most out of the prompt material, producing your own content, talking about aspects of culture, introducing positives and negatives

Speaking Reference: Writing Reference:

p 203 p 205

Collocations & Expressions: p 210 Prepositions: p 211

Phrasal Verbs:

Environmental Theme Park

p 212

5

Introduction to Close-up Introduction to Close-up Welcome to Close-up Second Edition, an exciting advanced course which brings English to life through spectacular National Geographic photography and facts carefully selected to appeal to the inquisitive minds of students.

Course Components Close-up C2 Student’s Book with online student zone The Student’s Book is divided into twelve topic-based units. Each unit starts with a stunning photograph linked to the theme of the unit and a summary of the contents of the unit. There are five two-page lessons in each unit covering reading, vocabulary, grammar, listening & speaking and writing. The unit ends with a video page to accompany the National Geographic video clips found on the online student zone. The video clips are designed to expand students’ knowledge of the world they live in, and the tasks in the Student’s Book aid comprehension and further discussion of the topic. Each unit also contains: • tasks that actively develop students’ reading, listening, speaking and writing skills. • Exam Close-up boxes and Exam Tasks that provide step-by-step advice and strategies for how to best approach exam tasks and have the opportunity to put the advice into practice. • Useful Expressions boxes in the speaking & writing sections that provide students with appropriate language when doing communicative tasks. • plenty of opportunity for discussion of the topics in the Ideas Focus sections. Close-up C2 Student’s Book also contains six reviews, one after every two units, which consolidate the vocabulary and grammar taught within those units. At the back of the Student’s Book, there is a wealth of reference material. The Grammar Reference and Irregular Verbs List support the Grammar Focus within each unit. The Writing Reference provides a summary of the important points to remember for each genre of writing as well as a checklist. There is also a Speaking Reference, bringing the Useful Expressions presented throughout the course together in one place. In addition, the collocations, expressions, prepositions and phrasal verbs actively taught in the Student’s Book are also listed for easy reference. The online student zone includes the Student’s Book audio and video, and the Workbook audio available to download. Close-up C2 Workbook The Workbook accompanies Close-up C2 Student’s Book. Like the Student’s Book, it is divided into twelve units and six reviews. Each unit consists of reading, vocabulary, grammar, listening and writing. The reviews include multiplechoice vocabulary and grammar items. The audio on the online student zone contains the recordings for use with the listening tasks. The Workbook’s clear and simple format means that it can be used at home as well as in class. The Workbook is available with or without the Online Workbook. Close-up C2 Teacher’s Book with audio + video Close-up C2 Teacher’s Book provides clear lesson plans with detailed instructions and tips for teachers on how to make the best of the material in the Student’s Book. The key to all task in the Student’s Book and the Workbook are included, along with the Student’s Book transcripts with justification for the answers to the listening tasks underlined. The Teacher’s Book also includes the Student’s Book audio (on CD) and video (on DVD). Close-up C2 online teacher zone The online teacher zone contains a comprehensive testing package in printable PDF format. The multiple-choice quizzes, one for each unit of Close-up C2 Student’s Book, focus on the key vocabulary and grammar items presented in the unit. Progress Tests, one for use after every two units of Close-up C2 Student’s Book, include a reading comprehension task, a writing task as well as vocabulary and grammar tasks. There is also a Mid-Year Test (Units 1-6) and an End-of-Year Test (Units 7-12) that provide a written test covering reading comprehension and writing, as well as a listening test. There is a section of photocopiable vocabulary and grammar tasks which can be used with students who finish early in class, as a way of revising prior to a test, or as extra practice of the vocabulary and grammar. All keys to these tests are included.

6

The Close-up C2 online teacher zone also includes the Student’s Book audio and video along with the Workbook audio and transcripts, plus the Workbook transcripts with justification for the answers to the listening tasks underlined. In addition, there is a Student’s Record document, which can be printed for each student, where test results can be recorded. Close-up C2 Interactive Whiteboard Software Close-up C2 Interactive Whiteboard Software includes content from the Student’s Book, plus the audio and video. The Interactive Whiteboard has easy-to-navigate, interactive tasks, word definition functions, grammar animation and a series of games for further practice. Justification for reading comprehension and listening tasks is available at the touch of a button, as is the key to all tasks. Close-up C2 Interactive Whiteboard Software also contains the Content Creation Tool, which allows teachers to create their own interactive tasks to use in class, and is compatible with any interactive whiteboard hardware. The Interactive Whiteboard is available on disk or downloadable from the online teacher zone.

7

x 1

Reading: Vocabulary: Grammar: Listening: Speaking: Writing:

xxxxxx Do You Mind? multiple-choice, looking for the main purpose or idea of a text personality-related words, phrasal verbs, collocations & expressions, prepositions, eliminating wrong answers review of present & present perfect tenses, simple & continuous tenses, used to / would, auxiliaries, thinking about the meaning of a text multiple-choice, allowing time to choose the right answer introducing yourself, giving personal information, talking about yourself essay (1), planning & organising a discursive essay, planning & using topic sentences

Unit opener

Answers

• Ask students to look at the title of the unit and to tell you when they think we would use it (It is used for getting someone’s permission to do something. This can either be polite, impolite, or humorous. When said in a loud way, it shows that the speaker is angry or annoyed). • Ask students to look at the picture and think about how the male gelada might be feeling. Then read the caption as a class and ask students how the picture and caption might relate to the title. • Ask students to come up with as many phrases or expressions with the word mind that they can think of and to use them in example sentences.

Reading A • Ask students to read the instructions and the factors that influence human behaviour. Explain anything the students don’t understand. • Ask students to give you examples of each factor. • Ask students to justify their answers as they discuss with their partner. • Discuss as a class

Answers You can change most things wholly or in part, but not genetics.

B • Ask students to look at the picture accompanying Text 1. Ask them to describe the picture and to tell you what they think could have happened. • Ask students to read the title of the article and elicit that a textbook case is a good example of something. Ask them if they think a person could survive such an injury. • Ask students to read the instructions in B and check that they understand what they have to do. • Ask them to skim read the text for the answer and then to think about which of the factors in A it is an example of. Explain that they don’t have to read in detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class.

8

A brain injury caused the change. The physical environment was the cause as it was the result of an accident.

C • Ask students to look at the title of Text 2 and to tell you what they think it means. Ask students to look at the picture accompanying the text. Ask them to describe it and to tell you how they think it relates to the title. • Ask students to read the instructions in C and check that they understand what they have to do. • Ask them to skim read the text for the answer. Explain that they don’t have to read in detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class.

Answers It focused on what is going right in the lives of young people, rather than what is going wrong.

D • Draw students’ attention to the Exam Close-up box and tell them that these boxes are used throughout the book to give them tips about how to do specific tasks. • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Explain that they may be asked to answer a question about the purpose of a text or its main idea. Tell them that the answer options will include statements that are true, but which only give information about one aspect of the text. Tell them that they should eliminate those options and see which of the remaining answers best represents the writer’s overall purpose or main idea. • Ask students to read the Exam Task, the questions and the options. Explain anything the students don’t understand. • Remind students to eliminate options about one aspect of the text before identifying the answer with the main idea or purpose of the text.

E • Ask students to do the task individually, but check as a class.

Answers 1c 2d 3a 4b 5a 6d 7b 8c 1c His miraculous survival, and the effects of the injury upon his character, made Gage an important case study for scientists concerned with the brain and human behaviour. / Gage’s injuries provided the first solid evidence for a link between brain trauma and personality change. 2d The subsequent blast propelled the rod through Gage’s left cheek, tore through his brain and exited through the top of his skull … 3a … he became … socially inappropriate. / It is involved in … inhibiting inappropriate behaviour … 4b Today, research is still being conducted into his condition and the majority of introductory psychology textbooks mention Gage. His skull and the iron rod are on display at the Warren Anatomical Museum at Harvard University and are the most sought-out items there. 5a … 30-year study into childhood temperament and its impact on adult behaviours …/ … achieving optimal development and wellbeing. In measuring positive development in young people … 6d In measuring positive development in young people, researchers look for attributes and behaviours that enable them to take an active role in the community … (It can only refer to young people as they are the group being studied in relation to taking an active role in the community, etc.) 7b … have confidence that important organisations in society would generally behave ethically and fairly … 8c The findings are an invaluable resource for developing interventions and programmes that reduce risks and also strengthen protective factors to assist optimal development.

• Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Teaching Tip Allowing students to challenge each other’s opinions helps to improve their confidence and fluency. Encourage disagreement, but make it clear to students that they must justify and support their opinions with reasons and examples.

Vocabulary A • Ask students to tell you what a prefix is and to give you examples of prefixes. Ask them to tell you how those prefixes change the meaning of a word. • Ask students to read the instructions and check that they understand what they have to do. Encourage them to think about the meaning of the prefixes to help them decide which to use for each of the words in the sentences. • Ask students to do the task individually, but check as a class.

Answers 1 misspent 2 dysfunctional 3 maladjusted 4 aberrant 5 abnormal 6 misanthrope All of the prefixes have a negative meaning.

F • Explain to students that the exercise following the Exam Task allows them to practise new vocabulary that they met in the reading passage. • Ask students to read the instructions and check that they understand what they have to do. Ask them to do the task individually, but check as a class.

Answers 1 sustain 2 cognitive 3 trauma

4 optimal 5 empathetic 6 determinant

Ideas Focus • Explain to students that they are going to answer some questions about human behaviour. Ask students to read the questions and explain anything they don’t understand. • Ask students to answer the questions in pairs and encourage them to draw on their personal experience as much as possible.

Extra Class Activity You could expand on this task by asking students to note down other adjectives that can be formed with these prefixes.

B • Ask students to read the instructions and check that they understand what they have to do. • Say each of the words in the yellow box to the students and ask them to repeat them after you. Correct their pronunciation where necessary. Elicit that they are all verbs. • Ask them to read each sentence for gist and to bear this in mind when choosing the correct verb. Remind them to write the correct form of each verb. • Ask students to do the task individually, but check as a class.

9

1

Do You Mind? Answers

1 venting 2 bears 3 breeds 4 swallow

5 conducted 6 exerting 7 arouses 8 assert

C • Ask students to read the instructions and check that they understand what they have to do. • Read the words to the students and ask them to say them after you. Correct their pronunciation where necessary. Point out that these are adjectives used to describe people’s feelings, personalities or behaviour. • Ask students to do the task individually, but check as a class. • Before proceeding to D, ask students to explain what the odd words mean. (cynical means pessimistic; meticulous means thorough; uneasy means nervous; obnoxious means unpleasant; amiable means friendly; eloquent means articulate)

Answers 1 cynical 2 Meticulous 3 uneasy

4 obnoxious 5 amiable 6 eloquent

D • Ask students to read the instructions and check that they understand what they have to do. Ask them to read each sentence for gist and to work out what meaning is needed in the gap. • Ask students to do the task individually, but check as a class.

F • Read the phrasal verbs in the yellow box to the students and ask them if they know what any of them mean. • Ask students to read the definitions a-f without filling in any answers at this stage. • Ask students to do the task individually, but check as a class.

Answers 1 go back 2 fell out 3 drifted apart 4 settles down 5 led … on

G • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read through the sentences and to pay attention to the words that are immediately after the words in bold. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students to tell you what the phrasal verbs mean. (do my head in = be more annoying, difficult, boring, etc. than I can deal with; egg on = encourage someone to do something that they should not do; wind up = make someone angry or upset; stress out = make someone feel nervous about something; let down = make someone disappointed by not doing something that they are expecting you to do; chill out = relax and stop feeling stressed)

Answers 1 doing 2 egging 3 winding

Answers 1 obnoxious 2 amiable 3 cynical

4 eloquent 5 uneasy 6 meticulous

E • Ask students to read the instructions and check that they understand what they have to do. • Read the words in red in each sentence to the students and ask them to repeat them. Correct their pronunciation where necessary. Elicit that the pairs of words can be easily confused because they have synonymous meanings or look similar. • Ask students to do the task individually, but check as a class.

Answers 1 vulnerable 2 distant 3 mutual 4 compatible

10

5 inseparable 6 platonic 7 unconditional 8 devoted

6 come between 7 fit in 8 worked up 9 get out of 10 stick up for

4 stresses 5 let 6 chills

H • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read through the sentences and to pay attention to the words that are immediately after the gaps. Elicit that the expressions are formed with nouns that are parts of the body. • Ask students to do the task individually, but check answers as a class.

Extra Class Activity • Ask students if any of the expressions are used in their language. • Ask them to list equivalent expressions in their language and discuss as a class.

Answers 1 face 2 arm’s 3 shoulder 4 chest 5 head

6 back 7 tongue 8 foot 9 elbow 10 neck

I • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences, without choosing their answers, and to underline the words after the prepositions. Explain that the preposition they will choose depends on these words. • Ask students to do the task individually, but check as a class.

Answers 1 in 2 beside 3 on 4 in 5 at 6 on

7 against 8 in 9 on 10 at 11 on 12 out of

J • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Explain that they should identify and eliminate the options that are clearly wrong and then see which of the remaining options best complete the sentences. Tell them to double check their answer choices by reading the sentence again to ensure it makes sense. • Ask students to read the Exam Task and the questions. Explain anything the students don’t understand. • Remind students to eliminate options that are clearly wrong and then try the remaining options. • Ask students to do the task individually, but check as a class.

Answers 1b 2d 3c 4a 5b 6d 7b 8a

Extra Class Activity Time permitting, you could expand on this task by asking students to write their own gapped sentences for some of the words and phrases that were not correct answers. Students may swap with a partner and complete each other’s sentences. This will help them to consolidate any new vocabulary.

• Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Grammar • Write the sentences below on the board and ask students what the verbs are. Then ask them what tenses have been used and what they express. −− Your brain controls all of your actions. (controls; Present Simple; This sentence talks about a scientific fact.) −− The experiment has finished. (finished; Present Perfect Simple; This sentence talks about an event that happened at an unspecified time in the past.) −− He’s checking the results at the moment. (is checking; Present Continuous; This sentence talks about an action that is in progress at the time of speaking.) −− He’s been running the lab for six months. (has been running; Present Perfect Continuous; This sentence talks about an event that started in the past and is still in progress.) • Revise the affirmative, negative, question forms and short answers of these four tenses. Then elicit the time expressions used with each one.

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Ask students to focus on the words in bold in each sentence as well as any time expressions or adverbs of frequency. • Ask students to do the task individually, but check as a class.

Answers 1b 2a 3d 4c

B • Ask students to read the instructions and check that they understand what they have to do. Explain that the same verb can have different meanings when it is used in simple tenses and continuous tenses. • Ask students to read the sentences and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Ideas Focus • Explain to students that they are going to answer some questions about relationships. Ask students to read the questions and explain anything they don’t understand. • Ask students to answer the questions in pairs and encourage them to draw on their personal experience as much as possible. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation.

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1

Do You Mind? Answers

1 I’ve been getting to know her. (It’s an ongoing situation, I’m still getting to know her.) I’ve got to know her. (I now know her quite well.) 2 The dog smelt terrible. (stative verb meaning the smell of the dog was terrible.) The dog was smelling the flowers. (stative verb used to describe the dog’s action i.e. sniffing the flowers.) 3 The patient had forgotten to take her pills. (once.) The patient had been forgetting to take her pills. (repeatedly, over a period of time.) 4 They imagine themselves somewhere calm. (every time they meditate.) They are imagining themselves somewhere calm. (right now in the yoga class.) 5 I understood the problem. (stative verb, never used in continuous tenses.) I was working on a solution. (action going on at or around a certain time in the past.)

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to look at 1 and elicit that duration is expressed with continuous verb forms. • Ask students to read the rest of the functions and explain anything they don’t understand. Encourage them to look back at the examples in B and C again. • Ask students to do the task individually, but check as a class.

Answers 1 continuous 2 simple 3 continuous

• Encourage students to read the whole sentence to look for any clues before circling the correct answer. Tell them they should pay particular attention to time expressions, adverbs of frequency and the tenses of other verbs in the sentences. • Remind students to re-read the sentences once they have finished to check their answers. • Ask students to do the task individually, but check as a class.

Answers 1 didn’t mean 2 made 3 forever 4 needs 5 had received

F • Ask students to read the instructions and check that they understand what they have to do. Point out that they have to use the verbs in brackets after each gap in the correct form (one in a simple form and the other in a continuous form) and that they will need to consider all of the present, present perfect, past and past perfect tenses. • Encourage students to look for any clues before writing their answer. Tell them they should pay particular attention to time expressions, adverbs of frequency and the tenses of other verbs in the sentences. • Remind students to re-read the sentences once they have finished to check their answers. • Ask students to do the task individually, but check as a class.

Answers

4 simple 5 simple

1 have been making/ have made, need 2 knew, was lying / knows, is lying 3 was falling, occurred

Now read the Grammar Reference on pages 185 & 186 (1.1 to 1.8) with your students.

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Explain to students that they should think about which function of each tense is being used in each item, whether verbs are stative and to look out for time expressions and adverbs of frequency that are used with these tenses. • Ask students to do the task individually, but check as a class.

Answers 1b 2c 3b 4a 5b 6b

E • Ask students to read the instructions and check that they understand what they have to do.

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6 had been 7 has been 8 controls 9 tell 10 was studying

4 didn’t understand, had been following 5 doesn’t like, is thinking 6 sold, is working

G • Revise the affirmative, negative, question forms and short answers of used to and would. • Ask students to give you example sentences using used to and would, and write them on the board. Do not correct any that are wrong. You will be able to do so later. • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the text and the questions, and explain anything they don’t understand. • Ask students to underline all the examples of used to and would in the text. Explain that this will help them to understand the functions of used to and would. • Ask students to do the task individually, but check as a class.

Answers 1 didn’t use to 2 used to can replace would for actions (would/ used to have deep conversations) 3 would can replace used to for actions (used to/ would go on for hours) 4 for states (used not to like, used to have one or two very good friends)

H • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and the questions, and explain anything they don’t understand. • Ask students to underline the modal verbs in the sentences and consider how they are used. • Ask students to do the task individually, but check as a class.

Answers 1c 2a 3b

I • Ask students to read the instructions and check that they understand what they have to do. Explain that auxiliaries are used in order to avoid repeating verbs that have already been mentioned. • Ask students to read the sentences and the rule, and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers stress, repeating, present, is not Now read the Grammar Reference on pages 186 & 187 (1.9 to 1.10) with your students.

J • Ask students to read the instructions and check that they understand what they have to do. Explain that they need to write the meaning of the auxiliary as it is used in the sentence. • Ask students to read the sentences and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 2 after we took it 3 when they fought

4 while she talked 5 as we catch up

K • Ask students to read the instructions and check that they understand what they have to do. • Encourage students to read the whole sentence to look for any clues before circling the correct answer. • Remind students to re-read the sentences once they have finished to check their answers. • Ask students to do the task individually, but check as a class.

Answers 1 used to 2 used not to 3 do 4 does 5 did

6 has 7 do 8 did 9 will 10 did

L • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Explain that they should use the title and read the whole text quickly to get the gist. Tell them they need to understand the meaning of the sentences and the whole text as they may need to write a negative word or conditional to express the opposite opinion. Explain that the answers are usually words that hold a sentence together and that these could be parts of verbs or words referring back or forward in the text, and that they should look for clues before and after the space. Tell them that they must not use contracted forms as these count for two words, not one. Tell them that they must write their answers in capital letters. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 do 2 Since 3 would 4 have

5 used 6 not 7 hardly 8 no

Listening A • Ask students to read the instructions and check that they understand what they have to do. Explain that they must discuss the aspects of behaviour evident in the pictures. • Ask students to work in pairs to complete the task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students to discuss one of the pictures and repeat until every student has had a turn. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers, but could include the following. A: working together to achieve a goal / the herd mentality / safety in numbers B: preferring to work on one’s own / concentration C: being picked on / excluded / singled out / bullied

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B • Ask students to read the instructions and check that they understand what they have to do. ask students if the factors in B can be related to the pictures in A (they can – picture A is a situation, picture B indicates someone’s personality, picture C shows the effect of other people’s behaviour). • Ask students to work in pairs to complete the task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students to discuss one of the factors and repeat until every student has had a turn. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

they will be able to predict, to a degree, what might be said in each extract. • Explain that key words have a greater significance in terms of the meaning of the whole statement and that by underlining them they know what to focus on in the task. • Give students time to read questions 1-6 and to underline the key words in the situations, the questions and the options. Answer any questions they might have about them.

E • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different.

F • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class and ask students to justify their answers.

Answers

Teaching Tip You could expand this task further by asking students to tell a partner about a situation or an experience they had that involved an aspect of group behaviour.

C • Ask students to read the instructions and check that they understand what they have to do. Explain that in the listening task, they may be asked about the speaker’s attitude towards something, a main reason, an effect on someone, etc. and that they need to be able to identify these when they hear them. • Ask students to read the phrases and the functions, explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1g 2f 3c 4e 5d 6h 7a 8b

D • Ask students to read the Exam Close-up. • Explain that they mustn’t rush to answer the questions as they are likely to choose the wrong answer if they do so. Tell them it is best to listen carefully to the whole text before choosing their answers. Tell them not to be swayed by an answer simply because it contains a word or phrase on the recording – these are usually distractors that are designed to trick or confuse them. Remind them that they will hear the recording twice and that the best strategy is to wait until they are sure of their answer. • Ask students to read the Exam Task and check that they understand what they have to do. Explain that they will hear three different extracts and that there are two questions for each extract. • Explain that in this type of listening task, the situation is always given and that they should read it carefully so

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1A 2A 3A 4B 5C 6A

Speaking A • Ask students to read the instructions and check that they understand what they have to do. Make sure students understand that the people are introducing themselves in the pictures. • Ask them to consider the different contexts and if these play a role in how the people introduce themselves. Elicit that these are pictures of an oral exam in a language class and a quiz show. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Ask students to tell you how the situations differ from each other. • Ask students to tell you how they introduce themselves in English and go round the class until each student has had a turn. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers One picture depicts a quiz show and the other an oral exam in a language class. On a quiz show the contestants introduce themselves to the audience. In an exam they introduce themselves to the examiner. ‘Hello, I’m X/My name is X. I’m a friend of Y. I work at Z/I’m a student/ I’m X’s brother, etc. Pleased/Nice to meet you.’

B

E

• Ask students to read the instructions and check that they understand what they have to do. Elicit that the task also requires them to consider if they would introduce themselves in the particular situations. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Ask students to tell you how they would introduce themselves in one of the situations and go round the class until each student has had a turn and all the situations have been covered. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

• Ask students to read the Exam Close-up. • Explain that when giving personal information in an exam situation, they need to know how to talk about a range of general subject areas such as work or studies, interests, ambitions, where they’re from, etc. Tell them it is very important that they do not sound rehearsed, and that they should endeavour to sound natural and interesting. Explain that the best way to do this is to practise talking about themselves with their classmates. • Refer students to the Useful Expressions before they do the Exam Task. • Ask students to read the instructions for the Exam Task and elicit that they will use the information on the ID card and the examples to help them make notes about themselves, and that they will use this information to ask and answer personal questions with a partner. Make sure they understand that they are not being asked to talk about the student on the ID card. • Tell students to pay attention to what their partner tells them because they will need this information for F. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers, but should include the following: People use different degrees of formality depending on the situation and give different information according to the situation, e.g., if making a complaint on the phone you might give your name, address and phone number, whereas in a social situation you might talk about your family or what you do for a living. At the doctor’s you would give your age and some details relating to your health; in a language class you might tell people where you are from, where you live and why you are learning the language.

Answers Students’ own answers

C • Ask students to read the instructions and check that they understand what they have to do. Suggest they agree on a context to facilitate their conversation, for example, they are at a party. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Ask students to introduce themselves to the class and continue until every student has had a turn. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

D • Ask students to read the instructions and check that they understand what they have to do. Explain that they will listen to two students in an exam interview situation. • Write the following words on the board and ask students to decide which student each word accurately describes: upbeat (Yannis), monotonous (Anna), amiable (Yannis), uninterested (Anna), rehearsed (Anna), natural (Yannis).

Answers Yannis did better because he was friendlier, a bit more talkative, and used the right intonation

Useful Expressions • Read the Useful Expressions to the students and ask them to repeat them. Correct their pronunciation and intonation where necessary. • Ask students to rewrite the expressions in their notebooks substituting their own information and completing the sentence stems with information that is true for them. • Spend some time practising these until students feel confident they can say them naturally.

F • Ask students to introduce their partner to the class and to say something about them based on the information they were given in E. • Tell them to use the Useful Expressions in their introductions. • Continue around the class until every student has had a turn.

Answers Students’ own answers

Ideas Focus • Ask students to read the questions quickly and deal with any queries they may have. • Ask students to work in pairs to take turns to answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any

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mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask a student from each pair to answer one of the questions until each pair has had a turn. Ask other students if they agree or if they have something else to add. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

• Ask students to read the writing task and explain anything they don’t understand. Explain that the questions will help them to analyse the task in order to fully understand what the requirements are. • Ask students to do the task individually, but check as a class.

Answers 1 negative peer pressure 2 young people/adolescents 3 factors that make people susceptible to peer pressure; how they can tackle the problem/ ways they can protect themselves against peer pressure 4 by giving specific reasons

Answers Students’ own answers

Writing: an essay (1) • Explain to students that in this lesson they are going to deal with writing essays. • Ask students to read the Learning Focus on planning and structuring a discursive essay and explain anything they don’t understand. • Ask students to tell you in their own words what the advantages of planning are when writing an essay. You may write these on the board if you wish. Elicit that it is time well spent because it enables them to get a sense of the shape their essay will take; it enables them to think clearly and know from the beginning what they are trying to do; and knowing beforehand what they want to say helps them to write more confidently. Elicit also that the consequences of not planning are stress and confusion. Tell them that students who write without planning often find themselves over the word limit before they have covered all the elements of the task. • Stress the importance of a well-structured essay with clear paragraphing that includes an introduction, a main body and a conclusion. Point out that this is not just a matter of starting a new line or indenting it, but ensuring that the content of each paragraph serves its purpose and adds to the whole. • Point out that when writing an introduction, they must not copy directly from the prompt but use their own words to restate the topic. Remind them to begin each paragraph in the main body with a topic sentence and elicit that this is a sentence that expresses the main idea of the paragraph in which it occurs. • Remind students that paragraphs and sentences within them should be linked with appropriate linking words and phrases, and ask for some examples of these. • Ask students what they can do to create a formal and impersonal style when writing. Elicit that an impersonal style uses the passive voice, the third person rather than the first person (it rather than I or we), full forms not contractions, and avoids phrasal verbs and idioms.

A • Ask students to read the instructions and check that they understand what they have to do.

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B • Ask students to read the instructions and check that they understand what they have to do. • Ask them to read the words in the yellow box and the gapped phrases, and explain anything they don’t understand. • Elicit that they have already come across some of the words in this unit. • Ask students to do the task individually, but check as a class.

Answers 1 desire 2 self-esteem 3 confidence 4 performance 5 fear

6 isolation 7 interests 8 vulnerable 9 dysfunctional 10 prone

C • Ask students to read the instructions and check that they understand what they have to do. Make sure they understand that it is risk factor 1 (a desire to fit in) that they are dealing with. • Give students time to write their vocabulary. Go round checking and helping them where necessary. • Ask each student to give you a vocabulary item and write it on the board. Ask students to write down any items that they haven’t thought of themselves. They will need to use this vocabulary when they write their Exam Task.

Answers Students’ own answers, but could include the following: not wanting to be alone, natural for people to feel this way, want acceptance, etc.

D • Ask students to read the instructions and check that they understand what they have to do. Explain that they will practise restating the exam topic in A, and that this is important when writing an essay as they should not to copy directly from the prompt. Elicit that they need only rephrase the underlined words and phrases, and not the whole prompt.

• Give students time to think about their answers and rephrase the words in the writing task. Then ask them to compare their answers with a partner. • Check answers as a class. Write students’ answers on the board to illustrate the wealth of alternative vocabulary they can use when they need to rephrase.

Answers 1 Yes, it is a good opening paragraph because it mentions every important point to be discussed in the task. It paraphrases the essay prompt well. 2 The first main paragraph focuses on the particular risk factor; in this case, the desire to fit in. Yes, it is stated in the topic sentence. 3 The second main paragraph focuses on a way to handle the kind of pressure and problems that arise when young people want to fit in. Yes, it is stated in the topic sentence. 4 Yes, they are. 5 Yes 6 Yes, the style is formal and impersonal. The writer has achieved this by using some advanced grammar such as the passive voice (have been identified, can be used); a range of advanced vocabulary (undue influence, potentially serious consequences, vitally important, contrary to, core value system, assertive, non-confrontational, rears its ugly head …); complex sentences (In the case of the latter, certain risk factors have been identified that can make young people prone to undue, and often unwelcome, influence. / Peers play an important role in a teenager’s life as adolescence is the time when the desire to fit in and find acceptance and approval from the group is strongest. / At times though, the desire to either impress or gain acceptance by the group becomes excessive, and can result in people choosing to take risks with potentially serious consequences, etc.); formal linking words and phrases (however, nevertheless, in short). 7 By using such in When such situations arise to refer back to risks with potentially serious consequences and behaviour that is extremely hurtful. 8 the latter, When this occurs, For this reason

Suggested answers positively or negatively = for better or for worse; beneficially or adversely young people = adolescents; teens susceptible = vulnerable tackle = handle; face; deal with

E • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the example essay and explain anything they don’t understand. • Students should discuss in pairs before discussing as a class. • Ask students to read the opening paragraph again and to underline the words and phrases that restate the essay topic in A. (beneficially and adversely, prone to, handle)

Answers Students’ own answers

F • Tell students they are going to look back at the example essay to analyse and comment on how it is organised, the language used and its content. • Ask students to read the questions and explain anything they don’t understand. • Ask students to work in pairs to encourage discussion, but check as a class.

G • Ask students to read the instructions and check that they understand what they have to do. • Allow no more than ten minutes for them to write their paragraphs and go round the class offering help where necessary. • When students have finished, remind them that when they have finished a piece of writing they should always proofread it to check for spelling, grammatical and punctuation errors. • Ask students to swap paragraphs with a partner and give them a few minutes to read and underline any mistakes they find in their partner’s work. Explain that they don’t have to correct them. • Ask students to hand the notebooks back to their partners and to correct any mistakes that have been noted. • As a class, ask several students to read out their paragraph.

Answers Students’ own answers

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Teaching Tip Offer feedback at every stage of the writing process and not just on the final product. When writing is taught correctly, the majority of the work happens long before the final writing task is submitted. By offering feedback only on the final paper, the opportunity to teach and shape writing has been missed. Make sure you check on student work at the beginning and in the middle of the process. Issues concerning the overall focus, specific content, or organisation can be caught early, giving students a chance to complete the task with clarity and confidence.

H • Ask students to read the Exam Close-up and go over again the importance of analysing the task to fully understand it, planning an essay to ensure all relevant points are covered, and beginning paragraphs with topic sentences. • Remind students that they can use the information here as a checklist when writing their own essays. • Ask students to read the instructions and the Exam Task and ask them to underline any key words and phrases in the task. Explain anything they don’t understand. The quote is falsely attributed to Edmund Burke, an 18th century Irish statesman. Though neither he nor anyone else said it, it has become famous. • As a class, ask students to answer the two questions (Under what circumstances might someone not act to prevent evil?; What do you think people should do when faced with evil?). • Ask students to read the paragraph plan and to make notes on each paragraph, if time allows. Ask students what kind of language they will need to use for their essay (formal). • Set the Exam Task for homework.

Useful Expressions Read the Useful Expressions to the students. Elicit in which part of their essay they can use each category of expressions and tell them to use them when writing their essay for the Exam Task.

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Suggested answer It is universally agreed that evil is bad. Why then has it flourished? Perhaps it is because decent, lawabiding people have not spoken out against it or taken measures to prevent it. The reasons for their reluctance are many, but how can these be overcome to turn inaction into action? There is a time when good men and women must stand up for what is right, even when it involves risk, but that moment comes only after evil has already been well established. For instance, how many people could dictators have killed with no one to take their orders? How many people would have starved to death without obedient middlemen? With dutiful followers, however, evil rulers killed millions of people in the 20th century alone. Were it not for basically decent people ready to obey, evil would quickly fail. Such people would not initiate destruction by themselves, but perhaps in the name of duty, loyalty, or the greater good, they cooperate with evil. Perhaps they are driven by fear of repercussions should they not obey. Each one plays only a small part in the misery brought upon others, and therefore they do not contemplate the results of their actions – as far as they are concerned, it is nothing to do with them. If obedience towards evil is rooted in fear, how can we eliminate the fear? The answer may lie in our collective strength. Our history is full of instances of revolution and rebellion – some peaceful, many more bloody. Regimes, dictators and tyrants have been toppled by the will of the people. Surely this shows us that a combined, concerted effort can face down evil and prevent it from causing further destruction. This holds true for battles great and small. A good illustration of this are the Neighbourhood Watch schemes that are in force in neighbourhoods around the world. Working together, residents patrol and protect their areas from criminals. In summary, it would seem that people do not act to prevent evil if by doing so they risk their own lives. This fear can be overcome by working with others to combat the evils of our times.

Video

1 From the Same Family

General Note The National Geographic videos can be used as an interesting way to introduce your students to other cultures and the natural world around us. They are authentic National Geographic videos, and it is not necessary for students to understand everything they hear to benefit from them. The videos have the option to play English subtitles so that students can read on screen exactly what is said in the documentary. This feature may help students with some of the tasks in the worksheets. The videos are also a good way to encourage your students to watch TV programmes and films in English so that they can get used to the sound of the language. The more students are exposed to English, the easier it will be for them to pick up the language.

Background Information Chimpanzees are so like us in their relationships and culture that they represent our closest link to the natural world. Like us, chimps are highly social animals, care for their offspring for years and can live to be over 50. Genetically, chimpanzees are our closest relatives as we share about 98 percent of our DNA. They live in the forests of central Africa where they spend most of their days in the trees. They are resourceful and use sticks to fish termites out of mounds, bunches of leaves to gather up drinking water, and branches to break open nuts.

Before you watch A • Ask students to look at the photo of Bonobo apes and explain that Bonobo apes, Chimpanzees, Gorillas and Orangutans are the four species sharing general similarities that make up the group known as Great Apes. • Explain to students that in this lesson they are going to watch a video about chimpanzees. Ask them to tell you what they know about chimpanzees. • Ask them to tell you how they think the title (From the Same Family) relates to the topic (we are from the same family, ie we are related to chimpanzees). • Ask students to read the characteristics and explain anything they don’t understand. • Ask students to discuss in pairs before discussing as a class.

Answers Students’ own answers

While you watch B • Tell students that they are going to watch the video to see if their answers to A are correct. • Play the video all the way through without stopping and ask students to check their answers.

• Ask students to do the task individually, but check as a class. • Once answers have been checked, ask students if any of the answers surprised them. Ask them to explain why they found them surprising.

Answers Chimpanzees share all the characteristics in A with humans.

C • Ask students to read the instructions and make sure they understand what they have to do. Elicit that they need to read the sentences in order to answer the question about chimpanzees, and that they are not being asked to circle the words. • Ask students to discuss in pairs before discussing as a class.

Answers The aspect of their nature that is emphasised is their resemblance to us.

D • Ask students to read the instructions and make sure they understand what they have to do. Elicit that they will now watch the video again and circle the words they hear. • Ask students to read the sentences in C again and to tell you the meanings of the words in bold. Elicit that each pair has a similar meaning, but only by listening will they be able to choose the correct word. • Ask students to do the task individually, but check the answers as a class.

Answers 1 repelled (00:10) 2 transformed (00:22) 3 resembles (00:34)

4 outright (00:38) 5 tender (00:45) 6 gestures (00:52)

After you watch E • Explain to students that this is a summary of the information they heard in the video. • Read the words in the yellow box to the students and ask them to repeat them. Correct their pronunciation where necessary. • Explain to students that they should read the whole summary before writing any answers first to work out what meaning is required in the gaps. • Tell students to read back through the text once they have finished to check their answers. • Ask students to do the task individually, but check the answers as a class.

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Answers 1 link 2 ancestors 3 struggles 4 expressions 5 invention

6 humanity 7 cultures 8 medicine 9 grasp 10 glimpse

Ideas Focus • Ask students to read the two questions and answer any queries they might have. • Ask students to work in pairs and explain that they should both give their opinions on the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. • Ask each pair to answer one of the questions and repeat until each pair has had a turn. • Deal with any problems in structure or pronunciation that came up.

Answers Students’ own answers

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x 2

Reading: Vocabulary: Grammar: Listening: Speaking: Writing:

xxxxxxIdeas Bright multiple matching, scanning texts for information science & technology-related words, compound nouns, prepositions, word formation, collocations & expressions, identifying collocations future forms, verbs, adjectives & phrases to express the future, future in the past, eliminating distractors multiple matching, identifying themes before listening focusing on the task, initiating discussion, taking turns, inviting your partner to speak a review (1), understanding the content of a review, using informal language

Unit opener

C

• Ask students to look at the title of the unit and to give you examples of bright ideas. • Ask students to come up with as many uses of the word bright that they can think of and to use them in example sentences. (eg a bright colour, a bright and sunny day, a bright room, a bright future) • Ask students to look at the picture and the caption and ask them what they know about the application of radar and how it is useful to us. (It is a system for detecting the presence, direction, distance, and speed of aircraft, ships, and other objects, by sending out radio waves which are reflected off the object back to the source.)

Reading A • Ask students to read the instructions and the mobile phone features. Explain anything the students don’t understand. • Ask students to justify their answers as they discuss with their partner. • Ask them to discuss in pairs before discussing as a class. • Ask students if there are any other features they consider to be important which are not on the list.

Answers Students’ own answers

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to justify their answers as they discuss with their partner. • Ask them to discuss in pairs before discussing as a class.

Answers Students’ own answers

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to justify their answers as they discuss with their partner. • Ask them to discuss in pairs before discussing as a class.

Answers Students’ own answers

D • Ask students to read the title of the article and elicit that it is a review of a mobile phone called the Genius4 and the manufacturer is a company called ABT. These are fictional. • Ask students to read the instructions in D and check that they understand what they have to do. • Ask them to skim read the text for the answer. Explain that they don’t have to read in detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class.

Answers Texts A and D

E • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Explain that they can look for an answer by underlining the key words in the question and then scanning the text for similar words or ideas. Stress the unlikelihood of finding the exact same words in the questions and the text. Remind them that some sections of the text may not contain any information connected to the question, and that by underlining and scanning, they can save time looking for the answer. • Ask students to read the Exam Task. Explain anything the students don’t understand. • Remind students to underline the key words and to scan the text for similar words, phrases and meanings. • Ask students to do the task individually, but check as a class.

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Bright Ideas Answers

1B 2D 3A 4C 5A 6D 7C 8B 9A 10B 1B Although the camera … nowhere near as good as the best phone cameras on the market … for an asking price of £499, I would expect it to be. 2D According to ABT, the phone is especially durable and has withstood many drop tests. What did they test it on? A soft pillow? I’m claiming a refund. 3A … those hankering for the next big thing, should look no further than Core’s X7i model. 4C But if you’ve found recent offerings to be underwhelming, ABT’s new Genius4 isn’t likely to make you deviate from that position. 5A … the typical Android phone was … Then along came ABT with its breakthrough Genius1 … the best-looking Android phone of its time, inspiring many firm followers and prompting a slew of copycats. 6D I didn’t do any research … All I knew was that it had to be attractive. Some might scoff, but that’s a genuine concern for a lot of phone buyers. 7C And although the Genius4 is surely better than any of the versions that preceded it … 8B Unfortunately for ABT, the granny market was not what they had in mind for the Genius4. Print and TV ads, brimming with 20-somethings … are testament to that. The phone, however, doesn’t measure up for that demographic. 9A Since ABT’s competitors took note of the Genius’ radical design, the market has been flooded with look-alike devices, thus rendering the new Genius4 model generic and unexciting. 10B My grandmother makes and receives calls … nothing too challenging – simple text, no attachments … her requirements are the most basic. The Genius4 would suit her to a T.

F • Ask students to read the instructions and check that they understand what they have to do. • Ask them to do the task individually, but check as a class.

Ideas Focus • Explain to students that they are going to answer some questions about mobile phones. Ask students to read the questions and explain anything they don’t understand. • Ask students to answer the questions in pairs and encourage them to draw on their personal experience as much as possible. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Teaching Tip Have students read different sections of the text aloud. This will ‘loosen their tongues’ and help to improve their confidence when speaking English in more natural contexts. Do not interrupt as they read, but correct any problems with pronunciation at the end.

Vocabulary A • Explain to students that there are pairs of words which can confuse them because they sound similar, but are in fact different in meaning. • Ask students to read the instructions and check that they understand what they have to do. Elicit that there are two parts to the task. • Ask students to do the task individually, but check as a class. • Make sure answers to the first part of the task are checked before students proceed to the second part – writing their own sentences.

Answers

Answers 1 iconic 2 underwhelming 3 firm 4 minimalist

1 deduce 2 eminent 3 emitted 4 principles 5 sensors 6 eradicating 7 fission 8 ingenious Students’ own answers

5 hefty 6 durable 7 radical 8 generic

B • Ask students to read the instructions and check that they understand what they have to do. Explain that each group of words can only be used to complete one set of sentences.

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• Ask them to look at the groups of words and to tell you if they have a meaning in common, and to say what it is. (analyse/infer/interpret – understand; calculate/ compute/estimate – measure, work out; decompose/ disintegrate/dissolve – break apart) • Ask them to read each sentence for gist and to bear this in mind when choosing the correct verb. Remind them to write the correct form of each verb. • Ask students to do the task individually, but check as a class.

Answers 2, 3, 1 1a dissolves 1b disintegrated 1c decomposed 2a interpret

2b analysed 2c inferred 3a compute 3b calculate 3c estimated

Answers 1 at 2 up 3 behind 4 By 5 off 6 on

7 outside 8 in 9 before 10 out of 11 ahead 12 within

F • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read through the sentences and to identify the part of speech that is required to complete the gap. • Ask students to do the task individually, but check as a class.

Answers

C • Ask students to read the instructions and check that they understand what they have to do. Elicit that in each text there are two synonymous adjectives and another adjective with an opposite meaning. Explain that there may be other adjectives in the text, but that they are there as distractors. • Ask students to do the task individually, but check as a class.

Answers 1 underline: obsolete, outdated; circle: advanced 2 underline: functional, utilitarian; circle: impractical 3 underline: groundbreaking, revolutionary; circle: conventional 4 underline: concrete, tangible; circle: abstract

D • Ask students to read the instructions and check that they understand what they have to do. Explain that the words on the top row will act as adjectives for the nouns in the bottom row. • Ask them to form the compound nouns first. Check their answers before students complete the gaps in the sentences. • Ask them to read each sentence for gist and to work out what meaning is needed in the gap. • Ask students to do the task individually, but check as a class.

Answers 1 digital native 2 operating system 3 active users 4 security breach 5 computer literacy

6 artificial intelligence 7 search engine 8 information technology

E • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences, without choosing their answers, and to underline the words after the prepositions. Explain that the preposition they choose will depend on these words. • Ask students to do the task individually, but check as a class.

1 inconclusive 2 negligently 3 misinterpret 4 longevity

5 incurable 6 unprecedented 7 perseverance 8 emissions

Extra Class Activity Time permitting, you could ask students to write down other words that can be formed from those in the task. Students can then write their own gapped sentences, swap with a partner and complete each other’s sentences. This will help them to expand their vocabulary.

G • Ask students to read the instructions and check that they understand what they have to do. • Ask students to discuss the expressions in pairs and to say what they think they mean. • Ask students to complete the sentences individually, but check as a class. • Once the answers have been checked, ask students if any of the expressions are used in their language.

Answers 1 more or less 2 time after time 3 wear and tear 4 touch and go

5 little by little 6 back and forth 7 safe and sound 8 back to front

H • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Explain that they should first read the text quickly for general understanding and then read it more carefully. Tell them they should pay attention to the words around the gaps and decide what kind of word is missing. Tell them that collocations and set expressions are often tested, and that they should consider this when choosing their answers. Finally, tell them to read the sentence in full in order to see if their answer makes sense. • Ask students to read the Exam Task and explain anything the students don’t understand. • Ask students to do the task individually, but check as a class.

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2

Bright Ideas Answers

• Ask students to do the task individually, but check as a class.

1D 2C 3B 4A 5C 6D 7B 8A

Answers

Grammar • Ask students which tenses and forms they can use to talk about the future. Write these on the board and ask for example sentences. Students will most likely come up with the simple future, future continuous, future perfect and be going to. Tell them that there are other ways of expressing the future, and that you will be looking at these in the lesson. • Revise the affirmative, negative, question forms and short answers of the future, future perfect and be going to forms.

A

present tenses we use: once, before, after, as soon as, immediately, the moment, the minute, the second, until

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Explain to students that they should think about the function of the tenses used with the temporals. • Ask students to do the task individually, but check as a class.

Answers

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Tell students that we use tenses and other structures to express future time, and that they should look for words that that do this. • Ask students to do the task individually, but check as a class.

1 Once artificial intelligence has developed, humans will be in trouble. present perfect simple to show one action finishes before another starts 2 As soon as the plane lands, they’ll announce its arrival. present simple to show one action follows another immediately 3 While you are browsing our products you’ll notice our opening offers. present continuous to show one action happening at the same time as another in the future 4 After I’ve been diving all morning, I’ll be very relaxed. present perfect continuous to show one action will be in progress before another

Answers 1 Don’t wait until the last minute! All the best tickets will have gone. 2 Will you be transferring the funds electronically? 3 The tech company is to move its headquarters to Japan. 4 You’re to text me when you get home. 5 I shan’t talk to you until you take your headphones off!

B • Ask students to read the instructions and check that they understand what they have to do. Explain that in this task they will be looking at the functions of the future forms in A. • Ask students to read the meanings and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1d 2c 3b 4a 5e

Now read the Grammar Reference on page 187 (2.1 to 2.8) with your students.

E • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Explain to students that they should identify any temporals and think about which function of the tense is being used in the items. • Ask students to do the task individually, but check as a class.

Answers

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to look at 4 and elicit that when is followed by a present tense. Tell them that when is known as a temporal. • Ask students to scan the sentences for other temporals. They should identify until. • Ask students to think of other words and phrases that can act as temporals.

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1 are to 2 have logged 3 has had

4 just about 5 shan’t bother, turn 6 are shopping, will

F • Ask students to read the instructions and check that they understand what they have to do.

• Encourage students to read the whole sentence to look for any clues before deciding on their answer. Tell them they should pay particular attention to the function of each tense. • Remind students to re-read the sentences once they have finished to check their answers. • Ask students to do the task individually, but check as a class.

Answers 1 will progress 2 ✓ 3 change 4 ✓ 5 will deteriorate

6 ✓ 7 ✓ 8 will fit 9 ✓ 10 ✓

G • Ask students to read the instructions and check that they understand what they have to do. • Tell students to think about the meaning of each temporal. • Ask students to do the task individually, but check as a class.

Answers 1 as soon as 2 just about to 3 While

4 Once 5 until

Teaching Tip • Tell students that they will now look at other ways of expressing the future with verbs, adjectives and phrases that have a future implication. Tell them also that they will learn how to express future in the past.

Answers 1a 2c 3b

J • Ask students what they think ‘future in the past’ means. Elicit that it means talking about the future from a point in the past. • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the text and the rule, and explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • As this grammar may be new to students, check understanding by asking them for example sentences of their own that illustrate future in the past.

Answers would, was/were going to, Past Continuous Now read the Grammar Reference on page 188 (2.9 to 2.11) with your students.

K • Ask students to read the instructions and check that they understand what they have to do. Explain that they need to underline the tenses, as well as verbs, adjectives and phrases with a future implication. • Ask students to read the text and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers The organisers of the technology exhibition, which is fast approaching, do not envisage any problems. They plan to hire extra staff to cope with the numbers as they predict that attendance will be record-breaking. The press fears that it will be a disaster, and the public dread the effect on the city’s transport system. The organisers however, who are counting on everything running smoothly, foresee a resounding success and say we can look forward to the best exhibition ever, with all the major tech companies showing off their new products and gadgets that are in the pipeline. There will be plenty of surprises in store and rumour has it the unveiling of some great innovations is on the cards. As always, I’ll keep you posted on this and other upcoming tech events.

H • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and the questions, and explain anything they don’t understand. • Ask students to consider the meaning of the verbs in bold. • Ask students to do the task individually, but check as a class.

Answers 1 We hope (that) we will see you. We expect (that) we will arrive early. We anticipate (that) there will be a few problems. 2 ‘Hope’ implies that we want something to happen in the future. ‘Expect’ and ‘anticipate’ imply that something is likely to happen in the future.

I • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and the questions, and explain anything they don’t understand. • Ask students to consider the meaning of the adjectives and phrases in bold. • Ask students to do the task individually, but check as a class.

L • Ask students to read the instructions and check that they understand what they have to do. • Remind students to look back at the Grammar Reference too. • Make sure you allow plenty of time for students to complete the task. • Ask students to do the task individually, but check as a class.

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2

Bright Ideas Answers

verbs

phrases

adjectives

neutral

positive

negative

foresee envisage plan anticipate expect

hope look forward to

fear dread

on the way in the offing in the pipeline in store

very soon

very probable

unexpected

• Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

expect anticipate count on

Answers 1a 2b 3d 4b 5d 6c 7c 8d 9a 10d

be looming be brewing

impending

am (just) about to upon us on the verge of on the point of on the brink of

is bound to / certain / sure to be on the cards

in store

imminent forthcoming upcoming approaching

M • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Tell students that they may need to make other changes in order for the sentences to be grammatically correct. • Ask students to do the task individually, but check as a class.

Listening A • Ask students to read the instructions and check that they understand what they have to do. Explain that they need to speculate about how the owners feel. • Ask students to work in pairs to complete the task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students to discuss one of the pictures and repeat until every student has had a turn. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers, but could include the following. There is no wi-fi; the phone has fallen into a swimming pool; the phone has been dropped and screen broken. The owner feels annoyed / frustrated / helpless / angry. The owner should move to a place with a signal; retrieve the phone and attempt to dry it / take it to a repair centre.

Suggested answers 1 Scientists are on the verge of creating a vaccine for the common cold. 2 I’m looking forward to starting my new job in electrical engineering. 3 There are a lot of interesting new projects on the way. 4 Given the lack of funding, I foresee a bleak future for scientific research in this country. 5 Robots have now replaced all warehouse staff. To be honest, it was bound to happen sooner or later. 6 Jason is busy preparing his presentation for the upcoming launch of the new smartphone.

N • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Explain that it is a good idea to fill the gaps without looking at the answer options as they read through the text for the first time so that they are not influenced or confused by the distractors. Tell them to make sure their answer makes sense not only within the context of the sentence, but also as a complete text. Point out that an answer may seem correct grammatically, but could in fact change the overall meaning of a sentence or paragraph. Explain that the answer in one gap could also have a bearing on the answer in the next gap. Tell them to pay attention to the sequence of events in a text, as understanding this will help them to find the right answer when faced with options related to time.

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B • Ask students to read the instructions and check that they understand what they have to do. Ask students which grammar structures they should use and elicit that they need conditionals. • Ask students to work in pairs to complete the task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students to tell the class what they would miss and why, and repeat until every student has had a turn. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Teaching Tip

B

You could expand this task further by asking students to tell a partner about a time when they actually were without a phone and to say how it impacted on them.

• Ask students to read the Exam Close-up. • Explain that when talking about the photos, they are required to speculate rather than describe. Tell them to listen carefully to the instructions and to read the accompanying title so that they can focus on the task. Remind them to keep to the topic and to make sure they understand the examiner’s questions so that they do not talk about anything irrelevant. Stress the importance of listening carefully to their partner in order to respond appropriately to what they say. • Refer students to the Useful Expressions before they do the Exam Task. Remind them that it is a collaborative task requiring them to take turns and invite their partner to speak. • Ask students to read the instructions for the Exam Task and elicit that they need to talk about what pictures A and B show, rather than describe them in detail. Remind them that they must also talk about their own reactions to the photos. Make sure they understand that in the next part of the task, they need to consider all four photos, but to use them as a springboard for discussion – stress that they are not being asked to compare the photos. • Remind students that there is a final task that requires them to come to a decision about how manufacturers can encourage people to use domestic robots.

C • Ask students to read the Exam Close-up. • Explain that they must use the information available to them in the questions and answer options to identify the main theme of the listening, and then consider the kinds of ideas, attitudes and opinions they are likely to hear in relation to the theme. • Ask students to read the Exam Task and check that they understand what they have to do. Explain that they will have to deal with two tasks at once. • Explain that they should read the answer options carefully so that they are familiar with the words and are thus able to identify similar words and phrases when they hear them in the listening. • Give students time to read questions and familiarise themselves with the vocabulary. Answer any questions they might have.

D • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different.

E • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class and ask students to justify their answers.

Answers Task 1 1 E 2 B 3 H 4 A 5 C

Task 2 6 D 7 H 8 B 9 F 10 A

• Read the Useful Expressions to the students and ask them to repeat them. Correct their pronunciation and intonation where necessary. • Remind students that it is not a monologue and that they need to bring their partner into the discussion and take turns speaking. • Spend some time practising these until students feel confident they can say them naturally.

C • Ask students to complete the Exam Task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Speaking A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the questions and explain anything they don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Useful Expressions

Answers Students’ own answers

Ideas Focus • Ask students to read the questions quickly and deal with any queries they may have. • Ask students to work in pairs to take turns to answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask a student from each pair to answer one of the questions until each pair has had a turn. Ask other students if they agree or if they have something else to add.

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2

Bright Ideas

• Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Writing: a review (1) • Explain to students that in this lesson they are going to deal with writing reviews. Remind them that they read some reviews in the Reading section. • Ask students to read the Learning Focus on understanding the content of a review and explain anything they don’t understand. • Ask students to tell you in their own words what sort of things they read reviews about what kind of information they expect to find in a review. • Tell them that a review must give factual information, description and a personal opinion in order to enable the reader to make a decision about the object of the review. Tell them also that the tone should be friendly and informal, and should engage the reader. • Remind students that, as with any piece of extended writing, there should be clear organisation with an introduction, the main body and a conclusion. Tell them the conclusion must give the writer’s overall opinion and may also require a recommendation to be made.

C • Ask students to read the instructions and check that they understand what they have to do. • Ask them to read the writing task and the questions, explain anything they don’t understand. • Explain that the questions will help them to analyse the task in order to fully understand what the requirements are. • Ask students to do the task individually, but check as a class.

Answers 1 a technology exhibition 2 describe the technology exhibition; say what you enjoyed most about it; explain why it is worth visiting 3 Students’ own answers

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the example review and explain anything they don’t understand. (VCR = Video Cassette Recorder) • Ask students to do the task individually, but check as a class. • Ask students if the introduction in the example review has a similar style and tone to the introduction in A. (It does.)

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the introduction and explain anything they don’t understand. Remind them that a review needs to include factual information as well as personal opinion and input. • Ask students to do the task individually, but check as a class.

Answers Circle: State Science Fair, Darwin Centre, science, technology, engineering and maths Underline: science-mad friend, wasn’t particularly keen, science is for nerds, reluctantly agreed

B • Ask students to read the instructions and check that they understand what they have to do. • Explain that the questions will help them to fully understand the purpose and content of an introduction to a review. • Ask students to do the task individually, but check as a class.

Answers 1 Yes. It is the State Science Fair at the Darwin Centre and he visited it last week. 2 By asking questions; by using informal language (science-mad, nerd) 3 Yes

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Answers It’s a long walk around the entire collection before reaching the tech exhibition; waiting for ages before being able to play the video games

E • Tell students they are going to look back at the introduction of the example review to analyse and comment on its style and content. • Ask students to read the questions and explain anything they don’t understand. • Ask students to work in pairs to encourage discussion, but check as a class. • Point out the importance of providing background information in the introduction. Tell students also that the writer’s overall opinion comes at the end rather than the beginning of a review, and that the style should be engaging in order for the reader to continue reading.

Answers 1 They tell a story / set the scene / provide background.

2 No 3 Yes

F • Ask students to read the instructions and check that they understand what they have to do. Explain that compound adjectives remove the need to write entire clauses and thus help to streamline writing.

• Refer students back to the example review and draw their attention to the compound adjectives. Ask them to tell you what they mean. (long-time = for a long time; Ikea-like = like being in an Ikea store; thought-provoking = which makes you think; die-hard = describes someone who continues to support something, often in spite of opposition; 12-year-old = who is 12 years old) • Ask students to read the items and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 a hand-held device 2 a labour-saving gadget 3 a user-friendly interface

4 a once-in-a-lifetime experience 5 a fuel-powered engine 6 a long-life battery

G • Ask students to read the instructions and check that they understand what they have to do. Explain that they need to form their own compound adjectives and use them to write sentences about technology. • Go round the class helping with vocabulary and grammar if necessary. • Ask students to do the task individually, and have them read out their sentences to the class.

Answers Students’ own answers

Teaching Tip Help your students to understand style and content by showing them examples of different writing genres in English. Reviews are especially easy to find and are about a range of topics such as books, cinema, theatre, museums, etc. Take the opportunity to show them examples of good and bad writing in order to highlight what to do and not to do in their own writing. There is a wealth of reviews online – the majority written by the lay public – ranging from well-written pieces to very poor ones. Find two on the same topic and ask your students to analyse and compare them.

H • Ask students to read the Exam Close-up about informal language. Point out that they need to use an informal style and humour in a review in order to engage their readers, particularly if they are peers. Remind them to set the scene with some fun background information, like the content they saw in A and the example review. Tell them that they can use colloquial expressions, contractions, phrasal verbs and idioms to create an informal style. • Remind students that they can use the information here as a checklist when writing their own essays. • Ask students to read the instructions and the Exam Task and explain anything they don’t understand. • Ask them to identify the topic and the specific aspects they need to cover, as they did in C. (topic = a science museum you visited recently; say what you enjoyed most about it; explain why it is worth visiting)

• Ask students to read the paragraph plan and to make notes on each paragraph, if time allows. • Read the Useful Expressions to the students. Elicit in which part of their review they can use each category of expressions and tell them to use them when writing their review for the Exam Task. • Set the Exam Task for homework.

Suggested answer As someone who was never any good at science while at school, I was tempted to give the National Science Museum a miss when my friends suggested going. I’d always felt that physics and maths were too complicated for me, and wondered what – if anything – I would find of interest at the museum. As it turned out, there was more than enough to engage me. With six floors of interactive and educational exhibits, this museum will fascinate people of all ages. It covers everything from early technology to space travel. You don’t have to have any knowledge of science to appreciate the exhibits, which is what makes it so thoroughly enjoyable. And if you want to learn a little more, the interactive screens dotted around the galleries provide loads of interesting facts. Walking through the museum, I was totally enthralled by everything I saw, but the highlight for me was ‘Man in Space’, which traces the history of our earliest space exploration. This was the time when Russia and the USA were locked in a race to be the first to enter space. The exhibition features real rockets and satellites, plus a full-size replica of the lander that took Neil Armstrong and Buzz Aldrin to the moon in 1969. When you see how small it was, you really appreciate the courage of the astronauts who travelled in it. The great thing about the museum is that it approaches science from the perspective of the average person. The explanations are in language that anyone can understand, and this makes a visit very worthwhile. Just make sure you go during the week as it gets pretty crowded at the weekend. The National Science Museum is extraordinary and incredibly engaging. So don’t be put off by the notion that science is ‘too hard’ or ‘too boring’. Do yourself a favour and go along as soon as you can. You won’t be disappointed!

Useful Expressions • Read the Useful Expressions to the students and explain anything they don’t understand. • Ask them in which parts of their review they will use the different sections. Elicit that the background information belongs in the introduction, liking and disliking should be discussed in the main body, and recommending should be in the conclusion.

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Video

2 Neon Seas

General Note

Answers 1 T (00:13) 2 F (00:38) 3 T (00:50)

Please see the information about the National Geographic videos on page 19 of this Teacher’s Book.

Background Information Biofluorescence is the ability of creatures to reflect blue light on the surface of their bodies as a different colour— the most common being green, red, or orange. Recent research has found that over 180 species of fish and sharks have unique structures in their skin that enable them to biofluoresce. The fact that so many fish and sharks biofluoresce tells us organisms are using light in ways we don’t even see. Scientists are examining the reasons why this ability may have evolved and hope to one day understand its function.

Before you watch A • Explain to students that in this lesson they are going to watch a video about a unique ability of some sea creatures. • Ask students to look at the four photos. • Ask students to discuss in pairs before discussing as a class.

Answers They are taken in the ocean. They show a variety of marine life, some of which are fluorescent.

B • Ask students to read the instructions and check that they understand what they have to do. • Read out the words and have the students repeat after you. • Ask students to do the task individually, but check as a class.

Answers

After you watch D • Explain to students that this is a summary of the information they heard in the video. • Read the words in the yellow box to the students and ask them to repeat them. Correct their pronunciation where necessary. • Explain to students that they should read the whole summary before writing any answers first to work out what meaning is required in the gaps. • Tell students to read back through the text once they have finished to check their answers. • Ask students to do the task individually, but check the answers as a class.

Answers 1 coral 2 occurrence 3 diversity 4 function 5 filters

C • Tell students that they are going to watch the video about the phenomenon known as biofluorescence. • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the statements and explain anything they don’t understand. • Play the video all the way through without stopping. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students to speculate on what purpose biofluorescence could serve.

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6 world 7 behaviour 8 reef 9 serenity 10 landscape

Ideas Focus • Ask students to read the three questions and answer any queries they might have. • Ask students to work in pairs and explain that they should both give their opinions on the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. • Ask each pair to answer one of the questions and repeat until each pair has had a turn. • Deal with any problems in structure or pronunciation that came up.

Answers

1c 2b 3d 4a

While you watch

4 T (00:58) 5 F (01:17) 6 T (01:40)

Students’ own answers

Review 1 Objectives • To revise vocabulary and grammar from Units 1 and 2 • practise exam-type tasks

Revision • Explain to students that there will be a review after every two units in Close-up C2. Tell them that Review 1 revises the material they saw in Units 1 and 2. • Explain that students can ask you for help with the exercises or look back at the units if they’re not sure about an answer. Stress that the review is not a test. • Decide how you will carry out the review. You could ask students to do one task at a time and then correct it immediately, or ask students to do all the tasks and correct them together at the end. If you do all the tasks together, let students know every now and again how much time they have got left to finish. • Ask students not to leave any answers blank and to try to find any answers they aren’t sure about in the units. • When checking students’ answers to the review tasks, make a note of any problem areas in vocabulary and grammar that they still have. Try to do extra work on these areas so that your students will progress well.

Vocabulary Revision • Write the prefixes ab-, dys-, mal- and mis- on the board and ask students to give you words beginning with them. • Write the verbs arouse, assert, bear, breed, conduct, exert, swallow and vent on the board. Ask students for examples of nouns they can be used with. • Ask students to give you synonyms for the words adamant, elated, apathetic, obsessive, serene and principled. • Ask students to explain the difference in meaning or usage between the following pairs of words: gullible / vulnerable; distant / remote; mutual / reciprocal; companionable / compatible; inseparable / unified; philosophical / platonic; conditioned / unconditional; devoted / dependent. • Elicit from students the phrasal verbs they learnt in Unit 1 which are related to people and relationships (come between, drift apart, fall out, fit in, get out of, go back, go back, lead on, settle down, stick up for, work up) and ask them to write sentences of their own with these phrasal verbs. • Ask students to work in pairs to tell each other about situations in which: −− someone did their head in −− they egged someone on −− they teased someone about something −− they were stressed out −− someone let them down −− they did something to chill out

Units 1 & 2 • Ask students to explain the meaning of the following expressions: keep sb at arm’s length, talk about sb behind their back, get sth off your chest, give sb the elbow, a slap in the face, put your foot in it, keep a cool head, bite your tongue, a pain in the neck, have a chip on your shoulder. • Write the following gapped phrases on the board and ask students which prepositions they are used with: in tune with, be beside yourself, be on good terms, be in sb’s bad books, be sth at heart, on the same wavelength, against your will, in a rut, on cloud nine, at ease, on edge, out of character. • Ask students to explain the difference in meaning between the following pairs of words: deduce / deduct; eminent / imminent; omit / emit; principal / principle; censor / sensor; erode / eradicate; fission / fusion; ingenuous / ingenious. • Ask students to explain the difference in meaning between the following sets of words: analyse / infer / interpret; calculate / compute / estimate; decompose / disintegrate / dissolve. • Ask students which of the following words are synonyms and which are antonyms: advanced / obsolete / outdated; functional / impractical / utilitarian; conventional / groundbreaking / revolutionary; abstract /concrete / tangible. • Ask students to give you compound nouns to do with technology and computers that include the following words: user, intelligence, literacy, native, technology, system, engine, breach. • Write the following gapped phrases on the board and ask students which prepositions they are used with: at your fingertips, up and running, behind the times, by all accounts, off limits, on the brink, think outside the box, in its infancy, before your eyes, out of your depth, stay ahead of the curve, within reach. • Ask students to write down derivatives of the following words: conclude, negligence, interpret, long, cure, precedent, persevere, emit. • Ask students to use the following binomials in sentences: back and forth, back to front, little by little, more or less, safe and sound, time after time, tough and go, wear and tear.

Grammar Revision • Go over Unit 1 Grammar Reference for present, perfect and past tenses, used to and would, and auxiliaries on pages 185-187 of the Student’s Book. Check understanding by asking students for example sentences. • Go over Unit 2 Grammar Reference for future tenses and other ways of expressing the future on pages 187188 of the Student’s Book. Check understanding by asking students for example sentences.

A • Ask students to read the instructions and check that they understand what they have to do.

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• Ask students to read the title of the text and ask them what they think the text will deal with. Then ask them to skim read the text, without circling any answers at this stage, to find out what it deals with (the results of some scientific research into friendship). • Point out to students that they should read all four options for each item before deciding which word best fits each gap. Remind them to pay attention to the whole sentence each gap is in as the general context will help them understand what word is missing. • Remind students to read back through the text once they have finished to check their answers.

Answers 1D 2A 3B 4C 5B 6A 7C 8D

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to compare their familiarity with modern technology, with that of their parents and grandparents. Ask them who is more adept at using it. • Ask students to skim read the text, without filling in any answers at this stage, to find out who adapts more quickly to new technology (younger generations). • Encourage students to pay particular attention to the words immediately before and after each gap to work out what part of speech is missing, however, remind them that they have to take into consideration the general context of the sentence so that they understand which structure is being used. • Remind students to read back through the text once they have finished to check their answers.

Answers 9 native 10 large 11 hardly/not 12 Owing/Due

13 Contrary 14 users 15 used 16 by

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and ask them if they have heard of the Cynics. Ask them to skim read the text, without filling in any answers at this stage, to find out who they were and what they believed (a group of ancient Greek philosophers who shunned luxury). • Read the words at the side of the text to the students and ask them to repeat them. Correct their pronunciation where necessary. • Ask students to read back through the text and to decide which part of speech is missing from each gap, and to complete the gaps using the correct form of the words given. • Remind students to read back through the text once they have finished to check their answers.

Answers 17 cynical 18 philosophical 19 unconventional 20 dysfunctional

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21 eminent 22 unorthodox 23 abnormal 24 impassive

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the both sentences in each item and to underline the information in the first sentence that is missing from the second sentence. Then ask them to look at the word given to decide how the missing information could be inserted into sentence 2 using this word. Remind students that they will have to use a different structure in order to keep the meaning the same. • Remind students that they mustn’t change the word given in any way. • Encourage students to read back through the completed sentences once they have finished to check their answers.

Answers 25 will be upon us 26 is off limits to visitors 27 can’t work up any enthusiasm for 28 advised me to keep a cool head 29 what Tilly gets out of doing 30 was beside himself after

x 3

Reading: Vocabulary: Grammar: Listening: Speaking: Writing:

xxxxxx Right On! missing paragraphs, checking for cohesion society and politics-related words, phrasal verbs, collocations & expressions, word formation, forming negative words use of the passive, transitive & intransitive verbs, avoiding the passive, passive causative with key word transformation, keeping a similar meaning multiple-choice, understanding the attitude of speakers talking about the environment and equality, collecting your thoughts, organising your thoughts, hesitating/being uncertain, responding to what your partner said article (1), engaging your reader, creating a conversational tone

Unit opener

Answers

• Ask students to look at the title of the unit and to tell you what they think it means (It is used as an expression of strong support, approval, or encouragement). • Ask students to look at the picture and the caption and ask them what is happening (People are removing snares from an animal reserve – snares are used to trap animals and are extremely painful). • Ask students how the picture might relate to the title of the unit (The people in the picture are doing the right thing in removing the snares; this is something we approve of).

Reading A • Ask students to read the instructions, the list of charities and subgroups. Explain anything the students don’t understand. • Ask students to give you examples of what each subgroup does. • Ask students if there are any other kinds of charities they would support which are not listed. • Tell students to justify their answers. • Ask them to discuss in pairs before discussing as a class.

Soup kitchens; food rescuing / stopping food waste; money for food purchases

C • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that cohesion makes a text flow in a logical way and that their understanding of this is what is tested in the gapped text task. Go through the clues for linking a text and ask for examples. • Ask students to read the Exam Task and explain anything they don’t understand. • Remind students to read all of the text and paragraphs first, and pay special attention to the sentences before and after the gap as these will contain the clues they need. • Ask students to look at paragraphs A-H and to underline the cohesive devices.

Answers A: One B: It’s simple C: They’re looking D: the remarks E: They’re not alone

Answers Students’ own answers

B • Ask students to read the instructions and check that they understand what they have to do. • Ask them to skim read the text and paragraphs A-H in the Exam Task for the answer and to look back at the subgroups for the ways in which hunger is being dealt with. Explain that they don’t have to read in detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class.

F: She G: Later that same week H: is also available

D • Ask students to do the task individually, but check as a class.

Answers 1B 2F 3D 4A 5H 6E 7G (paragraph C is not needed)

E • Ask students to read the instructions and check that they understand what they have to do. • Tell them to find the adjectives in the text and deduce their meaning from the context before they choose their answers. • Ask them to do the task individually, but check as a class.

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1 prevalent 2 destitute 3 traumatic

4 humbling 5 selfless

Ideas Focus • Explain to students that they are going to answer some questions about activism. Ask students to read the questions and explain anything they don’t understand. • Ask students to answer the questions in pairs and encourage them to draw on their personal experience as much as possible. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Teaching Tip Do not allow more confident students to monopolise the discussion. Make sure you direct your questions to specific students and ensure that every student has the opportunity to express their view. This will not only increase the level of attentiveness on the part of your students, but also increase the number of participants in discussions.

B • Ask students to read the instructions and check that they understand what they have to do. • Tell them that they may need to make some substantial changes. • Ask students to do the task individually, but check as a class.

Answers 1 is an advocate 2 Blatant disregard for 3 caused the residents great alarm 4 is an assault on democracy 5 It is the activists’ endeavour/The endeavour of the activists is 6 suffered abuse 7 get a ban on smoking 8 is in favour of The noun forms are the same as the verbs.

C • Ask students to read the instructions and check that they understand what they have to do. • Explain that the words collocate to form phrases for taking action, and that this is the meaning they should focus on. Although ‘make a product’ is logically possible, it does not mean ‘to take action’. • Ask students to do the task individually, but check as a class.

Answers a a a a a a a rally human a fuss workplace product factory protest campaign chain

Vocabulary boycott

A • Ask students to read the instructions and check that they understand what they have to do. • Tell them that the words can be easily confused because they have synonymous meanings or look similar. • Ask students to do the task individually, but check as a class. Make sure you check the answers to the first part of the task before students complete the second part – writing their own sentences.

5 disperse 6 immigrating 7 empathy 8 condemned

Extra Class Activity You could ask students to write gapped sentences for the second part of task A and swap with a partner. They complete the sentences and edit each other’s work.

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✓

hold

✓

✓

make

✓

mount

Answers 1 conscience 2 suppress 3 persecuted 4 affluent

✓

form

✓

occupy

✓

✓

picket

✓

✓

stage

✓

✓

✓

D • Ask students to read the instructions and check that they understand what they have to do. • Read the words to the students and ask them to repeat them. Correct their pronunciation where necessary. • Ask them if there are similar sounding words in their native language. • Tell students that some of the words can be interchangeable depending on the context, and that they will have to read the meanings carefully. • Ask students to do the task individually, but check as a class. Make sure you check the answers to the first part of the task before students complete the second part.

Answers

Answers Positive: benevolent, humane, just, merciful, tolerant Negative: apathetic, brutal, callous, corrupt, prejudiced 1 humane 2 prejudiced 3 merciful 4 corrupt 5 tolerant 6 brutal 7 benevolent 8 apathetic 9 just 10 callous

E • Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but check as a class.

1 jump 2 bury 3 brought 4 fell

H • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the words in the yellow box and explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students what they noticed about the words equal and equality (they take different prefixes when forming their respective negatives).

Answers dis-

Answers 1 corrupt 2 tolerant 3 apathetic

4 just 5 prejudiced 6 humane

F • Ask students to read the instructions and check that they understand what they have to do. • Tell students to read the sentences and determine the meaning from the context before looking at the options. • Ask students to do the task individually, but check as a class.

Answers 1f 2h 3a 4c 5b 6e 7d 8g

G • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read through the sentences and to pay attention to the words that are in red. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students to tell you what the expressions mean. (jump on the bandwagon = give your support to sth that suddenly becomes very popular or fashionable; bury your head in the sand = ignore a problem or an unpleasant situation and hope that it will disappear; bring out the best in sb = make sb show their best qualities; fall on deaf ears = be completely ignored; come to the rescue = save sb/ sth from danger, failure, or an unpleasant situation; get behind a cause = support a cause; spare no effort = do everything that is necessary to make sth succeed; turn your back on = refuse to help)

5 came 6 got 7 spared 8 turn

in-

un-

under-

disobedience inequality

unbiased

underfed

disorder

unequal

underpaid

injustice

dispossessed intolerance unmerciful underprivileged

I • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Explain that they may need to write the negative form of a word given by using a prefix, and that when doing so they should think carefully about the prefix to use. Point out that nouns and adjectives from the same root word can take different prefixes, as they saw in H. • Ask students to read the Exam Task and the questions, and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 activists 2 inequality 3 unlawful 4 injustice 5 unjust

6 disobedience 7 demonstrators/ demonstrations 8 justifiably

Extra Class Activity Time permitting, you could expand on this task by asking students to write as many derivatives as they can think of for the words in I. Tell them to draw up a table with columns for verbs, nouns, adjectives and adverbs. Tell them not to use a dictionary. When they are ready, draw the table on the board and complete it with their words.

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Grammar

D

• Ask students to look at the picture and read the activist’s placard. Tell them this is a play on words and that it is a variation on ‘a crime of passion’ • Write the sentences below on the board and ask students which verbs are in the passive. −− Many people attended the rally which was held in the city centre. (was held) −− The refugees that arrived on the island are being assisted by charity organisations. (are being assisted) −− To deal with the problem, action must be taken by the authorities. (must be taken) −− The group has called a press conference and an announcement will be made shortly. (will be made) −− A tsunami has hit the area and there is thought to be widespread destruction. (is thought to be) • Revise the negative, question forms and short answers of the five passive voice tenses in the sentences above.

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

• Ask students to read the instructions and check that they understand what they have to do. • Explain to students that we can use nouns with prepositions instead of the passive voice to convey the same meaning. • Ask students to do the task individually, but check as a class.

Answers 1 is being discussed 2 are being reviewed 3 is being constructed 4 are being held 5 is suspected

E • Ask students to read the instructions and check that they understand what they have to do. • Explain to students that we can use nouns instead of the passive voice to convey the same meaning. • Ask students to do the task individually, but check as a class.

Answers Students’ own answers. 1 is perhaps better style.

Answers a have been made b were arrested

c is expected d was blocked

Now read the Grammar Reference on pages 188 & 189 (3.1 to 3.5) with your students.

F

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the uses of the passive and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Explain to students that they should think about the tenses and verb forms they need to use. • Ask students to do the task individually, but check as a class.

Answers

1b 2a 3c 4d

1 The right to vote was won by women after a hard struggle. 2 The anti-fur campaign is supported by many celebrities. 3 Modern day slavery is still being fought. 4 Have people with disabilities been given equal rights by the government? 5 These laws should be tightened. 6 People were advised to leave their homes by the hurricane forecast.

C • Ask students to read the instructions and check that they understand what they have to do. • Make sure students understand the difference between transitive and intransitive verbs. Explain that intransitive verbs are never passive. Give them the following examples of intransitive verbs: demonstrate, disappear, laugh, vote. • Ask students to do the task individually, but check as a class.

Answers 1I 2T 3I 4T 2 The injured demonstrator was taken to hospital. 4 The parliament building was occupied by the group.

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6 have been scrutinised 7 has been arrested 8 is being attacked

G • Ask students to read the instructions and check that they understand what they have to do. • Encourage students to read the whole sentence to look for any clues before circling the correct answer, and to determine whether the verb is transitive or intransitive.

Answers

• Remind students to re-read the sentences once they have finished to check their answers. • Ask students to do the task individually, but check as a class.

1b 2c 3d 4e 5a 6f 1 Although the children were young, the photographer got them to smile for the camera. 2 There were only a few volunteers, but they worked hard and the job was done efficiently. 3 The animal welfare campaign got people to adopt lots of strays. 4 The asylum seekers got their papers checked by the authorities. 5 The schoolteacher had her pupils helping the homeless. 6 The coastguard got the captain to give his position when he radioed for help

Answers 1 appear 2 is being 3 imposition of

4 had been 5 has since died 6 being reviewed

H • Ask students to read the instructions and check that they understand what they have to do. • Tell them there are a number of possible answers for some items, but they need only write one. • Ask students to do the task individually, but check as a class.

Answers 1 Feminists were responsible for the obliteration of the posters. 2 There will be a loss of hundreds of jobs with the closure of the factory. / The closure of the factory will mean the loss of hundreds of jobs. / The closure of the factory will result in hundreds of job losses. 3 The destruction of the environment continues/is happening at an alarming rate. 4 Equal pay for women is still not a reality in many industries. / Equal pay for women still doesn’t exist in many industries. / Equal pay for women still hasn’t been achieved in many industries. / Women still do not receive equal pay in many industries. 5 Redundancy at 50 is a problem for many breadwinners.

I • Revise the standard causative form that students are familiar with (have/get sth done). • Explain that there are other causative forms they may not have come across before and that they will be looking at these now. • Ask students to read the instructions and check that they understand what they have to do. • Ask students to underline the examples of the passive causative and get in the sentences. • Ask students to do the task individually, but check as a class.

Answers 1f 2a 3d 4c 5b 6e 7g

J • Ask students to read the instructions and check that they understand what they have to do. • Ask students to underline the examples of the passive causative and get in the sentences. • Ask students to do the task individually, but check as a class. Make sure you check the answers to the first part of the task before students complete the second part.

K • Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but check as a class.

Answers 1 got 2 talking 3 got 4 had

5 passed 6 investigate 7 got

L • Ask students to read the instructions and check that they understand what they have to do. • Encourage students to look back at the grammar box if they need help. • Ask students to do the task individually, but check as a class.

Answers 1 got -> get 2 did -> done 3 explained -> explain 4 he -> him 5 accepting -> accepted 6 fix -> fixed 7 have -> had

M • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Explain that the meaning of the sentence must not be changed in any way, nor should the word given. Remind them that although don’t is two words, can’t is not a contraction as cannot is one word. Remind them that if there are fewer than three words or more than eight words, they need to rethink their answer. Also, tell them that there may be more than one possible answer, but they only need to come up with one. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

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Listening

• Explain that what they hear may not be stated explicitly and that they have to infer the meaning from the speaker’s intonation or feelings. Tell them to think about the function of the dialogue, for example, if the speaker is explaining something, complaining about something or disagreeing with the other speaker. • Ask students to read the Exam Task and check that they understand what they have to do. Explain that they will hear eight short conversations that are not connected to each other. • Give students time to read items 1-8 and to think about what they might hear. Answer any questions they might have about the items.

A

E

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to look at the picture and ask them if they have seen similar labels anywhere. • Ask students to discuss in pairs before discussing as a class.

• Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different. • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class and ask students to justify their answers.

1 is said to have been 2 had been badly treated by/had been treated badly by 3 had its/their website shut down 4 still under construction 5 suspect’s human rights were violated /human rights of the suspect were violated

Answers

Answers

Fair trade is trade between companies in developed countries and producers in developing countries in which fair prices are paid to the producers.

B • Ask students to read the instructions and check that they understand what they have to do. Elicit that infer means to form an opinion or guess that something is true because of the information that you have. Tell students they will listen to determine what they can infer. • Students do the task individually, but check answers as a class. • Play the recording and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different.

Answers 1 T 2 T 3 T

4 T 5 F 6 T

1b 2a 3b 4a 5b 6a 7c 8b

Speaking A • Ask students to read the questions and answer any queries they may have about them. • Students work in pairs to ask and answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about the crises people face today and how these can be tackled. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers

C • Ask students to read the instructions and check that they understand what they have to do. Explain that they will hear the words in the recording. • Ask students to read the words and the definitions, and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1b 2d 3c 4a 5f 6e

D • Ask students to read the Exam Close-up.

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Students’ own answers

Teaching Tip The discussion that begins each Speaking lesson is an opportunity for your students to practise and improve their speaking skills. However, unless you assign new speaking partners each time, students may end up sitting with the same friend and talking about other topics, or even in their own language.

B • Ask students to read the instructions and check that they understand what they have to do. Explain that there are no right or wrong answers.

• After students have rated the issues, ask them to compare their answers with a partner and to justify any differences. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about the most urgent issues. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers

• Ask students to work in pairs to take turns to answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask a student from each pair to answer one of the questions until each pair has had a turn. Ask other students if they agree or if they have something else to add. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers

Students’ own answers Students’ own answers

C • Ask students to read the Exam Close-up. • Explain that they should listen to the instructions and read the prompts and questions carefully in order to fully understand what they are being asked to do. Stress the importance of not rushing into the discussion, and that they should pause to think before speaking. Tell them also that the prompts are suggestions and that they do not have to use them if they prefer to use their own ideas. • Refer students to the Useful Expressions before they do the Exam Task. • Ask students to read the instructions for the Exam Task. Spend some time explaining the mechanics of the task. Tell students that for Task 1, Student A will be given a question and some ideas that they may use in their answer if they wish, and that they should speak for about two minutes. Once Student A has finished answering the question, Student B will be asked a related question. For Task 2, the roles will be reversed. Finally, they will discuss a question together.

D • Ask students to read the two tasks and explain anything they don’t understand. • Students work in pairs to do the task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers

Writing: an article (1) • Explain to students that in this lesson they are going to deal with writing an article. • Ask students to read the Learning Focus on engaging their reader and explain anything they don’t understand. • Ask students to tell you what kind of articles they enjoy reading and why they read them. Elicit that articles are read for information about a topic of interest. Tell them that they should bear this in mind when writing their own articles. Explain that there are ways in which they can engage their reader, including a title that grabs the attention and makes the subject immediately clear. In addition, the introduction should interest the reader enough to keep them reading. Tell them they can also use questions to engage the reader further. Humour, examples and quotes are also useful, and tell them that the quotes can be made up if they wish. • Stress the importance of a conversational tone that is neither too formal, nor too informal. Ask them what kind of language and grammar they can use to achieve this tone and elicit that idioms, phrasal verbs and contractions are appropriate. Tell them that the infinitive can also be used to address their reader in a more personal way.

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the titles and explain anything they don’t understand. Explain that there are no right or wrong answers, but to think about the titles that make the most impact. • Students can discuss in pairs before discussing as a class.

Students’ own answers

Answers

Useful Expressions • Read the Useful Expressions to the students. Have them practise saying the expressions and tell them to think about intonation as they do so. • Spend some time practising these until students feel confident they can say them naturally.

Ideas Focus • Ask students to read the questions and deal with any queries they may have.

Students’ own answers

B • Ask students to read the instructions and check that they understand what they have to do. Explain that the questions will help them to see the difference between an attention-grabbing introduction and one that is merely a set of statements. • Ask them to read the two introductions and explain anything they don’t understand.

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• Ask students to do the task individually, but check as a class.

Answers 1 a, b 2 a 3 a 4 b 5 a 6 b 7 b 8 b

C

sentence expresses the main idea of the paragraph in which it occurs. • Explain that a topic sentence should also follow logically from the previous paragraph, and that they should look at the ways in which the writer of the article has achieved this. • Ask students to do the task individually, but check as a class.

• Ask students to read the instructions and check that they understand what they have to do. Explain that the questions will help them to analyse the task. • Ask students to read the task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers Main paragragh 1 Students should underline, Maria is small in stature, but her heart is huge. / It answers the question, Who is this ‘someone else’? Let me tell you. Main paragragh 2 Students should underline, That experience taught her a lot about human nature. / That experience refers back to the fact that people were eager to help. Main paragragh 3 Students should underline, Needless to say, the benefits are enormous. / the benefits links back to living in a home. Conclusion Students should underline, Isn’t it amazing how one person can bring about so much change? / so much change refers back to the benefits and opportunities that living in a home bring.

Answers 1 a person who has made a valuable contribution 2 their character 3 Students’ own answers, but could include raising money, raising public awareness about an issue, petitioning government to bring about change 4 in an explanation of the importance of the contribution

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the example article and explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • Ask students to think about the article in relation to the statements in B. Ask them if it satisfies criteria 4, 6, 7 and 8. (Yes, it does)

Answers

G • Ask students to read the instructions and check that they understand what they have to do. • Ask students to find the expressions in the example article and to read them in context. • Ask students to do the task individually, but check as a class.

Answers

petitioning government to change its approach to shelter for the homeless

1 not very important 2 persuade someone who is reluctant 3 it is already understood 4 a home of your own 5 have an important effect on something 6 do as another person did before

E • Tell students they are going to look back at the example article to analyse and comment on how well it addresses the task in C. • Ask students to read the three main paragraphs again and relate them to the aspects of the writing task. Tell them they can do this by summarising the content of each paragraph. • Ask students to do the task individually, but check as a class.

Answers 1 describe the person 2 talk about what they have done 3 explain the importance of their contribution

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Teaching Tip Tell students not to be discouraged by the level of the language used in the writing examples. Explain that they are written to a higher level than they think they themselves can write in order to challenge them and help them to improve their own writing.

Useful Expressions • Read the Useful Expressions to the students. • Ask them for their own ideas for questions to engage the reader and phrases to encourage involvement.

F

H

• Ask students to read the instructions and check that they understand what they have to do. Elicit that a topic

• Ask students to read the Exam Close-up and go over again the importance of beginning paragraphs with topic sentences that link back in some way

• • •

•

•

to the previous paragraph. Remind them to use a conversational tone and that they can achieve this by using idioms and expressions. Remind them also to ask the reader questions and use the imperative. Finally, tell them they can use quotes they have made up themselves, and to also use examples to support their statements. Remind students that they can use the information here as a checklist when writing their own articles. Ask students to read the instructions and the Exam Task. Explain anything they don’t understand. Ask students to read the paragraph plan and to make notes on each paragraph, if time allows. Elicit that the plan outlines the aspects of the task that need to be covered, as they were in C. Read the Useful Expressions to the students. Elicit in which part of their essay they can use each category of expressions and tell them to use them when writing their essay for the Exam Task. Set the Exam Task for homework.

Suggested answer It’s a dog’s life What does it take to make a huge difference in someone’s life? Would you be surprised to learn that all you need is a friendly pet and few hours a week? But let me back up a bit. When my elderly neighbour moved into aged care, I decided to visit her one Sunday. I wasn’t sure what to expect: Would she feel depressed at having to leave her own home? I needn’t have worried. An amazing charity called Pet Set had taken care of that. Sitting by her side was a big white English Bulldog, Winston. It was Winston’s job to offer companionship to the elderly residents, and this he did with great success. Apparently, Winston visited three times a week and raised everyone’s spirits. Speaking with his owner, I learned that Pet Set volunteers take their good-natured dogs to places like aged care facilities and hospitals to help improve the wellbeing of residents and patients. ‘What a great idea!’ I thought. Wanting to take part, but not having a pet, I offered my time as an administration officer. Twice a week, I work the phones and organise the volunteers. Knowing that I’m doing something worthwhile with my time is important to me. Getting to know the dogs and seeing the joy they bring is an added bonus. I constantly hear heart-warming stories resulting from these visits. For the elderly residents who have experienced the trauma of giving up their own beloved pets, a regular visit from a friendly dog does wonders for their morale and gives them something to look forward to. As for the dogs, they love the attention and the treats they get! Don’t think twice about it. I encourage anyone who has spare time and a placid pooch to enquire about getting involved. Even if, like me, you don’t have a pet, there are ways you can help. Look into it – you won’t regret it

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Video

3 Dirty Energy

General Note

Answers

Please see the information about National Geographic videos on page 19 of this Teacher’s Book.

Background Information Coal-fired power plants are the biggest source of humanmade carbon dioxide emissions. This makes burning coal the single greatest threat facing our climate. If we are to stop climate change, we must move away from coal to renewable energy. Apart from climate change, coal also causes irreparable damage to the environment, to human health and communities around the world. It is the dirtiest fossil fuel on the planet, producing air and water pollution and liquid and solid waste. We have a vast potential for renewable energy, which could be realised with sufficient investment and effective government policies. We need an energy revolution that replaces dirty energy sources like coal and other fossil fuels with clean energy solutions such as wind and solar energy.

Before you watch

The video mentions dirty energy, impact on climate, alternatives exist and outdated plant.

C • Ask students to read the instructions and make sure they understand what they have to do. Elicit that they will now watch the video again and circle the words they hear. • Ask students to read the sentences in C and to tell you the meanings of the words in bold. Elicit that each pair has a similar meaning, but only by listening will they be able to choose the correct word. • Ask students to do the task individually, but check the answers as a class.

Answers 1 relying (00:18) 2 deeply (00:24) 3 luxury (00:31)

4 right (00:38) 5 significant (00:48) 6 injustice (00:53)

After you watch

A • Explain to students that in this lesson they are going to watch a video about coal. • Ask them to look at the photos and tell you what they show. • Ask them to tell you how they think the title (Dirty Energy) relates to the topic (coal is a form of dirty energy as it causes terrible pollution). • Ask students what problems are associated with coal power and why people would want to shut them down. • Ask students to tick the reasons they think people want to shut down coal power plants. • Ask students to discuss in pairs before discussing as a class.

D • Explain to students that this is a summary of the information they heard in the video. • Read the words in the yellow box to the students and ask them to repeat them. Correct their pronunciation where necessary. • Explain to students that they should read the whole summary before writing any answers first to work out what meaning is required in the gaps. • Tell students to read back through the text once they have finished to check their answers. • Ask students to do the task individually, but check the answers as a class.

Answers

Answers The photos show air pollution from a coal power plant, and a form of renewable energy (wind energy). Students should tick dirty energy, impact on climate, alternatives exist and outdated plant. Coal is relatively cheap and supplies are not limited, so these statements are not true.

While you watch B • Tell students that they are going to watch the video to see which of the items in A are mentioned. • Play the video all the way through without stopping and ask students to check their answers. • Ask students to do the task individually, but check as a class.

1 shut down 2 breathe 3 run 4 contribute 5 Quit

6 power 7 grow up 8 introduce 9 call on 10 provide

Ideas Focus • Ask students to read the two questions and answer any queries they might have. • Ask students to work in pairs and explain that they should both give their opinions on the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. • Ask each pair to answer one of the questions and repeat until each pair has had a turn. • Deal with any problems in structure or pronunciation that came up.

Answers 42

Students’ own answers

x 4

Reading: Vocabulary: Grammar: Listening: Speaking: Writing:

xxxxxx Yourself Express multiple choice, answering the actual question social groups and social communication-related words, word formation, phrasal verbs, collocations & expressions, dealing with synonymous vocabulary modal verbs, modality, past tense modals, negative forms, need and dare, making sure the word fits grammatically multiple choice (extended listening), understanding discourse markers talking about language and communication, responding naturally, using discourse markers to start off, expressing an afterthought, changing the subject, indicating you have no more to say letter (1), following letter-writing conventions, contributing to a magazine’s letter page

Unit opener

Answers

• Ask students to look at the title of the unit and to tell you different ways in which we express ourselves. • Ask students to look at the picture and the caption and ask them what is happening (It looks like the penguin is posing for a photo). • Ask students how the picture might relate to the title of the unit. (It suggests that the penguin is posing for a selfie and is, in this way, expressing himself/herself).

Reading

Students’ own answers

C • Ask students to read the instructions and check that they understand what they have to do. • Ask them to skim read the text for the answer. Explain that they don’t have to read in detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class.

Answers

A • Ask students to read the instructions and the items in the list. Explain anything the students don’t understand. • Ask students if there are any other reasons why they use social networking sites which are not listed. Ask if any students do not use such sites. • Ask students to do the task individually, but discuss their reasons as a class.

Answers Students’ own answers

B • Ask students to read the instructions and explain anything they don’t understand. Stress that they need to justify their opinions with examples. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to tell the class the reason they think is the most popular with young adults today for using social networking sites. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

The first test used snail mail/regular mail to deliver a physical package. In the later tests, the ‘package’ was an electronic message – email in the first case and instant message in the other.

D • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that they need to answer the question that is asked, and not choose an answer simply because it is factually true or they believe to be true. Tell students to read the question and think about the answer without looking at the options as these may confuse them unnecessarily. Tell them to locate the answer in the text and then compare it with the options before choosing their answer.

Answers Option A states an indisputable fact, but it does not answer question 1.

E • Ask students to read the Exam Task and explain anything they don’t understand. • Remind students to think about the actual answer rather than what they think is factually true. Tell them to think about the answer and look for it in the text before they look at the answer options.

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Express Yourself Answers

• Ask students to do the task individually, but check as a class. 1c 2a 3b 4d 5d 6c 7b 8a

Answers

Extra Class Activity

1B 2C 3D 4A 5C 6A

F • Ask students to read the instructions and check that they understand what they have to do. • Tell them to find the phrases in the text and deduce their meaning from the context before they choose their answers. • Ask them to do the task individually, but check as a class.

Answers 1 the man in the street 2 gain acceptance 3 at my expense 4 To all intents and purposes 5 The beauty of 6 display herd mentality

Time permitting, you could expand on this task by asking students to write gapped sentences of their own using some of the collective nouns from A that were not answers. They then swap with a partner and complete the sentences.

B • Ask students to read the instructions and check that they understand what they have to do. • Tell them that the words form phrases about people and their relationships. • Ask students to do the task individually, but check as a class.

Answers 1 long-lost 2 thick 3 famously 4 speaking

Ideas Focus • Explain to students that they are going to answer some questions about social networking sites. Ask students to read the questions and explain anything they don’t understand. • Ask students to discuss the questions in pairs. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

C • Ask students to read the instructions and check that they understand what they have to do. • Read the words to the students and elicit that they are all related to the internet and the online world. • Ask them if they use any of the words in their native language. • Ask students to do the task individually, but check as a class.

Answers 1 crowdfunding 2 meme 3 tag 4 avatar

Teaching Tip Some topics will be of greater interest and relevance to students than others. When this is the case, allow more time for discussion at the end of the lesson. The topic of the Reading text and the Ideas Focus (social networking sites and user privacy) should be of immediate interest to your students and they will probably have a lot to say about it.

Vocabulary A • Ask students to read the instructions and check that they understand what they have to do. • Tell them that the words are collective nouns for groups of people. • Ask students to do the task individually, but check as a class.

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5 wrong 6 acquaintance 7 best of friends 8 one-sided

5 clickbait 6 trending 7 bio 8 emoticon

D • Ask students to read the instructions and check that they understand what they have to do. • Read out the words in the table and make sure students know what they mean before they complete the table. Tell students to think about the suffixes they should use to form the words. • Ask students to do the task individually, but check as a class.

Answers Verb

Noun

Adjective

-

analogy

(1) analogous

contradict

(2) contradiction

(3) contradictory

detract

(4) detraction/ detractor

-

diversify

(5) diversity

(6) d  iverse / diversified

dominate

(7) domination

(8) dominant

homogenise (9) homogenisation

I • Ask students to complete the Exam Task. • Ask students to do the task individually, but check as a class.

Answers 1b 2c 3d 4a 5c 6c 7b 8a

(10) h  omogenised / homogeneous

-

(11) proximity

proximate

shrink

(12) shrinkage

(13) shrunken

E • Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but check as a class.

Answers 1 contradiction 2 shrinkage 3 analogous 4 proximity

• Ask students to read the Exam Task and the questions, and explain anything they don’t understand. • Ask students which question requires them to complete an expression (6). Ask students which question has options that look similar, but share no similarity in meaning (3).

5 detractors 6 dominates 7 homogenised 8 Diversity

F • Ask students to read the instructions and check that they understand what they have to do. • Tell students to pay attention to the words in italics, but also the overall meaning of the completed sentences. • Ask students to do the task individually, but check as a class.

Grammar • Revise modals by asking students for examples of modal verbs and the functions we use them for. Elicit a range of modal verbs (eg can, could, should, must, etc.) and functions (to give advice, express possibility, certainty, etc.).

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Tell them to underline the verb immediately following the modal. • Ask students to do the task individually, but check as a class. • Once answers have been checked, point out that there are different kinds of infinitives such as continuous infinitives and passive infinitives, but do not dwell on these or the other names of infinitives given in the answer below. As they will only serve to confuse students. Simply point out that they need to be aware of different types and how to form them.

Answers

Answers

Modals are followed by the bare infinitive a send (present infinitive) b be driving (present continuous infinitive) c not have checked (perfect infinitive) d have been waiting (perfect continuous infinitive) e be turned off (passive simple infinitive) f have been read (passive perfect infinitive)

1d 2f 3a 4c 5e 6b

G • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read through the sentences and to pay attention to the words before and after the gaps. • Ask students to do the task individually, but check as a class.

Answers 1b 2a 3c 4a 5b 6c

H • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Explain that they will come across words in multiple choice vocabulary tasks that either form part of an expression or are grouped synonymously, in which case, they need to think about shades of meaning among the words.

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the functions and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1f 2a 3b, c, e 4d

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4

Express Yourself Answers

C • Ask students to read the instructions and check that they understand what they have to do. • Explain to students that in all cases, they will need to use modals that are different to those in the sentences. • Ask students to do the task individually, but check as a class.

1 Her phone may/ might/could well be turned off. / Her phone must be turned off. 2 The video may/might/could well go viral. 3 The number of people with Internet access may/ could/might well keep growing. 4 We had better close the social media account. 5 He could/should have told me he would post that photo of me as a baby! 6 Do they have to brag about their children on social media? 7 Try as he might, he couldn’t get the hang of small talk. 8 Sociable though he may/might be, he prefers to spend time with one or two friends./ Sociable he may/might be, but he prefers to spend time with one or two friends 9 The manager can’t come to the phone right now. 10 Can I call you back?

Answers a could / were able to, b were not allowed to, c didn’t have to d wouldn’t e would f was able to, could/was able to The modals in bold have to change when the idea is expressed in the past.

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the functions and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1c 2a, f 3b 4e 5d

F • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Explain to students that they should think about the functions of the modal verbs in bold. • Ask students to do the task individually, but check as a class.

Now read the Grammar Reference on pages 190 & 191 (4.1 to 4.4) with your students.

Answers 1 can’t 2 could’ve 3 needn’t 4 well 5 be able to 6 to have

E • Make sure you have covered items 4.3 - 4.5 in the Grammar Reference as they have a bearing on the task here. • Ask students to read the instructions and check that they understand what they have to do. • Explain to students that we can express probability and possibility without modals, and that modals can also be used in clauses of concession. Tell students that they will need to reword the phrases in bold using modal verbs. • Ask students to do the task individually, but check as a class.

G • Ask students to read the instructions and check that they understand what they have to do. • Tell students to think about the context and function of each dialogue. • Tell them there are a number of possible answers for some items, but they need only write one. • Ask students to do the task individually, but check as a class.

Answers 1 must have written 2 needn’t/mustn’t worry 3 might/may/could/must have got lost 4 couldn’t/can’t have been joking 5 must/should/ought to come, can’t/couldn’t/won’t

H • Ask students to read the instructions and check that they understand what they have to do.

46

Answers

• Tell them to read the example sentences carefully before they complete the rule. • Ask students to do the task individually, but check as a class.

1 can’t 2 shouldn’t 3 couldn’t 4 mustn’t

Answers can’t, obligation, oughtn’t to

M

I • Ask students to read the instructions and check that they understand what they have to do. • Ask students to pay attention to the tenses used. • Ask students to do the task individually, but check as a class.

Answers needn’t have, didn’t need to Now read the Grammar Reference on page 191 (4.5 to 4.6) with your students.

• Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Stress the importance of reading all of the sentence before deciding on an answer. Tell them that the word they write in the gap must agree with number and person of the subject in the case of names, places and pronouns. Tell them also to pay attention to the words before and after the gap because they may form an expression that is completed with the missing word. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers

J • Ask students to read the instructions and check that they understand what they have to do. • Encourage students to look back at the Grammar Reference if they need help. • Ask students to do the task individually, but check as a class.

Answers a I don’t dare to open the email in case it is infected. b Her online profile is misleading. Do I need to say more? c You don’t need to worry about me; I have a busy social life. d She doesn’t dare to comment for fear of offending someone. e Don’t you dare to read my diary! It’s private!

K • Ask students to read the instructions and check that they understand what they have to do. • Explain to students that they should think about the functions of the modal verbs in bold. • Ask students to do the task individually, but check as a class.

Answers 1 can’t 2 don’t have to 3 Oughtn’t I

5 Ought not 6 needn’t/don’t have to

4 mustn’t 5 shouldn’t 6 couldn’t

L • Ask students to read the instructions and check that they understand what they have to do. • Encourage students to look back at the Grammar Reference if they need help. • Ask students to do the task individually, but check as a class.

1 may/might/could 2 all 3 be 4 are

5 have/need/tend 6 might 7 able 8 not

Ideas Focus • Explain to students that they are going to answer some questions about different cultures and living abroad. Ask students to read the questions and explain anything they don’t understand. • Ask students to discuss the questions in pairs. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Listening A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to look at the picture and then discuss how effective they think language learning apps are. Ask them if they have used such apps. • Ask students to discuss in pairs before discussing as a class.

Answers Students’ own answers

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4

Express Yourself Answers

B • Ask students to read the Exam Close-up • Explain that we use discourse markers to connect, organise and manage what we say or write, or to express attitude. Tell them that discourse markers are more a feature of spoken language rather than written language. • Ask students to read the instructions and check that they understand what they have to do. • Tell students to think of words or phrases that have the same meaning as the words in bold. • Students do the task individually, but check answers as a class.

Answers 1 I think you already know that no language is straightforward.  It goes without saying that no language is straightforward. Naturally, no language is straightforward. 2 For example / To give an example, Chinese is notoriously difficult to master. 3 There are, I think /-, thousands of words in the English language. 4 He speaks three languages, still / but you know, that’s not uncommon there. 5 By the way / I forgot to tell you, I met someone yesterday who knows you. 6 In fact / In actual fact / I’d like to point out / To be honest, learning sign language isn’t as hard as people think. 7 They didn’t know the language, but they enjoyed the trip in spite of that / despite that / all the same. 8 It’s hard to say which language is more difficult; I mean / you know, they are both hard. 9 To be frank / Frankly / I have to admit /confess, I don’t understand this text. 10 The message is a bit vague; what I mean is / how can I put it? / basically I’ve no idea what it means

C • Ask students to read the Exam Task and check that they understand what they have to do. Explain that they will hear a discussion between two people. • Give students time to read items 1-5 and to think about what they might hear. Answer any questions they might have about the items.

1B 2C 3C 4A 5D

Speaking A • Ask students to read the questions and answer any queries they may have about them. • Students work in pairs to ask and answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about languages and communication, and how these have been affected by modern technology. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Teaching Tip Encourage your students to record pair work discussions on their mobile devices. They can play them back later to see where they need to improve. This is particularly helpful in identifying and eliminating recurring mistakes.

B • Ask students to read the instructions and check that they understand what they have to do. Explain that there are no right or wrong answers. • After students have ranked the sites in order of popularity, ask them to compare their answers with another pair and discuss any differences. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers

D • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different.

E • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class and ask students to justify their answers.

48

Students’ own answers

C • Ask students to read the instructions and check that they understand what they have to do. If there are any students who do not use social media, instruct them to choose a website regardless and make a convincing case for it. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation.

• Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

• Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers

Answers Students’ own answers

Students’ own answers

Extra Class Activity You could expand on this task by asking students to report back to the class what their partner said and how they justified their choice of website.

D • Ask students to read the Exam Close-up. • Explain that they need to listen to their partner and adopt a conversational tone when responding to what their partner says. Tell them that discourse markers can also work as hesitation devices, giving them time to collect their thoughts before speaking, and that this will make their English sound more natural. • Refer students to the Useful Expressions before they do the Exam Task.

E • Ask students to read the instructions for the Exam Task. Spend some time explaining the task. Tell students that in the absence of an examiner, they will take on this role themselves. Student A will be the examiner and Students B and C will be the candidates. Students B and C need to discuss the question, and then answer it together. Remind them to swap roles after each question has been dealt with. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers

Writing: a letter (1) • Explain to students that in this lesson they are going to deal with writing a letter. • Ask students to read the Learning Focus on following letter-writing conventions. • Ask students to tell you if they write letters, and if so, what kind of letters and to whom. Ask them to tell you when and why people write letters, and if they think letter-writing is dying out. Elicit that when they write a letter in their native language, they follow certain conventions, and that the same is true when writing in English. • Tell them that they should begin and end a letter appropriately with a correct polite greeting and ending. Tell them that they should explain their reason for writing at the start, and include a suitable conclusion at the end. Explain that when a letter is for publication in a newspaper or magazine, it may include narration in which personal experiences are mentioned, but that a letter to a person in authority such as a principal or company director will provide factual information. • Remind them that the style and tone, regardless of recipient or reader, should be formal.

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the items in the table and explain anything they don’t understand. Explain that the task will help them to understand the differences between some of the kinds of writing genres they will need to be familiar with. • Ask students to do the task individually, but check as a class.

Answers

Students’ own answers Letter for publication

Useful Expressions • Read the Useful Expressions to the students. Have them practise saying the expressions and tell them to think about intonation as they do so. • Spend some time practising these until students feel confident they can say them naturally.

Article for magazine

Essay for teacher

✓

the most formal

✓

the least formal

Ideas Focus

has a greeting

✓

• Ask students to read the questions and deal with any queries they may have. • Ask students to work in pairs to take turns to answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask a student from each pair to answer one of the questions until each pair has had a turn. Ask other students if they agree or if they have something else to add.

has an ending

✓

can have first-person sentences

✓

explains reason for writing

✓

✓

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4

Express Yourself Answers

B • Ask students to read the instructions and check that they understand what they have to do. Elicit that a sign-off is an ending. Explain that certain beginnings and sign-offs are used together. • Ask them to read the beginnings and sign-offs, and explain anything they don’t understand. • Ask students to do the task individually, but check as a class. Once the answers have been checked, ask students why greetings 1 and 4 are used with the same sign-off (they are not addressed to anyone by name).

Answers 1c 2a 3b 4c

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but check as a class.

Students’ own answers

F • Tell students they are going to look back at the example letter to analyse the language used. • Go through the grammar and language items, and make sure students know what they mean. • Make sure you allow enough time for students to complete the task. They will need to look through the example letter numerous times in order to scan for the items in the list. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students to tell you why the writer has avoided using those particular elements of language (they are informal/give an informal tone).

Answers Tick 2, 4, 6, 1 Inversion: Nor do I wish to … 3 Passive voice: be bombarded with, is generated by the user 5 Cleft sentences: What it must never do 7 Emotive, subjective language: truly annoying

Answers 1 Formal: Dear Sir/Madam, Dear Mrs Jones, Dear Editor, Yours sincerely, Yours faithfully; Informal: Hi Oliver, All the best 2 Dear Mrs Jones, Yours sincerely / because you know her (name) 3 Dear Sir/Madam, Dear Editor, Yours faithfully / because you don’t know them or their name

D • Ask students to read the instructions and check that they understand what they have to do. Explain that the questions will help them to analyse the task. • Ask students to read the task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 the impact of social media on our lives 2 no 3 your experiences using social media, the reasons why some people use social media, and an assessment of the future impact of social media 4 probably five: introduction, one each for the points to be discussed, and a conclusion

E • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the example letter and explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • Discuss the writer’s opinion as a class.

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G • Ask students to read the instructions and check that they understand what they have to do. Elicit more examples of emotive language. • Explain that they need to tone down the language so that it is not so strong, in order to make it suitable for publication. • Ask students to do the task individually, but check as a class.

Answers Tick 1, 4, 5

Suggested answers 1 People who are normal in real life seem to change personality online. 4 I am not a fan of social networking and therefore avoid it. 5 What kind of person checks his social media account countless/dozens of times a day/ endlessly?

Teaching Tip Give your students more practise in formal writing by bringing in examples of emotive/informal texts and asking them to rewrite them using formal language and grammar. The Comments section of online news publications are ideal for this kind of task.

Suggested answer

Useful Expressions • Read the Useful Expressions to the students. • Go through each section and make sure students know how to use each expression by asking them to continue the sentence stems in their own words. Go round the class until all of the expressions have been covered.

H • Ask students to read the Exam Close-up and go over again the elements of letter writing. Remind them that they need to achieve a formal style and tone, and that they can do this by following the conventions of letter writing, such as using appropriate beginnings and endings, being objective and avoiding emotive language, and using more complex grammar such as cleft sentences and inversion. • Remind students that they can use the information here as a checklist when writing their own letters. • Ask students to read the instructions and the Exam Task. Explain anything they don’t understand. • Ask students to read the paragraph plan and to make notes on each paragraph, if time allows. Elicit that the plan outlines the aspects of the task that need to be covered, as they were in D. • Read the Useful Expressions to the students. Elicit in which part of their letter they can use each category of expressions and tell them to use them when writing their letter for the Exam Task. • Set the Exam Task for homework.

Dear Sir, I would like to give my views on the benefits of social media. Many articles and research papers have been written on the adverse effects of the medium, but I believe there are a number of positive aspects to its use. Personally, I use social media to keep in touch with friends and family who live far away. I enjoy receiving their news and updates as it brings me closer to them despite the distance that separates us. In addition, social media has enabled me to make contact with long-lost friends from school. Being able to reconnect with an old friend is a wonderful thing, and I have social media to thank for it. Were it not for social media, many people who live in isolation would be cut off from the rest of society. Those who are house-bound due to illness or family circumstances need an outlet, and social media provides this. They can stay in contact with friends or family elsewhere, or even use social media as a way to have some harmless fun and break up the boredom or drudgery of their lives. Going forward, what I see is a continued role of social media in my life. As I plan to travel extensively in the future, social media will enable me to keep my family informed of my movements, and share with them the places that I intend to visit. Social media will also play a role in my career once I complete my studies and enter the workforce. Social media is unparalleled as a means of staying in touch with loved ones, and reestablishing contact with friends from the past. In addition, it is a godsend for the isolated and lonely. It serves a very useful purpose as long as it doesn’t become the epicentre of one’s existence. Yours faithfully, Jane Barkin

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Video

4 Elephant Alert

General Note

While you watch

Please see the information about National Geographic videos on page 19 of this Teacher’s Book.

Background Information In India, millions of people live alongside Asian elephants. Generally, they interact peacefully. But sometimes encounters can turn deadly. The stakes are particularly high in the southeastern Indian state of Tamil Nadu. Between 1994 and 2013, 41 people there lost their lives in encounters with elephants. But now, new technology is helping prevent such deaths: An early warning system texts residents if elephants are near. The system is good for elephants, too. Although elephants are legally protected in India, that hasn’t stopped people from retaliating after loved ones are trampled or houses are damaged.

Before you watch A • Explain to students that in this lesson they are going to watch a video about helping elephants and people coexist. • Ask them to look at the photos and tell you what they show (elephants and a woman picking tea leaves). • Ask students to read the instructions and make sure they understand what they have to do. • Ask students to do the task individually, but check as a class.

C • Tell students that they are going to watch the video about elephant alerts. • Play the video all the way through without stopping and ask students to mark their answers. • Ask students to do the task individually, but check as a class.

Answers 1 T (00:01) 2 T (00:12) 3 F (00:46)

After you watch D • Explain to students that this is a summary of the information they heard in the video. • Read the words in the yellow box to the students and ask them to repeat them. Correct their pronunciation where necessary. • Explain to students that they should read the whole summary before writing any answers first to work out what meaning is required in the gaps. • Tell students to read back through the text once they have finished to check their answers. • Ask students to do the task individually, but check the answers as a class.

Answers

Answers 1b 2c 3d 4a

B • Ask students to read the instructions and make sure they understand what they have to do. • Ask students to discuss in pairs before discussing as a class. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers

1 roaming 2 common 3 scattered 4 preventable 5 sufficient

6 warning 7 bulk 8 cautious 9 accidental 10 primary

Ideas Focus • Ask students to read the two questions and answer any queries they might have. • Ask students to work in pairs and explain that they should both give their opinions on the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. • Ask each pair to answer one of the questions and repeat until each pair has had a turn. • Deal with any problems in structure or pronunciation that came up.

Answers

India. Text messages can warn people that elephants are in the area. Students’ own answers

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4 T (01:15) 5 T (01:50) 6 F (03:00)

Review 2

Units 3 & 4

Objectives • To revise vocabulary and grammar from Units 3 and 4 • To practise exam-type tasks

Revision • Explain to students that Review 2 revises the material they saw in Units 3 and 4. • Explain that students can ask you for help with the exercises or look back at the units if they’re not sure about an answer. Stress that the review is not a test. • Decide how you will carry out the review. You could ask students to do one task at a time and then correct it immediately, or ask students to do all the tasks and correct them together at the end. If you do all the tasks together, let students know every now and again how much time they have got left to finish. • Ask students not to leave any answers blank and to try to find any answers they aren’t sure about in the units. • When checking students’ answers to the review tasks, make a note of any problem areas in vocabulary and grammar that they still have. Try to do extra work on these areas so that your students will progress well.

•

•

•

•

Vocabulary Revision • Read out the words one by one and ask students to write them down. Check spelling and write the words on the board. Then ask individual students to choose one and use it in a sentence. Cross off each word as it is used: conscious, conscience, oppress, suppress, persecute, prosecute, affluent, effluent, disburse, disperse, emigrate, immigrate, empathy, sympathy, condemn, condone. • Write the words on the board and ask individual students to use them as verbs or nouns in example sentences: advocate, disregard, alarm, assault, endeavour, abuse, ban, favour. • Ask students to give you examples of ways in which people can take action, eg boycott a product, form a human chain, hold a protest, make a fuss, mount a campaign, occupy a building, picket a factory, stage a rally. • Read out the words on by one and ask students to write them down. Ask students to choose five of the adjectives and write gapped sentences. They swap with a partner and complete each other’s sentences. Check as a class. • Elicit from students the phrasal verbs they learnt in Unit 3 (fall back on, run up against, come down to, cut back on, come out of, face up to, do away with, get away with) and ask them to use them in example sentences. • Ask students to work in pairs to tell each other about situations in which:

•

−− they jumped on a bandwagon −− they buried their head in the sand −− something or someone brought out the best in them −− a request that fell on deaf ears −− someone came to their rescue −− they got behind a cause −− they spared no effort in doing something −− they couldn’t turn their back on someone or something Ask students to write down the opposite form of the following words: biased, equal, equality, fed, justice, merciful, obedience, order, paid, possessed, privileged, tolerance. Ask students to write down as many collective nouns for groups of people as they can remember from Unit 4. Give students a couple of minutes to do this. When they have finished, write their answers on the board and see which student came up with the most words. Ask students to explain the meaning of the following expressions: long-lost, as thick as thieves, get along famously, not on speaking terms, get on the wrong side of somebody, a nodding acquaintance, the best of friends, a one-sided relationship. Write the following words on the board and ask students to tell you what they mean: avatar, bio, clickbait, crowdfunding, emoticon, meme, tag, trending. Copy the table on page 53 of the Student’s Book on the board. Ask individual students to complete each set of derivatives. Have them spell out the words as you write them in the table.

• Ask students the following questions: 1 What do people do when they catch up with friends? (exchange news) 2 What happens when you meet up with your friends? (arrange to meet each other somewhere and do something) 3 What does ‘drop in on someone’ mean? (visit them) 4 What happens when someone gets in with a certain group of people? (they become friendly with them) 5 What does ‘tag along’ mean? (go somewhere with a person or group, usually when they have not asked you to go with them) 6 What happens when people band together? (they join together as a group in order to do something better or achieve something) • Write the following gapped phrases on the board. Ask students to complete them and then use them in sentences: get in touch with, get hold of someone, keep me in the loop, touch base with someone, put me in touch with someone, make contact with someone.

Grammar Revision • Go over Unit 3 Grammar Reference for passive voice on pages 188-189 of the Student’s Book. Make sure students know how to form passives with tenses, gerunds, infinitives and modals by asking them for example sentences. Go over the expressions used for avoiding the passive. Go over the different forms of the passive causative.

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• Go over Unit 4 Grammar Reference for modals on pages 190-191 of the Student’s Book. Make sure students understand the different functions of modals and how to express modality in the past by asking them for example sentences. Go over the words and phrases used to express probability and possibility without modals, and the modals used in clauses of concession. Go over negative forms and the semi-modals need and dare.

• Ask students to read back through the text and to decide which part of speech is missing from each gap, and to complete the gaps using the correct form of the words given. • Remind students to read back through the text once they have finished to check their answers.

Answers

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and ask them what they think the text will deal with. Then ask them to skim read the text, without circling any answers at this stage, to find out what it deals with (humans working together/cooperating in order to survive). • Point out to students that they should read all four options for each item before deciding which word best fits each gap. Remind them to pay attention to the whole sentence each gap is in as the general context will help them understand what word is missing. • Remind students to read back through the text once they have finished to check their answers.

Answers 1D 2C 3A 4B 5A 6C 7B 8D

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and tell you what they think the digital divide is. • Ask students to skim read the text, without filling in any answers at this stage, to find out what the digital divide is (we have become addicted to digital technology and it is distancing us from our fellow human beings). • Encourage students to pay particular attention to the words immediately before and after each gap to work out what part of speech is missing, however, remind them that they have to take into consideration the general context of the sentence so that they understand which structure is being used. • Remind students to read back through the text once they have finished to check their answers.

Answers 9 under 10 get/keep 11 are 12 can’t/cannot

13 all 14 have/need 15 chances 16 can

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and to give you examples of animal exploitation (animal testing, food production, etc.). Ask them to skim read the text, without filling in any answers at this stage, to find out why we don’t need to eat meat (there’s a range of other food sources). • Read the words, at the side of the text, to the students and ask them to repeat them. Correct their pronunciation where necessary.

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17 unjust 18 benevolent 19 unlawful 20 dominant

21 activists 22 brutal 23 diverse 24 detractors

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read both sentences in each item and to underline the information in the first sentence that is missing from the second sentence. Then ask them to look at the word given to decide how the missing information could be inserted into sentence 2 using this word. Remind students that they will have to use a different structure in order to keep the meaning the same. • Remind students that they mustn’t change the word given in any way. • Encourage students to read back through the completed sentences once they have finished to check their answers.

Answers 25 have no option but to cancel 26 doesn’t dare quit for fear of/dare not quit for fear of 27 to get hold of Faye 28 get all the work done 29 may not have checked 30 gets along famously with

x 5

If At First You Don’t Succeed … xxxxxx

missing paragraphs, linking & referencing expressions hopes and dreams-related words, phrasal verbs, collocations & expressions, prepositions, dealing with words that have similar meanings Grammar: conditionals: with and without if, inverted, with continuous tenses, mixed, if + modals, going to, paying attention to details sentence completion, paraphrasing Listening: Speaking: talking about personal aspirations, expanding on your answers, evaluating, comparing, speculating, moving the conversation forwards essay (2), analysing contrasting texts, dealing with all elements of the Writing: task Reading: Vocabulary:

Unit opener • Ask students to look at the title of the unit. Tell them it is part of an English saying, but the last three words are missing. Ask them what they think the rest of the saying is. After every student has told you what they think the three missing words are, tell them the answer (If at first you don’t succeed, try, try again). • Ask students how the picture might relate to the title of the unit (The fish are swimming upstream, which is a difficult task, but they need to keep going in order to reach their destination).

Reading A • Ask students to read the instructions and explain anything they don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to tell the class what they wanted to be when they were younger, and if they have changed their mind about this. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

B • Ask students to read the instructions and the items in the list. Explain anything students don’t understand. • Ask students if there are any other reasons why young people join gangs. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to tell the class which of the reasons have the biggest influence on young people’s lives.

• Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

C • Ask students to read the instructions and check that they understand what they have to do. • Ask them to skim read the text for the answer. Explain that they don’t have to read in detail as they will have another opportunity to read the text. Tell them they do not need to read paragraphs A-H at this stage. • Ask students to do the task individually, but check as a class.

Answers They keep them off the streets and provide supervision.

D • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that a good way to approach the task is to consider what information could logically follow each part of the text without looking at the paragraph options. Tell them that once they have an idea of what could follow, to look at the text again and underline linking or referencing expressions, and to do the same for the paragraph options. Tell them these are clues that indicate how the paragraphs link to each other. • Ask students to search the text and the paragraphs for linking and referencing expressions. • Ask students to read the Exam Task and explain anything they don’t understand. • Remind students to look for linking and referencing expressions. Tell them these are usually at the beginning and the end of a paragraph, but they may have to read on or read further back to find them in some cases. • Ask students to do the task individually, but check as a class.

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5

If At First You Don’t Succeed … Answers

1D 2G 3E 4A 5F 6C 7H Paragraph B is not needed.

E • Ask students to read the instructions and check that they understand what they have to do. • Tell them to find the phrases in the text and deduce their meaning from the context before they choose their answers. • Ask them to do the task individually, but check as a class.

Answers 1c 2e 3a 4f 5b 6d

Ideas Focus • Explain to students that they are going to answer some questions about success and failure. Ask students to read the questions and explain anything they don’t understand. • Ask students to discuss the questions in pairs. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

B • Ask students to read the instructions and check that they understand what they have to do. • Read the words to the students and have them repeat after you. Correct any problems in pronunciation. Elicit that the words are all nouns, and point out that they encompass a variety of suffixes. • Ask students to do the task individually, but check as a class.

Answers 1d 2e 3b 4a 5f 6c

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 initiative 2 ineptness 3 attainment 4 recognition

Extra Class Activity Time permitting, you could expand on tasks A and B by asking students to write derivative forms of the nouns.

D

Teaching Tip Extend whole-class discussions by engaging more students. Once a student has finished answering a question, ask a second student what they think of the views expressed and to explain why. You can engage shyer students in this way if they are reluctant to initially open a discussion.

• Ask students to read the instructions and check that they understand what they have to do. • Read out the phrasal verbs and ask students to tell you what they think they mean, without looking at the answer options. • Ask students to do the task individually, but check as a class.

Answers

Vocabulary

1f 2h 3e 4a 5c 6g 7d 8b

A • Ask students to read the instructions and check that they understand what they have to do. Elicit that they need to circle one word in each sentence and write another in the gap. • Tell them that the words are nouns to do with success and its attainment. • Ask students to do the task individually, but check as a class.

Answers 1 mean, inspiration 2 determination, broken 3 aspiration, fast 4 high, perseverance

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5 anguish 6 backbone 7 aptitude 8 lethargy

5 rough, prevalence 6 bleak, adversity 7 dashed, fulfillment 8 setback, dampen

E • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 fell in with 2 got caught up in 3 write them off 4 slipped up

5 held him back 6 think ahead 7 set out 8 leapt at

F • Ask students to read the instructions and check that they understand what they have to do. • Tell students to pay attention to the words after the gap, but also the overall meaning of the completed sentences. • Ask students to do the task individually, but check as a class.

• Ask students to read the sentences and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 in 2 In 3 to 4 in

Answers 1 went 2 plucked 3 throw 4 making 5 stand

6 got 7 fell 8 blew 9 hold 10 pick

G • Ask students to read the instructions and check that they understand what they have to do. • Make sure students understand the definitions before they do the task. • Ask students to do the task individually, but check as a class.

Answers 1b 2c 3f 4e 5d 6a

Ideas Focus • Explain to students that they are going to answer some questions about success and failure. Ask students to read the questions and explain anything they don’t understand. • Ask students to discuss the questions in pairs. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

H • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 turned over a new leaf 2 was sucked in by 3 bigging himself up 4 sort your life out 5 a leopard never changes its spots 6 putting yourself down

I

5 on 6 around 7 at

J • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Explain that they will come across words in multiplechoice vocabulary tasks that have similar meanings, and that these could form part of an expression or be discrete. In the case of expressions, tell them to read around the gap before deciding which option fits bets; in the case of secrete words, however, tell them they may have to read more of the sentence to determine the meaning required. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to quickly read the text and decide which gaps complete expressions and which require discrete words. (expressions – 1, 3, 4, 5, 6; discrete words – 2, 7, 8) • Ask students to complete the Exam Task. • Ask students to do the task individually, but check as a class.

Answers 1D 2C 3A 4B 5C 6A 7D 8B

Grammar • Revise conditionals by writing the following sentences on the board. They are examples of the zero, first, second and third conditional. 1 If I have time, I go sailing. 2 If I have time, I will go sailing. 3 If I had time, I would go sailing. 4 If I had had time, I would have gone sailing. In which sentence does if mean whenever? (1) Which sentence means it’s possible that this will happen? (2) Which sentence means it’s unlikely that this will happen? (3) Which sentence means it’s impossible for this to happen because it refers to the past? (4)

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to quickly read the text and explain anything they don’t understand. • Tell them to underline the facts about Ian and then to rewrite the paragraph in their notebooks. Do the first sentence together. • Ask students to do the task individually, but check as a class.

• Ask students to read the instructions and check that they understand what they have to do.

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If At First You Don’t Succeed … Answers

Ian’s dad was an alcoholic and his mum abandoned him. He got involved with a gang. He didn’t have a strong male role model. He felt worthless. Potential employers can’t trust him, so they don’t give him work. He has a criminal record, so he will have difficulties finding a job. He has not been given a second chance. He needs support and more opportunities to change.

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 would reoffend/would have reoffended 2 Were … ask, would say 3 is recognised, should not be approached 4 Had … been, would have used 5 had not intervened, would have escalated 6 will be released, behaves

B • Ask students to read the instructions and check that they understand what they have to do. • Explain that we don’t always need to use if in order to form a conditional sentence. • Ask students to do the task individually, but check as a class. As you check the answers, ask students to tell you what the words and phrases mean. • Ask students if they know of other ways of forming conditionals without if. Ask for examples. If students can’t think of any, write the following on the board: Take a taxi otherwise you will be late. (If you don’t take a taxi, you’ll be late.) But for her help, I wouldn’t have finished the project. (If she hadn’t helped me, I wouldn’t have finished the project.) Had I been better prepared, I would have passed the exam. (If I had been better prepared, I would have passed the exam.)

E • Ask students to read the instructions and check that they understand what they have to do. • Tell students to read the sentences and explain anything they don’t understand. Tell them that they may need to paraphrase for brevity. • Ask students to do the task individually, but check as a class.

Suggested answers If Max’s parents hadn’t been rich, they wouldn’t have sent him to the best private school. If he hadn’t gone to this school, he might not have got good grades. If he hadn’t got good grades, he wouldn’t have got into a top university. If he hadn’t graduated from university, he wouldn’t have expected to find a good job. If his mum’s friend hadn’t helped him, he wouldn’t have found a job in a multinational company. He wouldn’t have got where he is today if he hadn’t had a lot of help.

Answers unless means if not as long as/provided that mean on condition that supposing means what if or imagine if given means if Ian is given (this is the past participle of the verb)

C

F

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to quickly read the text and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 If they had caught the ringleader, they would have arrested him. If they caught the ringleader, they would arrest him. 2 correct 3 correct 4 If she had known that she was making a mistake, she would never have agreed. 5 correct 6 correct Now read the Grammar Reference on pages 191 & 192 (5.1 to 5.6) with your students.

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Answers 1 Supposing 2 Would 3 what if 4 Would

5 given 6 Were you 7 On condition 8 Whether

G • Ask students to read the instructions and check that they understand what they have to do. Explain that we can use continuous tenses in conditionals when we want to express an action with duration or an intention. • Draw students’ attention to the explanation of a supposed truth. • Ask students to do the task individually, but check as a class.

Answers

Answers

1 If she’s talking to her best friend, she’ll be on the phone for ages. (She’s talking to her best friend so…) 2 If she’d been lying about the accident, I would’ve known. (She wasn’t lying) 3 If she drove without a licence, she’d be breaking the law. (To drive without a licence is breaking the law) 4 If you’re trying to get a job, make sure you get good references. (You are trying to get a job, so…) 5 If she said she liked him, she would be lying. (She doesn’t like him) 6 If she hadn’t made one mistake, she wouldn’t have been hiding for years. (She made a mistake, so she has been hiding)

1 To learn Russian, you have to learn a new alphabet. 2 Please take a seat and I’ll call you in a minute. 3 Might I make a suggestion? I think we should take a break. 4 When you forget her name, she’s bound to be upset. 5 Unless you say something to him, I shall! 6 Don’t say anything, unless you can say something nice!

H • Ask students to read the instructions and check that they understand what they have to do. • Tell them to think carefully about the time frames in the two clauses of each sentence. • Ask students to do the task individually, but check as a class.

Answers 1 The if-clause relates to the past. The main clause relates to the present. 2 The if-clause relates to the present. The main clause relates to the past.

I • Ask students to read the instructions and check that they understand what they have to do. • Ask students to underline the modals and going to in the if-clauses. Explain that underlined will in sentence 4 and must in sentence 6 are for emphasis. • Ask students to do the task individually, but check as a class.

K • Ask students to read the instructions and check that they understand what they have to do. • Tell students to write their sentences, swap with a partner and check each other’s work before checking as a class. • Ask students to do the task individually, but check as a class.

Answers Students’ own answers

L • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Explain that they should pay attention to details as these can have a bearing on their answers. Tell them to pay attention to grammatical patterns (eg conditionals, passives, tenses, modals, etc.) and fixed phrases. Tell them to look out for prepositions around the gap as these may impact on their answer choice. Tell them that consecutive gaps may be connected and to always read the whole text once they have chosen their answers, to make sure it all makes sense. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers

Answers

1a 2d 3c 4b 5c 6a 7b 8a 9a 10b

going to, will/would, might, must Now read the Grammar Reference on page 192 & 193 (5.7 to 5.10) with your students.

J • Ask students to read the instructions and check that they understand what they have to do. • Encourage students to look back at the grammar box on page 71 if they need help. • Ask students to do the task individually, but check as a class.

Listening A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to look at the picture and consider what a bucket list might be. • Ask students to discuss in pairs before discussing as a class.

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If At First You Don’t Succeed … Answers

A bucket list is a list of things to do before you die (from the idiom ‘kick the bucket’, which means ‘to die’). People write their goals and aspirations on a bucket list, for example things to do, places to visit, challenges to overcome. Students’ own answers

F • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class and ask students to justify their answers.

Answers 1 fear of heights 2 last 3 terrified 4 run a marathon

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the expressions and explain anything they don’t understand. Ask students to consider the degree of formality of the expressions. • Students do the task individually, but check answers as a class.

Answers 1c 2d 3e 4b 5a 6f The expressions in 1-6 are more informal.

C • Ask students to read the instructions and check that they understand what they have to do. • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different. • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class.

Answers a her bucket list b fear of trying c you’ve tried it

d follow the crowd e anyone else’s f pottery

D • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that spoken language is usually less formal than written language, which is why the sentences for completion on the exam paper will likely be more formal. Tell them that the words they hear and those in the question will not be the same – they will be paraphrased. Tell them that the words they need to write in the gaps must be exactly the words they hear, but to avoid unnecessarily long answers. • Ask students to read the Exam Task and to think about what they might hear. Explain anything they don’t understand.

E • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different.

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5 raising money 6 classic novel 7 surprises 8 competition

Speaking A • Ask students to read the questions and answer any queries they may have about them. • Students work in pairs to ask and answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about success. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Teaching Tip When students do their exam pair work, time them and be strict about the time limits you impose. They need to become accustomed to speaking for a specified length of time.

B • Ask students to read the instructions and check that they understand what they have to do. Explain that there are no right or wrong answers. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Suggested answers The analogy of life as a journey is quite a common one, both have twists and turns and different paths to take, with progress made along the way. Aspirations are not enough for success, but the idea is that if someone wants something enough, they are more likely to succeed. Both competition and ambition express a desire to be better; with competition, it is a desire to beat others, and ambition describes one’s own desire to succeed.

C • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that they need to expand on their answers to all the questions they will be asked. Tell them that this will include speculating about the photos and not just describing them. Tell them that we use modal verbs to speculate. Tell them that they need to listen carefully to their partner in order to respond accordingly and move the conversation forwards. • Refer students to the Useful Expressions before they do the Exam Task. • Ask students to read the instructions for the Exam Task. Spend some time explaining the task. Tell students that they need to discuss all of the photos within the context of the task (The difficulties we face when trying to achieve our personal aspirations). Tell them there are no right and wrong answers, but they must discuss every photo. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers

• Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Writing: an essay (2) • Explain to students that in this lesson they are going to deal with writing an essay. Remind them that they wrote a discursive essay in Unit 1. • Ask students to read the Learning Focus on analysing contrasting texts. • As this type of writing task may be new to students, spend some time explaining the difference between complementary texts and contrasting texts. Complementary texts complement eachother in some way, usually by sharing a positive or negative view of a topic. Contrasting texts, on the other hand, offer contrasting views, for example one may be in favour of a suggested measure while the other is against it. • Tell them that the task requires them to identify two key points in each text and that they must summarise, evaluate and react to them. Tell them that when summarising, they must paraphrase the input material and not copy it wholesale. • Remind them that the style – as in all essays – should be formal, and that they should use advanced grammar structures to achieve this (eg inversion, passive voice, cleft sentences, etc.).

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the text titles and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers

Students’ own answers

1 COM: stupid and dull are synonyms. 2 CON: The joys of giving does not qualify who to help, whereas Charity begins at home is a very narrow view of who to help. 3 CON: Golden opportunities is something positive, whereas Where dreams go to die is a negative/pessimistic view. 4 COM: Global cooperation can only be a positive thing as is Revolutionising how we work.

Useful Expressions • Read the Useful Expressions to the students. Point out that the expressions are grouped in functions. Ask them if they can add any expressions of their own to each function. • Spend some time practising the expressions until students feel confident they can say them naturally.

Ideas Focus • Ask students to read the questions and deal with any queries they may have. • Ask students to work in pairs to take turns to answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask a student from each pair to answer one of the questions until each pair has had a turn. Ask other students if they agree or if they have something else to add.

B • Ask students to read the instructions and check that they understand what they have to do. • Ask them to read the input texts and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

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Contrasting 1 Golden opportunities 2 Where dreams go to die

• Tell them that the words they need have been taken from the example essay, but to try and complete the gaps on their own before looking back at the essay. • Ask students to do the task individually, but check as a class.

Answers

C • Ask students to read the instructions and check that they understand what they have to do. Explain that the questions will help them to analyse the task. • Ask students to read the questions and explain anything they don’t understand. • Tell them they need to focus on the information and summarise it in as few words as possible in order to extract the key points from the texts. • Ask students to do the task individually, but check as a class.

Answers 1 realising one’s ambitions in a city; success and failure in a city, etc. 2 cities offer professional opportunities for ambitious people; competition is good because it helps people to learn and succeed 3 it’s tough living in a place where you don’t succeed; failure can lead to depression or crime

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the example essay and explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • Discuss the writer’s opinion as a class.

Answers It isn’t always healthy and it can result in unscrupulous behaviour. / It is intense due to so many people vying for the same career opportunities

E • Tell students they are going to look back at the example essay to analyse the language used. • Make sure you allow enough time for students to complete the task. • Ask students to do the task individually, but check as a class.

Answers 1 suggests, asserts, argues, proposes, puts forward the idea 2 I am inclined to agree …; There is no doubt in my mind 3 Nevertheless, it should be noted that …

F • Ask students to read the instructions and check that they understand what they have to do.

62

1 bring 2 give 3 trigger

4 lead 5 result

Teaching Tip Time permitting, revise features of essay writing from Unit 1. The Useful Expressions there (Showing cause & effect) are relevant to the writing task here.

Useful Expressions • Read the Useful Expressions to the students. • Go through each section and make sure students understand the expressions and know how to use them. Ask them if they can think of any expressions that could be added to the different sections. (eg As far as I am concerned … / It is worth pointing out … / In summary, …)

G • Ask students to read the Exam Close-up and go over again the elements of this type of essay task. Tell them they need to decide if the input texts are complementary or contrasting. Remind them that the main part of the task is to summarise the input material, identify and evaluate the key points, and include your own views. • Remind students that they can use the information here as a checklist when writing their own essays. • Ask students to read the instructions and the Exam Task. Explain anything they don’t understand. • Ask students to read the paragraph plan and to make notes on each paragraph, if time allows. Elicit that the plan outlines the aspects of the task that need to be covered, and that it follows the structure of the example essay. • Read the Useful Expressions to the students. Elicit in which part of their essay they can use each category of expressions and tell them to use them when writing their essay for the Exam Task. • Set the Exam Task for homework.

Suggested answer The two passages explore the concept of what brings happiness, but with contrasting views. The first text states that happiness is something that can be bought. It suggests that material possessions such as luxurious residences and expensive cars, as well as experiences such as frequent holidays, are enough to make people happy. Furthermore, it states that if these have been acquired through hard work, they are deserved rewards. In addition, it argues that if these trappings of wealth are a cause for envy, then those who are envious should consider working hard themselves for the same benefits. As I see it, not all wealth is accrued honestly or through hard work, and when it is flaunted as well, it naturally causes ire. It should also be noted that not everyone has the opportunity to get ahead in life, no matter how hard they work. The second text expresses the view that people are increasingly equating wealth with happiness and that this is flawed. It argues that a trouble-free life filled with leisure is no substitute for the things that bring real happiness, the most important of which is friendship. The text notes that friends can be relied on to give a hand whenever it is needed. It also makes the claim that the wealthy can never truly know if their friends like them for themselves or for their money. I am inclined to agree with the views expressed in the second text. It has become obvious that greed is rampant, and that wealth is considered more important than health or friendship, for example. All in all, it seems to me that wealth can bring a measure of happiness, but it is no substitute for friendship.

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If At Video

First You Don’t Succeed …

5 Surviving Deadly Everest

General Note

After you watch

Please see the information about National Geographic videos on page 19 of this Teacher’s Book.

Background Information Climbing to the top of the world is an often fatal quest. But for many climbers, reaching the peak is a thrill like no other.

Before you watch A • Explain to students that in this lesson they are going to watch a video about climbing Mt Everest. • Ask students to read the instructions and make sure they understand what they have to do. Elicit that they need to explain how the items contribute to safety for mountain climbers. • Ask students to do the task individually, but check as a class.

Answers A Climbing boots and crampons are essential for gripping snow and preventing climbers from slipping. B Oxygen cylinders are a safety device, to prevent symptoms of oxygen starvation at high altitudes. C A Sherpa guide is a member of a native tribe, who knows the area and helps climbers by transporting supplies. D A satellite phone allows communication where there is no terrestrial mobile network so that climbers can communicate with the outside world and get weather information.

While you watch • Tell students that they are going to watch the video about climbing Mt Everest. • Play the video all the way through without stopping and ask students to mark their answers. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students if the words they didn’t circle are semantically and grammatically correct in the sentences (yes, they are).

Answers

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• Explain to students that this is a summary of the information they heard in the video. • Read the words in the yellow box to the students and ask them to repeat them. Correct their pronunciation where necessary. • Explain to students that they should read the whole summary before writing any answers first to work out what meaning is required in the gaps. • Tell students to read back through the text once they have finished to check their answers. • Ask students to do the task individually, but check the answers as a class.

Answers 1 ultimate 2 blizzard 3 adjust 4 base 5 monitor

4 off guard (02:51) 5 sea (04:01) 6 oncoming (04:51)

6 ceremony 7 altitudes 8 supply 9 disorientation 10 summit

Ideas Focus • Ask students to read the four questions and answer any queries they might have. • Ask students to work in pairs and explain that they should both give their opinions on the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. • Ask each pair to answer one of the questions and repeat until each pair has had a turn. • Deal with any problems in structure or pronunciation that came up.

Answers Students’ own answers

B

1 claimed (00:23) 2 notorious (00:35) 3 gear (02:12)

C

x 6

xxxxxxof Money Made

multiple-choice, dealing with unfamiliar words money-related words, phrasal verbs, collocations & expressions, dealing with multiple-choice cloze tests Grammar: inversion, so & such, unreal past, would rather, would prefer & had better, key word transformation, recognising structures multiple matching, considering themes & attitudes Listening: Speaking: talking about money and moral decisions, sustaining a conversation, keeping discourse going, expressing disapproval, summing up essay (3), choosing between two topics, writing an effective essay Writing: Reading: Vocabulary:

Unit opener • Ask students to look at the title of the unit. Explain that it is an English expression and ask them to tell you what they think it means (be very rich). • Ask students to look at the picture and to read the caption. Explain that Shinto is a Japanese religion dating from the early 8th century; it incorporates the worship of ancestors and nature spirits, and its followers believe both animate and inanimate things have a sacred power. Ask students why they think hikers leave money at the shrine (for good luck in their endeavours / good health / a safe journey / etc.).

Reading A • Ask students to read the instructions and check that they understand what they have to do. • Ask students if they have read any books written by Charles Dickens, and if so, to tell you which books and what they thought of them. • Ask students to quickly read the quotes and the summaries, and explain anything they don’t understand. Explain that the names in italics are the titles of the books. • Ask students to do the task individually, but check as a class.

Answers 1d 2c 3b 4a

• Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

C • Ask students to read the instructions and check that they understand what they have to do. • Give students enough time to read the text as it is written in a style they may find challenging. Explain that they don’t have to read in great detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class.

Suggested answers It was a miserable life without love or care. Hunger was a constant in his life.

D • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that they should be able to work out the meaning of unfamiliar words by looking at their use in context. Tell them that they can look for other instances of the word in context to double check its meaning. • Ask students to search the text for the word copper and to discuss its meaning with a partner.

Answers

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to base their views on the four quotes they read in A. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to tell the class which of the reasons have the biggest influence on young people’s lives.

A copper is a large copper container for cooking food or boiling water

E • Ask students to read the Exam Task and check that they understand what they have to do. • Remind students to work out the meaning of unfamiliar words by looking at their use in context. • Ask students to do the task individually, but check as a class.

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Made of Money Answers

1C 2B 3D 4A 5B 6D

F • Ask students to read the instructions and check that they understand what they have to do. • Tell them to scan the text for words and phrases with similar meanings to those in bold. Give them enough time to do the task. • Ask them to do the task individually, but check as a class.

B • Ask students to read the instructions and check that they understand what they have to do. • Read the words to the students and have them repeat after you. Correct any problems in pronunciation. Elicit that the words are all nouns. • Ask students to do the task individually, but check as a class.

Answers 1 bribery 2 stimulus 3 chancellor 4 merger

Answers 1 sage 2 implicitly 3 paupers 4 temerity

5 stupefied 6 At length 7 countenance 8 compose

Ideas Focus • Explain to students that they are going to answer some questions about child labour. Ask students to read the questions and explain anything they don’t understand. • Ask students to discuss the questions in pairs. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Teaching Tip Be mindful of your students’ circumstances and refrain from asking questions that can cause embarrassment or distress. Money is one such topic that should be approached sensitively in the current global financial crisis, particularly in Europe.

Vocabulary A • Ask students to read the instructions and check that they understand what they have to do. • Read the words to the students and have them repeat after you. Correct any problems in pronunciation. Elicit that the words are all verbs, and point out that they are all connected to money. • Ask students to do the task individually, but check as a class.

Answers 1 offset 2 maximise 3 reimbursed 4 valued 5 financing

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6 squandered 7 compensate 8 incurred 9 soared 10 gambles

5 heir 6 concessions 7 mortgage 8 misuse

C • Ask students to read the instructions and check that they understand what they have to do. • Tell them to work out what the words in bold mean by looking at their use in context, and only once they have done that to look at the words in the yellow box. • Ask students to do the task individually, but check as a class.

Answers 1 expensive 2 broke 3 bribe

4 miser 5 money 6 bureaucracy

Extra Class Activity Time permitting, you could expand on task C by asking students to come up with other words that have the same meaning as those in bold and in the yellow box. (eg bribe / backhander / kickback; broke / skint / penniless; bureaucracy / red tape / paperwork; expensive / posh / fancy; miser / tight-fist / scrooge; money / dosh / brass)

D • Ask students to read the instructions and check that they understand what they have to do. • Read the words to the students and have them repeat after you. Correct any problems in pronunciation. Elicit that the words are all adjectives. • Ask students to do the task individually, but check as a class.

Answers 1 wanting 2 thrifty 3 well-kept

4 aboveboard 5 spendthrift

E • Ask students to read the instructions and check that they understand what they have to do. Elicit that they will use only the words that were circled in D. • Ask students to read the sentences and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 aboveboard 2 thrifty 3 wanting

4 spendthrift 5 well-kept

F • Ask students to read the instructions and check that they understand what they have to do. • Tell students to pay attention to the words in italics, but also the overall meaning of the sentences. • Ask students to do the task individually, but check as a class. • Ask students to tell you what the phrasal verbs mean. (crack down = start dealing with bad or illegal behaviour in a more severe way; dole out = give something to several people; go without = manage to live despite not having something; rip off = cheat someone by charging too much money, or stealing something; shower with = give someone a lot of presents or praise; tip off = give secret information to someone; rob sb of sth = steal money from someone; come into sth = receive money or property as a result of the death of a relative)

Answers 1g 2c 3a 4h 5b 6e 7f 8d

G • Ask students to read the instructions and check that they understand what they have to do. • Tell them to think about the literal meaning of the expressions as this could help them to find the metaphorical meaning. • Ask students to do the task individually, but check as a class.

Answers 1 corner 2 egg 3 resort 4 lane

5 side 6 bet 7 red 8 line

J • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. Explain that they should always read through the text first – before looking at the options – to get an idea of the topic. Tell them to reread the text and think about the part of speech that is missing. Remind them that fixed phrases and idioms often don’t follow the normal rules and so they should read through the text again to make sure their answers are correct. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to quickly read the text to get an idea of the topic.

K • Ask students to complete the Exam Task. • Ask students to do the task individually, but check as a class.

Answers 1B 2C 3A 4D 5B 6C 7A 8D

Ideas Focus • Explain to students that they are going to answer some questions about saving, spending and borrowing money. Ask students to read the questions and explain anything they don’t understand. • Ask students to discuss the questions in pairs. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Grammar A

H • Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but check as a class.

Answers 1R 2R 3P 4R 5P 6P 7P 8R

I

• Ask students to read the instructions and check that they understand what they have to do. • Remind students that a negative adverb will in most cases look like a negative, but in others it may have a negative meaning without necessarily looking like a negative word. • Ask students to do the task individually. • If students struggle with question c, complete task B and then come back to question c. • Check answers as a class.

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but check as a class.

Answers formal = idigent, affluent possible others could include: loaded (rich), hard-up (poor)

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Made of Money Answers

1 Not until 2 Never 3 Hardly 4 Under no circumstances 5 Not one 6 No sooner a In sentences 3 and 6, Hardly and No sooner mean the same. b Not until is followed by inversion in the main clause. c Alternative negative adverbs:  carcely had 1 S he received his salary than he



2



3



4



5



6

paid the bills. Seldom did they manage to save any money. No sooner had the money been deposited than it was withdrawn. Never should you tell anyone your PIN. In no way could the accountant give a reason for the lack of funds. Hardly had the money been deposited than it was withdrawn.

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but check as a class.

E • Ask students to read the instructions and check that they understand what they have to do. • Tell students to pay attention to the meaning of each sentence before they choose the right negative adverb. Remind them that negative adverbs do not have the same meaning – some mean don’t, others mean as soon as, etc. • Ask students to do the task individually, but check as a class.

Answers 1 Little 2 No sooner/Barely 3 On no account 4 Only after 5 Not once

F • Ask students to read the instructions and check that they understand what they have to do. • Tell students to pay attention to the other tenses in the sentences. • Ask students to do the task individually, but check as a class.

Answers

Answers 1 d 2 e 3, 6 c

6 Not only 7 Barely/No sooner 8 Only if 9 Only after 10 Not once

1 had … begun 2 have … spent 3 has received/ receives

4 a 5 b

4 had … accepted 5 did … show 6 does … condone

G

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the rule and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

• Ask students to read the instructions and check that they understand what they have to do. • Tell students that two of the sentences are wrong, but do not tell them which they are at this stage. • Ask students to do the task individually, but check as a class.

Answers

Answers Students should tick sentences a-f. Sentences g and h are incorrect. only, unreal, would, not

inversion, start, formal, main

D • Ask students to read the instructions and check that they understand what they have to do. • Tell students to pay attention to the grammatical structures that follow so and such. • Ask students to do the task individually, but check as a class.

Answers 1 T 2 T

• Ask students to read the instructions and check that they understand what they have to do. • Ask them what would rather, would prefer and had better mean, or when we use them. • Ask students to do the task individually, but check as a class.

Answers

3 T

Now read the Grammar Reference on page 193 (6.1 to 6.2) with your students.

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H

1 b 2 a 3 d

4 e 5 f 6 c

I • Ask students to read the instructions and check that they understand what they have to do. • Elicit that unreal past refers to the use of a past tense to refer to an unreal situation, and that although the verb tense is in the past, we are actually talking about something that didn’t happen. • Ask students to do the task individually, but check as a class.

it with the first sentence to check that they haven’t changed or left out any of the necessary details. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 no account should you 2 until another decade had passed, did 3 he wishes he hadn’t bought 4 no stage/point/time did the manager discuss 5 sooner have you paid by debit card than / sooner have you used a/your debit card than

Answers Unreal past are 3 and 6 Now read the Grammar Reference on page 193 (6.3 to 6.5) with your students.

J • Ask students to read the instructions and check that they understand what they have to do. • Encourage students to look back at the grammar box on page 86 if they need help. • Ask students to do the task individually, but check as a class.

Answers 1 paid 2 learnt 3 had made 4 had better

5 would stop 6 rather 7 hadn’t 8 owns

K • Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but check as a class.

Answers 1 d 2 e 3 a

4 b 5 c

L • Ask students to read the instructions and check that they understand what they have to do. • Encourage students to look back at the grammar box on page 86 if they need help. • Ask students to do the task individually, but check as a class.

Answers 1 hadn’t fallen out 2 had bought 3 acting

4 is 5 weren’t 6 got

M • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that the task often requires them to identify structures, and that these may include inversions or changes in verb tense, as for unreal time. Tell them that once they think they have the correct structure and have completed the second sentence, they should compare

Ideas Focus • Explain to students that they are going to answer some questions about property buying. Ask students to read the questions and explain anything they don’t understand. • Ask students to discuss the questions in pairs. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Listening A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to look at the pictures and consider the similarities and differences. Remind them to think of any other payment methods they know of (eg cheque) and why people would use them. • Ask students to discuss in pairs before discussing as a class.

Answers Students’ own answers e.g. differences between real and digital money: real money is coins and notes that you can hold in your hands, digital money only exists in electronic form. Difference between paper money and gold: paper money can become devalued easily, gold can change in value but is less volatile. Paper money can be printed and lead to devaluation as seen in prewar Germany and more recently in Zimbabwe. Alternative currencies like bitcoin are popular with some because transactions are fast and anonymous. Alternative currencies are on the rise where money is short or because people want to keep money inside a country or local community. Alternative currencies include digital currencies, time banks, bartering and local or community currencies.

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6

Made of Money

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the words and explain anything they don’t understand. Make sure students understand the words 1-6 as they will hear them on the recording. • Students do the task individually, but check answers as a class.

Answers 1 d 2 c 3 b

4 a 5 f 6 e

• Ask students to look at the pictures and to tell you what is happening (in photo 1, a man is begging and another is putting money in a cup; in photo 2, someone has found a wallet). • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

C • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Remind students that they have done this task type before (Unit 2). Tell them that although they have to do two tasks in one, the tasks focus on different aspects and thus require different listening skills. The first task is usually about facts such as a person’s job, place of residence or experiences they’ve had, for example, whereas the second task is usually about attitudes and opinions. Tell them to read the questions in order to understand the broader theme, eg, work, study, travel, technology, etc. … and then to think about the aspects of the theme covered by each task. Tell them they should use this information to anticipate the attitudes and opinions that may be expressed. • Ask students to read the Exam Task and to think about what they might hear. Explain anything they don’t understand. • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different.

D • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class and ask students to justify their answers.

Answers Task 1 1 D 2 G 3 C 4 B 5 E

Task 2 6 C 7 B 8 E 9 H 10 D

Speaking A • Ask students to read the instructions and check that they understand what they have to do. Remind them to use structures for hypothetical situations, such as conditionals.

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B • Ask students to read the questions and answer any queries they may have about them. • Students work in pairs to ask and answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about the questions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Teaching Tip Time permitting, one of the questions from B could be used to hold a debate. Divide the class into two teams and tell them which question they will debate. Alternatively, choose a question and ask students for their views on it with a simple show of hands – establish which students support one view and which support the opposing view. Then ask those with similar views to prepare their points for a debate.

C • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that keeping the conversation going is an important part of the task, and that they can do this by using linking words and phrases to acknowledge their partner’s point, add to it or even disagree with it. Tell them that they should allow their partner to finish speaking before they comment. If they disagree, they should do so politely and explain their opposite point of view clearly so that their partner understands and can respond. • Ask students to read the instructions for the Exam Task. Remind them that they did the same task type in Unit 3. Remind them also that they may use the ideas in the bullet points in their answer if they wish, and that they should speak for about two minutes.

D • Ask students to read the two tasks and explain anything they don’t understand. • Elicit that once Student A has finished answering the question, Student B should choose a related question and answer it (in the actual exam, the examiner will choose the question). For Task 2, the roles will be reversed. Finally, they will discuss a question together. • Refer students to the Useful Expressions before they do the Exam Task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Explain that once they have understood the topics to choose the one they are better able to discuss in terms of the points they can make and the vocabulary they can use. Finally, once they know what they want to say, they should organise their ideas in the order in which they will discuss them. • Remind them that the style – as in all essays – should be formal, and that they should use advanced grammar structures to achieve this (eg inversion, passive voice, cleft sentences, etc.).

A • Ask students to read the instructions and check that they understand what they have to do. Explain that the requirements will help them to understand some different kinds of essay tasks. • Ask students to read the questions and the requirements, and explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • Time permitting, ask students to write their own essay topics with different requirements, like those in A.

Useful Expressions

Answers

• Read the Useful Expressions to the students. • Spend some time practising the expressions until students feel confident they can say them naturally.

1b 2c 3a

B

Ideas Focus • Ask students to read the questions and deal with any queries they may have. • Ask students to work in pairs to take turns to answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask a student from each pair to answer one of the questions until each pair has had a turn. Ask other students if they agree or if they have something else to add. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

• Ask students to read the instructions and check that they understand what they have to do. Elicit that they need to decide if the prompts are representative of a, b or c task type from A. • Ask them to read the prompts and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1b 2a

C • Ask students to read the instructions and check that they understand what they have to do. • Give students enough time to think of relevant points and key vocabulary for both essay topics. • Ask students to do the task individually, but check as a class.

Answers

Writing: an essay (3) • Explain to students that in this lesson they are going to deal with writing an essay, but one that is different to the discursive essay they studied in Unit 1 and the essay about contrasting texts in Unit 5. • Ask students to consider how they would go about choosing an essay topic if they were faced with a choice between two. Elicit as many answers as possible by asking every student for their view. • Ask students to read the Learning Focus on choosing between two topics. • Tell them that when choosing between two essay topics, they should first consider what it is they are being asked to do. Stress the importance of this as an incorrect understanding of the task will lead to a failing grade.

In what situations can money create problems; Can the amounts be justified or not Students’ own answers

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the example essay and compare the writer’s opinion with their own view, which they noted down in C. • Discuss the writer’s opinion as a class.

Answers Students’ own answers

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E • Tell students they are going to look back at the example essay to analyse the task. • Elicit that for question 1, students need to decide if the writer has followed the requirements of the task, ie to consider one specific question. • Ask students to do the task individually, but check as a class.

Answers 1 Yes. The writer has addressed one specific question about the drawbacks of money. 2 There are 2 main paragraphs. The first deals with societal problems money causes, and the second looks at its negative effects on individuals. 3 The French Revolution as an example of social unrest; the problems faced by lottery winners. 4 ‘The most serious of these is the redistribution of wealth.’ where ‘these’ refers back to ‘significant drawbacks’ in the introduction. / ‘Not only can money cause problems at the societal level, but it can ruin individual lives.’ which refers back to the societal problems in the second paragraph. 5 Yes

F • Ask students to read the instructions and check that they understand what they have to do. • Tell them that the words they need have been taken from the example essay, but to try and complete the gaps on their own before looking back at the essay. • Ask students to do the task individually, but check as a class.

Answers 1 money management 2 basic necessities 3 social unrest

4 class divisions 5 little luxuries

Teaching Tip Time permitting, revise features of essay writing from Unit 5. The Useful Expressions there (Stating your opinion, Emphasising, Concluding) are relevant to the writing task here.

Useful Expressions • Read the Useful Expressions to the students. • Go through each section and make sure students understand the expressions and know how to use them. Ask them if they can think of any expressions that could be added to the different sections. (eg One of the most important industries …, As far as customs are concerned …, It cannot be denied that …)

G • Ask students to read the Exam Close-up and go over the points for writing an effective essay. Stress again the importance of understanding the requirements of the essay task. Remind them to consider the vocabulary they could use before choosing their essay topic. Remind them also to support their views with examples, and to use topic sentences that link back to the previous paragraph and make their essay flow.

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• Remind students that they can use the information here as a checklist when writing their own essays. • Ask students to read the instructions and the Exam Task. Explain anything they don’t understand. • Ask students to read the paragraph plan and to make notes on each paragraph, if time allows. Elicit that the plan outlines the aspects of the task that need to be covered, and that it follows the structure of the example essay. • Read the Useful Expressions to the students. Elicit in which part of their essay they can use each category of expressions and tell them to use them when writing their essay for the Exam Task. • Set the Exam Task for homework.

Suggested answer More and more people are travelling. While tourism can bring many economic and social benefits, particularly in rural areas and developing countries, mass tourism is also associated with negative effects. Tourism can cause change or loss of local culture, identity and values. One effect of tourism is that destinations become standardised in order to satisfy tourists’ desires for familiar facilities. While accommodation, food and drinks must meet the tourists’ desire for the new and unfamiliar, they must at the same time not be too new or strange because few tourists are actually looking for completely new things. Tourists often look for recognisable facilities in an unfamiliar environment, like well-known fast-food restaurants and hotel chains. The result is that a popular destination in one country may differ little from an equally popular destination in another country. When that happens, the local identity has changed. Another impact of tourism is that local cultures are turned into commodities when customs, traditions and festivals are changed to conform to tourist expectations. Once a destination is sold as a tourism product, and the tourism demand for souvenirs, arts, entertainment and other commodities begins to exert influence, basic changes in human values may occur. Sacred sites and objects may not be respected when they are perceived as goods to trade. Finally, because tourism involves social relations between people who would not normally meet, cultural clashes can take place as a result of differences in values and lifestyles. Such cultural clashes may further arise through economic inequality. Many tourists come from countries that are more prosperous than their destination. They go there seeking pleasure, spending large amounts of money and sometimes behaving in ways that even they would not accept at home. One effect is that local people may develop a sort of copying behaviour, as they want to live and behave in the same way. They reject their own culture in order to emulate the new one. To sum up, while the positive impacts of tourism can create prosperity for a region, these are offset by its very negative influences on cultural identity and traditional ways of life.

Video

6 Alaskan Money Laundering

General Note

Answers 1 T (00:06) 2 T (00:26) 3 F (00:41)

Please see the information about National Geographic videos on page 19 of this Teacher’s Book.

Background Information After discovering a massive amount of burnt cash, troopers must wash and count the money, thus giving new meaning to the term ‘money laundering’.

Before you watch A • Ask students to look at the title and to tell you what the usual meaning of money laundering is. • Ask students to give you examples of where laundered money comes from, and what the ‘laundering’ part involves (illegally accrued money is made ‘legal’ by using it to purchase legitimate business, buy property or other assets). • Discuss as a class.

After you watch D • Explain to students that this is a summary of the information they heard in the video. • Read the words in the yellow box to the students and ask them to repeat them. Correct their pronunciation where necessary. • Explain to students that they should read the whole summary before writing any answers first to work out what meaning is required in the gaps. • Tell students to read back through the text once they have finished to check their answers. • Ask students to do the task individually, but check the answers as a class.

Answers ‘Money laundering’ is the process of making illegallygained money appear legal.

B • Ask students to read the questions and answer any queries they may have about them. • Students work in pairs to discuss the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about the questions.

Suggested answers The money has been burnt. Perhaps there was house fire. It probably doesn’t have any value. However, in the US, if more than half the money is unmutilated, it can be posted to the Bureau of Engraving and Printing to be redeemed.

While you watch

4 F (00:47) 5 T (00:21) 6 F (00:51)

Answers 1 rural 2 distinguishable 3 intact 4 salvage 5 charred

6 stack 7 initial 8 tragic 9 laundering 10 mile

Ideas Focus • Ask students to read the three questions and answer any queries they might have. • Ask students to work in pairs and explain that they should both give their opinions on the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. • Ask each pair to answer one of the questions and repeat until each pair has had a turn. • Deal with any problems in structure or pronunciation that came up.

Answers Students’ own answers

C • Tell students that they are going to watch the video about money laundering. • Play the video all the way through without stopping and ask students to write their answers. • Ask students to do the task individually, but check as a class.

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6Review 3

Made of Money

Objectives • To revise vocabulary and grammar from Units 5 and 6 • To practise exam-type tasks

Revision • Explain to students that Review 3 revises the material they saw in Units 5 and 6. • Explain that students can ask you for help with the exercises or look back at the units if they’re not sure about an answer. Stress that the review is not a test. • Decide how you will carry out the review. You could ask students to do one task at a time and then correct it immediately, or ask students to do all the tasks and correct them together at the end. If you do all the tasks together, let students know every now and again how much time they have got left to finish. • Ask students not to leave any answers blank and to try to find any answers they aren’t sure about in the units. • When checking students’ answers to the review tasks, make a note of any problem areas in vocabulary and grammar that they still have. Try to do extra work on these areas so that your students will progress well.

Vocabulary Revision Unit 5 • Read out the following words one by one and ask students to write down the noun forms (adverse, aspire, determine, fulfil, inspire, persevere, prevail, set back). Check spelling and write the words on the board. (adversity, aspiration, determination, fulfilment, inspiration, perseverance, prevalence, setback) • Write the words on the board in jumbled order and ask students to match the opposites (aptitude/ineptness; backbone/irresolution; failure/attainment; hope/ anguish; initiative/lethargy; recognition/criticism). • Read out the phrasal verbs and ask students to use them in example sentences (fall in with, get caught up in, hold someone back, leap at, set out, slip up, think ahead, write off). • Ask students to use the following expressions in sentences: blow your chances, fall short of expectations, get your act together, go down the drain, hold out hope, make a go of, pick up the pieces, pluck up the courage, stand no chance of, throw in the towel. • Ask students to explain what the following expressions mean: a leopard doesn’t change its spots, be sucked in by, big yourself up, put yourself down, sort your life out, turn over a new leaf. • Write the following prepositions and gapped phrases on the board in two different columns. Ask students to complete the phrases with the prepositions and then use them in sentences: (around, at, in, on, to) (in all likelihood, in retrospect, to one’s credit, in awe of, on impulse, around the corner, at stake)

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Units 5 & 6 Unit 6 • Write the following verbs on the board and ask students to tell you what they mean: compensate, finance, gamble, incur, maximise, offset, reimburse, soar, squander, value. • Ask students to explain the difference in meaning or usage between the following pairs of words: abuse/ misuse; blackmail/bribery; chancellor/treasurer; concession/cut; contract/mortgage; heir/proxy; margin/ merger; settlement/stimulus. • Write the words on the board in jumbled order and ask students to match the synonyms. (bribe/backhander; broke/skint; bureaucracy/red tape; expensive/posh; miser/tight-fist; money/dosh) • Write the following adjectives on the board in five columns: entitled, extravagant, well-off, crooked, stingy. Then read out the following words in jumbled order and ask students to tell you which adjective on the board they share a meaning with. They must also tell you if any of the words are not synonyms of those on the board: miserly, well-to-do, moneyed, thrifty, shady, wanting, well-heeled, above-board, privileged, opulent, penny-pinching, well-kept, spendthrift, corrupt, lavish. • Read out the phrasal verbs and ask students to use them in example sentences (crack down on, dole out, go without, rip sb off, shower sb with sth, tip sb off, rob sb of sth, come into sth). • Ask students to explain the meaning of the following expressions: a safe bet, a tight corner, a nest egg, in the fast lane, the bottom line, in the red, a last resort, on the side. • Read out the words and phrases one by one and ask students to tell you if they are used to describe someone who is rich or someone who is poor: affluent, flat broke, flush, indigent, minted, rolling in it, skint, strapped for cash.

Grammar Revision • Go over Unit 5 Grammar Reference for conditionals on pages 192-193 of the Student’s Book. Make sure students know when to use and how to form the regular conditionals (zero, first, second third). Then go over conditionals without if, inverted conditionals, mixed conditionals, conditionals with continuous tenses, if + going to and if + modals. Ask for example sentences. • Go over Unit 6 Grammar Reference for inversion and so & such on page 193 of the Student’s Book. Make sure students understand that inversion requires changes in word order of the verb and the subject of a clause. Go over the words and phrases used for expressing the unreal past. Ask for example sentences with wish, if only, would rather, would prefer, had better and it’s time.

Answers

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and ask them what they think the text will deal with. Then ask them to skim read the text, without circling any answers at this stage, to find out what it deals with (online fraud, bank security systems, direct contact to defraud). • Point out to students that they should read all four options for each item before deciding which word best fits each gap. Remind them to pay attention to the whole sentence each gap is in as the general context will help them understand what word is missing. • Remind students to read back through the text once they have finished to check their answers.

Answers 1B 2A 3D 4A 5C 6B 7D 8C

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and tell you if they have ever seen a wheelchair basketball game on TV and what they think of the athletes who take part in the sport. • Ask students to skim read the text, without filling in any answers at this stage, to find out what it is about (the history of wheelchair basketball). • Encourage students to pay particular attention to the words immediately before and after each gap to work out what part of speech is missing, however, remind them that they have to take into consideration the general context of the sentence so that they understand which structure is being used. • Remind students to read back through the text once they have finished to check their answers.

17 implicitly 18 adversity 19 prevalence 20 currency

21 privileged 22 unrest 23 failure 24 opulent

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read both sentences in each item and to underline the information in the first sentence that is missing from the second sentence. Then ask them to look at the word given to decide how the missing information could be inserted into sentence 2 using this word. Remind students that they will have to use a different structure in order to keep the meaning the same. • Remind students that they mustn’t change the word given in any way. • Encourage students to read back through the completed sentences once they have finished to check their answers.

Answers 25 Had it not been for his sister/Had he not been dissuaded by his sister 26 would rather he studied 27 had taken your advice, I wouldn’t be 28 No sooner had she inherited the money than 29 Only if you are employed will you 30 on condition that

Answers 9 pick 10 in 11 only 12 set

13 Such 14 So 15 Provided 16 happen

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and to tell you what they think a hidden hoard is. Ask them to skim read the text, without filling in any answers at this stage, to find out what a hidden hoard is (property that was hidden during times of trouble). • Read the words at the side of the text to the students and ask them to repeat them. Correct their pronunciation where necessary. • Ask students to read back through the text and to decide which part of speech is missing from each gap, and to complete the gaps using the correct form of the words given. • Remind students to read back through the text once they have finished to check their answers.

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x 7

Reading: Vocabulary: Grammar:

Listening: Speaking: Writing:

xxxxxx Shores Distant missing paragraphs, checking for cohesion travel and culture-related words, phrasal verbs, word formation, collocations & expressions, understanding new words gradable & ungradable adjectives, modifying adverbs, hardly, barely, scarcely vs almost, virtually, practically, position of adjective & adverbs, adjectives which change meaning according to their position, referring backwards & forwards multiple-choice, choosing appropriate answers talking about volunteering abroad, explaining, recommending, comparing, reaching a consensus essay (4), analysing complementary texts, analysing the key points

Unit opener

C

• Ask students to look at the title of the unit and to tell you what they think it means (places that are far away; abroad). • Ask students to look at the picture and tell you what it resembles (a starry sky). • Ask students to read the caption and ask them if they would like to visit such a cave. • Ask students to tell you about any spectacular natural wonders in their country.

• Ask students to read the Exam Close-up on page 37. Remind them that cohesion makes a text flow in a logical way and that their understanding of this is what is tested in the gapped text task. Go through the clues for linking a text and ask for examples. • Ask students to look at paragraphs A-H and to underline the obvious cohesive devices - the words/phrases that are used to refer back to a previous part of the text. • Ask them to do the task individually, but check as a class.

Answers

Reading

A: this will depend on overall meaning B: this will depend on overall meaning C: One last thing (after a number of other things) D: There is also E: this will depend on overall meaning F: what you’re buying, too G: Isn’t this H: Yes, that’s right (in answer to a query/question)

A • Ask students to read the instructions and the statements. Explain anything the students don’t understand. • Tell students to justify their answers. • Ask them to discuss in pairs before discussing as a class.

Answers Students’ own answers

B • Ask students to read the instructions and check that they understand what they have to do. • Ask them to skim read the text for the answer. Tell them they do not need to read paragraphs A-H at this stage. Explain that they don’t have to read in detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class.

Answers People do it because it makes them feel good, not just because they’re a kind, giving soul.

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D • Ask students to read the Exam Task and explain anything they don’t understand. • Remind students to read all of the text and paragraphs first, and pay special attention to the sentences before and after the gap as these will likely contain cohesive devices. Tell them also to pay attention to the overall meaning also as not all paragraphs will be linked by a cohesive word or phrase. • Ask students to do the task individually, but check as a class.

Answers 1B 2G 3D 4A 5F 6C 7H (paragraph E is not needed)

E

Extra Class Activity

• Ask students to read the instructions and check that they understand what they have to do. • Tell them to find the phrases in the text and deduce their meaning from the context before they choose their answers. • Ask them to do the task individually, but check as a class.

Ask students to write a short text about a natural phenomenon in their country or elsewhere in the world. Tell them to describe it and to say why it is worth visiting, but without naming it. When they are ready, ask them to read out their texts and have the class guess which place is being described.

Answers 1 put one over on me 2 made a huge dent in 3 add insult to injury

4 took the plunge 5 off the beaten path

Ideas Focus • Explain to students that they are going to answer some questions about tourism. Ask students to read the questions and explain anything they don’t understand. • Ask students to answer the questions in pairs and encourage them to draw on their personal experience as much as possible. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Teaching Tip Wherever possible, make the topic of the unit more relevant to students by relating it to their own lives and experiences. In this lesson, for example, ask students to talk about the effects of tourism – both positive and negative – on their country.

Vocabulary

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and elicit that the words in bold are all adjectives. Tell students that although the options have similar meanings, only one can be paired with the specific noun each time. • Ask students to do the task individually, but check as a class.

Answers 1 deciding 2 desired 3 dim 4 educated

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the words in the yellow box. Explain that for every correct answer there is a distractor with a similar or related meaning. • Ask students to do the task individually, but check as a class.

Answers 1 influx 2 injection 3 spelt 4 long-lasting

5 diversity 6 picturesque 7 drain 8 short-sighted

D

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the nouns and to tell you what they have in common (they all share the meaning of ‘unusual/ unique thing’). • Tell students that although the words are very similar in meaning, there will be clues in the sentences to help them decide which word to choose. • Ask students to do the task individually, but check as a class.

• Ask students to read the instructions and check that they understand what they have to do. Make sure they understand that they need to identify the incorrect words. • Tell students that there is only one incorrect word in each item and that the other two words can be used interchangeably in the context. • Ask students to do the task individually, but check as a class.

Answers

Answers 1 oddity 2 wonder 3 marvel

5 narrow 6 prime 7 sharp 8 strong

4 spectacle 5 rarity 6 phenomenon

1b 2c 3a 4c 5b 6a

E • Ask students to read the instructions and check that they understand what they have to do. • Tell students to try and work out the meaning of the phrasal verbs in context before they look at the meanings. • Ask students to do the task individually, but check as a class.

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7

Distant Shores Answers

1d 2f 3e 4b 5h 6c 7a 8g

F • Ask students to read the instructions and check that they understand what they have to do. • Tell students to read the sentences and underline the words that indicate what kind of word should go in the gap. Go over these with the students before they write their answers. (1 – the indicates a noun is needed; 2 – populated is an adjective, so an adverb is needed; 3 – any indicates that a plural noun is needed; 4 – a … effect is a noun and means an adjective is needed; 5 – absolutely is an adverb, so an adjective is needed; 6 – an … practice is a noun, so an adjective is needed; 7 – The requires a noun; 8 – towns is a noun and requires an adjective) • Ask students to do the task individually, but check as a class.

Answers 1 tranquillity 2 sparsely 3 vaccinations 4 detrimental

5 phenomenal 6 unsustainable 7 devastation 8 provincial

G • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read through the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students to tell you what the expressions mean. (on a whim = impulsively; play it by ear = without planning; the tip of the iceberg = a tiny part of a much larger issue/problem; a drop in the ocean = a tiny/minuscule amount; bucket list = a list of things to do before you die; on the spur of the moment = impulsively; a riot of colour = brightly coloured/with many different colours; a stone’s throw = very close to/not distant)

• Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students which of the words in the answer options are similar in their language or are actually from their language.

Answers 1c 2b 3d 4a 5b 6c 7a 8a

Grammar A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the dialogue and explain anything they don’t understand. • Ask students what kind of words are in bold and elicit that they are adverbs and adjectives. • Explain that gradable adjectives are adjectives like big, small and scared. Something can be very small or a bit small. Gradable adjectives show that something can have different degrees. Explain that ungradable adjectives are adjectives like single or unemployed. A person cannot be very single or a bit single. Ungradable adjectives do not have different degrees. Tell students that adjectives like terrible, enormous and furious are also ungradable adjectives. They already contain the idea of very in their definitions – enormous means very big, etc. • Tell students that we use adverbs to make adjectives weaker or stronger. Adverbs that can be used with gradable adjectives include very, extremely, a bit, slightly. Adverbs that can be used with ungradable adjectives include absolutely, completely, totally and utterly. Tell students that some adverbs can be used with both. • Ask students to do the task individually, but check as a class.

Answers 1 gradable adjectives: serious, radical, late, difficult / ungradable adjectives: essential, right 2 adverbs used with gradable adjectives: extremely, a bit, quite 3 adverbs used with ungradable adjectives: absolutely, quite 4 ‘quite’ meaning ‘absolutely’: quite + right 5 ‘quite’ meaning ‘fairly’: quite + difficult 6 ‘too’ with ‘only’ meaning ‘more than expected’: only too often 7 ‘too’ meaning ‘more than is desirable’: too late

Answers 1 whim 2 ear 3 tip 4 drop

5 bucket 6 spur 7 riot 8 stone’s

H • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain to students that many words in English have a foreign origin, and that they should use their knowledge of other languages, including their own, to work out the meaning of new words. • Ask students to read the Exam Task and the questions, and explain anything they don’t understand.

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B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the adverbs and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 tired 2 tired 3 tired 4 exhausted

5 tired and exhausted 6 tired and exhausted 7 tired

• Ask students to read the expressions and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1f 2a 3d 4e 5c 6b

C • Ask students to read the instructions and check that they understand what they have to do. • Elicit that they need to rank the combinations from weakest to strongest. • Ask students to do the task individually, but check as a class.

Answers

G • Ask students to read the instructions and check that they understand what they have to do. • Encourage students to refer back to B if they need help. • Ask students to do the task individually, but check as a class.

Answers

slightly tired a little tired / a bit tired rather tired / somewhat tired / fairly tired moderately tired / pretty tired very tired / really tired / terribly tired quite exhausted / pretty exhausted / really exhausted utterly exhausted / completely exhausted absolutely exhausted

D • Ask students to read the instructions and check that they understand what they have to do. • Read the rule and explain anything students don’t understand. • Ask students to do the task individually, but check as a class.

Answers

1 completely worried really/very/extremely/ incredibly/terribly worried 2 Correct 3 Correct 4 very ridiculous absolutely/completely/utterly ridiculous 5 slightly ruined completely/totally/utterly/ absolutely/really/virtually ruined

H • Ask students to read the instructions and check that they understand what they have to do. • Look at the example with the students. Elicit that they will need to write an adverb, and adjective and a noun in that order. • Ask students to do the task individually, but check as a class.

Answers

Ungradable, adverbs, gradable, tired, ugly, good

1 an unbelievably successful conservation programme 2 a surprisingly resilient species 3 an understandably shy creature 4 a stunningly beautiful fish 5 deeply disturbing statistics 6 a dreadfully wasteful lifestyle

E • Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but check as a class.

Answers 1 the prices of the tickets are reasonable, i.e. not too expensive 2 there is a dramatic (i.e. very clear) difference between these and other solutions 3 dilemmas that are almost impossible to solve 4 it is surprising how few difficulties 5 it is understandable that viewers are shocked 6 the hikers are lost to the point of possibly never being found

I • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 painfully 2 considerably 3 enormously 4 quite

Now read the Grammar Reference on page 194 (7.1 to 7.4) with your students.

5 hugely 6 extremely 7 partly 8 perfectly

F • Ask students to read the instructions and check that they understand what they have to do.

J • Ask students to read the instructions and check that they understand what they have to do.

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• Ask students to underline the examples of the passive causative and get in the sentences. • Ask students to do the task individually, but check as a class. Make sure you check the answers to the first part of the task before students complete the second part.

Answers

M • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

a Almost, virtually and practically are used with a negative verb/situation. b Hardly, barely and scarcely have a negative meaning.

Answers 1 Hardly 2 almost 3 Virtually

K • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the paragraph. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers before, after, after Now read the Grammar Reference on page 194 (7.5 to 7.6) with your students.

L

N • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that they may need to refer back or forwards when they complete the gaps in the text, and that this could require indefinite place adverbs and indefinite pronouns. Tell them that they may need to use a word that is opposite in meaning to one previously in the text, or to repeat a word from the text. Tell them to be aware of these when they complete the task. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

• Ask students to read the instructions and check that they understand what they have to do. • Tell students to underline the adjectives that are used in both phrases. • Ask students to work in pairs, but check as a class.

Answers 1 almost/nearly 2 greatest/biggest 3 no 4 most

Answers 1a the concerned members = the members who are concerned (worried) 1b the members concerned = the members who the issue concerns/relates to 2a a rather long and involved explanation = overcomplicated 2b the organisations involved include local conservationists = the organisations that are involved 3a the present situation = the current situation 3b the people present at the meeting = people who are attending the meeting 4a the proper way to deal with the problem = the correct way 4b after the foothills the mountain proper starts = the real mountain 5a humans are responsible for climate change = are to blame for 5b a responsible person would not waste energy = sensible/mature Now read the Grammar Reference on page 194 (7.7) with your students.

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4 serious 5 hungrily 6 tourists responsible

5 too 6 as/so 7 horn 8 possible

Listening A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the meanings and the dialogues. Explain anything they don’t understand. Explain that the responses are phrases and expressions in English. • Students do the task individually, but check answers as a class. • Make sure students understand the phrases used as responses before they do B. • Time permitting, you might ask your students to think of their own responses – both formal and informal – to the questions in A before they proceed to B.

Answers 1a 2c 3d 4e 5b 6f

B • Ask students to read the instructions and check that they understand what they have to do.

• Ask students to read the questions. Explain anything they don’t understand. Tell them they can use the responses in A or their own, and to try different degrees of formality. • Students work in pairs. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Suggested answers 1 Of course. Sure. Certainly. I’ll get on to it soon. As soon as I get a chance. It’s a priority. 2 Sorry, I can’t help. I haven’t the vaguest/foggiest/least idea. Oh, I wish I could help. Well, you could try the supermarket. The market might stock it. You might try checking the Internet. 3 I haven’t got round to it, I’ve been too busy. I’ve been meaning to do it. Oh, dear! I completely forgot about it. It just slipped my mind. I thought you said you’d fix it! 4 Be my guest! No, go (right) ahead! Of course not. You might as well. 5 Of course you can. That’s perfectly OK. Yes, no problem. Yes, which would you like? Yes, by all means. 6 Don’t ask me! Never heard of it. I think I have an idea. I’d be lying if I said I did. Are you sure that’s a word? Better look it up! Something tells me it’s a bit like recycling. Isn’t it a kind of recycling?

C • Ask students to read the Exam Close-up. • Tell students that it’s important they pay attention to the verb tenses used in the answer options and make sure they answer the question they hear. Tell them that the tenses do not necessarily have to be the same in the question and the answer, but they do need to be appropriate for the context and situation (eg ‘Do you know where Tom is?’ ‘I saw him earlier at the library; you could try there.’ The question is in the present simple, but the answer includes a past tense). Tell students they need to be aware of commonly used idioms as these are the kinds of phrases often tested in the listening. Tell them they can find lists of these very easily online. Finally, tell them to be careful with hypothetical

meanings such as conditionals and wishes which show that something isn’t true (eg Have you ever upcycled anything?’ ‘I wouldn’t know where to start.’) • Ask students to read the Exam Task and check that they understand what they have to do. Explain that they will hear eight questions. • Give students time to read items 1-8 and to think about what they might hear. Answer any questions they might have about the items.

D • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different. • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class and ask students to justify their answers.

Answers 1a 2a 3b 4c 5c 6c 7b 8a

Speaking A • Ask students to read the questions and answer any queries they may have about them. • Students work in pairs to ask and answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about the pros and cons of volunteering abroad. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Teaching Tip Students are sometimes tempted to take it easy during unsupervised discussion. Ensure your students are discussing the Speaking questions rather than an unrelated topic by asking them to tell you about their discussion as you circulate around the classroom. For example, ask pairs their views on a particular question and if they agree or disagree about it.

B • Ask students to read the Exam Close-up. • Remind them that comparing and contrasting involves discussing similarities and differences, and providing reasons why one option is better than another. Tell them to use adverbs and adjectives when recommending an option – explain that these help to give better descriptions (eg particularly important, especially useful, etc.). Remind them that they need to listen carefully to their partner in order to respond appropriately, and to ask for clarification if necessary.

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• Refer students to the Useful Expressions before they do the Exam Task. • Ask students to read the instructions for the Exam Task. Spend some time explaining the mechanics of the task. Tell them that Student A will explain two options to Student B, who will have to listen carefully and choose the best one. They then swap roles and Student B will explain two options to Student A, who will choose the best one of the two. Once they have each chosen an option, they need to discuss the pros and cons of each and decide on one. • Ask students to read the task and explain anything they don’t understand. Tell them that although the bullet points are brief, they need to expand on these and not simply read them out as they are (eg ‘Lakeside accommodation is provided/available’ or ‘There is lakeside accommodation’ instead of just ‘Lakeside accommodation’.) • Students work in pairs to do the task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Useful Expressions • Read the Useful Expressions to the students. Remind them again that they need to explain their options to their partner; their partner then has to compare and contrast the two options and recommend one of the two; and then they need to reach a consensus about the best option overall. • Spend some time practising these until students feel confident they can say them naturally.

Answers Students’ own answers

Writing: an essay (4) • Explain to students that in this lesson they are going to deal with writing an essay. • Ask students to read the Learning Focus on analysing complementary texts and explain anything they don’t understand. Remind students that they looked at contrasting texts in Unit 5. • As this aspect of the writing task may be new to students, explain again the difference between complementary texts and contrasting texts. Complementary texts complement each other in some way, usually by sharing a positive or negative view of a topic. Contrasting texts, on the other hand, offer contrasting views, for example one may be in favour of a suggested measure while the other is against it. • Tell them that the task requires them to identify two key points in each text and that they must summarise, evaluate and react to them. Tell them that when summarising, they must paraphrase the input material and not copy it wholesale. • Remind them that the style – as in all essays – should be formal, and that they should use advanced grammar structures to achieve this (eg inversion, passive voice, cleft sentences, etc.).

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the statements. Explain anything they don’t understand. Tell them that peoples in statement 6 refers to the members of a particular nation, community, or ethnic group. • Ask students to do the task individually, but check as a class.

Answers

Ideas Focus • Ask students to read the questions and deal with any queries they may have. • Ask students to work in pairs to take turns to answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask a student from each pair to answer one of the questions until each pair has had a turn. Ask other students if they agree or if they have something else to add. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

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1 EC 2 SC 3 EN 4 EN 5 EC 6 SC

B • Ask students to read the instructions and check that they understand what they have to do. • Explain that this will help them to understand what a complementary statement is. • Ask students to do the task individually, but check as a class.

Answers Positive: 1, 4, 6 Negative: 2, 3, 5

C • Ask students to read the instructions and check that they understand what they have to do. Explain that the questions will help them to analyse the task. • Ask students to read the task and explain anything they don’t understand. • Make sure you give students enough time to complete the task. • Ask students to do the task individually, but check as a class.

• Spend some time explaining the functions of the conjunctions in F. Make sure students understand these before they do the task. (albeit = though; by the same token = in the same way or for the same reason; inasmuch as = to the extent that/in so far as; notwithstanding = in spite of; what with = because of; yet = nevertheless) • Ask students to do the task individually, but check as a class.

Answers

Answers 1 The quality of the environment is essential to tourism; it’s why people travel / tourism has negative impacts on the environment that it depends on. 2 Multinational companies in tourism, offering all-inclusive packages / this is bad for local businesses and should be strictly regulated. 3 Both texts are about (negative aspects/impacts of) tourism; the first text mentions infrastructure construction (including hotels and resorts) and the second text mentions all-inclusive packages at hotels and resorts. 4 No. 5 Yes, they are both about some negative aspects of tourism.

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the example essay. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers The writer suggests that multinationals should only employ local staff at their hotels and resorts.

E • Tell students they are going to look back at the example essay to analyse the language used. • Ask students to read the essay again and look for the words and expressions. • Ask students to do the task individually, but check as a class.

1 Notwithstanding 2 yet 3 by the same token 4 inasmuch as 5 albeit 6 what with

Teaching Tip Revise important features of essay writing, such as advanced conjunctions, regularly. Make sure students know what they mean and how to use them appropriately.

Useful Expressions • Read the Useful Expressions to the students. • Ask them what for the most part means (in most cases; usually), and what to say nothing of means (another way of saying not to mention). Students have already seen the other conjunctions in this lesson.

G • Ask students to read the Exam Close-up about analysing the key points in the input texts. Remind students that they need to identify these first and then consider what their own views are regarding them, and to explain why. • Remind students that they can use the information here as a checklist when writing their own articles. • Ask students to read the instructions and the Exam Task. Explain anything they don’t understand. • Ask students to read the paragraph plan on page 77 (Unit 5) and point out that the structure of an essay dealing with complementary and contrasting input texts is the same. • Read the Useful Expressions to the students. • Set the Exam Task for homework.

Answers 1 that is to say 2 thereby 3 In the final analysis

F • Ask students to read the instructions and check that they understand what they have to do. Elicit that conjunctions are words used to connect clauses or sentences, such as but, and, if. • Explain that they should use more advanced conjunctions in their essays as these make their writing more formal and are impressive too.

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The passages look at some of the positive effects of tourism on the environment and on living standards. The first text begins with the observation that tourism is linked to the declining quality in areas of natural beauty, in particular, coastal areas. This is in reference to the over-development of popular island and seaside destinations such as those found in the Mediterranean region. However, it points out that their popularity can lead to an increased awareness of the need to protect them with the establishment of protected areas that will guarantee their continued existence. While I can appreciate the logic of the argument, for the most part the damage has already been done by the time any plans to create marine and wildlife parks are made. The second text argues that tourism leads to an improvement in the standard of living for local residents. In order to attract and satisfy tourists, investments are made in facilities and services that everyone benefits from. These include vital services such as health care centres and hospitals, improved public transport, sport and leisure facilities, restaurants and pubic spaces. It cannot be denied that in comparison to places that are not tourist destinations, popular holiday spots offer the local residents a wider range of facilities and services that can significantly improve standards of living. Overall, it would appear that tourism can have some positive impacts for the environment, though these tend to be cancelled out by over-development. On the other hand, improvements to the standard of living are an obvious benefit.

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Video

7 Reef Cleaner

General Note Please see the information about National Geographic videos on page 19 of this Teacher’s Book.

• Tell students to read back through the text once they have finished to check their answers. • Ask students to do the task individually, but check the answers as a class.

Background Information Artificial reefs, created by intentionally sinking ships, provide a home for marine life of all types. However, the sites attract fishermen and divers, who unintentionally leave rubbish behind, such as fishing hooks, which are dangerous to marine creatures. Conservation divers visits reefs to remove the dangers that pose threats to turtles, dolphins, and other marine life.

Answers 1 discarded 2 pose 3 entangled 4 clear 5 break down

6 perform 7 accumulated 8 bring up 9 cut out 10 support

Before you watch

Ideas Focus

A

• Ask students to read the three questions and answer any queries they might have. • Ask students to work in pairs and explain that they should both give their opinions on the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. • Ask each pair to answer one of the questions and repeat until each pair has had a turn. • Deal with any problems in structure or pronunciation that came up.

• Explain to students that in this lesson they are going to watch a video about reef cleaning. • Ask them to look at the photos and tell you what they show. (a fishing hook being tied to fishing line; anchor rope) • Ask students how the equipment can be a danger to marine life. • Ask students to discuss in pairs before discussing as a class.

Answers The equipment is used for fishing. There are fishing hooks, fishing line and rope. Sometimes it can get left behind in the sea and trap marine life.

Answers Students’ own answers

While you watch B • Tell students that they are going to watch the video to see how the problem of fishing trash in reefs is being dealt with. • Play the video all the way through without stopping and ask students to check their answers. • Ask students to do the task individually, but check as a class.

Answers 1 hazard (00:06) 2 sponges (00:36) 3 utilised (00:47)

4 footprints (00:53) 5 snagged (01:10) 6 shears (01:19)

After you watch C • Explain to students that this is a summary of the information they heard in the video. • Read the words in the yellow box to the students and ask them to repeat them. Correct their pronunciation where necessary. • Explain to students that they should read the whole summary before writing any answers first to work out what meaning is required in the gaps.

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x 8

Reading: Vocabulary: Grammar: Listening: Speaking: Writing:

xxxxxx Knowledge is Power multiple matching, avoiding hunting for words education-related words, phrasal verbs, prepositions, collocations & expressions, word formation, forming plural nouns reporting verb patterns, reporting suggestions, reporting verbs followed by a gerund, reporting questions, checking verb patterns sentence completion, writing grammatically correct structures talking about spending school money, justifying & defending report (1), understanding the content of a report, writing a report

Unit opener • Ask students to look at the title of the unit and to tell you why knowledge is power. (The phrase originally comes from the Latin, ‘scientia potentia est’. For most people, it means that with knowledge or education, your potential or abilities in life will increase.) • Ask students to look at the picture and ask them how it links to the unit title. (The young boy has completed a sum correctly. By learning, he is gaining knowledge, and with that knowledge, he will hopefully improve his position in life.)

Reading A • Ask students to read the instructions. Explain anything they don’t understand, but do not explain what a Mickey Mouse degree is at this stage. • Ask students to justify their answer as they discuss with their partner. • Ask them to discuss in pairs before discussing as a class.

• Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

C • Ask students to read the title of the article and elicit that higher education is post-secondary education, such as universities, academies, colleges, seminaries, and institutes of technology. • Ask students to read the instructions in C and check that they understand what they have to do. • Ask them to skim read the text for the answer. Explain that they don’t have to read in detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class.

Answers

Answers Students’ own answers, but a Mickey Mouse degree is a university degree that is considered to have no practical use, and one which will not lead to employment for those who earn it, or if the degree did at one time have value, it no longer does due to becoming over-popular.

B • Ask students to read the instructions and check that they understand what they have to do. Elicit that there are three questions they need to discuss. • Ask students to read the descriptions of the degrees. Explain anything they don’t understand. • Ask them to discuss in pairs before discussing as a class. Tell them they must justify their answers. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions.

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They all mention work/employment/jobs.

D • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that distractors often contain the same words as the text, and that when they are looking for the answer to a question, they should be wary of this. The correct answer will usually paraphrase part of the text rather than use some of the same words. • Ask students to read the Exam Task and the questions. Explain anything the students don’t understand. • Remind students to scan the text for paraphrasing rather than the exact words. • Ask students to do the task individually, but check as a class.

Answers 1B 2D 3C 4A 5D 6E 7A 8B 9C 10E

Answers

E • Ask students to read the instructions and check that they understand what they have to do. • Tell them to look for the expressions in the text and to work out their meaning from the context before they complete the sentences. • Ask them to do the task individually, but check as a class.

1 indicator 2 paper 3 critical 4 fundamental 5 scholarly 6 argument 7 matter 8 bibliography

Answers 1 in sync with 2 crying out for 3 state of affairs 4 had the last laugh

5 pale in comparison with 6 a means to an end

Ideas Focus • Explain to students that they are going to answer some questions about degrees and universities. Ask students to read the questions and explain anything they don’t understand. • Ask students to answer the questions in pairs and encourage them to draw on their personal experience as much as possible. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Teaching Tip The topic of graduates being smarter than people without degrees can become a very personal one, so forestall any ill feeling by reminding students to express their opinions in a polite manner. Tell them that although they may have opposing views on a topic, they should respect the spirit of debate.

Vocabulary

Extra Class Activity Time permitting, you could ask students to write their own gapped sentences with the five words not used in A (analysis, assignment, criteria, review, statistical). They then swap with a partner and complete each other’s sentences.

B • Ask students to read the instructions and check that they understand what they have to do. • Explain that the pairs of words in red have similar meanings, but that only one can combine with the words before or after it. • Ask students to do the task individually, but check as a class.

Answers 1 intimate 2 formidable 3 reasoning 4 supplementary

5 receptive 6 Positing 7 intelligible 8 applying

C • Ask students to read the instructions and check that they understand what they have to do. • Explain that the three answer choices for each question are synonymous, but that only one is correct within the context of the sentence. • Ask students to do the task individually, but check as a class.

Answers 1c 2a 3b 4a 5c 6b

A • Ask students to read the instructions and check that they understand what they have to do. Explain that the extra words are there as distractors. • Read out the words in the yellow box and ask students to repeat after you. Correct pronunciation where necessary. • Ask students to read the title of the text and elicit what a graduate student is (a student who has already earned an undergraduate degree and is studying for a post-graduate degree), and what a dissertation is (an extended piece of original research). • Ask students to read through the text and to identify the part of speech that is required to complete each gap. • Ask students to do the task individually, but check as a class.

9 appendix 10 methodology 11 data 12 discipline 13 plagiarism 14 acknowledgement 15 hypothesis

D • Ask students to read the instructions and check that they understand what they have to do. • Explain that they will have to choose the correct preposition to complete each phrasal verb. • Ask students to do the task individually, but check as a class.

Answers 1 on 2 by 3 round 4 towards

5 off 6 at 7 up 8 in

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E • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences, without choosing their answers, and to underline the words before or after the gaps that they think pair with the prepositions. Explain that the preposition they choose will depend on these words. • Ask students to do the task individually, but check as a class.

Answers 1 on 2 In

3 on 4 in

5 in 6 On

7 In 8 on

9 on 10 In

F • Ask students to read the instructions and check that they understand what they have to do. • Ask them to read each sentence for gist and to work out what the meaning of each expression is. Tell them that once they know what the expression should mean to choose a word that they think most logically complete the expression and the sentence. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students if any of the expressions are used in their language.

Answers 1 ropes 2 same page 3 subject 4 bell 5 hard way

Answers 1 curriculums/curricula 2 exemplified 3 standardised 4 disciplinary

• Ask students to read the instructions and check that they understand what they have to do. • Explain that the sentences are connected and form a narrative. • Ask students to complete the sentences individually, but check as a class.

Answers

A • Ask students to read the instructions and check that they understand what they have to do. Elicit that there are two parts to the task. • Ask students to read the verbs and explain anything they don’t understand. • Make sure you correct the first part of the task (matching verb patterns with verbs) before students attempt the second part of the task. • Tell students that the verbs they need to write in each group must be verbs that indicate a way of speaking, like the verbs already listed. • Ask students to do the task individually, but check as a class.

Answers Example answers in parentheses 1 b (urge, order) 2 a (threaten, refuse) 3 d (tell, advise) 4 c (say, mention)

B • Ask students to read the instructions and check that they understand what they have to do. • Explain that we can use certain structures to indicate that the speaker is included or excluded from a suggestion. • Ask students to do the task individually, but check as a class.

Answers

5 compile 6 refer/referred 7 detailing 8 submission

1, 2 and 3 exclude the speaker 4 and 5 include the speaker When the speaker is included the reporting verb is followed by a gerund, but when the speaker is excluded the reporting verb is followed by that + (should) + bare infinitive

H • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that they should first read the text quickly for general understanding, then read it more carefully and decide what parts of speech are required to complete the gaps. Tell them that if a noun is needed, they must consider whether it should be singular or plural, and that in the case of plural nouns – particularly irregular plural nouns – they may have to make changes to the root word.

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5 disrespectfully 6 repetition 7 assimilation 8 phenomena

Grammar

6 books 7 lines 8 book 9 act 10 hands

G

1 attended 2 chosen 3 conducted 4 cited

• Ask students to read the Exam Task and explain anything the students don’t understand. • Ask students to do the task individually, but check as a class.

C • Ask students to read the instructions and check that they understand what they have to do. • Tell students that the rule relates to how we report suggestions. • Ask students to do the task individually, but check as a class.

Answers should, should, suggest, gerund Now read the Grammar Reference on pages 195 & 196 (8.3) with your students.

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Explain to students that they should think about the tenses they need to use, as well as changes in time and place. • Ask students to do the task individually, but check as a class.

Answers 1 herself not to panic during the exam 2 her students (should) arrive early for the exam 3 to help him with his revision 4 Sue (should) turn off the music while she was studying 5 having a party after the exams / that they should have a party after the exams 6 him not to worry/he shouldn’t worry … him everything would be fine

G • Ask students to read the instructions and check that they understand what Ask students to read the reported questions and the rule. Explain anything they don’t understand. • Tell students to underline the reporting verbs and the word immediately after them. • Ask students to do the task individually, but check as a class.

Answers same, not, reported, not, if, whether Now read the Grammar Reference on pages 195 to 197 (8.4) with your students.

H • Ask students to read the instructions and check that they understand what they have to do. • Ask students to consider the meaning of the sentence before deciding which reporting verb to use. • Ask students to do the task individually, but check as a class.

Answers 1 accused 2 enquired/inquired/asked/complained 3 denied 4 admitted (to) 5 congratulated 6 insisted 7 apologised 8 complained

E • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Remind students not to use the reporting verb. • Ask students to do the task individually, but check as a class.

Answers 1 are not (allowed) to/ must /may not bring mobile phones to class 2 should focus on exam grades 3 am leaving at the end of the/this year 4 will buy you a new phone if you pass your exams 5 will be punished 6 won’t help you cheat

F • Ask students to read the instructions and check that they understand what they have to do. • Make sure students understand the meaning of each of the reporting verbs. • Ask students to do the task individually, but check as a class.

Answers verb + gerund

verb+ preposition + gerund

verb + object + preposition + gerund

admit

admit to

accuse sb of

den

apologise for

congratulate sb on

describe

complain about / of

mention

insist on

I • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that verb patterns are often tested in the exam and that they should be careful when choosing their answer that it is grammatically correct. Tell them also that the answer may require a verb with a negative meaning (eg refuse, deny, etc.). Tell them also not to choose an answer because it mimics their own language – patterns are often quite different between languages. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1b 2a 3d 4b 5a 6c 7a 8b 9c 10b

Listening A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to work in pairs to complete the task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation.

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• Ask students to discuss one of the pictures and repeat until every student has had a turn. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers In the photo, the young people are probably teaching the elderly woman how to use a computer. Students’ own answers

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and elicit that the words in red are incorrect. Tell them that they need to decide why the words are incorrect, eg grammar, spelling and punctuation. • Ask students to do the task individually, but check as a class.

Answers 1 incorrect grammar 2 incorrect grammar 3 incorrect punctuation

4 incorrect spelling 5 incorrect grammar 6 incorrect grammar

E • Ask students to read the Exam Close-up. • Explain that their answers in the sentence-completion task must be correct in terms of grammar, spelling and punctuation, and that no marks will be given for answers that are close enough. Tell them that they cannot write two answers for the same question, and that should they do so, they will receive no marks, even if one of their answers is correct. Remind them not to write too much – as they saw in Unit 5, they only need a few words at most. Finally, remind them that in the exam they will need to write their answers in capital letters. • Ask students to read the Exam Task and check that they understand what they have to do. • Tell them to try to predict what they will hear and what kind of information they will need to complete the sentences.

F • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different.

G • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class and ask students to justify their answers.

Answers

C • Ask students to read the instructions and check that they understand what they have to do. • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different. • Ask students to do the task individually, but check as a class.

Answers 1 research 2 children’s 3 pupils

4 developed 5 accurately 6 to understand

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the items and elicit that the meaning of the verbs on the left is explained by the adjectives on the right. • Ask students to do the task individually, but check as a class.

1 a solitary person 2 learning through teaching 3 understanding 4 learning

Speaking A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the statements and explain anything they don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers

Answers 1c 2d 3b 4e 5a

90

5 first-born children 6 virtual character 7 thoroughly 8 emotionally

Students’ own answers

Answers

Teaching Tip Make sure your students properly discuss the questions in Speaking by telling them they will report what their partner said back to the class. This should stimulate more meaningful discussions in pairs.

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to work in pairs and describe one photo each to their partner. Then they can discuss the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up. • Make sure you give students enough time to complete this task. When they have finished, you can ask individual students to give their views.

Answers Students’ own answers

C • Ask students to read the Exam Close-up. • Remind them that they need to justify and defend their choice of option, and that they can do this by providing two reasons why their option is better than another. Tell them also that they need to listen carefully to their partner’s follow-up question in order to understand it and answer it in a way that supports their decision. • Refer students to the Useful Expressions before they do the Exam Task. • Ask students to read the instructions for the Exam Task. Go over the mechanics of the task again. Tell them that Student A will explain two options to Student B and then choose the best one, and justify it. Student B will then ask Student A their follow-up questions on page 201. They then swap roles and Student B will explain two options to Student A and then choose the best one of the two. Once Student B has chosen an option and justified their choice, Student A will ask their followup questions. • Ask students to read the task and explain anything they don’t understand. Tell them that although the bullet points are brief, they need to expand on these and not simply read them out as they are (eg ‘The gymnasium floor is in need of repair / The gymnasium floor needs to be repaired’ instead of ‘Gymnasium floor in need of repair.’) • Students work in pairs to do the task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Students’ own answers

Useful Expressions • Read the Useful Expressions to the students and ask them to repeat them. Correct their pronunciation and intonation where necessary. • Remind students that they must justify and defend their choices. • Spend some time practising these until students feel confident they can say them naturally.

Ideas Focus • Ask students to read the questions quickly and deal with any queries they may have. • Ask students to work in pairs to take turns to answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask a student from each pair to answer one of the questions until each pair has had a turn. Ask other students if they agree or if they have something else to add. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Writing: a report (1) • Explain to students that in this lesson they are going to deal with writing a report. • Ask students to tell you in their own words what kind of information they expect to find in a report. • Ask students to read the Learning Focus on understanding the content of a report and explain anything they don’t understand. • Tell them that a report is written for a superior or a group of readers and that its purpose is to describe an experience and make recommendations. For this reason, it must give factual information and provide an accurate description in order to enable the reader to make a decision about the object of the report. Tell them also that the tone should be neither formal (like an essay) nor informal (like a review), but neutral. • Remind students that, as with any piece of extended writing, there should be clear organisation with an introduction that informs the reader about the purpose of the report, a main body with headings for each specific aspect that is discussed, and a conclusion that gives the writer’s overall opinion and makes a recommendation. Tell them also that in addition to describing and recommending, they may need to compare and analyse.

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Knowledge is Power Answers

A • Ask students to read the instructions and check that they understand what they have to do. • Tell students that the statements will help them to better understand the content and focus of a report. Tell them also that the statements are based on the information in Learning Focus. Tell them to underline the parts of the Learning Focus that paraphrase the correct statements. • Ask students to do the task individually, but check as a class.

Answers Students should tick 1 (a superior), 3 (a peer group), 5 (attending a course or a conference) and 8 (recommendation)

1 Yes

Answers 1 approach 2 novel 3 bring to life 4 accessible

5 objectives 6 tutor 7 rapport 8 insight

F • Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but have them read out their sentences to the class.

Answers Students’ own answers

Useful Expressions • Read the Useful Expressions to the students. • Go through each section and make sure students understand the expressions and know how to use them. Ask them where in their report they should make recommendations (in the conclusion).

G

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the example report and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers Each session/class should be slightly longer

D • Tell students they are going to look back at the report to analyse and comment on its structure and content as outlined in B. • Ask students to read the questions and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

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4 Yes

• Ask students to read the instructions and check that they understand what they have to do. Explain that the task will draw their attention to some topic-specific vocabulary which they will be able to use in their own reports for the Exam Task. • Ask students to read the items and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 a Shakespeare course 2 (fellow) college students 3 to describe the experience of attending the course 4 William Shakespeare course (suggested title) 5 5 – introduction, content, organisation, atmosphere, conclusion 6 4 – describe, evaluate, assess, give a recommendation

3 Yes

E

B • Ask students to read the instructions and check that they understand what they have to do. • Ask them to read the writing task and the questions, explain anything they don’t understand. • Explain that the questions will help them to analyse the task in order to fully understand what the requirements are. • Ask students to do the task individually, but check as a class.

2 Yes

• Ask students to read the Exam Close-up. • Tell them it is very important that they identify the functions, eg, describe, evaluate, etc., and the aspects of the topic they must write about. Remind them that they must cover all of the aspects and that they should separate them into sections with simple headings. Remind them to use neutral language which is less formal than an essay, but more formal than a review. Tell them to use topic-specific vocabulary. • Remind students that they can use the information here as a checklist when writing their own reports. • Ask students to read the instructions and the Exam Task and explain anything they don’t understand. • Ask them to identify the topic and the specific aspects they need to cover, as they did in B. (topic = a course at a prestigious university; evaluate the content of the course, the teaching facilities and extracurricular activities; assess the usefulness of the course; give recommendations) • Ask students to read the paragraph plan and to make notes on each paragraph, if time allows. • Read the Useful Expressions to the students. • Set the Exam Task for homework.

Suggested answer Beginners’ Italian Introduction The aim of this report is to describe and evaluate the 6-week Beginners’ Italian course that I attended in June and July, as well as assess its usefulness and give some recommendations. Content The course aimed to instruct students in the basics of the Italian language. Classes covering the fundamentals of the language were held every morning between 9 am and 1 pm. I found these to be very thorough and, though intensive, were in no way tiring. Following a break for lunch, the cultural awareness classes were held. These covered Italian history, art, architecture and cuisine, and were extremely informative and enjoyable. Teaching facilities The classes were held in bright, modern tutorial rooms that were equipped with state-of-the-art facilities, including interactive whiteboards with video capability. The videos, in particular, were of high quality and high definition, and extremely helpful in learning conversational Italian. As for the cultural awareness classes, these were particularly enjoyable. They were often held in museums and galleries, while the cuisine classes took place in local Italian restaurants where we learnt about different regional dishes and culinary customs. Extracurricular activities Evening and weekend activities were optional, and were arranged by the university. All tastes were catered for as the activities covered a wide range of interests from sports to cinema, theatre and day trips to places of interest. Attendance was high due to the fact that the activities were well planned and organised. Conclusion In conclusion, I believe anyone attending this course will find it enjoyable and a good first step in learning Italian. The intensive nature of the course may not appeal to everyone, so I would suggest an alternative course of eight weeks’ tuition that would be at a slightly slower pace.

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Video

8 Environmental Theme Park

General Note

After you watch

Please see the information about the National Geographic videos on page 19 of this Teacher’s Book.

Background Information Maritza Morales Casanova, a National Geographic 2014 Emerging Explorer, created a revolutionary place where Mexico’s youth can learn about the environment. Ceiba Pentandra Park is a free theme park that gives kids handson experience with nature and environmental issues. Park students with leadership ability can even become peer educators who plan activities and raise funds for projects they design and manage themselves.

Before you watch

C • Explain to students that this is a summary of the information they heard in the video. • Read the words in the yellow box to the students and ask them to repeat them. Correct their pronunciation where necessary. • Explain to students that they should read the whole summary before writing any answers first to work out what meaning is required in the gaps. • Tell students to read back through the text once they have finished to check their answers. • Ask students to do the task individually, but check the answers as a class.

Answers

A • Explain to students that in this lesson they are going to watch a video about a unique theme park. • Ask students to work in pairs and describe the photos to each other. Then they can discuss the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up. • Make sure you give students enough time to complete this task. When they have finished, you can ask individual students to give their views.

Answers

1 objective 2 impact 3 solution 4 economy 5 movement

Ideas Focus • Ask students to read the three questions and answer any queries they might have. • Ask students to work in pairs and explain that they should both give their opinions on the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. • Ask each pair to answer one of the questions and repeat until each pair has had a turn. • Deal with any problems in structure or pronunciation that came up.

Students’ own answers

Answers

While you watch

Students’ own answers

B • Tell students that they are going to watch the video about an environmental theme park in Mexico. • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the statements and explain anything they don’t understand. • Play the video all the way through without stopping. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students to assess the usefulness of such a theme park and to say whether they believe environmental studies should be a main subject in their country’s school curriculum.

Answers 1 T (00:44) 2 T (00:53) 3 F (01:31)

94

6 power 7 mentorship 8 warming 9 extinction 10 lack

4 T (01:45) 5 F (01:58) 6 T (00:25)

Review 4 Objectives • To revise vocabulary and grammar from Units 7 and 8 • To practise exam-type tasks

Revision • Explain to students that Review 4 revises the material they saw in Units 7 and 8. • Explain that students can ask you for help with the exercises or look back at the units if they’re not sure about an answer. Stress that the review is not a test. • Decide how you will carry out the review. You could ask students to do one task at a time and then correct it immediately, or ask students to do all the tasks and correct them together at the end. If you do all the tasks together, let students know every now and again how much time they have got left to finish. • Ask students not to leave any answers blank and to try to find any answers they aren’t sure about in the units. • When checking students’ answers to the review tasks, make a note of any problem areas in vocabulary and grammar that they still have. Try to do extra work on these areas so that your students will progress well.

Vocabulary Revision Unit 7 • Write the following words on the board and ask students to give you examples of them from their country and around the world (marvel, oddity, phenomenon, rarity, spectacle, wonder). (Examples: the Large Hadron Collider at CERN is a marvel of modern science; the underground homes and businesses in Coober Pedy, Australia, are an oddity; El Niño is an unusual phenomenon; sharks in the Aegean are a rarity; the opening ceremonies for the Olympic Games are spectacles; Mt Everest is a natural wonder) • Read out the following phrases and ask students to tell you which adjective correctly pairs with the noun. The underlined word is the correct adjective. (a bitter or a sharp contrast; a deciding or a decisive factor; a desirable or a desired effect; a dim or a dull memory; an educated or an educational guess; a likely or a strong chance; a narrow or a tight escape). • Write the following words on the board and ask students to choose six of them and write gapped sentences. They then swap with a partner and complete each other’s sentences. When they are done, ask students to read out their sentences (diversity, drain, graphic, influx, injection, input, invasion, longheld, long-lasting, narrow-minded, picturesque, shortsighted) • Write the gapped phrases on the board and ask students to complete them with a word or two: have a thirst/an appetite for adventure; go off the beaten path/track; Machu Picchu out of this world/the ordinary; an explorer has a spirit/sense of adventure; you can indulge/satisfy your curiosity; intrepid/fearless travellers visit little-known places.

Units 7 & 8 • Read out the phrasal verbs and ask students to use them in example sentences (catch up with, dawn on, drive out, go through with, head off, set out, stumble upon, wipe out). • Ask students to write the noun forms of tranquil, vaccine, devastate; the adjective forms of detriment, phenomenon, sustain, province; the adverb of sparse (tranquillity, vaccination, devastation, detrimental, phenomenal, (un)sustainable, provincial, sparsely) • Ask students to explain what the following expressions mean: on a whim, play it by ear, the tip of the iceberg, a drop in the ocean, bucket list, on the spur of the moment, a riot of colour, a stone’s throw. Unit 8 • Write the following words on the board and ask students to explain what they mean in terms of academia. (acknowledgement, appendix, argument, bibliography, data, discipline, hypothesis, methodology, paper, plagiarism, scholarly) • Read out the following phrases and ask students to tell you which words correctly complete them. The underlined word is the correct adjective. (an infinite or an intimate knowledge of a subject; a person of formidable or respectable intellect; a line of rationalising or reasoning; an appended or a supplementary exam; be receptive or retentive to your teacher; posit or surmise a theory; a barely inexplicable or intelligible argument; apply or assign yourself to something). • Write the following words on the board and ask students to tell you what they mean: syllabus, apparatus, rationale, scope, thesis, insight. • Read out the phrasal verbs and ask students to use them in example sentences (catch on, come by sth, come round to, count towards sth, drift off, keep at sth, mount up, take sth in). • Write in and on on the board and the gapped phrases. Ask students to complete the phrases with the prepositions and then use them in sentences: in accordance with, an authority on, on campus, be on course to do sth, on the face of it, in a field, in theory, in line with, on the threshold of, in a nutshell. • Ask students to explain the meaning of the following expressions: be saved by the bell, hit the books, do sth by the book, hands down, learn sth the hard way, read between the lines, learn the ropes, get your act together, be on the same page, drop the subject.

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Answers

Grammar Revision • Go over Unit 7 Grammar Reference on page 194 of the Student’s Book. Look at gradable and ungradable adjectives and modifying adverbs. Make sure students understand that ‘strong’ adjectives are not gradable and can only be paired with similarly strong adverbs. Make sure students understand the grades of different modifying adverbs, from weakest to strongest. Then go over hardly, barely, scarcely, almost, virtually, practically Ask for example sentences. Look at the position of adjectives and adverbs, and adjectives which change meaning according to their position. Ask students for examples. • Go over Unit 8 Grammar Reference for all forms of reported speech on pages 195-197 of the Student’s Book. Make sure students understand how to form reported speech from direct speech, paying attention to verb tenses and changes in time and place. Ask for example sentences in direct speech and reported speech. Go over the different verb patterns that reporting verbs can follow. Ask for example sentences with reporting verbs and questions.

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and ask them if they have heard of Lonely Planet. Then ask them to skim read the text, without circling any answers at this stage, to find out what it is (a very successful series of guidebooks). • Point out to students that they should read all four options for each item before deciding which word best fits each gap. Remind them to pay attention to the whole sentence each gap is in as the general context will help them understand what word is missing. • Remind students to read back through the text once they have finished to check their answers.

Answers 1D 2A 3D 4C 5B 6A 7D 8B

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and tell you what Oxbridge is (a portmanteau of Oxford and Cambridge – the famous English universities). • Ask students to skim read the text, without filling in any answers at this stage, to find out which university is older (Oxford). • Encourage students to pay particular attention to the words immediately before and after each gap to work out what part of speech is missing, however, remind them that they have to take into consideration the general context of the sentence so that they understand which structure is being used. • Remind students to read back through the text once they have finished to check their answers.

96

9 face 10 practically/virtually 11 What 12 no

13 state 14 most 15 in 16 on

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and to tell you what their global concerns are. Elicit problems such as environment, global warming, poverty, unrest, violence, etc. • Read the words at the side of the text to the students and ask them to repeat them. Correct their pronunciation where necessary. • Ask students to read back through the text and to decide which part of speech is missing from each gap, and to complete the gaps using the correct form of the words given. • Remind students to read back through the text once they have finished to check their answers.

Answers 17 seemingly 18 diversity 19 rarity 20 picturesque

21 sparsely 22 practically 23 detrimental 24 indicators

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read both sentences in each item and to underline the information in the first sentence that is missing from the second sentence. Then ask them to look at the word given to decide how the missing information could be inserted into sentence 2 using this word. Remind students that they will have to use a different structure in order to keep the meaning the same. • Remind students that they mustn’t change the word given in any way. • Encourage students to read back through the completed sentences once they have finished to check their answers.

Answers 25 reminded him not to let his 26 insisted on them/their leaving / insisted that they leave 27 not to go through with 28 are not quite sure/certain 29 congratulated me on (writing) 30 a stone’s throw from / a short distance from

x 9

Reading: Vocabulary: Grammar:

Listening: Speaking: Writing:

xxxxxxthe Nest Flying multiple-choice, determining the meaning of specific words work-related words, word formation, phrasal verbs, collocations & expressions, dealing with idioms & expressions relative clauses (defining and non-defining), relative pronouns with quantifiers, replacing relative clauses with participle clauses, clauses of reason, purpose, result and contrast, key word transformation, writing the correct number of words multiple-choice, writing short notes talking about signs of maturity, collaborating, listening & responding appropriately, agreeing & disagreeing politely, suggesting article (2), how articles differ from essays, writing about personal experiences

Unit opener

Answers

• Ask students to look at the title of the unit and to tell you what they think it means (fly the nest = to leave your parents’ home for the first time in order to live somewhere else; to become independent). • Ask students when they flew the nest or when they plan to do so. • Ask students what makes a young person independent.

Reading A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the milestones. Explain anything the students don’t understand. • Ask them to discuss in pairs before discussing as a class. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

B • Ask students to read the instructions and check that they understand what they have to do. • Ask them to discuss in pairs before discussing as a class. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Students’ own answers

C • Ask students to look at the picture accompanying Text 1. Ask them to describe the picture. • Ask students to read the title of Text 1 and ask them for their views on child marriage. • Ask students to read the instructions in C and check that they understand what they have to do. • Ask them to skim read the text for the answer. Explain that they don’t have to read in detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class.

Answers pregnancy-related death

D • Ask students to read the title of Text 2 and ask them what they think an initiation rite is (an act that someone must do in order to officially join a group). • Ask students to read the instructions in D and check that they understand what they have to do. • Ask them to skim read the text for the answer. Explain that they don’t have to read in detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class.

Answers by singing and dancing with the tribe

E • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words.

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• Explain that they may be asked to answer a question about the meaning of a word or a phrase in the passage, and that this will likely be language they have not come across before. Tell them that although the language may be new to them, the aim of the question is not to test their knowledge of the word or phrase, but to test their reading comprehension skills to see if they can work out the meaning by looking at use in context. Tell them to look at the word or phrases in the text, work out its meaning from the context and then compare that with the answer options, and choose the one that makes the most sense. • Ask students to read the Exam Task, the questions and the options. Explain anything the students don’t understand. • Ask students to do the task individually, but check as a class.

Vocabulary A • Ask students to read the instructions and check that they understand what they have to do. • Read out the words in the yellow box and elicit that they are connected to renting. Encourage students to think about the part of speech required for each gap before they make their choices. • Ask students to do the task individually, but check as a class.

Answers 1 lease 2 utilities 3 let 4 references 5 tenant 6 upfront

Answers Text 1: 1A 2A 3B 4D Text 2: 5D 6B 7A 8C

F

Extra Class Activity

• Ask students to read the instructions and check that they understand what they have to do. • Tell them to look for the words in the text and to work out their meaning from the context before they complete the sentences. • Ask them to do the task individually, but check as a class.

Ask if any of your students are renting, and if so, to tell the class how they found their rental property and the steps they had to take before they could move in.

Answers 1 union 2 deference 3 norm 4 ritual

5 span 6 manifestation 7 burden 8 ranks

Ideas Focus • Explain to students that they are going to answer some questions about milestones. Ask students to read the questions and explain anything they don’t understand. • Ask students to answer the questions in pairs and encourage them to draw on their personal experience as much as possible. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Teaching Tip Revise vocabulary from previous units wherever topics overlap. This unit is about independence, so ask students to use some of the language they learnt in Unit 5 (about hopes and dreams), Unit 6 (money) and Unit 8 (education), in their discussions.

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7 landlord 8 deposit 9 eviction 10 tenancy 11 sublet 12 agency

B • Ask students to read the instructions and check that they understand what they have to do. Elicit that they are looking for the incorrect word. • Ask them to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students to look up the meanings of the words that were answers.

Answers 1 granted 2 resigned from 3 early retirement 4 manual

5 absence 6 nominate 7 match 8 downtime

C • Ask students to read the instructions and check that they understand what they have to do. • Read the words to the students and ask them to say them after you. Correct their pronunciation where necessary. Point out that these are adjectives and that they all roughly mean independent. • Ask students to do the task individually, but check as a class.

Answers 1 neutral 2 emancipated 3 liberated 4 sovereign

5 autonomous 6 enfranchised 7 self-sufficient 8 independent

D • Ask students to read the instructions and check that they understand what they have to do. Clarify that they need to look at the sentences first to determine the meaning of the word needed in the gap, then look for a form of the word in the table and write the derivative there, as well as in the sentence. • Ask them to read each sentence for gist and to work out what meaning is needed in the gap. • Ask students to do the task individually, but check as a class.

• Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

F • Ask students to read the instructions and check that they understand what they have to do. • Ask them to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers verb

noun

dismiss

dismissal

dispense entitle

Answers

adjective

1 strike 2 fend 3 pull 4 burn

(in)dispensable entitlement

5 thrown 6 devices 7 ears 8 free

hierarchy

hierarchical

G

(im)maturity

Mature, immature

mediocrity

mediocre

obligate

obligation

obligatory

orientate

orientation

• Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that when they come across unfamiliar idioms or expressions and they have no idea what the answer could be, they should try all of the options to see which one seems the most logical. Tell them that if they continue to draw a blank, this is also a good technique for triggering any memory they may have of an expression with a similar meaning, and they can see if it shares any of the same words as the answer options. • Ask students to read the Exam Task and the questions. Explain anything the students don’t understand. • Ask students to do the task individually, but check as a class.

1 hierarchical 2 immaturity 3 orientation 4 indispensable

5 mediocrity 6 obligatory 7 entitlement 8 dismissal

E • Ask students to read the instructions and check that they understand what they have to do. • Tell students to consider the meaning of the sentence as a whole when they match the halves. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students to tell you what the phrasal verbs mean by considering the context. (saddle sb with = burden sb with an onerous task; stand in = replace; step down = resign from an important position; fall behind = fail to make a regular payment; settle down = adopt a more steady style of life; lay off = stop employing a worker for reasons that have nothing to do with the worker’s performance; grow up = begin to behave or think sensibly; lean on = rely on sb)

Answers 1b 2d 3a 4c 5d 6a 7c 8b

Grammar A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers

Answers

1d 2g 3a 4h 5b 6e 7c 8f

1b 2d 3a 4c In sentence a that can replace the relative pronoun without other changes.

Ideas Focus • Explain to students that they are going to answer some questions about annual paid leave for workers. Ask students to read the questions and explain anything they don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions.

B • Ask students to read the instructions and check that they understand what they have to do. • Explain that defining and non-defining relative clauses may contain the same words, but have different meanings. • Ask students to do the task individually, but check as a class.

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Flying the Nest Answers

Answers 1 The aunt from whom they borrowed the money was a millionaire. 2 The couple who didn’t meet their mortgage repayments had to move in with relatives. 3 The student couldn’t understand the rental agreement that he had to sign. 4 Any students who are not able to cook for themselves should choose catered halls.

Sentence b means there were other tenants who did not damage the property. Sentence a means all the tenants damaged the property.

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and to underline the relative pronouns and the words they are used with. • Ask students to do the task individually, but check as a class.

Answers whom, many of/some of, five

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

G • Ask students to read the instructions and check that they understand what they have to do. Explain that the content and structure of each item will indicate whether they need to use a relative clause or a past participle in their sentences. • Read out the sentences to the students. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 Our new flatmates love practising the guitar at all hours, which can be quite annoying. 2 We met some fellow students, the majority of whom are second years. 3 She looked at two flats, neither of which she liked. 4 Any applications submitted late will not be accepted. 5 The children making a noise were asked to be quiet. 6 The noise made by the builders gave the occupants a headache.

Answers Sentence c is incorrect because the participle clause (covered in books) refers to the same subject as the main clause (Sarah). It implies that Sarah herself was covered in books (rather than her desk)!

E • Ask students to read the instructions and check that they understand what they have to do. • Ask students to look at the sentences in D and consider how ‘the students standing’, ‘the money paid’ and ‘covered in books’ could be reworded. • Ask students to do the task individually, but check as a class.

Answers 1 The students who are standing in the queue want to open a bank account. 2 The money which was paid into the account was just enough to live on. 3 Sarah studied at the desk, which was covered in books. the same, an active, a passive Now read the Grammar Reference on pages 197 & 198 (9.1 to 9.6) with your students.

F • Ask students to read the instructions and check that they understand what they have to do. • Encourage students to look back at the grammar theory if they need help. • Ask students to do the task individually, but check as a class.

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H • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Make sure you check that students have identified the right mistakes before they attempt to correct them. • Ask students to do the task individually, but check as a class.

Answers 1 This is a first class university, which track record is second to none. 2 He was living alone for the first time, that was quite a challenge. 3 The woman to whom you talked to was the landlady. 4 Which is the room you live? 5 We met a lot of neighbours, most of which came to the housewarming. 6 This is the girl whose sharing a room with you. 7 There are some adults who’s parents still treat them like children. 8 The students sat in the canteen were having a break. Corrections 1 whose 2 which 3 to whom you talked (delete to) or who you talked to

4 live in 5 whom 6 who’s 7 whose 8 sitting

I • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and the clauses, and explain anything they don’t understand. • Ask students to pay attention to the words in bold as these are used to show reason, purpose, contract and result. • Ask students to do the task individually, but check as a class.

Answers 1d 2b 3c 4a 5a 6c

J • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the words in the yellow box Explain that they are not interchangeable with regards to the sentences in I. • Ask students to do the task individually, but check as a class.

Answers 1 Liz was extremely knowledgeable. As a result, she impressed the interview panel. 2 In order not to look too young, Jack grew a beard. 3 Parents often give their children advice – although the children never take it. 4 Due to all the pressures of being independent, student life is quite stressful. 5 Because of his outstanding academic performance, he was offered a scholarship. 6 However much he loves his parents, he prefers to live alone.

K • Ask students to read the instructions and check that they understand what they have to do. • Read out the sentences and the questions to the students. Explain anything they don’t understand. • Ask students to underline the participles in the sentences before they answer the questions. (signing, having started, waiting, having been introduced, given) • Ask students to do the task individually, but check as a class.

Answers 1e 2a 3b 4d 5c Now read the Grammar Reference on page 198 (9.7 to 9.9) with your students.

L • Ask students to read the instructions and check that they understand what they have to do. • Read out the sentences to the students. Explain anything they don’t understand. • Tell students to consider whether the new sentence requires a present or past participle, and is in the active or passive voice. • Ask students to do the task individually, but check as a class.

Answers 1 Given the right circumstances, I would quit my job, sell my house and start a new life abroad. 2 Having been asked to leave the family home, James moved in with some friends. 3 Wondering why he was late, she checked her phone continuously for new messages. 4 After seeing the house of our dreams, we put in an offer at the full asking price. 5 Having been given the job in Norway, he signed up for Norwegian lessons and put his house on the market.

M • Ask students to read the instructions and check that they understand what they have to do. • Ask students to quickly read the text. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 Helping 2 covering 3 ranging 4 managing 5 making

6 Included 7 led 8 given 9 considering 10 dealing

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N

C

• Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that the maximum number of words they can write to complete the second sentence is eight. In the event they have written more than eight, they need to rethink their answer as it may be completely wrong, or compare it to the first sentence to make sure they haven’t repeated any words from it. Remind students that contractions count for two words, except for can’t, which is actually one word, cannot. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

• Ask students to read the Exam Close-up. • Explain that when they only hear the task once, they need to make notes to help them remember important information. Tell them they should read the questions carefully so that they know what to listen for, and to make a note of it. Tell them that their notes must be very brief as they won’t have time to write anything too long. Tell them also that they need to listen for what is implied or inferred rather than stated outright. • Ask students to read the Exam Task and check that they understand what they have to do. Explain that they will hear three different extracts and that there are two questions for each extract. • Explain that in this type of listening task, the situation is always given and that they should read it carefully so they know what to listen for. • Give students time to read questions 1-6. Answer any questions they might have about them. • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different. • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class and ask students to justify their answers.

Answers 1 whose features include 2 Not having managed 3 In view of rising/higher tuition fees / In view of a/ the rise in tuition fees 4 almost none/hardly any of whom 5 Not having been taken care of

Listening

Answers

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and the words in the yellow box. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 apron strings 2 manoeuvre 3 deposit 4 etiquette

5 code 6 notice 7 squatter 8 mortgage

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the questions and the options. Explain anything they don’t understand. Elicit that infer means to form an opinion from information you have rather than form explicit statements. • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different. • Ask students to do the task individually, but check as a class.

Answers 1a 2b

102

1b 2b 3a 4c 5c 6a

Speaking A • Ask students to read the instructions and check that they understand what they have to do. Tell students to rank the items from most important (1) to least important (8). • Read out the items to the students. Explain anything they don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

B • Ask students to read the instructions and check that they understand what they have to do. Elicit that these are hypothetical situations and that they should use conditional sentences. • Read out the activities to the students. Explain anything they don’t understand.

• Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up. • Discuss as a class.

• Ask a student from each pair to answer one of the questions until each pair has had a turn. Ask other students if they agree or if they have something else to add. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers

Answers

Students’ own answers

Students’ own answers

C • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that in a collaborative task, they must take turns putting forward their points in support of or against a topic. Tell them that they may disagree with their partner, but they must do so politely, and that one way of doing this is by conceding and producing a counter argument. Tell them also to face their partner during this part of the exam as that is the person they will be speaking to, not the examiner, and to follow their argument and respond appropriately to what they say. • Refer students to the Useful Expressions before they do the Exam Task. • Ask students to read the instructions for the Exam Task. Spend some time explaining the task. Tell students that they need to discuss all of the photos within the context of the task (which aspects of being a grown-up are shown in the photos). Tell them there are no right and wrong answers, but they must discuss every photo. • Remind them to discuss one other sign of being a grown-up for inclusion in the blog. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Useful Expressions • Read the Useful Expressions to the students and ask them to repeat them. Correct their pronunciation and intonation where necessary. • Spend some time practising these until students feel confident they can say them naturally.

Ideas Focus • Ask students to read the questions quickly and deal with any queries they may have. • Ask students to work in pairs to take turns to answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation.

Writing: an article (2) • Explain to students that in this lesson they are going to deal with writing an article. Remind them that they wrote an article in Unit 3. • Ask students to tell you how they think articles differ from essays. Write their answers on the board. • Ask students to read the Learning Focus on how articles differ from essays. • Explain to students that in terms of formality, an essay is always formal, whereas an article can be formal or informal depending on the topic and the intended reader. The topics for an article can serious or lively, in contrast to an essay which is usually serious. They differ in purpose also, with an article aiming to inform and entertain, while an essay is more academic and factual. • Point out that a magazine article uses different literary devices such as description, narration and anecdote, as well as a personal angle, whereas an article for an academic publication will be impersonal in tone and use different language. An essay will focus more on discussion and exposition. • Explain to students that the writer’s aim in an article is to describe, not to persuade, maintain an argument, analyse an issue or elaborate on a concept, as may be the case with an essay. • Remind students that the introduction and the conclusion of an article need not be long.

A • Ask students to read the instructions and check that they understand what they have to do. • Tell students that they will be looking at the sentences in relation to the information about differences between articles and essays in Learning Focus. • Ask students to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but to discuss their answers with a partner before checking as a class.

Answers Students’ own answers, but it could be argued that 1, 3 and 5 are from an article as they are personal and informal in tone and content; sentences 2 and 4 are more formal and thus more likely to be from an essay.

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B

E

• Ask students to read the instructions and check that they understand what they have to do. • Ask them to read the writing task and the questions. Explain anything they don’t understand. • Explain that the questions will help them to analyse the task in order to fully understand what the requirements are. • Ask students to do the task individually, but check as a class.

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but check as a class.

Answers 1 informal 2 no (the task states that you should ‘describe your experience’, so it must be factual from the point of view of the writer; however, explain to students that they can make up their own ‘factual’ experience – they can pretend to have moved out of home) 3 3; describe moving out, explain what you learnt from the experience, say how it helped you to develop as a person 4 anecdote, description, narration

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the example article. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers Students’ own answers

D • Tell students they are going to look back at the example article to analyse and comment on how it is organised, the language used and its content. • Ask students to read the questions. Explain anything they don’t understand. • Give students enough time to read through the article again and note down their answers. • Ask students to do the task individually, but check as a class.

Answers 1 yes 2 Blowing your budget while living at home doesn’t carry the harsh consequences that follow when you live on your own … I adopted budgeting skills / I was able to become a better communicator and learnt how to resolve conflicts in all facets of my life / learn more about who I am as an individual, and prepared me for the many challenges of adulthood 3 the same style throughout 4 yes and yes

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Answers speaking for myself, in my experience, I would say that

Teaching Tip Make sure your students get enough practice when it comes to less formal phrases and set expressions. Students have a tendency to fall back on overly formal phrases even when the context is of a less formal nature. Stress the importance of maintaining an appropriate tone throughout and that this sometimes involves ditching the highly formal expressions they have learnt and been using over the years. For example, ask them if ‘in conclusion’ would be a suitable phrase to use in the example article (no, it wouldn’t).

Useful Expressions • Read the Useful Expressions to the students. Tell them it would be a good idea to memorise a few of the expressions. • Spend some time practising the expressions until students feel confident they can use them naturally. Ask for example sentences.

F • Ask students to read the Exam Close-up. • Tell them it is very important when writing about personal experiences to use appropriate phrases and expressions, and to maintain the less formal tone throughout their article. • Tell students to use narrative tenses to talk about past experiences (past and past perfect tenses), and present perfect tenses to connect them to the present. • Remind students that they can use the information here as a checklist when writing their own articles. • Ask students to read the instructions and the Exam Task and explain anything they don’t understand. • Ask them to identify the topic and the specific aspects they need to cover. (topic = your first job; describe it; say what you learnt from the experience; say how it helped you to develop as a person) • Ask students to read the paragraph plan and to make notes on each paragraph, if time allows. • Read the Useful Expressions to the students. • Set the Exam Task for homework.

Suggested answer My first job I had spent my teenage years studying and doing volunteer work for an animal charity. The work was fulfilling and it gave me a sense of accomplishment. It was important to me that I could do something of value with my free time rather than fritter it away online or in front of the TV. However, it wasn’t my first ‘real’ job. That came a few years later, after I’d graduated. Having earned a degree in biology, I applied for various entry level positions as a biology technician. I was hired by a pharmaceutical company to conduct experiments and tests on products in development, and analyse the data. I worked alongside a team of other technicians who reported back to a biologist. The position enabled me to apply nearly all the skills I had cultivated during my undergraduate studies. I felt very fortunate compared to some friends who had studied in other disciplines, yet were unable to find employment in those fields. I only realised the effect this would have on my career later. Even though I was reporting to a higherup biologist, the position was stable and offered opportunities for advancement. If you can stick to your chosen field in terms of work, you can climb the career ladder and take on more demanding positions, with more responsibility and a higher salary of course. If you are unable to do so, you could find yourself with a long list of unrelated jobs. Personally, I believe it was a great first job. Working in a full-fledged lab taught me to pay careful attention to detail, and work efficiently as a member of a team. They are skills that I have been able to apply to other areas of my life.

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Video

9 Best Job Ever!

General Note

Answers 1 the moon (00:04) 2 samples (00:09) 3 deposited (00:12)

Please see the information about National Geographic videos on page 19 of this Teacher’s Book.

Background Information Gina Moseley started caving for sport when she was 13 years old. Now, Moseley is a geologist and National Geographic grantee who travelled to a remote region of northeast Greenland to conduct climate-change research. She is constructing the first cave-based record of past climate change for Greenland. The climate record is created by analysing the chemical signature of each layer in a calcite core, much like tree rings. The calcite stalagmites form when water seeps through soil and limestone and drips into a cave. Because the drip waters were once connected with the atmosphere and Earth’s surface, information about temperature, moisture, and vegetation get locked into the cave deposit, drip by drip and layer by layer. By analysing the carbon and oxygen content of the cores, Moseley will be able to reconstruct the region’s climate between 200,000 and 500,000 years ago— older than the current limit of Greenland ice cores.

Before you watch A • Ask students to tell you what they think would be the best job ever. • Explain to students that in this lesson they are going to watch a video about a geologist. Ask them if they think exploring remote caves is the best job ever. • Ask students to look at the photo and discuss the questions with their partner. • Students to discuss in pairs before discussing as a class.

Answers 1 Geologists study the Earth’s history as recorded in the rocks. 2 Caves contain interesting rock formations as well as mineral deposits. 3 Different mineral deposits give evidence of changing climate. 4 The history of climate change and its effect on the Earth can help make predictions for the future.

While you watch B • Tell students that they are going to watch a video about a geologist and her research. • Play the video all the way through without stopping and ask students to mark their answers. • Ask students to do the task individually, but check as a class.

106

4 record (00:17) 5 remote (00:22) 6 loose (00:30)

After you watch C • Explain to students that this is a summary of the information they heard in the video. • Read the words in the yellow box to the students and ask them to repeat them. Correct their pronunciation where necessary. • Explain to students that they should read the whole summary before writing any answers first to work out what meaning is required in the gaps. • Tell students to read back through the text once they have finished to check their answers. • Ask students to do the task individually, but check the answers as a class.

Answers 1 find 2 remains 3 layers 4 rings 5 construct

6 climate 7 remoteness 8 field 9 exploration 10 desire

Ideas Focus • Ask students to read the three questions and answer any queries they might have. • Ask students to work in pairs and explain that they should both give their opinions on the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. • Ask each pair to answer one of the questions and repeat until each pair has had a turn. • Deal with any problems in structure or pronunciation that came up.

Answers Students’ own answers

10 x

Because You’re Worth It! xxxxxx

Reading: Vocabulary: Grammar: Listening: Speaking: Writing:

missing paragraphs, reading all of the missing paragraph content consumerism-related words, prepositions, word formation, phrasal verbs, coping with unknown words countable & uncountable nouns, indefinite pronouns, reciprocal and reflective pronouns, articles, thinking about determiners multiple matching, focusing on attitude and opinion talking about responsible consumerism, speaking for two minutes, responding to follow-up questions, joining in, interrupting politely, handing back article (3), using narratives in articles, using a character to exemplify a topic

Unit opener • Ask students to read the title and tell you if they have seen it or heard it before. Tell them it is the tagline for L’Oreal products, and that they have probably heard an equivalent phrase in their own language for the company’s advertising. • Ask students to look at the picture and read the caption. Ask them what is odd about the photo (the man is Asian and is in traditional clothes, but he’s drinking Coke – one of the enduring symbols of the West).

Reading A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the forms of advertising. Explain anything the students don’t understand. • Ask them to discuss in pairs before discussing as a class. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up. • Ask students if there are any other kinds of advertising they can think of.

Answers Students’ own answers

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the statements. Explain anything the students don’t understand. • Ask them to discuss in pairs before discussing as a class. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation.

• Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up. • Ask students if there are any other kinds of advertising they can think of.

Answers Students’ own answers

C • Ask students to read the instructions and check that they understand what they have to do. • Ask them to skim read the text and paragraphs A-H for the answer. Explain that they don’t have to read in detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class.

Answers They look like recommendations from a trusted friend.

D • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that the missing paragraph they choose for a gap may seem like the correct answer because the first sentence follows logically from the paragraph above it. Tell them that they must read all of the missing paragraph because the rest of it may not link to the previous paragraph at all. Explain also that the end of the missing paragraph has to connect somehow to the next paragraph in the text, and that if it doesn’t, they will need to look for a different option. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1F 2A 3D 4H 5B 6G 7E Paragraph C is not needed.

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E • Ask students to read the instructions and check that they understand what they have to do. • Tell them to find the adjectives in the text and deduce their meaning from the context before they choose their answers. • Ask them to do the task individually, but check as a class.

• Tell them that the words can be easily confused because they have similar meanings. • Ask students to do the task individually, but check as a class.

Answers 1 classified 2 market 3 leaflet

Answers 1c 2d 3a 4e 5b 6f 7g

4 prime 5 edition 6 trade

C

Ideas Focus • Explain to students that they are going to answer some questions about advertising. Ask students to read the questions and explain anything they don’t understand. • Ask students to answer the questions in pairs and encourage them to draw on their personal experience as much as possible. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

• Ask students to read the instructions and check that they understand what they have to do. • Read the words to the students and ask them to repeat them. Correct their pronunciation where necessary. Elicit that the words are verbs. • Tell them that they may use a dictionary if they wish. Make sure you allow enough time for students to complete the task. • Ask students to do the task individually, but check as a class.

Answers Attract

Influence/Persuade

Promote

entice

cajole

endorse

lure

coax

hype

pull

induce

pitch

Teaching Tip

tempt

lobby

push

Make the most of the Reading text by writing your own comprehension questions, or asking students to do so. Use the texts from Units 3, 5, 7 and 10 (missing paragraphs) to write 4-option multiple choice questions.

woo

sway

tout

Vocabulary A • Ask students to read the instructions and check that they understand what they have to do. • Read the words to the students and ask them to repeat them. Correct their pronunciation where necessary. Elicit that the words are nouns. • Ask students to do the task individually, but check as a class.

D • Ask students to read the instructions and check that they understand what they have to do. • Tell students that the words are all used with certain prepositions. Ask students to underline any prepositions before and after the gaps, and then decide on their answers. • Ask students to do the task individually, but check as a class.

Answers 1 equated 2 geared 3 driven 4 expense

Answers 1 telemarketing 2 jingle 3 merchandising 4 infomercials 5 copy

6 materialism 7 demographics 8 billboards 9 momentum 10 caption

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the conversations. Explain anything they don’t understand.

108

5 accounts 6 amounts 7 essence 8 degree

E • Ask students to read the instructions and check that they understand what they have to do. • Read the words in capital letters to the students and ask them to repeat them. Correct their pronunciation where necessary. • Ask them if there are similar sounding words in their native language. • Ask students to read the sentences quickly. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 charismatic 2 hypocritical 3 acquisition

4 manipulative 5 complimentary 6 fraudulent

F • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read through the sentences quickly. Explain anything they don’t understand. • Tell students to try and work out the meaning of the underlined phrasal verbs by considering the context, before they look at the answer options. • Ask students to do the task individually, but check as a class.

Answers 1c 2g 3e 4a 5h 6d 7f 8b

G • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that when dealing with unknown words in the multiple choice cloze task, they should first try the words they know in the gap to see if they fit. If they don’t, they will have to look at the new vocabulary and try the words in the gap to see if they seem plausible. Tell them not to choose a word as their answer just because it is the only one they recognise out of the four choices – they must consider all of the options. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1B 2A 3B 4D 5C 6D 7A 8B

Extra Class Activity Time permitting, you could expand on this multiple choice task by asking students to write gapped sentences using some of the options that were not answers. They then swap with a partner and complete each other’s sentences.

Ideas Focus • Explain to students that they are going to answer some questions about materialism. Ask students to read the questions and explain anything they don’t understand. • Ask students to answer the questions in pairs and encourage them to draw on their personal experience as much as possible. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Grammar A • Ask students for examples of countable and uncountable nouns. • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 U 2 U 3 C

4 C 5 U/C

B • Ask students to read the instructions and check that they understand what they have to do. • Tell students to look back at the examples in A in order to complete the rules. • Ask students to do the task individually, but check as a class. • Once answers have been checked, ask students to give you examples of nouns that can be countable and uncountable, but with a change in meaning (eg glass the material/glass the drinking vessel).

Answers paper, not, amount, number, fewer, less

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Tell students to think carefully about the meaning of the words in bold before they complete the rules. • Ask students to do the task individually, but check as a class.

Answers 1 or

2 can

3 else

Now read the Grammar Reference on pages 198 & 199 (10.1 to 10.4) with your students.

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Tell students to underline the nouns that the pronouns go with and decide if they are countable or uncountable before they complete the sentences with the correct words. • Ask students to do the task individually, but check as a class.

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Because You’re Worth It! Answers

1 little 2 all 3 amount 4 fewer 5 number

6 Many 7 less 8 deal 9 much 10 few

E • Ask students to read the instructions and check that they understand what they have to do. • Tell students to pay attention to the singular and plural verb tenses in the sentences. • Remind students to re-read the sentences once they have finished to check their answers. • Ask students to do the task individually, but check as a class.

Answers 1 d 2 a

4 A someone B Anything 5 A a few, each B several, one

• Ask students to read the instructions and check that they understand what they have to do. • Tell students to look back at theory if they need help. • Ask students to do the task individually, but check as a class.

Answers The advertisements, the ones, a child, the world, the problem, the medium, the message. a is used with child as it’s the first time this idea is mentioned. The is used with unique nouns, such as world; when something has been mentioned earlier, e.g. the ones, the problem; to talk generally, e.g. the medium, the message; with specific nouns, e.g. the advertisements. Now read the Grammar Reference on page 199 (10.5 to 10.6) with your students.

I

F • Ask students to read the instructions and check that they understand what they have to do. Explain that a reciprocal pronoun is used to show that each of two or more subjects is acting in the same way towards the other. Explain that a reflexive pronoun is used when we want to refer back to the subject of the sentence or clause. • Ask students to read the sentences and the questions. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • Make sure students understand how to use reciprocal and reflexive pronouns by asking for example sentences.

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sayings. Explain anything they don’t understand. • Tell students to think about the meaning of each saying, and to consider if it is talking about something specific or something in general. Remind them that some of the nouns will not require any article. • Ask students to do the task individually, but check as a class.

Answers 1 A, a 2 3 An, the 4 5 the

Answers 1 d 2 a

3 b, c 4 e

5 b, c

G • Remind students that a and an are indefinite articles and we use them when we are talking about something that is not specific or when we are talking about a thing in general. Tell them that the is the definite article and is used to refer to something for the first time or to refer to a particular member of group or class. It may be something that the speaker has already mentioned or it may be something uniquely specified. • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the text. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

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5 e

H

Answers 1 A nobody B all 2 A something B nothing 3 A everything B anything

3 c 4 b

6 -, the 7 8 -, the 9 a, a 10 the, the

J • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences quickly. Explain anything they don’t understand. Elicit that they will need to look at the reciprocal and reflexive pronouns in the sentences. • Ask students to do the task individually, but check as a class.

Answers 1 themselves -> each other 2 itself -> themselves 3 us -> ourselves

4 each others -> each other’s 5 hers self -> herself

K • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that determiners are words which come at the beginning of the noun phrase, like articles and pronouns, and that they tell us whether the noun phrase is specific or general. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 a 2 both 3 however 4 others 5 This

6 enough 7 anyone/anybody/ everyone/everybody 8 amount

Ideas Focus • Explain to students that they are going to answer some questions about brands. Ask students to read the questions and explain anything they don’t understand. • Ask students to answer the questions in pairs and encourage them to draw on their personal experience as much as possible. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Listening

• Students do the task individually, but check answers as a class. • Play the recording and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different.

Answers 1 C 2 I 3 C

C • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Remind students that they have done this task type before (Units 2, 6). Remind them that although they have to do two tasks in one, the tasks focus on different aspects and thus require different listening skills. The first task is usually about facts such as a person’s job, place of residence or experiences they’ve had, for example, whereas the second task is usually about attitudes and opinions. Tell them that attitude and opinion can be expressed in words and intonation or tone of voice, and that they should listen carefully for this. • Ask students to read the Exam Task and to think how the attitudes in Task 2 might be expressed. Explain anything they don’t understand. • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different.

D • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class and ask students to justify their answers.

Answers

A • Ask students to read the instructions and check that they understand what they have to do. • Read out the words in the yellow box and explain anything students don’t understand. • Ask students to think about the words someone would use to express the feelings. • Tell students to pay attention to the tone of voice of each speaker. • Students do the task individually, but check answers as a class. • Play the recording and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different.

Answers 1 disbelief 2 pride 3 frustration

4 I 5 C 6 I

4 regret 5 disappointment 6 concern

B • Ask students to read the instructions and check that they understand what they have to do.

Task 1 1 D 2 H 3 A 4 E 5 F

Task 2 6 F 7 A 8 D 9 B 10 C

Speaking A • Ask students to read the questions and answer any queries they may have about them. • Students work in pairs to answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about the effects of consumerism and advertising. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

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Because You’re Worth It! Answers

Students’ own answers Suggested answer for first question: The photos in A show garment industry workers, most likely in an Asian sweatshop, and a Westerner shopping for clothes – the clothes the shopper is looking at may have been sewn in such a sweatshop. The photos in B show a child watching an ad for some sort of unhealthy, sweet snack and a child suffering toothache – the connection is that eating too many sweets will lead to tooth decay or other dental problems.

• Refer students to the Useful Expressions before they do the Exam Task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Teaching Tip Take advantage of visual material, such as the photos in this Speaking section, to have students practise comparing and contrasting photos, even if the Exam Task of the unit is not picture based.

B • Ask students to read the instructions and check that they understand what they have to do. Elicit that the criteria are for making a purchase. Explain that there are no right or wrong answers. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about the criteria. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Useful Expressions • Read the Useful Expressions to the students. Explain anything they don’t understand. • Spend some time practising these until students feel confident they can say them naturally.

Ideas Focus • Ask students to read the questions and deal with any queries they may have. • Ask students to work in pairs to take turns to answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask a student from each pair to answer one of the questions until each pair has had a turn. Ask other students if they agree or if they have something else to add. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers

C • Ask students to read the Exam Close-up. • Explain that in order to talk for two minutes, they will need to organise their thoughts in a methodical way. Tell them they also need to express themselves clearly – not only to impress the examiner, but also for the benefit of their partner who will need to listen to them and then answer a follow-up question. Tell them to practise speaking for two minutes at home by selecting a topic, timing and recording themselves. • Ask students to read the instructions for the Exam Task. Remind them that they did the same task type in Units 3 and 6. Remind them also that they may use the ideas in the bullet points in their answer if they wish, and that they should speak for about two minutes. • Ask students to read the two tasks and explain anything they don’t understand.

D • Elicit that once Student A has finished answering the question, Student B should choose a related question and answer it (in the actual exam, the examiner will choose the question). For Task 2, the roles will be reversed. Finally, they will discuss a question together.

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Students’ own answers

Writing: an article (3) • Explain to students that in this lesson they are going to deal with writing an article. • Ask students to read the Learning Focus on using narrative in articles and explain anything they don’t understand. • Ask students to tell you if they ever come across narrative in articles they read. Ask them what they think narrative adds to an article in terms of the reader’s enjoyment. • Remind them that articles are not as dry as essays, and that depending on the topic, an element of narrative can make an article more interesting. Not only can it help to set the scene and provide background, but it also engages the reader. • Tell students that although we tend to use past tenses to provide narrative, it is also possible to use present tenses and that these serve to make a narrative more immediate.

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the topics and the extracts. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students about the tenses used (present) and if they make the narrative more immediate (yes).

• Ask students to read the three main paragraphs again and relate them to the three bullet points of the writing task. • Ask students to do the task individually, but check as a class.

Answers 1 Yes, by discussing all three of the points in the task 2 Suggested answer - The narrative element adds a personal note to the article which makes it more interesting as people can probably identify with the character of Natalie or know someone who does. 3 semi-formal / more informal than formal style/ tone; narrative about a friend, conversational, direct speech, contractions 4 Money/economy: bank balance, on sale, high price, credit, part with their cash, consumer, cost. Consumerism /advertising: must-have, manipulated, valued customers, advertisers, brands. Environment: landfill, raw materials, energy, discarded, disposable, one-time only use, wasteful excess.

Answers 1C 2A 3B

B • Ask students to read the instructions and check that they understand what they have to do. Explain that they need to write an extract of about 40 words. • Make sure you give students enough time to complete the task. • Remind them to use present tenses. • Ask students to do the task individually, but check as a class.

Answers Students’ own answers

C • Ask students to read the instructions and check that they understand what they have to do. Explain that the questions will help them to analyse the task. • Ask students to read the task and explain anything they don’t understand. • Ask students to do the task individually, except for question 5, but check as a class.

F • Ask students to read the instructions and check that they understand what they have to do. • Make sure you give students enough time to complete the task. • Ask students to do the task individually, but check as a class.

Answers 1 blight 2 pie in the sky 3 psychologically obsolete 4 the toll on 5 take some doing

Answers 1 Yes – money/economy, consumerism/advertising, environment 2 Students’ own answers 3 Escaping consumerism 4 4: an introduction and 3 main paragraphs to comment on the three points and conclude 5 Students’ own answers

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the example article and explain anything they don’t understand. • Ask students to do the task individually, but discuss as a class.

Answers Students’ own answers

E • Tell students they are going to look back at the example article to analyse and comment on how well it addresses the task in C.

Teaching Tip Tell students to keep lists of topic-specific vocabulary and update them as they learn new words and expressions. Tell them to refer to these lists when they work on their writing tasks.

Useful Expressions • Read the Useful Expressions to the students. • Go through each section and make sure students understand the expressions and know how to use them. Ask them if they can think of any expressions that could be added to the different sections. (eg … is representative of … / be recognised as … / blow your budget, etc.) • consumerism.

G • Ask students to read the Exam Close-up. • Tell them that they have poetic licence to make up a fictional character that embodies and exemplifies their point of view. • Explain that they should give their character some direct speech, but not to overdo it.

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• Remind them to refer back to their character at a later point in their article, but not to make this person the main focus of their writing. • Remind them to use present tenses to make their writing more immediate. • Read the Useful Expressions to the students. • Set the Exam Task for homework.

Suggested answer My cousin Nick epitomizes today’s young adult. He’s studying at university, has a part-time job in an electrical appliances store and spends his weekends out and about with his circle of friends. Before Nick goes out, he carefully chooses a designer label shirt and jeans, trendy shoes and an expensive cologne. He grabs his latest model smartphone and heads out the door. Nick is actually quite a nice guy, but he has become the perfect example of today’s consumer, obsessed with the latest offerings by tech companies and designers. ‘But everyone’s doing it!’ he protests when I tease him about this. He fails to see that advertisers are manipulating him into thinking he actually needs status symbols in order to gain the respect of his friends and have any worth as a human being. Of course, that’s the hold that advertising has over people – it makes them think they’re inferior unless they buy this, that or the other. These anonymous advertisers and marketing experts have quite a nerve telling us we’re not thin, pretty, masculine, fragrant or popular enough. If a work colleague were to suggest such a thing – or worse – a teacher, they would be up before a disciplinary committee. It’s not fair to play on people’s insecurities; it’s akin to bullying and there are laws against that! A bit of knowledge does go a long way. If young people are made aware of the psychological ploys that advertisers use to make them part with their cash, and if they realise that advertisers see customers as commodities rather than the goods they’re selling, perhaps they will be better able to resist the pressure to spend, spend, spend!

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Video

10 Skateboards from Trash

General Note Please see the information about National Geographic videos on page 19 of this Teacher’s Book.

Background Information Earth Hour is a worldwide movement for the planet organised by the World Wide Fund for Nature (WWF). Held worldwide annually, the event encourages people, households, communities and businesses to turn off their non-essential lights for one hour, from 8:30 to 9:30 p.m. local time in March, to show their commitment to the planet. It started in Sydney, Australia, in 2007. Since then, it has grown to include more than 7000 cities and towns worldwide.

• Explain to students that they should read the whole summary before writing any answers first to work out what meaning is required in the gaps. • Tell students to read back through the text once they have finished to check their answers. • Ask students to do the task individually, but check the answers as a class.

Answers 1 challenge 2 Inspiration 3 handmade 4 homebuilder 5 jobsite

6 upcycled 7 landfill 8 cost 9 empowerment 10 world

Ideas Focus

Before you watch A • Explain to students that in this lesson they are going to watch a video about skateboards made from rubbish. • Ask them to look at the photos and tell you what they show. • Ask students to discuss in pairs before discussing as a class.

Answers 1 plastic paint buckets 2 in landfills 3 used to create part of the base

• Ask students to read the four questions and answer any queries they might have. • Ask students to work in pairs and explain that they should both give their opinions on the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. • Ask each pair to answer one of the questions and repeat until each pair has had a turn. • Deal with any problems in structure or pronunciation that came up.

Answers Students’ own answers

While you watch B • Tell students that they are going to watch the video about turning trash (rubbish) into skateboards. • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the statements and explain anything they don’t understand. • Play the video all the way through without stopping. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students to think about other uses for common types of rubbish.

Answers 1 T (00:09) 2 T (00:15) 3 F (00:36)

4 F (01:09) 5 T (00:58) 6 T (01:16)

After you watch C • Explain to students that this is a summary of the information they heard in the video. • Read the words in the yellow box to the students and ask them to repeat them. Correct their pronunciation where necessary.

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10 Review 5

Because You’re Worth It!

Objectives

Units 9 & 10

verb

noun

• To revise vocabulary and grammar from Units 9 and 10 • To practise exam-type tasks

dismiss

dismissal

Revision

Entitle

• Explain to students that Review 5 revises the material they saw in Units 9 and 10. • Explain that students can ask you for help with the exercises or look back at the units if they’re not sure about an answer. Stress that the review is not a test. • Decide how you will carry out the review. You could ask students to do one task at a time and then correct it immediately, or ask students to do all the tasks and correct them together at the end. If you do all the tasks together, let students know every now and again how much time they have got left to finish. • Ask students not to leave any answers blank and to try to find any answers they aren’t sure about in the units. • When checking students’ answers to the review tasks, make a note of any problem areas in vocabulary and grammar that they still have. Try to do extra work on these areas so that your students will progress well.

Vocabulary Revision Unit 9 • Write the following words on the board and ask students to tell you how each one relates to renting a property (agency, deposit, eviction, landlord, lease, let, reference, sublet, tenant, tenancy, upfront, utilities). • Read out the following phrases and ask students to write down which two are correct. The underlined words are the answers. (make, match or meet a deadline; be relieved of, removed from or resigned from your duties; to assign, delegate or nominate work to staff; the job offers downtime, flexitime or overtime; casual, manual or temporary work is not permanent; you can grant, hand in or tender your resignation; you can be away on absence leave, paternity leave or sick leave; when you’re fired, you are given your early retirement, marching orders or walking papers) • Read out the following words and have students write them down. Ask individual students to spell them and then use them in example sentences. (autonomous, emancipated, enfranchised, independent, liberated, neutral, self-sufficient, sovereign) • Replicate the table from page 129 of the Student’s Book on the board and ask students to complete the gaps.

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dispense

adjective

(in)dispensable entitlement hierarchy

hierarchical

(im)maturity

mature, immature

mediocrity

mediocre

obligate

obligation

obligatory

orientate

orientation

• Read out the phrasal verbs and ask students to use them in example sentences (fall behind, grow up, lay off, lean on, saddle sb with sth, settle down, stand in for, step down). • Ask students to explain what the following expressions mean: strike out on your own, fend for yourself, pull your weight, burn the midnight oil, be thrown in at the deep end, leave sb to their own devices, wet behind the ears, give sb a free hand. Unit 10 • Write the following nouns on the board and ask students to tell you what they are: billboard, caption, copy, demographic, infomercial, jingle, materialism, merchandising, momentum, telemarketing. • Read out the following compound nouns and ask students to tell you what they are: classified ad, market share, leaflet drop, prime time, weekend edition, trade paper. • Write the following verbs on the board. Ask individual students to choose one and use it in a sentence. Cross off each verb as it is used. (cajole, coax, endorse, entice, hype, induce, lobby, lure, pitch, pull, push, sway, tempt, tout, woo) • Write the gapped phrases on the board and ask students to copy them into their notebooks. Then read out the words and ask students to complete the gaps with them. The answers are underlined. (to account for, amount to, a degree of, be driven by, equate with, in essence, at the expense of, be geared to). • Ask students to write the following: the noun form of acquire (acquisition); the adjective form of charisma (charismatic); the adjective form of compliment (complimentary); the adjective form of fraud (fraudulent); the adjective form of hypocrite (hypocritical); the adjective form of manipulate (manipulative). • Read out the phrasal verbs and ask students to use them in example sentences (flick through sth, get behind sth, rule out sth, splash out, suck sb in, talk sb into sth, wear sb down, win over sb).

Answers

Grammar Revision • Go over Unit 9 Grammar Reference on pages 197 and 198 of the Student’s Book. Look at relative clauses. Ask students to explain the difference between defining and non-defining relative clauses by having them write sentences. Make sure they understand that non-defining relative clauses require commas. Look at the position of prepositions in relative clauses. Go over relative pronouns with quantifiers. Spend some time on revising participle clauses. Make sure students understand that present participles are used when the verb is active, and past participles are used if the verb is passive. Go over clauses of reason, purpose, result and contrast. Make sure students understand the different words and phrases we use for each of these. • Go over Unit 10 Grammar Reference on pages 198 and 199 of the Student’s Book. Make sure students understand that uncountable nouns take verbs in the singular. Go over indefinite, demonstrative, reciprocal and reflexive pronouns. Make sure students understand that reflexive pronouns refer back to the subject and take the suffix -self, whereas reciprocal pronouns refer to shared actions or feelings. Go over the articles, and remind students there are instances when no article is required (zero article).

9 what 10 where 11 little/nothing 12 whom

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and to tell you what kind of products containing sugar are most often advertised on TV in their country. • Read the words at the side of the text to the students and ask them to repeat them. Correct their pronunciation where necessary. • Ask students to read back through the text and to decide which part of speech is missing from each gap, and to complete the gaps using the correct form of the words given. • Remind students to read back through the text once they have finished to check their answers.

Answers 17 unwitting 18 fraudulent 19 indispensable 20 obligatory

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and ask them how independent they think they are. Then ask them to skim read the text, without circling any answers at this stage, to find out what the writer’s view is regarding the independence of young people today (not very independent / much less independent than young adults in the past). • Point out to students that they should read all four options for each item before deciding which word best fits each gap. Remind them to pay attention to the whole sentence each gap is in as the general context will help them understand what word is missing. • Remind students to read back through the text once they have finished to check their answers.

Answers 1C 2D 3B 4C 5A 6D 7A 8B

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and tell you what a sweatshop is (a factory or workshop, especially in the clothing industry, where manual workers are employed at very low wages for long hours and under poor conditions). • Ask students to skim read the text, without filling in any answers at this stage, to find out how working in a sweatshop impacts on a child’s future (it robs/denies them of an education). • Encourage students to consider linking words and determiners as these are often tested in the exam. • Remind students to read back through the text once they have finished to check their answers.

13 themselves 14 in 15 to 16 expense

21 tantalisingly 22 manifestation 23 manipulative 24 consumption

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read both sentences in each item and to underline the information in the first sentence that is missing from the second sentence. Then ask them to look at the word given to decide how the missing information could be inserted into sentence 2 using this word. Remind students that they will have to use a different structure in order to keep the meaning the same. • Remind students that they mustn’t change the word given in any way. • Encourage students to read back through the completed sentences once they have finished to check their answers.

Answers 25 leaves Emma to her own devices 26 am not at liberty to give 27 talked me into purchasing/buying 28 many of which 29 Not knowing where the building was 30 Having been chosen to fill the position

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11 x

xxxxxx Say Cheese!

Reading: Vocabulary: Grammar: Listening: Speaking: Writing:

multiple choice, distinguishing between viewpoints media-related words, collocations & expressions, prepositions, creating prefixes and suffixes from the same word gerunds, common idiomatic expressions with gerunds, infinitives, gerund or infinitive, using a process of elimination multiple-choice, listening between the lines talking about a topic for a documentary, arguing against an option, recommending, reaching a consensus review (2), understanding the purpose of a review, applying the forms and conventions of a review

Unit opener • Ask students to look at the title of the unit and to tell you what it means and when we use it (it’s something that someone who is taking a photograph of you tells you to say so that your mouth makes the shape of a smile). • Ask students to look at the picture and the caption. Ask them if they know who Banksy is (an English graffiti artist of unverified identity who uses a distinctive stencilling technique for his satirical and darkly humorous street art). Ask them what they think Banksy’s view of the paparazzi is, based on the artwork (the paparazzi are like rats, perhaps meaning that they are unscrupulous and cunning). • Ask students how the picture might relate to the title of the unit (the job of the paparazzi is to take photos of famous – and infamous – people).

Reading A • Ask students to read the instructions and the quotes. Explain anything the students don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to give the class their views of the media. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

B • Ask students to read the instructions and the types of media. Explain anything they don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation.

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• Ask students at random to tell the class which media they think are the most objective and which are the least objective. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers, although it could be argued that none of them can be objective if they have to follow an editorial line or the views of the media outlet’s owners.

C • Ask students to read the instructions and check that they understand what they have to do. • Ask them to skim read the text for the answer. Explain that they don’t have to read in detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class. • Once the answer has been checked, ask students if they find it surprising, and if so, why.

Answers Documentaries

D • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Point out to them that, as they saw in C, the writer’s viewpoint might not be what they expect, and for this reason, they need to read carefully in order to understand what the writer is saying. Tell them that distractors in the options will have similar viewpoints or reasons to the correct answer, and that only very close reading will enable them to identify the right answer. Remind them that the questions are in text order, so that they don’t need to search the whole text • Ask students to read the Exam Task and the questions. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers

• Ask students to do the task individually, but check as a class.

1C 2A 3D 4B 5D 6B

Answers

E

1 memoirs 2 anecdotes 3 press 4 blackmail 5 notorious 6 exile

• Ask students to read the instructions and check that they understand what they have to do. • Tell them to find the expressions in the text and deduce their meaning from the context before they choose their answers. • Ask them to do the task individually, but check as a class.

7 scandal 8 instalments 9 excerpts 10 gossips 11 libel 12 obscurity

It means ‘you can publish if you like, I don’t care.’ It is now used more often when someone decides to publish something offensive or unpopular even though they know they will face public criticism.

Answers 1b 2e 3c 4a 5d

Ideas Focus

C

• Explain to students that they are going to answer some questions about privacy. Ask students to read the questions and explain anything they don’t understand. • Ask students to discuss the questions in pairs. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the dialogues quickly. Explain anything they don’t understand. • Ask them if they use any of the words in their native language. • Ask students to do the task individually, but check as a class. • Ask them if they use words with the same meanings in the same context as those in C in their native language.

Answers 1 circulation 2 print 3 leak

Teaching Tip Get more out of your discussions by asking related questions. For example, in this Ideas Focus, you could ask some more hypothetical questions: If you were a celebrity, would you consider you had a right to privacy? If you were a celebrity and a secret of yours had been revealed by the press, what would you do?

Vocabulary A • Ask students to read the instructions and check that they understand what they have to do. • Read out the words in the yellow box to the students. Explain that some of them have the same form for the verb and the noun. • Tell them that the words are related to fame and the press. • Ask students to do the task individually, but check as a class.

Answers 1 pack 2 slander 3 hounded 4 recluse

5 Lampooned 6 stalked 7 column 8 scoop

B • Ask students to read the instructions and check that they understand what they have to do. • Tell them to complete the text and then think about the meaning of the quote.

4 discreet 5 correspondent 6 credible

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and the meanings. Explain anything they don’t understand. • Elicit that some of the meanings are very similar, but explain that the context of each sentence will make clear which meaning is correct. • Ask students to do the task individually, but check as a class.

Answers 1d 2f 3a 4c 5e 6b

E • Ask students to read the instructions and check that they understand what they have to do. • Ask them to read the words in the yellow box and the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 string 2 limelight 3 splash 4 minutes 5 time

6 stardom 7 invasion 8 map 9 legend 10 headlines

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Ideas Focus • Explain to students that they are going to answer some questions about the nature of fame. Ask students to read the questions and explain anything they don’t understand. • Ask students to discuss the questions in pairs. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

F • Ask students to read the instructions and check that they understand what they have to do. • Read out the words and phrases in the yellow boxes. Explain anything students don’t understand. • Ask students to do the task individually, but check as a class.

1 at 2 out of 3 of 4 in

I • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that for the word formation task, they may have to change a word by adding both a prefix and a suffix. Tell them that they should first determine which part of speech they require to complete the gap. • Ask students to read the Exam Task and the text quickly. Explain anything they don’t understand. • Ask students to complete the Exam Task. • Ask students to do the task individually, but check as a class.

Answers 1 objective 2 impartially 3 conspiracy 4 dissemination

Answers be dropped from a record label get signed by an agent make a comeback reach the peak of stardom seek publicity

5 misinformation 6 selectively 7 omission 8 chaotic

Extra Class Activity Time permitting, you could expand on this task by asking students to come up with their own pairs of root words and new words formed by adding a prefix and a suffix. Give them some examples: honest -> dishonesty; responsible -> irresponsibility; depend -> independent.

G • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything students don’t understand. • Tell students to read the sentences in order to understand what meaning is required in the gaps. Once they have an idea of the gist, they can proceed to completing them with the collocations. • Ask students to do the task individually, but check as a class.

Answers 1 making a comeback 2 seeks publicity 3 were dropped from … record label 4 reached the peak of stardom 5 get signed by an agent

H • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read through the sentences and to pay attention to the words before and after the prepositions. • Ask students to do the task individually, but check as a class.

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5 on 6 over 7 of 8 in

Grammar A • Ask students to read the instructions and check that they understand what they have to do. • Elicit that the gerund is the form of the verb with -ing. • Ask students to read the sentences and the rule. Explain anything they don’t understand. • Tell them to consider the position of the gerund within each sentence and to determine whether it is a the subject or the object of the verb. • Ask students to do the task individually, but check as a class.

Answers gerund, noun, object, object

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Some of the expressions are clear in their meaning, while others are more idiomatic. Tell students they may use a dictionary if they wish. • Ask students to do the task individually, but check as a class.

Answers 1 You can’t explain why some people like or dislike certain things. (usually said in disbelief) 2 You have nothing to lose if you … 3 You cannot predict 4 Some people are never happy, no matter what 5 A toast to you, my friend! (made famous by the film Casablanca) 6 Let’s hope for a better future. 7 You don’t know if something works until you put it into practice. 8 (In sport,) participation is more important than victory. Now read the Grammar Reference on page 199 (11.1) with your students.

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 Getting an audition for the reality show 2 Posting that photo online 3 everyone being famous for 15 minutes 4 for not checking the facts 5 without asking permission 6 warning at all/whatever/whatsoever 7 the (possible) meaning of the two leaders’ body language/body language of the two leaders 8 (his/him) being rich and famous

F • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences and the questions. Explain anything they don’t understand. • Remind students that some verbs can be followed by either a gerund or an infinitive, but with a change in meaning. • Ask students to do the task individually, but check as a class.

Answers 1 b 2 a 3 d

Now read the Grammar Reference on pages 199 & 200 (11.2 to 11.5) with your students.

G • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Tell students to think about the meaning of each sentence, and to consider the sequence of events. • Ask students to do the task individually, but check as a class.

Answers 1 saying 2 to say 3 listening 4 to listen 5 turning 6 to forget 7 talking 8 to talk

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 a 2 b 3 c

4 b 5 a 6 b

4 c 5 e 6 f

H • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 to resign 2 posting 3 to be

E • Ask students to read the instructions and check that they understand what they have to do. • Elicit that the infinitive can have two forms – the full infinitive with to, and the bare infinitive without to. • Ask students to read the sentences and the rules. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers full, abstract, bare, active, passive, full

4 seeing 5 worrying

I • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that they can narrow down the number of options by first eliminating the choices they know to be wrong. Tell them also that sometimes the obvious answer is the correct choice, and not assume it is a trap. Remind them that distractors can be wrong for the following main reasons: they do not fit grammatically, they do not collocate with a word before or after the gap, or they don’t fit the meaning.

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• Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

1 make less challenging 2 realistic, including imperfections 3 act differently in the presence of cameras 4 without lines to learn 5 behave in a stupid way 6 causing embarrassment 7 an inaccurate term 8 all media existing before the Internet

Answers 1 b 2 a 3 c 4 d 5 c

6 a 7 b 8 c 9 b 10 d

D

Listening A • Ask students to read the instructions and check that they understand what they have to do. • Tell students that items 1-4 are the topics of the main listening task. • Students do the task individually, but check answers as a class.

Answers 1 C 2 B

E • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different.

3 A 4 D

B • Ask students to read the questions and answer any queries they may have about them. • Students work in pairs to discuss the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about reality TV and ask students to give their view on it. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

C • Ask students to read the instructions and check that they understand what they have to do. • Tell students that words and phrases in bold will be heard in the listening task. • Students do the task individually, but check answers as a class.

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• Ask students to read the Exam Close-up. • Remind them that they must listen between the lines, that is, listen for opinions that are expressed indirectly. Explain that this is usually done by paraphrasing the content of the recording. Remind them also not to linger on questions the first time they listen, but to move on quickly to the next question, and go back to any unanswered questions when they listen the second time. • Ask students to read the Exam Task and the questions, and to think about what they might hear. Answer any questions they might have about the items.

F • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class and ask students to justify their answers.

Answers 1 D 2 A 3 B

4 C 5 C

Speaking A • Ask students to read the questions and answer any queries they may have about them. • Students work in pairs to discuss the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers Suggested answers for the first question: They are all stereotypes. Asian prodigy / child prodigy; nerdy cosplayers (people who dress as and pretend to be a character from a film, TV programme, comic book, etc.) / larping (Live Action Role Play, a game where participants physically act out their characters’ actions); meditation / yoga / New Age; a book work / swotting in the library.

Teaching Tip Give students a say in their learning. Ask them to bring in photos or short articles that are controversial in nature for class discussion. Give students a topic loosely related to the theme of the unit, and ask them to look for suitable material.

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the items. Explain anything they don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about stereotypes, and why it might be wrong to label people. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

C • Ask students to read the Exam Close-up. • Explain that in this task, they not only need to show the examiner that they are able to make a recommendation, but also that they are able to justify by explaining why another option should be rejected. Point out that a discussion is more interesting if there is some disagreement, but also that by arguing against an option, they are able to show the examiner the range of their language skills. • Refer students to the Useful Expressions before they do the Exam Task. • Ask students to read the instructions and the content for Task 1 of the Exam Task. Go over the mechanics of the task again. Tell them that Student A will explain the two options on page 165 to Student B, who will then choose the best one and justify it. They then swap roles and Student B will explain the two options on page 202 to Student A, who will then choose the best one of the two. Once Student B has chosen an option and justified their choice, Students A and B will discuss the advantages and disadvantages of both options before deciding on the best one.

• Ask students to read the instructions for Task 2 of the Exam Task. Refer students to page 202 of the Student’s Book and go over the content. Explain the mechanics of the task. Tell them that Pair 1 need to justify their choice to a student from Pair 2 who will act as a TV producer, by giving two reasons each and explaining why they are important. Once they have explained their choice, the TV producer will ask the four questions that Pair 1 must answer, and the other student from Pair 2 will listen and offer feedback on the discussion. Tell this student to pay attention to clarity of expression, but not to focus on mistakes unless they hinder comprehension. The pairs will then swap roles and repeat the task. • Remind students that although the bullet points are brief, they need to expand on them and not simply read them out as they are. • Students work in pairs to do the task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Useful Expressions • Read the Useful Expressions to the students. Have them practise saying the expressions and tell them to think about intonation as they do so. • Spend some time practising these until students feel confident they can say them naturally.

Ideas Focus • Ask students to read the questions and deal with any queries they may have. • Ask students to work in pairs to take turns to answer the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask a student from each pair to answer one of the questions until each pair has had a turn. Ask other students if they agree or if they have something else to add. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Writing: a review (2) • Explain to students that in this lesson they are going to deal with writing a review, as they did in Unit 2 where they looked at the content of a review. • Ask students to read the Learning Focus on understanding the purpose of a review.

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• Explain that the purpose of a review is to provide useful information about a place, an event, a book, a film, etc. and to make a recommendation on the basis of which someone may form an opinion about it and make a decision. • Tell them that they need to use topic specific and appropriate vocabulary. • Point out that their final recommendation should reflect the opinions they have expressed in the main body of the review.

D • Ask students to read the instructions and check that they understand what they have to do. Explain that the questions will help them to analyse the task. • Ask students to read the task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers

A • Ask students to read the instructions and check that they understand what they have to do. Elicit what kind of things can be said about film-making and its subject matter. • Ask students to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1S 2S 3F 4S 5F

1 a documentary about a famous person 2 describe it, explain why the story was important, say what we can learn from it 3 a recommendation

E • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the example review and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but check as a class.

Answers Students should underline: talent, rose meteorically, crashed, stardom, media pack Students should circle: innovative, format, archival footage, approach, narrator, screen, illusion

C • Ask students to read the instructions and check that they understand what they have to do. • Make sure you ask students the following questions before they proceed with the task. Ask them to look at the sentences in A again, and to tell you if they think they are all from the same review (yes, they are). Ask them to summarise the content of the sentences in A (they tell the tale of a hounded celebrity who had a tragic end). • Ask students to read the two conclusions quickly. Explain anything they don’t understand. • Tell them they need to decide which of the two conclusions is in sync with the opinions and sentiments expressed in the sentences in A. • Ask students to do the task individually, but check as a class.

Answers Conclusion 2

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The media hounded her, causing added pressure.

F • Tell students they are going to look back at the example review to see if it fulfils the criteria for a review that are set out in Learning Focus. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students to tell you if they would watch the documentary based on what they have read in the review.

Answers 1 yes 2 the documentary is worth watching and will make you re-examine your views on fame and the media 3 yes

G • Ask students to read the instructions and check that they understand what they have to do. • Read out the grammar structures. Elicit that these are instances of advanced grammar. Tell them they should aim to use such structures in their own writing. • Tell students to refer to the Grammar Reference at the back of their Student’s Book if they need help identifying the structures. • Ask students to do the task individually, but check as a class.

Answers 1 What this documentary gives is 2 the more Winehouse hurt, the more she channelled that despair 3 Seldom do you hear 4 Had they tried harder 5 Emerging from this documentary is

Teaching Tip Tell your students to keep a list of advanced grammar structures and to refer to it when they write. They can use it as a checklist to ensure they include some impressive structures in their work.

Useful Expressions • Read the Useful Expressions to the students. • Go through each section and make sure students know how to use each expression by asking them to continue the sentence stems in their own words. Go round the class until all of the expressions have been covered.

H • Ask students to read the Exam Close-up and go over the forms and conventions of a review. Remind them to include pertinent factual information such as the title of a book and the name of its author in a heading. Tell them they must mention the subject matter of their review in the introduction. Remind them to use appropriate, topic-specific vocabulary. Point out that they can include a more personal perspective by writing about how the book, film, etc. made them feel. Remind them to use more complex grammar structures. • Remind students that they can use the information here as a checklist when writing their own reviews. • Ask students to read the instructions and the Exam Task. Explain anything they don’t understand. • Ask students to read the paragraph plan and to make notes on each paragraph, if time allows. Elicit that the plan outlines the aspects of the task that need to be covered, as they were in D. • Read the Useful Expressions to the students. Elicit in which part of their review they can use each category of expressions and tell them to use them if they wish when writing their review for the Exam Task. • Set the Exam Task for homework.

Suggested answer Review: Steve Jobs by Walter Isaacson My very first computer was an Apple Mac. I fell in love with it as soon as I laid eyes on it. It was so different to everything else on the market, and I was curious to learn how that came about. More so, I was curious about the man behind the brand – Steve Jobs. This biography is an amazing inside view into the life of one of the great visionaries and businessmen of our era. If I learned anything from this book, it’s that Jobs believed that design is paramount, and spending extra time to make a beautiful design work is worth it. He wanted the Apple computers he built to be both beautiful and useful. Much time was spent fitting the hardware into the beautifully designed cases the designers came up with. It produced amazing computers that were visually distinct from everything else available. Another thing that comes through very strongly in this book is what an incredible perfectionist Jobs was. Reading the biography, I discovered that Jobs’ ethos was basically that if you are going to do something, do it right. The book is full of instances of Jobs doing this, not only in regard to his computers. For example, Jobs was obsessed with quality glass, and ordered the highest quality he could find for his Apple Stores. In all things he did, he kept at it until it was perfect in his mind. He was dogged in this regard. The book was full of references to Jobs’ dynamic personality. He believed anything was possible and he was so persuasive that he could convince those around him of it too. Surely this is one of the most defining qualities of an entrepreneur – believing something can be done against all odds. This biography gives incredible insight into one of the defining minds of the 21st century. It’s a must-read!

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Video

11 A Polar Picture

General Note

Answers 1 tough (00:17) 2 afraid (01:00) 3 emerging (01:32) 4 cubs (01:40) 5 remote (02:03) 6 high (02:11)

Please see the information about National Geographic videos on page 19 of this Teacher’s Book.

Background Information Polar bears live in the polar north in areas where they can hunt their primary prey, seals. They are found in Canada, the U.S. (Alaska), Greenland, Russia, and the Svalbard archipelago of Norway. In all, 19 populations of polar bears living in four different sea ice regions across the Arctic have been identified. Despite what many believe, a polar bear’s fur is not white. Each hair is a clear hollow tube. Polar bears look white because each hollow hair reflects the light.

Before you watch A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the questions. Explain anything they don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about the dangers of being a wildlife photographer. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Suggested answers 1 Polar bears are hard to find. The photographers may search for days. The conditions are difficult for humans. Polar bears could be dangerous. 2 They have to wait for the opportunity to photograph wildlife, they may have a camera in place for some time before they get good photos. 3 They have to have endurance, they may have to deal with difficult weather conditions and physically tough environments. They need a good understanding of the animals and environment that they are photographing. They need to be resourceful and make the most of the opportunities they get to photograph the wildlife in question.

While you watch B • Tell students that they are going to watch a video about photographing polar bears. • Play the video all the way through without stopping and ask students to mark their answers. • Ask students to do the task individually, but check as a class.

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After you watch C • Explain to students that this is a summary of the information they heard in the video. • Read the words in the yellow box to the students and ask them to repeat them. Correct their pronunciation where necessary. • Explain to students that they should read the whole summary before writing any answers first to work out what meaning is required in the gaps. • Tell students to read back through the text once they have finished to check their answers. • Ask students to do the task individually, but check the answers as a class.

Answers 1 sheer 2 vast 3 terrible 4 ashore 5 dramatic

6 short 7 curious 8 directly 9 impatient 10 reminiscent

Ideas Focus • Ask students to read the three questions and answer any queries they might have. • Ask students to work in pairs and explain that they should both give their opinions on the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. • Ask each pair to answer one of the questions and repeat until each pair has had a turn. • Deal with any problems in structure or pronunciation that came up.

Answers Students’ own answers

12 x

xxxxxx Culture Shock

Reading: Vocabulary: Grammar: Listening: Speaking: Writing:

multiple matching, pinpointing the answer culture-related words, collocations & expressions, word formation, predicting the answer cleft sentences with it, cleft sentences with what and all, key word transformation, making all necessary changes multiple-choice, avoiding double negatives and other traps talking about celebrations, keeping to the time limit, involving your partner, supporting opinions with examples, changing the subject report (2), getting the most out of the prompt material, producing your own content

Unit opener

C

• Ask students to look at the title of the unit and to tell you what they think it means (a feeling of confusion experienced by someone when they are suddenly exposed to an unfamiliar culture, way of life, or set of attitudes). • Ask students to look at the picture and read the caption. Explain that a wet market is a traditional open air food market, so called because the floors are usually washed with water. Live animals and fresh produce are characteristically sold, and it’s where most Vietnamese do their daily shopping. Ask them how it links to the unit title. (it shows an element of Vietnamese culture.) • Ask students if they have ever experienced culture shock.

Reading A • Ask students to read the instructions and check that they understand what they have to do. • Read out the elements of culture. Explain anything students don’t understand. • Ask them to discuss in pairs before discussing as a class.

Suggested answers symbol – flag; language – each is unique, used for written history; values – individualism, work ethic, family; music – tango, rap; gestures – hand shake; rituals – baptism; artefacts – iPhone, art works, architecture; clothes – denim, national costumes, etc.

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the article and ask them what a cultural history of chocolate could be about. • Ask them to skim read the text for the answer. Explain that they don’t have to read in detail as they will have another opportunity to read the text. • Ask students to do the task individually, but check as a class.

Answers the ruling classes

D • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that when doing the multiple matching task, it’s a good idea to underline the section of the text that they think contains the answer and write the question number next to it. In the event they find possible answers in two sections of the text, they can compare the numbered parts of the text to quickly find their answer. Tell them this is a good tactic to employ in an exam as it helps to save time. • Ask students to read the Exam Task and the questions. Explain anything the students don’t understand. • Remind students to underline and number the answers in the text. • Ask students to do the task individually, but check as a class.

Answers

B

1B 2C 3D 4E 5A 6D 7E 8A 9C 10B

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the words in the yellow box and the texts. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 identity 2 status

E • Ask students to read the instructions and check that they understand what they have to do. Elicit that a large number of words in English actually have Greek and Latin roots. • Ask them to do the task individually, but check as a class.

3 pleasure 4 community

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12

Culture Shock Answers

1 Latin 2 Latin 3 Latin 4 Greek 5 Greek 6 hybrid of Greek and Latin, meso being Greek for ‘middle’ and America from Italian explorer Amerigo Vespucci who played a prominent role in exploring the New World 7 Greek 8 Latin 1c 2e 3a 4h 5d 6g 7b 8f

• Ask students to read the sentences quickly. Explain anything they don’t understand. • Explain that the words they need to complete are compound adjectives, that is, adjectives that are made up of two words and are hyphenated. • Ask students to do the task individually, but check as a class.

Answers 1 long 2 time 3 rooted 4 present

C

Ideas Focus • Explain to students that they are going to answer some questions about traditional foods in different cultures. • Ask students to read the questions and explain anything they don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences quickly. Explain anything they don’t understand. • Explain that the word pairs in bold have similar meanings, but only one is correct in the context of the sentence or as collocations with other words. • Ask students to do the task individually, but check as a class.

Answers 1 legacy 2 vestiges 3 annals 4 reign

Teaching Tip As this is the final unit of the course, ask students which Reading texts they enjoyed the most and to explain why. Ask them if they feel their reading skills have improved over the course of the level.

Vocabulary • Ask students to read the instructions and check that they understand what they have to do. • Read out the words in the yellow box and ask students to repeat after you. Correct pronunciation where necessary. Elicit that all of the words are nouns. • Ask students to read the text quickly. Explain anything they don’t understand • Ask students to do the task individually, but check as a class.

Extra Class Activity Time permitting, you could ask students to write their own gapped sentences with some of the words not used in C (dowry, residue, archive, regime, relic, descent, chronicle, renewal). They then swap with a partner and complete each other’s sentences.

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences quickly. Explain anything they don’t understand. • Explain that the correct words form phrases and collocations in the sentences. • Ask students to do the task individually, but check as a class.

Answers

Answers 5 values 6 artefacts 7 heritage 8 diversity

B • Ask students to read the instructions and check that they understand what they have to do.

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5 heirloom 6 ancestry 7 memorial 8 revival

D

A

1 assumptions 2 stereotypes 3 mannerisms 4 codes

5 standing 6 gone 7 honoured 8 held

1a 2c 3b 4d 5c 6a

E • Ask students to read the instructions and check that they understand what they have to do. • Ask them to read each sentence for gist and to work out what the meaning of each expression is. Tell them that once they know what the expression should mean to choose a word that they think most logically completes the expression and the sentence.

• Ask students to do the task individually, but check as a class.

Answers 1 sit 2 close 3 join

• Ask students to read the instructions and check that they understand what they have to do. • Read out the words in the yellow box and the sentences. Explain anything students don’t understand.. • Ask students to do the task individually, but check as a class.

Answers 4 integrated 5 turned his back on

G • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the text quickly. Explain anything they don’t understand. • Ask students to complete the sentences individually, but check as a class. • Once answers have been checked, ask students about any bizarre traditions in their country.

Answers 1 irreverent 2 burial 3 observance 4 likeness

Answers

4 hold 5 stay 6 band

F

1 diverse 2 defied 3 torn

• Ask students to read the Exam Task. Explain anything the students don’t understand. • Ask students to do the task individually, but check as a class.

5 satirical 6 ceremonially 7 offerings 8 festive

1C 2A 3B 4A 5D 6B 7C 8D

Grammar A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, explain that cleft sentences result from changing the normal sentence pattern so as to emphasise a particular piece of information. Write the following on the board: it + be + phrase + defining relative clause. Elicit that the emphasis in the resulting cleft sentence is on the phrase after it + be.

Answers Sentence a, is an example of a standard sentence; the others are introduced by ‘It was’ to emphasise different parts of the sentence, followed by a relative clause.

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to do the task individually, but check as a class.

Answers

H • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences quickly. Explain anything they don’t understand. • Ask students to complete the sentences individually, but check as a class.

Answers 1 insanity 2 culturally 3 disrespectfully

4 condemnation 5 sensitivity

I • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Explain that prediction is a good tool to use for multiple choice cloze tasks. Tell them to start by reading the text for gist, and then do a closer reading in which they predict the word needed to complete the gap. Once they have an idea of the word, they should look at the options and find the one that is closest to their own answer. Tell them that in the event they cannot decide which choice is correct, to eliminate the choices they know are wrong, and then to choose from the remaining options.

1 c 2 e

3 b 4 d

Now read the Grammar Reference on page 200 (12.1) with your students.

C • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand.. • Ask students to do the task individually, but check as a class.

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12

Culture Shock Answers

1 It was in (the year) 1536 that Spanish Conquistadors conquered Peru. 2 It was they that then carried potatoes to Spain. 3 It was Sir Walter Raleigh who introduced potatoes to Ireland in 1589. 4 It was only in 1589 that Sir Walter Raleigh introduced potatoes to Ireland. 5 It wasn’t until nearly four decades later that the potato had spread to the rest of Europe. 6 was this (disease) which/that caused the Irish Potato Famine of the 1840s. 7 It was the Irish Potato Famine that caused the deaths of over a million people from starvation./ It was the Irish Potato Famine that caused over a million people to die of starvation. 8 It was fleeing the Great Hunger, as it was known there, which/that led to mass emigration from Ireland.

Answers a All people need to survive is food, water and shelter. b What the tribe does is fast for a few days. c What made the tribe lose their culture was globalisation. d All the logging company cared about was the chance to make a big profit.

F • Ask students to read the instructions and check that they understand what they have to do. • Refer students to the Grammar Reference if they need help.. • Ask students to do the task individually, but check as a class.

Answers Sentence 2 is wrong because you can’t use this structure with stative verbs.

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Refer students to sentence a in A for an example of standard word order. • Ask students to do the task individually, but check as a class.

Answers

G • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand. • Encourage students to look back at the Grammar Reference if they need help. • Ask students to do the task individually, but check as a class.

Answers

1 Language must have given humans an advantage. 2 Some Amazon tribes weren’t discovered until the 1960s. 3 Taking part in the tea ceremony was the highlight of the trip. / The highlight of the trip was taking part in the tea ceremony. 4 We find learning about our common ancestry fascinating. 5 A genetic database has been set up in Iceland. 6 Creole languages developed because traders spoke different languages.

1 What people tend to cling on to when they get older are their cultural beliefs. 2 It really upsets me the way the elderly are treated in my culture – they’re given no respect! 3 What was really interesting was the way that the villagers deferred to a group of elderly women before making any decisions. 4 All that I can remember from my trip to Thailand as a child is the overwhelming heat. 5 What they do when they eat is they put the food in an enormous communal pot and share it as a family.

E • Tell students that cleft sentences can also be formed with what and all. • Ask students to read the instructions and check that they understand what they have to do. Elicit that they need to underline the part of the sentence that is emphasised. • Ask students to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • Once answers have been checked, ask students to compare the sentences with sentences b-e in A on page 175. Ask them which verb comes before the emphasised information in all of the sentences (be).

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H • Ask students to read the instructions and check that they understand what they have to do. • Ask students to look at the picture. Explain that the sentences describe a Russian tradition. • Ask students to read the items. Explain anything they don’t understand. Explain that a salt cellar is a small container for salt, usually with one hole in the top. • Ask students to do the task individually, but check as a class.

Answers 1 d 2 a

3 b 4 f

5 h 6 c

7 e 8 g

I • Ask students to read the Exam Close-up and then ask one to explain what it says in his or her own words. • Tell students it is a good idea to underline the parts of the first sentences that need to be reworded for the second sentence. Explain that this will help them to focus only on the information that needs to be rewritten. Explain that word patterns are often tested in the exam and that they should make sure their answer is grammatically correct. • Ask students to read the Exam Task and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers 1 All the plan means is that 2 It was not until much later that they 3 What he will never forget 4 It is culture which/that binds 5 What amazed the anthropologist

Ideas Focus • Explain to students that they are going to answer some questions about rituals. • Ask students to read the questions and explain anything they don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

B • Ask students to read the Exam Close-up. • Explain that a negative prefix or suffix doesn’t always give a word a negative meaning, for example, ‘indispensable’ refers to something that is necessary and is therefore positive in meaning. Tell students that in English, unlike their own language perhaps, two negatives usually make a positive, unless it is nonstandard usage. For example, ‘You can’t not feel sorry for child brides,’ means ‘You should feel sorry for child brides.’ Point out to students that some modals sound very similar in the positive and negative when spoken quickly, and that they should try to distinguish meaning from context in such cases. • Ask students to read the sentences. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class. • Once answers have been checked, ask students to tell you why the meanings are positive or negative.

Answers 1 + 2 +

5 6 +

7 + 8 -

9 + 10 -

C • Ask students to read the instructions and check that they understand what they have to do. • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different. • Ask students to do the task individually, but check as a class. • Once answers have been checked, read out the sentences from the recording so that students can see where they made mistakes. (1 I can’t read what this says. / 2 I can understand why they did it. / 3 I can’t express what I have seen! / 4 They should have respected the tribe’s rights. / 5 They couldn’t possibly believe in that superstition! / 6 They could possibly believe that the river is sacred.)

Answers

Listening

1 b 2 f

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to work in pairs to complete the task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students to discuss one of the photos and repeat until every student has had a turn. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

3 4 +

3 c 4 e

5 a 6 d

D • Ask students to read the Exam Task and check that they understand what they have to do. • Ask students to read the questions. Explain anything they don’t understand. • Tell them to focus on what the speakers imply by paying attention to negatives. • Play the recording once all the way through and ask students to mark their answers. Ask students to discuss their answers with a partner and to justify any they have that are different. • Play the recording again and ask students to check their answers and to complete any missing answers. • Check the answers as a class and ask students to justify their answers.

131

12

Culture Shock Answers

1 b 2 b

3 a 4 b

5 c 6 a

Speaking A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to look at the photos and describe them. (a marching band; a street festival) • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Teaching Tip As this is the last Speaking lesson, have a class discussion about ways of beating stress and anxiety before and during the Speaking exam.

B • Ask students to read the instructions and check that they understand what they have to do. • Ask students to work in pairs and discuss the options. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up. • Make sure you give students enough time to complete this task. When they have finished, you can ask individual students to give their views.

Answers Students’ own answers

C • Ask students to read the Exam Close-up. • Remind them that there is a time limit on the test and that they should be wary of talking for too long. Tell them that the examiner may interrupt them once the time limit is up. Tell them also that their test may be recorded, but it is to check the examiner rather than the test takers. • Refer students to the Useful Expressions before they do the Exam Task.

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• Ask students to read the instructions for the Exam Task. Go over the mechanics of the task again. Tell them that Student A will explain two options to Student B and then choose the best one, and justify it. They then swap roles and Student B will explain two options to Student A and then choose the best one of the two. Once they have chosen the best options from their information sheets, they must discuss the advantages and the disadvantages of the final two options, and then choose the best one. • Ask students to read the instructions for Task 2 of the Exam Task. Refer students to page 202 of the Student’s Book and go over the content. Explain the mechanics of the task. Tell them that Pair 1 need to justify their choice to a student from Pair 2 who will act as a town mayor, by giving two reasons each and explaining why they are important. Once they have explained their choice, the town mayor will ask the four questions that Pair 1 must answer, and the other student from Pair 2 will listen and offer feedback on the discussion. Tell this student to pay attention to clarity of expression, but not to focus on mistakes unless they hinder comprehension. The pairs will then swap roles and repeat the task. • Remind students that although the bullet points are brief, they need to expand on them and not simply read them out as they are. • Students work in pairs to do the task. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Useful Expressions • Read the Useful Expressions to the students and ask them to repeat them. Correct their pronunciation and intonation where necessary. • Remind students that they must justify their choices. • Spend some time practising these until students feel confident they can say them naturally.

Ideas Focus • Explain to students that they are going to answer some questions about communities. • Ask students to read the questions and explain anything they don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. • Ask students at random to answer each of the questions and encourage the other students to give their opinions. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers Students’ own answers

Writing: a report (2) • Explain to students that in this lesson they are going to deal with writing a report, as they did in Unit 8. • Ask students to read the Learning Focus on getting the most out of the prompt material and explain anything they don’t understand. • Tell them that in the prompt material they can identify the purpose, target reader and context of a report, and that once they know these, they can determine their role as the writer, the most appropriate style and language, and the information to be included. Tell them that unlike the report they studied in Unit 8 in which the task clearly stated the aspects to be covered (describe a course, evaluate the content, organisation and atmosphere), they may be asked to decide on the aspects themselves. Remind them that a report may be positive or negative, or both. • Ask students to compare writing a report with specified aspects for inclusion versus producing their own content. Ask them to consider the pros and cons of each type of report. • Remind students that, as with any piece of extended writing, there should be clear organisation with an introduction that informs the reader about the purpose of the report, a main body with headings for each specific aspect that is discussed, and a conclusion that gives the writer’s overall opinion.

A • Ask students to read the instructions and check that they understand what they have to do. • Tell students that the statements will help them to better understand the elements of a report. Tell them also that the statements are based on the information in Learning Focus. • Ask students to do the task individually, but check as a class.

Answers 1b 2c 3a

C • Ask students to read the instructions and check that they understand what they have to do. • Ask them to read the writing task and the questions. Explain anything they don’t understand. • Explain that the questions will help them to analyse the task in order to fully understand what the requirements are. • Ask students to do the task individually, but check as a class.

Answers 1 to describe the festival and evaluate the extent to which similar events can open people’s minds to new experiences and further understanding between different cultures 2 your fellow college students; your peers 3 you have attended the festival and are reporting about two interesting and relevant events 4 two events of particular interest and relevance in regards to understanding and cooperation 5 Multicultural festival / A festival of multiculture / Cultural understanding 6 5 sections: introduction, brief description, one event, a second event, evaluation

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the example report and explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers the food stalls

E • Tell students they are going to look back at the report to analyse and comment on its content as outlined in C. • Ask students to read the questions. Explain anything they don’t understand. • Ask students to do the task individually, but check as a class.

Answers

B • Ask students to read the instructions and check that they understand what they have to do. Elicit that there are two parts to the task. • Ask students to read the extracts. Explain anything they don’t understand, but do not explain the phrases that indicate positive or negative (see key below). • Ask students to do the task individually, but check as a class.

Answers 1 negative (left a lot to be desired) 2 positive (made me think twice) 3 neutral (a similar and predictable format) 4 negative (poorly executed) 5 positive (enthusiasm was infectious)

1 the introduction; it should be brief and only state a few facts 2 Yes; the art reproductions weren’t interesting; there were issues with parking 3 Yes; the food stalls and the art exhibition 4 Yes, in the conclusion

F • Ask students to read the instructions and check that they understand what they have to do. • Ask students to look in the example report for the words in the yellow box, and to work out their meaning from the context before they match them to items 1-6. • Ask students to do the task individually, but check as a class.

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12

Culture Shock Answers

1 veritable 2 fare 3 intoxicating

4 unqualified 5 vehicle 6 foster

Useful Expressions • Read the Useful Expressions to the students. • Go through each section and make sure students understand the expressions and know how to use them. Ask them if they can think of any more examples to add to the expressions. Write them on the board and ask students to copy them in their notebooks.

G • Ask students to read the Exam Close-up. • Tell them identify the purpose, target reader and context from the prompt, in order to understand their role as the writer, the style and language to use, and what information to include. Tell them to determine whether the aspects for discussion are included in the prompt or whether they need to come up with their own ideas, and if so, to choose topic areas they have enough impressive, advanced vocabulary for. • Remind students that they can use the information here as a checklist when writing their own reports. • Ask students to read the instructions and the Exam Task. Explain anything they don’t understand. • Ask them to identify the topic and the specific aspects they need to cover, as they did in C. (topic = a report on your country and culture for college students; describe what people in your country are like; discuss two cultural aspects of particular interest and relevance; explain how an understanding of these aspects will be of benefit to students) • Ask students to read the paragraph plan and to make notes on each paragraph, if time allows. • Read the Useful Expressions to the students. • Set the Exam Task for homework.

Suggested answer The British Introduction The aim of this report is to provide international students with an introduction to some aspects of British culture. What are the British like? Although the British are generally seen as being reserved, you will find that people are usually quite friendly once they get to know you a little. They will appreciate it if you make an effort at small talk or take an interest in local affairs. The British are also very polite and often say thank you in situations you might not. They are respectful of rules and queue politely at bus stops, airports and shops. It is considered exceedingly rude to queue jump. Humour and understatement Humour has a special place in British society. It can be used in many situations: to establish a welcoming atmosphere, to create a sense of togetherness, to settle differences, to criticise, to show appreciation. As far as topics go, British people joke about everything. Humour is often combined with understatement. Depending on the tone ‘Not bad’ can actually mean ‘Very good’ and ‘Not bad at all’ might be considered very high praise indeed. Informality Relationships in the workplace and in educational settings are very informal. Most people address their manager and other colleagues by their first names. University tutors usually expect students to address them by their first names as well. In general, tutors and other teaching staff are very approachable and it would not be unusual for them to join you for a coffee during a break. In terms of clothes, style of dress depends more on personal preference than on position or rank, so don’t expect to find lecturers in suits – more likely than not they will be dressed in casual jeans and sweaters. Conclusion There are some preconceived ideas about British people, such as they drink tea all day and are obsessed with the weather. It would be best to ignore these and fully embrace the true British way of life while you are here.

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Video

12 Rite of Passage

General Note

Answers

Please see the information about the National Geographic videos on page 19 of this Teacher’s Book.

1 T (00:10) 2 F (00:30) 3 T (00:49)

Background Information In New Mexico, the Mescalero Apache reservation conducts a coming-of-age ritual that lasts for four days. In the ritual, young Apache girls pass through ancient tests of strength, endurance, and character that will make them women.

Before you watch A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the questions. Explain anything they don’t understand. • Go round the class monitoring students to make sure they are carrying out the task properly. Don’t correct any mistakes at this stage, but make a note of any problems in structure or pronunciation. • Have a class discussion about rituals. • Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up.

Answers 1 A rite of passage is a ceremony or event marking an important stage in life. 2 Most commonly birth, the transition from childhood to adulthood, marriage, and death are marked by rituals. 3 family, friends, important people to officiate, e.g. religious figures 4 Rituals vary quite a lot from culture to culture, based on different belief systems, but share some common features e.g. the importance of symbols, rules, particular costumes and behaviour.

While you watch B

4 T (00:58) 5 T (01:45) 6 F (04:30)

After you watch C • Explain to students that this is a summary of the information they heard in the video. • Read the words in the yellow box to the students and ask them to repeat them. Correct their pronunciation where necessary. • Explain to students that they should read the whole summary before writing any answers first to work out what meaning is required in the gaps. • Tell students to read back through the text once they have finished to check their answers. • Ask students to do the task individually, but check the answers as a class.

Answers 1 onset 2 ordeal 3 endurance 4 representation 5 rising

6 emotion 7 pollen 8 fertility 9 spirits 10 clay

Ideas Focus • Ask students to read the three questions and answer any queries they might have. • Ask students to work in pairs and explain that they should both give their opinions on the questions. • Go round the class monitoring students to make sure they are carrying out the task properly. • Ask each pair to answer one of the questions and repeat until each pair has had a turn. • Deal with any problems in structure or pronunciation that came up.

Answers Students’ own answers

• Tell students that they are going to watch the video about a coming-of-age ritual in New Mexico, USA. • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the statements and explain anything they don’t understand. • Play the video all the way through without stopping. • Ask students to do the task individually, but check as a class. • Once the answers have been checked, ask students if they would willingly take part in a similar ritual if it were part of their culture.

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Review 6

Culture Shock

Objectives • To revise vocabulary and grammar from Units 11 and 12 • To practise exam-type tasks

Revision • Explain to students that Review 6 revises the material they saw in Units 11 and 12. • Explain that students can ask you for help with the exercises or look back at the units if they’re not sure about an answer. Stress that the review is not a test. • Decide how you will carry out the review. You could ask students to do one task at a time and then correct it immediately, or ask students to do all the tasks and correct them together at the end. If you do all the tasks together, let students know every now and again how much time they have got left to finish. • Ask students not to leave any answers blank and to try to find any answers they aren’t sure about in the units. • When checking students’ answers to the review tasks, make a note of any problem areas in vocabulary and grammar that they still have. Try to do extra work on these areas so that your students will progress well.

Vocabulary Revision Unit 11 • Ask students to explain what the following phrases mean: a pack of reporters, be sued for slander, be hounded by the press, live as a recluse, be lampooned by the press, be stalked by a fan, a weekly column, get a scoop. • Read out the following words and have students write them down. Ask individual students to spell them and then use them in example sentences: anecdotes, blackmail, excerpt, exile, gossip, instalment, libel, memoirs, notorious, obscurity, press, scandal. • Ask students what the following words and phrases mean: circulation figures, print media, a leak, discreet, foreign correspondent, a credible source. • Write the words on the board: acclaimed, eminent, fabled, illustrious, immortal, Z-list. Read out the meanings and ask students to match them to the words. 1 made famous by having many stories written about him/her (fabled) 2 famous and respected within a particular sphere (eminent) 3 only slightly famous but not for doing anything special (Z-list) 4 likely to be remembered for a long time (immortal) 5 famous, well respected and admired (illustrious) 6 given public approval and praise (acclaimed) • Ask students to explain what the expressions mean: a string of hits, steal the limelight, make a splash, 15 minutes of fame, hit the big time, be destined for stardom, an invasion of your privacy, put sb on the map, a legend in your own lifetime, hit the headlines.

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Units 11 & 12 • Ask students to explain what the following expressions mean, or to use them in factual sentences about famous people: be dropped from a record label, get signed by an agent, make a comeback, reach the peak of stardom, seek publicity. • Write the gapped phrases on the board and ask students to copy them into their notebooks and complete the gaps with a preposition. The answers are underlined: be at odds with, get out of hand, be full of yourself, do sth in bad taste, do sth on the spot, be over the top, be upwards of a certain figure, do sth in the name of fame. Unit 12 • Write the following nouns on the board and ask students to explain what they mean by giving you examples of each: artefact, assumption, code, diversity, heritage, mannerism, stereotype, values. • Ask students to give you examples from their culture of things that are age-long, old-time, deep-rooted, everpresent, long-standing, long-gone, time-honoured, strongly-held. You can write these on the board and give students time to think about their answers. • Ask students to give you examples of the following, from their culture and history: sb who left a legacy, vestiges of the past, sth from the annals of their history, sb’s reign, an heirloom that pas been passed down, the ancestry of a famous person, a famous memorial, the revival of a custom. • Ask students to tell you what the following are: an oral tradition, a clash of cultures, the mists of time, to observe a tradition, cultural norms, an indigenous population. • Write the words on the board in jumbled order. Ask students to form collocations with them. Then ask them to use the phrases in their own sentences: sit tight, close ranks, join forces, hold fast, stay put, band together. • Ask students to give examples of the following: a culturally diverse place, to defy your family, being torn between two cultures, being fully integrated into another culture, to turn your back on your own culture. • Ask students to write or tell you the following words. The answers are in brackets: the opposite of reverent (irreverent); the noun form of bury (burial), the noun form of observe as it relates to a tradition (observance), the noun form of like (likeness), the adjective form of satire (satirical), the adverb form of ceremony (ceremonial), the adjective form of festival (festive), the negative noun form of sane (insanity), the adverb form of culture, the opposite of respect (disrespect), the noun form of condemn (condemnation), the noun form of sensitive (sensitivity).

Grammar Revision

C

• Go over Unit 11 Grammar Reference on pages 199 and 200 of the Student’s Book. Look at gerunds, infinitives, full infinitives, bare infinitives and gerund or infinitive. Ask students to close their books and to write sentences using verbs that take a gerund, a full infinitive, a bare infinitive, and a verb that can take either with a change in meaning. Ask students to read out their sentences to the class. • Go over Unit 12 Grammar Reference on page 200 of the Student’s Book. Make sure students understand that cleft sentences are used to give emphasis and in order to do this, they use a word order that is different to standard word order. Make sure they understand that the part of the sentence being emphasised comes after the verb be. Ask students to write three cleft sentences about some things they learnt during the course using it, what and all. Have students read out their sentences.

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and to tell you what kind of pressure celebrities might face. • Read the words at the side of the text to the students and ask them to repeat them. Correct their pronunciation where necessary. • Ask students to read back through the text and to decide which part of speech is missing from each gap, and to complete the gaps using the correct form of the words given. • Remind students to read back through the text once they have finished to check their answers.

Answers 17 assumption 18 stardom 19 obscurity 20 notoriously

A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to tell you what investigative journalism is (a form of journalism in which reporters investigate topics such as serious crimes, political corruption, or corporate wrongdoing) and what an undercover reporter does (assumes a false identity in order to find out information about an organisation, etc.). Ask them if they read investigative pieces in magazines or newspapers. Then ask them to skim read the text, without circling any answers at this stage, to find out the topic of the first undercover report (an expose on the conditions of asylum patients in institutions). • Point out to students that they should read all four options for each item before deciding which word best fits each gap. Remind them to pay attention to the whole sentence each gap is in as the general context will help them understand what word is missing. • Remind students to read back through the text once they have finished to check their answers.

Answers 1A 2D 3C 4B 5D 6B 7D 8A

B

21 invasion 22 privacy 23 chaotic 24 eminent

D • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read both sentences in each item and to underline the information in the first sentence that is missing from the second sentence. Then ask them to look at the word given to decide how the missing information could be inserted into sentence 2 using this word. Remind students that they will have to use a different structure in order to keep the meaning the same. • Remind students that they mustn’t change the word given in any way. • Encourage students to read back through the completed sentences once they have finished to check their answers.

Answers 25 All the explorers did was (to) destroy 26 was made to apologise 27 What she will never do is sell 28 It is studying ancient civilisations that 29 was the first person to climb 30 has the makings of

• Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the title of the text and tell you what they think the Dreamtime could be. • Ask students to skim read the text, without filling in any answers at this stage, to find out what the Dreamtime is (the dawn of time for Aboriginal Australians). • Encourage students to consider the structure of cleft sentences as these are often tested in the exam. • Remind students to read back through the text once they have finished to check their answers.

Answers 9 time 10 oral 11 It 12 What

13 until 14 fast / on 15 knowing 16 of

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Recording Script Student’s Book C2 UNIT 1: Do You Mind?

Man:

Track 1.1 N:

Listening, Unit 1, Page 14, E

ExN:

 ou will hear three different extracts. For Y questions 1 – 6, choose the answer (A, B or C) which fits best according to what you hear. There are two questions for each extract. You will hear the extracts twice.

ExN:

 xtract 1: You will hear a woman describing E her personality.

Woman: I suppose I’ve always been a bit quiet. People used to say I should come out of my shell and my friends were always trying to get me to go to parties and concerts with them, and I could never explain how I felt, I would just go along and pretend to have a good time. But inside I couldn’t really see the point; I’d much rather have stayed at home with a good book. I always got on fine with friends on a one to one basis, and I still adore having real conversations but you know, social situations where you have to make small talk with complete strangers, I’m afraid they just leave me cold. I’m finally accepting that I am an introvert and there’s nothing wrong with that. For a long time, introverts got a bad rap, primarily because extroverts are the ones making the most noise, the pushy ones, the fun ones … but we have to accept our differences and work on our strengths. I’ve been reading about the different personality types and it explains a lot about our ways of looking at the world. My extrovert family gets bored if they are alone for too long, they need that stimulation, but for me, being the opposite, I need to be alone after being around too many people. I get overwhelmed and need to recharge my batteries, whereas extroverts need company and excitement to do the same. ExN:

Now listen again.

ExN:

 xtract 2: You will hear an interview with a E sociologist about crowd behaviour.

138

 e often see people getting carried away W in crowds, perhaps behaving in ways that are uncharacteristic and doing things they wouldn’t if they were alone. What exactly is happening when people come together in crowds?

Woman: Y  es, it’s true that people behave differently in crowds. Sociologists have come up with different theories to explain this phenomenon. One of the earliest was put forward by Gustave Le Bon. He formulated what he called the Contagion theory, which dates back to 1895. He suggested that large numbers of people surrender to the hypnotic emotions of the crowd; the emotions are contagious, if you like. There is also the feeling of anonymity offered by the crowd which encourages individuals to deny personal responsibility for their actions. This is quite a popular theory but it hasn’t been scientifically proved. Man:

 o he said that the crowd can influence S people to behave badly?

Woman: Y  es, if the overriding emotion is a violent one. But critics don’t accept this. Some argue the opposite is true. This theory is called the Convergence effect and its supporters say that, contrary to popular belief, it is not the crowd that influences the individual but that individuals with certain tendencies come together to form crowds, they are drawn to each other, if you like. The crucial difference is that the behaviour in this case originates from the individuals, although the crowd gives them the courage to behave in ways they would not do alone. Man:

 ut in both cases there is an unwillingness B to accept personal responsibility?

Woman: Y  es, but of course there are many more theories. ExN:

Now listen again.

ExN:

 xtract 3: You will hear a woman talking E about the qualities employers look for.

Woman: S  o, you’ve got the qualifications and skills for the job, but what employers are looking for, apart from how great you look on paper, is particular personal qualities. Recruiters can tell a lot about a candidate at an interview but they can really get to know you if they offer you an internship. How can you turn that into a permanent position? Although jobs and organisations vary, employers look for some basic common qualities. Competence is number one on my list: the ability to get the job done. This requires organisation, prioritising tasks and great time management. Courage is also important, and this includes a willingness to take the initiative and take risks, but also to stand up for yourself, nobody wants a yesman anymore. This can, of course, lead to failure and this brings us to another quality that’s key, the ability to be honest with yourself and admit to making mistakes. This is integrity and it also means you are a loyal employee and will not criticise colleagues. Likeability is also important, because you need to be able to get along with a team of different people and work together effectively. ExN:

Iris: Yannis, are you working or studying at the moment? Yannis: I’m studying law at Athens University and I’m in my final year. Iris:

And you?

Anna: I’m a student, too. I’m doing business studies at a central Athens college. Iris: Anna, what do you like best about the place you’re living now? Anna:

 ell, Athens is full of students and there is W always plenty to do. I enjoy the culture and the opportunities for entertainment. I have lots of friends here and my family, too.

Iris: What for you is the most interesting aspect of learning English, Yannis? Yannis: I think for me learning about the different culture of English speaking countries. I also find that sometimes the language reflects the way different people think, it’s interesting to compare it with my native language, Greek. You know, we tend to be more direct than English speakers. I find those aspects fascinating. Iris:

Thank you.

Now listen again.

UNIT 2: Bright Ideas Track 1.2 N:

Listening, Unit 1, Page 14, F



Now listen again and check your answers.



Track 2.1 N:

Listening, Unit 2, Page 28, D

ExN:

 ou will hear five short extracts in which Y different people talk about doing without their mobile phones.

Track 1.3 N:

Speaking, Unit 1, Page 15, D

Iris:

 ood morning, my name is Iris and this is my G colleague, Alec. And your names are …?

Anna: Anna Stavropoulou. Yannis: Yannis Leventis. Iris: Could I have your mark sheets, please? Thank you. First of all, we’d like to know something about you. Where are you from, Anna? Anna:

I’m from Athens.

Iris:

And you, Yannis?

Yannis: I’m from Thessaloniki, but I live in Athens now.



Task 1. For questions 1 – 5, choose from the list (A – H), what reason each speaker gives for doing without their mobile phone.



Task 2. For questions 6 – 10, choose from the list (A – H), what each speaker missed most about their mobile phone. While you listen, you must complete both tasks.

ExN:

Speaker One

GIRL:

It happened because my mother changed the sheets and, as she told me later, she heard a banging sound in the washing machine. She stopped the programme because she was curious about the noise 139

and of course, there was my phone! It had obviously got left on my bed, so it was my fault really. We tried everything to dry it out; putting it in a bowl of rice overnight, you know, as they suggest you should do, but the water had already done too much damage and the phone never worked properly again. It was an old one, so it didn’t matter too much but it was annoying that I couldn’t retrieve one or two things, some of the first photos I took of my friends are gone forever. It took me a few days to catch up on my social media updates when I finally got a new phone set up. Some of my friends thought I’d disappeared! ExN:

Speaker Two

MAN:

I was late for work and in a bit of a rush. When I got to work, I realised I didn’t have my phone, and thought I’d probably left it charging at home. But when I got home that evening, it wasn’t there. Then I called the taxi firm, because I’d taken a cab to work that morning. But they said nothing had been handed in. To this day, I don’t know what happened to it, whether I lost it or someone stole it. It was almost new and quite an expensive model. Luckily, I was able to erase it remotely and then I knew that my personal information was safe. There were a lot of contacts on there that I wasn’t able to recover and I had to start again with a new device the next day. I’m going to be a whole lot more careful with my mobile in future!

ExN:

Speaker Three

WOMAN: Well, it’s inevitable, isn’t it, that technology will let you down? For me, it couldn’t have happened at a worse time. I was on a business trip and my mobile suddenly just froze. I tried everything you are supposed to do, I tried taking out the battery and putting it in again, turning it off and turning it on again and fiddling with the various cards, but nothing worked. It was really a disaster because it meant that I could only contact people using my laptop, so I was a bit lost for a day or two, not being able to call people. I had to wait till I was back home to get it fixed by a specialist and 140

those two days without it made me realise how much I rely on it. ExN:

Speaker Four

MAN:

I wanted to be offline for a few days. I hate the idea that people expect me to be available at all times. So, to relax properly on my fishing trip, I turned off my phone because I didn’t want any interruptions. I don’t think anything is so important that it can’t wait forty-eight hours and I knew if something was really urgent, my family would alert my companion. Of course I forgot that having turned off my phone, the alarm wouldn’t ring and I didn’t get up at the crack of dawn as I was planning. But apart from that, yes, I can recommend turning your phone off from time to time, to really recharge your own batteries.

ExN:

Speaker Five

WOMAN: I panicked a bit when it happened. It just fell out of my hand and onto the kitchen floor. I immediately knew it was broken, the screen was smashed to pieces. I was so cross with myself. That thing was my constant companion; my whole life was stored in there, from work to games to correspondence, videos and photos – everything. Thank goodness I had saved the important stuff to the cloud, as they call it. I had to replace it, of course, but for the short time I was without it, I felt lost and disconnected from the world. Terrible, isn’t it, that we should be so reliant on these devices? ExN:

Now listen again.

Track 2.2 N:

Listening, Unit 2, Page 28, E



Now listen again and check your answers.



UNIT 3: Right On! Track 3.1 N:

Listening, Unit 3, Page 44, B

M:

Do you want to taste the brownies I made?

F:

Is that fair trade chocolate?

M:

You know I wouldn’t use anything else!

Track 3.2 N:

Listening, Unit 3, Page 44, E

ExN:

 ou will hear eight short conversations. Y From the three answer choices, select the answer which means the same as what you hear, or is true based upon what you hear.

M: Well, he’s alleged to have avoided paying a lot of taxes. F: That’s not the first time he’s been investigated for that sort of thing. ExN:

7

M: The schoolchildren are showing solidarity with the victims of bullying. F:

How are they doing that?

ExN:

1

M: Well, by organising events and talks and generally raising awareness.

F:

Right, I’m off to work!

ExN:

M:

Are you taking a taxi again?

F:

 es, until the public transport strike is called Y off, I have no choice.

M: You know that company has been accused of using child labour.

ExN:

2

M:

So how’s the volunteering coming along?

F: I’m getting trained tomorrow to lead my own team. M: Oh, it’s great that you’re finally being given more responsibility. ExN:

3

M:

Oh, I hope that’s not real fur you’re wearing!

F: Of course not! You know how much I love animals!

F: No, really? They should have their products boycotted then. M: Well, I personally have never bought that brand in my life.

UNIT 4: Express Yourself Track 4.1 N:

Listening, Unit 4, Page 58, D

ExN:

 ou will hear part of a discussion Y between two language teachers, Jill Bradley and Gerald Downey, who are talking about English as a global language. For questions 1 – 5, choose the answer (A, B, C or D) which best fits according to what you hear.

M: Wow, a lot of people must be fooled by that fake fur … it’s so realistic. ExN:

4

F:

You should really sign this petition.

8

F:

I’ll get you to sign it; just see if I don’t!

ExN:

5

Interviewer: T  oday in the studio we’ve got two experienced language teachers, Jill Bradley and Gerald Downey talking about the way English is developing as a global language. It’s English, I believe, but not as we know it.

M:

Sally’s really inspiring, isn’t she?

Gerald:

M: I know, but I don’t want to be bombarded with more requests.

F: Yes, she’s certainly dedicated to the cause and she’s a great public speaker. M: I’m always amazed at how she gets everyone talking, though I’m not totally convinced by her arguments. ExN:

6

F:

Why is that comedian under arrest?

 a ha, yes, that’s right. You see, in H the past there was always a focus on speaking English like a native, I mean that was many learners’ ultimate goal, and to be honest, that’s setting the bar rather high. I mean, how many of us can speak another language really fluently? Now, with English being used as the international language of business, the internet and communication in general, more and more interaction takes place 141

between non-native speakers and this leads to a new kind of English. Of course, it has to be good enough to communicate, but a lot of the traditional stuff of course books is no longer necessary. Jill: Obviously, it depends on what learners are using English for. Business English, for example, has been around for a long time with courses helping people to function in international business settings. Gerald:

 ctually, the kind of English spoken A between non-native speakers has spread rapidly and it has led one writer to coin the term, ‘Globish’, to describe a language resembling English, because it is English, but allows people to understand each other easily. I mean, it’s a kind of plain English with only around 1,500 words and it does away with a lot of the features of English that non-natives struggle with.

Jill: Like phrasal verbs, perhaps? How can people communicate without those? Gerald:

 ell, no, some phrasal verbs are W indispensable, but there are often more easily understood alternatives, which might seem a bit more formal.

Jill:

Don’t say the spelling has changed, too!

Gerald:

 o, that would be too revolutionary! N The whole point is that today, the native speaker is no longer at an advantage in the communications game. For example, if an Australian businessman says to an Italian colleague, Fancy a bite to eat?’ it’s likely to cause problems, even if he hasn’t got a strong accent and speaks slowly and clearly. The Korean, who asks the Italian, Do you want to eat lunch?’ is bound to be understood.

Jill: So, you’re saying that native speakers also have to learn this global English? Gerald:

142

 ell, yes, because those people W who want to be understood by nonnative speakers need to have a certain awareness of how idiomatic and complex

their use of the language is, and they could, you know, help a little by speaking in simpler terms. In other words, figurative language, including a lot of idioms, can be replaced with more easily understood terms. Jill: You mean, they have to dumb down the language, in order to make themselves clear? A bit like talking to a small child? Gerald:

 o, that’s not what I mean, exactly. It’s N not patronising in that sense, and a child is not a good example, because, going back to our earlier point, native speaker children are quick to pick up phrasal verbs, something which global English learners try to avoid, as you might have noticed. No, it means using simple language and vocabulary whenever you can, and paraphrasing, instead of naming something.

Jill: Well, there’s no doubt that saves on memorising vocabulary, but it makes everything a bit long-winded in my experience. I mean, saying, ‘The son of my brother,’ if you don’t know ‘nephew’ works pretty well, but what if you want to explain something more complex? Knowing the word ‘key’ must surely be better than talking about ‘the thing which you use to open a door when someone has locked it’. Gerald:

 bviously, basic vocabulary like that is O generally understood, but you know, when non-native speakers talk together, a lot of paraphrasing has to go on, for example, if I know the word, ‘mosquito’, but my listener doesn’t, then I would explain it as a ‘small insect that bites’, and I might even do a sound effect or action to emphasise my meaning. Obviously that only works with spoken English!

Jill:

 o, this kind of English is now free from S any cultural associations with English speaking countries, too, I suppose?

Gerald:

 xactly. And that’s probably another E reason native speakers might feel a bit put out, or should I say upset? You know,

there’s sometimes a feeling that we own the English language, and actually, we don’t! Mind you, all this doesn’t mean non-native speakers are giving up their mother tongue in favour of English.

did it! I ticked off the scariest thing on my bucket list. I decided to go for it and get over my fear of heights and so did something that I’d otherwise have put off till last. I jumped out of an aeroplane! It was amazing, and I’d recommend it, even to those of you who are a bit cautious. Hey, if I can do it, anyone can! But just to warn you, the last ten seconds before you hit the ground are … well, I don’t think I’ve ever been so terrified in my life!

Interviewer: A  nd I suppose it goes without saying that a language keeps evolving as it’s put to new uses. It’s just another fascinating route that English is taking. ExN:

Now listen again.



So, what’s next? Well, once you’ve done the thing you’re most afraid of, everything else looks a whole lot easier! Next up is training to run a marathon. Oh by the way, I’m doing that for charity, too. The sky dive was really successful, I raised over a thousand pounds! Running a marathon is a common goal, and it’s a tough one, especially for someone like me who’s not that athletic. But I’m following a programme and it’s a long-term goal. These activities, I suppose are kind of selfimprovement and I think that’s something a lot of people aim for on their bucket list. But at the same time as improving yourself, it’s nice to see if you can help others; that’s why raising money for charity while doing it gives you double the boost!



What about if you’re really not into all those sporty outdoorsy activities, I hear you ask. Well, there are loads of things you can do without leaving the house. I finally got round to reading a classic novel. Wow! I’d been putting that one off for years. When I took the time to sit and focus, I found that Anna Karenina is a fascinating read. That’s the thing about a list like this, it pushes you to try stuff that you didn’t really think was your sort of thing, and there are always surprises in store!



Of course the typical thing people put on their list is to travel to exotic places, and that’s great, but you don’t have to follow the crowd, unless there are places that you really want to visit. I don’t go in for those lists of ‘A hundred books you must read’, ‘Twenty places everyone should visit’, all those are other people’s ideas, although you can get some suggestions from there, this isn’t about them, it’s about you. And anyway, it’s not

Track 4.2 N:

Listening, Unit 4, Page 58, E



Now listen again and check your answers.



UNIT 5: If At First You Don’t Succeed … Track 5.1 N:

Listening, Unit 5, Page 74, C

Hi everybody! I’m feeling a sense of achievement because, guess what? This week I finally got round to writing my bucket list. I had to get over my fear of trying new things. So, I thought I’d go for it and write that list… I know a lot of people think it’s a real cliché, but don’t knock it unless you’ve tried it! It’s really focused my thoughts and I’ve realised that you don’t have to follow the crowd, though there’s a reason that some things are on everyone’s list … more about that later. Anyway, your list probably won’t look like anyone else’s and that’s because everyone’s unique. I thought I’d try something easy to start off with so I had a go at making pottery. That is nowhere near as easy as it looks, I’ll tell you, I got in a right mess …

Track 5.2 N:

Listening, Unit 5, Page 74, E

ExN:

 ou will hear a blogger talking about her Y bucket list. For questions 1 – 6, complete the sentences with a word or short phrase.

Woman: H  i everybody! I’m Emma and today, I’m really excited because, you’ll never guess what! I

143

a competition, is it? Then again, well, I can really recommend skydiving! ExN:

bitcoin address. Unlike conventional currencies, bitcoin isn’t issued by central banks or controlled by governments and all transactions are completely anonymous; a factor that appeals to a lot of users. The software needed to use it is pretty complicated, though, which probably puts a lot of people off using it.

Now listen again.

Track 5.3 N:

Listening, Unit 5, Page 74, F



Now listen again and check your answers.



UNIT 6: Made of Money Track 6.1 N:

Listening, Unit 6, Page 88, C

ExN:

 ou will hear five short extracts in which Y different people talk about different kinds of currencies.



Task 1. For questions 1 – 5, choose from the list (A – H), the person who is speaking.



Task 2. For questions 6 – 10, choose from the list (A – H), the main disadvantage of the currency mentioned by each speaker. While you listen, you must complete both tasks.

ExN:

Speaker Three

WOMAN: After retiring from teaching I was keen to do some kind of volunteering. I was going to volunteer in a local school, helping children to read but then I discovered the time bank. It’s not really volunteering as we know it, because you get rewarded for your time. It’s a very fair system, because everyone’s time is worth the same. I can help a child with their homework for an hour say, and get an hour’s worth of gardening work or hairdressing in return. Of course, it’s the labour that is shared and it works for services, but not goods. You have to buy any materials that are needed, but the service is free, provided you have given your time, too.

ExN:

Speaker One

ExN:

Speaker Four

MAN:

 e used to have Zimbabwean dollars, but W they abolished them back in 2009 because of the hyperinflation. Back then a trilliondollar note wasn’t even enough for a bus fare! Now they are bringing in something called bond notes, and everyone thinks these will go the same way. I have a market stall, and if my customers pay me in bond notes, how can I pay my suppliers? They want dollars, not this money, so it’s no use to me. People here would rather use real money than this kind of note which we call ‘ghost money’.

MAN:

ExN:

Speaker Two

MAN:

I’m in IT and when I’m not writing software for banks and other financial institutions, I love gaming. I use bitcoin quite a lot. It’s the most famous digital currency and it’s accepted by a surprising number of companies for payment. You can also pay people really easily, I mean transactions are fast and safe when you know their

I accept the Bristol Pound, yes, of course I do. In my café, lots of customers use it to pay. It’s a great idea, I think, because it keeps the money flowing inside our local economy and helps our town, Bristol, to grow. A lot of money stays inside the town and goes back to support our local community in this way. It stops money literally leaking out of the area. For people who don’t live here that could be a disadvantage, as it’s not legal tender, obviously they’d have to spend all their local currency before leaving the area, the same way as tourists do when they leave a holiday resort abroad.

ExN:

Speaker Five

MAN:

It’s a great thing now with the Internet; there are loads of good sites where you can swap your unwanted stuff. Antiques traders are all over these sites of course, looking for bargains that they can then sell on in their shops. For me, well I’m an amateur

144

and I’ve been collecting stamps since I was a lad. I’ve got a pretty large collection, but I’m always on the lookout for the odd ones that are missing. On the swap site I can swap my unwanted stamps for some that I do want. Sometimes I swap other collectables like medals and coins, too. In this way it’s a hobby that doesn’t cost me money. The main problem is that you have to spend hours online searching for what you want and it’s often hard to find the exact swap you need.

ExN:

8

M:

What’s your opinion of organic food?

UNIT 8: Knowledge is Power Track 8.1 N:

Listening, Unit 8, Page 118, C

N:

Listening, Unit 7, Page 104, D

ExN:

 ou will hear 8 questions. From three Y answer choices given, choose the one that best answers the question.

ExN:

1

F:

 eren’t you supposed to take out the W recycling?

ExN:

2

Woman: H  ave you ever tried teaching someone something? If you have, you might have realised that, unless you really know the subject well, it’s a difficult task. Teaching can be a way to learn something and research done by educational experts has proved this. The phenomenon, known as the Protégé Effect has been tested and it has been shown that teaching others leads to an improvement in children’s performance. So perhaps this effect could improve all pupils’ results? A new teaching tool to exploit this effect has been developed by a team at Vanderbilt University. Called ‘Betty’s Brain’, it is a program which requires students to teach a virtual student, Betty, scientific reasoning. By testing and teaching Betty they help themselves recall information as accurately as possible and to develop their reasoning skills. They also get involved with the character, feeling upset when their student doesn’t manage to understand the concept that they are teaching, and proud when they do!

M:

Isn’t that the famous naturalist from the television?

Track 8.2

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3

N:

Listening, Unit 8, Page 118, F

F:

When will the cycle lane be constructed?

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ExN:

4

M:

Is there any reason to hunt this species?

 ou will hear an educational psychologist Y talking about ways to improve learning. For questions 1 – 8, complete the sentences with a word or short phrase.

ExN:

5

F:

Are many people against fracking?

ExN:

6

M:

Who is to blame for the oil spill?

ExN:

7

F:

When will the city switch to renewable energy?

ExN:

Now listen again.

Track 6.2 N:

Listening, Unit 6, Page 88, D



Now listen again and check your answers.



UNIT 7: Distant Shores Track 7.1

Woman: T  oday I want to talk a bit about the social side of learning and thinking. Although traditionally a thinker is seen as a solitary person, lost in contemplation, scientists are starting to realise the importance of interaction with others when learning. Bouncing ideas off each other can be very useful when trying to problemsolve of course, but that’s not what I’m 145

concentrating on today. No, today, I’m going to look at the relationship between the teacher and the student, but focus on the benefits for the teacher.



Most of us have probably been asked by someone to explain something at some point, and that’s when we take the role of the teacher, and in doing so, we often find out that our understanding of a concept isn’t perfect! However, when we do manage to communicate an idea in such a way that others can grasp it, it invariably means that we, too, as teachers, have a very good knowledge of the subject. Learning through teaching is nothing new. As long ago as ancient Rome, the philosopher Seneca described this phenomenon, stating that, ‘While we teach, we learn.’

In modern psychology, this is known as the Protégé Effect, which basically means that explaining something to others reinforces your own understanding of it and so you become an expert in it. This process has been proven to accelerate learning in the classroom. Experiments have been done where college students teach computer sciences to high school students, who in turn transfer their knowledge to middle school students, thus motivating the older students to learn and engage more conscientiously with the material. It is also believed by some experts that this happens naturally in many families, as older siblings help their younger brothers and sisters to learn. Some even go as far as to suggest that this may be one reason for a tendency for first-born children in a family to have a higher IQ!



146

Let’s say that we want to make the most of this effect, well obviously one way is to find someone to teach, but there is now also a virtual model that helps students benefit from the Protégé Effect. It’s a computer program called ‘Betty’s Brain’ and it was written to help middle school students master science subjects. The students have to teach Betty, who is a ‘teachable agent’; a virtual character. Of course, as they teach her, they too master the material. They have

to check her progress and as they do, they identify gaps in her knowledge, encouraging them to go over the material and learn it more thoroughly. It forces them to organise their knowledge in a structured way.

It’s hardly surprising then, that student performance improves when compared with students without access to Betty’s Brain. Finally, the student tutors connect emotionally with the Betty character, feeling disappointment when she fails to do well and satisfaction when her efforts succeed; something which has a powerful effect on their learning.

ExN:

Now listen again.

Track 8.3 N:

Listening, Unit 8, Page 118, G



Now listen again and check your answers.



UNIT 9: Flying the Nest Track 9.1 N:

Listening, Unit 9, Page 134, B

Well, of course, my daughter, Elena, she wasn’t a natural when it came to driving, unlike her brother, who passed his test soon after his 18th birthday. He was desperate to learn to drive and as soon as he got his licence, he was driving down the motorway from university every month. He was a bit unlucky though, finding work as a musician was hard and after university he came back home to live with us for a while. It was while Elena was teaching abroad; she was in Greece for a few years. So, Matt was back, but it isn’t right is it, for grown up children to live at home? When he eventually got a steady job, Matt didn’t earn enough to get onto the property ladder. He’s living in an unused building at the moment. It used to be a daycare centre, it’s all perfectly legal, he’s not squatting or anything. I think he is what they call a guardian, yes, a property guardian, that’s it.

Track 9.2

Elena:

N:

Listening, Unit 9, Page 134, C

ExN:

 ou will hear three short segments from Y a radio programme. The programme is called “Striking Out”. You will hear what three different radio guests have to say about three different topics. After each talk, you will be asked some questions. From the three answer choices given, you should choose the one that best answers the question according to the information you heard.

ExN:

Segment One

Interviewer: Hello and welcome to this edition of Striking Out, in which we hear about people’s firsts. This week we’re starting with Elena, talking about her driving test. Perhaps you have some tips for passing it? Elena:

 ell, I took my test in Greece, so I think W my experience might be different from people who took the test in another country. I tried to put off driving as long as possible, but when I moved out of the city, I found I really couldn’t get by without a car. I had to rely on other people to drive me places because the bus service was non-existent, so I plucked up the courage to take lessons.

Interviewer: Are lessons mandatory if you want to take a test, or can you just get a friend to teach you? Elena:

 s far as I know they are mandatory. I A had to take at least 21 hours of theory lessons and 20 hours of practical lessons, and I ended up taking a lot more, so it was quite expensive. I was not exactly confident, and I wouldn’t have wanted anyone but a qualified instructor teaching me. Also, of course, you’re that much safer with the driving school car which has dual controls, so if you make a serious mistake, the instructor can put his foot on the brake!

Interviewer: So tell me about the test, how was that conducted, exactly?

 irst you have to pass the theory test, in F which there are 30 questions, and you’re only allowed to make one mistake. I found that bad enough, but the practical test was even more nerve-wracking. My instructor drove me to the test centre, along with another student from the same driving school. I remember it was July, in the middle of a heatwave and the air conditioning in the car wasn’t working. There were others from other schools, too, and two examiners. The examiners sit in the back of the test taker’s car and the student’s instructor sits in the front passenger seat.

Interviewer: The ultimate back seat drivers! Elena:

 es, but that’s not all. While each Y candidate is taking their turn, the other cars follow in a kind of convoy, watching them take their test! If the student makes a mistake, they just have to stop the car there and then, and the test is over! Then it’s the next person’s turn. Some people were so nervous, they couldn’t even start the car, and they were not given a second chance!

Interviewer: (shocked) Oh, that does seem rather harsh! Elena:

I failed this test three times because I didn’t reverse around a corner correctly! Eventually I passed and now I have been driving for many years and I’m happy to say I never needed this manoeuvre!

ExN:

Number 1



What was Elena’s attitude towards learning to drive?





a She lacked motivation to start. b She was reluctant to try it. c She was put off by the high cost.





Number 2













What do both speakers agree about? a Manoeuvres are emphasised too much in the test. b Not being allowed to complete the test is unfair. c Having two examiners makes test takers nervous. 147

ExN:

Segment Two

stay at the property, you’re not supposed to leave for more than a few days. I’ve met lots of likeminded people during my time here and with the money I’m saving on rent, I’ll be able to afford a deposit on a small flat in future and finally get a mortgage.

Interviewer: W  ith house prices at a record high, it’s hard for young people to get a foot on the property ladder, but our next guest thinks he will soon solve this problem. Matt:

 es, that’s true. I was fed up with being Y tied to my mum’s apron strings but I couldn’t afford the deposit to buy a house. Rents in my area are also very high, so instead of being a tenant, I decided to try out life as a property guardian. It’s a bit different from being a tenant, because you don’t have quite as many rights and there are a lot of rules, but it’s working for me. I went through an agency and found a really good deal sharing a large house in the suburbs with a few other people, some of whom are musicians, like me. The idea is that you occupy a vacant property and therefore are able to keep an eye on it and protect it from squatters, for example, until the owners need it. It’s great for young people because you can move out almost on a whim, you only have to give 14 days’ notice, although on the flip side, they can give you 28 days’ notice if they need you to move out. So it suits people who adapt easily and are not about to put down roots anywhere really fast. Also they don’t allow pets or dependants, so it mostly suits young, single people.

ExN:

What kind of person must a property guardian be?





a flexible and responsible b professional and reliable c spontaneous and creative





Number 4



Why does being a property guardian appeal to Matt?









ExN:

148

 ell the agency says that most properties W are available for two to three months, but I’ve been lucky so far and I’ve been in the same place for six months. You have to be ready to move out if necessary, but they will help you find another place when yours is no longer available. It suits me fine, I pay about a third of what I would pay for something similar as a tenant and I have masses more space than I could otherwise afford. I am used to living with very little stuff and whenever the time comes to move on, I can just pack up a small van and go. Being a guardian is only for people with a steady income and you also have to

a H  e needs a lot of space to store his things. b He does not want a permanent home. c It is a lot cheaper than the alternatives. Segment Three

Interviewer: People have been talking to us about their first job. Rebecca is now in charge of a major art gallery, but her first job was rather less glamorous. Rebecca:

Interviewer: So the contract is really short term? Matt:

Number 3

 es, that’s right. I came out of university Y with masses of confidence, especially after landing a job in an art gallery. This really was my dream job, or so I thought. Well, I was PA to the director, which sounded rather important, but it turned out I was just a glorified secretary really! I really got the wind knocked out of my sails, you know. I mean looking back, I thought I knew everything and in fact, well, like a lot of fresh-faced young graduates straight out of university, I knew nothing about the world of work. I had this idea that a degree meant that I would be treated with respect everywhere, whereas in fact I was often asked to do menial tasks like fetching the sandwiches and coffee!

Interviewer: W  hich, of course, you did with great success! Rebecca:

Well, it was a kind of test in a way, you

ExN:



know, they wanted to see whether you would complain or do it with a smile on your face. These kinds of things just gave me the chance to get to know some of the senior staff better and they appreciated the fact that I just got on with it. Now of course, I do the same to my juniors! Another thing I confess I had to learn was telephone etiquette. Really, I had no idea, but listening to the way the others dealt with phone calls helped a lot. I now have a ‘telephone voice’, my family say. It’s a very clear, authoritative voice I put on when I’m on the phone with clients. It goes with my suit. When I first turned up for work I wore the wrong clothes, I dressed a bit too old, if you know what I mean. After being in the job for a while I picked up on the dress code, a friendly colleague took me shopping even, before they let me meet clients face to face. Really the world of work is so different from student life and there’s a lot more pressure, but I learnt a lot on the job and now I’m in the position where people bring me sandwiches!

N: 2

N:

Listening, Unit 10, Page 148, C

Number 5

ExN:

 ou will hear five short extracts in which Y different people talk about their activities connected with advertising.



How does Rebecca describe her first job? a It was what she had always dreamt of. b It was harder than expected. c It was rather a shock.



Number 6





What did Rebecca have to learn? a how to fit in at the company b how to deal with difficult clients c how to place telephone orders

UNIT 10: Because You’re Worth It! Track 10.1 N: Listening, Unit 10, Page 148, A N: 1

No! That advert is totally irresponsible! Surely they can’t broadcast it while children are watching!



It’s definitely the best work we’ve ever done and the creative team richly deserves the award it received for best TV commercial.

N: 3

How can they allow this kind of thing to go on … claiming that cereal loaded with sugar is a good thing to feed your kids! It just makes me so cross.

N: 4

I’m afraid we can’t refund your money. According to the small print, the product is only unbreakable in normal use.

N: 5

Oh! I really wanted that particular brand. What am I going to tell my daughter? She’s set her heart on that toy for her fifth birthday!

N: 6

A mistake like this could be quite serious; we must make sure it doesn’t damage our brand name.

Track 10.2



Task 1. For questions 1 – 5, choose from the list (A – H), the role of the person who is speaking.



Task 2. For questions 6 – 10, choose from the list (A – H), what each person is expressing. While you listen, you must complete both tasks.

ExN:

Speaker One

MAN:

 lot of us do this kind of work of course. A If you’re a big name, there are plenty of companies that want you to appear in their advertisements or endorse their products. You have to be a bit careful that it doesn’t affect your image negatively, because like it or not, you get associated with the product! I didn’t mind playing the suave sophisticated person who drinks the big brand coffee, for example, because it doesn’t do any harm to my brand, so it’s a win-win situation. I have turned down other campaigns that were 149

equally as lucrative but less in line with my image, for example, I would never appear in an ad for chewing gum. But whatever the product, even if I got a really good offer, I think I’d rather focus on my movie career. ExN:

Speaker Two

WOMAN: In this country, all advertising has to be legal, decent, honest and truthful. Working for the Advertising Standards Authority means I have to make sure certain standards are met. This is particularly important when dealing with advertisements aimed at children, which is the bulk of my work. Among other things, the advertising code states that children should be protected from the kind of message that exploits their lack of experience or could lead to physical, mental or moral harm. We get plenty of complaints concerning advertisement campaigns that target under-16s, especially television commercials. Worried parents can make complaints by phone or submit them online. We look into every complaint and if the advertisement does not abide by the regulations, it can lead to it being withdrawn. ExN:

Speaker Three

MAN:

I work for a London advertising agency as a conceptual copywriter. It means I’m part of the creative team which works with high profile brands. Our clients include the retail and automotive industries and I’m proud to have been part of some really successful and memorable campaigns. You need a natural flair with words to do this job and now, with so much advertising going online, the field is changing constantly, so you also need to learn new skills all the time. I hope to go far in this career and win awards for my work. I love it because there’s never a dull moment!

ExN:

ExN:

Speaker Five

WOMAN: Well, I’m part of a group that is fed up with advertisements invading public space more and more. Everywhere you turn there are posters, on billboards, at bus stops. I mean has anyone asked the public if they want all of these adverts in their face all the time? Not only are they destroying the beauty of our urban environment, but the messages that they spread are harmful, putting pressure on us to consume, to look a certain way and by doing so to get into debt. So when we replace these ads with artworks, our aim is to make the public think in a different way, to reject advertisements that increase our fears and insecurities, encouraging meaningless consumerism, and take back our public spaces. Although we are breaking the law, we will continue with this until all outdoor advertising is banned. ExN:

Now listen again.

Track 10.3 N:

Listening, Unit 10, Page 148, D



Now listen again and check your answers.



Speaker Four

WOMAN: Although a lot of market research is online, they still employ people like me to do surveys with the public. Sometimes I go door to door and sometimes I have to stop people in the street to do opinion polls, for example, about elections. If a company has brought out a new product, they may 150

commission a survey to see what impact it is making on the public. A while ago a confectionery company launched a new chocolate bar and they ran a big television advertising campaign. I had to find people who were chocolate lovers, (that wasn’t difficult!) and complete a survey about their preferences and also ask them if they remembered the advertisements. I was actually astonished how little impact the commercials had made; more often than not, people remembered the commercial, but couldn’t remember what brand it was advertising!

UNIT 11: Say Cheese! Track 11.1 N:

Listening, Unit 11, Page 164, E

ExN:

 ou will hear part of a discussion Y between Simon, a TV critic, and Eve,

a former reality TV contestant, about reality TV. For questions 1 – 5, choose the answer (A, B, C or D) which fits best according to what you hear. Interviewer: To discuss the thorny topic of reality TV today, it’s great to welcome Simon, a TV critic, and Eve, who you may remember as a contestant in Survival; the fifth series, was it? Eve:

 hat’s right, I was runner-up, but just glad T I survived!

Interviewer: T  hat series has since been dropped, I wonder, Simon, do you think the end has finally come for reality TV? Simon:

 ell, I for one wouldn’t be sad to see W it go. You know, when it first really took off – I suppose we could say Big Brother kicked it off back in 2000 in this country – back then there was a huge debate about it in the media. I remember journalists predicting reality TV as the future of television and not quite being able to get my head round that. Oh, but sure enough, they were proved right as the format just continued to develop and pretty soon most of TV was reality TV. With hindsight, I’m afraid it really marked the start of the dumbing down of television programmes, a process which has continued to this day. Every reality show seems bent on outdoing the one before with even more humiliation and exploitation of sad losers who just want their fifteen minutes of fame. The genre really plays to the lowest common denominator when it comes to viewers, and it has turned into a kind of reality/ soap opera mix in recent years.

Interviewer: Y  es, a lot of critics say that ‘reality’ is a misnomer, because although these shows are unscripted, the reality they show is directed and edited in such a way as to make it more compelling. What is your experience of that, Eve? Eve:

 ell, of course, when the cameras are W filming 24/7, you’re not going to see everything, and a lot of footage is cut. And you can’t say that a bunch of people

being stuck on a desert island for a TV show is very realistic. Of course they choose to show the dramatic scenes, and every film student knows that the story depends on shrewd editing, but we were not acting in any sense of the word and we were not told what to say! Interviewer: D  idn’t you feel a bit humiliated though, by some of the challenges? The bugeating one comes to mind, I mean, is it right to film people making fools of themselves? Eve:

 o, I didn’t find that humiliating, it was N just part of the format and showed contestants’ ability to survive. I think it’s good for viewers to see a warts-and-all portrayal of this kind of environment, you know some of us looked quite rough towards the end. That was real, you know, whereas, before people might have thought that living on a desert island was, well, something idyllic. Surviving on an island without any luxuries is really tough. I felt I had achieved something.

Simon:

 es, but it’s not just you and your team Y and a couple of tents, is it? There’s a whole camera crew and production team, you name it.

Eve:

 ell, obviously, otherwise how are they W going to film? But really, it’s tough. It’s dangerous. Don’t you remember a couple of contestants had to be airlifted to hospital because they got very sick?

Simon:

 xactly what I’m talking about, putting E people in danger for the entertainment of the masses, it’s not that different from the gladiators in ancient Rome, except today health and safety measures mean no-one should actually risk their lives.

Eve:

 ut people in those situations, they’re B not acting, you know, and I think that’s what appeals to audiences.

Simon:

 h come on, they are acting. Not from a O script maybe, but playing to the cameras. It’s clear that a lot of the contestants are playing a kind of role, often encouraged to do so by the producers. 151

Eve:

 ell, the situations are deliberately W dramatic; I mean no-one wants to watch a bunch of people sitting around and all getting along!

good their voices may be, I think it’s just cringeworthy. Simon:

 ell the whole question of children and W fame is a tricky one, even before reality TV, there was a problem with that. I have to say that my main objection to the whole reality TV thing is that it is just lazy. It really doesn’t require much talent or imagination to put together, and requires even less thought from its viewers. It feeds the belief that, because viewers see people, just like them on the shows, they too could be famous without achieving anything! Whatever the future of reality shows, I’m afraid they have hastened the demise of television as we know it. Writers have moved into creating series for streaming companies, so now if you want quality television, all you have to do is subscribe to ondemand packages. All the talent has disappeared from television, which, like a lot of old media, is on its last legs!

ExN:

Now listen again.

Interviewer: W  hy do you think these shows are finally falling out of favour? Is it just that the novelty has worn off? Simon:

 ell, I suppose that’s partly the reason. I W mean, it seems that the endless variations of the formula have now been exhausted. Also, I think the instant celebrity that some of these shows’ contestants crave is now better served by the Internet. A lot of reality shows paved the way for the kind of vlogs you see today, and then there is even an app, I believe, that lets you stream your life live from your mobile, so really anyone can be famous today.

Eve:

 es, but what if that’s what the Y public wants? The ratings used to be phenomenal for these shows, they were often the most watched shows and their franchises were global. There’s something that appeals to a whole lot of people.

Simon:

 he problem is though, Eve, is that the T viewers often had no choice. When there wasn’t much else on the television, they either watched or turned off. Now let’s hope we can get back to some proper programming. I’d like to see more of the quality dramas and documentaries that have been squeezed out of primetime television for over a decade.

Interviewer: E  ve, are there any aspects of reality television that you don’t like? Eve:

152

 ell, I’m not keen on the shows that W involve children, you know the dancing or singing competitions. I think there is always a pushy parent behind these kids, hoping their child will be famous. I mean, it’s one thing to fail in front of a small audience, but to get something wrong in front of an audience of millions, that’s a huge blow for a small child to take. Also I don’t like watching ten-year-olds doing pop star impressions, however

Track 11.2 N:

Listening, Unit 11, Page 164, F



Now listen again and check your answers.



UNIT 12: Culture Shock Track 12.1 N: Listening, Unit 12, Page 178, C N: 1

I can’t read what this says.

N: 2

I can understand why they did it.

N: 3

I can’t express what I have seen!

N: 4

They should have respected the tribe’s rights.

N: 5

They couldn’t possibly believe in that superstition!

N: 6

advantage of their land. The chiefs have, time and again, struggled for autonomy and finally managed to get their territory legally recognised. They are fiercely protective of their rich culture, too. They make their own canoes, which they use to navigate the Amazon on hunting and fishing trips. The men wear colourful headdresses made from parrot feathers and men, women and children use body and face paint, which is linked to particular rituals throughout the year. They are understandably worried about the effect of modern culture on their own traditions. Some are not too keen on sending their children to school, for instance, for fear that they will forget their traditional skills and lose their unique identity. However, they need to know about the outside world in order to deal with it. They need support to protect their borders. They, and their environment have been under siege since the 1960s. But they play an essential part in the preservation of the rainforest; invaluable for all of us. Their understanding of the delicate balance of the Amazon ecosystem is unparalleled. This knowledge could help preserve it not only for them, but for the benefit of all mankind.

They could possibly believe that the river is sacred.

Track 12.2 N:

Listening, Unit 12, Page 178, D

ExN:

 ou will hear three short segments from Y a radio programme. The programme is called “Unworldly Wealth”. You will hear what three different radio guests have to say about three different topics. After each talk, you will be asked some questions. From the three answer choices given, you should choose the one that best answers the question according to the information you heard.

ExN:

Segment One

Interviewer: Hello and welcome to Unworldly Wealth, the programme in which we look at human values and behaviour. First let’s turn to an indigenous Amerindian tribe, known as the Kayapo. Here’s our resident anthropologist, Julian Lee, to tell us more. Julian:

 ello, yes, these people, who we H know as the Kayapo, are an example of an indigenous tribe that has a really important part to play in their native land. They are stewards of the rainforest; you can’t imagine anyone better placed to look after the rainforest and protect it from deforestation. It seems ironic, though, because for years the white people have been trying to introduce their culture and values, while all the time trying to exploit the Kayapo’s homeland. Now, it appears that the very fact that they have managed to preserve their own culture and remain in their territory, may help preserve the environment and protect it from the effects of illegal activities like logging and mining.

ExN:

Number 1



What does Julian say about the Kayapo?













Number 2





What is the main threat to the Kayapo?

Interviewer: These people are known for their courage, aren’t they?





a lack of a formal education b illegal use of their land c inability to survive in the modern world

Julian:

ExN:

 es, that’s right, they are warriors and Y proud of it. They have fought for their rights and have managed to resist efforts by illegal loggers and goldminers to take

a They need to adopt white culture. b They are key to protecting the rainforest. c They have always had government protection.

Segment Two

Interviewer: N  ow it’s time to welcome our second guest, Ron Holmes, who’s a sports psychologist, here to talk about rituals. 153

Ron, how important would you say rituals are to athletes? Ron:

 h, very important, especially before O a big event. I’ve talked to lots of top sportsmen and women and they generally have their own private ritual that they follow before a big match or competition.

Interviewer: Do you mean they always do the same thing? Is it just a routine or is it like some kind of superstition? Ron:

 ou can’t blame people for being Y superstitious, it’s in our nature. Research suggests that rituals actually work, because they improve people’s confidence in their abilities, which, in turn, improves performance. Also, they act as a distraction from the stress of what is about to happen. I mean if you are about to face a lot of pressure, you don’t want to be turning that situation over and over in your mind, because that just leads to more anxiety. Focusing on an automatic kind of ritual has a calming effect, as well as boosting your confidence.

Interviewer: It’s mainly useful before important events, then? Ron:

154

Interviewer: C  an we spot athletes performing their rituals? Ron:

 ell, that depends. Some, as I say, are W very private and not obvious to the public. There are athletes who wouldn’t reveal their rituals, if they have any, because part of the power, they feel, is that they should remain secret. But next time you watch runners for example, at the start of the race, you might spot a few. Perhaps they have a lucky ring, or a chain with a pendant that they kiss before the race, perhaps they lace their shoes in a certain way, there are always signs of rituals if you know where to look …

ExN:

Number 3

 ell, a ritual carries some kind of W emotional meaning, and it can have elements of superstition. Obviously it varies from person to person. One tennis player eats exactly the same meal five hours before a tournament and listens to a particular playlist on her headphones before going out onto the court. A champion golf player I knew always wore the same socks; his lucky socks, he called them. And if people don’t have these rituals, we suggest they get some!

Interviewer: S  o you’re saying they are actually useful? They are not pure superstition? Ron:

civilisation, it is quite common to see rituals of a religious nature, particularly before hunting expeditions where there might be danger, for example. They can alleviate anxiety, and no one performs well, whether a hunter or an athlete, if they are anxious.

 es, it has been shown that people tend Y to use them in the face of extraordinary events. They are more often performed when human beings experience anxiety about a dangerous situation they face. If we look further afield, away from Western



What is the difference between a routine and a ritual? a a routine is less meaningful b a ritual involves unusual behaviour c a ritual includes religious elements





Number 4





Rituals are most useful a to relieve everyday anxiety. b before particularly stressful events. c when they are kept secret.

ExN:

Segment Three

Interviewer: As we look at human societies, we see various groups, so today we’re learning about the kind characterised by age. There’s a lot of talk these days about the different generations, you’ve probably heard of Millennials and Generation X, Y and Z, but what do these terms actually mean and why are they important? Here to explain is a trend spotter, Greg Flynn. Now Greg, you must be, er, Generation X, am I right?

Greg:

 hat’s right, the label ‘Generation X’ T refers to the generation born between the early 1960s and the early 1980s. They are preceded by a generation known as the ‘Baby Boomers’, who were born between the end of the Second World War and up to the early 1960s. The different generations grew up in very different worlds and the idea is that the history and culture of the times, shaped them to share certain values and beliefs.

keep them quiet! Born just after the start of the Millennium, they are considered smarter than the earlier generation. These are the people coming of age around now. It will come as no surprise that they are always connected, and more technologically savvy than the previous generation. They also have dreams of changing the world, so look out!

Interviewer: W  ell, could you just go through them in a bit more detail?

Interviewer: But what is the point of all these labels? Surely a whole generation never really acts and thinks the same?

Greg:

Greg:

 ell, it’s useful as a kind of shorthand for W describing people, especially for those who want to target a certain group, or demographic, with advertisements or other messages, for example. And broadly speaking, yes, you can describe these generations in a certain way, because you can’t deny that the culture of their time has an irresistible influence on them.

ExN:

Number 5

 es, sure. The ‘Baby Boomers’ grew Y up in the sixties, a time when Western society was changing, a time of protest and rejection of many traditional values. They are generally considered as optimistic and idealistic and perhaps rather privileged compared with later generations! After the ‘Baby Boomers’ came ‘Generation X’. Now this generation, who are now between their 30s and their 50s, are supposedly characterised by anxiety and cynicism. They had fewer opportunities than their parents, and started to get married later to take advantage of career opportunities when they did get them. Next we have ‘Generation Y’, also known as ‘Millennials’, who were born between 1980 and 1994. You should be aware that their parents were from the generation of Baby Boomers, who, it’s generally thought, brought them up to believe in themselves and to have high expectations, so they are sometimes accused of narcissism and feelings of entitlement. These people were the first to grow up not knowing an age without computers and the Internet, although the next generation are often seen as the true digital natives.



The oldest generation that Greg describes is a Generation X. b Generation Y. c Baby Boomers.







According to Greg, a person’s generation a affects their outlook on life. b determines their character. c is their defining feature.



Number 6

Interviewer: So what generation are we on now? Greg:

 ou’ve guessed it, ‘Generation Z’, Y sometimes known as ‘screenagers’, because they were first introduced to digital technology as babies, when parents stuck them in front of a screen to 155

WORKBOOK C2 KEY Unit 1 Reading A Questions 1 and 5 B 1d 2c 3c 4a 5d 6a 7a 8b Vocabulary A 1 dysfunctional 2 aberrant 3 maladjusted 4 malfunction 5 misbehave B 1h 2d 3a 4b 5g 6f 7e 8c C 1 principled 2 conduct 3 head 4 vulnerable 5 prone 6 disorders D 1 on 2 pain 3 terms 4 out 5 down 6 between 7 on 8 beyond E 1c 2d 3d 4d 5b 6c 7b 8d Grammar A 1 are/’re drifting/have drifted 2 has been venting 3 has treated 4 is/’s always peering 5 have been conducting 6 have/’ve just settled B 1 They have tested a range of hypotheses. 2 Rashid has completed the trial study. 3 The scientist is analysing the data. 156

4 I’m/am putting the samples into the machine. 5 Leon has been interviewing (the) subjects for hours. 6 Ms Clarkson has been working all morning. 7 The brain processes images in 13 milliseconds. 8 He appreciates your hard work. C 1 tasted 2 had been driving 3 was tasting 4 have met 5 had driven 6 ’re/are meeting 7 Do you see 8 haven’t been walking D 1 She would be a research assistant, but now she supervises the lab. used to 2 That’s strange; Barb used never to talk to her neighbours across the street. used to never / never used to 3 They ran the results through the computer and after they have, they wrote up a detailed report. had/did 4 Henry didn’t used to be so difficult to work with, but he’s been under a lot of stress. use 5 In the mornings, my dog would always beg me to take him for a walk. He loves going out. will 6 He rarely made a mistake in his research, but when he does, he wouldn’t admit it so readily. did 7 Marcos was being a teacher at that school, but he retired a few years back. used to be 8 We’re soaking up the rays on the beach, just like we did every time we go on holiday. do E 1 have 2 did 3 would 4 not 5 are 6 been 7 used 8 has

Listening A Q1: reason, to bully Q2: companies, face up to bullying Q3: factor, reduces a charity’s donor pool Q4: charities, should change approach Q5: previous studies Q6: saddest, how jealousy affects, friendship B 1c 2b 3c 4a 5a 6c Writing A Well-adjusted individuals are often …

Maladjusted individuals can be …

constructive content meticulous open positive sympathetic

apathetic discontented dissatisfied neurotic violent withdrawn

B 1 It addresses the topic mostly appropriately, but it needs examples of when the opposite is true, such as how negative feelings make people feel lazy or overeat. 2 It does not address the topic appropriately. It should include examples of people who lead difficult lives due to a lack of care as children and how they can seek help from mental health specialists as adults, for instance. 3 It does not address the topic appropriately. It should include ideas about students who feel unfairly punished and how it breeds resentment, and how students should do activities such as write essays about what their behaviour can lead to in later life, for example. C Sample answers: 1 Young people today don’t often have much real contact with the outside world.

2 There are a few things young people can do to be more of a part of their community. Topic questions: Are young people too disconnected from the harsh realities of society? What can young people do to learn more about the challenges people face in life? D Sample answer: Violence in schools is a fact of life that many students must face on a daily basis. It is ironic that the very place a young person might go to educate themselves and improve their lives could be the setting for an act of violence. Of course, some youths harbour dark feelings and are perhaps undergoing difficulties that cause them to act negatively. Some students feel withdrawn and apathetic about school and life in general, and perhaps their discontent is displayed through obsessive or neurotic behaviour. Their dissatisfaction with life, their family or themselves can, for instance, push them to harm other students who are otherwise content. In other words, they want to vent their anger on others so that they feel the way they do, which obviously is not a constructive form of expression. There are a few ways to address these students’ concerns so that their negativity does not adversely affect other students. A key example is for teachers to reach out to troubled youths and make an effort to show an interest in their lives. Often, withdrawn students feel isolated from society and a welcoming approach might pull them out of their rut. Another way is for educators to have an open dialogue with parents to ensure positive forms of communication exist between families, teachers and students. Lastly, although it does not address the underlying issues of school violence, making sure that students know the rules and the consequences of acting up in class or against others might also curb the urge to behave violently. Naturally, it takes great effort to eradicate violence from our schools, but it is a phenomenon that affects everyone involved. Not a single youth should feel like they are all

alone, or that it is them against the world. We all face difficulties sometimes; therefore, having a positive outlet for our negative feelings keeps us in the right mental place.

Unit 2 Reading A Q1: what robots, allowed to do Q2: tales of man against machine, ease our fears Q3: intimate, chore, unnerved we become Q4: fears, overblown, fictional stories Q5: awareness, informed choices Q6: aware, threat, machines, problematic Q7: imagining, worst-case scenario, robot-controlled tasks Q8: desire, menial tasks, automatically Q9: well-being, hands of robots, appalling Q10: fears of machines, always there, not, visible B 1C 2D 3A 4B 5B 6D 7B 8C 9A 10D Vocabulary A 1 censors 2 sensors 3 ingenuous 4 ingenious 5 decompose 6 disintegrate 7 omit 8 emit B 1 principal 2 eradicate 3 utilitarian 4 tangible 5 fusion 6 dissolved 7 revolutionary 8 deduct C 1 2 3 4 5 6

wear and tear touch and go more or less back and forth safe and sound little by little

7 8

back to front time after time

D 1 breach 2 engines 3 on 4 intelligence 5 off 6 system 7 infancy 8 behind E 1b 2c 3d 4a 5b 6c 7a 8b Grammar A 1 Will you be needing a ride to the airport? 2 I shan’t surf the net until I finish/have finished my/the assignment. 3 They are not to share data with unauthorised personnel. 4 The director is to promote Julie to lead scientist. 5 By the time John arrives/has arrived, the guests will have left. B 1 2 3 4 5

‘ll/will fall ‘ll/will be entering ‘ll/will have explored will remain will have completely finished

C 1 to hear 2 just about to 3 that the mission will 4 being 5 is brewing 6 to utilise 7 envisage 8 counting 9 sure to 10 going D 1 The ideas he was generating would revolutionise farming technology. 2 Sorry, but he was never going to find a cure for baldness! 3 The actions world leaders took then would affect generations of people. 4 Something was going to happen that would revolutionise our working lives. 157

E 1c 2b 3b 4d 5a 6c Listening A Students will listen for facts in Task 2 and opinions in Task 1. B 1D 2H 3A 4B 5E 6C 7A 8F 9D 10H Writing A 1B 2F 3F 4O 5O 6B 7F 8B B 1 attentive; informative; welcoming; preoccupied 2 dazzling; impractical 3 avid; obsessed C When it comes to using technology, I have to admit I’m not someone who’s used a lot of it before a newbie. But I wanted to attend one of those places where they feature the latest in technology a tech expo, so I decided to go with a friend. While perusing the floor, I came across a booth with a number of devices that you can wear on your head or body wearable devices. I tried one on, but honestly, I had a bit of trouble using it. A representative who was very good and highly skilled proficient in its use helped me get started. I thought for sure it would take hours and hours just to learn basic tasks be a steep learning curve. However, after about 20 minutes, I had mastered it and I really felt like someone who knows everything about technology a tech whiz! The representatives handed me some information that lists the device’s selling points promotional information, but I was hesitant to invest in one. It had a price tag that was far too high for me to ever be able to afford an exorbitant price tag, so I’ll stick with my cheap smartphone. D Sample answer I recently attended a thoroughly entertaining tech expo in London which featured all the latest technological gadgets – laptops, notebooks, smartphones, games 158

consoles and more. I had a fantastic time sampling new technology and poring over all the material on offer. Some things had me scratching my head as to how useful they might be for the market, but I was nonetheless dazzled by the array of equipment spread across the exhibition floor. The tech expo was relatively inexpensive to attend, as I only paid 12 euros for entry, which is about half of what I’ve paid to attend other venues. The site was expansive; set in a refurbished warehouse in an industrial district of London, it covered what seemed like half a football field. Each tech company’s representative seemed welcoming and attentive, as well as knowledgeable once you conversed with them. I spent several hours sampling devices, and what was most impressive was the latest in games consoles. Being an avid gamer, it’s mesmerising to see the virtual worlds that exist in these games. I was especially pleased with this aspect of the expo. The only drawback was with the wearable devices. Honestly, I’m not sure why tech companies focus so much energy on making these devices. There were watches, glasses, bracelets, belts and even gloves. The screens, if they had them, were too small, as usual. The buttons were too difficult to operate and it just didn’t live up to expectations. I suppose they have an application somewhere in our world, but for the most part, they seem impractical, at least for me. All in all, I’d say going to the tech expo was a riveting experience. It probably won’t appeal to casual tech users, but if you’re a bit of a tech whiz, I would urge you to go while it’s still on. The expo runs until the end of this week and more information can be found on their website at www.londontechexpo. co.uk.

Review 1 Vocabulary A 1d 2c 3d 4a 5c 6c 7a 8d 9c 10b 11a 12a 13b 14b 15b 16a 17a 18a 19c 20c Grammar B 1d 2b 3b 4b 5b 6c 7c 8d 9c 10b 11b 12d 13c 14c 15c 16b 17a 18a 19b 20d Use of English C 1b 2a 3d 4d 5d 6a 7a 8d D 1 abnormal 2 integration 3 inseparable 4 unintelligible 5 misspent 6 aberrant 7 incurable 8 unconditionally E 1 were 2 used/had 3 had 4 have 5 from 6 not 7 to 8 would F 1 is bound to be found on other planets 2 shall not keep my ideas 3 argument is looming 4 predict (that) the event will be 5 expected him to pay for 6 wasn’t trying to be

Unit 3 Reading A ‘Sloppy mistakes aside’ B 1G 2E 3D 4F 5A 6H 7C

Vocabulary A 1 tolerant 2 corrupt 3 humane 4 brutal 5 callous 6 merciful 7 prejudiced 8 apathetic B 1 2 3 4 5

do away with face up to comes down to cut back on came out of

C 1d 2c 3a 4b 5c D 1 came/went 2 formed 3 fallen 4 get 5 turning E 1 intolerable 2 impoverished/poor 3 disregard 4 misappropriation 5 disreputable 6 unlawfully/lawlessly 7 fraudulent 8 distrustful/mistrustful Grammar A 2 The plate of canapés was quickly devoured by the starving travellers. 4 The money was laundered through a corrupt foreign bank. 5 The streets were lined with protesters in anticipation of the prime minister. 6 Ninety per cent of the residents were vaccinated (by medical workers) in one day. Sentence 6 does not need an agent because it can be assumed that ‘medical workers’ did the vaccinating. The other sentences cannot be made into the passive because the verbs are intransitive.

B 1 2 3 4

treated poorly generous inundation of heavy reliance on feigned ignorance

C 1 The grant for the charity is under review. 2 The new nursery is under construction. 3 The burglar is under arrest. 4 Carol is under suspicion of theft. 5 The fort is under attack. D 1 have had their homes destroyed 2 has had their farmland stricken 3 had a tenth of its buildings consumed 4 had/got a route bulldozed 5 were having/getting aid delivered 6 are currently having/getting their health checked E 1 of the charity have been under scrutiny 2 workers haven’t got the new school constructed 3 had (the) beachgoers running for 4 is expected to be 5 is under occupation Listening A passionate, nuisance, wary, overrated, strict, feels sorry, ignored, unaware, appreciates, concern B 1b 2c 3a 4c 5b 6a 7a 8a Writing A 1 I saved 2 solution 3 man's best friend 4 go up in smoke 5 forced to flee 6 animal abuse The better choices either made the title personal, used a play on words, such as a rhyme, or used more dramatic language to grab the reader’s attention.

B Suggested answers: 1 Treating animals well shows that we are kind people and the opposite shows that we are uncaring. 2 People talk a lot about helping and making a change, but it’s what they do that shows who they really are. 3 It’s important to take care of ourselves and our loved ones, and in doing that, we can extend our help to others. 4 We can do things today to shape the future in the way we want it to be. C 1 5; 3; After all, can you imagine what it would be like having to leave your home? 2 1; 2; What would life be like if nature were completely ruined? 3 4; 4; How would you like living in a place as polluted as this? D Sample answer: Giving a best friend a home Every morning as I leave my house, I’m greeted by my neighbour’s adoring cat. She’s allowed to roam around freely and, like clockwork, she knows when I’m off for work. I’ve got two cats of my own who see me when I wake up, but it’s remarkable how the cat next door is smart enough to know my daily schedule. Isn’t it amazing how intelligent and loving animals are? They are all deserving of a home, but sadly there are many who haven’t got one. Shouldn’t they have a place to call their own? It’s an issue that concerns me deeply, so I’ve visited my local animal shelter to see how I can help. There I met the most wonderful staff who are so very caring for animals, provide a safe place for them to stay and do so on a limited budget. They also play with and nurture them, but the goal is to find them a permanent home. I’ve decided to assist them however I can. I urge local shops to put out small collection jars for stray pets. I explain that the money goes to the animal shelter, so that they can provide better care. I also post notices on social media to try to get pets adopted. So far I’ve managed 159

to place three cats and two dogs. Although my neighbourhood is largely free of strays, it’s important to get stray cats and dogs into a shelter, so that they can get medical treatment and other basic services. As the saying goes, ‘Society can be judged by how it treats animals,’ so we shouldn’t neglect them, should we? Take it from me – it’s a rewarding experience to help out a pet in need. With just a little effort, you can make a difference in the lives of the most wonderful creatures on Earth – our best friends!

Unit 4 Reading A Suggested answers: Q1: d; Q2: a, d B 1c 2d 3b 4b 5b 6a Vocabulary A 1 lobby 2 throng 3 dynasty 4 flock 5 troupe 6 diaspora 7 pack 8 choir B 1 2 3 4 5 6 7 8

one-side one-sided long-gone long-lost most best brain-boggling mind-boggling incorrect wrong dense thick quick-lived short-lived levels degrees

C 1 detract 2 up 3 dominating 4 get 5 met 6 base 7 on-and-off 8 lose

160

D 1 shrinkage 2 contradictory 3 proximity 4 homogenous 5 interdependence 6 globalisation 7 connectivity 8 antisocial E 1c 2a 3c 4b 5d 6b 7d 8b Grammar A 1 You can check your emails remotely almost anywhere. 2 She couldn’t locate her friend’s profile on Twitter. 3 They should have said thanks when they left the party. 4 He may/might have registered multiple accounts on the same site. 5 We mustn’t/can’t send texts while driving a vehicle. 6 Hadn’t we better invite the O’Hares to the wedding? 7 I won’t create an online profile because I prefer anonymity. B 1 can’t have recognised 2 needn’t have deleted/didn’t have to delete 3 shouldn’t have uploaded 4 will spend 5 Can I post C 1 2 3 4 5

Don’t (you) dare mention daren’t/doesn’t dare publish need I say needn’t apologise needn’t have bought

D 1b 2c 3b 4c E 1 will 2 cannot 3 not 4 ought 5 must 6 can 7 should/must 8 have

Listening A Suggested answer: A piece of factual information that contradicts or clarifies an opinion or widely held belief that the speaker just voiced B 1c 2b 3d 4a 5b Writing A 1b 2c 3d 4a B 1 A good crowdfunding campaign takes organisation, and *I would like to advertise it through social media, ✓ in hopes that more community members will donate. I would also like your office to endorse the campaign publicly, as ✓ that will help us reach our goals. 2 I am writing in response to the ban on mobile phone use that the board has imposed on educational institutions. ✓ Hindering our ability to communicate with one another is a path towards isolation. ✓ What it achieves is it makes individuals resent the very place that they are supposed to learn. 3 Exchanging pleasantries with our neighbours is about as far as most people go in getting to know one another these days. It’s this lack of contact that I have witnessed in our neighbourhood, so *I am taking it upon myself to organise a meet-andgreet at our town hall this coming Saturday. 4 ✓ My main argument against social media is that ✓ if misused, it can harm a person’s reputation and even result in a loss of friends or a job. Had I known of the dangers, I might not have opened an account. As such, *I would like to share my advice for staying out of harm’s way. C 1 Suggested answer: Personally, I protect myself online simply because posting an inappropriate comment or photo can result in a ruined reputation. When

you upload personal details to social media sites or the internet at large, you create a permanent record. Furthermore, it can be accessed by hackers, causing a threat as regards privacy issues. Careful consideration of what we post online is of utmost importance. Question answers A magazine editor; an experience; Main paragraph 1 2 Suggested answer: Going forward, what I see is a community coming together in a common area enjoying one another’s company and getting to know one another better. What this results in is cooperation, increased interaction and mutual trust. Having trust in a community serves as a cornerstone for sharing ideas and protecting one another. Were it not for trust, would communities not struggle to survive? Question answers: A council/local government official; a plan; Main paragraph 3 D Suggested answer: To whom it may concern: I am writing to ask your help in remodelling a run-down community theatre. Returning this once-majestic theatre back to its former state is a desire expressed by many of our fellow citizens. I would like to start a crowdfunding campaign to do that, and I would like you to come on board with the project. Personally, I believe a key aspect of a strong community is being able to come together with your neighbours, help one another in times of need, share ideas about cooperation, and build mutual trust. Remodelling the community theatre is a terrific way to achieve this, and giving community members a way to directly take part is the reason I would like to use a crowdfunding campaign to raise money. Of course, a good crowdfunding campaign takes organisation. I plan to create a profile for the theatre, with photos of how it once was and ideas for future use. I would like to advertise the campaign through social media; what this will achieve is that more community members will

learn about it and donate. I would also like your office to endorse the campaign publicly, as that will help us go the extra mile in reaching our goals. I hope to achieve a fully funded theatre remodelling from the campaign and to get the theatre up and running as soon as possible. I also hope that the crowdfunding campaign puts community members with like-minded ideas in touch with one another. With your help, I believe we can make this a reality. Going forward, what I see is a community that comes closer together through shared ideas, cooperation and increased interaction. No sooner had I realised how crowdfunding could make this happen than I penned this letter to your office. I look forward to working with you to help our community grow. Yours faithfully, (Student’s name)

Review 2 Vocabulary A 1c 2c 3a 4d 5c 6c 7b 8d 9b 10b 11c 12d 13a 14c 15d 16b 17a 18d 19c 20c Grammar B 1d 2c 3d 4a 5c 6d 7b 8a 9b 10a 11c 12d 13d 14d 15c 16b 17d 18d 19d 20a Use of English C 1c 2a 3c 4c 5a 6d 7b 8d D 1 will 2 is 3 burying 4 face 5 being 6 better 7 not 8 together E 1 distraction 2 analogous 3 recreational 4 unconsciously 5 disregard 6 intolerant

7 irreparable 8 shrinkage F 1 were under review by the 2 he should not/shouldn’t have/ ought not to have yelled 3 show being cancelled 4 are getting their house repainted by the 5 would not/wouldn’t dare mention the incident that happened 6 can’t/cannot/couldn’t/could not have paid for

Unit 5 Reading A Suggested answers: (text) permanence, testament to man’s ability, create something that’s … opposite, ice hotels, bars and restaurants, large ice structures such as these, massive structure, fanfare, eventually razed, deeper connection, sliver of what we face in life, latter is certainly proof that mankind’s determination knows no boundaries (missing paragraphs) takes a bit of letting go, smaller municipalities, adjacent ice-skating rink and toboggan slide, that depressing thought, grandiose as an entire village, This misfortune, visitors pay hundreds of euros a night to stay in, in neighbouring China, That … cannot be said about ice sculptures, Designed by Russian architect B 1G 2A 3E 4H 5B 6D 7C Vocabulary A 1 inspiration 2 initiative 3 ineptness 4 criticism 5 setback 6 prevalence B 1 high 2 rude 3 mean 4 rosy

161

5 fast 6 rough

5 What 6 If

C 1 in 2 up 3 caught 4 leapt 5 In 6 corner 7 retrospect 8 to

C 1 2 3 4 5 6 7 8

D 1 throw 2 get 3 held 4 fell 5 make 6 plucked 7 hold 8 ahead

D 1 could 2 aren’t 3 must 4 will 5 might 6 won’t

E 1b 2b 3b 4d 5d 6a 7b 8a Grammar A 1 Unless we learn how to solve problems, life will be difficult./ Life will be difficult unless we learn how to solve problems. 2 They would survive the night providing (that) we gave them shelter./Providing (that) we gave them shelter, they would survive the night. 3 Given the choice, she would have studied abroad./She would have studied abroad given the choice. 4 But for keeping your job, you would have lost your house./You would have lost your house but for keeping your job. 5 Supposing the scandal hadn’t occurred, could John be president?/Could John be president supposing the scandal hadn’t occurred? 6 You’ll graduate from university as/so long as you pass your exams./As/So long as you pass your exams, you’ll graduate from university. B 1 Had 2 Were 3 But 4 Given 162

would not have given are going to search had stood wouldn't have were sitting would have cheated wouldn't be driving were to go

E 1b 2c 3c 4a 5d 6a 7b 8a Listening A Suggested answers: particularly impressed, reply, inspired, conducted, women’s wear collection, take up, While going to work, most recent, top influence, words of his songs B 1 live performances 2 personal anecdotes 3 ballet dancer 4 slabs of meat (in a butcher’s shop) 5 (graceful) giraffes 6 (mindless) doodles 7 subconscious/dreams 8 bluegrass Writing A 2 and 3 complement each other, 1 contrasts with 2 and 3. B 1 2 3 4

2&3 1&2 2&3 1&3

C 1S 2E 3R 4S 5E

D Suggested answer: How effective are aptitude tests in judging our skills? Two contrasting views on the subject are the usefulness of tests in screening potential employees, and the flaws of tests that overlook otherwise valuable skills and experience. In some cases, tests can be valuable. There are companies that administer aptitude tests to assess a multitude of skills, such as how well an employee can demonstrate leadership, how good they are at problem solving and how adept they are at using numbers. This can give hiring managers an idea of who to hire and where to put them. Additionally, these tests are an inexpensive way of analysing a person’s skill set. They cannot take the place of a face-to-face interview entirely, but they can provide an extra layer of knowledge about a candidate’s skills. On the other hand, it should be noted that testing does not always give the most accurate reading of a person’s abilities. Some people have test anxiety, which translates into poorer test performance. Were they in a comfortable working environment, one might find that their skill set outperforms other candidates with higher test scores. Also, it is worth bearing in mind that there may be barriers in the tests that can be more problematic for some candidates. An individual whose language skills are not as well-honed as a native speaker’s might do poorly on a test, when the reality is that their specific skills are compatible with the company. All things considered, testing does provide an insight into a person’s abilities. We should, however, keep in mind that it can never reveal the whole picture.

Unit 6 Reading A Students’ own answers B 1a 2d 3b 4d 5c 6b

Vocabulary A 1 stimulus 2 blackmail 3 squander 4 proxy 5 settlement 6 misuse 7 concessions 8 incur B 1 spendthrift 2 shady 3 above board 4 entitled 5 corner 6 corrupt 7 go 8 crack C 1 soar 2 abuse 3 red 4 bribery 5 opulent 6 bet 7 cuts 8 tape D 1 line 2 of 3 side 4 egg 5 off 6 lane 7 into 8 last E 1d 2d 3b 4c 5d 6a 7a 8b Grammar A 1 was, had 2 situations, circumstances 3 did, would 4 after, until 5 credit, account 6 will, had 7 a, no 8 loses, lost B 1 such 2 Such 3 So 4 So 5 so 6 such

C 1 would prefer 2 had better 3 it’s time 4 If only 5 would rather 6 wish 7 as if 8 better D 1 had 2 only 3 such 4 under 5 little 6 until 7 no 8 once E 1 would prefer to 2 it had such terrible / of such terrible 3 not one (good) reason could 4 only after Catherine had finished eating did she 5 No sooner had they got their lottery winnings Listening A Handling debt, speakers’ experiences, speakers’ feelings B 1F 2G 3E 4A 5C 6D 7C 8B 9G 10E Writing A 1C 2A 3B 4C 5B B Prompt 1: A; underlined key words: Microloans, very small loans, help families start small businesses, prospective merchants, helping hand, beneficial Phrases: dreams fulfilled helping the poor jumpstart the economy stepping stone Prompt 2: C; underlined key words: non-violent crimes, go to different, sometimes nicer, prisons than violent offenders, Is it important to keep, separate or, live with other criminals

Phrases: punishment fits the crime rehabilitation programme safety concerns severity of offence C 12 21 31 41 52 62 D Suggested answer: Prompt 1: People are sometimes faced with moral dilemmas at work. They uncover information that the company they work for has been hiding from the public, perhaps to preserve the company’s image or perhaps to avoid legal troubles. Not saying anything makes them guilty, but betraying their employer could end their career. While whistleblowers can be beneficial to society, one can see how they could be considered traitors to the people who employed them. A very beneficial aspect of a whistle-blower is when they reveal information that pertains to matters of public safety. Let’s take into consideration a car manufacturer that has been hiding the fact that its automobiles have been failing safety standards. They are doing this in order to avoid having to spend a huge amount of money to fix a manufacturing process. But these cars are going out on the road and a faulty brake or an explosive electrical system could kill someone. It is not hard to see how an employee with high moral standards could have an issue with keeping this knowledge a secret. On the other hand, an employee that has signed a confidentiality agreement with an employer takes it upon themselves to keep company secrets just that – a secret. By violating a contract, they are in a sense going against their word. It is damaging to their character and their careers suffer because other companies may be wary of hiring them. Perhaps it could be said that whatever problems they discovered within the company should be handled internally. Of course, perhaps they attempted that first and they did not get the outcome they were looking for. To conclude, while it may be 163

beneficial for society to come forward with damaging information about your employer, there is very much a risk of being given a negative label for doing good. It is a shame, but one must imagine that a whistle-blower’s positive impact on society must serve as compensation for the damage done to their careers.

can never know what your son or daughter is going to do with their finances once they have their freedom from home. For this reason, allowing them to use credit cards during their teenage years is a practical way for them to get educated about their use.

Prompt 2: It goes without saying that teenagers should learn about managing their money. We all know that money does not end with cash; there is plastic money to be considered as well. Obviously, there are pitfalls to avoid when it comes to using credit cards and perhaps the best way for teenagers to learn about them is to use credit cards while they are still living with their parents. First of all, a few complicated things have got to be learnt about credit cards, such as interest rates, minimum payments and so forth. Having a parent around to help a young person navigate these features will make them better equipped at using them. A mum or dad can explain that the higher the balance on a card, the more money that is paid in interest, and it can be quite high. They can also inform them of how much they will have to pay per month based on any given balance and what happens if they miss a payment or get so far behind that the bank will start calling them. Another reason parental supervision might be a good idea is due to the deceptive nature of buying things with credit cards. It is easy to use them to pay for things, rather than forking out the cash. But teenagers can easily forget that they will have to pay the balance at the end of the month or even what that balance is at any given point in time. They can run up their accounts quickly and then be stuck with a bill they cannot pay. With parents around, they can ask for help if they get into trouble. Perhaps making some of the mistakes early on before it can really damage their finances is beneficial as well. In short, while it might be a good idea to promote the avoidance of credit cards altogether, you

Vocabulary A 1c 2d 3b 4c 5c 6d 7d 8a 9c 10d 11d 12a 13a 14d 15b 16c 17b 18c 19a 20c

164

Review 3

Grammar B 1b 2b 3d 4a 5d 6c 7c 8b 9b 10d 11c 12c 13b 14d 15d 16d 17b 18c 19d 20a Use of English C 1b 2c 3a 4d 5a 6d 7b 8d D 1 inspiration 2 motivation 3 extravagantly 4 miserly 5 criticism 6 misuse 7 undervalued 8 powerless E 1 only 2 supposing 3 rather 4 what 5 had 6 would 7 no 8 such F 1 but for the coach’s interference, they would have 2 attend the conference providing (that) the entrance fee 3 it’s time (that) Stacy moved 4 had better apply today before it’s too 5 were not so/less irritable, he wouldn’t get 6 under no circumstances should she open

Unit 7 Reading A He describes an experience he had as a child with his dad. B 1C 2D 3A 4H 5F 6B 7E Vocabulary A 1 track 2 whim 3 buzz 4 tip 5 drain 6 eye B 1 invasion 2 place 3 spelt 4 bitter 5 phenomenon 6 difference 7 indulge 8 drive C 1 picturesque 2 educated 3 undesirable 4 fearlessness 5 graphically 6 baggage 7 rarity 8 provincial D 1 spur 2 ear 3 upon/across/onto 4 on 5 sense 6 off 7 catch 8 throw E 1a 2b 3d 4b 5a 6b 7b 8d Grammar A 1 perfectly clean 2 immensely stressed 3 positively glowing 4 annoyingly loud 5 dangerously high 6 unbelievably charming

B 1a 2c 3b 4c 5c 6c C 1 hardly 2 virtually 3 Barely 4 scarcely 5 practically 6 almost D 1 2 3 4

puppies alive fire was ablaze passengers aboard patient was aglow

E 1 The people responsible for the damage should/must come forward. 2 Concerned citizens met in the town hall. 3 The damaged goods were destroyed. 4 Belongings damaged by/in the fire will be/are going to be/have been/are being replaced. 5 Responsible people pay bills on time. 6 Residents concerned about flooding should/can/could call this number. F 1 nowhere 2 few 3 never 4 particular 5 bit/little 6 with/by 7 barely 8 which Listening A I’ve got a lot on my plate = I’m very busy at the moment. B 1a 2b 3c 4c 5c 6a 7b 8c Writing A a -- b2 c -- d1 e2 f -- g-- h1 B 1 Making a difference a world away For those looking for some work experience and who have a desire to go out into

the world, there are few better opportunities than to volunteer abroad. It can provide experience in tackling real-world problems while giving individuals a different perspective on life. It is even a perfect fit for those who have amassed a great deal of experience and knowledge during their professional lives and who want communities in need around the globe to benefit from this. 2 Know what you are getting into For some, volunteering abroad seems like a luxury for the young and well-off, but many staffing agencies who find volunteers for organisations in host countries stress that this does not have to be the case. These agencies can help individuals find organisations willing to pay for volunteers to travel to the host country, providing they have the right skill set. They can also drastically cut down on volunteers’ travel expenses by providing accommodation. While they do not offer a stipend, they can make sure you spend very little while you are there. Key points c and f contrast with the texts. C 12 21 32 41 52 61 D Suggested answer: International volunteering is a rewarding, beneficial experience, but to make the best of it, certain conditions must be met. This pertains to both the volunteers who get involved and the organisations who seek them. Firstly, most volunteers have hugely different backgrounds from the local individuals who run the organisations in the host country. As a result, there can be a clash of cultures between volunteers and management. There can also be vast differences in educational levels between volunteers and local staff. Volunteers should do their best to respect the way locals are running their organisation so as to foster cooperation and unity for the task at

hand. By the same token, organisations should do their best to choose the right individuals and make sure they are ready for the job when they arrive. An organisation tasked with rebuilding schools might do better with an international volunteer who knows how to build things, as opposed to someone trained in sustainable agriculture. Additionally, making sure the volunteer has had some kind of training about what the organisation does and what the volunteer should expect on the job can go a long way in helping them to settle into their roles. In brief, while international volunteers are a valuable resource and make positive efforts overall, volunteers as well as organisations should ensure that they are the right fit for the position and that basic training needs are fulfilled. That way, both sides are getting as much out of the experience as possible.

Unit 8 Reading A B 1C 2B 3A 4D 5B 6E 7A 8B 9E 10C Vocabulary A 1 criterion 2 curricula 3 alumni 4 stimuli 5 parentheses 6 appendix 7 phenomena 8 indices 9 matrices 10 bacterium B 1 receptive 2 infinite 3 intimate 4 retentive 5 indicative 6 argumentative 7 inexplicable 8 intelligible

165

C 1 2 3 4 5 6 7 8

sphere, spanned thesis, theory syllabus, schedule analysis, methodology supplementary, appendix scholarly, reasoning academics, formidable insight, surmise

D 1 same 2 in 3 towards 4 up 5 by 6 on 7 hard 8 lines E 1 disrespectful 2 rationale 3 inexplicably 4 analytical 5 appendices 6 receptive 7 envision/envisage 8 philosophical Grammar A 1 cancelling to cancel 2 reading her uncle her uncle to read 3 that the university the university that 4 of me me of 5 to build building 6 to rewrite on on rewriting/that he rewrite B 1 suggested 2 offered 3 agreed 4 encourages/encouraged 5 complained 6 assured C 1 Bill denied cheating in the exam. 2 Sue congratulated Neil on graduating. 3 They apologised for being late. 4 Sean inquired about the graduate programme. 5 Kelly described the events to Sheila. 6 They stated that the funds would be/were delayed. 166

D 1 whether 2 his 3 denied 4 how 5 using 6 over 7 in enrolling 8 if

teacher’s resource pack, 1 multimedia components, 1 disorganised management, 2

E 1c 2b 3c 4c 5c 6d 7a 8a Listening A Gap 1 B 1 education board’s 2 articles 3 statistical data 4 failure rates 5 mathematics instructor 6 information transmission 7 updating of 8 self-discipline Writing A 1R 2E 3F

4R

5E

B a Task 1: a superior, a school administrator Task 2: a peer group Task 3: a superior, a school administrator b Task 1: Components on offer Quality of materials Target age range Task 2: Activities undertaken Organisation Expertise Task 3: Test sections Test task types Effectiveness c reading comprehension, 3 not very knowledgeable, 2 fresh, engaging content, 1 adolescent learners, 1 misplaced candidates, 3 grammar companion, 1

C The learning content is great suitable for nursery school children, as it teaches them basic maths arithmetic and spelling skills. There is a mix of sights visual stimuli, such as pictures with words labelled photography, and sounds audio stimuli, such as music that teaches through words lyrics, which helps all children. The learning environment is helpful constructive, and all of the teachers care about are sensitive to the children’s needs. Each child gets one-on-one time with personal attention from teachers on a daily basis and we are proud of ourselves for pride ourselves on forming friendships special bonds with children that make them feel happy content. Headings: Learning content, Learning environment D Suggested answer: Nursery school education programme Introduction The aim of this report is to describe and evaluate the nursery school education programme that I teach at First Steps Day Care, as well as assess its benefits for parents who wish to enrol their children and give a few recommendations. Learning Content The programme’s learning content is suitable for nursery school aged children, as it teaches them basic arithmetic and spelling skills as well as how to recognise basic words. The programme also meets the needs of different learning styles among children. For example, there is a mix of visual stimuli, such as labelled photography, and audio stimuli, such as music that teaches through lyrics, which helps all children learn in some way. Learning environment The learning environment is friendly and constructive. All of the teachers, including myself, are kind and sensitive to the children. Each child gets personal attention on a daily basis and we pride ourselves on forming special bonds with children

that make them feel comfortable in this environment. Activities for children There are a number of interactive games the children can play with, which also double as learning devices. Children are encouraged to work together to create things, which spurs both their creativity and their teamwork abilities. Teachers organise several group activities such as guessing games, arts and crafts, and basic science experiments, all of which are both entertaining and thought-provoking. Conclusion In conclusion, I would say that it would be wise of parents to place their children in day care that provides a nursery school learning programme such as the one at First Steps Day Care. It is recommended that any working mums and dads who are in need of day care should consider a programme like ours. Not only does it provide a safe environment for a child, but it also gives a child a head start in learning.

Review 4 Vocabulary A 1d 2b 3c 4c 5c 6d 7a 8d 9b 10b 11c 12b 13d 14c 15a 16c 17c 18c 19b 20b Grammar B 1c 2d 3c 4b 5c 6a 7c 8b 9b 10b 11d 12b 13c 14a 15c 16c 17b 18c 19d 20d Use of English C 1c 2b 3a 4d 5a 6d 7b 8a D 1 spherical 2 insight 3 inquisitive 4 oddities 5 deciding 6 infinitely 7 ominous 8 appendices E 1 off 2 whim 3 not/never 4 on

5 how 6 on 7 whether 8 no F 1 there were barely any trees 2 materials were given to people present at the 3 warned the employees not to be/about being 4 was accused of lying to 5 soldiers fought valiantly 6 asked Paul whether or not he was

Unit 9 Reading A Questions 2 and 7 B 1b 2d 3a 4b 5a 6c 7a 8d Vocabulary A 1 landlord 2 neutral 3 dispense 4 autonomous 5 references 6 orientating 7 sublet 8 enfranchised B 1 independence 2 eviction 3 entitlement 4 obligatory 5 disorientated 6 dismissive 7 immaturity 8 hierarchically C 1 step 2 strike 3 settle 4 stand 5 fend 6 pull 7 lift 8 tend D 1 up 2 with 3 in

4 behind 5 on 6 papers 7 off 8 from E 1d 2a 3c 4d 5a 6b 7d 8d Grammar A 1 what 2 none of whom 3 whose car 4 both of which B 1 All 2 A few 3 A number 4 One C 1 participating 2 claimed 3 suffering 4 completed 5 lining D 1 so as to/in order to 2 Even though/Although/Much as 3 What with/In view of/Because of/Due to/Owing to 4 so 5 so as not to/in order not to E 1b 2b 3b 4a 5c 6a F 1 so as not to make a 2 new neighbours, one of whom is from 3 the contractors in order to finish 4 having signed the lease, they were informed of 5 man standing on the other side of the Listening A Question 2 B 1b 2c 3c 4a 5a 6b Writing A 1 E, persuasion 2 E, argument 3 A, description 167

4 5 6

A, anecdote E, analysis A, narration

B finding the financial backing: 3, 8 forming partnerships with friends: 1, 5 having a strong character: 2, 7 planning out your business: 4, 6 1D 2D 3N 4N 5N 6D 7D 8A C 1 2

6, planning out your business 2, having a strong character

D Suggested answer: Thinking of starting your own business? It’s a terrific accomplishment, and speaking for myself, it’s something to be proud of. Here are what I consider the two most important aspects of starting a business. First, it takes a great deal of careful consideration to get a business up and running. You have to conjure up a good idea, if you haven’t already done so. Is there something you’re good at making, such as jewellery or T-shirt designs? In my case it was the latter and, thankfully, I knew artists who could draw the designs I wanted. You also need to consider a suitable business location that works for you. Do you picture yourself selling your arts and crafts at a stand in a busy commercial area of town to passers-by? Or do you want to do what I did and set it up online, with photos of your work and a smooth, prompt delivery service? Answering these questions will go a long way in helping you plan. Another important aspect is having a strong character, in my opinion. You have to deal with the public, who can be very inquisitive, friendly and engaging, but they can also complain. How you handle them will be hugely instrumental in the success – or failure – of your new enterprise. You’ll also have to be very responsible; you may have to burn the midnight oil in the beginning until you get the hang of it. I remember once when the server I use for my business crashed and I had to scramble to get someone in to fix it. We were up very late into the night making sure it was fully functional and back in service. 168

Personally, I think minor catastrophes such as this are worth enduring when you’re doing something as great as running your own business successfully. So these are a few things to consider when starting your own enterprise – a challenging yet very fulfilling and rewarding adventure. Good luck!

Unit 10 Reading A Paragraphs A, F and G B 1F 2E 3G 4C 5H 6B 7D Vocabulary A 1b 2a 3c 4c 5b 6a B 1 2 3 4 5 6

inertia, f frank, e forfeiture, d subscription, c endorse, b volume, a

C 1 tempts 2 sway 3 lobby 4 account 5 toss 6 liken 7 degree 8 pulled D 1 rule 2 geared 3 win 4 wear 5 push 6 get 7 drive 8 talk E 1d 2a 3c 4b 5d 6b 7d 8a Grammar A 1 papers, paper 2 room, rooms 3 jams, jam 4 currencies, currency

5 6

grounds, ground height, heights

B 1 none 2 else 3 little 4 any 5 everyone 6 has 7 neither 8 another C 1 one another 2 yourself 3 themselves 4 herself 5 ourselves D 1 2 3 4 5 6

A, –, the, the the, the, the, – –, a, a, a The, –, the, the One, an, –, the The, a, –, the

E 1 anyone 2 those 3 ourselves 4 everyone 5 the 6 a 7 something 8 nowhere Listening A Positive opinions: A, D, G Negative opinions: B, C, E, F, H B 1E 2H 3A 4D 5C 6G 7D 8C 9F 10H Writing A 1 ✓ 2 -3 ✓ 4 -5 ✓ B 1 X, The topic in 2 is better for an analysis, rather than a narrative element. 2 X, The topic in 3 asks how people in a community are affected, not the writer.

3 5 4 1 C 1 ✓ 2 -3 ✓ D Suggested answer: Many of us have brands that we know and love; they are tried and tested, offer consistent quality and provide comfort in our lives. Sometimes, though, a person can fall prey to brand addiction, where they cannot help but buy certain brands, and it ends up defining who they are. My friend Justin’s problem epitomises this out-of-control behaviour and I give you the following situation as an example. We are at a gathering with a mix of well-known friends and casual acquaintances. I overhear him ask someone about their clothing label, to which he says, ‘Oh, I don’t buy that label. I find the quality isn’t to my liking.’ Now, in many ways, Justin is a terrific guy: a very loyal friend and an intelligent person. But if he could only hear himself talk. It was not the friendliest of comments and it made Justin look as if he had an inferiority complex. His brand addiction characterises him as being narrow-minded, even if that is not who he really is. I would also like to point out that being addicted to certain brands equates to an unwillingness to try new things and such an individual is going to get stuck in their ways early on in life. Justin’s brand addiction means he lacks interest in considering anything outside of his established catalogue of luxury brands. Aside from being expensive, this habit robs an individual of variety, which as they say is the spice of life. Getting over any addiction is difficult, especially when the person does not really believe it to be a problem. But I urge anyone suffering from brand addiction to make an attempt to break out of their comfort zone and challenge themselves to try new things.

Review 5 Vocabulary A 1d 2c 3c 4a 5a 6d 7c 8b 9c 10c 11d 12b 13d 14b 15b 16a 17c 18a 19b 20a Grammar B 1c 2c 3a 4a 5c 6b 7d 8b 9b 10d 11c 12b 13d 14c 15d 16c 17d 18a 19b 20c Use of English C 1b 2c 3a 4c 5a 6b 7c 8d D 1 dismissal 2 indispensable 3 uncharismatic 4 hierarchical 5 acquisition 6 manipulative 7 hypocritical 8 obligation E 1 a 2 each 3 the 4 Neither 5 what 6 in 7 themselves 8 order 9 himself 10 so F 1 checked one another’s 2 to whom they gave the project was a 3 winning over 4 so as not to get burnt by 5 great deal of products were damaged 6 view of his poor performance, he was laid

Unit 11 Reading A Questions 1, 3 and 5

Vocabulary A 1 memoirs 2 blackmail 3 exile 4 credible 5 string 6 fabled 7 hounded 8 limelight 9 column 10 immortal B 1 stalked 2 slander 3 stardom 4 anecdote 5 splash 6 obscurity 7 illustrious 8 excerpts 9 eminent 10 feasible C 1d 2a 3b 4b 5b 6a D 1 of 2 over 3 by/to 4 on 5 in 6 at 7 of 8 in E 1 acclaimed 2 notoriously 3 international 4 correspondents 5 illustrious 6 conspiracy 7 publicity 8 infamous Grammar A 1 to publish 2 editing 3 printing 4 to broadcast 5 type 6 blogging 7 writing 8 posting

B 1d 2c 3a 4b 5c 6b

169

B 1 attending 2 read 3 asking 4 to hear 5 to discuss 6 enter 7 to hire 8 building C 1 to do 2 saying 3 to pick 4 nagging 5 meeting 6 pulling D 1 winning 2 accounting 3 harm 4 hoping 5 eating 6 pleasing 7 knowing 8 looking E 1c 2b 3b 4d 5b 6a 7b 8a Listening A Questions 1 and 4 B 1c 2b 3d 4b 5b Writing A Suggested answers: Film review captivating/commanding presence, captivating/commanding/ disappointing/poignant performance, captivating/ sweeping cinematography, clichéd/poignant anecdotes, convoluted/gripping plot/storyline, gripping direction, gripping/ poignant/romantic tragedy, main protagonist, underlying theme Book review captivating/convoluted/gripping/ poignant/romantic storyline, clichéd/poignant anecdotes, gripping/poignant/romantic tragedy, intended audience, main protagonist, underlying theme

170

Concert review captivating/commanding/ disappointing/electrifying performance, captivating/ commanding/electrifying presence, electrifying sound, harmonious melodies B Suggested answers: 1 poignant documentary 2 electrifying sound 3 intended audience 4 compelling storyline/plot 5 main protagonist C 1 Main paragraph 2 2 Main paragraph 3 3 Conclusion 4 Introduction 5 Main paragraph 1 D Suggested answer: Like most people, when I was first presented with the opportunity to try sushi, I felt more than a little uncomfortable. But I’m happy to say that my curiosity won me over. Since then, the more I consume it, the more intrigued I am about its art form. This compelled me to view a documentary titled Jiro Dreams of Sushi, which chronicles the daily life of an 85-year-old sushi maker still in search of the perfect sushi. The star of the poignant documentary, Jiro Ono, is a master sushi chef and a complete perfectionist. His sushi bar is tucked away in the basement of a Tokyo high-rise building. Ono’s establishment has an impeccable reputation; it’s been awarded the highest ratings from restaurant guides and the waiting list for a table is three months. This is despite paying around £300 for a mouthwatering plate of food that will probably take less than ten minutes to eat. The documentary is only partly about the art of sushi making. What it really offers is a compelling storyline about a man who constantly struggles to please his customers. I enjoyed seeing Jiro be deeply observant of his patrons and utterly dedicated to his craft. He

knows where they want to sit based on whether they are left-handed or right-handed. It is mesmerising to watch him instruct his apprentices in preparing dishes repeatedly until they get it just right. Underpinning this documentary is gripping direction that takes you on a step-by-step journey of sushi making. Each introduction about a sushi-making process is short and artful, almost like a piece of sushi. Seldom do you see a style of filmmaking that embodies a cooking technique. This is what makes it worth watching. If the documentary has any shortcomings, it’s that – like sushi – it leaves you wanting more. It is by far and away the best 80 minutes you could ever view about this culinary art form, even if you’re not a fan of raw fish.

Unit 12 Reading A in Text A, next to ‘3,000 BCE’; in Text B, next to ‘2nd century’; in Text D, next to ‘3rd millennium BCE’ and ‘8th to 15th centuries’; in Text E, next to ‘light-years’ B 1D 2B 3A 4D 5A 6E 7C 8D 9A 10B Vocabulary A 1 reign 2 archives 3 memorial 4 revival 5 heirlooms 6 legacy 7 vestiges 8 artefacts B 1 primitively 2 observers 3 disrespect 4 orator 5 ancestral 6 chronicles 7 blurry/blurred 8 normalise

C 1 closed 2 integration 3 mannerisms 4 insane 5 sit 6 clash 7 irreverent 8 dispute D 1 old-time 2 deep-rooted 3 strongly-held 4 middle-aged 5 full-length 6 ever-present 7 light-hearted 8 time-honoured E 1b 2d 3a 4b 5a 6c 7b 8d Grammar A 1 It was the modern Olympic Games 2 It was a French educator 3 It was in Athens 4 It was Baron Pierre de Coubertin 5 It was at the Panathenaic Stadium B 1 It was an unknown composer who wrote the national anthem of the UK. 2 It was 6,000 years ago when the Phoenicians brought the olive tree to Spain. 3 It was during battle that Joan of Arc, a heroine of France, died in Normandy in 1431. 4 It wasn’t George Washington Carver who invented peanut butter, but rather, the Incas. 5 It was a Viking named Lief Erickson who truly discovered America, according to some. C 1 All they eat for 40 days is fruit, vegetables and simple grains./ All they eat is fruit, vegetables and simple grains for 40 days. 2 What we know about the excavation site is (that) it was inhabited in 3,150 BC. 3 It wasn’t until two weeks later that the townsfolk finished celebrating Carnival.

4 What they wore was ceremonial garb as they performed the ritual./What they wore as they performed the ritual was ceremonial garb. 5 What the villagers did was decorate the town square and clear the main street of cars. D 1 all 2 What 3 what 4 all 5 what 6 all 7 What 8 all E 1 was the stupendous finale of fireworks that scared 2 a kettle does is heat up 3 was in the 1950s when Jonas Salk developed 4 that is needed for the invention to work 5 I would never do in an interview is Listening A dispelling, negating, leave out, lacking, not, dissimilar; Question 6 B 1a 2c 3b 4c 5c 6a Writing A 1 Purpose: to describe ways tours can offer culture to tourists Target reader: your supervisors in a travel agency Context: ideas on how to include culture in tours and how it will impact a tourist’s travel experience 2 Purpose: to provide information to museum visitors Target reader: patrons in a folklore museum Context: aspects of the museum that patrons will find interesting, how folklore traditions influence

life today and why they should be preserved 3 Purpose: to describe problems that minorities face Target reader: the leader of your research study on minority rights Context: aspects concerning ways that minorities’ rights are infringed upon, the importance of protecting their rights and their contribution to culture diversity B 1C 2C 3B 4A 5A/B 6A/B/C C 1A 2B 3C 4B 5B 6 -- 7 -- 8C 9A 10C 11C 12A D Suggested answer: Influential people Introduction The purpose of this report is to describe a historical figure in Greece, as well as outline the ways that this person has influenced Greece’s history and why it is important for countries to honour great people in their history. Description A ruler of Greece, Asia Minor and beyond during the 4th century BC, Alexander the Great is considered one of the greatest leaders in world history. Born in Pella, northern Greece, he was instrumental in expanding Greek territory and spreading its culture to other places. The two qualities that Alexander the Great is most remembered for are his performance as a military general and his love of Greek culture. Military general When his father died, Alexander assumed leadership when he was just 20. Although trained by fabled philosopher Aristotle, Alexander did not always handle others philosophically. He used force to unite the Greek territories, which began to fall apart after news of his father’s death. Through strategy and a show of force, he brought Greece together as one country. Furthermore, as he pushed into foreign territory, he never lost a 171

single battle, despite usually being outnumbered. Lover of culture What Alexander is probably best known for is his desire to spread Greek culture throughout Asia. His military campaigns took Greek forces all the way to India, and along the way, the people of ancient Persia and other lands adopted Greek customs, which became interwoven with their own. It was Alexander’s dream that these cultures would blend with Hellenism. Conclusion Looking back at Alexander the Great’s life, one should pause for thought at some of his actions, especially his militaristic ones. Thankfully, most nations today spread their cultures through peaceful means. Still, it is important to remember the people who influenced our countries and how they did so. They give us hope that we can accomplish great things, no matter where we come from.

Review 6 Vocabulary A 1b 2c 3c 4d 5c 6a 7c 8c 9b 10a 11b 12a 13c 14d 15c 16d 17c 18b 19d 20c Grammar B 1c 2b 3d 4c 5c 6c 7c 8c 9b 10d 11b 12b 13b 14d 15a 16d 17c 18b 19d 20a Use of English C 1c 2d 3b 4c 5d 6d 7a 8c D 1 assumption 2 stereotypical 3 mannerisms 4 insensitivity 5 invasively 6 notoriety 7 diversity 8 discretion E 1 at 2 to 3 no 4 what 172

5 this 6 would 7 them 8 turning F 1 no knowing what Michael 2 involves hiring a 3 is in this country where 4 I travel, all I take is 5 was delighted to run into 6 couldn’t/wasn’t able to remember participating