CHOICES

CHOICES
CHOICES
PRE-INTERMEDIATE

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

Components for the student

Choose a paper Workbook or a blended solution

PRE-INTERMEDIATE TEACHER’S BOOK

TEACHER’S BOOK with Resources DVD Multi-ROM

or
with Resources DVD Multi-ROM

Students’ Book with MyEnglishLab

Online learning for students, instant
Students’ Book Workbook marking and monitoring for teachers
with Audio CD www.MyEnglishLab.com/choices

Components for the teacher

Teacher’s Book with Teacher’s Class CDs ActiveTeach

Resources DVD Multi-ROM Interactive Whiteboard software
Includes photocopiable resources, and Teacher’s resources
video and tests

The perfect blend of print and digital.

TENNANT

CEFR For further teacher development www.pearsonELT.com

A1 we recommend:
Elementary

A2
Pre-intermediate
B1
Intermediate
B2 Upper Intermediate A2-B1

C1 Advanced ADRIAN TENNANT

COV_CHOI_TBWK_PINGLB_2216_CVR.indd 1 03/10/2011 09:39

 Pearson Education Limited Reserved. Used with Permission 16c; Getty Images: AFP / Fabrice
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be pleased to insert the appropriate acknowledgement in any
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 CHOICES pre-inTerMediATe TeACher’S Book
with Resources DVD Multi-ROM

ConTenTS
introduction ii
Students’ Book Contents 2
Teacher’s notes
Module 1: Time 5
Module 2: Fun 13
Module 3: Money 21
Module 4: Stories 29
Module 5: generations 37
Module 6: Music 45
Module 7: health 53
Module 8: nature 61
Module 9: Flight 69
Module 10: islands 77
Module 11: Friends 85
Module 12: emotions 93
Culture Choice 102
Skills Builders 114
Student A and B Activities 120
Word list 121
irregular Verb list 125
language Choice 126
Students’ Book Tapescript 132
Workbook Tapescript 141
Workbook Answer key 149

M01_CHOI_TBWK_PINGLB_2216_M01.indd 1 03/10/2011 09:02

 d int

INTRODUCTION
As in r
chann
examp
of fou
• ora
can
ma
• ora
1 The CourSe • learning links: There are references throughout the book to extra thr
activities which provide a further element of choice. At the end of Spe
Choices is a five-level course for secondary students, taking each module, students are directed to further cultural input (Culture
learners from Elementary to Advanced level. Choices • lis
Choice at the back of the book), plus extra revision, practice and
Pre-Intermediate offers ninety-six lessons of core material eac
self assessment (in the Workbook/MyLab).
but because of the in-built flexibility of the course, this could dia
• Culture Choice: These optional lessons at the back of the book inc
be extended considerably.
include cultural input, literature, songs and projects. They are com
related to pairs of modules but can be done at any time. The list
2 WhY ChoiCe? extensive reading can also be done by students on their own and sou
is a good way of introducing students to guided readers (see the Cul
Choice for learners
Penguin Readers collection).
When you have an element of choice in what you do, you are more • re
likely to be motivated, and motivation is fundamental for teenage • online Skills (Workbook): These activities, developed by ELT sho
learners. technology specialists, develop information-handling skills and inc
critical thinking within the context of the internet. we
People have different learning styles and need to work in ways
best-suited to them. • Sound Choice (Workbook): Different language learners have The
different problems according to their own language and according sec
The ability to make choices when learning is an important strategy to their own personal difficulties. A short diagnostic exercise is
in itself and is a crucial element of life-long learning skills which will • Wr
followed by a choice of exercises on problem sounds. mo
become more and more important in the 21st century as technology
and jobs change rapidly. foll
4 ApproACh ins
Choice for teachers in t
In addition to the learner-development features of Choices that are
two
Teachers work in very different contexts (e.g. number of hours, related to the central concept of choice, the course contains other
pro
facilities, equipment) with very different groups of learners key elements:
and
(e.g. numbers in classes, previous learning experience, interests).
Bui
Every teacher has his/her own ideas about learning and teaching. a educational Content
The strong content syllabus covers the key areas in the Common e Crit
3 ChoiCe in CHOICES European Framework of Reference (CEFR), has systematic cross-
Eleme
curricular input and includes up-to-date and challenging topics. Each
tasks:
In an educational context, choice must be guided to avoid chaos in topic-based module is introduced in the Topic Talk, then the lessons
eleme
the classroom. Choices introduces these elements of guided choice: include input on different thematic strands related to the main topic.
argum
In reading lessons, there are Learning Links to Online Skills in the
• Topic Talk networks: Using a language is a creative activity and ideas
Workbook that enable learners to find out more about the topic.
involves constant choice and options. Vocabulary networks provide Skills
guided choice by marrying functional exponents with lexical items. skills i
b Cultural input
of the
• Your Choice: These exercises give students the opportunity to Choices not only provides systematic cultural input about English-
choose between different topics to discuss. speaking and other cultures but gives frequent opportunities for f Com
• grammar practice: Grammatical structures are first compared and students to talk and write about their own culture, thus strengthening
There
contrasted, then students are trained in choosing forms that best their own cultural identity. In main lessons, Your Culture spots relate
Skills
express given meanings or intentions. the topics to the students’ own culture. The six Culture Choices at the
and lis
end of the coursebook have input about English-speaking culture and
• dVd Choice: This is an optional section with authentic video worki
cultural awareness, literature (poems and stories) and songs, and My
material that extends the lesson topic. such a
Culture Projects allow students to research information about their
• listen or Watch: Target functional language is presented through embe
own culture and then talk or write about it.
dialogues which can be watched DVD 1 or listened to 1.9 , strate
depending on the equipment available. c A Broad Approach to language
g gui
• listening Choice: The teacher can choose between two levels of Rather than establish a false dichotomy between vocabulary on the
Both s
difficulty in the listening CDs. One is slower ( 1.2 ), without accents. one hand and grammar on the other, the language syllabus in Choices
For ex
The other is faster and more natural ( 1.3 ), with different regional integrates different strands of linguistic input in both grammar
prepa
accents. This feature gives the teacher a choice, depending on and skills lessons through a comprehensive focus on morphology,
Works
the level of the students, and the option of listening to the more syntax, word grammar, lexical features, text grammar, functions,
enable
difficult version after students have listened to the easier level. conversational grammar and phonology. Features in Choices that
they h
• language Choice: This booklet, which provides options for extra enable the course to cover this broad scope of language are:
doing
practice related to new language and language reference, comes in a • Vocabulary networks: They combine key functional language with
convenient, fold-out section at the back of the book. useful lexical sets and enable students to talk about common exam
5 Co
• Skills Builders: Teachers and learners have the choice of using this topics in a personal way.
section while doing communicative tasks and when revising; it gives • Sentence Builders: They focus on difficult areas of syntax which The c
support in terms of both strategies and language, with examples of often cause students problems and systematically cover written
linkers, explained text models and model dialogues. linkers. 1 Stu
The S
• language review/Self Assessment: Students do language • Word Builders: They look at lexical features such as prefixes/
is clea
revision exercises, listen and check their answers and use a suffixes and multi-part verbs.
Gramm
feedback guide to choose what they need to practise more. • Text Builders: They cover text organisation and style in written page L
language. the St

ii

M01_CHOI_TBWK_PINGLB_2216_M01.indd 2 03/10/2011 09:02

 d integrated Skills • Skills Builder (a section of support strategies and model language
As in real life, where communication usually involves more than one and texts)
channel at a time, skills in Choices are always developed together. For • Culture Choice (optional lessons which present reading texts,
example, in the main skills lesson, there are always at least three out poems and songs with projects related to the students’ own culture)
of four of the main skills: • language Choice booklet (which provides further language
• oral production: Every Topic Talk has an activity in which learners practice of both vocabulary and grammar and also has a reference
can talk about their own lives. There are other such tasks in the section for each language point that is presented)
main skills lessons and Speaking Workshops.
• oral interaction: There are interactive speaking activities 2 Workbook
extra throughout the book, especially in the oral skills lessons and the The Workbook gives further practice of the language introduced in
of Speaking Workshops. the Students’ Book. Each module directly reflects the content of the
ulture corresponding module of the Students’ Book. After every two modules
• listening (Watching): There are four or five listening tasks in
d are Remember sections which revise basic grammar points from the
each module with a wide variety of text types: monologues, stories,
dialogues, interviews and radio documentaries. Watching tasks previous level. At the end of each module, there is a revision section
k include TV documentaries, interviews, dialogues and a situation followed by a Module Diary where students assess their progress.
comedy TV programme. Pronunciation activities involve intensive After every second module, there is an extensive Exam Practice zone
listening with tasks to develop learners’ ability to distinguish with practice tests for reading, listening and writing. The Sound Choice
nd sounds, words and expressions. There is further listening in the section allows students to work on their pronunciation. Finally, at the
he Culture Choices and there are two songs. end of the book, there is a section called Online Skills, which develops
• reading: There is one major reading text per module and other information-handling skills in the context of the internet.
shorter ones in the grammar lessons and the workshops. Text types
include articles, book reviews, adverts, letters, notes, a postcard, 3 Mylab
websites, magazine interviews, a magazine letter page and blogs. This online resource allows teachers and students to interact beyond
There are also four further reading texts in the Culture Choice the classroom. It has all the practice exercises of the Workbook, which
ng sections (one poem and three stories). can be automatically graded, and instant feedback can be sent to the
student. Teachers can use MyLab to assign homework and see their
• Writing: There is writing in every module. In odd-numbered
students’ progress in the gradebook.
modules, there is a focus on written syntax, reference and linking
followed by a short writing task: descriptions, advert, blog post and
4 Teacher’s handbook
instructions. In even-numbered modules, there are more text types
in the Writing Workshops: an invitation, an email with an anecdote, The Teacher’s Handbook contains reduced pages from the Students’
at are Book, along with teaching notes, answers, teaching tips, suggestions
two formal letters, a postcard and short notes. Clear models are
ther for extra exercises and background information about the contents
provided and there are staged tasks, plus work on text organisation
and style. Further models of text types are given in the Skills of each spread. It also contains the Students’ Book tapescript, the
Builder, which illustrates target features and language. Workbook tapescript and the answer key.

e Critical Thinking and information-handling 5 Active Teach

Elements of critical thinking are introduced in reading and listening This DVD-ROM is a teaching resource, providing everything needed
ch both for the classroom and for preparation. It contains:
tasks: inference of non-explicit information, analysis of textual
ns • an interactive whiteboard of the Students’ Book with integrated
elements such as author’s style or context, evaluation of content or
pic. audio and DVD, interactive activities and zoomable areas
arguments in the text, application and discussion of knowledge or
ideas from texts. The information-handling activities in the Online • photocopiable activities to use in the classroom
Skills in the Workbook provide further activities to develop learners’
• teacher development workshops on different elements of language
skills in selecting, evaluating and processing information in the context
teaching
of the internet.
• the Test Master, so teachers can create their own versions of tests
f Communication Strategies • a comprehensive mapping of Choices to the CEFR.
ening
There is a systematic focus on communication strategies in the
ate 6 Class Audio Cds
Skills Builders for both receptive and productive skills. For reading
the
and listening, there are both general processing strategies such as The Class Audio CDs contain all the listening activities recorded in the
and
working out the meanings of new words, plus exam task strategies two levels of difficulty, plus recordings of all the reading texts.
My
such as doing matching or multiple-choice tasks. Writing strategies are
ir
embedded in the tasks in the Writing Workshops and explicit speaking 6 CHOICES And The CoMMon europeAn
strategies appear in the Speaking Workshops.
FrAMeWork oF reFerenCe
g guided and Staged production Choices covers most of the descriptors of the Common European
he
Both shorter and longer productive tasks are guided in Choices. Framework of Reference (CEFR) at each level, except some of those
ces
For example, in main skills lessons Your Choice tasks contain brief related to work and other adult contexts:
preparation stages. In the longer Writing Workshop and Speaking
Workshop, there are explicit stages followed by feedback activities to Choices CeFr uCleS
enable students to reflect on or react to their partners’ writing or what Elementary A1–A2
they have said. The Skills Builder acts as a back-up when learners are Pre-Intermediate A2–B1 KET
doing these tasks, providing model texts and dialogues.
e with Intermediate B1–B2 PET
xam
5 CoMponenTS Upper-Intermediate B2 PET
Advanced B2–C1 FCE
ich The components of the course are as follows:
n For a complete breakdown of the descriptors covered at this level,
1 Students’ Book see the Teacher Development Workshop entitled Evaluation: European
The Students’ Book consists of twelve thematic modules. Each module Framework of Reference on the Choices Active Teach.
is clearly divided into sections: Topic Talk (opening page of the module),
Grammar, Skills, Writing Workshop, Speaking Workshop. There is a one-
en page Language Review after Modules 1, 3, 5, 7, 9 and 11. At the back of
the Students’ Book, there are the following:

iii

M01_CHOI_TBWK_PINGLB_2216_M01.indd 3 03/10/2011 09:02

 TopiC TAlk Ski

These boxes contain

the learning objectives SKIL
The Topic Talk
of each module.
introduces the
module topic.

11 M
P
Systematic practice •
of pronunciation (e.g. Vocabulary •
unstressed words, word networks present
stress, contractions). key lexical sets
•

•
and functional
language to talk
The Language Choice about the topic. 12 M
booklet
MODULE 1 provides extra o
P
practice and reference.
PRACTICE REFERENCE
•
•
5 Present Simple and Continuous
1 Time prepositions Complete the description.
Time prepositions
1
In the morning, I usually feel very tired. I get up 2____ seven
Complete the sentences with the verbs
in brackets in the Present Simple or the
Students have •
at + times of day:
thirty and my bus leaves 3____ a quarter to eight. 4____ the Present Continuous.
I usually get up at seven o’clock. the chance to
afternoon, I get home 5____ four o’clock and go to the sports
centre. 6____ the evening, I have dinner and do my homework
1 We don’t usually spend (not spend)
our holidays at the seaside: I ____
at + night: personalise the
on my computer and I always go to bed late 7____ night. 8____ I feel tired at night.
the weekend, I spend time with my friends. 9____ Saturday
(go) hiking in the mountains and my
at + the weekend:
topic and talk 13 M
brothers ____ (look for) holiday
afternoon, we play football and 10____ Sunday we go to the
jobs abroad.
I play football at the weekend. about themselves. P
sports centre. in + morning/evening/afternoon:
2 Heather ____ (wear) a lovely dress •
today. Where ____ (she / buy) I feel tired in the morning.
2 Collocations: Routines Complete the sentences.
her clothes? on + days of the week:
1 I don’t usually have breakfast. 3 My mum ____ (be) a doctor but she ____ On Tuesday, I go to piano class.
2 I often ____ tired and sleepy in the morning. (not work) in a hospital.
3 I always ____ to school by bus. 4 My dad ____ (live) in London at the Collocations: Routines
4 I ____ my homework on the bus. moment, he’s got a job there.
5 I ____ to extra classes after school. 5 Tim can’t talk to you now, he ____ feel tired/sleepy/relaxed/stressed
•
6 Then I ____ time with my friends. (have) a shower. have breakfast/lunch/dinner/a shower
7 We ____ computer games. 6 I usually ____ (eat) muesli for breakfast do my homework/jobs in the house/sport
8 Sometimes we ____ to the cinema. but this morning I ____ (have) eggs. play football/basketball/computer games
9 I go to ____ at 11p.m. get home
•
10 I ____ nine hours a night. 6 Collocations: Races Complete the go swimming/jogging
sentences. go on Messenger
3 Making adjectives Complete the description with the go to bed/school/extra classes/the cinema/
1 The Tour de France is the most famous the park/parties
correct forms of the words in brackets.
cycling race in the world. sleep eight hours a night

grAMMAr
Molly Sutcliffe comes from a 1 famous (fame), 2 ____
(aristocrat) family. She lives in a 3 ____ (beauty) but 4 ____
(wind) part of Wales with thirty-six cats, ten dogs and three
2 The best time for the 100____ sprint is
9.58 seconds.
3 The New York Marathon is a famous
spend time with my friends/family/at home
Ski
donkeys. Molly is a 5____ (success) travel writer and visits lots Making adjectives
____ race.
of 6____ (history) monuments. She is very 7____ (adventure). 4 For freestyle swimming events you can beautiful/successful/wonderful
Molly also has a 8____ (wonder) garden. She is not a 9____ swim crawl or back____ . famous/adventurous
(profession) gardener but she talks to her plants 10____ (day),
Presentations encourage
5 ____ races have three parts: swimming, aristocratic/historic
like Prince Charles! cycling and running. daily/windy/friendly/funny Grammar Alive
6 You need to wear a helmet for students to worknation
out rules
al/person al/professional
4 Warm Up sections
Present Simple and Continuous Complete the dialogues mountain ____ events. sections link
with the verbs in brackets in the Present Simple (dialogue in a guided way. Present Simple and Continuous LANGUAGE CH
introduce the lesson topic.
1) and the Present Continuous (dialogue 2).
grammar with
1 A: 1 Do you often cycle (often / cycle) to school?
We use the Present Simple to talk about:
• habits and activities we do regularly.
functional areas and 118
MODULE 1
B: No, I 2____ (not cycle). But my brother 3____ (cycle) a lot.
He only 4____ (go) by bus when it 5____ (rain).
I go to yoga classes twice a week. provide practice in
Do you meet your friends regularly?
A: I 6____ (not like) cycling. I always 7____ (walk) to school.
He doesn’t work hard.
REFERENCEeveryday contexts.
Present Simple
PRACTICE
Z02_CHOI_SB_PINGLB
2 A: What 8 ____ (you / do)?
B: I 9____ (answer) emails. Why?
Present•Simple andstates,
present Continuous REFERENCE
feelings and opinions.
Affirmative
5 Present Simple and Continuous
Complete the sentences
He wants with the
to become verbs
vegetarian.
Time prepositions I/You/We/They love fruit.
A: I’d like to use the computer.
1 Time Weprepositions
10
____ (do) this project the description.
Complete in bracketsDoes
in theshe
Present Simple He/She often goes to restaurants.
on Australian animals. I need to go on the internet. Complete the sentences with the verbs know that fastorfood
the
Time prepositions at + times of day:
is unhealthy?
Present Continuous. Negative
B: Use Dad’s computer! He 11In the morning,
work). I usually feel very tired. I get up ____ seven in brackets in the Present Simple or We the don’t have a garden.
1 2
____ (not I usually get up at seven o’clock.
at + times of day:
thirty and my bus leaves 3____ a quarter to eight. 4____ the Present Continuous. 1 We don’t usually spend (not spend) at + night: I/You/We/They don’t eat fast food.
Time expressions: always, I usually
often, get up at seven o’clock.
usually,
afternoon, I get home ____ four o’clock and go to the sports
5
our holidays at the seaside: I ____ I feel tired at night. He/She doesn’t do much exercise.
1 We don’t usually spend (not spend) regularly, sometimes, never at + night:
centre. 6____ the evening, I have dinner and do my homework (go) hiking in the mountains and my Questions Short answers
our holidays at the seaside: I ____ I feel tired at night. at + the weekend:
on my computer and I always go to bed late 7____ night. 8____ brothers ____ (look for) holiday
(go) hiking in the mountains and my I play football at the weekend. Do I/you/we/they cook Yes, I/you/we/they do. / No
the weekend, I spend time with my friends. 9____ Saturday jobs abroad. at + the weekend:
brothers ____ (look for) holiday in + morning/evening/afternoon: every day? you/we/they don’t.
afternoon, we play football and 10____ Sunday we go to the 2 Heather ____ (wear) a lovely dress I play football at the weekend. Does he/she live in London? Yes, he/she does. / No, he/s
jobs abroad. I feel tired in the morning.
sports centre. today. Where ____ (she / buy) in + morning/evening/afternoon:
4 Students read 2 Heather ____ (wear) a lovely dress
her clothes? I feel tired in the morning. on + days of the week:
Where do you buy food?
doesn’t.
2 Collocations: Routines Complete the sentences. today. Where ____ (she / buy)
texts containing her clothes?
3 My mum ____ (be) a doctor but she ____
(not work) in a hospital.
on + days of the week:
On Tuesday, I go to piano class.
1 I don’t usually have breakfast. 3 My mum ____ (be) a doctor but she ____ On Tuesday, I go to piano class. We use the Present Continuous to talk about:
target grammar 2 I often ____ tired and sleepy in the morning.
M01_CHOI_SB_PINGLB_2049_INS.indd 4 30/09/2010 14:24
(not work) in a hospital.
4 My dad ____ (live) in London at the Practice activities
Collocations: Routines • activities happening right now, at the time of speak
moment, he’s got a job there.
in context and do
3 I always ____ to school by bus.
4 I ____ my homework on the bus.
4 My dad ____ (live) in London at the
5 Tim can’t talk to you now, he ____
Collocations: Routines check concepts and
feel tired/sleepy/relaxed/stressed
I can’t help you now, I’m watching the news.
Why are you laughing? It isn’t funny.
moment, he’s got a job there. have breakfast/lunch/dinner/a shower
simple reading 5 I ____ to extra classes after school. (have) a shower.
5 Tim can’t talk to you now, he ____
6 I usually ____ (eat) muesli for breakfast
feel tired/sleepy/relaxed/stressed
provide oral and• activities happening around now, not exactly at the
do my homework/jobs in the house/sport
have breakfast/lunch/dinner/a shower
6 Then I ____ time with my friends. (have) a shower.
tasks. 7 We ____ computer games. but this morning I ____ (have) eggs. do my homework/jobs in the
6 I usually ____ (eat) muesli for breakfast house/sport
get home
written practice. moment
play football/basketball/computer games of speaking.
play football/basketball/computer games Mary is learning to play the guitar.
8 Sometimes we ____ to the cinema. but this morning I ____ (have) eggs.
Collocations: Races Complete the get home go swimming/jogging I’m in London now, I’m staying at my aunt’s home.
9 I go to ____ at 11p.m.
sentences. go on Messenger
10 I ____ nine hours a night. 6 Collocations: Races Complete the go swimming/jogging • changes and processes.
go to bed/school/extra classes/the cinema/
sentences. go on Messenger Be careful, you’re getting fat.
1 The Tour de France is the most famous the park/parties
3 Making adjectives Complete the description with the go to bed/school/extra classes/the cinema/ The number of students is growing.
cycling race in the world. sleep eight hours a night
1 The Tour de France is the most famous the park/parties
correct forms of the words in brackets. 2 The best time for the 100____ sprint is
cycling race in the world. spend time with my friends/family/at home Time expressions: (right) now, at the moment
sleep eight hours a night
Molly Sutcliffe comes from a 1 famous (fame), 2 ____ 9.58 seconds.
2 The best time for the 100____ sprint is spend time with my friends/family/at home
(aristocrat) family. She lives in a 3 ____ (beauty) but 4 ____ 3 The New York Marathon is a famous Present Continuous
9.58 seconds. Making adjectives
(wind) part of Wales with thirty-six cats, ten dogs and three ____ race.
3 The New York Marathon is a famous Affirmative
donkeys. Molly is a 5____ (success) travel writer and visits lots 4 For freestyle swimming events youMaking can adjectives beautiful/successful/wonderful
____ race. I am living in London.
of 6____ (history) monuments. She is very 7____ (adventure). swim crawl or back____ . famous/adventurous
4 For freestyle swimming events you can beautiful/successful/wonderful You/We/They are cooking lunch.
Molly also has a 8____ (wonder) garden. She is not a 9____ 5 ____ races have three parts: swimming, aristocratic/historic
swim crawl or back____ . famous/adventurous He/She is practising yoga.
(profession) gardener but she talks to her plants 10____ (day), cycling and running. daily/windy/friendly/funny
5 ____ races have three parts: swimming, aristocratic/historic Negative
like Prince Charles! 6 You need to wear a helmet for national/personal/professional
cycling and running. daily/windy/friendly/funny
mountain ____ events. I’m not laughing.
6 You need to wear a helmet for national/personal/professional
4 Present Simple and Continuous Complete the dialogues Present Simple and Continuous You/We/They are not learning to dance.
mountain ____ events.
with the verbs in brackets in the Present Simple (dialogue He/She is not working now.
Present Simple and Continuous
We use the Present Simple to talk about:
1) and the Present Continuous (dialogue 2). Questions Short answers
• habits and activities we do regularly.
We use the Present Simple to talk about: Are you having dinner? Yes, I am. / No, I am not.
1 A: 1 Do you often cycle (often / cycle) to school? I go to yoga classes twice a week.
• habits and activities we do regularly. Is he/she having a good time? Yes, he/she is. / No, he/she
B: No, I 2____ (not cycle). But my brother 3____ (cycle) a lot. Do you meet your friends regularly?
He only 4____ (go) by bus when it 5____ (rain). The Language Choice I go to yoga classes twice a week.
He doesn’t work hard.
Do you meet your friends regularly?
Where are you going?
A: I 6____ (not like) cycling. I always 7____ (walk) to school.
2 A: What 8 ____ (you / do)?
booklet provides more He doesn’t work hard. • present states, feelings and opinions. Collocations: Races
He wants to become vegetarian.
B: I 9____ (answer) emails. Why? grammar practice and • present states, feelings and opinions.
Does she know that fast food is unhealthy?
He wants to become vegetarian.
cycling/running/swimming/triathlon, road/track race
A: I’d like to use the computer. We 10____ (do) this project
on Australian animals. I need to go on the internet. reference. We don’t have a garden.
Does she know that fast food is unhealthy?
mountain bike/swimming event
100 metres/200 metres sprint (athletics)
B: Use Dad’s computer! He 11 ____ (not work). We don’t have a garden. Time expressions: always, often, usually,
breaststroke/backstroke/crawl/freestyle (swimming)
regularly, sometimes, never
Time expressions: always, often, usually, mountain/road bike, cycling helmet
regularly, sometimes, never swimming cap/goggles
iv running shoes/shorts

4
M01_CHOI_SB_PINGLB_2049_INS.indd 5

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M01_CHOI_SB_PINGLB_2049_INS.indd 4 4 30/09/2010 14:24 03/10/2011 09:02
 SkillS reAding / WriTing
Word Builders systematically
present lexical features (e.g.
Warm Up activities prefi xes/multi-part verbs). Sentence Builders
SKILLS BUILDERS introduce the topic focus on linkers and
of the lesson. sentence structure.
Reading
11 Multiple choice (general idea) 14 True/false (specific information)
Page 6, Exercise 2 Page 22, Exercise 4
Skills Builders at
• First, look at the text and any photos or • Read the text to get the general idea.
drawings with it. • Read the statements. Guess if the statements are
the back of the
• Read the question and look at the options. Guess true or false. Use any pictures with the text to
ent book provide useful
which one it is.
• Look through the text very quickly to check your
help you.
• Identify important words or expressions (e.g.
guess. reading strategies. frugal/spend lots of money ).
• Do not read everything or try to understand all • Find the place (or places) in the text with
of the words. information about the questions. Read them
k closely and check your true/false guesses.
• If you are not sure, make a guess.
. 12 Matching (general idea of parts
of a text)
Page 6, Exercise 3 15 Matching (writer/intentions)
Page 38, Exercise 3
• Read all of the text first to get the general idea.
• Read each paragraph carefully, especially the • Read the texts quickly to get the general idea.
first sentence. It usually introduces the topic of Identify the topics of each text (e.g. fashion/
the paragraph. music/technology).
• Underline important words in the paragraph. • Examples of language in the text depend on the
Then choose the heading from the list or think of author’s intention:
a title for the paragraph. – to remember (talk about the past)
– to give advice (imperatives e.g. be careful/talk
to her )
13 Matching (words/meaning) – to ask for help (questions e.g. What is the best
place to visit?)
Page 16, Exercise 4
– to describe/explain (give information to
• Ask these questions to work out the meaning of someone)
the words: • Look for examples of this kind of language in
– What is the word: a verb, adjective, noun or the texts.
adverb? (e.g.simulation = noun) • Match the intentions with the authors. Make sure
– Are there any words that look similar to that the extra intention does not match with any
words in your language? Do you think the of the options.
meaning is similar?
• Use the context to guess the meaning (e.g.
reviews of computer games) and your general 16 Multiple choice (specifi
No Comment boxes c Your Choice activities
knowledge to help you (e.g. your knowledge of information)
computer games). include quotes about
Page 55, Exercise 3
give students an
• Match the words and the meanings. If you are
not sure, guess. •the
First, lesson topic.
read the text quickly to get the element of choice.
general idea.
• Read the questions and the options (a-d). Use
your general knowledge to guess answers

SkillS reAding / liSTening

to them.
• Read the text again. Identify sentences with
information for each question (e.g. 1 = a).
• Read that part carefully and choose an answer.
• Make sure the other alternatives are not possible
answers.

Your Culture
activities relate
and 118 the lesson topic to
in
the students’
ts. Z02_CHOI_SB_PINGLB_2049_EM2.indd 118 30/09/2010 13:27
own context.

Language Choice
activities provide
reference and
MODULE 2 SKILLSfurther
BUILDERSpractice.

es
PRACTICE
7 Preferences (1) Complete the description. 10
Listening
Opinions: think that Use the cues in brackets to
complete the sentences.
REFERENCE
Preferences (1)
I’m a very active person and I really like 1 doing
and sport. I enjoy 2 _____ football and tennis and I’m 1 I think that chess is boring (chess / boring).
Verb + noun
I’m into chess.
really 3_____ doing gymnastics. I’m also creative 1 Matching with
2 I don’t think pictures(board
______________ (thegames
main/ 4 MatchingI’m(questions/pa
not into board gam
very interesting).
and I like 4_____ the piano and singing. I also like idea) text)
. 5
_____ coins and stamps but I’m 6 _____ into playing 3 I think ______________ (photography / fantastic).
Page 5, Exercise 2
I like sport.
I don’t like
board games like chess. They’re really boring! 4 I don’t think that ______________ (yoga / Page 49, Exercise 7 yoga.
I enjoy computer game
I enjoy 7_____ computer games and I do it 8 _____ • Before
veryyou listen, look at the drawings or
exciting). • Look at any pictures
I don’t or photos
enjoy gymnasti re
night after dinner. I’d like to 9_____ yoga and also pictures.
5 I thinkTry thatto______________
answer these questions:
(free runningWhat/ is listening to help you get an idea.
try 10_____ model aeroplanes. in the picture? Where is it? Who is in it? What is
challenging). Verb + -ing
• Read the questions and make gue
happening?
6 I don’t think ______________ (making model them (e.g. I’m
Wherereally
do into acting
you get musi.
8 Present Perfect (1): Irregular verbs Complete • Make a list of possible
aeroplanes words. and expressions (e.g.
/ interesting) I’m not into CDs/from
collectingf
– downloading/buying
the sentences with the 3rd form of the verbs in wake up/alarm clock/feel tired). I like related
playingtochess.
• Think of words the top
• When
Modifiyouers listen
Choose to the
something,
correct listen
modifioutersfor
to these
questions I(e.g.
don’t like sing ing.– do
brackets. 11
getting music
words
complete to help
theyou identifygame
computer the main idea. Then
review. I enjoy playing comput
1 Gary is happy. Arsenal have won (win) CDs/sharing ).
match the people with the pictures. I don’t enjoy mak ingundth
the game. The story is 1very/ really amazing but the • When you listen, do not try to
2 Mark is here. I’ve _______ (see) him. game play is 2a bit/absolutely slow. The characters word. Listen out for
would likewords from
+ to try + -it
are 3very/absolutely interesting and the graphics similar words (e.g.to
get
trymusic/buy
3 The laptop is broken. It has _______ (fall) off the 2 Multiple choice (specific • RememberI’d
I’d like
that
making je
desk. are 4a bit/really creative. The locations are liketexts will
to try have so
yoga.
information)
5
absolutely/very fantastic, too but the sound is to different topics or questions to
4 You look sad. What has _______ (happen)?
There is a variety 5 The classroom is empty. The students have
Page
6 17, Exercise
absolutely/a bit 8bad and the music is 7really/a bit • If you are every
not sure about the answ

of reading texts Skills Builders at _______ (go out). terrible.you

• Before In conclusion,
listen, readIthe likequestions
the game carefully.
but some guesses. I play chess every wee
I do it every Saturday.
6 I feel sick. I’ve _______ (eat) too much. things in it are
• Try to guess answers not 8
very/a
to thebitquestions
good. when
(e.g. articles, the back of the book 7 The jacket is clean. I’ve _______ (wash) it. possible. Use your knowledge of the world or any
5 Multiple Present
choice Perfect
(words/(1
adverts, websites). have useful listening 8 Look! I’ve _______ (buy) a new bike. some, any,
12 pictures
correct
there
firstwords
no,are.
a lot of, a few, a little Choose the
to complete theout
text. Page 65, Exercise
• The time you listen, listen for the We use8the Present Pe
strategies.
9 Present Perfect (1) Complete the sentences information.
I love watching Sometimes
films. When it isIin a diff
have 1 erent form
a few/ a little • Look at theactions
words when
and trywe
to can
guess
with correct forms of the verbs in brackets. (e.g. ¼ and not 25 percent). hadAnswer
money, I buy a DVD. I have any/a lot of famous
2
before youI’ve
listen. lunch. (so nowq
these
• When you listen
films,again, try to getold
the restand
of
1 I’m not hungry. I have had (have) lunch. Hollywood 3
a little/a few films anyhasn’t
- Are thereShe wordscome.
in your(so n
lang
the
4 information.
any/some comedies. I don’t buy 5some/any horror We’ve lost the key. (so
2 Her shoes are dirty. She _______ (not clean) look similar?
• When
films –you
I hatedon’t know
them. Onan answer, make
weekdays, I havea6guess.
any/no
them. - Do you think
Form: the meaning
Subject is sim
+ have/
3 My laptop is not here. _______ (you / take) it? time to watch films. But on Saturday I invite • When you Irregular
listen, tryVerb
to choose th
List p.1
4 We don’t have your address. We _______ (lose) it. some/a little friends over and we usually watch
7
these things to help you:
3 True/false
8 (specific information)
a few/any films. If there are 9some/no new films,
I have had lunch.
- the context (e.g. long-sleeved
5 It’s cold in here. Who _______ (open) the
Page 33, Exercise 7 He hasn’t had lunch. sh
window? we watch the old classics. And we always have kinds of shirts:
Have they summer/winter
had lunch? e
no/athe
lot statements.
of fun.
v
10
6 I can’t discuss the film with you. I _______ (not • Read Identify important words or - your general knowledge (e.g. Wh
see) it. expressions (e.g. treasure/rescue). when they are angry? They stan
Opinions: think th
7 Mark is not here. He _______ (leave). • Read them again. Guess if the statements are true back legs.).
8 I can’t go out. I _______ (not write) the essay for or false. Use any pictures there are to help you or • Look at theIt three
is veryoptions
boring.(a-c) an
tomorrow. use your general knowledge (e.g. about science best one. I think (that) it is very
fiction films). It’s not very interesting
• Listen the first time. Get the general idea and I don’t think (that) it’s
identify the important words or expressions or
M01_CHOI_TBWK_PINGLB_2216_M01.indd 5 03/10/2011 09:03
words with similar meaning.
• Listen again. Decide if the statements are true or
false. Guess answers you don’t know.
 SkillS liSTening / SpeAking lAn
Students can listen Pronunciation
to or watch everyday activities focus
The DVD Choice functional dialogues. on intonation. Ex
section provides la
optional authentic m
video footage. fr

Your Choice
activities have
speaking practice
Vocabulary of functional
networks language.
provide further
key vocabulary.

SKILLS BUILDERS

Speaking
Listening texts
give input about
38 Describing photos 40 Keep talking (
the lesson topic. Page 11, Exercise 10 Page 20, Exercise
Page 20, Exercise 8 • When you don’t kn
Questions to ask about photos stop speaking! Us
What’s this photo about? • Don’t say a word i
Where is it from? make some words
Why do you think that? I’ve got a camera
What’s happening? • Use gestures and
Who can you see in the photo?
'guitar'
Talk Builders present functional What's he/she saying?
What is he/she feeling?
language. Skills Builders provide What time of year is it?
What else is happening?
further reference. What else can you see?

SKILLS BUILDERS

WriTing / SpeAking WorkShopS Writing Cul

• Use vague languag
It’s a musical instru
SKILLS BUILDERS Skills Builders
22 Linkers: and/but/or/and then 25 Adjective order 41 Shopping
provide model texts
Speaking
Page 7, Exercise 7 Page 23, Exercise 8 Page 27, Exercise
and with explanations.
We use adjectives in this order before a noun: Shopkeeper: Hello.
• makes lists 1 Opinion Describing position Customer:
Subject:Yes,
car acca
I like computer games, football and tennis. nice/nasty/cool/expensive/cheap/interesting/boring
There are two people in the middle of the picture. To: AnnaT-shirt
anna
• joins two ideas difficult/easy They are in the foreground and behind them you Shopkeeper: Whatcps
From: Cathy
I live in Spain. I come from Córdoba. Customer: Small.
38 Describing
I live in Spain andphotos
(I) come from Córdoba.
40 2Keep talking
Size/age (strategies)
can see ...
42 Telling
Hi Annalarge)sto
Then, in the background there are ...
big/small/large/medium/extra-large
•Page 11, Exercise
describes actions 10 Page 20, Exercise 7
On the left of the photo there is ... Page 36,
Shopkeeper: HereExey
old/new old/young How are thing
Page
I get20, Exercise
up and (I) have8 a shower (I get up and then
have a shower).
• When
3 Colour you On the
don’t know right of the
a word photo, you
in English, can see ....
never
stop speaking! Use strategies to continue talking.
Customer:
Hesitating
Shopkeeper:
You
Okay. C
Of cou
Umm ... You kn
Questions to ask about photos red/blue/green/yellow/orange/black/brown/grey/
Making guesses
I have breakfast and (I) watch TV (at the same
What’s this photo about?
time).
• Don’t say
purple/silver a word in your language but you
Well, it’s probably in the evening.
can
On Friday
act
over
was serious.
cold.
even
Suddenly
th
Where is it from? make some words ‘sound English’. Shopkeeper:
Err ... Well, Iyou
Do wa
or describes alternatives
Why do you think that?
4 Material It's definitely in the summer because it's hot..
I’ve got a camera video. (video camera)
They are definitely not very happy.
Customer:
Linking top
but theevents
man in
Well, it
On Sunday, I play football or (I play) tennis. cotton/silver/metal/leather/wool
What’s happening?
In the evening, I watch TV or (I) play computer
• Use gestures and sounds to describe the word:
5 Make/type Maybe they’re in France.
to the
But then
Shopkeeper:
to get
And
ow
this
man.
Seven
scared.
then
sil
He
it sta
he co
Who can you see in the photo? Perhaps Connection
they’re in the USA.
games. 'guitar'
Calvin Klein jeans/French top, men’s/ Customer:
Going Can
back
took the mantoI h
t
What's he/she saying?
but contrasts two ideas women’s/miniskirt/role-playing (game) Shopkeeper:
What is he/she feeling? thanked,Thank
Anyway we
us. Istf
I like the cinema but (I) don’t go very often.
What time of year is it?
39 Vague language chang
I’m not very good at tennis but (I) like playing it.
What else is happening?
and then describes actions
Staged speaking
Page 20, Exercise
26 Story linkers 4 Customer:
43 Preparatio
Could
Write soon. Lo
for a p
What else can you see? Page 35, Exercise 4 to something
I get home and then do my homework. and writing tasks
Similar
like a big party.
It’ssomething (a parade)
Page 36,
Shopkeeper: I’mExesor
Describing when happens Here oy
are provided.
It´s like athree
yesterday/last week/at big car. (a lorry)
o’clock/ on Friday
• First, think
Customer:
Use theOkay,
Skill
23 Purpose linkers Part of a category
evening/last year/during the lesson Shopkeeper: Thankn
• Write short
Page 19, Exercise 5 There’s
Describing the order a sorthappen
things of walk. (parade)
to say. (For t
before (lunch/theHe’s a sortafter
lesson)/ of artist.
that/at(painter)
first/then,
to + verb from the Wri
•later/in the end
Use vague It’s a kind
language of skirt. the
to describe (kilt)word.
I’m having a party to celebrate my birthday. • Don’t try to t
Describing how things a kind
happenof
It’s a musical instrument – a sort of a guitar. at a party. (DJ)
She´s music organiser
own languag
We’re organising a party to celebrate the end of
term.
suddenly (not expected)/immediately (with no Li
vocabulary o
delay)/quickly/slowly
for + noun
41 Giving
Shopping
opinions pr
to say it or s
We’re raising money for charity. 124 • Use your note
We’re having a party for our teacher.
sadly/luckily/unluckily/amazingly
Page 27, Exercise 10 ba
use them to t
home. It can b
Shopkeeper: Hello. Can I help you?
KEYat those and listen to y
Describing position Customer: Yes, can I have 124
Z02_CHOI_SB_PINGLB_2049_EM2.indd a look
24 There are two people in the middle of the picture. titleT-shirts, please? Purpose linkers member of yo

They are in the foreground and behind them you Shopkeeper: What size?
can see ... COME TO OUR SUMMER Customer: PARTY! Small. (small/medium/large/extra 44 Opinions
Then, in the background there are ... large) price Page 43, Exe
what
On the left of the photo there is ... Tickets are ONLY £8! Here you
Shopkeeper: are.
A: In my opinio
On the right of the photo, youWe’re
can see Customer:
.... a party to celebrate the Okay. Can I try it on, please?
having end of the year! We’re also to come hom
Shopkeeper: Of course, the changing room is
Making guesses raising money for our camping trip in North Wales . B: Well, I’m sor
Listening input Well, it’s probablyreasons
in the evening.
over there. venue/time
12 o’clock is
There are reading Talk Builders focus Shopkeeper:
The party is at the School Gymnasium
It's definitely in the summer because it's hot..
at 9.00Doonyou23like it?
July.
A: I disagree w
and focus on They are definitely not very happy.
Customer: Well, it’s a bit too big. How much is

activities with on conversational Don’t miss our fantastic resident DJ, Chaz, with some really
this silk cool
scarf? A: I’ve got a com
pronunciation Maybe they’re in France. dance music (house/electro/techno). And you canSeven
Shopkeeper: take part in our
pounds fifty. they’re very
model texts. grammar. Perhaps they’re in the USA. air guitar competition. GreatCustomer:
prizes for the Can
winners!
I have this one, please?
are provided. Shopkeeper: Thanks. That’s two pounds fifty
B: Yes, I agree
really think
39 Vague language Snacks, soft drinks and party hats provided.
change. things included
bedrooms ar
Page 20, Exercise 4 Interested? Contact Amy Customer: Could you wrap it up, please? It’s
Simons (09876538)
Skills Builders give Learning Links direct Similar to something or Katy Harris (01873045). for a present.
A: Personally, I
Shopkeeper: I’m sorry. I haven’t got any paper. day is enoug
communication students to Culture Choices
It’s like a big party. (a parade) contact
Here you are. B: You’re right.
It´s like a big car. (a lorry) good for you
strategies. and Workbook activities. Part of a category Customer: Okay, thanks.
120 Shopkeeper: Thank you. Bye. A: Do you think
There’s a sort of walk. (parade)
week is okay
He’s a sort of artist. (painter)
B: Well, I don’t
It’s a kind of skirt. (kilt)
Z02_CHOI_SB_PINGLB_2049_EM2.indd 120 30/09/2010 13:27 In my opinio
She´s a kind of music organiser at a party. (DJ)
everything i
vi
124

Z02_CHOI_SB_PINGLB_2049_EM2.indd 124 30/09/2010 13:28

M01_CHOI_TBWK_PINGLB_2216_M01.indd 6 03/10/2011 09:03

 lAnguAge reVieW

Exercises test knowledge of Revision of

language from the previous Grammar
module (Modules 1 and 12) or
from the previous two modules.

Revision of the
ice Vocabulary network Revision of the
Talk Builder

Revision of the
Word Builder
Students listen,
check their answers
and decide on further
practice.
king Revision of the
Sentence Builder

40 Keep talking (strategies) 42 Telling stories

Page 20, Exercise 7 Page 36, Exercise 4
• When you don’t know a word in English, never Hesitating
otos stop speaking! Use strategies to continue talking. Umm ... You know, I didn’t think it
Learning links direct
• Don’t say a word in your language but you can
make some words ‘sound English’.
was serious. students to the
Err ... Well, I was at my mate Sam’s farm.
I’ve got a camera video. (video camera) Revision of Linking events Workbook.
• Use gestures and sounds to describe the word: Grammar But then it started to go red and swollen.
o? And then he couldn’t breathe properly.
'guitar' Going back to the story
Anyway, we stopped in a field.
Sound Choice focuses
43 Preparation strategies on problem sounds.
Page 36, Exercise 6, Stage 2
• First, think of ideas about what to say.
Use the Skills Builders to help you.
• Write short notes about what you want

CulTure ChoiCeS
• Use vague language to describe the word.
to say. (For this task use your notes
from the Writing Workshop).
• Don’t try to translate directly from your
It’s a musical instrument – a sort of a guitar. own language. If you don’t know the
vocabulary or the grammar, do not try
to say it or say it in a simpler way.
41 Shopping • Use your notes to practise. For example,
Page 27, Exercise 10 Culture Choices are Reading tasks include
use them to talk to yourself or aloud at
: home. It can be useful to record yourself
Shopkeeper: Hello. Can I help you?
Customer:
Subject:Yes, can I have a look at those
car accident
optional lessons at the inference (reading between
and listen to yourself. Get a friend or
boring of the picture.
middle To: AnnaT-shirts, please?
annabriercliff [email protected] back of the coursebook. the lines) and evaluation.
member of your family to listen to you, too!

and behind them you Shopkeeper: [email protected]

From: Cathy size?
Customer:
42 Telling Small. (small/medium/large/extra
stories 44 Opinions
ere are ... Hi Annalarge) Page 43, Exercise 10 Texts include
Page 36, Exercise 4
re is ... Shopkeeper: Here you are.
How are things? Everything’s okay here but something happened last week. A: In my opinion, 11 o’clock is a good time poems, stories,
ou can see ....
ever
talking.
Customer:
Hesitating
Shopkeeper:
Your Culture
Okay. Can I try it on, please?
Of course,
Umm ... You know, Ithe changing
didn’t think itroom is
to come home. What do you think?
novel extracts
rey/ B: Well, I’m sorry, I don’t agree with you –
u can
ning.
On Friday
cold.
activities relate the
over
was serious.
Suddenly,
there. I was coming back from the cinema with a mate. It was snowing and it was very
evening,
we heard a loud noise and saw a car in a shop window. At first, I 12 o’clock
thought it was is better!
a robbery and songs.
Shopkeeper: Do you like it?
Err ... Well, I was at my mate Sam’s farm.
because it's hot..
happy.
Customer:
Linking topic to the students’
but theevents
man in
Well, the
it’s a bit wasbig.
car too notHow
moving
much. Immediately,
is
A: I disagree with that. It’s very late!
I rang the emergency services. After that, I talked
word: to the
own culture.
this
man. silk
He scarf?
couldn’t move
But then it started to go red and swollen.
Shopkeeper:
to get
And Seven
scared.
then pounds fi
and
fty.emergency
Luckily,breathe
he couldn’t the
had a bad cut so I put a clean handkerchief
properly.people arrived quickly. They immediately opened
on it. I didn’t have time in my room. I think
A: I’ve got a computer
the very
they’re car and
useful for homework.
n’s/ Customer:
Going Can
back
took the I
to to
man have
the this one, please?
story In the end, the man was okay. Anyway, later the police asked
hospital. B: Yes,usI agree withand
questions you about that. I
Shopkeeper:
thanked,Thanks.
Anyway we feltThat’s
us. Istopped in two
really aproud pounds
field. . fifty really think computers in teenagers’
change. bedrooms are okay.
g Customer:
43 Preparation
Could you wrap it up, please? It’s
Write soon. Love, Cath
for a present.
strategies A: Personally, I think three hours of TV a
ks
e)
Page 36,
Shopkeeper: I’mExercise 6, Stage
sorry. I haven’t got2any paper. day is enough.
Here you are. B: You’re right. Too much TV’s not very
• First, think of ideas about what to say.
iday Customer: Okay, good for you.
Use the Skillsthanks.
Builders to help you.
Shopkeeper: Thanknotes
• Write short you. about
Bye. what you want A: Do you think five euros pocket money a
de)
to say. (For this task use your notes week is okay?
)/then,
from the Writing Workshop). B: Well, I don’t think that’s very good.
• Don’t try to translate directly from your In my opinion, ten is okay because
ser
ar. at a party. (DJ) own language. If you don’t know the everything is very expensive.
no Listening texts
vocabulary or the grammar, do not try
provide cultural
to say it or say it in a simpler way.
• Use your notes to practise. For example,
background.
use them to talk to yourself or aloud at
home. It can be useful to record yourself
and listen to yourself. Get a friend or
e
nkers member of your family to listen to you, too!
30/09/2010 13:28
Glossaries
provide
tra 44 Opinions
Page 43, Exercise 10 meanings of
A: In my opinion, 11 o’clock is a good time new words.
to come home. What do you think?
is
B: Well, I’m sorry, I don’t agree with you –
e
12 o’clock is better!
A: I disagree with that. It’s very late!
uch is
A: I’ve got a computer in my room. I think
they’re very useful for homework.
B: Yes, I agree with you about that. I
ty really think computers in teenagers’
bedrooms are okay.
? It’s
A: Personally, I think three hours of TV a
Projects get students
per. day is enough. writing and talking about
B: You’re right. Too much TV’s not very
good for you. their own culture.
A: Do you think five euros pocket money a
week is okay?
B: Well, I don’t think that’s very good.
30/09/2010 13:27 In my opinion, ten is okay because
everything is very expensive.
vii

30/09/2010 13:28

M01_CHOI_TBWK_PINGLB_2216_M01.indd 7 03/10/2011 09:03

 2

M01_CHOI_TBWK_PINGLB_2216_M01.indd 2 03/10/2011 09:03

 3

M01_CHOI_TBWK_PINGLB_2216_M01.indd 3 03/10/2011 09:03

 Bac

Scien
body
perso
how m
exter
Morn
active
after
as lar
Night
are al
night

M01_CHOI_TBWK_PINGLB_2216_M01.indd 4 03/10/2011 09:04

 2 Go through Skills
Builder 1 and check
students understand the
strategies. Check answers
with the class.

Answers: 1 b 2 c 3 a

3 Check students know they

should circle the correct option
in the first five items and write
the missing words in the last
two.

Answers: Student page

4 Do this as a class exercise

using choral drilling to start
and then choose a few
students to repeat each
sentence. See tapescript for
answers (underlined).
Note: Unstressed function
words (e.g. a/to/at) seem to
‘disappear’ because the vowel
sounds are replaced by the
schwa sound. Students may
play football not hear them and will either
spend time
with my friends. miss them out altogether or
mispronounce the sentences
by stressing these words.
For practice, students turn to
the questions in Language
Choice 1 and 2 and the
reference section that goes
with it.
5 Elicit a few examples
of what students might say
about themselves using the
network. Then give students
a few minutes to make notes
and think about what they
want to say before they talk
to their group. Afterwards, put
students in new groups and
have them repeat the exercise –
by repeating it they will
improve it by adding more and
Background Topic Talk using more complex language.
Tip: During speaking exercises,
1 Elicit descriptions of the photos. Clarify
Scientists claim that we all have an internal make notes about students’
the meaning of morning person and night
body clock which differs from person to language use. Refer to these
person if necessary (see the Background
person. Our body clocks also help regulate notes later on to work on
notes). Then students could discuss the
how much sleep we require, along with specific language problems.
questions in pairs. Ask a few students to tell
external factors such as work, stress, etc.
the class.
Morning people: are extremely alert and Now your students can:
active in the morning but get tired in the Suggested answers: 1a tired b relaxed • talk about their daily
afternoon and evenings. They are also known c stressed routines using common verb/
as larks. noun collocations and time
Night people: are terrible in the mornings but prepositions.
are alert and active in the evenings and late at
night. They are also known as owls.

M01_CHOI_TBWK_PINGLB_2216_M01.indd 5 22/01/13 3:39 PM

 Background

Eccentrics: people who are

‘unusual’ or behave differently
from how society expects.
They do not care about what
other people think about them.
Britain has a long tradition
of eccentrics. Interestingly,
eccentrics are often healthier
and live longer than most
people.
Other examples of great
British eccentrics are:
'Mad' Jack Mytton: an aristocrat
from the early nineteenth
century who had 2,000 dogs
and 600 cats and once came
into a party riding his pet bear
which then ate his leg
Vivienne Westwood: a fashion
designer who designs and
wears very eccentric clothes
Captain Beany: a Welshman
who sits in baths of baked
5
beans to raise money for
charity. 4
3
6
1
Part 1

Extra Warmer
Write up Daily routines and
draw two columns, Usual
activities and Unusual
activities, on the board. Ask
students to think of their
daily routine and write a
few things in each column
and then discuss what they
have written in pairs or small
groups.

Warm Up
1 Check the meaning of
obligations in question 3. Ask 3 Check understanding of hermit, paradise Suggested answers: 2 because he has no Extra
a few pairs to tell the class. and to campaign before students read again. obligations 3 every two weeks 4 He doesn’t Ask: W
Go through Skills Builder 12 and check have a home. / He rides around Britain on his Tom o
students understand the strategies. Students motorbike. 5 He goes to Stonehenge. / He
Reading 5 L
check in pairs before the class check. celebrates the summer solstice. 6 Yes, it’s do th
Before reading, elicit funny and worth reading. (succe
descriptions of the two people Answers: Student page
focus
in the photos and ideas about Extra Exercise
4 Look at the example with students, then word
who they are. Put students into pairs and ask them to write
ask them to read through the questions and the w
Go through Skills
2 try to answer without reading the text again. three more questions about the text, e.g.
What does Tom feed? Make groups of four Answ
Builder 11 and check Students discuss their ideas in pairs before
students understand the reading the text. Check the answers with the (two pairs together) and have them ask and
For p
strategies. Check the answer class. answer each other’s questions.
Choi
with the class.
6 A
Answer: Student page 4 adv
natio
6

M01_CHOI_TBWK_PINGLB_2216_M01.indd 6 03/10/2011 09:04

 7 Go through the Sentence
Builder box together and try to
elicit the difference between
and, or, but and and then.

Suggested answers:
, successful,
wonderful and is for linking additional/
famous, adventurous
extra information; or shows
aristocratic, historic
there is a choice between one
daily, windy, friendly, funny
national, personal,
or the other, but not both; but
professional shows a contrast, something
that is surprising; and then
shows that the second event
comes after the first in time

Ask students to read through

Skills Builder 22 and check
they understand the ideas.
8 Go through the example
with students first. Elicit what
is left out (the pronoun).

Answers: 2 On Thursday
afternoons, we play basketball
or (sometimes) (we) go
swimming. 3 I meet my friends
on Friday nights but (I) come
home before ten o’clock. 4 On
Saturdays, I go cycling with my
dad and then (I) have lunch at
my grandma’s. 5 On Sunday
evenings, I do my homework
and (I) listen to music (at the
same time).

9 Check understanding of
ideal if necessary. Monitor and
help where necessary.
10 Encourage students to use
all four of the linkers. Ask a
few students to tell the class.

No Comment
Check understanding of
electric eel.
Ask: Does this comment see
eccentricity as a positive
no Extra Discussion Extra Exercise thing? Do you agree?
n’t Ask: Who do you think is the most eccentric, Students work in pairs and write their own
his Tom or ‘King Arthur’? Why? gapped sentences for the seven words from Now your students can:
e 5 Look at the example with students and the Word Builder not used in Exercise 6. They • use suffixes to make
s do the other two words in number 1 together then swap with another pair to complete adjectives from nouns
(successful, wonderful). Check the answers, them.
• link clauses of equal
focusing on the endings for each group of importance using coordinators
Part 2
words. Practise the pronunciation of each of or coordinating conjunctions.
write the words. Writing
Extra Warmer
r Answers: Student page
Revise the last lesson. Ask students what
nd they remember about the two eccentrics.
For practice, students turn to Language
Choice 3. Write up several well-known people or places
on the board. Students describe them using
6 Answers: 2 successful 3 daily
adjectives from the Word Builder.
4 adventurous; friendly 5 professional;
national
7

M01_CHOI_TBWK_PINGLB_2216_M01.indd 7 03/10/2011 09:04

 Background

The Slow Movement: is a

reaction against the hectic/
fast lifestyles that many
people lead nowadays. It
encourages people to take
their time, and go back to
basics. Since its conception in
Italy in 1986, the movement
has spread to many countries
including the UK and specific
movements, such as Slow
Cities, Slow Travel, Slow
Schools and Slow Living, have
been introduced.

Extra Warmer
Ask: How busy is your day?
Do you have time to relax?
What do you like to do in your
free time?

Warm Up
Elicit descriptions of the
1
photos and some answers.

Suggested answer: the

people in b and c

Check understanding of
2
crazy, to protest and promote
before students read the text.
You could ask students to
look at the bullet points and
predict which they think are
part of the Slow Movement
before reading to check their
answers.

Answers: Student page

3 Students could discuss

this in groups of three or four.
Remind them to evaluate the
different aspects, e.g. Slow
Food, Slow Exercise, etc., as Present Simple and Continuous 6 M
they may be for some and pair o
against others. 4 Make sure students understand that each
imme
of the sentences 1–4 match with either the
do th
a or b choice immediately underneath. You
might want to do sentence 1 together. Answ
Answers: Student page For p
Choi
5 If necessary, recap the form of the
Present Continuous if students have forgotten. 7 R
descr
Answers: Student page consi

Answ
Practice 4 don
For practice, students turn to Language 8 nev
Choice 4. 11 th

M01_CHOI_TBWK_PINGLB_2216_M01.indd 8 03/10/2011 09:04

 Grammar Alive
8 Play the conversations,
then students check in pairs
a before the class check. Ask
b what information helped them
b decide.
a
Answers: Robbie walking the
dog Tina watching (football
on the) TV Jack waiting (for a
train/person) on the platform
b
a 9 Demonstrate the exercise
by choosing a strong student
to take one of the roles.
Depending on the time you
have, pairs choose a few of the
situations/prompts. Monitor
and help where necessary. Ask
one or two pairs to act out to
b the class.
a
10 Play the conversation and
then ask students to discuss
b their ideas in pairs before the
a
class check.

a Suggested answers: eats

b fast food (every day), plays
computer games every
evening (five hours), doesn’t
do any sport/exercise, goes to
bed late, doesn’t sleep much

Extra Exercise
Students could rewrite the
rough outline of the boy’s
answers but this time, give
him a healthy lifestyle.
11 Check students
understand the exercise.
Focus on the example. For
items 1–4, Student A asks
the questions and Student B
answers. Then Student B asks
questions for items 5–8 and
Student A answers.
12 Give students a few
us 6 Make sure students understand that each Extra Exercise
minutes to read through the
pair of sentences match with the a or b choice Get students to look at the tapescripts of
each exercise and make notes
immediately underneath. You might want to the conversations and underline any useful
he before talking to their partner.
do the first pair together. phrases. Students could underline examples
u Monitor and help where
of the Present Simple and circle examples of
Answers: Student page necessary.
the Present Continuous. This idea of ‘noticing’
grammar is a good way of getting students to 13 Ask a few students to tell
For practice, students turn to Language
think about the way English is used. the class.
Choice 5.
otten. 7 Remind students to think about the Now your students can:
descriptions a and b in Exercises 4 and 5 when • use the Present Simple
considering each gap. and Continuous to talk about
Answers: 2 ‘m looking 3 Do you often cook habits, states, opinions and
4 don’t cook 5 buys 6 order 7 is teaching events happening now
8 never eats 9 are trying 10 don’t eat • make short conversations
11 think 12 is making they might have using a mobile
phone.
9

M01_CHOI_TBWK_PINGLB_2216_M01.indd 9 03/10/2011 09:04

 Background

Triathlon: a race with three

separate parts: swimming,
cycling and running. It became
an Olympic event in 2000
and is rapidly growing in
popularity.
Simon Lessing: a British
athlete who has won four
world titles for Olympic
distance triathlon and
dominated the sport in the
1990s.
The Tour de France: the most
famous cycling race in the
world; it covers around
3,600 km, lasts for three
weeks and takes place every
year in France in July.

Part 1

Extra Warmer
Write up the word Races on
the board. Ask students to
make a spidergram with words
associated with races. Elicit
some examples to get them
started, e.g. speed, racing cars,
etc.
five times

6 miles
Races
1/2

b ecause you can

loose a lot of time

Warm Up
1 Elicit descriptions of
the three photos. Students
can think of the answers in
pairs, then ask and answer
the personal questions in
question 3. The answers will
be checked in Exercise 2.
For practice of the vocabulary, Listening DVD Choice Extra
students turn to Language They
2 Remind students to listen for the 4 Students discuss their guesses in pairs. Are y
Choice 6. equipment from the network. Elicit how you can tell which man is the What
professional athlete (he is taller, in front, he
Extra Exercise Answers: 1 running, swimming and cycling
looks less tired). Part
Ask students to see how many 2 a cap, goggles, swimsuit, wetsuit b running
of the activities from the shoes, shorts, water bottle c bike, helmet, 5 Remind students that they don’t need to Wat
network they can see in the sunglasses, water bottle, shorts understand every word.
Befor
three pictures.
3 If necessary, recap the equivalence of Answers: 1 1 = athlete 2 = journalist lesso
miles and kilometres, as both are referred to in 2 swimming, cycling, running 3 tired triath
this lesson. Ask students to check in pairs and some
6 Check their understanding of transition
then check with the class. stages.
Answers: Student page Answers: Student page

7 Students ask and answer in pairs.

10

M01_CHOI_TBWK_PINGLB_2216_M01.indd 10 03/10/2011 09:04

 Answers: Student page

Extra Exercise
Write up the words definitely,
maybe, probably, perhaps on
the board. Ask students to
arrange these into order of
probability from 100 percent
to 0 percent. In feedback, draw
up a table with the words in
order.
10 Write up the following on
the board: It’s = It is, They’re =
They are and practise saying
the two contracted forms.
in the
middle of Do the exercise using choral
on the right drilling to start and then
choose a few students to
Maybe because
repeat each sentence. Ask a
probably few students to produce some
definitely of the sentences from memory
in the foreground.
on the left after the listen and repeat.
in the
background behind
11 Answers: Student page
Perhaps
12 Students pick whichever
photo they are most interested
in and make notes individually.
Encourage them to use the
phrases from the Talk Builder.
13 Students take turns asking
and answering the questions.
Monitor and help where
necessary. Change the pairs
and repeat the exercise.

Extra Exercise
n Find some sports photos from
ime
the internet or newspapers.
Put students into pairs and
give each pair a photo. Ask
them to work together and
write a brief description.
Collect the photos and put
them on the walls of the
classroom. Collect in the
descriptions and give each
Extra Discussion 8 Look at the photo and elicit what things
pair another description. They
They could also discuss: should walk around and try to
and people students can see. Draw students’
rs. Are you good at cycling/running/swimming? find the picture that matches
attention to the numbered people in the
What’s your favourite sport? Why? the description they have.
photo and highlight that they are listening for
he
mistakes in the description of these people,
Part 2 with two mistakes for Part 1, the man with
Now your students can:
d to Watching and Speaking the camera. • describe photos using
prepositional phrases, e.g. in
Before you do the exercise, recap the last Answers: 1 He is on the left not the right, the middle of the photo
lesson by asking students: What makes a wearing a yellow T-shirt not a blue one.
triathlon different from other races? Elicit • use adverbs for making
2 There are two cyclists, not three.
some ideas. guesses and speculating,
on 9 Ask students to read through the e.g. probably, maybe, etc.
sentences in the Talk Builder before you play
the DVD again. In feedback, concept check
on the phrases in the word pool. Check with
students which answers they could guess
from the picture.
11

M01_CHOI_TBWK_PINGLB_2216_M01.indd 11 03/10/2011 09:04

 This review focuses on
describing routines, adjectives,
linkers, Present Simple or
Present Continuous and
describing photos.
very at
1 Answers: Student page a
have
in
2 Answers: have
probably
At spends
11 beautiful 17 daily
go
foreground
12 funny 18 professional at
13 famous 19 windy definitely
14 successful 20 friendly background
Behind
15 wonderful
16 historic

3 Answers:
21 The dress was cheap but it
was really nice.
22 Teenagers often wear
black clothes and they often
have original hairstyles.
23 We have breakfast and
then we leave home.
24 My brother likes sport but
I prefer reading.
25 My friends don't like
theatre or opera.

4 Answers:
26 are you doing
27 ‘m looking for
28 likes
29 ’m buying
30 is learning
31 wants
32 do you think
33 don’t know
34 watch
35 has

5 Answers: Student page

Self Assessment
• Students check their
answers by listening to the
recording. Check spelling • Direct students to the Learning Links at the Extra Exercise Bac
where necessary. bottom of the page to complete either in class Students could pick another photo from the
or at home. book and write a description of it following
• When they have finished, Mode
the model in Exercise 5. Alternatively, they
get them to look at their Extra Exercise mode
could choose their own photo at home and
scores for each section and Students could write sentences similar makin
bring in the photo with the description.
decide what language areas to those they wrote in Exercise 3 about flying
they need to do more work on. the following: play football, go cycling, go radio
Ask them to use the table to jogging, go swimming, have a shower, do my boys
find practice exercises. homework, go to bed, get up, e.g. My brother made
• Give students time in likes (going) cycling but I prefer (going) Freer
class or at home to complete jogging. acrob
the practice exercises they stree
identify. betw
Franc

12

M01_CHOI_TBWK_PINGLB_2216_M01.indd 12 22/01/13 3:39 PM

 2 Make sure students
know they are focusing on
the Hobbies box to the right.
Students check in pairs before
the class check. In feedback,
highlight that they should use
the correctly collocated verb,
e.g. playing air guitar, not just
air guitar.

Answers: Student page

3 Highlight that they need a

reason and how often for each
of the three people. Students
check in pairs before the class
check.

Answers: 1 because it’s

3
2
exciting; every weekend
2 because it’s really fast;
1 three times a week 3 because
2
it’s (really) relaxing; every
3
Saturday night
1
4 Remember to use choral
drilling as well as individual
repetition. Afterwards, write
up the contractions from the
recordings (I’m, don’t, I’d, it’s)
on the board and ask students
to tell you what the full forms
are.
For practice, students turn to
Language Choice 7.
5 Elicit a few examples of
how students can use the
network to talk about their
free time activities. Then give
students a few minutes to
make notes and think about
what they want to say before
they talk to their group.

Extra Discussion
In groups, students discuss
which of the three hobbies in
the photos they would like to
Background Air guitar: a form of dance and movement try, and why.
he in which the dancers pretend that they are
g playing an electric guitar and singing. There Now your students can:
Model aeroplanes: there are two kinds of
y are international competitions, especially in • talk about their hobbies and
modelling: making aeroplanes to look at and
d North America and Europe. express preferences.
making them to fly. There are three kinds of
flying models: free flight, control by cables,
radio control. In this picture, you can see the
boys flying a free-flight plane that they have Topic Talk
made.
1 Start by eliciting descriptions of the three
Freerunning: involves gymnastics and photos and ask: Which of these hobbies do
acrobatics but takes place outside in city you think is cool? Why? Then ask students to
streets. Freerunners jump over walls and work in small groups and discuss which of the
between buildings. It originally developed in hobbies is crazy, silly, etc.
France and is also known as parkour.

13

M01_CHOI_TBWK_PINGLB_2216_M01.indd 13 03/10/2011 09:04

 Background

Charlie Chaplin: a famous

actor born in 1889. In 1910,
he moved to the USA and
appeared in his first film in
1914. He is best known for his
costume of baggy trousers,
shoes which are too large, a
small jacket, a bowler hat and
his ‘toothbrush’ moustache.
In 1940, Chaplin released
his first talkie movie, The
Great Dictator, but up until
then all his films had been
silent films. These have
no synchronised recorded
sound, especially dialogue,
because at the start of the
film era (1890s), the technical
issues of combining pictures
and sound so they matched
together proved too difficult.
A tramp: someone who is
homeless and who travels
from one place to another,
usually walking and carrying
all their belongings with them.
They are often dressed in old
clothes with holes.

Warm Up
1 Elicit descriptions of the
b
photos, but if some of the
detail is unclear, don’t worry
too much, as these are very
old photos. Have students
discuss their ideas in pairs.
d
Answer: funny

2 Pause after each

conversation to give students
time to think and choose one
of the photos. Ask students to
discuss their answers in pairs
before the class check. Present Perfect (1) Extra Exercise Prac
Ask students to read through the tapescript
4 Write up the words eaten and looked on in Exercise 2, underline all the verbs in the
6 S
Answers: Student page
the board. Ask students what the infinitive 3rd form, then divide them into regular or check
3 Ask a few students to tell form of the two verbs are and elicit eat and irregular. verb
the class their answers. look. Point out that the 3rd form of eat is and g
irregular while the 3rd form of look is regular as 5 Answers: Student page the fa
you just add -ed. Then ask students to do the Note
exercise. some
order
Answers: R: cooked, arrived I: fallen, made,
and a
had, done
pre-in
For p
Choi

14

M01_CHOI_TBWK_PINGLB_2216_M01.indd 14 03/10/2011 09:04

 Grammar Alive
8 Play the conversations.
Remind students that they are
listening for the past actions
which cause the people to
be unhappy now. Students
discuss their answers in pairs
before the class check.

Answers: Amy has lost £200

(her dad will be angry). Jane
has had an accident (fell off
her bike) and hurt her leg.
c
b Sylvia’s boyfriend has left her.
a
9 Check students
understand the exercise.
Focus on the example. For
items 1–4, Student A starts
the dialogue with the present
consequence and Student B
responds with the past action
that caused this. Then they
I I I R
I R R I I I
swap.
I I I I I I 10 Give students a few
R I I I R R
I I I I I I minutes to read through the
exercise, pick some feelings
and reasons and make notes.
Students play the game in
pairs. Monitor and help where
necessary.

No Comment
Ask: How often do you laugh?
What makes you laugh? How
do you laugh? For example, do
you laugh loudly or with your
mouth closed?

Now your students can:

• use the Present Perfect to
talk about something which
happened in the past where
the consequences can be seen
now
• explain the causes or reasons
Practice 7 Answers: for feelings.
ipt 1 has fallen 2 've passed; haven't passed 3 've
e
6 Students do the exercise in pairs, then
broken; haven't cleaned 4 's brought; 's fallen
check their answers by looking at the irregular
verb list (p.115). Although we elicit be – been
and go – gone, questions may arise later from Extra Exercise
the fact that we say, e.g. I have been to China. Grammar tennis Divide the class into either
Note: In this course, the infinitive be is used in two teams A/B or into A/B pairs. Give each
some instances where you might expect go, in team ten points. One team/partner starts by
order to elicit the correct answer I have been saying a verb in the infinitive, then the other
and avoid confusion with been and gone at says the Past Simple. The first team/partner
pre-intermediate level. then says the 3rd form. Then team/partner
B starts with an infinitive form, etc. Teams/
For practice, students turn to Language students lose a point every time they give a
Choice 8. wrong form.
For practice, students turn to Language
Choice 9.

15

M01_CHOI_TBWK_PINGLB_2216_M01.indd 15 03/10/2011 09:04

 Background

Final Fantasy VII: the

seventh in a series of role-
playing games where people
take on the role of one of the
characters in a story set in a
fictional world inhabited by
creatures such as dragons,
ninja warriors and a robotic
cat. The aim of the game is to
rescue Aeris.
The Sims: a strategic life-
simulation game where you
create a family or community
and maintain this trying
to either build/expand the
community or help the family
achieve personal goals. The
Sims 1 was followed by several
sequels, and expansion packs
which give added game areas,
storylines, character features,
etc.

Part 1
Warm Up
1 Students could discuss expansion packs
this in pairs before two or location
three tell the class. Judge game-play
how long to spend on this
depending on how interested simulation game
students are.
role-playing

Reading
2 Put students in A/B pairs.
Ask Student A to read the
text on Final Fantasy VII and
answer the five questions. Ask
Student B to read the text on
The Sims and answer the same
five questions. Tell students
NOT to read the other text.
3 In the same pairs, Student
A asks Student B about The 4 Go through Skills Builder 13 and Extra Exercise 6 R
Sims, and B asks A about Final check students understand the strategies. Put students in small groups and ask them to befor
Fantasy VII. Check the answers with the class. design their own computer game. Ask them that t
to think about the type of game, characters,
Answers: Final Fantasy VII: Answers: Student page For p
location, what it would look like, i.e. graphics,
1 first version 1997 2 $40 Choi
etc. Get students to share their ideas and
5 Ask a few students to tell the class their
3 friends, love and fighting evil possibly vote on the best idea. 7 G
4 PlayStation 1 or 2 5 There answers.
throu
are lots of exciting battles. opinio
The Sims: 1 first version stude
2000 2 €20 3 looking after the s
people and making friends,
looking for love and getting a
job 4 a PC (personal computer)
5 You can have parties, go on
holiday, become a star.

16

M01_CHOI_TBWK_PINGLB_2216_M01.indd 16 03/10/2011 09:05

 9 Students could discuss
this in pairs before two or
three tell the class. Again,
gauge the level of interest for
how long to spend on this.
10 Write up the following two
adjectives on the board: slow
and fantastic. Ask students if
they can say absolutely slow
and absolutely fantastic. Make
relaxing, good, new sure they understand that
bad, silly, slow
absolutely slow is incorrect as
slow is not a strong adjective,
fantastic, amazing,
wonderful but they can say absolutely
fantastic. If necessary, clarify
what is meant by a ‘strong’
adjective. Ask students to
work in pairs and classify the
other adjectives.

Answers: Student page

For practice, students turn to

Language Choice 11.
11 Give students a few
minutes to read through the
example and cues and make
notes before talking to their
partner. Monitor and help
where necessary.
12 Monitor to check students
are using a range of the
modifiers and adjectives.
13 At the end, ask one or two
students to tell the class.

No Comment
Ask: Do you think Shigeru
thinks video games are bad
for you? Do you agree with
him? This could lead into a
discussion about whether
video games are good/bad
for you.

Now your students can:

6 Read through the sentences together Part 2 • give opinions using I think/
m to before students translate them. Remind them Listening don’t think …
m that the words in brackets can be left out.
• use modifying adverbs to
rs, Extra Warmer
For practice, students turn to Language specify their opinions.
ics, Check to see how much students can
Choice 10.
remember about the two games – The Sims
7 Give students a few minutes to read
and Final Fantasy VII. Revise the vocabulary
through the cues and think about their
on games, e.g. simulation game, graphics, etc.
opinions before doing the exercise. Encourage
students to add ideas of their own to extend 8 Go through Skills Builder 2 and check
the sentences. students understand the strategies. Play the
recording, then ask students to check their
answers in pairs before the class check. Ask
students if they agree with the results of the
survey and if anything surprises them.

Answers: Student page

17

M01_CHOI_TBWK_PINGLB_2216_M01.indd 17 03/10/2011 09:05

 Background

Fiesta: the word comes

from Spanish but originates
from the Latin word festum
meaning ‘feast’.
San Fermin: a world famous
festival held in Pamplona,
Spain in July each year. The
festival includes dancing,
music and a parade through
the streets, but it is best
known for the bull-running
where six bulls are let loose
down the narrow old streets
of the town and hundreds of
people run in front of them.

Warm Up
Extra Warmer
Show students the picture
of bull-running and ask them:
What is happening? Where is
it? Write up ideas and any key
vocabulary on the board.
1 Check understanding of
highlight, escape and fit before time, experience, luck
students read the text. festival
people, signs,
restaurants, runners, years, objects, bulls
Answers: 840 = distance
in metres the runners run
500 = kilos, weight of the some fun

bulls 2,000,000 = number of

tourists 200–300 = people get
injured each year any objects
no time

a lot of money
some, any, no, a lot
of, a few, a little a few friends
2 Answers: Student page

Extra Exercise
Ask students to provide two of
their own examples to each of 4 Make sure students know they must 5 Answers: Student page 1 S
the types of nouns and elicit
underline either some or any in each rule. three
ideas to add to a table on the For practice, students turn to Language
Afterwards you could also ask students to class
board. Choice 12.
look through the text and underline all the 2 B
3 Do the first rule as a class, examples of some and any to reinforce the 6 Read through the example first before they
then ask students to work in rule. students make more sentences. Encourage discu
pairs and complete the other them to use the full range of words from
Answers: Student page to giv
rules. Monitor and help where Exercise 3.
necessary.
Suggested answers: There are a few Tex
Answers: Student page bulls and a lot of runners. There are a lot of
balconies and some people on them. I can’t 3 A
see any police officers or any rain.

Now your students can:

• use determiners.

18

M01_CHOI_TBWK_PINGLB_2216_M01.indd 18 03/10/2011 09:05

 5 Go through the Sentence
Builder box together and
highlight that students must
answer the two parts of the
question.

Answers: Student page

Ask students to read through

Skills Builder 23 and
check they understand the
ideas.
Tip: It’s a good idea to identify
common mistakes students
make due to interference
from their first language
and highlight these as being
incorrect. Here, point out
it’s common for students to
say things like: He’s learning
English for to get a good job
or He’s learning English for
getting a good job.
6 Go through the example,
checking students know what
to do and that the words in
brackets give the reason that
they should answer with.
Students do the exercise, then
check their sentences in pairs.

Answers: 2 I play computer

games for fun. 3 I’m doing
this exercise to learn English.
4 He’s learning English to get a
good job. 5 I revise my English
to pass my exams.
3
7 Ask students to look at
5
Skills Builder 24 and add
2
6
the same labels shown here to
4 the Spring Party invitation on
page 19. Then ask students to
follow steps 1–4. Monitor and
help where necessary.
8 Ask a few students for
their responses. If appropriate,
post the invitations around
1 Students do this in pairs before two or 4 Students use the invitation to answer the
the room. Students could
three tell the class. In question 2, see if the questions and state the information they have
walk around and read as many
class can agree on an order. just ordered.
invitations as possible before
2 Before students read the text, check choosing one party they would
Answers: b Snacks and soft drinks c £5
e they understand fancy-dress. Students could go to and giving reasons why.
d to celebrate spring e Nicky Buckley or Stu
e discuss this question in pairs. Then get a few Harvey f live rock group, cool dance music and
to give their answers. fancy-dress competition Now your students can:
• use purpose linkers: to and
Text Builder for
of
• write an invitation for a
’t 3 Answers: Student page
party.

19

M01_CHOI_TBWK_PINGLB_2216_M01.indd 19 03/10/2011 09:05

 Background

St. Patrick’s Day: celebrated

on 17 March for the patron
saint of Ireland. Many people
wear green and take part in
street parties and parades
across the world. Some of the silent-film
biggest are in New York and
Boston where lots of Irish simulation game
eccentric
people live. yoga / tai-chi

Independence Day:
celebrated in the USA on
4 July to commemorate the
declaration of independence
from the UK, on 4 July 1776.

12
1 Ask students to look at house 8
the photo and elicit ideas of 7331587
what it shows. They need to
guess what kind of information
(e.g. time, person, place, etc.). Alison
piano 11
Answers: 2 time 3 place house 12
4 time 5 phone number 6 name
7 thing 8 time 9 place 10 time

2 Answers: Student page

3 After you play the

recording once, students
check their sentences in pairs.
Make sure they understand
what stressed means before
they underline the stressed
words and, if necessary, they
can listen again to check the
stress. Play the recording
b
again for students to repeat. c
a
Answers:
Do you want to leave a
message? Can Alison phone
me about it? Is Pierre there,
please? Have you got his
mobile number?

4 Answers: Student page

7 Go through Skills Builder 40 and 8 Ask students to look at Skills Builder Bac
Ask students to read through check students understand the strategies. 38 which reminds them of some of the
Skills Builder 39 and Then pairs look at the picture, choose three language from describing photos in Lesson 3. Mone
check they understand the words and write their own definitions using Monitor and help where necessary. impor
ideas. vague language. Ask pairs to read out their them
Answers: The photo is of a 4 July parade in
definitions. Other students guess the words.
5 Do this as a class exercise the USA, where you can see flags, stars and Pigg
using choral drilling to start Extra Exercise stripes, donkeys and lots of cowboy hats. keep
and then choose a few Make cards with words from the first two They are celebrating America’s national day. up fo
students to repeat each modules. In groups, put the cards face to ma
9 Brainstorm some celebrations first. Ask a
expression. down; one student takes a card and gives origin
few students to tell the class. these
6 Here students use vague a definition using like, a sort/kind of. The
language and also recap on student who guesses the word keeps the card. with
Now your students can:
vocabulary items. The winner is the student with the most cards Pape
at the end. • use vague language to describe vocabulary teena
Answers: Student page they do not know. news
after
20

M01_CHOI_TBWK_PINGLB_2216_M01.indd 20 03/10/2011 09:05

 2 Play the recording, then
ask students to check their
answers in pairs. Tell them
to listen for key words and, if
they are finding it difficult, to
use a process of elimination.
Play the recording a second
time to let them check their
m
answers after they have
discussed their ideas with
eccentric
their partner.
tai-chi

Answers: Student page

4 3 3 Answers: Student page

1 2
4 Do this as a class exercise
using choral drilling to start
and then choose a few
students to repeat each
sentence.
For practice, students turn to
Language Choice 13.

Extra Exercise
cosmetics
at street
Number bingo Ask students
markets to draw a grid with nine
squares. In each square, they
should write a number (11–19
and/or 20, 30, 40, etc.).

13 30 17

40 18 90

60 16 15

Explain that you will call out

numbers. If students have the
number, they should cross it
out. When they cross out all
nine of their numbers, they
shout Bingo. Play the game,
emphasising -teen/-ty.
5 Model the exercise
first, talking about your
money personality. Then
der Background Two types of shop for the money-conscious give students a few minutes
are charity shops, which sell donated second- to make notes and think
n 3. hand goods to raise money for charity (see about what they want to
Money personality: financial education is an
Lesson 7), and discount shops, which sell say before they talk to their
important topic for teens. The idea is to help
new goods at very cheap prices. group. Find out how many
in them learn to handle money and avoid debt.
students fit each of the money
nd Piggy bank (photo a): boxes for adults to personalities in Exercise 2.
keep loose change in and for children to save
ay. up for something. These are often pig-shaped
Topic Talk Now your students can:
to match the name. However, the name 1 Elicit descriptions of the photos. Have
sk a • talk about their spending
originally came from the clay used to make students discuss their ideas in pairs. habits using common verb/
these pots, called pygg, and had nothing to do
noun collocations related to
with the animal. Answers: a saving b earning c spending
money
Paper round (photo b): often a way for
ulary • distinguish between -ty and
teenagers to earn money. They deliver
-teen in numbers.
newspapers to people’s houses before or
after school.
21

M01_CHOI_TBWK_PINGLB_2216_M01.indd 21 03/10/2011 09:05

 Background

This lesson is about saving

money by being frugal (careful
with money).
Charity shops: are common in
the UK and are run by national
and local charities, such as
Oxfam, Cancer Research UK
and Save the Children. They
are staffed by volunteers and
sell second-hand goods, such
as clothes and books donated
by people who no longer want
them.
The sales: when shops sell
many items at reduced prices.
They were traditionally after frugal
Christmas and at the end of fork out check out
film top
premiere
the summer in the UK but now mean bouquet
often go on throughout the vintage bargains
year.
Valentine’s Day: the 14
February is a celebration of
F
love when partners often give T
each other gifts, including
F
roses and chocolates.
T
Keira Knightley and
Angelina Jolie: two Hollywood
actresses.
Versace and Diesel: two
brands of expensive designer
clothes.

bottle
box
Part 1
bouquet

Warm Up can
packet

1 Ask: Are you good at pair

saving money? What advice/

tips can you give a friend
who wants to save money?
Highlight that tips are advice.
Once a pair has chosen their
top three, they could compare
with another pair and agree on
a new top three.
Reading 4 Go through Skills Builder 14 and Extra
check students understand the strategies. Collo
2 Before students read, ask them to comm
Other possible ideas: Save Check answers with the class. Students can
underline the key words in the tips in Exercise quan
unwanted presents and give then correct the false sentences.
1, e.g 1 When you get money for a present, the q
them to somebody else. Buy
put it in the bank. Tell students to skim the Answers: Student page shout
Christmas presents in the
text looking for these words as this will help T–ab
January sales. Keep a money 5 Make sure students know that once they
them find the sentences without reading stude
jar and put small coins in it. have used a word from the pool, it can’t be
every word of the text. Give a short time limit.
used again. If necessary, refer students back For p
Answers: 1 (although 3 is only partially to Lesson 6, Exercise 2 on countable and Choi
mentioned as there is no reference to parents). uncountable nouns to explain the footnote. 6 S

3 If necessary, to save time, students work Answers: Student page Monit

in pairs; one looks for the words matching a–e check
and the other f–j, then they discuss.

Answers: Student page

22

M01_CHOI_TBWK_PINGLB_2216_M01.indd 22 03/10/2011 09:05

 7 Ask students to discuss
their answers in pairs, then
ask a few to tell the class their
thoughts and reasons.
8 Monitor and help where
necessary.

Answers: Opinion: cool, great

Size/age: second-hand, latest,
nearly-new, vintage Colour:
black, silver Material: cotton,
metal Make/type: Versace,
Diesel, Rock, Casio Noun:
clothes, fashions, charity shop,
bargains, top, jeans, dress, face
creams, T-shirt, watch, bracelet

9 Answers: 2 new school

bag 3 small brown wallet
4 fantastic miniskirt 5 cool
new MP3 player 6 exciting
role-playing computer game

10 Students write using

the adverts from Exercise 7
as models. Monitor and help
where necessary. Once
students have finished
writing, they should swap their
advert with a partner. They
read through their partner’s
advert and look for spelling or
grammar mistakes, and ways
of improving it.
Tip: Peer review is a good way
of getting students to help
each other and improve their
writing.
11 Students bring in the item
for the next lesson and display
them with the advert.

No Comment
Ask: Did your parents save
money for you? Is this a good
idea? If appropriate, you could
also ask if they think this has
Extra Exercise Answers: 2 a pair of 3 a can / a bottle of
other implications, i.e. people
s. Collocation tennis Exercise 5 looks at 4 a packet of 5 a bottle of 6 a packet of 7 a
who inherit family money
an common collocations. Play a game using the bouquet of 8 a box of
that has been saved over
quantities from Exercise 5. Call out one of
generations.
the quantities, choose a student and they Part 2
shout out a noun that collocates with it, e.g.
Writing Now your students can:
T – a bottle of … S – cola, or choose a noun and
hey • talk about the quantity of
students call out the correct quantities.
e Extra Warmer something
ack For practice, students turn to Language Revise a range of adjectives. Draw four
Choice 14. columns and write: Opinion, Size/age, Colour, • use adjectives in the correct
te. Material on the board. Elicit some adjectives order.
6 Students could do this exercise in pairs.
Monitor and help where necessary before from students and write them in the correct
checking the answers with the class. column, e.g. beautiful, large, yellow, wool, etc.
These can be added to the Sentence Builder
after Exercise 8.

23

M01_CHOI_TBWK_PINGLB_2216_M01.indd 23 03/10/2011 09:05

 Background

Forbidden Planet: a chain

of shops mainly selling
merchandise and memorabilia
related to sci-fi and fantasy.
Star Wars: a sci-fi film,
originally a trilogy with the
first film released in 1977.
Between 1999–2005 a new
prequel trilogy was released.
The characters shown are:
R2D2, a robot; the mask of
a ‘storm trooper’, an enemy
soldier; Darth Vader, the
enemy leader, carrying a light
sabre, a type of weapon.
The Lord of the Rings: a Gandalf
fantasy trilogy written by Leia
J.R.R. Tolkien, completed in
1949, which tells the story of Leia

a hobbit, Frodo, who inherits

a magic ring. It was also made
into a film trilogy.
Indiana Jones: an adventure
film series created by the
same director as Star Wars
(George Lucas).
The bloggers’ pseudonyms
are Leia, a princess from Star
Wars, and Gandalf, a wizard
from The Lord of the Rings.

Extra Warmer
Write up the following
questions on the board and
have students discuss them in
groups: What’s your favourite
shop? Why? How often do you
go shopping? What’s the most
expensive thing you’ve ever
bought?

Warm Up
1 Elicit a description of Present Perfect (2) Practice 7 R

the photo and have students Sente

4 Highlight that students should underline 6 Students check their sentences in pairs
discuss the questions in pairs. stude
one of the options in the rule. They check in before the class check. For question 5, see the
DON'T check the answers yet. pairs before the class check. If there seems to notes to Lesson 4, Exercise 6, about the use Answ
2 Check understanding of be some confusion, write the following two of be and go in the Present Perfect. This is visite
sci-fi, geek and replica before sentences up on the board: I bought a present also relevant to Exercises 7 and 10. 5 hav
students read the text. for my sister yesterday. I’ve bought my sister
Answers: 2 Leia has bought some great 8 Y
lots of presents in this shop. Ask students the
Answers: Student page presents there. 3 Leia has seen famous people some
following questions about both sentences: Did
a couple of times in the shop. 4 Gandalf hasn’t as qu
3 Students could discuss this happen in the past? (Yes). Do we know
bought a book with Tolkien’s signature. 5 Leia order
this in groups first. exactly when? (1 – yes, yesterday; 2 – no,
has been to the shop many times. 6 Leia has
sometime in the past).
spent a lot of money there. Answ
Answers: Student page
Answers: Student page
For practice, students turn to Language For p
Choice 15. Choi
5 Answers: Student page

24

M01_CHOI_TBWK_PINGLB_2216_M01.indd 24 03/10/2011 09:05

 Grammar Alive
10 Answers: 1 b Jake has
been to the Alps. 2 c Colin has
climbed Ben Nevis. 3 d Sara
has seen Brad Pitt and George
Clooney on the telly. 4 a Amy
has seen Hugh Grant.

11 Check students
understand the exercise.
Focus on the example. For
items 1–3, Student A asks
the questions and Student B
answers. Then they swap.
12 Give students a few
minutes to read through the
cues and think about what
they have or haven’t done
before making sentences.
Monitor and help where
necessary.
13 Students write the
questions together for 1–8.
In feedback, correct question
formation before they ask and
answer. Encourage them to
give more information about
the questions they answer
Yes to, e.g. 3: Yes, I have. I
bought an MP3 player. It cost
€90. Then, ask them to check
page 114, add up the points
and see if they are frugal or
extravagant.

Extra Discussion
Elicit other possible
experiences, e.g. lost money,
visited the UK, bought a
bouquet of flowers, etc. Put
students in pairs and have
them ask each other about
their experiences.

Now your students can:

• talk about experiences
7 Read through the sentences in the 9 Go through the example to check the using the Present Perfect and
Sentence Builder box (ever/never) before instructions are clear. Elicit that Student A’s adverbs already, yet, ever and
rs
students complete the gap fill. question should use yet, and Student B’s never.
e the
response should use yet for what they haven’t
use Answers: 2 Have you ever sold 3 have never
done and already for what they have done.
s visited 4 Have you and your friends ever spent
Give students time to read through the cues.
5 have never given 6 Have you ever been

8 You could concept check by rewriting

eople some of the sentences in the Sentence Builder
asn’t as questions or affirmatives, e.g. Have they
Leia ordered it yet? Yes, I’ve already been there.
has
Answers: a already b yet

For practice, students turn to Language

Choice 16.

25

M01_CHOI_TBWK_PINGLB_2216_M01.indd 25 03/10/2011 09:05

 Background

The Grand Bazaar: a

traditional market in Istanbul,
Turkey. It sells lots of different
products (clothes, arts and
crafts, food, spices).
F
La Boqueria: a food market F
in Barcelona, Spain. It is F
famous for its variety of wild
T
mushrooms in the autumn.
F
Camden markets: four d
different markets in London.
c, b
They sell all kinds of things,
though they are particularly
famous for alternative f
fashions.
g

Extra Warmer e
Write up the word Market on
the board. Ask students to
make a spidergram (see p.10
for an example) with words
associated with it. Elicit some
examples to get them started,
e.g. food, shopping, etc.

Part 1 a
c
Warm Up c
b
1 Write up the following a
categories on the board and
elicit some examples from
students of what types of
things go in each category:
Antiques, Electronic goods,
Food and drink, Clothes, Arts
and crafts. Then ask students
to do the exercise in pairs
before checking answers with
the class.

Answers: Student page

For practice, students turn to

Language Choice 17.
3 Highlight that students need three DVD Choice Part
Listening answers, one for each of the markets. Wat
5 After watching, ask students to discuss
2 Before listening, have Answers: The Grand Bazaar carpets and their lists in pairs before the class check. 8 A
students guess which of the Turkish ceramics La Boqueria Catalan sausages
sentences (1–6) is about which Answers: meat and poultry, fruit and
Camden clothes (by young designers) 9 G
of the markets. Students then vegetables, silver and gold, textiles, handbags,
dialog
listen and check their guesses. 4 Ask two or three students to tell the class spices, women’s and men’s clothes.
befor
Ask them to discuss their what their partner told them.
6 Students discuss their ideas in pairs
answers with a partner and Answ
before watching the DVD again. Finally,
then check with the class.
correct the false sentences.
Answers: Student page
Answers: Student page

7 Ask two or three students to tell the class

and have a class vote for yes or no.

26

M01_CHOI_TBWK_PINGLB_2216_M01.indd 26 03/10/2011 09:05

 10 Do this as a class exercise
using choral drilling to start
and then choose a few
students to repeat each
sentence. Focus on intonation
and stress and highlight that
the wrong stress can sound
rude.
F
For practice, students turn to
Skills Builder 41.

F Extra Exercise
Jumbled dictation Dictate
one of the expressions from
the Talk Builder but with the
words jumbled up, i.e. you / I /
help / can / ? Students need
to put the words in the correct
order. Do this with five or six
help
T-shirts of the sentences. You could
size also give students the whole
Can
room dialogue but with the lines
big scarf in the wrong order. Students
fifty
need to put the lines in the
one
Two correct order to make the
please original dialogue.
sorry
11 Students look at Skills
Builder 41 for the extended
dialogue and role-play a
shopping situation, taking
Annie
turns to be the customer and
Medium shopkeeper.
It's too big.
£7.50 12 Give students a minute
£2.50 to think about what they
because she
hasn't got any paper. want to buy. Pairs act out a
shopping exchange using the
expressions in the Talk Builder
box to help. Monitor and ask
one or two pairs to act out
their dialogue for the class.
Tip: Role-plays like this are an
excellent way for students to
practise language, but they
shouldn’t be too rehearsed.
However, changing partners
gives students an opportunity
Part 2 to improve with further
ss Watching and Speaking practice.
13 Ask if their partner was
8 Answers: Student page
a polite shopkeeper and used
9 Give students time to read through the polite intonation.
bags,
dialogue and see what they are listening for
before they watch the DVD again. Now your students can:
• use appropriate language
Answers: Student page
for shopping, including asking
for prices, making polite
requests and reacting to
requests.
class

27

M01_CHOI_TBWK_PINGLB_2216_M01.indd 27 03/10/2011 09:06

 This review focuses on the
vocabulary and language areas
covered in both Module 2 and
Module 3.

good
1 and 2 Answers: Student pocket
page
account spend
into
3 Answers: online
21 I’ve got cool new leather like
trousers.
playing save
22 I play chess for fun.
23 I learn songs to improve my hand
English.
24 I bought some nice green
socks.
25 I put it in a blue plastic bag.

4 Answers: bouquet
help you
26 Have you seen
pair kind
27 haven't seen
28 has happened bottle size

29 has stolen box

30 've won try them on

31 haven't been How much
are they
Can you
5 Answers: wrap them
32 I've never earned a lot of
money.
33 Has your class been on a
class trip yet?
34 Have you ever tried sushi? 1=
35 I've already passed my
driving test.
36 My team has never won a
football game.

6 and 7 Answers: Student

page a

Self Assessment
• Students check their
answers by listening to the
recording. Check spelling
where necessary.
• When they have finished,
Bac
get them to look at their
scores for each section and
decide what language areas Avat
they need to do more work on. by Jam
Ask them to use the table to Oscar
find practice exercises. revol
live fi
• Give students time in and lo
class or at home to complete
the practice exercises they The C
identify. Frenc
other
• Direct students to the Three
Learning Links at the bottom and h
of the page to complete either films
in class or at home. the n

28

M01_CHOI_TBWK_PINGLB_2216_M01.indd 28 1/18/13 12:27 PM

 Topic Talk
1 Elicit descriptions of the
photos. Students discuss their
ideas and reasons in pairs.
2 Students check in pairs
before the class check.

Answers: 1 c 2 a 3 b

3 Answers: Student page

4 Do this as a class exercise

using choral drilling to start
and then choose a few
students to repeat each
sentence.
For practice, students turn to
Language Choice 18.
5 Elicit a few examples of
how students can use the
network to talk about their
favourite book or film. Then
give students a few minutes
to make notes and think about
what they want to say before
they talk to their group.

Extension
It’s a great idea to encourage
students to read in English.
Penguin Readers have lots of
1 = c   2 = a   3 = b
suitable titles for teenagers.
Get students to read a book
every few weeks and then
write a short review using the
network. Post the reviews on
the classroom noticeboard.
an adventure story
Now your students can:
• talk about books and
films, describing genre and
exciting expressing opinions.

Background The Proposal: a romantic comedy from 2009

starring Sandra Bullock and Ryan Reynolds.
The story is about a boss who forces her
Avatar: came out in 2009 and was directed
young assistant to marry her in order to keep
by James Cameron. The film won three
her work visa and her job.
Oscars in 2010. Technically, the film was
revolutionary because of its combination of
live filming and computer-generated images
and locations and its use of 3D.
The Count of Monte Cristo: a novel by the
French writer, Alexandre Dumas, the author of
other famous adventure novels, such as The
Three Musketeers. It was finished in 1844
and has been popular ever since. Over twenty
films and TV series have been made based on
the novel.

29

M01_CHOI_TBWK_PINGLB_2216_M01.indd 29 03/10/2011 09:06

 Background

The Glencoe Massacre: took

place on 13 February 1692.
Legend has it that every year
on the anniversary of the
massacre, the ghosts of the looked, asked, agreed, walked
saw, took
dead come to the glen and
re-enact the event. People say
you can hear ghostly screams
and cries for many miles. blue words
red words
Banquo: a famous Scottish
ghost in Macbeth.
The text mentions some
traditional Scottish words: kilt,
previously seen in Speaking
Workshop 1, a type of
traditional Scottish skirt worn
by men; clan, a large group of
families with the same name;
and also an inn, a traditional
guesthouse or pub in the
country.

Extra Warmer
Word association game Write
up Ghost story on the board. Continuous
Put students in pairs and tell
them they have one minute to
write as many words as they
can connected to the topic. Simple
Start them off with a few
examples, e.g. scared, scream.
The pair with the most words
wins. Elicit words from the
students and write these all
up on the board.

Warm Up
1 Elicit descriptions of the
photo and drawing. Students
discuss their ideas in pairs.

Answer: The photo includes

the ghost of a man killed in the
massacre. Past Simple and Continuous Tip: Using timelines is a good way to give Prac
students a visual explanation of grammar. At
2 Check understanding of 4 Elicit the answers and write the two lists first, students might find it strange, but if you
8 S
hiking, kilt, inn and odd before up on the board to check the answers. use them regularly it will help them with the In fee
students read. concepts. Conti
Answers: Student page
and c
Suggested answers: The Extension
5 Make sure students understand the Answ
ghost of Glencoe. He looked Write up the sentence from Exercise 7 on the
difference between events and states/habits. a pho
like a character out of a history board and ask students to find the word that
Students check in pairs before the class check. word
book. / He disappeared. / He links the two parts of the sentence together –
was not visible in the photo. Answers: Student page when. Now ask students to look at the text For p
3 Give students a few again and circle the word when and look at Choi
6 Answers: Student page how it is being used.
minutes to think of a story
and make notes. Put students 7 Answers: Student page
in groups and ask them to tell
each other their stories.

30

M01_CHOI_TBWK_PINGLB_2216_M01.indd 30 03/10/2011 09:06

 10 Focus on the question
form What were you doing … ?
and write this up on the
board. Give students a few
minutes to think about what
they were doing before they
ked ask and answer and then
swap. Monitor and help where
necessary.

Grammar Alive
words
11 Play the conversations.
Students check in pairs before
the class check. Ask some
further questions for general
understanding, e.g. What was
the nice thing they did? Why
did they get wet?

Answers: a James b Peter

c Anna

Extra Exercise
Get students to look at the
tapescript of the listening
and to circle all examples of
the Past Simple and underline
all examples of the Past
Continuous.
12 Give students a few
minutes to look at the
pictures, read the cues and
think of their ideas before
they talk. Get them to take
turns describing the situations
and correct any mistakes their
partner makes.
13 Recap which tense should
be used for the background
and which one for what
happened. Encourage students
to choose an option that they
remember best.
14 Encourage the group to
ask each speaker at least three
questions. Make new groups
Practice 9 Go though the example, looking at how
and get students to repeat the
. At the infinitives change. Students check their
f you
8 Students could do this exercise in pairs. exercise.
sentences in pairs. In feedback, ask students
the In feedback, elicit which answers use the Past
to come up to the board and write their Extra Exercise
Continuous and which use the Past Simple,
sentences. Ask students to go back to the
and clarify if these are a or b from Exercise 7.
Answers: 2 I was camping with friends when ghost stories they were telling
Answers: 2 They asked him to join them for in Exercise 3 and to repeat
the I heard a strange noise near our tent. 3 I was
a photograph. 3 He agreed but didn’t say a these in new groups. See if
hat walking my dog when I saw a ghostly figure
word. 4 They were having dinner. they use the Past Simple and
er – in the distance. 4 I was visiting a castle when
xt I saw a lady in white with no head. 5 I was Continuous while retelling the
For practice, students turn to Language
t climbing a tower when a man on a black horse stories.
Choice 19.
flew past me. 6 I was visiting a church when I
heard a horrible scream.
Now your students can:
• tell stories and anecdotes
using the Past Simple and Past
Continuous.

31

M01_CHOI_TBWK_PINGLB_2216_M01.indd 31 03/10/2011 09:06

 Background

The Count of Monte Cristo:

See the Background notes
about the novel in the Topic
Talk on page 29.
The photos on the page are
from the 2002 film and show:
a Dantès escaping from the
prison into the sea, b Dantès’
arrest by soldiers at his house,
c Dantès and the old man Faira
in Dantès’ prison cell, d Dantès
being taken by boat to the
Chateau d’If prison.
The Chateau d’If: a real
fortress in the Bay of Marseille,
which was actually a prison in
the nineteenth century.
Alexandre Dumas (1802–
1870): the grandson of an
African slave from Haiti. He
was a prolific and successful
novelist.

Part 1
Warm Up
1 Elicit descriptions of the
photos. Have students discuss
their ideas in pairs. Ask a few
to tell the class their order, but
DON'T give the correct answer
yet.

Reading
2 Encourage students to
read quickly. Give a short time
limit, e.g. one minute, and
tell them just to focus on key
words such as boat, soldiers,
prison cell, etc.

Answers: 1 b 2 d 3 c 4 a

3 Students check their Extra Exercise 4 Students discuss the questions in groups. Part
answers in pairs before the Students work in pairs and write two more Encourage them to ask each other questions List
class check. comprehension questions about the text. about the stories and why they like them.
Get students to ask their questions and their Quick
Answers: 2 to the Chateau 5 Write up the sentences from the abou
partners to find the answers.
d’If prison 3 in a small, dark, Sentence Builder on the board. Ask students them
underground cell 4 He was Extra Exercise to translate them, then ask a few to read out next.
an old man / wise priest and Hangman To recap on vocabulary from the their translations. Comment and point out
7 G
he taught him a lot about text, put the following up on the board: which versions are the best, and why.
languages and science. sure s
_ _ _ _ _ _. Ask students to guess a letter, For practice, students turn to Language Check
5 because Edmond saved his and if it appears in the word, write it in Choice 20. can c
life 6 by hiding in a bag 7 They the correct place, e.g. students guess a: 6 Give students a few minutes to make
tied a heavy stone around it _ a _ _ _ _ . If they guess a letter that doesn’t Answ
and threw it into the sea. 8 He notes before they make dialogues. Monitor
appear, start drawing a hangman. Play the
cut the bag open with a knife. and help where necessary.
game with the following words from the text:
castle, cell, prisoner, sailor, arrest, guards,
treasure, island and free.

32

M01_CHOI_TBWK_PINGLB_2216_M01.indd 32 03/10/2011 09:06

 9 Go through the example
first and ask a few students
how they would correct it.
Some of the sentences might
be correct and they should
leave these as they are.

b c Extra Exercise
d c Tic-Tac-Toe Draw a nine-
c a
e
square grid on the board with
either one of the multi-part
verbs from Exercise 8 or an
adjective + preposition from
Exercise 5 in each square.
Teams take turns to make
sentences with these, getting
points to try to make a line of
three.
10 Students choose two
topics and make notes. Remind
them that they read some of
the story and listened to some.
11 Put students in groups
and play the game. Monitor
and act as an adjudicator.

No Comment
Check students know that War
and Peace is a very long novel
by Tolstoy. Ask: How much
of the book did the reader
understand? What might a
speed-reader understand
about ‘The Count of Monte
Cristo’? Answer: Not much. It’s
T
about a prisoner. It’s about an
T escape from prison.

F
Now your students can:
F • use common adjectives with
T dependent prepositions
• use seven multi-part
verbs related to travel and
movement.

ups. Part 2 8 Highlight that the recorded sentences

ons Listening may contain past tense forms, e.g. went back
to but the Sentence Builder contains the
Quickly elicit what students can remember
infinitives.
about the characters and the story so far. Ask
nts Note: Make sure students are aware that to is
them to predict what they think will happen
out not always used, i.e. we don’t say go back to
next. Write some ideas on the board.
home or go straight to there.
7 Go through Skills Builder 3 and make
Answers: Student page
sure students understand the strategies.
Check answers with the class. Then students For practice, students turn to Language
can correct the false sentences. Choice 21.
Answers: Student page
or

33

M01_CHOI_TBWK_PINGLB_2216_M01.indd 33 03/10/2011 09:06

 Background

George Clooney: an American

actor. His most famous movies
are Ocean’s Eleven, Michael
Clayton and Up in the Air.
Charlie Chaplin: See the a
5 6 b
Background notes in Lesson 4. 1 8 4
2 3 7
Belfast: a city in Northern
Ireland.
Newcastle: a city in the north
of England.

Warm Up
1 Brainstorm words related
to love. Students could do the
ordering in pairs. Then, discuss
the order as a class.

Answers: Student page

2 Elicit answers from

students. Ask students to find
the words shy, get in touch,
love at first sight, fairytale,
honeymoon in the story and
work out the meaning from
the context. Check answers
with the class.

Answer: They were sitting

next to each other on a flight
from Belfast to Newcastle.

b
Present Perfect and a
a
Past Simple b

3 Students match sentences

1–4 with either a or b.

Answers: Student page

4 In feedback, elicit what

the visible consequences are
in the present in picture a, i.e.
they look like they are in love. Answers: Student page Tip: Mini-dialogues are a good way of getting 1 In
Can you see that they are in students to focus on, and practise, intonation inform
love in b? No. For practice, students turn to Language and stress. inform
Choice 22.
Answers: Student page 7 Give students a minute to read the cues
6 Remind students to keep the criteria from Answ
and think about what they want to say. Elicit
5 Make sure students Exercises 3 and 4 in mind when choosing that the first question should use the Present 2 C
understand they need to the verb form, i.e. do we know exactly Perfect, and the following questions asking sting
match sentences 1 and 2 with when it happened, and does it have visible for detail will use the Past Simple. read
the first a and b and then consequences in the present?
sentences 3 and 4 with the
Answers: 1 2 haven’t been 3 have been Now your students can:
second a and b. In feedback,
engaged 4 met 5 went 2 1 did your parents • use the Present Perfect and Past Simple
focus on the verb tenses used,
meet 2 helped 3 have never seen to talk about events in the past and to tell
and on the same question
stories.
asked in Exercise 4 to explain
the answers.

34

M01_CHOI_TBWK_PINGLB_2216_M01.indd 34 03/10/2011 09:06

 3 Students do the three
parts of the exercise in pairs.
Make sure they understand
that the numbers in brackets
in question 3 refer to the
number of linkers they need to
find, e.g. four linkers describing
the order of events, etc. Check
the answers with the class.
You might want to go through
why luckily is for 3 c, not 3 b.

Answers: 1 a 2 b 1 c 3
2 a Write soon. b Everything’s
fine here. c Love to …
d How are things? e Hi …
3 a After that, In the end,
Later b suddenly, immediately,
quickly c luckily

4 Go through Skills
Builder 26 and check
students understand the
ideas. Read through the
whole paragraph to check the
answers with the class.

Answers: Student page

5 Go through Skills
Builder 27 and check
students understand the
model. Then students follow
steps 1–4. Monitor and help
where necessary.
You could post the emails
around the classroom for
students to read and vote on
the scariest experience.
Tip: Look at the emails to
see how many students have
used different types of linkers.
Often students will avoid
using new language as they
aren’t comfortable with it
or are worried about making
mistakes. It’s a good idea to
encourage them to use it even
ting 1 In feedback, ask students what Answers: 2 Sam 3 having a great time, riding if they make mistakes.
tion information helped them decide (the quad bikes 4 Sam was stung by a bee.
information in paragraph 3). 5 Because his hand became red and swollen Now your students can:
ues and he couldn’t breathe properly. 6 phoned
Answer: Student page • write an informal email
icit Sam’s mum and took Sam back to the
farmhouse 7 Sam was fine. / His parent’s • use linking expressions:
sent 2 Check understanding of quad bike, bee
gave me a quad bike as a reward. 8 happy time linkers, sequence linkers
ng sting, swollen and farmhouse before students
(because of the reward) and adverbs of manner.
read the text again.

Extra Exercise
Students could ask and answer the questions
e
in pairs, pretending to be Jack and Andy.
l

35

M01_CHOI_TBWK_PINGLB_2216_M01.indd 35 03/10/2011 09:06

 Extra Warmer
Ask students to tell you five
things they can remember
from the email about Jack’s
weekend in Writing Workshop 2.
Elicit these and then get them
to check if they were correct
by reading the email again.
1 Give students time
to reread the email from
the previous lesson. Check
answers for the visual
differences before students
listen.

Answers from picture:

1 motorbikes (not quad bikes)
2 a snake bite (not a bee sting)

Answers from tapescript:

(five differences) 1 It
happened on Sunday. (not
Saturday) 2 He phoned Sam’s
dad. (not his mum) 3 He took
Sam back on his motorbike.
(not on his quad bike) 4 It took
twenty minutes to get back.
(not ten) 5 He was given a
motorbike as a reward. (not a
quad bike)

2 Answers: Student page

3 Do this as a class exercise

using choral drilling to start
and then choose a few
students to repeat each c
reaction. This is important as a b
common problem for learners c
a
is the use of flat intonation, a
which often sounds rude.
4 Ask students to check the
answers in Skills Builder
42.

Answers: Student page

5 Give students a few

minutes to read through 6 Give students a few minutes to look at Now your students can: Bac
the prompts and choose the Skills Builders 42 and 43 and a few • use the appropriate intonation in response
options they want to create more minutes to make notes. Then put them to express interest, surprise or lack of interest In the
a story, and decide which in pairs and get them to tell their stories. Ask famil
reactions are appropriate. them to try and remember as much of their • use oral linking expressions, which tend to
them
Then ask students to take partner’s story as possible, or even take notes. be much simpler and more repetitive than in
turns and practise the written language. Step
7 Ask a few students to tell the class about the U
conversation or the story.
their partner’s story. get d
Monitor to check they are
putting enough expression partn
into the reactions. those
Half-
paren
differ
each
half-s

36

M01_CHOI_TBWK_PINGLB_2216_M01.indd 36 03/10/2011 09:07

 Generation 3: Jonathan’s son
(Tim, 17) and daughter (Paula,
23); Sam’s son (Frank, 19) and
daughter (Debbie, 11)
Generation 4: Paula’s baby
(Milly, 1)

2 Students check in pairs

before the class check. You
could then ask them to try
1 2 to work out the relationships
between all the people in the
photo.

Answers: Student page

3 Answers: Student page

For practice, students turn to

Language Choice 23.
4 Do this as a class exercise
using choral drilling to start,
3 then choose a few students to
repeat each word.

Extra Exercise
Students work in pairs and
test each other, with one
student saying a word from
the recording in its singular
form, the other student saying
sister
Cousin Frank the plural form.
Cousin Debbie 5 Elicit examples of how the
students can use the network
T-shirts with slogans to talk about their family. Then
don't tidy give students a few minutes
my room.
to make notes and think about
what they want to say before
they talk to their group.

Extra Exercise
Students try and find another
student who has at least four
sentences in their network
(about their family) that are
the same as their sentences by
asking the relevant questions,
e.g. Who do you argue with?
Background Topic Talk When do your parents get
angry?, etc.
nse
1 Elicit descriptions of the photo. Have
erest In the UK, it is unusual that all the extended
family live in one place, so it is common for
students discuss their ideas in pairs. You could Now your students can:
d to expand the discussion by asking: How many
them only to get together a few times a year. • talk about their family and
in generations are there in your family? What the different relationships
Stepfather/mother: In many families in special occasions do you get together for? within their family
the USA and UK, a mother or father will
get divorced and then remarry. If their new Answer: four generations • distinguish between, and
partner already has children, they will become Generation 1: The grandparents (Joy and produce, the /s/, /z/ and /ɪz/
those children’s stepfather or stepmother. Steve), sitting on the sofa to the right. endings on plural nouns.
Generation 2: Their two sons: Sam, 45,
Half-brother/sister: Some children have one
standing to the right next to his wife;
parent in common, e.g. the same father but a
Jonathan, 50, standing to the left behind his
different mother. These children are related to
wife, who is on the chair.
each other and are known as half-brother or
half-sister.

37

M01_CHOI_TBWK_PINGLB_2216_M01.indd 37 1/18/13 12:28 PM

 Background

Generation gap: a term first

used in the 1950s to talk
about the differences between
parents and their children.
We now have a number of 1980s:  a, b, e   now:  c, d
different generations: Baby
Boomers – people born in
the 1950s and early 1960s;
Generation X – people born
in the late 1960s and 1970s;
Generation Y – people born
in the 1980s and 1990s;
Generation Z – those born after a
2000. e
Digital natives: people who b
were born after laptops, c
mobile phones, etc. became
common (so from the early to
mid-1990s). c
a
Digital immigrants: people e
born before their introduction, d
who have had to get used to
this new technology.
Lady Gaga (picture c): a pop
singer who released her first
album The Fame in 2008. She
is best known for her eccentric g line a down c
page h line b load d
costumes and unusual singing page f time i task e
style. top j

Madonna (picture e): a pop

singer who became an icon
of the 1980s. She has been
controversial both in terms
of her lyrics and the way she
dresses on stage.

Extra Warmer
On the left of the board, write
up the decades: 1960s, 1970s,
1980s, 1990s, 2000s. On the
right side, put the following
words but not in the correct
order (as follows): mouse,
email, laptop computers, Reading 3 Go through Skills Builder 15 and 6 A

internet, smartphone. Students check students understand the strategies. stude

2 Before reading, write up the words
work in pairs and try to match Check answers with the class. these
Generation gap on the board and elicit ideas
the words to the decade in from students about what they understand Answers: Student page Extra
which they first appeared. about the term. Also check they are familiar Stude
with leggings, multitask, digital natives and 4 Answers: Student page then
Part 1
digital immigrants before students read the What
Warm Up text. Check the answers with the class. 5 Highlight that unlike some others, these
What
compounds are all one word, except for one
1 Students could discuss Suggested answers: In the 80s: because music
which uses a hyphen (real-time).
this in pairs. Elicit their of differences in tastes in music and fashion;
answers and the difference now: because of differences in use and Answers: Student page
between c and e, and a, b and d. understanding of technology
For practice, students turn to Language
Answers: Student page Choice 24.

38

M01_CHOI_TBWK_PINGLB_2216_M01.indd 38 03/10/2011 09:08

 Answers: 1 Although my
dad uses a computer a lot, he
can’t upload or download files.
2 I am interested in computers.
However, we haven’t got the
internet at home. 3 My mum
likes some of my clothes but
she hates my hairstyle!

Extra Exercise
Students look through the blog
and underline all the examples
of contrast linkers. This kind
of exercise helps them ‘notice’
more about how these kinds
of words are used. Students
could rewrite some of the
sentences they find using a
different contrast linker, similar
to the task in Exercise 8, e.g. I
remember the 1980s, too, but
I wasn’t really into fashion. ➔
I remember the 1980s, too.
However, I wasn’t really into
fashion.
8 Students read the
example and use it as a model.
Give students plenty of time
to reply and encourage them
to use as much language from
the lesson as they can. Monitor
and help where necessary.
9 Pairs discuss why they
agree/disagree. Ask a few
students to tell the class.

No Comment
Ask students what they think
is meant by ‘things plugged
in’ (computers, smartphones,
CD-ROMs, TVs, etc.). Ask them
if they agree or if they still get
information from newspapers,
encyclopaedias, by asking
people, etc. Ask: Do you rely
on technology too much?
6 Ask a few pairs to tell the class. How do Part 2
s. students think their parents would answer Writing Now your students can:
these questions? • talk about technology using
Revise the technology compounds from the
compound nouns, adverbs/
Extra Discussion last lesson by doing the reverse of Exercise 5,
adjectives and verbs
Students read the first post by ZETA again, i.e. write up the ends of the words in the Word
Builder and have students write down the • use contrast linkers.
then in groups discuss these questions:
What kind of music, clothes, etc. do you like? beginnings, e.g. … task – multitask, etc.
ese
What do your parents think of your taste in 7 Ask students to read through the three
ne
music, clothes, etc.? sentences. Elicit that there is no difference in
meaning. Elicit which words usually come at
the beginning of a sentence and which word
comes in the middle. Also elicit why a comma
is used with however. Read through Skills
Builder 28 before students carry out the
rewriting exercise.

39

M01_CHOI_TBWK_PINGLB_2216_M01.indd 39 03/10/2011 09:08

 Background

The two people in this lesson

are from Eastern Europe,
the clues being World War II,
communist prison, democracy
and the year 1989. 1989 was
an important year for many
Eastern European countries.
It was the year the Berlin Wall
came down and it saw the
break-up of the Eastern Bloc
and USSR (Soviet Union). In
Czechoslovakia (now the Czech
Republic and Slovakia), there
was the Velvet Revolution
when the communist regime
was overthrown. Many
teenagers are unaware of
these events and have little
idea how much things have
changed.

Warm Up
1 Model the exercise first.
Then give students a few
minutes to make notes and
think about what they want to
say. Put them in small groups
and discuss the topics. Ask a
few students to tell the class
about their discussion.
Note: The Warm Up and Extra
Exercise in this section may
well be sensitive, as some
students’ grandparents may
no longer be alive.
2 Check understanding
of grown up, queue, (very)
close, granny and democracy/
democratic before students
read the profiles. You
may need to explain the
background information to
Eastern Europe if students are
not familiar with the history. 3 See if any students volunteer their Practice 6 R
personal experiences as well as their ideas to he
Answers: 1 Barbara –
5 Write up the first sentence on the board.
about the general reasons.
grandmother, Maria – Ask students to translate the sentence, Answ
granddaughter 2 b (the clues then ask a few to read out their translations. 4 hav
being World War II, communist
Present Perfect (3) Comment and point out which version is alway
prison, democracy and the 4 Check students understand that they
the best, and why. Then elicit which of the
year 1989) 3 Barbara likes contexts – a or b – is correct. Ask students 7 A
have to underline one of the options in italics
the fact that Maria helps her to do the second sentence in pairs before
in the rule. Concept check: Does her granny
checking with the class. For p
a lot and taught her how to still have a computer now? Yes. Compare with
Choi
use the internet and Maria She had a computer for years. = She threw it Answers: Student page
likes her grandmother because away and no longer has it.
they never argue and she tells For practice, students turn to Language
her (incredible) stories from Answers: Student page Choice 25.
the past.

40

M01_CHOI_TBWK_PINGLB_2216_M01.indd 40 03/10/2011 09:08

 Grammar Alive
9 Answers: Student page

10 Go through the example

for ages
b all her life to make sure students know
since Primary school what to do. Student A says
the sentences while Student B
b responds, and then they swap.
11 Monitor and make sure
students are using a variety of
the time expressions.

Extension Exercise
Students write three true
sentences and one false
sentence using the cues. In
groups, they read out their
four sentences and the others
try to guess which one is false.
12 Go through the example
and highlight the change of
the time expression i.e. since
1955 ➔ for fifty years. If
you think students will have
problems forming correct
questions, then put all the
Student As and Bs together
and get them to make
for questions first before making
since
A/B pairs.

Now your students can:

• use the Present Perfect
with for/since to talk about
the duration of events that
started in the past and are still
going on.

6 Remind students to look back at the text Extra Exercise

to help them choose between always or never. Students divide a page into two columns.
ard. At the top of the left column they write for
Answers: 2 has never been 3 has never had and at the top of the right since. Dictate the
ns. 4 have always been 5 has always lived 6 has following time expressions and ask students
always loved to write them in the correct column:
e
2001, a few months, I was a child, last week,
7 Answers: Student page
primary school, thirty minutes, I was born,
For practice, students turn to Language two days, years, my birthday.
Choice 26. 8 Go through the example, eliciting the
question formation with how long … ? Give
students a minute to read the cues and decide
if they need for or since for each one before
making dialogues. Make sure they answer in
full sentences.

41

M01_CHOI_TBWK_PINGLB_2216_M01.indd 41 03/10/2011 09:08

 Background

Teenage years are often a

difficult time for parent–child
relationships. In the UK, it is
often felt that respect for
elders is decreasing, and that
teenagers are more likely to
stand up to their parents and
challenge their authority than
fifty years ago.

Extra Warmer
Write up the word Home on
the board and elicit words and
expressions from students
that they connect to it.

Part 1
Warm Up
1 Give students a few
minutes to read through the
vocabulary and make notes.
Ask two or three students
to tell the class and try to ✓
✗ ✓
establish the most common ✓ ✓
reasons for disagreeing. ✗
✓ ✓
For practice, students turn to ✗ ✓
Language Choice 27. ✗

2 Ask students to discuss

the following question in small
groups: Which of the things
(a–k) do you do when you have
a discussion or an argument
with your parents – is there a F
difference between what is
T
useful and what you do? Ask F
two or three students to tell
the class but DON’T confirm
whether the things are useful
or not.

Listening
3 Check the meaning of
psychologist before listening. Extra Discussion DVD Choice Answ
Ask: Can you remember the last time you and s
Answers: Student page had an argument with your parents? What
6 In feedback, elicit several ideas for listen
was it about? What happened? Put students question 3 in preparation for the viewing. talkin
4 Give students time to read
in groups and ask them to discuss these 7 ‘No sound’ is a useful technique to use
the questions before listening. 8 B
questions. when watching a DVD. It helps students think
Note: This is quite an emotive topic and about the situation and focus on things, such if the
Answers: 1 to disagree and
potentially could be quite sensitive, so try and as location and what’s happening, as well as or fal
have arguments 2 when you
handle any discussions carefully. However, body language and facial expressions. Often, watch
(a teenager) get angry so do
you may also find that because it is ‘personal’, when the volume is on, students put all their need
your mum and dad 3 in the
mornings (when everyone is in students have a lot to say. concentration into understanding the words. Answ
a hurry) 4 in the car 5 think of After the viewing without sound, have a class
reasons or positive suggestions discussion about what happened and what the
people might be saying to prepare them for
5 As a class, you could watching the DVD with sound.
decide on the top three pieces
of advice.

42

M01_CHOI_TBWK_PINGLB_2216_M01.indd 42 03/10/2011 09:08

 10 Give students time
to read through the Talk
Builder box before watching.
Highlight that they should
write a letter (a–d) for each
sentence depending on which
of the four functions (a–d) the
sentence serves.

Answers: Student page

For more ideas, students

look at Skills Builder 44.
11 Do this as a class exercise
using choral drilling to start
and then choose a few
students to repeat each
sentence. Focus on the polite
intonation, highlighting the
need to do this and try not
to over enunciate, as many
learners do, to avoid sounding
angry or aggressive.
12 If necessary, point out
that in questions 2, 3 and
4 we say ... hours/euros
is enough rather than are
enough. Students fill in
b the gaps according to their
a own opinions. Encourage
them to use a variety of the
d
c expressions in their discussion.
a Encourage students to try
a saying the sentences in
b
d different ways to see what
a the difference is in terms of
c
F
politeness, aggressiveness,
etc.
13 Students choose the
three options that are most
relevant to them. Give them
a few minutes to think about
what they might say and to
make notes. Ask a few pairs to
act out their role-plays for the
class.

Answers: 1 at home, in the kitchen; parents Part 2 Now your students can:
and son 2 doing homework (on a laptop), Watching and Speaking • ask for and give opinions
listening to music, MSN-ing, watching TV,
9 Elicit descriptions of the photos first and and agree/disagree with
talking on his mobile
some ideas about who the people are, where different opinions.
e
8 Before students watch the DVD again, see they are, what time it is and what they might
hink
uch if they can decide which sentences are true be talking about.
as or false. Students discuss with a partner, then
watch the DVD. Emphasise that they do not Answers: 1 about Emma coming home late
ten,
need to understand every word. 2 on a time for her to come home (11.15)
heir
rds. Answers: Student page
class
at the
or

43

M01_CHOI_TBWK_PINGLB_2216_M01.indd 43 03/10/2011 09:08

 This review focuses on the
vocabulary and language areas
covered in both Module 4 and
Module 5.

1– 4
Answers: Student page take
about

5 Answers: sellers
35 have done well
tastes
36 have been hair
37 sailed stand jackets
38 haven't done
39 've never had
40 fell
of
about
6 Answers: in
41 for years at
42 since last year about
at
43 since I was ten
44 for fifty years
45 since Saturday

7 Answers: site down

46 In my opinion
top off
47 What do you think to
48 I agree with you to
up
49 Personally
back
50 I'm sorry, I don't agree

Self Assessment was

walking saw
was
• Students check their sitting
asked went
answers by listening to the was
resting
recording. Check spelling saw
was
where necessary. running
started touched
• When they have finished,
get them to look at their
scores for each section and
decide what language areas
they need to do more work on.
Ask them to use the table to
find practice exercises.
• Give students time in
class or at home to complete
the practice exercises they
identify. Bac
• Direct students to the
Learning Links at the bottom The l
of the page to complete either Chill-
in class or at home. the m
areas
Extra Exercise
peop
Write up the words afraid,
relaxed, good, worried and of, Soul:
at, about on the board and assoc
ask students to write four artist
sentences about themselves Indie
using these words. ‘indep
or mu

44

M01_CHOI_TBWK_PINGLB_2216_M01.indd 44 03/10/2011 09:08

 2 Students discuss their
answers in pairs before the
class check. Some of the music
can be classified in more than
one category, e.g. 2 might be
new age or chill-out. Point out
that the boundaries between
some types can often be quite
subjective.

Suggested answers: 2 new

age/chill-out 3 indie 4 country
and western 5 hip hop/rap
6 jazz

3 In feedback, elicit the

difference between I play
football and I play the
guitar, i.e. we use the with
instruments and not with
sports.

Answers: Student page

rock
pop
Extra Exercise
Ask students to divide
guitar the instruments into two
categories: string and wind,
and brass. Point out that two
instruments do not fit into
either category. Ask students
to work in pairs and add two
more instruments to each
category.
String: cello, guitar, harp,
piano, violin
Wind and brass: bagpipes,
clarinet, flute, saxophone,
trumpet
Neither: drums, keyboard
4 Do this as a class exercise.
Once you have checked the
answers, students listen again
and repeat each word. Use
choral drilling with any words
that seem problematic.

Answers: instrument, hip hop,

Background Kaiser Chiefs (see network): is an alternative classical, bagpipe, clarinet,
rock group from Leeds, England, formed in keyboard, saxophone, trumpet,
1997. Their song Ruby (2007) propelled this violin
The less well-known styles mentioned are:
name into the top ten most popular names for
Chill-out: slow music, often electronic. In newborn baby girls. For practice, students turn to
the mid-1990s, a number of dance clubs had Language Choice 28.
areas where slower music was played to allow
5 Model the exercise first,
people to relax.
Topic Talk talking about your musical
Soul: started in the late 1950s. It is often tastes. Then give students a
associated with Detroit in the USA and with 1 Elicit descriptions of the photos. Have
few minutes to make notes
artists such as Aretha Franklin. students discuss their ideas in pairs. and think about what they
Indie: is not one particular style, but is Suggested answers: a 5 b 2 c 3 want to say before they talk to
‘independent music’ as opposed to pop music their group.
or music released by big record companies.
Now your students can:
• talk about their opinions
on musical styles and
instruments. 45

M01_CHOI_TBWK_PINGLB_2216_M01.indd 45 03/10/2011 09:08

 Background

This lesson is about favourite

bands and about how to set up
your own band.
The Spice Girls: a British all-
girl former pop group that had
their first hit single Wannabe
in 1996 and went on to sell
75 million records worldwide
before going their own ways
in 2000. They were famously
‘manufactured’ by a record
company looking to form a
commercially successful group.
Metallica: a US heavy metal
band formed in 1981, although
they didn’t record their first
album until 1984. They have
sold more than 50 million
albums in the USA alone. The
group was created when the
drummer placed adverts for
other band members in a
newspaper.
U2: an Irish indie band made
up of four schoolfriends,
formed in 1976 when they
were still teenagers. Bono, the
lead singer of the band, was
nominated for a Nobel Peace
Prize for his work in helping
people in Africa.

Warm Up
1 Elicit some ideas about
the bands’ origins. If they
don’t know the bands, can
they predict what kind of
music each plays? See the
Background notes.
In feedback, emphasise the
difference between the
manufactured and self-formed
bands. For details, see the have to/not have to, can/can’t Practice 6 G

Background notes. Give s

4 Students will know can/can’t to talk about Students do Language Choice 29. Get them
sente
2 Check the answers as a ability. Write up two sentences, e.g. Can you to discuss their answers with a partner before
their
class. Then check the meaning speak English? and Can I go to the toilet? on checking with the class.
of style, lyrics, queue and the board and elicit the difference in usage. 5 Highlight the use of has with the 3rd Answ
auditions from the text. It is important to make students aware person in preparation for questions 2, 3, 4 3 We
that many words in English have different and 9. 4 You
Answers: Student page meanings or uses. have
Answers: Student page one e
3 Students could discuss Answers: Student page
this in small groups before a For practice, students turn to Language 7 G
few groups tell the class their Once you’ve checked the answers, ask Choice 30. cues
answers. students to read through the text again and
speak
underline all the examples of can/can’t, have
to/not have to. They can record these in their
notebooks as examples of how the grammar
is used.
46

M01_CHOI_TBWK_PINGLB_2216_M01.indd 46 03/10/2011 09:08

 Grammar Alive
8 Give students time to
read the descriptions first.
Go through some things they
should listen out for to help
them work out what the
person is doing, e.g. piano,
trumpet, etc. = practise playing
can't an instrument.
have to
don't have to
Answers: Student page
S
M 9 Students could do this
M
in pairs. Check answers as a
M
S class.
M
S
Answers: Student page
S

has to has to
M Extra Exercise
has to Students write a list of
have to can't things that, e.g. an actor or a
have to can't
has to
university student has to do.
don't
have to
Extra Exercise
Exercise 9 has certain common
verb + noun collocations. Ask
students to close their books.
Write up the following verbs
on the board: read, give, wear,
carry, be. Then say one of the
following nouns: a concert,
on a diet, music, equipment, a
suit, and students have to call
out or write the correct verb,
e.g. read music.
10 Give students a few
minutes to read the task and
make notes before speaking.
Ask a few pairs to perform
their dialogues.
11 Give students a few
minutes to read through the
cues and make notes before
speaking. Ask a few pairs to
act out one of the dialogues.
12 Give students time to
make notes about good things
6 Go through the example with students. they can’t do and bad things
Give students four or five minutes to write they have to do first. Tell
them
sentences before getting pairs to compare students they don’t have to be
efore
their answers. serious; the idea is to say more
things than their partner.
Answers: 2 You can play with the band.
4 3 We don’t have to copy other bands’ music.
4 You can learn with your band. 5 You don’t
Now your students can:
have to buy a ticket. 6 You can’t buy a new • talk about what they are
one every year. (not) allowed to do and what
is/isn’t necessary, using can/
7 Give students a few minutes to read the can’t, have to/not have to
cues and think of their ideas before they
• complain about things they
speak. Ask a few students to tell the class.
have to or aren’t allowed to do.

47

M01_CHOI_TBWK_PINGLB_2216_M01.indd 47 03/10/2011 09:08

 Background

Music festivals are a big part

of UK summer culture.
Glastonbury: the world’s
largest music festival started
in 1970 and became an annual
event in 1981. It now takes
place over four days in late
June and attracts more than
150,000 people – most of
whom camp in the fields and
watch bands on many different
stages and in big tents. FIB
Sziget
Reading: a music festival EXIT
FIB
started in 1998 and attended
FIB
by around 80,000 people
every year over a weekend in
late August. Most of the bands
at the festival play rock, heavy
metal, alternative or indie
music.
On the continent: a phrase
used to describe the rest of
Europe outside the UK.

Part 1
Warm Up
1 Elicit a few well-known
examples first. In feedback,
you could compile the class’s
ideal line-up of bands.

Reading
2 Write up the title of the
reading on the board: Rock
on the Continent and ask
students what they think the
text is about. Elicit ideas and
write these up on the board.
If appropriate for your class,
explain the play on words
in this title. Ask students to
look at the text and quickly 4 Ask students to vote for the festival they
check how many festivals are
would like to go to. If appropriate, write the
described (3).
name of each of the three festivals on pieces
Answers: Student page of paper and put each in a different corner of
the classroom. Ask students to stand next to
Tip: Check with students the festival they would like to go to. Choose a
on strategies they might student from each group to tell the class why.
use to do the exercise, e.g.
underlining key words in the
phrases a–f.

3 Answers: Student page

48

M01_CHOI_TBWK_PINGLB_2216_M01.indd 48 03/10/2011 09:09

 Part 2
Listening
Extra Exercise
Back to the board This
recycles words from the Topic
Talk. One student sits at the
front with their back to the
board. Write a word on the
board, and the other students
must explain it (in English)
for the student at the front
to guess, e.g. It’s a wind
instrument – it’s gold coloured
– it’s for jazz = saxophone.
7 Go through Skills
Builder 4 and make sure
2 students understand the
5 strategies. Check the answers
with the class.
3
4 Answers: Student page

Extra Exercise
Students pretend to be
Sarah and write a few lines
answering the extra question,
d How often do you go to
concerts?

Extra Exercise
Students write their own
answers to the six questions
in Exercise 7.
8 Students read the Word
Builder box and make their
own sentences. Then pairs
could take turns asking and
answering questions with
When do you … ?, e.g. A: When
do you turn the volume up?
B: I turn the volume up when …
For practice, students turn to
Language Choice 32.
9 Give students a few
minutes to choose five topics
5 Write up the first sentence from the and make questions. Remind
Sentence Builder on the board. Ask students students that Sarah was asked
to translate the sentence, then ask a few about some of these topics in
to read out their translations. Comment and Exercise 7, so they can look
point out which version is the best, and why. back for ideas if necessary.
Students do the rest of the exercise in pairs. 10 Encourage students
to take turns asking and
Extra Exercise
answering. Ask a few students
Ask students to write sentences with look,
which topics they chose to talk
feel or sound about two other things, e.g. their
about, and what they said.
home city/their bed/the sea.
For practice, students turn to Language Now your students can:
Choice 31. • describe how things look,
6 Ask a few pairs to tell the class their sound and feel using copular
opinions and encourage them to use the verb verbs with adjectives
+ adjective phrases in feedback. • talk about music using
multi-part verbs with turn. 49

M01_CHOI_TBWK_PINGLB_2216_M01.indd 49 03/10/2011 09:09

 Background

In the UK, there are twenty-

five music schools where
gifted or talented musicians
can study a normal school
curriculum but also focus
heavily on music. A famous
example is the Royal College
of Music in London. Most
music schools are for children
between the ages of eight and
eighteen.

Warm Up
1 Elicit descriptions of the
photo before students discuss
the questions in pairs.

Suggested answers: It
shows a music school. The
students are playing violins in yes – twice a term
no
an orchestra and the teacher is girls can, boys can't
conducting.

2 Check students
understand the following
words/phrases from the
text: attend all classes, choir, must
not
rehearsals, compulsory and
must
dye their hair. b not
may
a
Answers: Student page c
may
must
must
Tip: There are a number not
of different ways you can
check meaning. For example, must
not
translation, matching words
to definitions, eliciting the
meaning through teacher
explanations. Try to vary the
techniques you use.
3 Students could discuss
this in pairs. Ask a few pairs to
tell the class their answers.

may, must and must 5 After checking the rules, ask students 7 Students could discuss this in groups. If Bac
if they would like to go to this school or not, appropriate, groups could design a Rules and
not giving reasons. Regulations poster or notice, then display Dead
4 In feedback, further these around the class. Ask students to read revie
Suggested answers: 1 have long hair; wear
concept check the difference each other’s posters and vote for the funniest, or in t
make-up during concerts 2 have long hair;
between may and must/must the most unfair and the most unusual rule. maga
wear shorts; wear bright colours 3 attend all
not. Which is a choice and Tip: Getting students to write their own teens
classes; have clean and tidy hair; take part in a
which are rules that must be sentences is a good way of checking they
choir/an orchestra
followed? Check students understand the language. Write up a few of 1 E
understand that may means For practice, students turn to Language the students’ incorrect sentences and get opinio
there is a choice: students Choice 33. them to correct each one. Remember to focus stude
can choose to wear their own only on the errors with may, must and must not.
6 You could also introduce another example album
clothes if they want.
with the 3rd person and highlight that must the a
Answers: Student page and may don’t take -s.
Now your students can: nega
• talk about obligation and prohibition using
Answers: Student page
may, must and must not.

50

M01_CHOI_TBWK_PINGLB_2216_M01.indd 50 03/10/2011 09:09

 Text Builder
3 When checking the
answers, ask students to say
what phrases helped them
match.

Answers: Student page

3 Extra Exercise
1 Ask students a few
2 comprehension questions
focusing on the content of
the letter. For example: Was
Claire happy with the review?
How does she describe the
singer? Which track does Claire
particularly like?
4 Ask students why the
formal expressions were used
(for writing an opinion letter to
a newspaper). Ask students if
they would use these formal
expressions if they were
writing an email to a friend
about the album.

Answers: 2 I found this article

very disappointing 3 Dear 4 I
am writing about 5 According
c to the review 6 In conclusion
7 In my opinion 8 I totally
disagree with the reviewer

5 Students look at the letter

in Skills Builder 29 and
the one in this lesson, then
follow steps 1–3 and write
their own letter. Monitor and
help where necessary.
6 In feedback, ask pairs
which of the things in
Exercise 1 they agreed and
disagreed with.

Now your students can:

• identify formal style in a
letter
If Background Answers: song/track – exciting, catchy,
and boring; singer – not talented; voice – not • write a letter to a magazine,
strong; singing – poor, weak; lyrics – expressing opinions.
Dead Canaries: is a fictitious band. The
ead interesting, imaginative, weak
review would appear in a music magazine
niest, or in the entertainment section of a regular 2 Students check in pairs before the class
magazine. UK music magazines popular with check. Ask them what information helped
teens include Kerrang!, NME and Mojo. them make their choice.

of Answer: Student page

1 Elicit what the three texts are (personal
t opinions/reviews about a record/album). Check
ocus students understand the following words:
t not. album, track and lyrics. Students could also put
the adjectives into two groups – positive and
negative.
ing

51

M01_CHOI_TBWK_PINGLB_2216_M01.indd 51 03/10/2011 09:09

 Background

The O2 Arena: originally

known as the Millennium
Dome, this venue in London
7
was built to celebrate the
35
year 2000. In 2003, the dome
was sold and turned into an
indoor concert arena seating 0870 600 6140
around 23,000 people. The 7
name comes from the O2
12
mobile phone company, which Chinese
sponsors the arena. fish

Jubilee Line: a London

Underground line.
Beyoncé: a US singer,
originally with the group
Destiny’s Child. Her songs
include Crazy in Love and
Irreplaceable.
Slipknot: a US Heavy Metal
band famous for wearing
frightening masks.
Kaiser Chiefs: see the
Background notes from the
Topic Talk.

1 Before listening, ask

students to look at the photo
and elicit ideas as to what the
building might be used for.

Answers: Student page

2 Ask students why some

words are stressed and some
aren’t. Elicit the idea that key
words – those that carry the
information – are stressed.
Give an example by saying the
following: Saturday 9th April
7 p.m. Ask students if they can
still understand this.

Answers: Student page

3 Remember to use choral

drilling as well as individual
Go through Skills Builder 45 and check 7 Students read through Skills Builders Bac
students understand the ideas. 44 and 45 to remind them of language for
repetition.
5 Write up the first sentence on the board opinions. After they make notes, go through Age p
4 Make sure students Skills Builder 46 and check students
and elicit the two possible responses from takes
understand that they must understand the strategies before they do
students (Agree: Me neither/Disagree: I am) an im
circle either a or b for each question 3. Encourage them to take turns to
before students complete the exercise. futur
statement. Highlight how say something for others to agree or disagree
6 Remind students to look back at the Topic sunlig
the options for agreeing and with.
Talk if they need ideas for topics. agein
disagreeing change with a
8 Make a note of the most common
positive sentence like 1 and a Too m
negative sentence like 3. Ask opinions. older
what their personal responses lines
would be to each of the
Now your students can: to me
statements. • identify unstressed words in sentences prem
lines
Answers: Student page • agree or disagree using short responses.
colou

52

M01_CHOI_TBWK_PINGLB_2216_M01.indd 52 03/10/2011 09:09

 2 In feedback, ask what
information helped students
with the classification.

Answers: Student page

3 When looking at the

network, you might want to
point out that we often use
have got with the words for
questions 3 and 4, e.g. I’ve
got a cold. However, when
collocating with adverbs of
frequency, it sounds more
natural to use have, as shown
here.
2 1
3 Answers: Student page

4 Do this as a class exercise

using choral drilling to start
and then choose a few
students to repeat the difficult
words.
For practice, students turn to
Language Choice 34.
have a cold
have hayfever
sleep more Extra Exercise
eat less
chocolate
Dictate the following words
and see how many students
can spell them: cough, earache,
stomachache, vegetables,
allergy, sore throat.
5 Elicit a few examples of
how students can use the
network to talk about their
health. Then give students a
few minutes to make notes
and think about what they
want to say before they talk to
their group.

Now your students can:

• talk about health issues and
healthy lifestyles
• pronounce words with
difficult spellings.
lders Background Topic Talk
or
gh Age progression software: this program Extra Warmer
takes a photo of a young person and produces Write up the word Health on the board. Ask
an image of what they may look like in the students to make a spidergram with words
to future. Here it highlights the ageing effects of associated with it.
gree sunlight and smoking by contrasting predicted 1 Students discuss their ideas in pairs. Elicit
ageing with and without these factors.
descriptions of the photos and particularly
Too much sun: will make a person look the difference between the second and third
older, cause skin irritation, cracking and more photos in each set.
lines to appear; it can also potentially lead
to melanoma (skin cancer). Smoking also Suggested answers: older in c; because of
prematurely ages the skin, causing increased the bad effects on health of smoking and sun
s
lines and wrinkles as well as a change in damage
s.
colour.

53

M01_CHOI_TBWK_PINGLB_2216_M01.indd 53 03/10/2011 09:09

 Background

The lesson contains a Dear …

column where a dermatologist
answers readers’ questions
about skin.
Dermatologist: is a medical
doctor who specialises in skin
problems. A number of the a
problems mentioned are: c
Spots: often suffered
b
by teenagers because of d
hormonal changes. Causes
include bad diet, stress and
even washing your face too
often!
Dandruff: a skin problem
involving a flaky scalp. Every 2 a   3 d   4 c
day we lose dead skin cells.
When we lose too many from
our scalp, the flakes gather
together and become dandruff.
It can be caused by a variety
of factors including oily skin,
salty or spicy food or lack of
Vitamin B.

Extra Warmer
Before the lesson, collect
five interesting facts about
skin – four true and one false.
Read the facts out to students
and have them guess which
one is false. If you teach in
a secondary school or a high
school, ask the biology teacher
to help you with the facts.

Part 1
Warm Up
1 Elicit descriptions of the
photos. Students check in pairs
before the class check.

Answers: Student page;

statement 2 is false. Skin Reading 3 G

has millions, not billions, of check

2 Check understanding of pale, sunbathing,
microbes. Check
moisturising cream, destroy, bacteria,
hormones, junk food, get rid of, shade and Answ
leaves a mark before students read the text.
Get students to cover the replies (a–d) and just 4 B

read the four letters (1–4). Then ask them to might

work in pairs and discuss what they think the 5 A
advice might be in each case. Elicit some ideas sente
before asking students to read the replies and trans
complete the exercise. Check the answers versio
with the class.

Answers: Student page

54

M01_CHOI_TBWK_PINGLB_2216_M01.indd 54 03/10/2011 09:09

 Part 2
Writing
7 Ask students to read
Skills Builder 30 and
check their answer before
checking with the class.

Answer: Student page

8 Answers: Student page

Suggested answer: First,
squeeze three lemons. Second,
mix the juice with two cups
of water. Then, put it on the
sunburn.

9 Run through more

questions that students
c
should ask, e.g What do you do
a
b second/next? Then what do
you do? Make sure they look
at the correct page and use a
variety of the linkers. Monitor
and help where necessary.
10 Give students time to
choose one of the problems
and make notes, then create a
remedy like the one in Exercise
8. Remind them that it does
not have to be serious.
11 Students should repeat
the question and answer
model they used in Exercise 9.

Extra Exercise
Students read their remedies
to another pair, who try and
guess which of the problems
(a–f) it is for.

No Comment
The guillotine was used during
the French revolution to
behead aristocrats.
Ask: What does this quote say
the cure is? What does this
3 Go through Skills Builder 16 and do the rest of the exercise before checking imply? Answer: There is no real
check students understand the strategies. the answers with the class. Some of these cure.
Check the answers with the class. words, e.g. actually, are false friends. There
are similar words in other languages but Now your students can:
Answers: Student page with a different meaning. This will vary from • distinguish between and
language to language, so focus on the ones know when to use confusing
4 Be careful not to pressurise students who
that are problematic for your students. words
might feel self-conscious into class feedback.
For practice, students turn to Language • write simple instructions
5 Ask students to translate the first pair of
Choice 35. using linkers to order/
sentences, then ask a few to read out their
translations. Comment and point out which 6 Answers: Student page sequence things.
version is the best, and why. Ask students to

55

M01_CHOI_TBWK_PINGLB_2216_M01.indd 55 03/10/2011 09:09

 Background

Malaria: usually only found in

tropical countries, e.g. Africa
and Asia, this disease kills
around one million people each
year. It is transmitted into the
blood stream when people are
bitten by female mosquitoes.
Symptoms include sweating,
shivering, joint pain and
nausea. There is no cure but it
is preventable through drugs
and the use of mosquito nets.
Bird Flu (H5N1) and Swine
Flu (H1N1): types of flu that
usually don’t infect people,
but have mutated (changed
slightly) so that they have
become infectious for humans.
c
The worry is that people a
won’t have resistance to such
strains/types of flu. b

Obesity: a major issue in

countries such as the UK and
USA. The main causes are a
lack of exercise and eating too
many calories. Obesity causes
many health problems, from
breathing difficulties, including
asthma, to heart problems and
diabetes.

Warm Up
1 Elicit descriptions of the
photos. Students could discuss
their ideas in pairs.
2 Check understanding of
bugs, tropical diseases, global
threat, resistance, infectious,
allergies, obese/obesity and
diabetes before students read
the text.

Answers: spread (faster and Extra Exercise 5 Ask students to check that each example Prac
into new regions) of diseases Play either Hangman (see Lesson 11, they find matches with a, b or c as established
like malaria; new diseases, page 32) or the Back to the board game
6 G
in Exercise 4.
e.g. Bird Flu (H5N1); vaccines (see Lesson 17, page 49) to recycle/practise stude
no longer working/resistance; the key vocabulary from the text. Answers: Student page
Sugg
allergies, etc. caused by
3 He’
pollution; obesity/diabetes
will, may and be going to may n
3 Students could discuss docto
4 Make sure students understand the two
this in pairs. Ask a few pairs to
steps in the exercise. Concept check: Where For p
tell the class their answers.
is the present evidence in 1? Bugs love high Choi
Suggested answers: serious: temperatures. Where is the opinion in 2? I’m 7 In
potentially all; avoidable: sure.
their
problems caused by obesity Exerc
Answers: Student page
and climate change/pollution from

56

M01_CHOI_TBWK_PINGLB_2216_M01.indd 56 03/10/2011 09:10

 Grammar Alive
9 Remind students that they
need two bits of information
for each person: what they are
doing and the prediction they
make. Also point out that there
are two dialogues and three
people to answer about, so
they need to be alert.

Answers: 1 studying (for a

test); She is going to fail the
test. 2 watching a football
match; The team are going
to lose. 3 watching a football
match; The team may not lose.

10 Check students
understand the exercise.
Student A describes the
situation and Student B makes
a prediction on the basis of
this evidence, using be going
to. Then they swap.

11 Answers: Student page

won't be
will cancel
may cancel 12 Students could work
in groups and share their
will win
predictions. Ask a few
may look for students to tell the class.
Establish which predictions are
the most common.

Now your students can:

• make predictions about the
future using will, may and be
going to.

mple Practice Answers: Student page

shed
6 Go through the example to check For practice, students turn to Language
students know what to do. Choice 37.

Suggested answers: 2 He’s going to be sick. 8 Give students a few minutes to look at

3 He’s sure he’ll be okay next week. 4 She the pictures. Students could make sentences
may need an operation. 5 He’s going to be a in pairs. Ask a few to write up their sentences
doctor. 6 She’ll have to take antibiotics. on the board.

For practice, students turn to Language Suggested answers: 1 He won’t play in

Choice 36. the match tomorrow. 2 She is going to have
a baby. 3 She is going to call the doctor.
7 In feedback, ask students to justify 4 She may be sick.
their choices using the explanations a–c in
Exercise 4. They could then rank the predictions
from the most likely to the least likely.

57

M01_CHOI_TBWK_PINGLB_2216_M01.indd 57 03/10/2011 09:10

 Background

In the UK, many hospitals have

A&E departments (Accident
and Emergency), which are
open 24 hours a day, 365
days a year. Around 18 million
people go to A&E in the UK
every year. There are two
numbers for emergencies in
the UK, but most people only
know 999, which is the old
number.

Part 1
Warm Up
1 Give students time to read
the vocabulary box and make
notes before speaking. Ask two
or three students to share their
experiences with the class.
Note: It may cause confusion
that when the person
receiving the treatment is the
subject of the sentence, we
use have + noun, e.g. I had an
operation. He has an X-ray,
etc., but when the subject
is the person giving the
treatment, we use a different
verb, e.g. The doctor operated
on me. They gave me an
F
injection, etc.
F
For practice, students turn to
Language Choice 38. F

T
Extra Exercise T
Collocation tennis Divide the
class into either two teams
of A/B or into A/B pairs. One
team/partner shouts out a
verb, e.g. take, and the other
team/partner shouts out a
word that collocates with it
and is connected to the lesson
topic, e.g. medicine. Each team Listening DVD Choice 6 A
or partner takes turns starting corre
and scores a point for every
2 Check understanding of first aid in
Extra Exercise
correct answer. If necessary, question 2 before listening if necessary. Answ
Watchers and listeners Put students into
use groups of three instead pairs and have Student As in each pair sit so conce
Answers: Student page
and appoint one student as they can’t see the screen. Play the DVD with opera
‘judge’ to check if the answers 3 After feedback, students should correct the sound off and ask Student Bs to watch 7 If
are correct. the false answers, which might require and tell their partner what they can see ampu
listening again. happening. In feedback, ask a Student A for
their understanding and ask the Student Bs to Answ
Answers: Student page
say how correct they are.
8 S
4 In feedback, find out who knows first aid 5 Students discuss the questions in pairs. few s
or has called the emergency services. Ask two or three students to tell the class tell th
their ideas, but DON’T check the answers yet.

58

M01_CHOI_TBWK_PINGLB_2216_M01.indd 58 03/10/2011 09:10

 Answers: She’s got a
stomachache, she feels sick,
she has diarrhoea and she has
been sick/has been vomiting.
Probably not, because she is
disorganised and deaf.

10 Give students time to

look through the Talk Builder
box and try to complete the
expressions before listening or
T watching.
T Note: The script uses have got
F
with health problems, which
is a more typical use to talk
T about a particular time. This
F
contrasts with the Topic Talk
network where have is used
problem with adverbs of frequency to
feel
hurt
describe generalisations. After
listening or watching, students
Any check the answers by looking
been
about at Skills Builder 47.

long Answers: Student page

Since
afraid 11 Do the repetition as
drink
coffee a whole class. Then have
three individual students repeat
any expressions that cause
particular problems.

Extra Exercise
Give students a jumbled up
dialogue between a doctor
and a patient (you can either
prepare one cut up for each
pair or dictate it jumbled).
Students work in pairs and
unjumble the dialogue. Get a
few students to read out their
version and go through the
correct order.
12 Students look at Skills
Builder 47 and choose an
illness, etc. Give students time
to think and make notes using
the sentence beginnings.
6 Ask students if their guesses were Part 2 13 Encourage students to get
correct. Watching and Speaking into role as much as possible.
Monitor and then ask two or
to Answers: The boy fell and broke his leg at a
Extra Warmer three pairs to act out their
so concert, he was taken to hospital, he had an
Recap vocabulary from the last lesson by dialogue for the class.
ith operation, now he can walk again.
playing Collocation tennis with students. 14 In feedback, ask students
h 7 If necessary, check the meaning of You serve (say a verb) and choose a student to
if they were expecting
amputate and get over. respond with a correct collocate, e.g. T – take
different treatment.
or S – pills; T – break S – a leg, etc.
Bs to Answers: Student page
9 Remind students to make the list of Now your students can:
8 Students could discuss this in pairs. Ask a symptoms while watching, then think about • use common collocations
rs. few students with interesting experiences to their view of the doctor afterwards. connected to accidents and
s tell the class about them. health.
yet.

59

M01_CHOI_TBWK_PINGLB_2216_M01.indd 59 03/10/2011 09:10

 This review focuses on the
vocabulary and language areas
covered in both Module 6 and
Module 7.
the
can't
1– 5
to about just
Answers: Student page
feel hurt
in have
6 Answers:
to
41 too have take
42 'm not do
43 neither
44 do

7 Answers: Student page

Self Assessment
• Students check their
problem
answers by listening to the
feel
recording. Check spelling
where necessary. hurt

• When they have finished, take

get them to look at their
scores for each section and should
times
decide what language areas
they need to do more work on.
Ask them to use the table to
find practice exercises. have to
can't
• Give students time in can
don't have to
class or at home to complete have to
the practice exercises they can't
have to
identify.
• Direct students to the
Learning Links at the bottom must
not
pol

of the page to complete either

in class or at home. must
may

Extra Exercise must

Students make more sentence
may
endings for Exercise 5, e.g. 36:
He’s got a stomachache – he
won’t eat dinner tonight/he
will take a painkiller, etc.

Bac

The p
Photo
Black
rainfo
with
toget
Euras
Scand
in Eur
It disa
years
Grea
Jaws
categ
60

M01_CHOI_TBWK_PINGLB_2216_M01.indd 60 03/10/2011 09:10

 3 Elicit the meanings of the
prepositions with numbers
(over, nearly, about) if
necessary. Use choral drilling
with any problematic numbers.

Answers: 66 percent,
30 percent, 99 percent,
20 percent, 3 million
(3,000,000), 8 million
(8,000,000), 300,000, 65,000,
200,000, over 350, about 120,
nearly 100.

Extra Exercise
Dictate some large numbers
and have students write them
in numerical form, e.g. fifty-six
percent – 56%; two million –
3
2,000,000; one hundred
350
and two – 102. Also call out
120
40 some exact figures and have
students write them with a
correct preposition, e.g. 299 =
nearly 300; 6050 = over/
around 6,000; 504 = around/
over 500, etc.
4 If necessary, point out
the irregular plural of deer and
jellyfish in the network and
see which others they can
birds remember, e.g. sheep, fish, etc.
deer
rats Answers: Student page

For practice, students turn to

air
pollution noise Language Choice 39.

Extra Exercise
Write up categories of wildlife:
Birds, Mammals, Reptiles and
Insects from the network on
the board. Then ask students
to work in pairs and classify
the animals from the network
into the correct categories.
5 Elicit a few examples of
how students can use the
Background Richmond Park: is discussed in the listening.
network to talk about their
This park in West London covers 9.55 square
environment. Then give
kilometres.
The photos won prizes at the Shell Wildlife students a few minutes to
Photographer of the Year awards 2007–8. make notes and think about
Black crested macaque: lives in the what they want to say before
rainforests of Indonesia. It is very social,
Topic Talk they talk to their group.
with troops of eighteen to twenty-five living 1 Elicit what endangered animals are.
together. Now your students can:
Elicit descriptions of the photos and where
Eurasian lynx: this wildcat is found in the animals live. Students could discuss the • talk about animals and their
Scandinavia, Russia, Turkey and Iran as well as question in pairs. environment
in Europe, including the mountains in Spain. • describe problems with their
Suggested answers: elephants, tigers,
It disappeared from the UK more than 300 habitat.
pandas, lions
years ago.
Great white shark: made famous in the film 2 Answers: Student page
Jaws (1975). It is classed as vulnerable (one
category above endangered).
61

M01_CHOI_TBWK_PINGLB_2216_M01.indd 61 03/10/2011 09:11

 Background

This lesson is about natural

selection and the
consequences of Man
interfering with nature. The
situation where a non-native
species is introduced and
causes havoc has occurred
many times. For example,
red squirrels were once the
only species of squirrel in
Europe until the grey variety
was introduced in the late
eighteenth century from
the USA. The grey squirrel is
bigger and more aggressive so
the numbers of red squirrels
declined as their food and
habitat were taken over by its
grey counterpart.

Warm Up
1 Elicit descriptions of the
three photos. Elicit a few ideas
but DON’T check the answer
yet.

Answer: Student page

2 Tell students not to worry

about any new words in the
text. Explain that they will do
an exercise later connected to
the new words.
Present
Simple
Answers: 1 Animals eat
them and die because they
are poisonous. There are now
200 million of them. 2 people:
a worm that kills the toads;
nature: natural selection,
making snakes' heads smaller
so they can only eat the (less
poisonous) small toads and so
are less likely to die

3 Students could discuss

Future Conditional 7 G
check
this in groups. Ask a few to tell 4 Answer: Student page condi
the class their ideas.
5 In feedback, concept check the sentences
Ask a
sente
in Exercise 4. Is it possible or impossible that
we will get rid of the toads? (It’s possible.) Sugg
energ
Answer: Student page
clima
movin
Practice farme
die. 5
6 Go through the example carefully. will d
Answers: 2 will disappear; continues 3 won’t
come; aren’t 4 will be; gets 5 will get; don't do

For practice, students turn to Language

Choice 40.
62

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 Extra Exercise
There are a lot of new words
in the text. Give students the
following words and ask them
to explain what the words
from the text mean, using a
dictionary if necessary:
to protect, eliminate, disaster,
poisonous, get rid of, a
solution, natural selection.

Grammar Alive
10 Answers: She wants her
to feed the cat. He’ll eat the
fish in the aquarium.

11 Check students
understand the exercise.
Student A makes a request and
Student B says when they will
do it. Then they swap.
12 Demonstrate the exercise
using the example. Give
students time to formulate
their sentences before they
start the chain. Ask a few pairs
to read out or say their chain
to the class.

Extra Exercise
If appropriate, try doing a
chain round the class but
without any prompts. See
which students a) get the
grammar correct; b) are the
most inventive.

Extra Exercise
Personalisation. Ask students
if they ever negotiate with
their parents or friends and
if so, what about. If they
wanted a new computer/to go
to a party, what would their
parents negotiate for them to
do?

7 Go through the example carefully to 8 In feedback, concept check: Have they

No Comment
check students know that the first point is the used the worm yet? (No.) Will they use it in
condition and the second is the consequence. the future? (Yes.) Elicit that the clauses can This refers to the fight for
Ask a few students to write up their come in either order, and when we use a survival; if animals don’t do
nces one of these things, they are
sentences on the board. comma.
hat eaten and don’t survive.
) Suggested answers: 2 If we use clean Answer: the future
energy, we will (help) save the planet. 3 If the Now your students can:
climate gets (any) hotter, some birds will stop 9 Go through the example carefully first.
• talk about things that might
moving to colder regions in the summer. 4 If Answers: 2 The zoo will buy an elephant happen in the future using the
farmers use more chemicals, many insects will when they have enough money. 3 Scientists Future Conditional
die. 5 If people don’t stop killing whales, they will test the new drug on animals before
will disappear. • negotiate and reach
they give it to people. 4 Before we cut
compromises.
on’t down the tree, we will warn the neighbours.
t do 5 Ecologists will inform the media when they
see any injured whales.

63

M01_CHOI_TBWK_PINGLB_2216_M01.indd 63 03/10/2011 09:11

 Background

Jellyfish: sea creatures made

of 95 percent water. Some
species are deadly and their
sting can paralyse and kill
people.
Hippo(potamus): an African
mammal which spends most of
its time in water. It is the third
largest land animal after the
elephant and the rhino.
Scorpion: found in every
continent apart from
Antarctica and has a poisonous
sting, although only twenty-
five species are actually
dangerous to Man.
Mosquito: found mostly
in tropical and subtropical
regions, this insect transmits
diseases such as malaria.
Grizzly bear: found in North
America, Europe and Asia.
It can run up to speeds of
55 kmph and can be quite
aggressive even towards
humans.
American alligator: found
in south-eastern USA. It lives
near rivers, ponds, lakes and
swamps and can be quite e
dangerous. a
f
b
d
Part 1
Warm Up F
?
1 Elicit descriptions of
T
the pictures. Students could ?
work in pairs and discuss the T
question. DON’T check the
answers yet.

Reading
3 Ask students to look again at Skills 4 Elicit what is different about number 6 Part
2 Ask students how many
of them would have done the Builder 14, first used in Lesson 7, to remind (the pronoun comes between the two parts). List
‘wrong thing’ in the situations, themselves of strategies for doing this kind of
Answers: Student page Befor
and which advice surprised exercise. After feedback, they can correct the
lesso
them. false sentences. For practice, students turn to Language from
Answers: Student page Choice 41. to bri
Answers: 3, 4, 5 and 6
5 Ask students to look at the example, and s
then give them a few minutes to write some
questions about the animals in the text before
speaking.

Extra Exercise
Students work in groups and design a poster
that gives people information about what
they should or shouldn’t do when they
go camping in a place where they might
encounter dangerous animals.
64

M01_CHOI_TBWK_PINGLB_2216_M01.indd 64 03/10/2011 09:11

 8 If appropriate, students
could translate the three
sentences into their own
language and see how they
are different.

Answers: 1 the hippo 2 No, it

doesn’t.

For practice, students turn to

Language Choice 42.
9 Give students a few
minutes to read the cues and
write some sentences. For
each sentence, ask them to
think if it refers to anything, or
not, as they did in Exercise 8
(it only does in question 5).

Suggested answers: 2 It is
dangerous to meet a mother
bear. 3 It is 10 April 2012.
4 It is difficult to learn a
language. 5 The elephant is
dangerous because it is very
10
sharks big. 6 It is dark at five o’clock.
jellyfish
<500 10 Give students a few
elephants
800 minutes to choose a topic and
big cats make notes. Monitor and help
2,000 if necessary.
snakes
mosquitos 3 million 11 Students work in groups.
Encourage the groups to ask
at least three questions to
each person. Ask a few to tell
the class and vote on the best
story.

No Comment
This refers to the fact that
female mosquitoes feed on
animals, while the males feed
on plants.

Now your students can:

• use six multi-part verbs
related to movement
6 Part 2 6 Elicit the names of the animals in the • use strategies to guess the
ts). Listening photos on the page (see the Background meaning of a word in context.
notes). Put students in small groups and ask
Before you start the listening, recap the last
them to guess which animals fill the gaps in
lesson by assigning one of the six animals
the table. You might want to point out that
from Exercise 3 to pairs of students. Ask them
the deaths are per year, worldwide. After
to briefly describe the animal, where it lives,
feedback on the answers, ask: Was there any
and say what to do if it attacks you.
information that surprised you? Have you
me changed your mind about which animals are
efore the most dangerous?

Answers: Student page

ter 7 Go through Skills Builder 5 and check

students understand the strategies.

65

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 Background

Bees: information is given in

the text. Other facts are: there
are three kinds of bee in a
hive – the queen, the workers
and the drones; bees have five
eyes and two stomachs, one
for food and the other to store
nectar from plants.

Warm Up
1 The photos show a bee
pollinating a flower, and
a beekeeper in protective
gear with some hives. Elicit
descriptions and ideas from
students.

Extra Exercise
Students work in pairs and
write two questions about
bees they would like to know
the answers to, e.g. How long
do bees live? When they read
the text in Exercise 2, they
see if their questions are
answered. If not, they should
try to find out the answers for
homework.
2 Check understanding
of species, pollinate/pollen, c
agriculture, predators, food e
a
chain and habitat before
b
students read the text.
Students could discuss the
questions in pairs.

Suggested answers:
See text.
Other useful animals: squirrels,
which plant trees, fish, which
clean the water supply, crows
and vultures, which pick up
rubbish and dead animals
4 Elicit what type of nouns these all are – 5 Remind students that with none of the, Bac
uncountable nouns. the verb is in the singular (see question 5 in
all, most, many,
Exercise 3). Check answers with the class. Natu
some, no/none Answers: Student page Note: You can say
Students could draw pie charts like those in
many chocolates as chocolate can be both the U
3 Make sure students Exercise 3 for each of the sentences. includ
countable, plural and uncountable; people is
understand that they should make
an irregular plural and we can say many people. Suggested answers:
match the sentences (1–5) can e
Most students don’t go to the zoo. All
with the pie charts/diagrams For practice, students turn to Language includ
students watch nature films on TV. Some
(a–e). Students check their Choices 43 and 44. a she
students don’t like playing with animals.
answers in pairs.
None of the students wears natural furs.
Extra Exercise
Answers: Student page Many students don’t buy cosmetics tested on
Dictate these sentences:
animals. Many students have a pet. None of
There is many honey left. / Most bees live in the students works for an animal charity.
the wild. / Many people don’t like insects. /
None people keep bees. Students decide if
any of the sentences have a grammatical Now your students can:
mistake and correct them. • make sentences using determiners.
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 3 Go through Skills
Builder 17 and check
students understand the
ideas.

Answers: Student page

I look forward to hearing from you.
Dear Sir/Madam, 4 Ask students to look at
I am writing to ask for
information about your course. Skills Builder 31 and
check their answers. Check the
answers with the class.

Answers: Student page

5 Answers:
b 2 another
a
d 3 other; the other
c 4 other

6 Students look at the letter

in Skills Builder 32 and
the one in this lesson. They
then follow steps 1–3 and
write their own letter. Monitor
and help where necessary.
7 Students should try
to invent answers to the
questions. Remind them that
these answers don't have to
be factual.

Extra Exercise
If appropriate, students work
in groups and make their own
poster for a weekend course
at a nature school. Ask them
to think about the design and
information included on the
poster.

Now your students can:

• write a letter to get more
information about a course.

he, Background 1 Students read the brochure and discuss

in the question in pairs. Elicit some ideas
. Nature schools: are now very popular in and write these up on the board. Then ask
in the UK for adults and children. Courses often students to work in groups and discuss which
include basic survival skills such as how to course they want to join. They have to agree
make a fire using only natural resources. You as a group, so they need to persuade the
can even take qualifications in various skills, others to go on the course they want.
including making a bow and arrow or building 2 After students read the letter, ask a few
a shelter! which of their questions were asked.

d on
of

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 1 Go through Skills
Builder 6 and check
students understand the
strategies.

Answers: informal; probably

boyfriend/girlfriend

2 Answers: 1 The battery

on the woman’s phone has
gone. 2 near a tree 3 wild
mushrooms 4 using matches
5 sausages and mushrooms
6 He saw a programme about
survival on TV.

3 Go through the example

to check students understand
silent letter.

Answers: Student page

Extra Exercise
Spelling race Students make
teams and stand in lines facing
the board. Call out a word and
the first person in each team
runs to the board and writes c
the word. The first team to should

write the word correctly wins f

Let's d
a point. Call out the next word about e
and the next person from each can
a
team runs to the board, etc.
Why
4 Point out that they should b

only look at the suggestions

for now and leave the short
questions. Play the recording a
second time and ask students
to write down all the different
ways the two people make
suggestions. Go through
Skills Builder 48.

Answers: Student page

5 Now students look at the short questions 6 Give students time to read the cues and Bac
in the Talk Builder box. make notes before speaking. Encourage them
not to just use Let’s and Why don’t we ... Micro
Answers: Student page
Check by asking two or three pairs to act out and c
Tip: Some students will have found the last one short dialogue.
Supe
two exercises quite difficult (especially if they 7 Give students time to read through have
are visual learners). Give students a copy of the ideas in step 1 and make notes on their and 8
the tapescript and get them to find the six own. They should look again at Skills
suggestions and short responses from the Hot a
Builder 48 for the language to use. Monitor
Talk Builder. broth
and check they are using a variety of the
inflat
language for making suggestions.
the s
8 Ask a few pairs to act out a dialogue.

Now your students can:

• make suggestions about what to do
• ask short questions in reply to suggestions.
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 2 Students check their
answers in pairs before class
feedback.

Answers: 1 (work) by
microlightcar; (work) by plane;
(school) by bike 2 by car;
by plane; by plane 3 speaker 1
4 speaker 2

3 Do this as a class exercise

using choral drilling to start
and then choose a few
students to repeat each word
or expression. Make sure
students are paying attention
to the stress.
For practice, students turn to
Language Choice 45.
4 Model the exercise first,
talking about your journeys.
Then give students a few
minutes to make notes and
think about what they want to
say before they talk to their
group.

Extra Exercise
Write up the following
adjectives on the board and
have students classify the
different modes of transport
from the lesson: cheap,
convenient, quick, exciting,
unusual, comfortable. Point
out that one kind of transport
might go in more than one
category. Students discuss
their choices.

Now your students can:

• talk about travelling, using
common collocations.

nd Background Flying car: invented and launched in the USA

hem in 2009, this is a car and a plane. The wings
fold away so you can drive it on the road and
Microlight: a lightweight plane, which is small
out once you get to the airport, simply extend the
and can be unpowered or use a small motor.
wings and take off!
Superjumbo: launched in 2007, these planes
have two decks (levels) and seat between 600
eir and 800 passengers.
Topic Talk
Hot air balloon: invented by the Montgolfier
nitor
brothers in 1782, balloons use hot air to 1 Elicit descriptions of the photos, then
inflate the balloon and help them float into ask students to work in pairs and discuss the
the sky. They are seen as romantic. question. Ask a few students to tell the class
their thoughts and reasons.

ions.
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 Background

The years 1919–1939 are

known as the Golden Age
of Aviation. Other famous
pioneers during this era were:
Charles Lindbergh (1902–1974): unusual
the first man to fly solo across impossible unhappy
unconventional unaccompanied
the Atlantic in 1927 in his unreliable unknown
plane Spirit of St Louis. It took unlucky

him thirty-four hours.

Wiley Post (1898–1935): the
first man to fly around the
world in 1931 in his plane
Winnie Mae. It took him eight
days. He died in a crash in
Alaska in 1935.
2
Howard Hughes (1905–1976):
an aviator who flew around 1
the world in a record time of
three days, nineteen hours and 5
eight minutes in 1938.

Extra Warmer
3
Write up the word Pilot on
b
the board and ask students
4
what qualities they think you
need to be a pilot (intelligent,
adventurous, enjoy travelling,
have good concentration and a

eyesight, etc.). c

Part 1
SP
Warm Up BC
SP, AE
1 Check the meaning of the AE, SP
SP
lesson title Pioneers: people
who were the first to do
e
something. Elicit descriptions
of the photos. Ask a few
students to tell the class but
DON’T check the answers yet.
f

Reading
2 Check understanding
3 Go through Skills Builder 18 5 Elicit what happens to the adjectives to 6 A
of adventurous, primitive,
and make sure students understand the make them negative: the prefixes in-, un- or
brave, horrified, acrobatics,
strategies. Students can check in pairs before im- are added to them. Part
celebrity, ran out of and
crashed before students read
you check the answers with the class.
Answers: Student page
Writ
the text. Set a short time limit Answers: Student page 7 G
so that students don’t read For practice, students turn to Language check
everything. Encourage them 4 Make sure students understand that each Choice 46. Stude
to skim through the texts and sentence can relate to one or more of the and t
just find the answers to the women. Students do the exercise in pairs. Extra Exercise
Note
three questions in Exercise 1. Elicit other opposite words that use in-,
Answers: Student page anoth
un- or im- that students have come across
Suggested answers: 1 They other
before and write these up on the board. If
were women and it was extra
appropriate, see if students can see any
regarded as unusual or strange do Ex
pattern, e.g. im- usually comes before words
for women to fly. 2 They all starting with p or m.
had accidents and died young.

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 8 Ask students to look if the
phrases in bold italics refer to
a person, place, time, thing,
etc. to help them see which
reference words they need.
For questions 4 and 5, clarify
why that is needed. Although
nusual
the experiment is a noun, that
nhappy
ccompanied is used when the reference
nknown word is an event, i.e. after they
did the experiment, after they
made the first flight.

Answers: 2 they 3 There

4 that 5 that 6 one 7 their

9 Make sure students look

at the correct page and that
they take turns asking and
answering their partner’s
questions. Monitor and help
where necessary.
10 Find out who got the most
questions correct.

No Comment
Ask students which of the two
b emotions they feel in a plane,
or when they feel each one.
Ask if they disagree and can
think of any other emotions
a felt in a plane.
c
Extra Exercise
Students imagine that they
are journalists given the
opportunity to interview one
of the famous women from
the text. Get students to
write three or four questions
they want to ask one of the
pioneering women. Ask for
a volunteer to ‘play’ one of
the pioneers and sit in the
‘hot seat’ at the front of the
class. Other students then
ask their questions and the
Answers: 2 these brave women 3 to take student in the ‘hot seat’ makes
to 6 Ask a few students to tell the class.
flying lessons 4 the flying schools 5 Bessie up answers. Tell students to
or
Part 2 Coleman 6 Bessie 7 her own school for African use their imagination and not
American pilots 8 of Americans 9 England worry about ‘correct’ answers.
Writing
10 her solo flight from Britain to South Africa
7 Go through Skills Builder 33 and 11 her first unaccompanied flight 12 Amelia Now your students can:
check students understand the ideas. • make opposite adjectives
Students could underline the reference words using prefixes.
and things being referred to.
Note: Students have come across it and
another as referencing words, but not the
s
others. It might be worth spending a bit of
f
extra time on Exercise 7 so that students can
do Exercise 8 without too many problems.
rds

71

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 Background

Here are some more facts

about space junk.
There are more than 70,000
pieces of space junk the size
of a postage stamp orbiting
between 750–1000 kilometres
above the surface of the Earth.
Even small pieces of junk
can do a lot of damage
because of the speed they
are travelling. A piece the size
of an orange has the same
power as twenty-five sticks of
dynamite!
Satellite: an object that
orbits Earth, powered by
gravity only. Often used for
telecommunications.
Spacecraft: an engine-
powered vehicle that travels
into space but does not return
to Earth.
Space shuttle: a vehicle that
goes into space and then back
to Earth.

Extra Warmer
Write up the word Space on
the board. Ask students to
make a spidergram with words
associated with it (see page 10
Past Simple
for an example).
was
Present
Simple
Warm Up
1 Elicit descriptions of the is
photos, then students discuss Present
Perfect
the questions in pairs. Ask a
few students to tell the class has
been
their ideas.

2 Answers: They are

objects lost in space. Yes,
because it travels very fast The Passive Practice 5 A
and can damage spacecraft use t
4 Check students understand that the Use Language Choice 47 first as this gives
and satellites. Check
complete sentences in a, b and c are also a students controlled practice of using the
3 Students could discuss guide. After feedback, ask students to look Passive. Check answers carefully as this is the Sugg
this in groups. You could have through the text again and underline all the basis for the rest of the grammar practice in disco
a vote for yes or no. examples of the Passive they can find. They this lesson. in 19
discuss with a partner and then check answers 4 Dif
with the class, e.g. … a bag was lost in space … space
windows are often damaged … has b
often
Answers: Student page
6 A

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 Extra Exercise
Ask students to go back to
the spidergram from the Extra
Warmer and add the new
space-related vocabulary from
this lesson to it, e.g. Venus,
solar system, astronaut, space
station, satellite, etc.

Grammar Alive
9 You might want to play
the recording twice.

Answers: 2 two 3 an extra

bathroom, kitchen and two
beds; so more astronauts can
work at the Space Station at
the same time 4 a computer
model 5 They burn (up).

10 Give students a few

minutes to read the notes and
make a plan before writing.
Put students in pairs, or
groups of three, and have
them compare and improve
their news items. Monitor
and help where necessary.
Post the finished news items
around the classroom and
get students to read each
other’s versions. Afterwards,
give students time to try and
is often hit
improve their own version.
is warmed Tip: Getting students into
were sent the habit of reviewing their
were taken work and making a number of
was performed drafts/versions will help them
have been become better writers.
examined
has been
found 11 Answers: 2 What are
plates and spoons made of?
3 How is water obtained?
4 Where is oxygen stored?
5 How are illnesses treated?
6 Where is rubbish kept?
7 How is the space ship
5 Ask students to look at the example, then 7 Answers: 2 was designed by Leonardo cleaned?
use the cues to write five more sentences. da Vinci 3 was hit by a piece of space junk 12 Give students a few
ives
Check the sentences with the class. 4 is surrounded by rings of rocks and ice
minutes to match the answers
5 has been left by American astronauts 6 was
s the Suggested answers: 2 No life has been to the questions before one
launched by the USSR
in discovered on Mars so far. 3 The Moon landing student asks the questions
in 1969 was watched on TV all over the world. For practice, students turn to Language and one answers.
4 Different animals are regularly sent into Choice 48. Answers: 2 d 3 g 4 c 5 f 6 a
space in spacecraft. 5 No planet like Earth
8 Remind students to use the same 7b
has been found so far. 6 Different objects are
strategies they would use for choosing
often lost in space.
between the Present Perfect and Past Simple Now your students can:
for the sentences where the past is required.
6 Answer: the agent – who did the action • use the Passive to report
Do they know when the action took place?
news items.
Answers: Student page

73

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 Background

Information about Heathrow

Airport in the UK is given
in the listening and in the
DVD Choice. Heathrow is
situated in West London
and accommodates many check-in desks
international flights.
security control
Gatwick Airport: is London’s
other intercontinental airport. passport control

Stansted and Luton Airports:

take European flights only.
to make sure flights leave on time
The DVD Choice talks about 7 kilos
the strict weight limits
take things out of their bags
airlines put on baggage,
because heavy baggage yes; probably relieved
means more fuel for the plane. T
F
It also talks about the fines
airlines incur if they take off F
late, and how some people T
with excess baggage try to T
exploit their reluctance to F

leave late by checking in at the

last minute.

Part 1
Extra Warmer
Find out how many students
go on holiday by plane, and
how often they visit an airport.

Warm Up
1 Students do the exercise
in pairs. Make sure students
know what the words from the
airport map are in their own
language. We sometimes think
that everyone has been to an
airport but this is not always
true.

Answers: Student page

For practice, students turn

to Language ChoiceS 49 DVD Choice 4 Before students watch the DVD again, Part
and 50. 3 Elicit descriptions of the photos, then
get them to work in pairs and see if they can Wat
answer the questions.
ask students to work in pairs and discuss 6 E
Listening the question. DON’T say if they are correct. Answers: Student page be be
2 After checking the
Play the DVD and get students to check their
guesses. 5 Explain that there can be problems with Answ
answers, ask students to it wo
delays, baggage, etc. If they haven’t had
correct the false sentences. Answers: Student page 4 in h
problems, they could just talk about airports
Play the recording again if 6 the
they have visited.
necessary.
7 G
Answers: Student page
strate
ideas

74

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 8 Before students look
at the Skills Builder and do
Exercise 8, put them in pairs
and see if they can match up
the situations (1–7) in the Talk
Builder box with the replies
(a–g).
Go through the Skills
Builder 49 strategies and
check students understand
the ideas. Students listen and
match. Then ask students to
a work in pairs and act out a
f
c dialogue using some of the
7 kilos g exchanges from the Talk
e
Builder.
s
b
ieved d Answers: Student page

9 Do this as a class exercise

using choral drilling to start.
Then choose a few students to
repeat the polite requests and
replies.
10 In feedback, elicit why the
other options were incorrect,
due to politeness, use of
pronoun or functionality.

Answers: Student page

11 Elicit phrases connected

to giving directions, e.g. go
through … turn right … , etc., as
used in the listening and DVD.
Monitor and then ask two or
three pairs to act out one of
their dialogues for the class.
12 Students should take
turns to be passengers and
airport employees. Monitor and
then ask two or three pairs to
act out one of their dialogues
for the class.

Now your students can:

• use situational language for
n, Part 2 airports and flying
can Watching and Speaking • make polite requests.
6 Elicit who the woman in the photo might
be before watching (a check-in attendant).

ith Answers: 2 Nothing, as he removes items, but

it would have been £10. 3 near the entrance
rts 4 in his bag/hand luggage 5 gate 15 at 11.20
6 the duty-free (shops)

7 Go through the Skills Builder 7

strategies and check students understand the
ideas.

75

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 This review focuses on the
vocabulary and language areas
covered in both Module 8 and
Module 9.

spaces
1 Answers: Student page
bears
climate
2 Answers: species
13 reliable reptiles
14 away by
15 impossible of
took
16 unusual control lounge
17 across
18 unlucky on
gate
19 unconventional
20 unknown

3 Answers: Student page

4 Answers:
26 A unique spider was
discovered in Central America.
with
27 I was bitten by my
neighbour's dog last week. g
28 Coffee is produced in South
America and Africa.
29 The theory of evolution
was developed by Darwin.
30 Snakes are threatened by
cane toads in Australia.
don't get will go

5 Answers: Student page bought

got
don't find
6 Answers: will stay
41 have will call land
will inform
42 aisle changes
43 over
44 excess
45 don't
46 boarding
47 sir
48 past
49 between
50 should

Self Assessment
• Students check their • Give students time in class or at home to Bac
answers by listening to the complete the practice exercises they identify.
recording. Check spelling • Direct students to the Learning Links at the Elba:
where necessary. bottom of the page to complete either in class mainl
• When they have finished, or at home. 30,00
get them to look at their days
scores for each section and Mull:
decide what language areas with
they need to do more work on. there
Ask them to use the table to mainl
find practice exercises.
Bora
Pacifi
lagoo
Hvar
betw
rocky
76

M01_CHOI_TBWK_PINGLB_2216_M01.indd 76 03/10/2011 09:12

 3 Answers: Student page

For practice, students turn to

Language Choice 51.
4 Do this as a class exercise
using choral drilling to start,
then choose a few students
to repeat the difficult words
or expressions. Pay particular
attention to the -ing endings
and the unstressed words in
c a b
the expressions.

Extra Exercise
Play the three recordings
from Exercise 2 again and ask
students some comprehension
questions, e.g. Does the
first person like sunbathing?
What does he like doing in
the evenings? Why is Mull his
dream destination? Who does
with my family the girl stay with when she
in an apartment goes on holiday?
go cycling
5 Elicit a few examples

a cool climate of how students can use

the network to talk about
their holidays and dream
destination. Then give
students a few minutes to
make notes and think about
what they want to say before
they talk to their group.

Extra Exercise
Give students one of the
tapescripts. Get them to read
through it, making notes
on how the person talks
about their holidays and
dream destination. Then, put
students in new groups and
repeat Exercise 5.

Now your students can:

• talk about their holidays
and dream destination
Background using common collocations
connected to holidays.
Elba: an Italian island between the coast of Topic Talk
mainland Italy and Corsica. Population about
1 Elicit descriptions of the photos and then
30,000. Napoleon was exiled there for 300
ask students to work in pairs and discuss the
days in 1814.
question. Ask a few students to tell the class
Mull: an island off the west coast of Scotland their ideas.
with a population of under 3,000. To get
there, you need to take a ferry from the Answers: Student page
mainland.
2 Clarify that they are looking for two
Bora Bora: one of a group of islands in the answers for each person, Ask students to
Pacific Ocean. Surrounded by a coral reef and check their answers in pairs before checking
lagoon. Famous for great diving. with the class.
Hvar: a Croatian island in the Adriatic
Answers: 1 Elba; dream destination is Mull
between Split and Dubrovnik. Hilly, with a
2 (small village in) Ireland; dream destination
rocky coastline.
is Hvar 3 Majorca; dream destination is Bora
Bora
77

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 Background

In recent years, there have

been a number of reality
TV shows in the UK where
contestants have been
stranded on a desert island
and filmed. Two of the best
known are:
Shipwrecked: a reality show
first broadcast in 2000 on
T4 – Channel 4’s youth section.
Contestants aged 18–25 are
stranded on a Pacific desert
island. They live together,
cook their own food and
do a number of tasks and
challenges. Each week, one
contestant is voted off the
island by the TV viewers.
Castaways: a BBC reality
show. The first one in 2000
had thirty-six men, women and
children stranded on a Scottish
island for a year. The idea was
that they would build a self-
sufficient community. Unlike
other such reality programmes,
people weren’t voted off and
there were no prizes.
Yes
Yes

Extra Warmer
Write up the following phrases
on the board: catch fish, build
a shelter and make a fire. Elicit
where you would do all these ✓
activities, to establish the
connection between them. b
✓
a
✓
Warm Up
1 Students could discuss
this in pairs. Ask a few
students to tell their answers
to the class.

2 Answers: Student page Unreal Conditional Practice 8 E

first a
3 Ask a few students to tell 4 Answers: Student page For practice, students turn to Language
befor
the class their ideas, giving Choice 47.
5 Students do the exercise in pairs. Point Sugg
reasons for their answers. 7 First, elicit a description of what is
out that the result clause can come at the dang
happening in the cartoon.
Extra Discussion beginning, and elicit what happens to the we di
Ask students the following comma, i.e. you don’t need one. Answers: 1 and 4 4 f If
questions: Are there similar make
Answers: Student page
shows in your country? Has Extra Exercise plane
anyone watched a reality 6 Concept check: Does he know how to Students make other sentences the boy didn’t
show like this? Would you make a fire? Yes, so it’s not true. Is he on an could say, e.g. If I was on the beach, I could eat o
watch one if it was on TV? island looking for water? No, so it’s imaginary. go swimming. If I was on holiday, I would be
Why/Why not? relaxed and happy either on their own or you
Answers: Student page could write up sentence beginnings on the
board.

78

M01_CHOI_TBWK_PINGLB_2216_M01.indd 78 03/10/2011 09:12

 Extra Exercise
Prepare enough Unreal
Conditional sentences so that
you have one for every two
students. Cut the sentences
in half so that you have one
half with the if clause and the
other with the result clause,
e.g. If I could speak good
English / I’d be really happy,
etc. Mix the halves up and then
give each student one half of
a sentence. Students mingle,
telling each other their half
of the sentence and seeing
if they can find their partner
(with the matching half).

Grammar Alive
10 Answers: Student page

11 Focus on the example.

Check students understand
that Student A asks the
question and Student B
responds using Student A’s
phrase as the condition, and
the phrase on the right as the
result. Then they swap. Give
them time to think about the
Unreal Conditional sentences
before speaking.
12 Students could discuss
their dreams in groups. In
feedback, find out which
dreams are the most common.

No Comment
b
Write up on the board:
You can live without food for …
You can live without water for …
You can live without air for …
How long can you live without
hope?
Now ask students to read the
8 Encourage them to do all the matching 9 Students could check their ideas with quote and check their answers.
first and check their answers with a partner a partner before writing if they struggle to Finally, ask: Do you agree that
before writing. come up with things to do. you can’t live without hope?

Suggested answers: 2 e If we met a Extra Exercise Now your students can:
dangerous animal, we could run away. 3 a If Students could rewrite their or their partner’s • use the Unreal Conditional
we didn’t have any food, we could catch fish. sentences by inverting the order of the to talk about present
4 f If we didn’t have any matches, we could clauses, e.g. If I lost all my tools, I would use a situations which aren’t true
make a fire with my glasses. 5 d If we saw a sharp rock. ➔ I would use a sharp rock if I lost and imaginary situations in the
plane, we would send smoke signals. 6 b If we all my tools. future.
didn’t know about poisonous fish, we would
d eat only fruit.
be
you
e

79

M01_CHOI_TBWK_PINGLB_2216_M01.indd 79 03/10/2011 09:12

 Background

The Maldives: an archipelago

in the Indian Ocean about
650 kilometres south west
of Sri Lanka. The islands are
popular with tourists who
love the sunny climate, sandy
beaches, coral reefs and clear
blue waters. However, most
of the islands are just 1.5
metres above sea level and are
under threat from the rising
sea levels caused by global
warming, as well as by natural
disasters, such as tsunamis.

Extra Warmer
Write up the word Paradise
on the board. Elicit ideas from
6
students about what this word 4
means to them. Write them up 1
on the board and discuss a few 3
of the more interesting ideas. 2

Part 1
Warm Up
1 Ask a few students to tell
the class their ideas but DON’T
say if they are correct yet.

Reading
2 Set a short time limit and
remind students to just skim,
looking for the key words, e.g,
climate, activities, etc.

Answers: 1 warm and sunny

2 It is beautiful, the weather
is nice, you can do lots of
activities there. 3 water
sports, including wind-surfing,
sailing, dolphin-watching, etc.,
also spas and discotheques

3 Check understanding of
4 Go through Skills Builder 19 and 5 If necessary, encourage students to 6 T
lagoons, coral reefs, climate,
check students understand the strategies. follow the pattern: would like ... would enjoy ... some
national dish, uninhabited,
seen in the example. that s
deluxe and transfer before Suggested answers: turquoise = a colour
from
students read the text. Tell somewhere between blue and green; spoken Suggested answers: 2 Michelle and Gavin
such
students NOT to worry about widely = spoken by a lot of people; luxury would like the beach, health spa and the
other new words (especially resorts = resorts are special places where discotheque. 3 Sue and her friends would Answ
the ones in blue) as you will people stay on holiday, luxury means very enjoy all the sports like wind-surfing, sailing,
7 E
look at them later. Remind nice, probably expensive; chill out = relax; beach volleyball, etc. 4 Charles and Maria
students that they can find dive sites = places where you can dive would enjoy the warm climate and the in the
strategies to help them underwater and see fish, etc.; waves (noun) = health spa. e.g. I
do the exercise in Skills the sea can be calm and flat or have waves. For p
Builder 12. If you like surfing, you need big waves. Choi

Answers: Student page

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M01_CHOI_TBWK_PINGLB_2216_M01.indd 80 03/10/2011 09:13

 9 Go through Skills
Builder 8 and check
students understand the
strategies.

1190
Answers: Student page
20 cm
10 If necessary, elicit the
2.5 metres
infinitives of the forms in bold
60 cm
to match with the meanings
2004
coral reef islands (a–f).
and villages
country Answers: Student page
an artificial island
For practice, students turn to
Language Choice 54.
11 Give students a few
minutes to choose an option
and make notes. Monitor and
help where necessary. Ask two
or three pairs to tell the class
about their discussion.

a Extra Exercise
d Run a debate with students
e
c taking sides over a dilemma.
f Use the following role-cards:
Student A: You run a hotel in
the town on your island. You
need tourists to come so that
you make money. You also
employ only local staff. In the
last few years, the number
of tourists has dropped and
unless things change, you
will have to close and all the
people you employ will lose
their jobs.
Student B: You live in a small
town on an island. Every
summer, your town is flooded
with tourists who are noisy
and don’t look after the
environment – they drop litter,
etc. You think the town should
be a tourist-free zone so that
local people can live in peace.

6 The forms in sentences 1 and 2 are also Part 2 Now your students can:
joy ... sometimes called gerunds. It is just important Listening • use different -ing forms:
that students see how 1 and 2 are different continuous and gerund.
Before doing the listening, recap the last
from 3 because they can be replaced by nouns
in section of the lesson by putting students in
such as the boats or the music.
small groups and asking them to discuss which
Answers: 1 nouns 2 noun 3 verb of the things about the Maldives they would
ng, enjoy or like. Tell students they can look back
7 Encourage students to use the structure
at the text if they want to.
in the second half of the sentence, too,
8 Elicit descriptions of the photo and ask
e.g. I can’t stand staying in the resort.
students to read the headlines. Play the
For practice, students turn to Language recording. Elicit which headline they think will
Choice 53. match the news story or photo.

Answer: Student page

81

M01_CHOI_TBWK_PINGLB_2216_M01.indd 81 03/10/2011 09:13

 Background

New Zealand: first reached

by European explorers in the
mid-seventeenth century. The
islands were already inhabited
by the Maori. There are lots
of hot springs: places where
water heated underground
rises to the surface. Many Europe
people bathe in the pools,
thinking it is good for their 4
health. Auckland
the Waikato
The Lord of the Rings: a
Lake Taupo
fantasy book written by J.R.R. the Pacific Ocean
Tolkien (1892–1973). It was Aoraki 1
made into three blockbuster
the Southern Alps
movies (2001–2003). Frodo,
Aragon and Mordor are all
places or characters from the
films.

The
Warm Up –
– –

Extra Warmer the –

Write up New Zealand on the –
– the
board. Next, ask students to
work in pairs and write two – – –
–
questions about New Zealand
the
that they would like to know – –
the answers to, e.g. What’s the
the
the capital city? Where is New the –
Zealand? –
–
1 Students could discuss the –
question in pairs.

Suggested answer: It has

beautiful natural landscapes.

2 Check understanding
of activity holidays (hiking,
kayaking, bird-watching, etc),
snow-capped, hot springs,
waterfall, crater and lake
before students read the text.

Answers: Mt Cook: go the in geographical names 5 Give students time to make notes and Bac
climbing; the Waikato River: then extend them into sentences. Put
3 Check understanding of the difference
walk up the river to see the students in pairs and ask them to compare Roto
between continent/country and mountain/
Huka Falls and Lake Taupo; their sentences together and help their of Ne
mountain range. Ask students to add their
Auckland: enjoy local culture partner to improve the sentences. Ask a few is fam
own examples to the table.
students to read out some of their sentences. geyse
Extra Exercise Answers: Student page
Now your students can: Geys
Students work in pairs and
4 Remind students to decide whether each of wa
write words from the text • use the (definite article) correctly when
place is a country, river, etc, and then refer to Earth
under the following categories: referring to geographical names.
the table in Exercise 3 to help them. wate
Names of rivers, Names of
There
towns, Names of other natural Answers: Student page the U
features, Activities you can do.
For practice, students turn to Language
Choice 55.

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M01_CHOI_TBWK_PINGLB_2216_M01.indd 82 03/10/2011 09:13

 1 Ask what students know
about New Zealand before
they discuss the question.

Answers: Student page

2 Go through Skills
Builder 20 and check that
students understand the
3
ideas.

Answers: 1 Take care

2 Having a great time. 3 Hi
4
4 See you

2
3 Answers: Student page

1 Tip: Punctuation is often

tricky for students as it may
s
well be different in their
language. Try a simple exercise
such as:

Extra Exercise
Write up sentences with no
punctuation on the board, e.g.
now in Auckland in the North
Island for two days its really
beautiful. Get students to add
the the correct punctuation.

4 Answers: Student page

it's,
nightlife's
– Extra Exercise
Ellipsis. Write up complete
sentences on the board with a
bracket indicating how many
words students can remove,
e.g. I’ll see you later. (2) – I’ll
see you later. Students cross
out the unnecessary words.
I am 5 Students look at the
We
We postcard in Skills Builder
was 34 and the one in this lesson.
I will be
They then follow steps 1–3
and write their own. Monitor
and help where necessary.
6 Give students enough
time to read each other’s
d Background Extra Warmer
Ask students to look at the text and picture postcards. Ask a few students
and elicit what it is – a postcard, front and to tell the class.
e Rotorua: a small town on the North Island
back. Ask students to put up their hand if they
of New Zealand, near the Bay of Plenty. It Now your students can:
ew have ever sent someone a postcard.
is famous for its hot springs, mud pools and
nces. geysers. • write a postcard using
the appropriate language
Geysers: like hot springs, these are the result (including ellipsis) and
of water being heated by the hot core of the punctuation.
n Earth. Geysers erupt, throwing a spout of
water up into the air, often many metres high.
There are also geysers in Iceland, Chile and
the USA.

83

M01_CHOI_TBWK_PINGLB_2216_M01.indd 83 03/10/2011 09:13

 Background

Manhattan: one of the

boroughs of New York City
and the first area of the
modern city to be settled in
1624. It is at the mouth of
the Hudson River and is made
up of a number of islands,
including Liberty Island where
the world-famous Statue of
Liberty is situated.
Central Park: the park is right
in the heart of Manhattan and
is a favourite place for many
people to go walking and
jogging.
museums
The Empire State Building:
passport
is not far from Central Park.
It is the tallest skyscraper in art galleries
New York, built in 1931. It has 40
102 floors and houses offices 450

and an observation platform.

1 Elicit descriptions of the

photo and then ask students
to work in pairs and discuss
the questions. Ask a few
students to tell the class their
ideas.

2 Answers: Student page

please
3 Give students time to read anything

through the questions before

listening. Have them discuss in
right
pairs before looking at Skills don't you
Builder 50 and then at the do you
aren't
exercise again. Check the there
isn't it
answers with the class. yeah

Answers: Student page

Extra Exercise
Question tag tennis Divide
the class into two teams A/B.
Team A start by saying a
sentence and Team B respond 5 Do this as a class exercise using choral 8 Monitor and then ask two or three pairs to Bac
with the correct tag, e.g. drilling to start. Then choose a few students act out a dialogue.
Team A: Manhattan’s in New to repeat the requests. 9 In feedback, ask which students’ advice Our t
York. Team B: isn’t it? Teams the class would follow. come
6 Answers: Student page
take turns and score a point our li
for every correct answer. 7 Give students time to read the cues and Now your students can: Howe
decide which tags they need for each point make
4 Answers: do you/could • use question tags and indirect requests to
before speaking. expre
you are distinct words in a and ask for information.
descr
elided in b.
be be
they
or be
time
nowa
online

84

M01_CHOI_TBWK_PINGLB_2216_M01.indd 84 03/10/2011 09:13

 Extra Exercise
Ask students to work in
pairs and categorise the
adjectives in the network into
three columns: Positive (+),
Neutral (/) and Negative (–),
e.g. attractive (+), fair (/),
lazy (–), etc.
4 Do this as a class exercise.

3 1 Once you have checked the

answers, students listen
again and repeat each word.
Use choral drilling with any
2
words that seem problematic.
If necessary, highlight which
compound words take a
hyphen and which don’t.

Answers: hard-working,
good-looking, well-built, easy-
going, outgoing, overweight,
attractive, handsome,
confident, impatient, romantic,
sensitive, sensible, sociable,
talkative, unhappy

For practice, students turn to

Language Choice 56.
5 Elicit a few examples of
how students can use the
network to talk about their
friends. Then give students
a few minutes to make notes
and think about what they
want to say before they talk to
good looking their group.
very long, dark hair
easy-going Extra Exercise
moody
Ask: How well do you know
your classmates? Ask students
to write their name and three
adjectives they think describe
them. Collect in the papers,
shuffle and read one out (but
don’t say the name). Students
try to guess who it is.

Now your students can:

irs to Background networking sites such as Facebook enabling
people to make new friends and keep in touch • describe themselves and
with existing ones. their friends using different
ce Our teenage years are important when it
adjectives.
comes to friendship as this is a period of
our life when we often make lifelong friends.
However, we seem to forget that not all kids Topic Talk
make friends easily. In English, there is an
s to 1 Elicit descriptions of the photos and write
expression, Billy No-mates, which is used to
describe someone with no friends. This might up the ideas and descriptions on the board.
be because they are shy, they lack confidence, Note: Later on, ask students to go back to this
they can’t find people with similar interests exercise, so leave the ideas up on the board.
or because they keep moving and don’t have 2 Answers: 1 Silvia 2 Curtis 3 Kirsty
time to form lasting friendships. Of course,
nowadays, many people are making friends 3 Answers: Student page
online and there is an increased use of social

85

M01_CHOI_TBWK_PINGLB_2216_M01.indd 85 03/10/2011 09:13

 Background

The Wave (Die Welle): a film

made in 2008 which looks
at how groups form and how
people will often do things in
order to fit in and be accepted
in a social group. It is based on
a novel by Todd Strasser which
is a fictionalised account of a
social experiment conducted
in a US High School in 1967. Of
d
course, there have been other
books that look at the way b
people behave (and can be a
controlled) in social groups.
For example:
1984 is a novel by George
Orwell about totalitarian
society where everything is
controlled by Big Brother. The
story follows Winston Smith
and his attempt to escape
Big Brother and the Thought
Police.
The Lord of the Flies by
William Golding follows the
story of a group of children
stuck on an island after their
plane crashes. It shows how
there is a conflict in human
nature between self-interest
(the individual) and common
good (society).

Part 1
Warm Up
1 Remind the class that
some adjectives for looks are
specific to males and others
to females, as this will help
with the matching. Ask a few
students to tell the class but
DON’T say if they are correct
yet.
3 Go through Skills Builder 21 and Extra Discussion Extra
check students understand the strategies. Find out how many students would be Stude
Reading interested in watching The Wave. Maybe 6 as t
Answers: Student page someone in the class has already seen it! stude
2 Check understanding of
If necessary, elicit the infinitives of the with
autocracy, dictator, sociable, 4 Students should check their answers in 5
verbs in bold and which forms are given here. of the
loner, salute, keenest, uniform pairs before the class feedback.
a in s
and tragedy before students
Suggested answers: 1 They are unsure/ Answers: Student page Stude
read the text. Set a short time
unconvinced. 2 stand up when they speak, stude
limit, e.g. two minutes, so that For practice, students turn to Language
march, wear a uniform, choose a name for the re
students don’t read everything. Choice 57.
Encourage them to skim their group, etc. 3 because they aren’t as
divided as before 4 because he loves the 6 Students take turns to ask and answer
through the text and just find
discipline/because before he was a loner the questions. Ask them to think about which
names to answer Exercise 1.
5 because they don’t like her negative meanings (a–f) from Exercise 5 they are using
Answers: Student page attitude 6 They are easy to form, can become when they speak.
powerful forces, can get out of control.

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 8 Give students a few
minutes to read the cues and
write some sentences. In
feedback, see what different
sentences they have come up
with.

Suggested answers:
2 Sinan is as good at water
polo as Marco. 3 Marco is as
See text b outgoing as Sinan. 4 Lisa is
b
as interested in The Wave as
Marco. 5 Lisa’s personality isn’t
as strong as Karo’s personality.
6 Sinan isn’t as unhappy as
Tim.

9 Give students a few

minutes to choose and make
their list.
10 Ask students to choose
one person on their list and, on
their own, spend a few minutes
writing sentences about them
compared to the others using
(not) as … as and the Topic
Talk adjectives. Remind them
not to be too personal if doing
f option a.
d
11 In feedback, find out how
a
c many sentences it took before
b their partner guessed.

Extra Exercise
Are your students really
interested in films? Find some
more film reviews in English,
get students to read them and
then see if they want to write
a short film review of their
own.

No Comment
Ask what this implies about
democracy: that it is the best
form of government.

Extra Exercise Part 2 Now your students can:

Students could use the questions in Exercise Writing • use some collocations and
6 as the basis of a class survey. You could get expressions with get
students to work in small groups and come up 7 Ask students to look at the Sentence

with three multiple-choice answers for each Builder. Ask them to match the first sentence • use as … as and not as … as
he to make comparisons.
of the questions, e.g. When do you get bored? to either 1a or 1b and the second sentence
ere.
a in school, b at home, c on holiday, etc. to either 2a or 2b. Ask them to check their
Students then conduct their survey by asking answers in pairs and then to discuss how
students from other groups and then write up they would say the sentences in their own
the results using determiners from Lesson 24. language. For extra information, get students
to look at Skills Builder 35.
er
Answers: Student page
hich
sing

87

M01_CHOI_TBWK_PINGLB_2216_M01.indd 87 03/10/2011 09:13

 Background

Exchange students: usually

secondary or high school
students who spend between
three months to a year living
and studying abroad. They
usually stay with a host family
(a family who live in the town/
city where the student will
attend school and who look
after the young person as
though they were part of
their own family) and study
at a local school or college.
Although they are called
exchange students, there is no
swapping required: they do not
change places with another
student. One purpose of such
programmes is for teenagers
to experience living and
studying in a different culture.

Extra Warmer
Ask students to look at the
photo and ask the following
questions: Who do you think
the people are in the photo?
What do they do? What’s their
relationship to each other?
Why are they having their
photo taken? Write up some of
the ideas on the board.

b
Warm Up a
c
1 Remind students to just
look at the card on the left LizA
A-man
at this stage. Students check Brad99
their answers in pairs.

Answers: 1 Prague 2 studies

– plays the violin 3 studied
music – she was a student
4 something to listen to –
probably a CD
Extra Exercise Intentions and arrangements Prac
2 In feedback, elicit which Ask students to work in groups and write a
list of questions they would have if they were
4 Go through the difference between 1b 6 G
things made it clear who was
going to take part in an exchange programme, and 2a. Here it’s made clearer by using the check
in love, unpleasant, etc.
e.g. What is the food like? Are all the lessons words family/friends in 2a, but make sure makin
Answers: Student page in English? What time does school start in your students see that those words (clues) are not
Sugg
country? always used.
3 Students could discuss after
this in pairs. Ask a few to tell Answers: Student page going
the class and find out the most watch
5 Students check with a partner to see if to go
popular destination.
they have missed any examples. to kis
Answers: Student page 7 G
and w
to wr

88

M01_CHOI_TBWK_PINGLB_2216_M01.indd 88 03/10/2011 09:13

 Grammar Alive
9 Answers: Student page

10 Check students
to arrange to see a film
understand the exercise –
focus on the example. For
✓ items 1–4, Student A proposes
to do something at a particular
✓ time and Student B responds
✓ with an excuse. Then they
no
swap.
11 Remind students that
these arrangements can be
formal, e.g. a practice or a
class, or informal, e.g. doing
something with a friend.
Encourage them to write three
or four sentences each.
12 Read through the
examples and ask students
to try to follow it. Ask a few
pairs to act out one of their
dialogues to the class.

Now your students can:

• use be going to, Present
Simple and Present Continuous
to talk about future intentions
and arrangements
• make, accept and decline
arrangements using
appropriate functional
language.

takes off
lands
come back

starts
have got
begin

s Practice Suggested answers: She’s going to the

cinema with Andrew at 7 p.m. on Tuesday.
b 6 Give students time to read the cues, She’s having dinner with (the) other exchange
e check in the text and make some notes before students at 7 p.m. on Wednesday. She’s going
making sentences. to a film club meeting at 8 p.m. on Thursday.
not She’s meeting Anna for a goodbye chat at
Suggested answers: LizA is going to look
after her younger brother on Sunday. Mickey is 3 p.m. on Friday. She’s playing (at) a concert
going to prepare some food. Mickey is going to in the school club at 5 p.m. on Saturday. She’s
watch the match on Saturday. A-Man is going leaving for the airport at 8 a.m. on Sunday.
if to go to the airport on Sunday. A-Man is going
For practice, students turn to Language
to kiss Maria goodbye.
Choice 58.
7 Give students time to look at Maria’s diary 8 Answers: Student page
and write sentences. Check by asking students
to write their sentences on the board. For practice, students turn to Language
Choice 59.

89

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 Background

It might surprise teenagers

but social networking didn’t
start with Facebook! The
first social networking sites
were Bulletin Board Systems
(BBS), but the first site similar
to the ones we have today
started in 1995 and was
called Classmates.com. At the
start, people were unable to
develop profiles but this soon
changed. Today, Classmates.
com still exists and has around
40 million users, certainly not
as many as Facebook, which
has an estimated 150 million
users. The explosion of social
networking sites started in
2002 with Friendster, followed
by LinkedIn (2003), MySpace
(2003) and Facebook (2004).
Cyber-bullying: when people 3
send texts, post messages 2
1
or pictures designed to hurt
T
another person. Most social
F
networking sites have policies F
to punish people found guilty T
of this behaviour but it can still
be a big problem. F
T c
F
b
Part 1 b
Warm Up b
1 Check understanding c
of any of the items that the a
students seem unclear about c
before they add their own
ideas.
For practice, students turn to
Language Choice 60.

Listening
2 Students should be able to
guess some of these tips quite
Extra Exercise DVD Choice Part
Put students in groups and get them to Wat
easily but DON’T say if they Before students watch the DVD, elicit
5
design an internet safety poster that can be
are correct yet. whether students think the clip will be funny 8 G
displayed around schools to help youngsters.
3 Students listen and check Display finished posters around the class and or serious. Check the use of journalist. strate
their guesses from Exercise 2. have students vote on the best one. the id
Answers: Student page
inten
Answers: Student page
Before playing the DVD again, see if
6
Answ
4 Ask a few pairs to tell the students can match the sentences to the
class their ideas. You could people from memory. Play the DVD and get 9 If
also ask how this compares to students to check their answers in pairs. the d
their parents’ generation. to wr
Answers: Student page
inform
7 Ask a few students with interesting chang
experiences to tell the class. If they don’t have mobil
any problems, ask how they try to avoid them.

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M01_CHOI_TBWK_PINGLB_2216_M01.indd 90 03/10/2011 09:13

 11 Do this as a class exercise
using choral drilling to start
and then choose a few
students to repeat each word
or expression. Pay particular
attention to the examples
of assimilation in connected
speech.
12 In question 2, remind
students to look at the name
used as a guide for formality.

Answers: Student page

13 Give students a few

minutes to read the cues
and then to write their two
messages. Monitor and help
where necessary.
14 Act out a class dialogue
for the example of Alice in
Exercise 13. Remind students
that they may need to
change the pronouns in their
message when relaying
them in a dialogue, e.g. your
new boyfriend ➔ her new
boyfriend. Encourage students
to use the phrases from the
Talk Builder and Skills Builder.
Afterwards, get students to
c look at the messages their
partner wrote down – were
b
b they correct?

b Extension Exercise
c Write a message on the board
and ask students to think
a the receptionist what they would say when
c Adam
relaying the message to the
Adam, Judy
Judy recipient, e.g. Emma: tickets
for new film – meet cinema
8 p.m. 078367837 ➔ Emma
called. She has tickets for
the new film. She wants you
to meet her at the cinema
at 8 p.m. You can call her on
Part 2 Suggested answers: 1 To Mrs Williams: 078367837. Students could
Adam has lost his mobile. Can you pick him continue the situations in the
t Watching and Speaking DVD or listening by acting
up from basketball practice at 8 o’clock?
nny 8 Go through the Skills Builder 9 2 To Adam: Meet Judy in the library tomorrow out the receptionist giving
strategies and check students understand after school about the history project. Mrs Williams Adam’s message,
the ideas. Give students time to read the and Mrs Williams giving Adam
intentions before listening. 10 Remind students to look at Skills Judy’s message.
Builder 51 for more information. Elicit which
Answers: Student page of the dialogues on the DVD or listening was Now your students can:
et 9 If necessary, pause the DVD between
formal and which was informal. • use functional
the dialogues to give students the chance Answers: Student page language for telephoning
to write down the first message. See what • take down accurate phone
information, if any, was lost. Focus on the messages.
change in pronoun, e.g. my mobile ➔ his
have mobile.
hem.

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 This review focuses on the
vocabulary and language areas
covered in both Module 10 and
Module 11.
to do –
surfing the
1 Answers: Student page at with the
seeing –
bathing –
2 Answers:
the –
14 What is going on at the –
going
beach? touch
– the

15 The people went back left

working
home after the storm.
16 The number of non-
smokers is going up.
17 If you go on criticising
people, you'll lose all your
friends.
18 My phone book was old so
I got rid of it.
19 I tried to watch the film but
I got bored.
20 Mary and I always get on
well.
were would go
3 Answers: Student page
would watch had
4 Answers: studied
26 starts would get
would buy had
27 is coming
28 am studying played would win
29 am flying
30 leaves

5 Answers: Student page

6 Answers:
41 tell
42 Hold
43 through
44 help
45 please
46 isn't
47 recommend
48 don't
49 anything
50 aren't

• Give students time in class or at home to Bac

Self Assessment complete the practice exercises they identify.
• Students check their • Direct students to the Learning Links at the On th
answers by listening to the bottom of the page to complete either in class numb
recording. Check spelling or at home. emot
where necessary.
Slum
• When they have finished, teena
get them to look at their to be
scores for each section and of che
decide what language areas
Babe
they need to do more work on.
Blanc
Ask them to use the table to
vacat
find practice exercises.
The M
wher
that h

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 2 Students check their
answers in pairs before
feedback. Ask comprehension
questions to check their
understanding from the
listening about, e.g. where
the films take place, who the
characters are, etc.

Answers: 1 d 2 a 3 b 4 c
the

3 Answers: Student page

Extra Exercise
Draw a Venn diagram (see
below) on the board. Students
work with a partner and
divide the adjectives from
the network into positive and
negative adjectives and ones
that can be either, which go in
excited the middle (overlapping) part,
happy e.g. scared, scary, terrified,
down and
lonely etc. (They could be positive
stressful and upsetting
as there’s not much point
stressful
relaxing watching a horror film without
being scared sometimes.) Have
students compare and discuss
their Venn diagrams.

+ -

4 Do this as a class exercise

using choral drilling to start
and then choose a few
students to repeat each word.
For practice, students turn to
Language Choice 61.
5 Elicit a few examples of
how students can use the
network to talk about their
feelings. Then give students
a few minutes to make notes
Background (500) Days of Summer (2009): a romantic
comedy about a woman who doesn’t believe in and think about what they
true love. want to say before they talk.
On the page, there are ‘stills’ taken from a
number of films to visually show different Extra Exercise
emotions. Students could also use the
Slumdog Millionaire (2008): an Indian
Topic Talk words in the network to talk
teenager is a contestant on Indian Who Wants about a film they know and
1 Students could discuss this in pairs. Elicit
to be a Millionaire and is arrested on suspicion how the characters in it feel,
descriptions of the photos and write up the
of cheating. The film won eight Oscars in 2009. following the examples in the
ideas/descriptions on the board.
listening in Exercise 2.
Babel (2006): starring Brad Pitt and Cate
Suggested answers: a nervous, scared,
Blanchett. Tragedy strikes a couple on Now your students can:
surprised, stressed out b upset, sad, worried
vacation in Morocco.
c scared, terrified, worried, shocked d happy, • use -ed and -ing adjectives
The Messengers (2007): a teen horror film relaxed, calm to describe emotions and
where a teenager can see (paranormal) things feelings.
that her parents, and other adults, can’t.

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 Background

The photos show examples of

men crying: football players
crying after they have missed
a penalty, and fans crying after
their team has lost a game.
The other situation referred
to is after the death of Diana,
Princess of Wales in 1997.
She married Prince Charles,
the heir to the British throne,
who that
in 1981 in what was described
which that
at the time as a ‘fairytale where
wedding’. She immediately when
became popular with many
people in the UK and abroad.
She was the mother of Prince
William and Prince Harry. In
1997, she died in a car crash in
Paris. The photo at the bottom
of the page shows people at
her funeral, where there was a
public parade.

Warm Up
1 Elicit descriptions of the
photos and write up the ideas/
descriptions on the board.

Suggested answers: a
because their sports team
has lost a game b because
someone (Princess Diana) has
died c because he missed a
penalty, lost a game, etc.

2 Check understanding
of hid, burst into tears, lit
candles, acceptable, honest
and forgive before students
read the text. Check the
answer with the class.

Suggested answer: In the

past, expressing emotions
(especially in public) was seen Extra Discussion Defining relative clauses 5 E
as a sign of weakness but Personalisation. Put students in groups and remo
now it is accepted. Men should ask them to discuss in which situations they
4 Use the examples 1–6 to elicit the
control their feelings. cry and when was the last time they cried. Ask answers, e.g. 1 and 3 talk about people, etc. Answ
why they cried. Answers: Student page
3 Pairs discuss the
questions before two or three Prac
tell the class, giving reasons
6 A
for their answer.
For p
Choi
7 R
Exerc
relati

Answ

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 Grammar Alive
8 Students check their
answers in pairs before
feedback.

Answers: 1 talking to Sam

2 She cried when she lost her
swimsuit. 3 They think Martha
is strange and James is nice
and good-looking.

9 Give students a few

minutes to read the cues
and make notes. After a few
minutes, swap Student As and
Student Bs and repeat the
exercise.
10 Students should look back
at the rules in Exercise 4 to
help them form the questions.
11 Students take turns to ask
and answer. Monitor and help
where necessary.

Extra Exercise
Turn this into a class survey.
Each student chooses the best
question their partner wrote.
Collect these together and
then ask students to work in
(that)
who groups and select six of the
(that) questions to ask all the other
who
students. At the end, students
write up the results of their
who survey.
that 12 Make sure students are

when looking at the correct page.

Go through the example
to check students know
what they are doing. Give
students a few minutes to
read the information and write
questions using pronouns
before speaking.

Now your students can:

5 Elicit the answers by attempting to Extra Exercise • use defining relative clauses
remove the pronouns from the sentences 1–4. Divide the class into groups and ask each in descriptions.
group to write definitions for rock ‘n’ roll,
tc. Answers: Student page babies, bank holiday, liar, candles, using
defining relative clauses. Feed back on the
different definitions and decide on the best
Practice one for each word.
6 Answers: Student page Suggested answers: rock’n’roll = music
For practice, students turn to Language that has lots of guitars and drums  babies =
Choice 62. children who are under the age of one  bank
holiday = a day when people don’t have to go
7 Remind students to look at the rules in to work  liar = a person who doesn’t tell the
Exercise 5 while looking for unnecessary truth  candles = lights which have a flame
relative pronouns.

Answers: Student page

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 Background

Nowadays, people believe

that it is important to focus on
both the mental and physical
well-being of a person. The
idea of happiness is seen in
holistic terms, i.e. the whole
person. In the well-being
classes mentioned in the text,
students do meditation – quiet 4
thought that helps you relax –
and an exercise called count
your blessings. This phrase
3, 6, 8
means you should think about
what is good in your life and to
focus on the positives, not the
negatives.
Wellington College: an
independent school (i.e.
parents pay for their children 1, 2
to go there) just outside
5
London. The college opened
in 1859 and former students
include George Orwell (writer)
and Will Young (singer). The
school is housed in a grand
building and the pupils wear a
smart uniform.

Part 1
Warm Up
1 Elicit what students can
see in the cartoons. Then, ask
students to do the exercise in
pairs.

Answers: Student page

2
2 Students may have
3
different opinions which they 1
can discuss with a partner 2
before checking the answers
on page 114.

Extra Exercise
Personalisation and ranking. Reading 5 Students may need help with the 6 A
Students look through the pronunciation of Charlie Maugham /mɔ:m/.
3 Check understanding of well-being, For p
eight ideas and rank them 1–8 meditation, stress, count your blessings, Answers: Student page Choi
in terms of which make them playing around, constructively, nerves and
happy, e.g. Being successful 7 G
dominated by before students read the text. Extra Discussion
is very important to me and abou
Students discuss the question in groups. Ask a Ask students if they agree with statements 4
makes me happy. I think it’s few s
few students to tell the class their answers. and 5. Discuss in groups.
first on my list.
4 Answers: Student page Extra
Elicit
stude
your
make
these
learn

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 After checking the answers,
put students in pairs and have
them try to act out one of the
dialogues. You might want to
give students the tapescripts
to help but tell them not
FC
to just read as it feels very
IM artificial then. Give pairs
CM plenty of time to practise.
AS
FC 9 After checking the
translations, check the
pronunciation of enough.
10 Go through the example
before pairs make sentences.

Suggested answers: 2 We’re

not old enough to get a job.
a difference, an effort, decisions,
a list, people, happy 3 We’re too nervous to do
well, exercise, better, things (for other well in exams. 4 We’re too
people)
shy to meet people at parties.
5 We’re not tall enough to be a
good basketball player. 6 We’re
too young to vote in elections.
7 We’re too impatient to play
chess. 8 We’re not rich enough
to buy a car.

For practice, students turn to

Language Choice 64.
11 Give students a few
minutes to choose two options
and make notes.
12 Remind students that

2 should is used for giving

3 advice as in the example.
Students ask for advice for
3
2 the problems they noted
in Exercise 11. Ask a few
2 3 students to tell the class. Get
the class to say if the advice is
good or not.
3
2
No Comment
Ask students if they can
complete the sentence Money
can’t buy you … (happiness/
Part 2 love). Ask them how the quote
6 Answers: Student page
here is different. Which do
/. Listening they agree with more? Which
For practice, students turn to Language
Choice 63. 8 Go through Skills Builder 10 and is more important, happiness
check students understand the strategies. or money? Can you buy
7 Give students a few minutes to think
Make sure students understand that for each happiness?
about their answers before speaking. Ask a
nts 4 of the three situations they need to choose
few students to tell the class their answers.
a, b or c for each of the questions 1–4. In each Now your students can:
Extra Exercise case, they simply need to write the number of • use make and do in the
Elicit other collocations with make and do that the situation/dialogue in the box next to the correct phrases/collocations
students have come across before, e.g. do correct answer. Listen to the first dialogue
• use not enough/too.
your homework, make the bed, do your best, and look at the examples marked for number
make an excuse, etc. Get students to record 1. Pause the recording after each dialogue.
these in a chart that they can add to as they Answers: Student page
learn more.

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 Background

Stress: a state caused by

chemicals being released into
the bloodstream. Stress can
1=
sometimes be good as these
chemicals can give us more
energy. However, often stress
is bad as it causes us to tense
to prepare
our muscles and become a revision timetable.
nervous and anxious. Our She advised us not
to drink coffee or coke.
heart rate increases and it can
She told us not to panic.
have negative effects on our
mind and physical health.

to
Extra Warmer
Write up the word Stress
on the board. Elicit words
from the students that they
associate with the word. Ask
questions, e.g. When do you
feel stress? What happens
when you feel stress? What do
you do to reduce your stress?
1 Find out which tips are the
most popular.

2 Suggested answers: He
doesn’t think they are very
good or useful. Probably badly
as he’s relying on luck.

Reporting advice,
orders and requests
3 Go through the difference
between told and advised and
what happens to the negative
advice and the position of not
in the sentence: Don’t drink –
She advised us not to drink.

Answers: Student page

4 Go through the example

first so students know what to
do. 5 Give students a few minutes to read Suggested answers: 2 She advised/told Bac
through the email and tips. Encourage them to me to go out and meet some friends. 3 She
Suggested answers: 2 I want
use both advised and told in their answers. advised/told me not to phone or write to my
you to go to bed earlier. / Note
girlfriend/boyfriend. 4 She advised/told me to
Please, go to bed earlier. 3 Don’t every
Suggested answers: The teacher advised/ watch a comedy. 5 She advised/told me not to
study so much. / You shouldn’t letter
told us not to study all the time. She told us to tell anyone about how I feel. 6 She advised/
study so much. 4 Don’t fall of em
take breaks. She advised us not to revise the told me to throw all away all my letters/photos.
asleep (in my lessons). / You conta
night before an exam. She advised us to eat
mustn’t fall asleep (in my diffic
breakfast before the exam.
lessons). Extra Exercise of sty
6 Give students a few minutes to read the Students write a problem (true or imaginary). gram
For practice, students turn to They swap papers, give advice and report the clearl
advice and make notes. Students then write
Language Choice 65. advice they got to the class. becau
the sentences and then could discuss their
usefulness in pairs or small groups. Feedback the c
on the most useful tips.
Now your students can: expre
• use reported speech to report advice, feelin
orders and requests. becau

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 2 Answers: Student page

3 Remind students
what these could be, e.g.
contractions, punctuation,
1 = b  2 = a beginnings and endings.

Suggested answers: Student

page

are 4 Elicit what needs to be

added when using to: the
. infinitive + so that: pronoun
ic.
+ can. For extra information,
students look at Skills
Builder 36.

Answers: a to work on it there

b so that we can have a good
chat

5 Go through the example

carefully. Students check their
sentences in pairs before
feedback.

Answers: 2 Can we meet

up tomorrow so that we can
study/to study for the history
exam? 3 Can you ring me so
that we can talk/to talk about
a problem I’ve got? 4 Can you
come shopping with me so
that you can help me/to help
me choose a new jacket for the
party? 5 Can you send me the
photos so that I can put them/
to put on my home page?

5 6 Students look at the note

in Skills Builder 37 and
3
4 the two in Exercise 1 in this
2 lesson, then follow steps 1–3
and write their own letter.
Monitor and help where
necessary.
7 Remind them to use the
replies a and b in Exercise 1 as
models.
Background stressed out: very stressed and feeling bad 8 Ask a few students to tell
he give me a ring: phone me the class what they asked for.
my chat: talking informally Post some of the notes around
Notes: Writing notes is something we do in
me to the classroom.
every culture and notes, perhaps more so than
ot to DON’T go through any of the vocabulary
letters, remain in use despite the advances 1
ed/
of email and text messaging. Notes usually from the notes as students will focus on this Now your students can:
otos. later in the lesson. Students do the exercise in
contain informal language and so are often • use purpose linkers to and
difficult for students to get correct in terms pairs. so that to structure a note.
of style, choice of vocabulary and use of Note: Students might get the answers mixed
ry). grammar. The two notes in this lesson are up as they might focus on the similar words
the clearly between two close friends, not only in the notes i.e. café in 2 and b, but that’s
because of the style, but also because of actually the reason they don’t match.
the content. Here are some colloquial/slang
Answers: Student page
expressions and words:
feeling really down: feeling unhappy, sad
because of something

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 Background

ABBA: a Swedish pop group

from the 1970s. They won
the Eurovision Song Contest
(an international music
competition) in 1974. In 2010,
they were added into the Rock
and Roll Hall of Fame. One of
their best-known songs was Did
called Mamma Mia and this
Has
was also the title given to a
musical show written about
Are
ABBA. In 2008, this musical
was made into a film starring Do
Meryl Streep, Pierce Brosnan
and Colin Firth. There are lots
of ABBA tribute bands around
the world.
Tribute bands: are bands
that play only songs by their
favourite group. They often
dress in identical clothes
and wear wigs so that they
look the same as the original
band. However, some tribute
bands are different. For
example, there is an all-female
Friday night
tribute band called The Iron her grandma
Maidens, but the original group when they played Mamma Mia
Grandma hurt her leg.
members were all male.
yes. because of the singing
and dancing

1 Elicit descriptions of the

photo and write up the ideas/
descriptions on the board. See
if students know anything
about the group ABBA.
Students could discuss the b
a a
questions in pairs. Ask a few a a
students to tell the class. a a

2 Answers: Student page

Extra Discussion
Ask: If you were to form a
tribute band, who would you
want to copy? Why? This r
5 Answers: Student page 8 Ask for as much detail as possible, and
3 Then ask students to look how many different reactions they used when langu
at Skills Builder 52 and 6 Go through Skills Builder 53 and
listening actively to the story.
check students understand the strategies.
1 an
look at the exercise again.
Check the answers with the Give students a few minutes to read the cues Now your students can: 3 A
class. and make notes before speaking.
• show they are actively listening by asking 17 I a
7 Encourage students to think of concerts/
Answers: Student page for clarification and using echo questions and 18 H
festivals/parties/sporting events, etc. Look intonation that shows interest. 19 W
4 Do this as a class exercise back at Skills Builder 43 for strategies 20 I'l
using choral drilling to start. for telling stories. Students do steps 1 and 2 proje
Then choose a few students to on their own, then work with a partner. They 21 W
repeat each question. tell their story and listen actively to their 22 It
partner’s story. 23 I a

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 Answers:
30 The boy who had an
accident is in hospital.
31 The day when we arrived in
Venice was beautiful.
feel 32 Most people who I work
with don’t smoke.
33 The book that talks about
mood
dinosaurs is a bestseller.
bit
34 I don’t know the club where
our band is playing.
35 The restaurant that won
the ‘Best Dessert’ competition
is really fantastic.
doing
makes
make Did
6 Answers: Student page
make
Make do Were

Have Self Assessment

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

d This review focuses on the vocabulary and

when language areas covered in Module 12.
4 Answers:
1 and 2 Answers: Student page 24 The teacher ordered me not to go there.
25 The woman asked me to help her with her
3 Answers: bag.
ing 17 I am not strong enough to lift this box. 26 My mother wanted me to wash up.
and 18 He is too tired to do his homework now. 27 The doctor told me to call him tomorrow.
19 We are saving money to buy a computer. 28 My mum told me not to eat so much
20 I'll phone you so that we can discuss the chocolate.
project. 29 The man asked me to open the door.
21 We aren't rich enough to buy a yacht.
5 Remember that that is interchangeable
22 It's too dark to read the map.
23 I am studying to improve my marks. with who/which here and so both versions of
the answers for questions 30, 32, 33 and 35
can be accepted.

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 Background

A number of major festivals

are mentioned in this Culture
Choice, including:
Diwali: celebrated by Hindus
and Sikhs, and also called the
Festival of Lights, it takes
place at the end of October
or beginning of November.
Houses are decorated with
lights or lamps, gifts are
exchanged and firework
displays take place.
Eid al-Fitr: during the month
of Ramadan, the ninth month
of the Islamic calendar,
Muslims fast (they don’t eat or
drink) during daylight hours.
Ramadan ends with Eid al-Fitr,
when families get together
and celebrate with a big meal.
Chinese New Year: a festival
that takes place in late January
or early February, according
to the lunar calendar. It
is celebrated with lots of
fireworks, lanterns, costumes
and dragon dances.
Halloween: 31 October –
the night of the dead,
when ghosts and witches
are around. Nowadays, it is
celebrated with trick-or-treat,
when young people dress up
and go round to neighbours’
houses and are given sweets.
Auld Lang Syne: a traditional
Scottish song usually sung
at midnight to see in the
New Year. The title literally
means long long ago and was
originally a poem written by
Robert Burns.

1 Elicit descriptions of the photos. DON’T Extra Exercise 4 A

Extra Exercise Words are key to this lesson, so play Back
worry too much about getting detailed
Write up the following to the board. Ask one student to come and 5 C
descriptions as some of the key vocabulary
words on the board: candles, sit with their back to the board. Explain that natio
will come up in Exercise 2.
presents and fireworks and ask you will write a word on the board. The other
students to guess what the Answers: photo a 2 photo b 4 Answ
students must not say the word, they must
topic of the Culture Choice is – longe
explain the word (in English) to the student at
Festivals. Then get students 2 Let students use an English-English 3 The
the front. This student has to guess the word
to write three more words dictionary to look up any words they don’t fish s
on the board. Repeat this with some of the
they associate with festivals. know. Ask two or three students to tell the panet
other words.
Elicit some and write them up class.
3 Students could discuss this in pairs but Extra
on the board. Leave the words Suggested answers: photo a parades, dance DON’T check the answers yet. Remind them Stude
up as they will come in useful photo b plants (Christmas tree), decorations, that they are just guessing and will do a festiv
later in the lesson. candles, roast meat (turkey), send cards listening in the next exercise. simila
swap
answ

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 8 Remind students that they
are looking for lines from the
poem, not just the answers.
Students check their answers
in pairs before feedback.

Suggested answers: 1 sad

2 his girlfriend 3 She’s left
him. 4 dinner and pulling the
crackers 5 because she won’t
be with him

9 If there is no information,
then students should mark the
sentences as false. They may
need to look at the glossary
again to answer question 5.

Suggested answers:
2 Some families might, but it is
not a Christmas tradition.
4 It is unusual, but some
families might.

My Culture Project
10 Brainstorm a variety
of festivals on the board.
Encourage students to choose
different festivals and use the
vocabulary from Exercise 2.
11 Encourage students to
give as much detail as possible
in their answers.

Extra Exercise
Students work in groups and
design a ‘festival poster’.
Encourage them to draw
pictures, write key information
and maybe even write a poem
for the poster. Display the
posters around the classroom.

Now your students can:

• talk about different
festivals from around the
world.
4 Answers: Student page (Exercise 3) 6 Students compare lists with a partner to
k see if they have missed any words.
nd 5 Check understanding of Dutch as a

hat nationality for Holland/The Netherlands. Suggested answers: stocking, pudding,

her turkey, crackers, mince pies
Answers: 1 because the days started getting
st
longer again 2 in the seventeenth century 7 Give students time to look at the glossary
nt at
3 There isn’t a typical food: ham, turkey, first. You may want them to read first before
word
fish soup, Polish sausage, Italian pasta and they listen to the beat poem or read and listen
e
panettone. at the same time. Have a discussion about the
style of the beat poem and what students
ut Extra Exercise thought of it.
em Students work in groups. They choose a
Answer: Student page
festival and write five quiz questions about it,
similar to the ones in Exercise 4. Have groups
swap their festival quizzes and see if they can
answer a different group’s questions.

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 Background

Charles Dickens: a writer born

in Portsmouth on 7 February
1812. Some of his most
famous books are Oliver Twist,
A Christmas Carol and Great
Expectations. Many of Dickens’
characters are based on people
from his early life and many of
his books involve the theme of
money and how it can change
people’s fortunes.
Little Dorrit (1855–7): the
story of the Dorrit family’s
transformation from rags to
riches. It is a classic Dickens
story, looking at social
injustice in Victorian England
and how money can change
your life.

Extra Exercise
Write up the name Charles
Dickens on the board and
elicit what students know
about him. The background 40
information above helps
London
explain why the topic of Sundays
money is central to the lesson. 3

1 Students do the exercise school

in pairs. Let them use an 15

English-English dictionary to 15
check their answers.

Answers:
1 invested; made
2 won; lost
3 debt 1 = b   2 = d   3 = c   4 = a
4 borrowed; owes
5 earned; lent

Tip: Vocabulary exercises

like this can end up being
guessing games if students
don’t already know the words.
Getting students to work 3 Go through the pictures with students, Suggested answers: 2 Her father was in 5 A
together and also to use an elicit vocabulary and talk about what you can prison, her brother was lazy and her sister their
English-English dictionary is see in each picture. Students do the exercise wanted to be a dancer (she probably spent her often
good for learner training. in pairs, read the story quickly and check time dreaming). 3 because she was small and Little
their answers. The pictures show: a Arthur thin and looked very young 4 They inherited
6 E
Extra Exercise and Amy getting married; b Amy looking after lots of money. 5 They left prison, started
Students could divide the any p
her father in prison; c Amy nursing Arthur in going to parties, eating rich food and wearing
words into those related their
prison; d Amy at the old lady’s house. fine clothes. 6 They had money in a bank
to gaining money (borrow, trans
which was involved in a (financial) scandal.
make, make a fortune, win Answers: Student page sound
7 because she visited him in prison and looked
and inherit) and losing money ask fo
after him 8 His business partner returned
4 Check understanding of criminal, look that a
(in debt, owe, lend and lose). after making a fortune so Arthur’s business
Invest is the odd one out. after, sensitive, inherit, rich food, gambling, 7 S
recovered.
and scandal before students read and listen.
have
2 Answers: Student page

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 My Culture Project
8 Brainstorm a list of writers
first and encourage students
to choose different ones. To
find information, students
should use reference books,
their own knowledge and the
internet. You could set this up
for homework either at the
end of the previous lesson or
for students to continue or
report back at the start of the
next lesson.
9 Students work in groups
and take turns telling the
other students about their
writer. Ask groups to select
the best presentation and
have these repeated for the
whole class.

Extra Exercise
Pairs write five sentences
about their writer, three true
and two false, e.g. Charles
Dickens worked in a factory
when he was a teenager. (T)
Charles Dickens was born in
London. (F) (He was born in
Portsmouth.) Students then
read out their sentences and
the others have to guess
which ones are false. You could
play this as a team game to
make it more competitive.

Extra Exercise
Students write up their notes
into a short biography of the
writer. Post these around the
classroom.

Now your students can:

• use vocabulary and proverbs
to talk about money
• talk about their favourite
n 5 Ask two or three students to tell the class Extra Exercise writer.
r their answers. Remind students that there are Get students to do an internet search and
t her often abridged versions of classic stories like find more proverbs about money. Students
and Little Dorrit if they want to read them. choose one, write it out on a piece of paper
ted (and possibly illustrate it) and then post these
6 Explain what a proverb is and go through
around the classroom, e.g. A penny saved is a
any problems before students discuss
ring penny gained. Time is money, etc.
their opinions. You might want students to
translate the four proverbs here to see if they
l.
sound familiar. If they agree on their opinions,
oked
ask for examples, e.g. of good things in life
that are free.
ss
7 Students do the exercise in pairs. Then
have a class discussion.

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 Background

The photos show a number of 1

traditional types of music and

instruments used to play them.
The first photo shows an Irish
violinist/fiddler.
In the second photo, a man
is playing some panpipes,
used in Andean music. These
are made of different lengths
of bamboo – each giving a
different note.
The third photo shows a
Scottish piper dressed in a
kilt, playing some bagpipes.
The fourth photo shows a
traditional flamenco dance.
Flamenco is a style of music
19th
and dance associated with
Spain, although it is actually
bagpipe
only from the region of
Andalusia in the south. flute
The fifth photo shows a group
of West African drummers.
pop
The drums are used not only
for rhythm, but also to create
a melody.
punk
The interview in Exercise 2
mentions a range of famous
Irish bands. The lyrics and
background information
for the song The Fields of
famine
Athenry are provided in crown
Exercises 3 and 4. field

free

Extra Warmer emigrate

Look at the photos with
students and elicit which
countries/regions each one
is from (Ireland, Peru/the
Andes, Scotland, Spain, West
Africa) and see if they know
the names of the different
instruments (violin, panpipes, 2 Give students time to read the notes first. 3 Point out that the blue words that are Extra
bagpipes, Spanish guitar, You could check which of the bands in the verbs may not be in the infinitive in the text. Befor
drums). third section they have heard of, and tell them Students should write the infinitive form them
they will hear more about the ones they don’t down as their answer for question 6. missi
1 Play the music. Students
know on the audio. stude
could discuss the questions Answers: Student page the c
in pairs. Ask two or three Answers: Student page their
students which music they
of the
liked best, and why.
Extra Exercise Sugg
Answers: 1 c 2 e 3 a 4 b 5 d Ask students what they understand by the callin
term traditional music. Elicit ideas and write callin
them up on the board. After Exercise 3, come
back to these words and ask students if the
song The Fields of Athenry is a traditional
song or not.

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 5 Students could describe
the two versions and the
1 = c  2 = a  3 = b instruments they can hear in
each. You could have a vote
on which version is best.
Alternatively, play just a small
extract of each version, then
after discussion, play the
whole of the version the class
prefers.

6 Answers: Student page

7 Ask two or three students

to tell the class.

Extra Exercise
Students look back at the
photos from Exercise 1 and
discuss which of the types of
music they would include in
a festival held in their school,
and why.

My Culture Project
8 Brainstorm a list of songs
and encourage groups to
choose different ones. Monitor
and help where necessary.
9 Students should either
bring in a CD for the next
lesson or, if appropriate, play
the track from the internet.
Have groups give their
presentation and vote on the
best one.

Now your students can:

• understand the words to a
traditional song
• talk about a song from their
own country.

e Extra Exercise 4 Students do the exercise in pairs. Explain

ext. Before students read the song, you could give that if they find a word they don’t know, they
them a copy of the lyrics but with some words should look to see if it’s in the glossary.
missing. Write the words up on the board and
students work in pairs, putting the words in Answers: Student page
the correct place. You could get them to check
their answers by playing one of the versions
of the song from Exercise 5.
Suggested words to take out are: Verse 1:
calling, away, bay. Chorus: fly, sing. Verse 2:
calling, free, dignity. Verse 3: falling, sky, pray.

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 Background

There are many animals

around the world that are
under threat for one reason
or another, ranging from
hunting to the destruction
of their natural habitat. The
photos show six animals
found in Britain or Europe and
information about them is
given in the listening exercise.
Students may be less familiar
with otters, semi-aquatic
fish-eating mammals. The
particular butterfly shown
here is a Tortoiseshell.
Moby Dick: the first of many
novels by American writer
Herman Melville. Although
the book is about whaling,
it is clear that Melville was
influenced by other stories,
such as the Bible story of
Jonah being swallowed by a
whale. Many people think that d
Melville’s novel is a comment c
e
on how animals are often b
hunted to extinction by Man. a

1 Check with students if

they know what the animals in
the photos are and then have
students discuss the question.
2 Before students listen,
get them to work in pairs and
guess which animal fits under
each classification 1–6. Ask
two or three students to tell
the class and give reasons for
their answers. Then play the
recording and see if they were
correct.

Answers: Student page

3 Students discuss their

5 Set a short time limit for the reading.
answers in pairs before class
feedback. Explain that if students find a word they
don’t know, they should look to see if it’s in
Answers: 1 climate change, the glossary. Go through the pronunciation of
new species moving in, Moby /meʊbɪː/, Ahab /ˈeɪhæb/, Queequeg, 
pollution and loss of habitat /kwiːkweg/, Pequod, /pi:kwəd/ as these may
2 foxes 3 fox hunting with cause difficulty.
dogs (but shooting is still
legal) Suggested answers: 1 It’s about the story
of Ishmael when he is a sailor on a ship with
4 Brainstorm a list of Captain Ahab. They are looking for a whale
animals first. Students then called Moby Dick who once destroyed Ahab’s
pick six to classify in pairs. Ask ship and bit off his leg. 2 Melville was an
a few pairs to tell the class. experienced sailor, so his book has many
Does everyone agree with the accurate facts and probably includes lots of
classifications? things that Melville saw on his voyages.

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 6 Answers: Student page

7 Students check their

7
answers in pairs before
feedback.
5
4
Suggested answers: 2 He
3 had an enormous scar on his
2 face and one leg made of
6 whale bone. 3 Because Moby
Dick had destroyed his ship
and bitten off his leg. 4 He
made his own coffin (when
he fell ill and thought he was
going to die). 5 He looked
at them calmly. 6 He tried
to kill it/harpoon the whale.
7 because Moby Dick attacked
it (with his head) 8 He got into
Queequeg’s coffin which was
floating in the sea.

8 Ask a few pairs to tell the

class their opinions and ask
others to contend these if
they disagree.

Extra Exercise
Moby Dick is actually based on
a real-life story. Ask students
to imagine they were one of
the crew on board The Pequod
and ask them to write a diary
about the voyage. The best
ones can be displayed around
the classroom.

My Culture Project
9 Encourage pairs to choose
a wide range of animals. Get
them to use reference books,
their own knowledge and the
internet.
10 Students could write down
facts they hear from their
group and pick the three most
interesting facts they found
out.

Extra Exercise
Students work in groups and
make a poster about their
animal. Encourage them to
find pictures to put on the
poster as well as writing key
information about the animal
and its habitat, etc. Display the
posters around the classroom.

Now your students can:

• talk and give information
about different animals.

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 Background

Daniel Defoe: an English

writer from the seventeenth
century. The period in which
Defoe was writing is now
called the time of Empire
and Sea Power. The great
explorers of the sea, such as
Francis Drake, Columbus and
Vasco da Gama, were more
than 100 years before Defoe,
but he was the Englishman
writing at the time of British 5

domination of the sea as 6

Britain expanded its colonies. 3
1718 was a key year as this 4
was when the first penal
(prison) colonies were set up in 7

Australia.
2
This is also the period of
the great pirates such as
Blackbeard – an English pirate,
Edward Teach, who was
active around the Caribbean
from 1716 until his death in
1718. In many ways, Robinson
Crusoe can be seen as a novel
of its time – a book that fired
the imagination of many
ordinary people then living in
Britain.

Extra Exercise
Show students a picture of
a typical desert island. If you
can’t find one, just draw a
simple picture on the board.
Elicit words from students
connected to the picture,
e.g. desert island, palm trees,
coconuts, shipwrecked, etc.
1 Elicit an example book or
film first to stimulate ideas.
Ask two or three pairs to tell
the class their pros and cons
3 Students check their answers in pairs 4 Elicit descriptions of the photos first, 6 S
for question 2.
before feedback. although the names of the characters won’t befor
2 Ask students what be known yet. Students do the exercise in
they know about Defoe and Answers: 1 It was one of the first novels Sugg
pairs. Explain that if they find a word they
Robinson Crusoe; have any of in English. 2 £17,000 3 He travelled around guns
don’t know, they should look to see if it’s in
them read the book? Students Europe (and then started writing). 4 He he wa
the glossary. When you check the answer, ask
read through the events and, attacked the Church of England in it. 5 Selkirk fright
students to give reasons for their choice and
working in pairs, try and put was on the island for four years (and he other
why the other two options are not possible.
them in order. Then, play the wanted to live there), while Robinson was to bu
interview and students check shipwrecked and was there for twenty-eight Suggested answer: Student page canni
their ideas. Finally, students years. 6 They were about women. was t
5 Students could do the exercise in pairs.
discuss the order in pairs his se
Remind them to look at Skills Builder 14
before checking the answers
for help with this type of exercise. After
with the class.
feedback, students should correct the false
Answers: Student page sentences.

Answers: Student page

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 Extra Exercise
Put students in groups. Tell
them they are stranded on a
F desert island together. They
F need to choose five objects
T and two books or CDs they
would save from the wrecked
F
ship they were on. They must
T agree on the items. Give
groups time to discuss and
T
F then ask two or three groups
to tell class. If you want, you
could give them a list of items
to choose from, e.g. compass,
matches, blanket, rope, knife,
gun, bottle of whisky, etc.

My Culture Project
9 Encourage students to be
specific about, e.g. the food,
the features of the town, etc.
they would miss. Monitor and
help where necessary.
10 Put students in groups
and have them tell each other
their answers from Exercise 9.

Extra Exercise
In the interview, films like
Castaway are mentioned and
this is a very popular theme
nowadays. Set up a group
project where students need
to choose a topic connected
to desert islands. Then carry
out some research, e.g. tropical
foods, pirates (Blackbeard),
films (Castaway), TV series
(Swiss Family Robinson) or
novels (Treasure Island).

Now your students can:

• talk about what they would
miss if they had to live on a
desert island.

6 Students check their answers in pairs Extra Exercise

n’t before the class feedback. Students imagine they are Robinson Crusoe,
n shipwrecked on a desert island. They should
Suggested answers: 1 the tools, seeds and write a diary entry about everything that
y
guns he collected from the ship 2 He thought happened on one particular day. They then
in
he was alone on the island, then he became work in groups and tell each other what they
, ask
frightened as he knew there was at least one have written. These kinds of diary exercises
and
other person. 3 because there was nothing are both fun and useful in that students need
le.
to buy 4 because he was a prisoner of some to change to a first person narrative, a style
cannibals (who were going to eat him) and he often used in novels.
was trying to escape 5 He treated Friday as
s. 7 Monitor and help where necessary.
his servant.
14 8 Try to come to an agreement on five of
the things mentioned in questions 1 and 2 for
se the whole class.

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 Background

This Culture Choice uses

national stereotypes as a
basis for the lesson. It might
be worth pointing out to
students that this is the case
and that sometimes such
generalisations are not very
accurate or helpful. In many
cases, it might be that people
show their emotions in a
different way.
The listening talks about
emoticons: faces made of
punctuation used in emails and
texts to show how the writer
is feeling. Students will almost
certainly use these, but might
not know what they are called. 1 = d   2 = c   3 = b   4 = a
The song Show Some Emotion
is by singer/songwriter Joan
Armatrading. Her music is a
cross between blues and soul.
Her most famous song is Love
and Affection. F

1 Ask students to cover up T

all the text and just look at
T
the six faces. Elicit what they
can see, and try to elicit the F
different emotions, e.g. the F

fourth face (d) shows someone T

smiling, so they are happy.
F
Next, ask students to look at
the words (1–6) and do the
exercise in pairs.

Answers: 2 f 3 b 4 d 5 c 6 e

Extra Exercise
Demonstrate the exercise –
look at your students and
make a face showing one of
the emotions from Exercise 1.
Students have to guess the
emotion you are showing. Extra Exercise 5 Ask two or three students to tell the class 6 E
Put students in groups and In the listening, emoticons are mentioned. their answers, giving reasons. In question 2, know
have them take turns showing Draw or display a number of emoticons and you could create a ranking of these countries gloss
an emotion and the other get students to say what emotion they are from most to least emotional countries, with
students in the group guess showing. This can be done using proper Sugg
your country placed according to the result of
the emotion. emoticons or simply the keyboard short emot
the discussion.
2 Encourage students to
ones such as :-) (happy), :-o (surprised) and ;-)
7 P
think of cultural stereotypes. (winking). Extra Exercise
also a
DON’T check the answers yet. 4 Explain emoticons in question 3 if Cultural differences are often used as the
instru
necessary. After listening again, students basis for jokes and often one nationality or
3 Students listen and check music
should correct the false sentences. group of people are the butt of these jokes.
their guesses from Exercise 2. Ask students if they know any jokes that use Sugg
Answers: Student page Answers: Student page cultural differences. Ask students to tell the happi
jokes and see whether they think they are (in th
funny or not. You could even have students
vote on the funniest joke.

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 Extra Discussion
Write up the following
questions on the board:
When do you show your
emotions?
Are you good at showing your
emotions or do you hide them?
What makes you happy/sad/
laugh/cry?
Do you think your culture
influences your emotions?
Put students in groups and
ask them to discuss these
questions. Monitor, then
ask two or three students
to tell the class about their
discussion.

My Culture Project
9 Give students time to
read the questions and make
notes. Monitor and help where
necessary.
Note: These are not things
that people necessarily think
about or notice in their own
culture as they are automatic.
It is only when we come
into contact with a different
nationality or culture that we
see things are not always the
same.
10 Ask two or three pairs to
tell the class. Do they agree?

Extra Exercise
Gestures can be very
important. Students could
make a simple guide to some
of the key gestures used in
their culture and what these
mean. They could do this as
a Do and Don’t guide, either
drawing or taking photos of
the gestures, avoiding any
really offensive ones.
class 6 Explain that if they find a word they don’t 8 Ask students to think of the literal
2, know, students should look to see if it’s in the meaning of the instructions given in the song Now your students can:
ries glossary. lyrics as well as listing the phrases.
• give advice for living in a
ith
Suggested answer: one that shows a lot of Suggested answer: show some emotion foreign country
lt of
emotion happy: light up, i.e. smile sad: let the tears roll • talk about showing
down, i.e. cry emotions and using gestures.
7 Play the song. In feedback, you could
also ask if students liked the song, what
instruments they heard and what style of
or
music it is.
es.
use Suggested answers: light up (show
he happiness in your eyes), tears (crying), laugh
e (in their eyes), put expression in your eyes
ts

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 114

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 S

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 116

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 117

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 118

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 119

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 120

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 121

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 122

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 123

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 124

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 125

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 126
at
at In
at
In
at At
On
on

Z01_CHOI_TBWK_PINGLB_2216_EM.indd 126
feel
go
do
go
spend
seen
play
fallen
go
bed
happened
sleep
gone out
eaten
washed
bought

3 2 aristocratic 4 2 don't cycle 3 cycles 5 1 go, look for 2 is 7 2 playing 3 into 9 2 hasn't cleaned 3 Have 10 2 board games are very
3 beautiful 4 windy 4 goes 5 rains 6 don't like wearing, does she buy 4 playing 5 collecting 6 not you taken 4 've lost 5 has interesting 3 photography
5 successful 6 historic 7 walk 8 are you doing 3 is, doesn't work 4 is living 7 playing 8 every 9 try opened 6 haven't seen 7 has is fantastic 4 yoga is very
7 adventurous 8 wonderful 9 'm answering 10 are doing 5 is having 6 eat, 'm having 10 making left 8 haven't written exciting 5 free running is
9 professional 10 daily 11 isn't working challenging 6 making model
aeroplanes is interesting
6 2 metre 3 running
4 stroke 5 Triathlon 6 biking

26/09/2011 14:42
 4 stroke 5 Triathlon 6 biking

get
money job
earn by
save boring
account spend takes
about
on at

Z01_CHOI_TBWK_PINGLB_2216_EM.indd 127
then

pair
box saw
bouquet was raining
bit didn't have
bottle vegetables was wearing looked
designer stopped offered
packet bottle didn't say
got
cans bit earrings arts were passing
disappeared
killed
fish was walking

spices was going

leather

second-
hand
silk
cotton

at swimming

about the maths exam

of rats

about presentations

15 2 haven't earnt 21 2 got 3 back 4 sailed 22 2 has never been

3 haven't seen 4 Has your back 5 away 6 came 3 went 4 've lost 5 did
dad sold 5 has given 6 has your parents go 6 have you
stopped 7 have met 8 hasn't eaten 7 didn't get on well
started 9 Have you been 8 has fallen 9 hasn't arrived
10 've read 10 watched

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 128
styles just
since about
since stand
crazy look
for feel

Z01_CHOI_TBWK_PINGLB_2216_EM.indd 128
voice play
since to feel
for like
for looks

since sound

look
feel
sites
load sounds
line
page take feels
load do

leave mess off

long
get on

noise off
has
do down

out

back

23 2 cousins 3 on 4 with 25 2 has always had 3 has 30 1 can't 2 have to; can
5 have 6 stand 7 get never been 4 have always 3 have to; can 4 can't; can
been 5 has never liked 6 has 5 have to; don't have to
always loved 7 have never 6 can't; have to
been 8 have always been

26/09/2011 14:42
 always loved 7 have never 6 can't; have to
been 8 have always been

Z01_CHOI_TBWK_PINGLB_2216_EM.indd 129
hurt
food

big
wear

sharks
birds

bears
will kangaroos

won't

will

will
won't
stay away
will
won't
fight back

ran away
get away

slowed down

39 2 reserve 3 animals 40 2 there is too much

4 pollution 5 pollution rain in summer, bees won't
6 change produce a lot of honey 3 we
put the cat and the dog in
one room, they will fight 4 I
34 2 has 3 hay 4 feels 37 2 may be 3 will catch 38 2 unconscious 3 hurt go sailing, I'll catch some fish
5 toothache 6 do 7 less 8 stop 4 may help 5 'm going to miss 4 pain 5 bleeding 6 had 7 X-ray 5 the cat is sick, we'll take
6 will win 7 may fail 8 broken 9 have 10 over him to the vet 6 I see a toad,
8 's going to work I'll take a photo

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 130
with
on
on in go back
by go
gone up
on by

Z01_CHOI_TBWK_PINGLB_2216_EM.indd 130
to by stayed went
sight-
seeing go out
by dream
on went on

gone
down

Prague is the capital of the

Czech Republic

Hvar and Korcula are beautiful islands

in the Adriatic and in Croatia

The Nile is the longest river

in Africa

America is situated between

the Pacific and the Atlantic

Aconcagua is the highest mountain

in the Andes
tourist information
baggage reclaim
The Ganges begins in the Himalayas and
lost luggage flows into the Indian Ocean
car park

security control The United Kingdom consists of England,

boarding gate Wales, Scotland and Northern Ireland

passport control

check-in desk

duty-free shop

47 2 have been sent 48 2 The windows in the International Space 49 2 Security 52 2 were not; wouldn't 53 2 waterskiing 3 diving
3 was damaged 4 are Station were destroyed by pieces of space junk Control 3 duty-free watch 3 would take part; 4 Kayaking 5 canoeing
discovered 5 have 3 The last solar eclipse was seen by millions of shop 4 boarding gate didn't have to 4 appeared; 6 skiing 7 hiking 8 cycling
been lost 6 has just people in Asia 4 The captain in the 1995 film Apollo 5 passport control would laugh 5 was; could
been found 7 are 13 was played by Tom Hanks 5 Venus and Mars 6 baggage reclaim collect 6 would die; drank
used 8 was invented were explored by space robots 6 The sky is observed 7 lost luggage 7 wouldn't produce; didn't
twenty-four hours a day by the Hubble telescope 8 arrival gate want 8 wouldn't survive; was

26/09/2011 14:42
 been lost 6 has just people in Asia 4 The captain in the 1995 film Apollo 5 passport control would laugh 5 was; could
been found 7 are 13 was played by Tom Hanks 5 Venus and Mars 6 baggage reclaim collect 6 would die; drank
used 8 was invented were explored by space robots 6 The sky is observed 7 lost luggage 7 wouldn't produce; didn't
twenty-four hours a day by the Hubble telescope 8 arrival gate want 8 wouldn't survive; was

each
greedy make
got done
does
bit was

Z01_CHOI_TBWK_PINGLB_2216_EM.indd 131
really exciting do

upset when I argue with make do

my parents

for computers very confusing

annoyed by that
song on the radio

poor to stay in that hotel

cold to go swimming

upload confident enough to meet people at parties

personal that I short to be in the basketball team

have never
give
view
when I fell
post in love

suffer which/that describes

messages me to choose a quiet casual place

me not to be late
posts where we
had me to plan some interesting topics
to talk about with my date
get
me not to talk all the time
which/that
are me to be a good listener

57 2 have a good time 59 2 'm going 3 leaves

together 3 bought 4 argued 4 are you going to do
all the time 5 became 5 're going to do 6 is going to
6 found 7 eliminate 8 became try 7 are you coming back
6 arrives

131

26/09/2011 14:42
 Students’ Book S:  That’s right, Mr Thomas. I’m interested in
triathlon. I know you’re starting a group at school.
CD 1, Track 17
1  Maybe it’s in Spain because it’s hot and sunny
AUDIOscript T:  That’s right. It’s a really great sport, you know.
You get really fit and healthy ... because you use all
there.
2  But it’s probably in France.
of your muscles. Look at me. 3  It’s definitely the Tour de France.
Module 1: Time S:  Yeah ... But is it too difficult? I’m quite a good 4  The guy on the right’s wearing the yellow jersey.
CD 1, Tracks 2 and 3 swimmer and I can run okay but I don’t cycle very 5  The guy on the left’s winning.
1  Well, I’m very organised. I sleep nine hours a much.
6  Perhaps, we’re near the finish.
night. I love my sleep, you know. I go to bed at about T:  Well, you’re good at two things. That’s a great
ten thirty. And I always sleep really well. I get up start, Stephen. There’s lots of time for cycling.
at seven thirty. I’m a morning person, really. I feel S:  But you’ve got to swim fifteen kilometres, cycle Module 2: Fun
tired at night. So, when I get home from school, I do forty kilometres and then run ten kilometres. I saw CD 1, Tracks 19, 20, 21 and 22
my jobs in the house and I do my homework. Then, it on telly. 1  Well, I’m really into making and flying model
I play computer games or watch TV. On Thursday, I T:  Well, that’s the Olympics. We do much shorter aeroplanes. It’s my favourite hobby, you know. I do
play football. That’s after school. At the weekend, I distances in our races here. And you start off with it every weekend with my dad. We go to the park
spend time with my friends. We go to the park and very short distances in training. Don’t worry about and meet other people there. Sometimes, in the
relax, and that kind of thing. that. You’re good at sport, and fit. No problem for summer, we go to competitions, too. I like it because
2  I’m always very busy. On Tuesday and Thursday, you. flying the planes is really exciting. What about other
I go to piano class. Wednesday is basketball and the S:  What about equipment? Do you need lots of hobbies? Well, I enjoy playing computer games,
school drama group is on Friday. When I get home, expensive equipment? too. My favourite is Final Fantasy. The latest one is
I do my homework. I go to bed at twelve and get T:  For professional triathlons, yes. But to start fantastic! I don’t enjoy sport – I really hate it! I’d like
up at six so I’m always tired. I live outside the city here at the school, no. Triathlon bikes are the most to try flying real aeroplanes but it’s very expensive.
and I’m on the bus to school two hours a day. At the expensive bits of equipment. It costs more than a hundred pounds an hour!
weekend, I sleep! At the moment, I'm quite stressed S:  I see. 2  I really like free running. It’s a new sport. You run
out because we’ve got exams. T:  Basically, for the swimming, you need a and jump over things like walls. Sometimes you jump
3  I’m a night person. At night, I play computer swimsuit, a swimming cap and goggles. We’ve got from one building to another! You need classes and
games, listen to music and go on Messenger with my wetsuits here, so you don’t need one of those. For a lot of help at first. I do it three times every week
friends. I often go to bed at one in the morning and the cycling, you only need normal sports clothes: with friends. We go out in our area. I like it because
get up at seven. I really hate mornings! I sleep on shorts and T-shirt are fine. We’ve got helmets but it’s really fast. It’s my favourite hobby. I also like
the bus to school but I often feel sleepy in classes. sunglasses are useful when it’s hot. Ah, and a water doing gymnastics and I’m quite good at it. I’m in the
But at night, it’s different. I don´t feel tired and I bottle. team at my university, you know. I don’t like making
never want to go to bed! S:  And what about running? I’ve got some good things – I’m really terrible! I’d like to try doing yoga.
running shoes. My sister started last month. It’s very relaxing.
CD 1, Tracks 4 and 5 3  People laugh when I tell them about my favourite
T:  Great! Then you don’t need anything else.
Repeat of Speaker 1 from the tracks above. hobby. They think it’s a bit strange. But I don’t care.
S:  Mmm ... When are the training sessions?
I love playing air guitar. First, you need some good
CD 1, Track 6 T:  On Wednesday afternoon after school and on
music. Heavy metal is great. Then you ‘play’ the
1  I sleep nine hours a night. Friday, sorry, on Saturday morning at ten o’clock.
guitar but you don’t really play the guitar. Do you
2  I go to bed at about ten thirty. S:  Okay ...
know what I mean? Anyway, I do it every Saturday
3  I get up at seven thirty. T:  Shall I put your name down? I’m sure you’ll love it.
night at a club with my friends. I like it because it’s
4  I feel tired at night. Triathlon is the sport of the twenty-first century!
really relaxing, for me. I also like singing but I’m not
5  I play football on Thursday. T:  Perhaps I’ll do it next year. I’m not sure. I’ll think very good at it. I’d like to learn to play a real guitar.
6  At the weekend, I spend time with my friends. about it. Maybe, I’ll have guitar lessons next year.
T:  Don’t wait too long. We’ve only got a few places.
CD 1, Track 9 S:  Okay, put my name on the list. CD 1, Track 23
1 R = Robbie   M = Male T:  Great, Stephen. See you next week. 1  I’m really into dancing.
R:  Hello? S:  Okay. Thanks, Mr Thomas. 2  I don’t enjoy gymnastics.
M:  Hi, Robbie! Are you at home? 3  I’d like to try doing yoga but it’s expensive.
R:  No, I'm walking the dog. What's up? CD 1, Track 15 and 16 4  I’d like to try acting but it’s very difficult.
M:  It's about tomorrow's party. Can we meet in the A = Adam   J = Judy 5  I don’t like playing computer games.
evening? A:  Hey, Judy! Look at this! 6  I’m really into photography because it’s creative.
2  F = Female T = Tina J:  What are you doing?
F:  Tina? Is that you? Where are you? The noise is A:  I’m on Olly’s homepage – he’s got some photos CD 1, Track 25
terrible! of his trip on it. He’s travelling round Europe this 1
T:  There are builders next door. And we're trying to month. S:  You look terrible, Amy! What's wrong?
watch the match on the TV! J:  Oh cool! Let’s have a look. A:  I've lost £200. It was the money for the class trip
F:  Who is winning? A:  Wow! Look at this one. A nice action shot! So, to Paris. Dad will kill me.
T:  Arsenal, but they’re not brilliant. Judy – guess where they are! 2
3  J = Jack   F = Female J:  Hmm. Well, the three cyclists in the middle of the A:  Jane? What's the matter? Why are you crying?
J:  Hello? photo are very hot. Look, that guy on the right with J:  I've had an accident and I can't walk. I'm in terrible
the camera’s wearing shorts and a blue T-shirt – so pain. I fell off my bike and hurt my leg.
F:  Jack? It's twenty past eight. Where are you?
maybe it’s in Spain because it’s hot and sunny there. 3
J:  I'm waiting for you on the platform.
A:  Yeah, J. But it’s probably in France because the A:  Sylvia, you look so miserable. What's the
F:  And I'm waiting at the information desk! Okay,
Tour de France is on at the moment. Lucky Olly, he’s problem?
wait there. I’m coming.
watched it live! Wow! S:  My boyfriend has left me. Look at this text he
CD 1, Track 10 J:  Oh yeah. How exciting! sent me.
A:  Excuse me, I'm doing a survey about young A:  Come on, Judy. The Tour de France is the cycling
people's lifestyles. Can you answer a few questions? race of the year. Yes, it’s definitely the Tour de CD 1, Tracks 26 and 27
B:  I’m in a hurry but … okay. France. Look at those guys in the foreground. The P = Presenter   LP = Lucy Palmer
A:  Hmm ... How often do you eat fast food – guy on the right’s wearing the yellow jersey. The P:  Hi and welcome to Gamers’ World. Today, we’ve
hamburgers, hot dogs, etc.? leaders of the race wear them, you know. got Lucy Palmer in the studio.
B:  Every day! I love hamburgers. J:  Do they? Well, he’s not winning, is he? The guy on LP:  Hi there.
A:  Okay. Do you watch television a lot? the left’s winning. P:  There’s a new survey about gamers in Europe.
B:  I don't watch TV at all, I play computer games. A:  At the moment, maybe, yeah. But it’s very Can you tell us something about it? For example,
close and exciting. Look at those people in the how many Europeans are gamers?
A:  How many hours a day?
background behind the cyclists. They’re cheering LP:  Well, the survey’s about people between
B:  I usually play all evening, about five hours every
the cyclists. Perhaps, we’re near the finish. But we sixteen and forty-nine in the UK, Spain and Finland.
day.
don’t know because we can’t see much. This is just Thirty-seven percent of people in the UK are active
A:  Do you do any sports? a photo! gamers but in Spain and Finland it’s only twenty-
B:  Yeah, I like football. I go to all the Chelsea games. A:  The races in the mountains are usually really eight percent.
A:  But do you do a sport? I mean, do you swim or exciting! P:  That’s really interesting.
cycle? J:  Yeah? Well, Olly’s really lucky, because he’s on LP:  Of course, there are more young gamers than
B:  No, I haven't got time for that. I'm too busy. holiday and we’ve got exams. older ones. About half of the people under thirty in
A:  Yeah, he’s a lucky guy. Watching the Tour de the UK are gamers.
CD 1, Tracks 11, 12, 13 and 14 France live. And in the mountains, too …
T = Teacher   S = Stephen P:  Do gamers play computer games all the time, or
J:  Come on, A. We’ve got that exam in ten minutes. do they do other activities?
T:  You wanted to have a chat, Stephen?
Let’s go. LP:  They're actually quite active in other areas.
A:  Alright. I’m coming. Over half go out with friends, for example to
shopping malls, nearly twenty-five percent go to
132 concerts and half do regular sports.

Z02_CHOI_TB_PINGLB_2216_TAPE.indd 132 29/09/2011 14:15

 P:  We always think about guys playing computer CD 1, Track 32 CD 2, Tracks 1, 2, 3 and 4
games. Is that true? 1  Can I speak to Alison, please? P = Presenter   ST = Sue Tyler
LP:  Yes, but it’s changing. In Finland and Spain, 2  Do you want to leave a message? P:  Today in The Shopping Programme we are going
thirty-eight percent of gamers are female but in the 3  Can Alison phone me about it? to look at some of the world’s greatest markets.
UK, twenty-nine percent are now female. 4  Is Pierre there, please? Sue Tyler has written a book about them, Markets
P:  Mmm, that’s very interesting. So, how much do 5  Have you got his mobile number? Around the World. What are your three favourites,
gamers play? Sue?
LP:  Well, teenagers around Europe play the most. CD 1, Track 33 ST:  For me, they are The Grand Bazaar in Istanbul,
Most sixteen- to nineteen-year-olds play around 1  It’s like a big party. La Boqueria in Barcelona and the Camden markets
five hours a week. 2  There’s a sort of walk with music. here in London.
P:  And do they play on their own or with other 3  The musicians wear a kind of skirt for men. P:  And why do you like The Grand Bazaar?
people? ST:  Well, The Grand Bazaar is an historic indoor
LP:  Some play on their own and it's more and more market. It began in 1455. I just love it because it’s
popular for families to play together, but sixty-eight
Module 3: Money  so old and beautiful. And it’s very large with about
percent of teens play with friends or online. So CD 1, Tracks 34 and 35 4,000 shops and up to 400,000 visitors every day!
gaming isn’t a lonely occupation. 1  I’m quite good with money. I get six pounds a That’s a lot of people.
P:  Right. And the last question. Why are people into week pocket money. I do a part-time job, too. On P:  So what bargains can you get?
gaming? Saturdays, I help my aunt in her café and I earn ST:  Well, The Grand Bazaar’s got millions of things.
LP:  Most gamers play because it’s fun and some thirty pounds. I’m careful and save about fifty But probably the best things to buy are carpets and
because it’s relaxing when they’re stressed. For pounds a month and put it in my bank account. Turkish ceramics. There are some really beautiful
young people, it’s usually more interesting than I don’t spend a lot. I don’t go out very often and things. But be careful with the price. You need to
things like TV. You need to really think when you I don’t use my mobile a lot. I spend money on bargain!
play computer games and because of that it’s more cosmetics but not a lot on clothes. I enjoy shopping P:  What about La Boqueria? Why is it special? Is it
exciting. at street markets because I can get cheap clothes very old, too?
P:  Thanks a lot. there!
ST:  Mmm, it’s quite old. It started in 1836. The food
LP:  Not at all. 2  Yeah, I’m very good with money. I get seven is special. It’s amazing! There is an incredible variety.
P:  And now we’ve got an absolutely amazing new pounds a week pocket money and I do part-time jobs You can buy sixty different kinds of fruit! And the
game for you. It’s probably the best game I ... sometimes. I spend money on my mobile phone. I wild mushrooms! Wow! It’s the best food market in
use it a lot, you know. I enjoy shopping at discount the world, for me.
CD 1, Track 29 shops because you can get things cheap. I buy and
P:  What are good things to buy there?
T = Tom   B = Bill sell things on eBay, too with my parents’ help. You
ST:  Well, the food is great but it is not cheap. But
T:  Okay, are you ready for tomorrow morning? can make quite a lot of money if you’re clever. And
the Catalan sausages are bargains because they are
B:  I have a lot of questions. Is it dangerous? I am! I’ve got a bank account but I’m not telling you
so good and they are not too expensive.
how much I’ve got in it!
T:  Yes, it is. There are a few injuries every year. You P:  You also mentioned Camden, here in London.
can stay at home. 3  Mmm, I’m not very good with money. I get
Why Camden?
eight pounds a week pocket money. For that, I do
B:  Oh, no, I want to run. But I haven't got any white ST:  It’s not old, it’s from 1974, and it’s not beautiful.
different jobs around the house. You know, take the
clothes. But I love it because it’s great for young people. And
rubbish out and things like that. I don’t spend a lot
T:  Okay, we still have a lot of time so let's go and I’m still young. It’s got some amazing clothes and
of money on clothes but I love going out with my
buy some cheap shirts and trousers now. And we music. Some really strange clothes, too. There are
friends. The next day I feel bad because I’ve spent
need a few red scarves. some strange people around, too. You can get lots
a lot. I don’t save money and I never have anything
B:  And then let's have some fun. I'm sure we can of fantastic old records, too. My boyfriend collects
in my bank account. I don’t know where it all goes. I
meet some nice local people. them so we go there a lot at the weekends.
get nervous when I think about money.
T:  Come on, Bill! We need to get a little sleep. We P:  Any bargains?
4  Well, I’m terrible with money, really. I get ten
don't want any bulls to run faster than we do. ST:  Well, London’s expensive. But you can buy some
pounds a week pocket money from my mum and
dad. But I never have any money. I’d like to get a really good clothes by young designers. They’re
CD 1, Tracks 30 and 31 interesting and different from the usual clothes in
part-time job. What do I spend money on? Well, I
1 P = Pierre   ME = Mrs Edwards the shops. You can find some great bargains.
spend it on going out with my friends and on mobile
ME:  Hi. P:  Thanks a lot, Sue. And now for …
phone calls. I also buy clothes and computer games.
P:  Mmm, hello, Mrs Edwards, It's Pierre. Can I speak
I enjoy going to clothes shops. I’m afraid I don’t save
to Alison, please?
any money. I’ve got a bank account but I never have CD 2, Track 5
ME:  Hi there, Pierre. Sorry, she’s out. Do you want any money in it. L = Lyn   S = Sophie   SA = Shop Assistant
to leave a message? L:  Sophie, look … over there. That stall looks really
P:  Ah, yes please. I want to go to St Patrick’s Day CD 1, Tracks 36 and 37 good.
this Saturday. It’s like a big party for Ireland’s Repeat of Speaker 1 from the tracks above. S:  Oh, yes. Maybe it’s a good place to get Annie’s
national day, right? present. Let’s check it out.
ME:  Yeah. It’s good fun. We went last year. CD 1, Track 38 L:  Those T-shirts are really nice! What do you think?
P:  And there’s a sort of walk with music. 1  I get six pounds a week pocket money. Six. S:  Mmm, yeah, they are …
ME:  Yes. A parade. It’s really good. 2  I get sixteen pounds a week pocket money. SA:  Hello. Can I help you?
P:  Mmm, I saw a poster. The musicians wear that Sixteen. S:  Mmm, yes, can I have a look at those T-shirts,
kind of skirt for men. 3  I earn thirty pounds. Thirty. please?
ME:  A kilt. They wear kilts in Scotland, too. 4  I earn thirteen pounds. Thirteen. SA:  Sure! What size?
P:  Anyway, it starts at twelve o’clock. Can Alison 5  I’m careful and save about fifty pounds a month. S:  Medium, I think. It’s for a friend.
phone me about it? I’m at Paul’s house until eight Fifty. SA:  Medium? This is a medium. Here you are.
o’clock. I haven’t got my mobile. His number’s 6  I’m careful and save about fifteen pounds a S:  Thanks. Can I try it on, please?
7331587 month. Fifteen.
SA:  Yes, of course, the changing room is over there.
ME:  7331587. Okay. I’ll give her the message. SA:  Is it the right size?
P:  Thanks, Mrs Edwards.
CD 1, Track 41
1 C = Colin   J = Jake S:  Well, it’s a bit too big. My friend’s about my size.
ME:  Not at all. SA:  I’m sorry, we haven’t got any smaller sizes.
C:  Hi, Jake. Where have you been? Your suntan is
2 P = Paul  A = Alison fantastic. And it's the middle of winter! L:  What about a scarf?
P:  Hi. J:  I’ve been to the Alps, skiing. Have you ever been S:  Mmm, maybe. I’m not sure. How much is this
A:  Hi, Paul. Is Pierre there, please? This is Alison. to the Alps, Colin? scarf?
P:  Sorry, he’s out. Have you got his mobile number? C:  No, but I’ve climbed Ben Nevis. SA:  Seven pounds fifty.
A:  Yeah, but he hasn’t got his mobile with him. Can J:  Ben Nevis? What is it? S (to L):  What do you think?
you tell him okay for St Patrick’s Day on Saturday? C:  Oh, it’s the highest mountain in Scotland. It’s L:  I think it’s perfect. Annie likes this colour.
P:  Right. 1,344 metres high. S:  Okay, good! Can I have this one, please?
A:  But I’ve got a piano lesson at eleven o’clock. We 2  A = Amy   S = Sara SA:  Yes, of course.
can meet at my house at twelve o’clock and get the A:  Sara? You won’t believe it! I'm doing some SA:  Thanks. Two pounds fifty change.
bus to Trafalgar Square. shopping in Covent Garden and I’ve just seen Hugh S:  Could you wrap it up, please? It’s for a present.
P:  Okay. Grant! SA:  I’m sorry. I haven’t got any paper. Here you are.
A:  The parade gets there at about one o’clock. S:  Hugh Grant? Don't make me laugh, Amy! He’s S:  Oh, Okay, thanks.
We’ve got lots of time. ancient. SA:  Thank you. Bye.
P:  Okay, I’ve got that. A:  Well, have you ever seen anyone famous?
A:  Thanks, Paul. S:  Oh, yes, I’ve just seen Brad Pitt and George
Clooney. They’re showing an old film on the telly
again.

133

Z02_CHOI_TB_PINGLB_2216_TAPE.indd 133 29/09/2011 14:15

 CD 2, Track 6 It took ages to fix and we missed the plane! with my grandparents. My mum and dad are here on
SA = Shop Assistant   S = Sophie P:  Oh, no! Did you buy another ticket? the left. We get on well but my parents and I have
SA:  Can I help you? J:  No, they were really expensive – so we just went different tastes in music and fashion. For example,
S:  Yes, can I have a look at those T-shirts, please? home! they can’t stand T-shirts with slogans and I love
them! And they get angry when I don’t tidy my room.
SA:  What size?
S:  Medium. Can I try it on, please?
CD 2, Tracks 17 and 18 I’m not very tidy, you see.
Edmond swam away from the Chateau d’If. After 2  This is a photo of me with my husband, Sam, and
SA:  Of course, the changing room is over there. a few minutes, he saw a small ship. It was leaving his family. It’s not a big family like mine. I’ve got
S:  It’s a bit too big. How much is this scarf? Marseilles and was coming closer to him. He shouted twenty-five cousins! We always get together with
SA:  Seven pounds fifty. and waved. ‘Help. Help me. Please! Help!’ The sailors Sam’s family every Christmas. I’m standing next
S:  Okay. Can I have this one, please? saw him and picked him up. ‘I’m a sailor and I lost my to Sam behind the sofa and these are Frank and
SA:  Thanks. Two pounds fifty change. ship in the storm,’ said Edmond. Luckily, the captain Debbie, our two kids. Frank’s eighteen and Debbie’s
S:  Could you wrap it up please? believed him and took him on board. Now, Edmond twelve. Sam’s older brother, Jonathan, is here on the
SA:  I’m sorry, I haven’t got any paper. wanted to go to the island of Monte Cristo. He didn’t left with his family. And those are his parents on the
have to wait long. The ship went to the island to sofa next to Debbie. I get on very well with Steve,
CD 2, Track 7 meet another ship. When they got to the island, my father-in-law. He’s a very nice man, I think. But
SA = Shop Assistant   S = Sophie Edmond found the spot on Faria’s map. He wanted I sometimes argue with Joy, my mother-in-law.
SA:  Can I help you? to stay and spoke to the captain. ‘I’m sorry, I’m not She’s very old-fashioned, you know. We have very
S:  Can I have a look at those T-shirts, please? feeling very well. I need to stay here for a few days. different opinions about a lot of things. She gets
SA:  What size? Maybe, you can pick me up when you come back to angry when I don’t agree with her!
S:  Can I try it on, please? the island later.’ The captain agreed and when the 3  This photo is from last Christmas. Joy and I always
S:  How much is this scarf? ship went away, Edmond went back to the place on take the family out to a hotel for a special meal.
the map. He moved a big rock and found a cave. In We do it every year, you see. You can see my older
S:  Can I have this one, please?
the cave was a wooden chest full of bars of gold! son, Jonathan, on the left with his family. Those are
S:  Could you wrap it up, please?
He took some of the gold and waited for the ship my two grandchildren, Tim and Paula, and my little
to come back for him. When they got to port again, great-granddaughter Milly. She’s great, isn’t she? On
Module 4: Stories Edmond bought a beautiful little boat. Then he the right, is Sam, my younger son with his family.
sailed back again to the island of Monte Cristo in his That’s little Debbie next to me on the sofa. She’s
CD 2, Tracks 9 and 10
boat. He went straight to the cave and collected the doing really well at school and her older brother,
1  My favourite book is The Count of Monte Cristo by
rest of the treasure. Now he was a very, very rich Frank, is going to university this year. I usually
Alexandre Dumas. I really love it! There is a film of
man. Edmond Dantès was now the Count of Monte get on very well with everybody in my family but I
it, too. It’s an adventure story from the nineteenth
Cristo! sometimes argue a bit with my son, Jonathan. We
century. It takes place in France and it’s about a
young sailor called Edmond Dantès. Some soldiers are very similar, you know!
CD 2, Track 19
arrest him on his wedding day and then take him to
a prison on an island near Marseilles. It’s a long book
1  The sailors saw him and picked him up. CD 2, Tracks 27 and 28
2  When they got to the island, Edmond found the Repeat of Speaker 1 from the tracks above.
but it’s really exciting. I think so anyway.
spot on Faria’s map.
2  One of my favourite films is Avatar by James CD 2, Track 29
3  Maybe, you can pick me up when you come back
Cameron. He was the director of Titanic. Avatar is 1 /z/ 2 /s/ 3 /iz/
to the island later.
a science-fiction story and it’s really imaginative. It generations parents families
4  When the ship went away, Edmond went back to
takes place on a planet called Pandora. Pandora’s
the place on the map. cousins T-shirts dresses
got some fantastic plants and animals and some
5  Then he sailed back again to the island of Monte uncles skirts nieces
interesting native people. The film is about an
ex-soldier called Jake. Jake can’t walk but he controls Cristo in his boat. jeans piercings
an Avatar, half human and half alien, on the planet 6  He went straight to the cave and collected the tattoos clothes
Pandora. Through his Avatar, Jake meets the native rest of the treasure. hairstyles jackets
people, like the beautiful Zoë.
3  The Proposal is one of my favourite films. It’s a
CD 2, Tracks 21 and 22 CD 2, Track 32
K = Kelly   J = Jack M = Maria   MU = Mum   G = Granny  
romantic comedy by Anne Fletcher and the stars are
K:  Hi, Jack. How was the weekend? D = Dad
Sandra Bullock and Ryan Reynolds. It takes place
in New York and Alaska and it’s about the boss of a J:  Okaaay. I had a real adventure on Sunday. 1
book company, Margaret, and her assistant, Andrew. K:  Really? What happened? MU:  Maria, where is my black jacket? You haven't
Margaret is Canadian and needs to marry to stay J:  Err ... Well, I was at my mate Sam’s farm. We were taken it, have you?
in the USA so Andrew agrees to get married to her. on their motorbikes. M:  Well, I have. It's been in your wardrobe for ages.
But they are not in love and it is not a real marriage. K:  Mm. You never wear it.
Then, they go for a weekend to Andrew’s home in J:   Anyway, we stopped in a field for a drink of MU:  But I want to put it on tonight! Where is it?
Alaska and they start to fall in love. In the end, they water. Sam sat down and suddenly shouted ‘A 2
really want to get married. snake’s bitten me on the hand!’ M:  Granny, can I borrow your gold necklace? I'm
K:  Oh, no! going out tonight.
CD 2, Tracks 11 and 12 J:  Umm ... You know, I didn’t think it was serious. But
Repeat of Speaker 1 from the tracks above. G:  Sure, you'll look great in it. I've had it all my life –
then, Sam’s hand became red and swollen and he my granny gave it to me on my first birthday. But I
couldn’t breathe properly.
CD 2, Track 13 don't have many opportunities to wear it now.
K:  Oh, no! What did you do? 3
1  My favourite book is The Count of Monte Cristo.
J:  First, I phoned his dad. Then, I rode his motorbike M:  I'm going out with Adam. We're going to the
2  It’s an adventure story.
back to the farm. He was on the back. It took twenty cinema.
3  It takes place in France.
minutes but felt like hours. D:  Who is Adam? I've never heard of him.
4  It’s about a young sailor.
K:  Really? M:  Oh, Dad. I've known him since primary school.
5  It’s really exciting.
J:  Luckily, the ambulance was there and they quickly
CD 2, Track 15 took him to hospital. In the end, Sam was okay. His CD 2, Tracks 33, 34, 35 and 36
A = Anna  P = Peter   J = James parents gave me one of their old motorbikes as a S = Sam   SU = Susan
reward. S:  Hi, there. On Teen Speak today we’re going to
A:  I'm really excited it's nearly the holidays. What
did you do last summer, Peter? K:  Wow! talk about parents. Yep, that’s right. How to talk
P:  I went camping with my brothers. It was fun but J:  Yeah, I was really pleased. with your parents! We’ve got Dr Susan Jacobs in
the beginning was a disaster! the studio. She’s a psychologist and counsellor. Hi,
CD 2, Tracks 23 and 24 Susan.
A:  What happened? 1  Mm.    2  Oh no!    3  Wow!    4  Really?
P:  We were sleeping when all this water came into SU:  Hello, Sam.
our tent! We didn't sleep much the rest of the night! S:  What can you do when you have lots of
We moved the tent after that! What about you, Module 5: Generations arguments with your parents?
SU:  Well, the first thing is this. When you’re a
Anna? CD 2, Tracks 25 and 26
A:  Oh, I went to Prague with my family. It was teenager it’s quite normal to disagree and have
1  Well, I haven’t got a very big family. I’ve only got
lovely – and one great thing happened. We were arguments with your parents. Sometimes, they
one older sister and two cousins. My mum hasn’t got
walking in the city when I saw a man in front of me want one thing and you want something different.
any brothers or sisters, you see. Anyway, our family
drop his wallet but he didn't notice. I picked it up The important thing is how you talk about these
always gets together every year at Christmas. I
and ran after him. He was so happy he gave me fifty things with your parents.
don’t often see my sister Paula and her daughter
euros as a thank you! because they live in Spain. She’s on the left here S:  What do you mean?
J:  Wow! That's really nice! Not like my last holiday! with her baby, Milly. I get on really well with my SU:  Well, talking is good. But some things are
A:  What happened, James? cousin Frank. He’s the guy next to me in the red not good. For example, never shout. Try to speak
J:  Well, nothing, that's the problem. We were driving shirt. He’s a year older than me and he’s great fun. quietly. That changes everything. And don’t
to the airport when the car suddenly got a flat tyre! But I sometimes argue with my cousin Debbie. interrupt people. Give them time to speak. Don’t
That’s his little sister – she’s sitting on the sofa get angry and leave the room in the middle of the
argument.
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 S:  That’s sometimes difficult. Not to get angry. CD 2, Track 39 2  Well, I don’t usually buy CDs because they’re so
SU:  Yes, but getting angry doesn’t help. When you 1  I agree with you about that. expensive. My mum and dad have got lots of them
get angry, your mum or dad get angry, too. So try to 2  Personally, I think eleven thirty is a better time. but I don’t like most of their music. You know, it’s all
be patient. 3  What do you think? jazz and rock from the 1980s. I usually download
S:  So what do you do when you have a problem music from the Net or I get it from friends. I don’t
4  I’m sorry, I don’t agree with you.
about something? Maybe you want to go out with know how much I spend on music every month. It’s
5  In my opinion, eleven thirty is very late.
friends and come back a bit later. Maybe you want to difficult to calculate. Maybe about ten pounds on
6  I don’t think it’s late. downloads and ten pounds on concerts. I’d like to
have a computer in your room.
7  You’re right. go to a festival but they’re very expensive in this
SU:  Well, first, find a time when you can speak with
8  Do you think eleven fifteen would be okay? country.
your parents. Not in the mornings, when everybody
is in a hurry. And find a good, quiet place to talk. The 9  I really think it’s a bit unfair. 3  Well, one of my favourite bands is Zero 7. I’ve
car is often a good place to talk. 10  I disagree with that. been to two of their concerts and went to one last
S:  Okay. So you choose a good time and place. week. It was one of the best concerts I’ve ever
SU:  That’s right. And before you speak to them, Module 6: Music been to. It's chill-out music – it’s great for doing
think of what you want and of your reasons. Why my homework at night. I like rock, too and a bit of
CD 3, Tracks 1 and 2 rap. My brother’s into that and I get music from
do you want to stay out later? Why do you want a
1  [punk/rock] him. I like playing rap really loud and so I put on my
computer? Why do you want to stay at your friend’s
2  [new age] headphones, turn the volume up and forget about
house?
3  [dance music] everything. But chill-out is great for relaxing. You
S:  Okay, like a kind of presentation at school.
4  [country and western] know, when I’m stressed out with exams and things
SU:  That’s right. And make positive suggestions,
5  [hip hop/rap dance] like that.
too. Offer to do things in the house. For example,
6  [jazz] 4  Yes, I do! I often go on Saturday nights with my
take out the rubbish or do some of the shopping.
friends at a club in the centre of town. We have a
Show that you are a responsible person.
CD 3, Tracks 3 and 4 great time. The only problem is that I have to be
S:  I see.
Well, I come from a very musical family and I’m really back home really early, at about eleven o’clock. I
SU:  When you do that, when you’re patient and you into music. You can hear music all the time at home, think I’m quite good and I’d like to have classes. You
give reasons and offer to do things, your parents you know. I can’t imagine life without music, really. know, in salsa and samba, Latin American stuff. I
will be more ready to give you more responsibility. Anyway, I like various different styles but I just love really like it. But it’s not easy.
S:  Thanks a lot, that was very useful. listening to rock, especially indie and heavy metal. 5  Well, when I was younger, about fifteen, I was
SU:  Not at all. Sometimes, I borrow my dad’s old CDs and records. really into Britney Spears. I listened to pop music
S:  Now, we’ve got some teens on the line. First, He’s got quite a good collection, you know. I can’t a lot then and she was my favourite. My favourite
Bretta Hanlon from Liverpool … stand pop. My sister likes those singers like Britney is one of Britney’s old songs. It’s called Womanizer.
Spears and Beyoncé. Argh. I liked that kind of music I met my boyfriend when I was fifteen and we
CD 2, Tracks 37 and 38 when I was younger but now I hate it. Anyway, listened to it a lot. I’ve got a lot of good memories
M = Mum  E = Emma at the moment I’m crazy about Kaiser Chiefs. I s] about it. When I listen to it now, it brings back all
M:  Do you know what the time is, Emma? aw them in concert last year and they were really those good times.
E:  Hi there, Mum. Sorry, I’m a bit late. amazing. Groups like Slipknot and Metallica are also
M:  A bit late. You’re an HOUR late. It’s eleven thirty! pretty cool. I’ve got a good singing voice and I was in CD 3, Tracks 12 and 13
E:  Well, you see, Josh brought me in his car. And ... the school choir when I was younger. I can play the A:  Good morning, the 02 Arena. Can I help you?
M:  That’s the third time in two weeks! That’s it. guitar a bit. I started classes two years ago. I’d like B:  Yes, I’d like information about the Green Day
Next weekend, you can’t go out! to start a rock group with a couple of friends but it’s concert, please. It’s in April, right?
E:  Mum! That’s not fair! All my friends can stay difficult to find a place to play. Our neighbours don’t A:  The Green Day concert? Yes, that’s right. It’s on
out later than me. And they have computers and like my music very much! Saturday the ninth of April at seven p.m.
televisions in their rooms ... B:  I see. And how much are the tickets?
M:  I’m not worried about your friends. I’m worried
CD 3, Track 5 A:  Tickets for the Green Day concert: standing area
instrument bagpipe saxophone
about you, Emma. You see, it’s important that … forty-five pounds; lower area fifty-five pounds;
hip hop clarinet trumpet
E:  I HATE this house! I’m going to bed! higher area thirty-five pounds.
classical keyboard violin
E (on phone):  Okay, I’ll ask. Yeah. Bye. B:  Thanks. And how can I buy the tickets?
E:  Mum? A:  Well, you can book on our website: www.theo2.
CD 3, Track 7 co.uk. Or you can get tickets by phone, too from our
M:  Yes.
1 K = Kevin   J = Jane box office. The phone number is 0870 600 6140.
E:  Can we talk?
K:  Oh, Jane. You know there's a documentary about You can phone twenty-four hours a day, seven days
M:  All right. What do you want to talk about, Emma? Nirvana and Kurt Cobain on BBC2 tonight? a week.
E:  Can we talk about the times for coming home? J:  Thanks, Kevin, but I can't watch TV tonight – I B:  Right. And how can I get to the 02 Arena?
M:  Okay. have to practise for my piano lesson tomorrow. A:  Well, there are buses twenty-four hours a day. Or
E:  You see there’s a problem. The buses from the K:  The piano is more fun than chemistry. I have to you can get the Underground. The nearest stop is
centre to here aren’t very good. study for a test next week. on the Jubilee Line. And there are express boats on
M:  Mmm, yes, I agree with you about that. J:  But you don't have to practise for three hours the river, too.
E:  And they’re terrible at night. Before, Kate came every day. I can't have any fun. B:  How much are the boats?
home with me but now, she can stay out later. It’s K:  Don’t complain! You can always stop playing! I A:  Tickets from central London are twelve pounds
a real problem. Personally, I think eleven thirty is a can't stop going to school! return.
better time. What do you think? 2 T = Tom   M = Martha B:  Okay, thanks. One more question. What about
M:  I’m sorry, I don’t agree with you. Eleven thirty is T:  Martha?! Do you know anything about Napoleon? food and drink at the O2 Arena?
late. And you’re only fifteen.
M:  What did you say, Tom? A:  Well, there are lots of cafés and restaurants at
E:  Nearly sixteen. Next month.
T:  I have to write an essay on Napoleon this the Arena. For example, you can get Chinese food,
M:  Okay, but in my opinion eleven thirty is very late. weekend. Any ideas? hotdogs, pizzas, sandwiches and fish and chips.
E:  I don’t think it’s late, Mum. Not these days. When M:  Napoleon? That's interesting. I can lend you a B:  Okay, thanks a lot.
you were young, maybe eleven o’clock was really book about him. He was a very interesting man. A:  Not at all.
late but not now.
T:  Well, you don't have to write six hundred words
M:  Your dad or I can pick you up from the centre in about him for tomorrow. CD 3, Tracks 14 and 15
the car. 1  It’s on Saturday the ninth of April at seven p.m.
M:  No, but I have to finish a project on pollution for
E:  Thanks, Mum. But that’s a problem for you. You Friday. We can swap if you like. 2  And how much are the tickets?
can’t always come. 3  And how can I get to the 02 Arena?
M:  Yeah, you’re right. There’s your little sister and CD 3, Tracks 9 and 10 4  There are buses twenty-four hours a day.
your grandma. 1  Mmm, that’s a difficult question. I listen to music 5  There are lots of cafés and restaurants at the
E:  I could do more around the house. I can do some for three or four hours a day, with different kinds Arena.
of the shopping after school. You don’t finish work of music at different times. You know, chill-out in
until late and you’re always very tired. the early morning and late at night. Rock and rap CD 3, Tracks 16 and 17
M:  Mmm. Well, I don’t know. is good on the bus to and from school. I usually A:  Hey, look. There’s a Slipknot concert next month
E:  Do you think eleven fifteen would be okay? When listen to music on my MP3 player and I always turn at the O2 Arena. I’m really into Slipknot.
I’m sixteen? it on when I’m studying. But nowadays, I turn it off B:  Mmm, I’m not. I’m not a heavy metal person.
M:  Okay, all right. Next month. But I need to ask when I’m walking to school. I nearly had an accident A:  I am. I love heavy metal. Hey, there’s a Kaiser
your dad. last year because I didn’t hear a car coming. In the Chiefs concert, too. I really like Kaiser Chiefs.
E:  And what about next weekend? I really think it’s mornings before school, I listen to music on the
B:  Me too. But I don’t like their latest record.
a bit unfair. radio but my parents often get angry and I have to
A:  I do. I think it’s great. But I don’t like the last
M:  I disagree with that. And you got angry, too. turn the volume down. I like listening to music with
track.
friends, too. That’s important for me. You know, we
E:  Okay for Friday but not Saturday … ? B:  Me neither.
can talk about our favourite songs and share music.
M:  All right, Emma.
E:  Thanks, Mum!

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 Module 7: Health DA:  Good morning. D:  Goodbye, Debbie
P:  Dr Alexander. Recently, there have been more L:  Goodbye.
CD 3, Tracks 18 and 19 cases in Britain when people ring the emergency
1  Well, I’ve been to hospital twice. But I’ve never services for unimportant things or go to Accident CD 3, Track 32
spent a night there. And I’ve never had a bad illness and Emergency when there is nothing very serious. 1  So, what’s the problem?
or accident. I’m not ill very often but in the winter, I 2  Where does it hurt?
DA:  Yes, this a big problem for the emergency
sometimes have a cold. In the summer, I occasionally 3  Any vomiting?
services. People with serious problems cannot get
have hayfever, too. I do lots of exercise and I eat
attention because of these people. 4  How long have you had these symptoms?
quite well but I need to sleep more. I feel tired in the
P:  What number do we have to ring when we have a 5  I’m afraid you’ve got a stomach infection.
evenings, you know. And I really need to eat less
real emergency? 6  You should drink plenty of water.
chocolate. I just love chocolate!
DA:  Well, there are two numbers. 999 is the old 7  You shouldn’t drink coffee.
2  In general, I’m very lucky. I’ve never been to
number but you can also ring 112. 112 is the 8  Take these pills three times a day.
hospital or had a serious illness or accident. And I
number for emergencies in the European Union.
never have flu or colds or that sort of thing in the
P:  And what is a real health emergency?
winter. I always eat very well – you know, lots of
DA:  When somebody is really ill or when there
Module 8: Nature
fruit and vegetables. I hate junk food. And I do lots
of exercise. I love swimming and cycling, too and I’m has been a serious accident. For example, when CD 3, Tracks 34, 35, 37 and 38
very fit. I never feel tired or depressed and I usually somebody has a bad pain in the chest or has P = Presenter   SH = Sarah Hughes
sleep about nine hours a night. breathing problems. Or somebody is bleeding badly, P:  And now on Radio Richmond, we’ve got Sarah
3  I’m not into all that health stuff. It’s boring. Yes, when their chest and arm hurts or you think they Hughes from West London Wildlife.
I’ve been in hospital a few times. I hate the winter have broken a bone. SH:  Hello there.
because I often have colds and flu – and headaches, P:  What information do you need to give? P:  So, Sarah, what do you do exactly?
too. And I often feel tired but I hate going to my DA:  First, give your address then describe the SH:  Well, we’re a group of volunteers here in South
doctor. She always says, ‘you need to do more problem. Next, follow the instructions of the person West London. We teach people about nature.
exercise and stop drinking and smoking’. But I like a on the phone. P:  Nature, in this part of London?
drink and I only smoke a packet or two a day. I’d like P:  What is not a serious emergency? SH:  Yes, we’re lucky. In our area, there are lots of
to stop but it’s difficult once you’ve started, you DA:  Things like toothache, coughs or small green spaces. Our local park, Richmond Park, is three
know. accidents. For example, bee stings for people with times bigger than Central Park in New York!
no allergy. P:  Wow! I didn’t know that.
CD 3, Tracks 20 and 21 P:  What if you are not sure? SH:  Actually, all of London is quite green. About
Repeat of Speaker 1 from the tracks above. DA:  Well, you can ring a National Health Service sixty-six percent of the city is water or green space.
number and get help. The number is 0845 4647. Amazing, eh? And there are three million private
CD 3, Track 22
an accident earache stomachache P:  0845 4647. Right. What about first aid? What do gardens.
we need to do in an emergency? P:  Three million? Mmm.
chocolate hayfever a temperature
DA:  Well, people really need to learn more about SH:  Yes. It’s great for wildlife. You can see
a cold a headache toothache
first aid in this country. Very few schools teach interesting varieties of birds – there are over three
a cough an illness vegetables
about first aid here. In other countries, I think it is hundred and fifty species. And there are other
flu a sore throat different. First aid is very important. It saves lives. interesting animals, too like deer. My favourite
P:  Thank you very much, Dr Alexander. animals are deer. We’ve got them here in Richmond
CD 3, Track 24 DA:  Not at all. Park.
1  A = Amy   M = Mum P:  And your least favourite animal?
A:  Mum, I feel horrible – I’m sleepy and I've got a CD 3, Tracks 30 and 31 SH:  My least favourite animals are rats. They’re
headache. And I've got to revise bacteria and viruses D = Doctor   L = Lottie horrible. There are more rats than people in London!
for the biology test tomorrow. I’m going to fail the D:  Hello. Come in. That’s about eight million – ugh!
test! L:  Hello. P:  What about the River Thames?
M:  You're studying too much, Amy. You work too D:  Sit down. Right. It’s Debbie Green, right? SH:  Well, there’s less water pollution now than fifty
hard, you're going to get ill. Have a shower and go to L:  No, it’s Lottie Brown. years ago. In fact, there are about a hundred and
bed. It's almost midnight, anyway.
D:  So, what’s the problem, Debbie? twenty different species of fish in the river.
2  L = Luis   S = Sylvia
L:  Lottie. P:  And climate change?
L:  It's awful, Sylvia. There are only ten minutes
D:  Lottie Green. I’m sorry. SH:  I think our climate is definitely changing. For
left. Fabregas has got a knee injury, Villa is out with
L:  Well, I’ve got a stomachache and I feel a bit sick. example, the winters are not so cold these days and
flu and now Puyol has just got a red card. They are
D:  Oh, a headache. we don’t get snow very often.
going to lose!
L:  No, a stomachache. P:  And other environmental problems?
S:  Come on, Luis, they may not lose. It's only 2–1.
D:  Oh, a stomachache. And you’re sick, you say. SH:  The biggest environmental problems are air
They are a brilliant team and Torres is great today.
Hmm. Okay. Now where does it hurt? pollution and noise – from cars and aeroplanes.
CD 3, Track 25 L:  Here, in my stomach. There are nearly forty days a year in London with
J = Jim   H = Helen D:  Hmm. Any vomiting? dangerous levels of pollution. That’s very worrying.
H:  Hi, Jim. Have you heard the news? There’s a flu L:  Yes, I’ve been sick twice. P:  Okay, thanks a lot, Sarah. That was really
epidemic in town. The authorities may close the interesting.
D:  I see, vomiting. What about diarrhoea, Debbie?
school next week. SH:  Not at all.
L:  Lottie. Yeah, that too.
J:  You're joking! D:  Oh, dear. And how long have you had these CD 3, Track 36
H:  No, more than a thousand people are already ill symptoms? 1  sixty-six percent
in town. I'm sure there won't be many people in class L:  Since yesterday afternoon. thirty percent
today, you'll see. D:  Hmm. And what did you have yesterday for ninety-nine percent
J:  Maybe the teacher will cancel the history test. I lunch?
don’t know anything about the French Revolution. twenty percent
L:  Yesterday? We had pasta and salad. 2  three million
H:  But you're good at sports. I hope the school D:  Pasta and salmon?
authorities don't cancel the football game on eight million
L:  No, pasta and salad. three hundred thousand
Saturday because of the flu.
D:  Sorry! Has anybody else in your family had sixty-five thousand
J:  They can't do that! We have a great team and problems?
we will certainly win. And I've heard someone from two hundred thousand
L:  No, they haven’t.
Arsenal may come on Saturday to look for young 3  over three hundred and fifty
D:  Right. And have you got any food allergies?
players. I hope he'll pick me! about a hundred and twenty
L:  No. I can eat anything.
nearly a hundred
CD 3, Tracks 26, 27, 28 and 29 D:  Lucky you! Okay, right, well I’m going to take
P = Presenter  DA = Dr Alexander your temperature. CD 3, Track 40
P:  Recently, there have been lots of cases in the D:  Oh, you’ve got a high temperature, Debbie. I’m A = Amy   M = Mum
news about people using the emergency services afraid you’ve got a stomach infection. A:  Hello?
badly. One man in London rang for an ambulance L:  Oh, no. I’ve got exams next week. M:  Hi, Amy. Have you remembered about the cat?
because he had a sore throat. A woman in Essex D:  Don’t worry, Debbie. You’ll get over it in a couple A:  Mum! I'm still at school. Don't worry! I'll feed him
phoned the fire brigade because her cat was in a of days. Now, you should drink plenty of water when I get home.
tree and didn’t want to come down. A Bristol man and apple juice. You shouldn’t drink coffee or fizzy M:  Please, don't be late. If he doesn't get his food,
rang the police from a restaurant because they put drinks. When you feel a bit better, you should have he'll eat the fish in the aquarium. He's done it
mushrooms on his pizza and he didn’t want them! some soups and then a bit of rice or pasta. before.
It sounds funny but it is a really serious problem. L:  All right, thanks, doctor. A:  I know, Mum.
We have Dr Kirsty Alexander on the line from D:  Take these pills three times a day. M:  Oh, and can you wash his bowl before you give
the Accident and Emergency department at the L:  Right. Thanks, doctor. him the food? He won't eat anything if the bowl is
Shrewsbury Royal Infirmary. Dr Alexander? D:  Not at all. dirty.
L:  Thanks.
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 A:  I know, Mum. When will you be home? T:  No, I’ve got some matches. We can cook a nice round of repairs. This time, the equipment was
M:  Oh, I don’t know, about eight o’clock. I'll ... romantic dinner. Sausages and mushrooms. My attached properly, the astronauts did their job and
favourite! But let’s get started before it gets dark. nothing was lost. The spacewalk lasted over six
CD 4, Tracks 2, 3, 4 and 5 K:  Okay, Tim. You sure about this? hours and two more are planned for this mission.
P1 = Presenter 1  P2 = Presenter 2 T:  No problems. On Wednesday, I saw an interesting The repairs will let more astronauts work at the
DO = Dr Osman programme about survival and the environment on Space Station at the same time. An extra bathroom,
P1:  It’s six o’clock and it’s raining outside here in Discovery Channel. kitchen and two beds have already been fixed. The
London. A good time to talk about holidays with On K:  So now you’re an expert. tool bag that was lost during the first spacewalk
the Move, the travel programme. T:  That’s right, sweetie. went into orbit and can now be seen from the Earth.
P2:  Hello and welcome to On the Move. More and It looks like a small star going very fast across the
more people are going to places like Africa, Australia CD 4, Track 11 sky. A computer model has been worked out to
and the Americas. But what about all the creepy answer different interesting estimate the bag's exact position at any time. It is
crawlies and deadly animals there? Dr Alan Osman is asthma environment poisonous not known how long the bag will travel around the
in the studio to talk about them. battery every sure Earth. Small objects flying in space gradually slow
DO:  Good evening. comfortable favourite tired down, get closer to the Earth and are finally burned
P2:  Dr Osman, what are the top ten deadliest in the Earth's atmosphere. But this process can take
dangerous fire Wednesday
animals? years, like ...
DO:  Well, at number ten are bears.
CD 4, Track 12 CD 4, Tracks 20 and 21
P2:  Bears?
1  I think we should phone someone. Hello and welcome to our new series on the world’s
DO:  Yes, they kill about ten people a year. They look airports. In this series, we’re going to look at some
cute but can be dangerous. When a bear gets on its 2  We should carry on walking and stop later.
of the world’s biggest and most important airports
hind legs, you know you’re in trouble. At number 3  Let’s make a shelter.
in cities like New York, Chicago, Paris, Madrid,
nine are sharks. They kill about a hundred people a 4  What about over there? London and Beijing. First on the list is Heathrow
year in places like South Africa. So be careful when 5  We can collect wild food, too. Airport in London. Heathrow is the busiest
you go swimming there. 6  Why don’t we start a fire? international airport in the world with sixty-seven
P2:  Right. I’ll remember that. million passengers a year. It now has five passenger
DO:  At number eight are jellyfish. Some species CD 4, Track 13 terminals and a cargo terminal. The newest terminal
kill over a hundred people a year. If one stings you, 1 K:  I think we should phone someone. is Terminal Five which was opened in 2008. Ninety
try to get the venom out and get to a hospital! At T:  Who? airlines take off and land from the airport and go to
number seven is the hippo. It looks laid-back but 2 K:  We should carry on walking and stop later. one hundred and seventy destinations around the
is aggressive and kills up to five hundred people a T:  When? world. The most popular destination of all is New
year. Elephants are number six. 3 T:  Let’s make a shelter. York. Every year, nearly three million people go from
P2:  Elephants? They look friendly. K:  Where? Heathrow Airport to New York. That’s an awful lot of
DO:  Mmm, they’re not aggressive but they’re big 4 T:  What about over there? people! Of course, with so many people and flights
and strong and kill over five hundred people a year. K:  Why? there are a lot of problems in the airport. In one
At number five, alligators. They kill about eight 5 T:  We can collect wild food, too. survey of international airports, Heathrow was the
hundred people a year. Be careful in areas where K:  What? least popular airport in the world with passengers
they live – it is dangerous to go swimming there. because of the crowds and long delays. One reason
6 T:  Why don’t we start a fire?
P2:  Right. What about number four? for this is that the design of the airport was for
K:  How?
DO:  Big cats, like lions and tigers. Over eight fifty-five million passengers and not the almost
hundred people die from big cat attacks. At number seventy million people who now use it every year.
three are scorpions. They kill about 2,000 people Module 9: Flight The airlines in Heathrow don’t have very long to
a year. Always check if there’s a scorpion in your load and unload and they have slots for taking off
CD 4, Tracks 14 and 15 and landing. So, when an airline misses a slot there
bedding and shoes. They love hiding there and can 1  I usually go to work in my little plane. It’s a micro-
give you a nasty surprise. are big problems. Time is very important and delays
light actually and I’m a pilot and a flying teacher. It
P2:  I can imagine. What about number two? can cost a lot of money. Another difficulty is getting
only takes me twenty minutes in my plane. It’s great
DO:  Poisonous snakes. There are four hundred and so many people to and from the airport. Now there
and very relaxing. When I fly over the motorway,
fifty venomous species that cause 50,000 deaths are fast trains that go from Heathrow to Paddington
I always look at the people in their cars. The only
a year. Stay away from snakes and wear good boots Station in London every fifteen minutes. There is
problem is when it’s windy. I have to take my car
when hiking. also an Underground line to the centre of the city
then! Unfortunately, I can’t go on holiday in my
and lots of coaches and buses. Of course, security is
P2:  So what’s number one? microlight because there’s only space for one person
very important at Heathrow nowadays. There are …
DO:  The mosquito. It’s tiny but it causes up to three and I’ve got a family. We usually go on holiday
million deaths a year. by car. I hate flying on big planes because of the CD 4, Tracks 22 and 23
P2:  Three million! That’s awful. uncomfortable seats and the crowds at airports. C = Customer  E = Employee
DO:  Yes, the P2 mosquito bites people and carries 2  I live in sunny southern Spain and work in London. C2 = Customer 2
diseases like malaria. Wear long-sleeved clothes like I travel to work by plane. I leave early on Monday C:  Good morning.
jackets when it gets dark and use sprays. and come back on Thursday night, so I have a long
E:  Good morning, sir. Could I have your passport and
P2:  Thanks for that advice, Dr Osman. weekend at home. It takes me three or four hours
ticket, please?
DO:  Not at all. to go from my house on the coast to my office in
C:  Yes, of course. Here you are.
north London – I work for a small computer company,
E:  Thank you. Is that a window or aisle seat, Mr
CD 4, Tracks 7, 8, 9 and 10 you know. It’s not expensive with the cheap flights
Macdonald?
K = Katy  T = Tim and it’s very convenient. I usually go on holiday by
plane, too, to interesting places like Argentina and C:  Aisle, please.
K:  Hey, Tim. This is getting dangerous. We’re lost
Australia. People say air travel is bad because of E:  Okay. And what baggage have you got with you
and it’s going to get dark soon. We should phone
climate change but I don’t worry about all that stuff! today, sir?
again.
3  I go to school every day by bike. It takes me about C:  I’ve got this suitcase and this bag.
T:  Who? Every time we ring your mum there’s no
answer. fifteen minutes. I’d like to go by moped but I haven’t E:  Okay. Could you put your case here, please?
K:  Oh, no! The battery on my mobile’s gone. And got enough money to buy one. And my parents think C:  I’m sorry, I can’t. It’s rather heavy.
you haven’t got yours. I’m really tired but I think we all motorbikes are dangerous. We often go and stay C:  Could you help me with my case, please?
should carry on walking and stop later. with my grandparents in the holidays. They live in C2:  Sure.
T:  When? We’re lost, Katy. That’s not a good Spain so I’ve been on an aeroplane lots of times. E:  I’m afraid you’re over the limit, sir. Two kilos over,
solution. Let’s make a shelter. My mum hates flying because of the delays and the so that’s ten pounds. Could you pay the excess
queues at airports. But I don’t mind. I like flying – it’s baggage at the ticket office? It’s over there near the
K:  Where?
exciting and I love looking out of the window! entrance.
T:  What about over there? Near that tree. Cool!
C:  Just a moment. I’ll take some things out and I’ll
K:  Why? What about my asthma? CD 4, Track 16 put them in my bag.
T:  Don’t worry. It’s a fantastic place. It’s away from by bus it takes me half an hour
the wind. It’ll be nice and comfortable for the two of E:  That’s okay now, sir. Did you pack your case
by train queues
us, darling. yourself, sir?
on foot journeys
K:  Oh, stop it, Tim! Alright. But what about food? C:  Yes, I did.
on the Underground crowds
We haven’t got any. E:  Okay. So that’s gate 15 at 11.20.
go to school uncomfortable seats
T:  I’ve got some sausages and we can collect wild C:  Okay, thanks.
go on holiday
food, too. E:  Thank you.
it takes me about ten minutes
K:  What? I can’t see any around here. C:  One more thing. Could you tell me how to get to
T:  There are lots of different wild mushrooms. the nearest bank?
CD 4, Track 19 E:  Yes, certainly. You go through security control,
K:  Yeah. Poisonous ones. The repairs on the International Space Station
T:  I know which ones to pick. They’re delicious. And turn right, go past the toilets and the bookshop, and
have been successfully finished. Last Tuesday,
why don’t we start a fire? an expensive bag with tools was lost during a
K:  How? Do you know how to make a fire from two spacewalk by an American astronaut Heidemarie
sticks? I don’t. Stefanyshyn-Piper when she was doing the first
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 the bank is on your right, in between the restaurant CD 4, Track 32 C:  Could you tell me about places to visit there,
and the souvenir shop. It’s in front of the duty free. cycling snorkelling go to the mountains please? There are lots of things to see, aren’t there?
C:  So it’s through security control … past a bookshop diving sunbathing go with my family E:  Oh, yeah! For example, the Empire State Building,
… in between the souvenir shop and the restaurant hiking surfing go with my friends the Statue of Liberty and all the art galleries.
… in front of the duty free shops. kayaking wind-surfing stay at a campsite C:  Mmm, my friend’s really into that sort of thing.
E:  That’s right, sir. sailing go abroad stay at an apartment C:  Do you know anything about the nightlife?
C:  Thanks a lot. sightseeing go to the coast E:  The nightlife? Yes, it’s amazing! My sister went
E:  Not at all, sir. there last year.
C:  … go through security control, then turn right … CD 4, Track 34 C:  So, which of these hostels do you recommend?
C = Colin  D = Dave   J = Julia E:  The Central Park Hostel is good. It’s not too
CD 4, Track 24 expensive. It’s only $40 a night.
C:  I can't eat these coconuts anymore. I'd love a
E = Employee  C = Customer C:  Right. Breakfast is included in the price, isn’t it?
huge hamburger. We haven't had meat for three
1 E:  Good morning, sir. Could I have your passport E:  Breakfast? No, it isn’t.
weeks. If I had a few hamburgers, I wouldn't be so
and ticket, please?
hungry. Aren't you hungry, Dave? C:  So this is the total price for a week, yeah?
C:  Yes, of course. Here you are.
D:  I'm fine, Colin. Fruit is very healthy. But I'm E:  That’s right. It’s $450.
2 E:  Is that a window or aisle seat, Mr Macdonald? dreaming about tea. If I had a cup of green tea, my C:  Okay, thanks very much for all your help. I’ll talk it
C:  Aisle, please. stomach problems would stop. What about you, over with my friend.
3 E:  Could you put your case here, please? Julia? E:  Not at all. Bye.
C:  I’m sorry, I can’t. J:  Oh, I don't mind drinking water. But I'd like to eat C:  Goodbye.
4 C:  Could you help me with my case, please? some meat, like Colin. If we had a knife, we could kill
C2:  Sure. a snake. Snake meat is excellent. CD 5, Track 5
5 E:  Could you pay the excess baggage at the D:  Oh, no. I couldn't do that. I'd feel horrible if I ate 1:A  Could you give me some information about New
ticket office? an animal. I'm vegetarian. York, please?
C:  Just a moment. C:  Vegetarian?! 1:B  Could you give me some information about New
6 E:  Did you pack your case yourself, sir? D:  Yes. You should try it. I'm sure you would feel York, please?
C:  Yes, I did. much better if you stopped eating meat. 2:A  How long do you want to go for?
7 C:  Could you tell me how to get to the nearest C:  No way! When I get home, I'm going to take part 2:B  How long do you want to go for?
bank? in a hamburger eating contest. The competition is 3:A  Do you know anything about the nightlife?
E:  Yes, certainly. You go through security control, tough but if I won, I'd get a hundred hamburgers for 3:B  Do you know anything about the nightlife?
turn right, go past the toilets and the bookshop, and free. Imagine that! 4:A  Which of these hostels do you recommend?
the bank is on your right, in between the restaurant J:  Sounds pretty disgusting. ... If I had some 4:B  Which of these hostels do you recommend?
and the souvenir shop. It’s in front of the duty free. chocolate and eggs, I would make you chocolate
mousse. It's easy. You put the chocolate ... CD 5, Track 6
CD 4, Tracks 25 and 26 1  Could you give me some information about New
1  Window or aisle seat? CD 4, Tracks 36, 37, 38 and 39 York, please?
2  Could you help me, please? P = Presenter  RS = Raj Sharma 2  How long do you want to go for?
3  Did you pack your case yourself, sir? P:  … a lot of restaurants and bars are closing 3  Do you know anything about the nightlife?
4  Could I have your passport, please? because people are not going out and are staying 4  Which of these hostels do you recommend?
5  Thanks a lot. at home.
And now in South Asia, the new President of the
Maldives wants to buy a new country! Over to Raj Module 11: Friends
Module 10: Islands Sharma. Raj, what’s going on in the Maldives? Is this CD 5, Tracks 7 and 8
CD 4, Tracks 28 and 29 all really serious? 1  Well, she is a very good friend of mine. We’ve
1  I’m from Italy but I lived in London for a year. Now, RS:  Good evening. I’m afraid it is. Very serious. known each other for fourteen years. Since primary
we live in Milan again. I usually go on holiday to the The Maldives is a small country with a population school, you know. We go to different schools now
coast, to the island of Elba. Napoleon lived there of 370,000 people on 1,190 little islands. In the but we still see each other quite a lot. She’s very
once, you know. Anyway, I go with my family and last few years, the sea level has gone up by twenty good-looking, I think anyway. She’s got very long,
we stay in an apartment. It’s near the beach. Elba’s centimetres and it’s not going to go down again. dark hair. It’s really beautiful! She’s usually very
a great island but it’s a bit hot in the summer – and That doesn’t sound a lot but the average height of easy-going. She’s very kind and helpful, really. She
I don’t like beaches and sunbathing. I’m more into the islands is only one point five metres and the always helps people and listens to you when you’ve
cycling and hiking, you know. So when I’m there I highest point is only two point five metres. In the got a problem. But sometimes, she’s a bit moody,
often go cycling in the evenings – when it’s a bit next few years, scientists think the sea will go up especially in the mornings. You have to be careful
cooler. My dream is to go to Mull because it’s got a another sixty centimetres if climate change goes with her in the mornings!
cool climate and beautiful forests and mountains. on. Already, in 2004 the Tsunami destroyed coral 2  He is a good friend of mine. But he’s not my
Mull’s an island in Scotland and it’s a great place for islands and villages and some people still have not boyfriend! We’ve known each other for about two
cycling and hiking. I’ve got a friend from London and gone back to their homes. years and we’re in the same class. He’s not very tall
he goes there every year. P:  So what is the President’s plan? and he’s quite slim. He’s very handsome but he’s not
2  My family and I stay with my family in the RS:  According to him, the Maldivians can’t stop my type of guy. He’s got very short dark hair and
holidays. We stay at my gran and grandad’s house, climate change on their own. So they’ll have to look he’s dark-skinned. He’s got a fantastic personality.
you see. It’s good because I’ve got lots of cousins for solutions. The President’s suggestion is to buy He’s very outgoing – and funny, too. He’s great at
and we have a great time together. We often go to another country to live in. Places mentioned are in telling jokes. His problem is that he’s sometimes a
the beach – but it’s not very good for sunbathing and India, Sri Lanka, Madagascar and Australia. Another bit too romantic. He falls in love very easily and then
the water’s a bit cold for swimming. It’s in a small plan is to build an artificial island for the capital city he gets hurt. He’s very sensitive, you know. Anyway,
village on the coast in Ireland, you know. My dream but it would be very expensive and not everybody he’s a great friend.
is to go to Croatia, to the island of Hvar. I think that’s could live there. The President is asking for money 3  She is one of my best friends. We’ve known each
how you pronounce it! A friend from school went for his plans from the USA, China and Europe. They other since we were very little. She lives in my
there recently and she put the photos online. It are the ones actually causing climate change and street. She’s pretty and she’s got long curly, blond
looks great. It’s got beautiful beaches and forests. rising sea levels. hair and blue eyes. Anyway, she’s very nice. She’s
It’s got a sunny climate and lots of old towns and P:  Thanks, Raj. Raj Sharma reporting from Male in usually quiet and a bit shy but she’s always fun to
villages, too. It’s a great place to go sightseeing or the Maldives. be with. But sometimes, she’s a bit impatient. She
just relax on the beach. And it’s got some really cool hates waiting and she gets angry when things don’t
nightlife, too! CD 5, Tracks 1, 2, 3 and 4 work. Like a computer or mobile. A few weeks ago,
3  I’m from London and we go on holiday abroad. I C = Customer  E = Employee her mobile wasn’t working and she threw it into the
go with my family and we usually stay at campsites. C:  Hello. Could you give me some information about river!
Sometimes, a friend of mine from school comes with New York, please?
us. I’m a beach person so I usually go swimming, E:  Yes, of course. How long do you want to go for? CD 5, Tracks 9 and 10
sunbathing and snorkelling. I’m learning to do C:  Well, I’m going with a friend. For about a week in Repeat of Speaker 1 from the tracks above.
wind-surfing, too but it’s difficult and I fall off all September before university starts. That’s a good
the time! Our favourite holiday place is Majorca and time of year, right?
CD 5, Track 11
we’ve been there four times. My dream is to go to hard-working attractive sensible
E:  Early September? Well, it’s sometimes a bit hot.
Bora Bora. It’s a Pacific island and it’s part of French good-looking handsome sociable
We’ve got some brochures here.
Polynesia. It’s amazing because it’s got a big, coral well-built confident talkative
C:  You give discounts for students, don’t you?
reef and a lagoon with beautiful, clear water. It’s a easy-going impatient unhappy
E:  Yes, we give special discounts for flights and
fantastic place for snorkelling. I’d love to go there outgoing romantic
hotels. And in New York, you get student discounts
for a month! for museums and theatres. But you need an overweight sensitive
international student card.
CD 4, Tracks 30 and 31
Repeat of Speaker 1 from the tracks above. C:  An international student card? I see. You don’t
need a visa for the States, do you?
E:  No, you’re okay with a British passport.
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 CD 5, Track 13 CD 5, Tracks 16 and 17 the question. The TV presenter is relaxed and he
JO = Jo   JA = Jamie 1  A = Adam  R = Receptionist thinks Jamal will get the wrong answer. This film is
JO:  Hello? A:  Can I borrow your mobile please? very interesting and exciting but sometimes it’s a
JA:  Hi, Jo. It's Jamie. C:  Yeah, sure, but be quick. Training starts in two bit depressing because it shows the lives of poor
minutes. people in India.
JO:  Hi, Jamie.
A:  I’ll be quick. 3  In this scene, you can see the actor Brad Pitt. In
JA:  Are you doing anything tonight, Jo? We could go
the film, he is Richard, on holiday in Morocco with his
and see the new Brad Pitt film. R:  Good morning. Can I help you?
wife. They are travelling in a bus when somebody
JO:  Actually, I'm meeting a few friends. I'm on the A:  Yes, please. Could I speak to Mrs Williams? This is
shoots her. In the end, he gets her to hospital
organising committee of next week's concert at the her son Adam.
but she is very badly hurt. In the scene, Richard
school and we have to fix the programme. R:  Of course, Adam. Hold on a moment. I’ll put you phones home and speaks to Amelia, who is looking
JA:  I see. And what about Friday? Are you doing through. after their children. When he speaks on the phone,
anything on Friday? A:  Thanks. Richard is upset, confused and shocked because of
JO:  Well, I'm helping my gran. She's having a R:  Hello, Adam? his wife’s situation. He is very scared about what’s
birthday party on Saturday and we have to do a lot A:  Hello? going to happen and at the same time he’s worried
of cooking. It's her seventieth birthday. R:  I’m afraid she’s not available at the moment. about his children back in America. The film is very
JA:  Hmm ... So I suppose you are busy on Saturday, A:  Oh, I see. Could I leave her a message, please? interesting and it’s quite exciting, too.
too. What about Sunday then? R:  Yes, of course, Adam. Just a moment. 4  In this scene, you can see Jess Solomon and her
JO:  I'm going away with my family on Sunday. We're A:  I’ve lost my mobile … and I’ve got basketball parents. The film is about an American family that
going to visit relatives. practice until eight o’clock. Can my mum come and move from the city to a farm in the middle of the
JA:  Well, then ... I suppose I should call you again pick me up then? country. The eldest daughter, Jess, starts to realise
next week. Maybe I'll have more luck then. R:  Okay. I’ll just repeat that. You’ve lost your mobile. that there are some terrifying ghosts in the house.
JO:  Yeah, sure. Can she pick you up from basketball practice at eight At first, her parents don't believe her and think she
JA:  Okay then. Bye, Jo. o’clock? has personal problems. Then, Jess finds out that the
JO:  Bye, Jamie. A:  That’s right. previous owners of the house died there and things
R:  Don’t worry, I’ll get the message to her. start to get a lot worse. In this scene, near the end
CD 5, Tracks 14 and 15 A:  Thank you very much.
of the film, the family are absolutely terrified. The
P = Presenter  NJ = Nick James end of the film is very scary and Jess's father nearly
R:  Not at all. Have you rung your mobile company
P:  We have our online expert Nick James in the dies but the family escapes and there is a happy
about your phone?
studio to answer a few questions about social ending.
networking. What advice can you give our teenage C:  Adam!
listeners, Nick? A:  No … I’m going to. Thanks … bye. CD 5, Tracks 22 and 23
NJ:  Well, there are some very basic things. The R:  Not at all. Well, I’m usually in a good mood. I’m quite an
first thing is to be nice online. Don’t be nasty or 2  MW = Mrs Williams   J = Judy easygoing person, you know. But not always. For
aggressive. Some cyber-bullying happens because MW:  Hello. example, on Mondays I often feel a bit stressed
of that. It’s like any social situation but sometimes J:  Hi, Mrs Williams. This is Judy. out. I just hate Monday mornings! I think I’m quite
people forget because it’s online. MW:  Hello, Judy. an outgoing kind of person. When I see a new
P:  What about personal photos? That’s been in the J:  Can I speak to Adam, please? film, I often feel a bit excited. When I’m with my
news recently. friends, I feel really happy. But when I’m on my
MW:  Yes, of course. Hang on a sec. I’ll just get him
own, I sometimes get a bit down and lonely. I prefer
NJ:  It’s very important to think before you post for you.
being with other people. But of course sometimes,
personal photos online. You can never delete things J:  Thanks, Mrs Williams.
there are problems. I find arguments with people
you put online. For example, if you put a personal MW:  Adam! Adam! really stressful and upsetting. After an argument,
photo of you and your friends at a party, it will MW:  I’m sorry, Judy, he’s out. Do you want to leave a I feel really upset for days. Doing tests and exams
always be there, somewhere online. So, when you quick message for him? is stressful, too. I can never sleep properly the day
want to go to college or get a job, people will be J:  Yes, great. Now, what did I want to say, … erm … before an important test. I’m into sailing – I love it.
able to see it. A lot of people have had big problems
MW:  Er, a QUICK message Judy? My taxi’s waiting Doing my favourite hobby is really relaxing for me.
because of this.
outside. When I’m sailing, I never think about time. The time
P:  And cyber-bullying. That’s a big problem, too,
J:  Oh. Yes, please. Can you tell him this? I’ve got the just goes really quickly.
right?
information for the history project. We’re going to
NJ:  Yes, it is. Unfortunately, it’s quite common. meet together tomorrow after school in the library. CD 5, Track 24
If you get a nasty message from someone, never Can he come along? 1 /d/ 2 /ɪd/ 3 /t/
reply to it. You should block the person and save annoyed excited relaxed
MW:  Okay.
the message. If it happens again, you should tell bored interested shocked
MW:  Meet tomorrow … after school … in library …
an adult. A lot of social networking sites also have
about history project. confused irritated 4 /aɪd/
special buttons. You can report cyber-bullying to the
J:  Right. scared worried terrified
networking site.
MW:  Okay, Judy. Don’t worry, I’ll tell him. Bye. stressed
P:  What about meeting strangers on the internet?
J:  Thanks a lot, Mrs Williams. Bye surprised
NJ:  Well, that’s very simple. If you don’t know
someone, you should never become too friendly
CD 5, Track 18 CD 5, Track 26
with them. And never go and meet them personally.
1  CanI helpyou? A = Anne   F = Fiona
Maybe, the friendly sixteen-year-old is not the
2  CouldI speak to Mrs Williams? A:  Do you know the boy who’s just come in?
person you think he is.
3  CouldI leave hera message, please? F:  Which one?
P:  People give away a lot of personal information,
4  Can my mum comeand pick meup then? A:  The one who’s talking to Sam.
too.
5  CanI speak toAdam, please? F:  James? Sure, he’s the boy Martha brought to the
NJ:  Yes, you should be very careful. Never give
your full name, your birthday or your mobile phone 6  Doyou wantto leavea quick message for him? last school party.
or address. And don’t put photos online with 7  Canyou tell him this? A:  Martha, the girl we met on holiday? The one who
information about your house or school. You should 8  Can he comealong? cried when she lost her swimsuit?
also learn how to use the networking site and not F:  Yes, that's her. She's a bit strange. But he's nice.
give strangers access to your homepage. Module 12: Emotions He's her old friend from primary school.
P:  What about passwords? A:  I think he's really good-looking.
NJ:  Yes, they are very important to stop people
CD 5, Tracks 20 and 21 F:  Would you like to meet him? I can introduce him
1  This scene is from a romantic comedy and you
getting your personal information. You should have to you later.
can see Tom and his girlfriend, Summer. They meet
a password with at least eight numbers and letters. A:  That'd be great. Thanks.
at work and start to go out together. Tom is in love
Never use very obvious things like your name and
with Summer but she doesn’t want anything very CD 5, Tracks 28 and 29
address. Choose one that is simple and easy to
serious. In the scene, they are both happy and 1 P = Patient  D = Doctor
remember, for example, the first letters from each
relaxed. They are laughing but Tom is looking at
word in a sentence: I went to Clifton School in 2007: P:  Can I come in?
Summer and not the film because he is in love with
IWTCSI2007. It’s also good to have more than one D:  Yes. Hello, Miss Jenkins. Sit down. You’re the last
her. He is more enthusiastic about her than she is
password and have a password on your mobile person this evening. So what’s the problem?
about him. The film is interesting and sometimes
phone. P:  Well, I’ve put on twenty kilos in the last two
amusing, too.
P:  Mmm … Phones are important, too. years. I feel really unhappy and I worry about it all
2  In this film scene, you can see Jamal and a TV
NJ:  And one more thing. Never give your password the time. I’ve tried lots diets but they don’t work.
presenter. Jamal is a very poor eighteen-year-old
to a friend! What can I do?
Indian boy and he takes part in a TV quiz. It’s the
P:  Right, thanks a lot, Nick. That’s very useful Indian version of Who Wants to be a Millionaire? D:  Do you do any exercise? It’s very important, you
information. Anyway, in the scene the presenter is asking a know.
NJ:  If you want more information, you can find it on very important question. Jamal is very nervous and P:  A bit, but I’m too busy to do a lot of exercise.
my website. That’s www.njsafenet.com http://www. stressed out because a lot of money depends on D:  And what about food? What do you usually eat?
njsafenet.com.
P:  Thanks again, Nick. Now let’s look at the latest
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 2  MS = Mr Smith  N = Neighbour isn’t any really ‘typical’ food in the States because DC:  There are different reasons. One is climate
MS:  Twenty minutes late. AGAIN! I’m going to be people come from different places. A lot of families change. Some species are disappearing from
late for work. That’s the second morning this week. eat ham or turkey but other families have fish soup southern England and new species of insects and
N:  Actually, Mr Smith, it’s only about ten minutes. and Polish sausage or Italian pasta and panettone birds are moving into the UK. Other problems for all
MS:  The buses in this town are terrible. And they’re – that’s a Christmas cake popular in Italy. Now our species are pollution and loss of habitat because of
always late in our street. next Christmas song. the building of roads, houses and airports.
N:  Here’s one coming now. P:  Is it bad news for all animals?
CD 6, Tracks 6 and 7 DC:  No. Things are a bit better for larger mammals.
3 Okay. Today we’re going to look at Dickens’ early
A:  Can you pass me the salt? But we haven’t got many. Some big species have
life. He had a hard time because his family had been extinct for centuries, like the grey wolf.
B:  Here you are. money problems. His father wasn’t rich, he wasn’t
P:  What about red squirrels?
A:  Thanks. These sausages are horrible. And I’m good with money and he had eight children. On
not very hungry – I can’t eat. I’m so nervous about DC:  They are still very endangered and you can
his twelfth birthday, Charles went to work in a
the exam this afternoon, you know. I’m not relaxed only see them in the north of England, Wales and
bottle factory for twelve hours a day. Imagine that
enough to do Maths. It’s so difficult. Scotland. It’s because of a foreign species – the grey
when you’re twelve! The rest of Charles’ family
squirrel from North America. It kills the smaller red
B:  You don’t like Maths? I don’t mind it. went to live in a prison for people in debt because
squirrel.
A:  Maybe I should do a bit of meditation? You know, his father owed forty pounds to different people.
That’s what happened in those days. Poor Charles P:  And otters?
the teacher showed us those exercises to help you
relax. lived in a different part of London and so he only DC:  There’s some good news. Numbers of otters
saw his family on Sundays. Luckily, after three have gone up but they are still quite rare. Wild boar
B:  Yeah, that’s a good idea.
months in the bottle factory, everything changed are also doing well. They became extinct hundreds
CD 5, Tracks 30, 31, 32 and 33 for Charles. His family inherited some money and of years ago but people have reintroduced them.
S = Sally   J = Julia got out of the prison so Charles went back to school. And of course, the numbers of foxes are going up,
J:  Hi, Sally. How was your weekend? Later, when he was fifteen, Charles got a job in an too. You can now see them in the middle of big cities
office. He worked as an office boy for a couple of like London.
S:  Great. I went to an ABBA concert.
years and then became a successful journalist and P:  What about fox hunting?
J:  An ABBA concert? Are you joking? I thought they
were dead. writer. Charles wrote fifteen novels and lots of DC:  Well, as you know, hunting foxes has been
other stories. His novels were very successful and traditional for a long time in Britain. Now, fox
S:  Well, it was a local group. They do ABBA songs,
Charles Dickens made a lot of money but he never hunting with dogs is illegal – in fact all kinds of
you know. One of those tribute bands. I went with
forgot his experiences in the factory and his family’s hunting with dogs is illegal. But the law is not really
my grandma on Friday night.
experiences in the debtors’ prison. working and farmers still shoot foxes. Of course,
J:  With your grandma? I don’t believe it!
shooting is still legal.
S:  Yes, she loves them. Anyway, it was great! CD 6, Track 9 P:  Thanks a lot, Dr Cundall.
J:  Was it? 1 [Scottish bagpipes] DC:  Not at all.
S:  Yeah. They were really good. 2 [African drumming music]
J:  Were they? An ABBA tribute band? 3 [Irish jig or reel] CD 6, Tracks 18, 19, 20 and 21
S:  Yeah, they played all their old songs. Like 4 [Andean folk music] P = Presenter   S = Sarah
Waterloo and Mamma Mia. 5 [Spanish flamenco music] P:  Sarah, there is another new TV programme about
J:  Mamma Mia? That’s Italian. survival on a desert island. Why is the subject so
S:  Don’t you know that song? The best moment was CD 6, Tracks 10 and 11 popular? When did this stuff about desert islands all
when they played it. Anyway, I danced quite a bit B:  So, can you tell me something about Irish music? start off?
but my grandma danced all the time. She was really For example, how old is the music? S:  Well, perhaps the most famous story about
excited. A:  Well, the music is hundreds of years old. The survival on an island is Robinson Crusoe by Daniel
J:  Did she? Your grandma? words of the songs are more recent, mainly from the Defoe, published in 1719. It’s important because
S:  Yes, she had an amazing time. But then she hurt nineteenth century. That is when Irish started to it was one of the first novels in English. The book
her leg. disappear in Ireland and people began to use English was very popular when it came out and lots of
J:  Really? in the songs. stories have come out of it, for example Swiss
S:  Yeah. But she’s okay now. Anyway, it was really B:  What instruments do people play in Irish folk Family Robinson. There have been various films of
good fun because of all the singing and dancing. music? Robinson Crusoe, too and with similar stories, like
After the concert, we were both tired but really A:  Well, one very traditional instrument is the Castaway with Tom Hanks.
happy. bagpipe. Irish bagpipes are smaller than Scottish P:  So why did Defoe write Robinson Crusoe? What’s
J:  Well, I didn’t have time to do anything at the bagpipes and quieter. And then there is the harp. the story behind the book?
weekend. But at least I’ve finished that Geography The harp is the symbol of Ireland, you know. The S:  Well, Defoe was born in London in about 1660.
project. violin has been around for a long time, too. Modern He went into business but was not very successful
S:  Have you? I haven’t. I’ll have to do it this evening. instruments include the guitar and the flute. and, in 1792, was put in debtors’ prison because
B:  So, what about Irish music these days? he owed 17,000 pounds. That was a lot of money
CD 5, Track 34 A:  Well, traditional folk music is still very popular in those days. When he came out of prison, he
1  An ABBA concert? 6  Did she? Your with famous groups like The Chieftains. You can travelled around Europe and then started writing.
2  With your grandma? grandma? hear folk music in pubs all over Ireland. Go into one He became a journalist and wrote lots of articles. In
3  Was it? 7  Really? on a Friday or Saturday night. You’ll have a really 1703, he was back in prison again, this time for an
4  Were they? 8  Have you? great time! article attacking the Church of England. Defoe was
5  Mamma Mia? B:  But it’s not just traditional music, is it? in a protestant group and he didn’t like the Church
A:  No, Irish music has influenced pop music, too. An of England.
example of this is The Corrs. Their music has been P:  And when did he write Robinson Crusoe?
Culture Choice popular all over the world. And there is new age S:  He wrote it in 1719. He probably met a real
castaway in London before he wrote it. Maybe, this
CD 6, Tracks 1, 2, 3 and 4 music, too with singers like Enya. She mixes Irish
music with a new age style. was Alexander Selkirk, a man who spent four years
It’s Christmas Eve so it’s a good time to find
B:  And what about rock? on a remote island off the coast of Chile from 1704
out about Christmas! I mean, did you know that
A:  Well, musicians like Van Morrison have combined to 1709 before he came back to Britain. But Selkirk
Christmas is related to the Scandinavian festival
Irish sounds with rock, too. And there have been was a bit unusual because he actually wanted to live
of Yule and the Roman festival of Saturnalia? They
some really famous Irish groups like U2 and The on the island alone.
were both festivals in the middle of winter. The
people celebrated because the days started to get Cranberries. There is even Irish punk with groups P:  So that is different from Robinson Crusoe in the
a bit longer again. But Christians only began to like The Pogues. They mix traditional Irish songs story.
celebrate Christmas on 25 December in fourth- with punk! S:  Yes, in the story, Robinson is shipwrecked and
century Rome – four centuries afterwards. That’s a B:  Okay. Thanks a lot. then he spends twenty-eight years on the island.
long time! Okay, so how about Santa Claus? Where P:  That’s a long time.
does he come into it? Well, his name comes from CD 6, Tracks 13, 14, 15 and 16 S:  Yes, but in the story he was quite happy, most of
Saint Nicholas or Sinterklass. People from Holland P = Presenter  DC = Dr Cundall the time anyway.
celebrated this saint and continued the tradition P:  A report has just come out about British wildlife. P:  And what happened to Daniel Defoe?
when they went to America in the seventeenth We have Dr Alan Cundall in the studio to discuss it. S:  Well, his book, Robinson Crusoe, was very
century. And Christmas trees? We put them in our Good morning. successful but Defoe continued to have money
houses at Christmas but where does this idea come DC:  Morning. problems and in the next few years wrote lots of
from? Well, Christmas trees first came to Britain P:  What does the report say? articles and novels. The most famous, Moll Flanders
from Germany in the nineteenth century. Now, every DC:  Well, it´s not good news. A third of British and Roxana, were unusual at the time because they
year, the government of Norway gives Britain an species are endangered and the numbers of many were both about women. Defoe also wrote more
enormous Christmas tree for Trafalgar Square. What species are going down. For example, the numbers adventures of Robinson Crusoe but they weren’t
about food at Christmas? In Britain, most people of butterflies are down by over sixty percent since as successful as the first ones. Defoe finally died in
eat mince pies, roast turkey and Christmas pudding, the 1960s. 1731 a poor man.
but what about the Americans? Actually, there P:  Why is this happening?

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 P:  That’s very interesting, Sarah. Thanks for that.
S:  Not at all.
WORKBOOK Fantasy is so much better. I think the graphics are
amazing.
P:  And now, let’s look at a new film by … Audio script Claire:  Well, I’m in a band now so I don’t have time
for computer games.
CD 6, Tracks 23, 24, 25 and 26 Rob:  Have you heard of Music Maker Rockstar? It’s a
All human beings feel emotions. Everybody feels brilliant game. You can play guitar on it.
angry sometimes … or happy or sad or scared. But Module 1
Claire:  Hey. What about my brother?
there are important cultural differences about how 1.2 Exercise 3, page 8 Rob:  Oh yes, right. What’s he into?
we show our feelings. It’s important to understand David:  Hi Sally. What have you got there?
Claire:  Sport – he plays football every weekend.
these differences, because we often think that Sally:  I’ve got some photos of my holiday.
Rob:  Ah okay, There are some really great football
people from a different culture are cold if they don’t David:  Oh cool! Let’s have a look … games. In fact, a new one has just come out.
express a lot of emotion or excitable if they express Sally:  Okay. But guess where I am!
a lot. In some cultures, you have to control your Claire:  How do you play them?
David:  Hmm, okay. Well there are some people in Rob:  Well, you create a character and then you
emotions in public. Japan is the best example and the middle of it and the weather looks good. Maybe
Japanese people usually control the emotion in their become the character in the game. Then you play a
it’s in Spain because it’s game of football and you control your character in
faces. You can see this in Japanese emoticons for
usually hot and sunny there, but no – oh look I the game.
emails and text messages. Western emoticons show
can see the Eiffel Tower in the background so it’s Claire:  So you play a game of football but you’re
the mouth and the eyes but Japanese emoticons
definitely Paris. sitting in front of your computer? I think that’s silly.
only show the eyes. People from Northern European
Sally:  Yes! It was very hot, we had a great time. Rob:  But you improve your game. I think it’s really
countries like Britain don’t usually show a lot of
Okay, what about this one? exciting. I don’t think a computer football game is
emotion either but are very different from Asian
cultures like Japan. For example, it is okay to laugh David:  Okay. In the foreground there are two better than a real game, but it’s different.
out loud in most situations in Northern Europe, people – is that you on the left? Claire:  Okay. How much are they?
which it isn’t in an Asian culture like Japan. People Sally:  No, it’s my friend Vicky. Rob:  Twenty euros. Twenty-five with the
from the USA are probably somewhere between the David:  … And those boats – do people live on them? expansion pack.
two extremes of showing no emotion or showing a Sally:  Yes, they do. Claire:  Twenty-five euros! I think computer games
lot. For example, scientists found that four-month- David:  Well, this one is easy. It’s Amsterdam. You are very expensive. I’m going to get him a new
old American babies cry more and get angry more had a great holiday! football shirt.
often than Asian babies. So we learn this behaviour
very young. Smiling is another interesting area. In 1.3 Sound Check, page 10 1.10 Exercise 1, page 16
the USA, it’s usually okay to smile at strangers in a a  works, wins, teaches Boy:  What are you doing?
safe place like a university or an office but in other b  why worry, How hard Girl:  I’m looking at a book about festivals. The
cultures, people very rarely smile at strangers. c  what, floor, note photographs are great. Look at this one.
Other cultures around the world often show a lot d  at the weekend Boy:  Where is it?
more emotion. In general, South Americans and e  breakfast, recipe, relaxed, eccentric Girl:  I’m not sure. Maybe it’s in Spain because it’s
Mediterranean people learn when they are children hot and sunny.
that it’s not such a bad thing to show clearly that 1.4 Exercise 1, page10 Boy:  Look at the woman in the middle of the photo.
they are happy, sad or angry. On sad occasions, Speaker 1:  She works. He sleeps. She thinks. He She’s playing the guitar.
like funerals, it is okay to cry and on happy ones, eats.
Girl:  Yes. And the woman on the left is singing.
it is fine to laugh and talk loudly. People use more Speaker 2:  She jogs. He swims. She skis. He wins.
Boy:  It’s like a big party.
gestures when speaking, stand closer to other Speaker 1:  She teaches. He boxes. She dances. He
Girl:  Well, it’s probably a festival. The women in the
people and touch other people more often than in watches.
foreground look happy.
other cultures.
1.5 Exercise 2, page 10 Boy:  Yes, and you can see people dancing in the
/s/ cooks, eats, takes, tastes background. They’re definitely having a good time.
/z/ feels, goes, plays, spends, 1.11 Exercise 3, page 19
/iz/ chooses, guesses, matches, uses 1
1.6 Exercise 3, page 10 Teenage boy:  Hi Sue, where are you? Can you talk
1  Why worry when we’re winning? now?
2  Which watch works well under water? Sue:  I’m at Jane’s house.
3  How hard is Mr Hall’s history homework? Teenage boy:  Oh, okay. Do you want to go to the
cinema tomorrow night? I want to see that French
4  Who had her holiday in a horrible hotel?
film.
1.7 Exercise 4, page 10 Sue:  I’m watching a film on TV with Jane at the
1  what, job, clock, watch, saw moment. Can I call you back?
2  sport, boat, walk, floor, ball Teenage boy:  Okay. Speak to you later.
3  roast, slow, coat, want, note 2
Boy:  Hi Bev. Do you want to come and have a pizza
1.8 Exercise 6, page 10 for lunch?
1  alone 7  recipe Bev:  No thanks. I never eat fast food.
2  beautiful 8  relaxed Boy:  Pizza isn’t fast food! In the Italian restaurant
3  breakfast 9  routine where I go, they make pizzas with fresh vegetables.
4  different 10  shower Bev:  Really? Well, maybe I’ll come with you. But I
5  eccentric 11  successful always have salad for lunch – do they make salads in
6  historic 12  vegetable your Italian restaurant?
Boy:  Of course! They do great salads.
3
Module 2
Girl:  Hey Joe, did you have a good holiday in New
1.9 Exercises 1 and 2, page 14 Zealand?
Rob:  Hi Claire, you look worried. What’s the matter? Joe:  Yes, fantastic. Do you want to see my photos?
Claire:  Hi Rob. I’ve got a problem and I need your Girl:  Yes please.
help. I want to get my brother a computer game for Joe:  Right, let me open my laptop.
his birthday. I know you’re into gaming – do you have
Girl:  Wow, that’s a great photo. It’s really sunny.
any ideas?
The mountains are beautiful.
Rob:  Ah right. What equipment does he have?
Joe:  I know. And on the right, you can see people
Claire:  I think he has an XBox. walking up the side of a mountain.
Rob:  And what sort of games does he like? Girl:  Oh yes. They’re really small. And what’s that in
Claire:  What do you mean? the middle? Is it a horse?
Rob:  Well, for example, does he like role-playing Joe:  No, it’s a cyclist – lots of people go running and
games where you become one of the characters? Or cycling there.
does he prefer simulation games like the Sims? 4
Claire:  I don’t know, but I don’t think role-playing Girl:  Are you tired, Frank?
games are very interesting.
Frank:  Yes, I am a bit. I always feel tired in the
Rob:  Which games have you played? afternoon.
Claire:  Dragon Quest. Girl:  How many hours do you sleep?
Rob:  Oh well that’s really old! The latest Final

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 Frank:  I don’t know. I go to bed about eleven o’clock Shopkeeper:  I’m sorry but we don’t have smaller B
but then I read, usually for an hour. I get up at seven sizes left. Could I look at that please? Can I try it on lease?
o’clock, so I think I sleep for about seven hours. Lin:  What about a scarf? Could you wrap it up please? Thank you very much.
Girl:  Me too. But I’m always tired! Sophie:  Mm, maybe. I’m not sure. How much is this
5 scarf? 1.23 Exercise 7, page 28
Mrs J:  Hello. Shopkeeper:  Seven pounds fifty. Two syllables
Anna:  Oh, hello Mrs James. It’s Anna. Can I speak to Sophie:  What do you think? bracelet, chocolate, opera, restaurant
Mark please? Lin:  I think it’s perfect. Annie likes that colour. Three syllables
Mrs J:  Hi Anna. Sorry, he’s out. Do you want to leave Sophie:  Ok, good!Can I have this one, please? Speaker:  argument, celebrate, library, valuable
a message? Shopkeeper:  Yes, of course.
Anna:  Oh, yes please. I want to go swimming with Shopkeeper:  Thank you. That’s two pounds fifty Module 4
him on Saturday. change.
1.24 Exercise 1, page32
Mrs J:  Okay, what time do you want to go? Sophie:  Could you wrap it up please? It’s for a Sarah:  What’s your favourite film?
Anna:  Some time before lunch. I can’t go in the present.
Duncan:  Oh I don’t know, there are so many. But
afternoon because I’m going shopping with my Mum. Shopkeeper:  I’m sorry. I haven’t got any paper. I think one of my favourite films is Pirates of the
Mrs J:  Okay. I’ll pass on the message. Can he call Here you are. Caribbean.
you later? Sophie:  Oh ... Okay, thanks. Sarah:  Oh, I haven’t seen it. I don’t like those kinds
Anna:  Yes, I’m going out but I’ve got my mobile Shopkeeper:  Thank you. Bye. of films. I’m afraid of pirates.
with me.
1.15 Exercise 3, page 26 Duncan:  I can’t believe you haven’t seen it. I think
1.12 Exercise 4, page 19 you’d like it. It’s a fantastic adventure story.
Luke:  Let’s go to the antiques market. I love looking
Jack:  Hi Anna. Where are you going? at old things. Sarah:  What’s it about?
Anna:  Hi Jack. I’m starting a new urban dance class Kelly:  Me too. It’s mum’s birthday next week. Let’s Duncan:  It’s about a pirate called Jack Sparrow. It
this evening. I’m really looking forward to it. choose a present for her. takes place in the Caribbean sea in the seventeenth
Jack:  That sounds great. I think Linda does urban century. Jack Sparrow has a big ship called The Black
Luke:  Sure. Let’s go.
dance. Pearl, but his enemy takes his ship. The film is about
Assistant:  Can I help you?
Anna:  No, she used to, but she stopped. She did Jack getting his ship back.
Kelly:  Oh yes. Can I have a look at that bracelet
gymnastics for a while, but she hurt herself. I think Sarah:  Oh, that sounds boring.
please?
she’s learning the piano now! Duncan:  No, it’s really exciting. And there’s a love
Assistant:  Here you are.
Jack:  Oh well, at least the piano isn’t dangerous. Are story too. There’s a character called Will Turner.
Kelly:  Hm ... I think it’s a bit too big for mum. He’s in love with a girl called Elizabeth. He first met
you still interested in fashion?
Assistant:  What about this one? It’s similar, but Elizabeth when he was a child and she saved his
Anna:  Yes I am. I’m hoping to do a fashion course smaller.
when I’ve finished my exams. What about you, Jack? life. Then they meet again eight years later, and Will
Kelly:  Can I try it on? Turner falls in love with her
Jack I’m really into photography at the moment. You
Assistant:  Yes of course. Sarah:  Oh, so it’s quite romantic?
know, I think Teresa wants to do a fashion course.
Kelly:  How much is it? Duncan:  No, not really. It’s good fun and the acting
Do you know her?
Assistant:  £20. is brilliant. Johnny Depp is Jack Sparrow, the main
Anna:  Yes, I think so. She’s very sporty.
Kelly:  Oh, it’s too expensive. character. He’s really good at playing a pirate.
Jack:  That’s right – she goes cycling every weekend.
Assistant:  It’s silver, but you can have it for Sarah:  Oh yes, I love Johnny Depp.
Anna:  She must be very fit!
£18.50. Duncan:  And Keira Knightley is Elizabeth in the
Jack:  Not as fit as her brother, Martin. He’s really
Luke:  Okay, great. Here you are. film.
into free running.
Assistant:  That’s one pound fifty change. Sarah:  Ah yes, Keira Knightley’s very beautiful. But
Anna:  Oh really!
Luke:  Could you wrap it up please. It’s for a present. she isn’t very good at acting is she?
Jack:  I’d like to take some photos of free runners –
Assistant:  Sure. Here you are. Duncan:  I think she’s great. She was only
it’s such an exciting sport.
seventeen when they filmed the first Pirates of the
Claire:  Well, I’m off to my dance class now. See you. 1.16 Sound Check, page 28 Caribbean.
Jack:  Bye. Have fun. a  began, begun Sarah:  Well, I don’t think Pirates of the Caribbean is
b  Sue, shoes my kind of film. Personally, I prefer historical stories.
1.13 Exercise 6, page 19
c  right, write, seen, scene Pride and Prejudice is my favourite.
Anna:  Hi, Mrs Smith. It’s Anna. May I speak to Matt
please? d  Could I look at that please? Duncan:  What’s the story of Pride and Prejudice?
Mrs Smith:  Hi Anna. Sorry, but Matt’s out. Do you e  bracelet, celebrate Sarah:  It’s about a family with five daughters – the
want to leave a message? mother, Mrs Bennet, is worried about her daughters.
1.17 Exercise 1, page 28 She wants to find rich husbands for them.
Anna:  Oh yes please. I want to go on a fun run on
Speaker:  begin, began, begun, drink, drank, drunk, Duncan:  Oh yes, I remember now. Keira Knightley
Saturday. It’s like a race but you have to pay to take
ring, rang, was really good in that too.
part in it. We’re raising money for the school.
rung, sing, sang, sung, sink, sank, sunk, swim, swam, Sarah:  Hmm.
Mrs Smith:  That’s a great idea.
swum
Anna:  Anyway, it starts at ten o’clock. Can Matt
1.25 Exercise 1, page 34
phone me about it? 1.18 Exercise 2, page 28 Girl:  What did you do at the weekend?
Mrs Smith:  Okay, I’ll give him the message. 1  I’ve never been to Paris.
Boy:  Er, well, I stayed at home and watched DVDs.
Anna:  Thanks Mrs Smith 2  They’ve drunk all the milk! It was boring. What about you?
Mrs Smith:  Not at all. 3  He’s played for that football team for years. Girl:  I went to Paris.
4  She hasn’t sung my favourite song yet. Boy:  Wow! Did you go alone?
Module 3 5  She hasn’t swum in the sea. Girl:  No, with my mother. We stayed with her friend.
6  We’ve seen that film lots of times. Boy:  Mm.
1.14 Exercise 2, page26
1.19 Exercise 3, page 28 Girl:  She’s works in the Eiffel tower.
Lin:  Sophie, look… over there.. That stall looks good.
1  Sheila showed Shaun some shorts, shirts and Boy:  Really?
Sophie:  Oh yes… Maybe it’s a good place to get
shoes in her shop. Girl:  Yes, there’s a restaurant on the second floor.
Annie’s present. Let’s check it out.
2  Sam sold Sue some super second-hand silver She works there. Anyway, on Saturday, Mum and I
Lin:  Those t-shirts are really nice! What do you
sunglasses. went on a boat on the River Seine. We had a bit of
think?
an adventure.
Sophie:  Mm, yeah, they are…
1.20 Exercise 4, page 28 Boy:  Really?
Shopkeeper:  Hello…Can I help you?
One – c buy Girl:  Yes, we were getting on the boat and then I
Sophie:  Mm, yes, can I have a look at those t-shirts,
Two – a peace dropped my bag in the river.
please?
Three – d right Boy:  Oh no!
Shopkeeper:  Sure! What size?
Four – b scene Girl:  I was crying. All my money was in the bag. But
Sophie:  Medium, I think. It’s for a friend.
then a French boy jumped into the river and saved it.
Shopkeeper:  Medium?…This is a medium.Here you 1.21 Exercise 5, page 28 Boy:  Wow!
are. /ai/ buy, bye, right, write, high, mile, shy, size Girl:  I was so happy – my mum gave him twenty
Sophie:  Thank you. Can I try it on, please? /i:/ peace, piece, scene, seen, clean, leave, meet, euros, and I fell in love!
Shopkeeper:  Yes, of course, the changing room is sweet
over there. 1.26 Exercise 3, page 37
Shopkeeper:  Is it the right size? 1.22 Exercise 6, page 28 Amy:  Hi Matt. Where were you yesterday evening?
Sophie:  Well, it’s a bit too big… My friend’s about A Matt:  I went to the cinema.
my size. I’d like to try gymnastics. I’m really into dancing. Amy:  Oh what did you see?
I do it every weekend. I like it because it’s fun. Matt:  Percy Jackson and The Olympians.

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 Amy:  Was it good? Female 1:  Yes. Boy:  I disagree with that. Sam and Julie are
Matt:  It was brilliant. Female 2:  Can we talk? responsible people.
Amy:  What’s it about? Female 1:  All right. What do you want to talk about, Father:  Okay, but in my opinion, Sam and Julie are
Matt:  It’s about monsters and Greek gods. Emma? very young. I need to speak to their parents.
Amy:  Wow. So what happens? Female 2:  Can we talk about times for coming
home? 1.31 Sound Check, page 46
Matt:  Well, the hero is a boy called Percy Jackson.
a  camped, breathed, collected
He’s half- human, half-god. Female 1:  Okay.
b  jeans, shirts, dresses
Amy:  Half-human, half-god? Female 2:  You see there’s a problem. The buses
from the centre to here aren’t very good. c  late / laid, niece / knees
Matt:  That’s right. His mother is human, but his
Female 1:  Mm, yes, I agree with you about that. d  bad, along, saw, arm, late
father is Poseidon, the god of the sea. Anyway,
something terrible happens to his mother and he Female 2:  And they’re terrible at night. Before, e  It’s really imaginative.
can’t find her. Kate came home with me but now she can stay out F  comfortable, certificate, explain
Amy:  Oh no! later. It’s a real problem. Personally, I think eleven
1.32 Exercise 1, page 46
Matt:  After that, Percy travels across America thirty is a better time. What do you think?
Speaker:  /t/, camped, picked, surfed, touched
looking for his mother, but then other gods try to kill Female 1:  I’m sorry, I don’t agree with you. Eleven
/d/, breathed, logged, robbed, stayed
him. In the end ... thirty is late. And you’re only fifteen.
/Id/, collected, downloaded, shouted, wanted
Amy:  No, stop. Don’t tell me any more. I want to see Female 2:  Nearly sixteen. Next month.
it. Is it scary? Female 1:  Okay, but in my opinion eleven thirty is 1.33 Exercise 2, page 46
Matt:  Yes, really scary – but it’s exciting. You’ll love very late. 1  cousins, forests, ships, skirts, sticks
it. Female 2:  I don’t think it’s late, mum. Not these 2  cells, clothes, glasses, jeans, stones
days. When you were young, maybe eleven o’clock 3  churches, dresses, judges, nieces, shirts
1.27 Exercise 4, page 37 was really late but not now.
Amy:  I saw a great film last weekend. Female 1:  Your dad or I can pick you up from the 1.34 Exercise 3, page 46
Matt:  At the cinema? centre in the car. 1  late 5  niece
Amy:  No, I watched it at home on DVD. It was called Female 2:  Thanks Mum. But that’s a problem for 2  hard 6  close
500 Days of Summer. you. You can’t always come. 3  road 7  bus
Matt:  Oh yes, I’ve heard of it. It’s a love story isn’t Female 1:  Yeah, you’re right. There’s your little 4  side 8  force
it? sister and your grandma.
Amy:  Yes, it’s very romantic and very funny too. Female 2:  I can do more in the house. I can do some 1.35 Exercises 4 and 5, page 46
Matt:  What’s it about? of the shopping after school. You don’t finish work /ɔː/ saw, taught, walk
Amy:  It’s about two people – the man is called Tom until late and you’re always very tired. /a:/ arm, calm, mark
and the woman is called Summer. Female 1:  Mm. Well, I don’t know. /æ/ bad, lack, rap
Matt:  Summer? That’s an interesting name. Female 2:  Do you think eleven fifteen is okay? /ei/ late, make, sail
Amy:  Yes, she’s an interesting woman. Anyway, she When I’m sixteen? /ə/ along, arrest, arrive
comes to work in the office where Tom is working, Female 1:  Okay, all right. Next month. But I need to
and it’s love at first sight – well, it is for Tom anyway. speak to ask your dad. 1.36 Exercise 6, page 46
Matt:  Why is the film called 500 days of Summer? Female 2:  And what about next weekend? I really 1  It’s really imaginative.
Amy:  Well, the film shows 500 days of Tom’s think it’s a bit unfair. 2  I’m afraid of heights.
relationship with Summer. Sometimes it’s Day 50 Female 1:  I disagree with that. And you got angry 3  I’m interested in reading classics.
and then it’s Day 300 and then it goes back to Day too. 4  My mum picked me up yesterday.
50 again. It’s different from other love stories – it’s Female 2:  Okay for Friday but not Saturday. 5  My brother can’t stand my music.
very imaginative. Female 1:  All right, Emma. 6  What do you upload to your homepage?
Matt:  Does Summer fall in love with Tom? Female 2:  Thanks Mum! 7  I’ve always been interested in sport.
Amy:  Not exactly – I think she loves him and they 8  My sister always spends too long in the bathroom.
have a great time together. Tom is quite shy and 1.30 Exercises 3 and 4, page 44
very romantic – he thinks that his relationship with Father:  Graham! GRAHAM! 1.37 Exercise 7, page 46
Summer is a fairytale romance. He’s never met a Boy:  Did you say something dad? 1f island, ​2d explain, ​3b comfortable, ​
woman like her before, and he wants to get married. Father:  No. Well, yes, I called your name but the 4c exciting, ​5a certificate, ​6e generation
Matt:  But she doesn’t? music is so loud.
Amy:  Well, I don’t want to tell you everything. Boy:  Oh sorry. Module 6,
Matt:  It’s okay, I never watch romantic films. Father:  What are you doing?
1.38 Exercises 1 and 2, page 50
Amy:  Well, Summer wants to get married, but not Boy:  My homework.
to Tom. In the end she gets engaged to a different Zoe:  It’s Saturday, I’m Zoe Banks and it’s FESTIVAL
Father:Your homework? I don’t think you can do
man. TIME!! This week I’m at Glastonbury music festival.
your homework with music on…
The weather is hot and sunny and Kylie Minogue
Matt:  Oh dear. That’s sad. Boy:  I’m sorry, I don’t agree with you. The music has just played on the main stage. The music sounds
Amy:  Yes, it’s very sad. helps me to do my homework. great, everybody looks happy and there’s a fantastic
Father:  Just a minute. Is the TV on too? atmosphere. I’m going to talk to some of the people
1.28 Exercise 5, page 37
Boy:  Yes, but without the sound. I was watching here to find out what they like about Glastonbury.
Ned:  Hi Emily! How was your holiday?
the tennis. Hello! What’s your name?
Emily:  Great – Minorca is wonderful. It was really
Father:  Watching the tennis, listening to music Kelly:  Kelly.
hot and we spent every day on the beach.
AND doing homework? Right, that’s it. I’m taking the Zoe:  Are you having a good time, Kelly?
Ned:  Wow! Lucky you! TV out of your room.
Emily:  Well, almost every day. I spent one day in Kelly:  Yes, it’s fantastic here.
Boy :  Oh but dad, I really think it’s a bit unfair. All Zoe:  What do you like about Glastonbury?
hospital. my friends multitask.
Ned:  Really! Why? Kelly:  The weather! It usually rains at Glastonbury,
Father:  Multitask? What’s that? but this year it’s really sunny. Nobody can believe
Emily:  Well, I was swimming in the sea when I Boy:  Well, you know that sometimes you listen to
suddenly had a pain on my foot. A jellyfish stung me! it. It feels really hot. You have to drink a lot of water
the radio AND tidy the living room at the same time. and you have to wear a hat. But the good news is
Ned:  Oh no! What did you do? That’s multitasking. that you don’t have to wear rain clothes.
Emily:  Umm, well I got out of the water. At first Father :  I see. Well, in my opinion, you need to think Zoe:  And what do you think of the music?
my foot was a bit red but I didn’t think it was very about your homework.
serious. But then it became really swollen and I Kelly:  It’s good. I’m not keen on Shakira, but some
Boy:  Okay, you’re right. But dad, young people can of my favourite singers are here. Kylie Minogue,
couldn’t walk. think about more than one thing at a time. Look at Kate Nash, Stevie Wonder. I love Kylie Minogue. At
Ned:  Oh no! Was anybody with you? my homework. What do you think? Is it okay? home, I put on a Kylie CD and turn it up loud. When I
Emily:  No, but luckily, I had my mobile phone with Father:  Hmm, yes it’s not bad. You can have the listen to her music I feel happy.
me so I called my parents and they took me to the music on – but not so loud and no TV. Personally, Zoe:  Hi, what’s your name?
hospital. In the end, the doctor gave me something I think TV is for relaxing after you’ve done your
to put on my foot and it was fine. Simon:  Simon.
homework.
Ned:  Oh good. A bee stung me on the foot once and Zoe:  Can I ask you a question Simon?
Boy:  Okay, I agree with you about that. Dad? Do
the same thing happened. Anyway, did you go in the Simon:  Okay, but only for a minute. I don’t want to
you think I can go camping with Sam and Julie in the
sea again after that? miss anything.
summer?
Emily:  Ha ha! No, I swam in the swimming pool. Zoe:  What’s the best thing about Glastonbury this
Father:  With their parents?
year?
Boy:  No, with their cousin – she’s seventeen. Well,
Simon:  The music! My favourite band is Radiohead
Module 5 nearly seventeen.
and Thom Yorke is my hero. He’s singing now on the
Father:  So she’s sixteen. I really think you need one
1.29 Exercise 2, page 44 main stage. I can’t see him. But his voice sounds
adult with you. amazing.
Female 2:  Okay I’ll ask. Yeah. Bye.
Female 2:  Mum?

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 Zoe:  What do you think of the food? Tim:  I disagree with that. When you’re in a band you 2.4 Exercise 1, page 64
Simon:  The food’s great – I love the pizzas. Sorry, I go out all the time. I want to start a band. 1  you must go
have to go now. Becky:  But you have to be talented to be in a band. 2  he can’t come
Zoe:  Hi! What’s your name please? In my opinion, you’re not a talented musician.
3  they’ll have some
Paula:  Paula Tim:  You’re right, but I can learn.
4  I’d like it
Zoe:  Hi Paula. Are you enjoying the festival? Becky:  What do you want to play?
5  she doesn’t know
Paula:  Yes, very much. Tim:  I really like the guitar but I don’t know how to
6  we bought one
Zoe:  What’s the best thing about it? play it.
Paula:  I like the atmosphere. It’s like a big village Becky:  I do. And I’ve got a good singing voice too. 2.5 Exercise 2, page 64
with nice shops and interesting people. Everyone Tim:  Really? Great – you can be in my band. What A B
looks great. I love the variety of people – old and sort of music do you like? 1  thin skin 5  that disease
young. Becky:  I like lots of different kinds of music. 2  sore mouth 6  this zoo
Zoe:  What about the organisation? Tim:  Me too. 3  sad thoughts 7  those hands
Paula:  The organisation is great. You don’t have to Becky:  But I’m not really into hip hop or rap. 4  six teeth 8  these pills
queue for drinks or food. They turn off the music at Tim:  Me neither. I like indie and dance music.
1am but some of the shops are open all night. The Becky:  So when do we start rehearsing then? 2.6 Exercise 3 and 4, page 64
festival looks amazing at night. Speaker:  cart, cot, pool, bit, beat, caught, pull, cat
Zoe:  Hi! What’s your name?
Nick:  I’m Nick.
Module 7 2.7 Exercise 5, page 64
2.1 Exercise 4, page 62 One cool – b food
Zoe:  Hi Nick. What do you think is the best thing
about Glastonbury this year? Doctor:  Hello. Come in. Two cough – h spot
Nick:  The music. There’s a big variety of music - Lottie:  Hello. Three crowd – f out
everything from rap to indie and from pop to chill Doctor:  Sit down. Right, it’s Debbie Green, right? Four should – d good
out. There are lots of big names like Dizee Rascal, Lottie:  No, it’s Lottie Brown. Five soap – a folk
Shakira and Muse. Shakira’s my favourite! There are Doctor:  So, what’s the problem, Debbie? Six sore – c form
over 150,000 people here, but with more than forty Lottie:  Lottie. Seven today – g police
stages, it never feels crowded. It’s more than just Doctor:  Lottie Green. I’m sorry. Eight voice – e noise
a music festival – it’s got art, circus, theatre, dance Lottie:  Well, I’ve got a stomach ache and I feel a
and comedy too. I’ve seen some great DJs and I love 2.8 Exercise 6, page 64
bit sick.
the Dance Village. They really turn up the electronic A
Doctor:  Mm, headache.
music and it sounds amazing. I recommend it. I’m not REAlly into REGgae I’m not CRAZy about
Lottie:  No, a stomach ache.
ROCK I CAN’T stand heavy METal, I love TECHno and
1.39 Exercises 1 and 2, page 52 Doctor:  Mm, stomachache. And you’re sick you say. HIP hop
Jane:  I like Lady Gaga. I think she’s great. Okay. Now where does it hurt?
B
Rob:  I don’t. I prefer Eminem and 50 cent. Lottie:  Here. In my stomach.
You SHOULDn’t eat that JUNK food You SHOULDn’t
Jane:  I’m not really into hip hop. Doctor:  Any vomiting? eat that CAKE You should EAT more fruit and
Rob:  I am. I love hip hop. It’s my favourite kind of Lottie:  Yes, I’ve been sick twice. VEGetables Drink WATer, it tastes GREAT!
music. What other singers do you like? Doctor:  I see, vomiting. What about diarrhoea,
Jane:  I really like Alicia Keys. Debbie? 2.9 Exercise 7, page 64
Rob:  Me too. She’s got a really strong voice. What Lottie:  Lottie. Yeah, that too. Two syllable words
about bands like Metallica and Twisted Sister? Doctor:  Oh dear. And how long have you had these Speaker  toothache, depressed
Jane:  I’m not a heavy metal person. symptoms? Three syllable words
Rob:  Me neither. Lottie:  Since yesterday afternoon. Speaker  temperature, infectious
Doctor:  And what did you have yesterday for Four syllable words
1.40 Exercise 2, page 55 lunch? Speaker  moisturising, pneumonia
A Lottie:  Yesterday? We had pasta and salad.
DJ Rocky:  When I was at school, I was into music. Doctor:  Pasta and salmon?
In fact, music was my best subject at school – music
Module 8
Lottie:  No, pasta and salad.
and English. I loved English too, and I always wanted Doctor:  Oh, sorry. Has anybody else in your family 2.10 Exercises 1–3, page 68
to be an English teacher. But then I got more and had problems? Grace:  Hey how was your holiday?
more interested in music and I bought CDs every Lottie:  No, they haven’t. Harry:  Great. I went to London.
week. Then I played CDs at my friends’ parties and Grace:  I haven’t been to London yet. How was it?
Doctor:  Right, and have you got any food allergies?
that’s how I started. Harry:  Well, there were lots of parks. But it was
Lottie:  No. I can eat anything.
B cold and wet! It rained nearly every day.
Doctor:  Lucky you! Okay right, well. I’m going to
DJ Rocky:  I travel all over the world now. Last week Grace:  Oh dear – cold and wet in summer! That’s
take your temperature.
I was in Japan, Australia and New Zealand. I play in really bad.
Doctor:  Mm, you’ve got a high temperature Debbie.
clubs and festivals with other DJs from all over the Harry:  What about you? You look very tanned.
I’m afraid you’ve got a stomach infection.
world. It’s great. I usually work for about three hours Where did you go for your holidays- somewhere hot
a night. 2.2 Exercise 4, page 62 and sunny?
C Doctor:  Hello Simon. What’s the problem? Grace:  We went to visit family in Australia.
DJ Rocky:  I love small festivals in hot places. Last Simon:  I think I’ve hurt my leg. Harry:  Wow, Australia. Isn’t it winter there in
year I went to Festival in the desert in Africa. I Doctor:  Right. Do you have any pain? August?
didn’t play there, I just went to listen to the music. I Grace:  Well, we were in the northeast. It has a
Simon:  Yes, I have a lot of pain.
love world music and there are some very talented tropical climate so it’s always hot and often wet,
Doctor:  So where does it hurt?
and exciting bands in Africa. It was really hot there too.
Simon:  Here and here.
during the day, and very cold at night. It’s the best Harry:  What did you do?
festival I’ve been to. Doctor:  I see. Any vomiting?
Simon:  No. I don’t feel sick. Grace:  We went to the beach and swam in the sea.
D
Doctor:  Good. I’m going to take your temperature. Harry:  Isn’t it dangerous to swim in the sea in
DJ Rocky:  It’s a great job but it’s difficult if northeast Australia?
you’re married or have young children. You have Hmm. You’ve got a slight temperature. How long
have you had these symptoms? Grace:  Oh, you mean the box jellyfish? I didn’t
to travel so much and you have to work really
Simon:  Since Saturday. I fell off my bicycle. see any jellyfish. But you’re right, they’re really
late. I sometimes finish at five or six o’clock in the
Doctor:  Ah, well I’m afraid you need to have some dangerous. Box jellyfish have long tentacles that
morning. I’m single, so there’s no problem, but
X-rays. contain venom. It can kill you really quickly.
sometimes I just want to stay at home.
Simon:  Oh, but I’m going camping tomorrow. Harry:  And what about sharks and crocodiles?
E
Doctor:  I’m afraid you’re not going anywhere Grace:  Well, I didn’t see any. You can only swim on
DJ Rocky:  I’m a DJ so I play dance music at work.
tomorrow. Don’t worry, you’ll get over it quickly, beaches where there are lifeguards.
But when I’m at home I listen to classical music
but you shouldn’t walk on that leg for a while. Take Harry:  So, you didn’t see anything dangerous?
and world music. I love ballet, and in my free time I
sometimes go to the theatre to see opera or ballet. these painkillers four times a day. Grace:  I saw a big spider. I don’t know if it was
The last CD I downloaded was Sleeping Beauty by dangerous. I ran away very quickly.
Tchaikovsky! I feel really relaxed when I listen to it. 2.3 Sound Check, page 64 Harry:  Ugh, I hate spiders.
a  you mustn’t go, they’ll have some Grace:But there was one day when I met an
1.41 Exercise 4, page 55 b  sore mouth, this zoo extremely dangerous animal – I was terrified. Have
Tim:  I think it’s really cool to be in a band. c  bit, beat, cat, cart you ever heard of the Cassowary?
Becky:  I don’t. I think it’s really hard work. You have d  cool, food, should Harry:  Cassowary? No, what is it? A type of snake?
to practise and rehearse all the time. I don’t think e  I’m not really into reggae. Grace:  No, actually it’s a very angry and aggressive
you have time for going out. f  toothache, temperature, moisturising bird. It attacks people!

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 Harry:  I’ve never heard of it. Judy:  Correct! You’re doing well. Only one mistake. Male:  Certainly. There’s one near to the information
Grace:Well, it’s huge and it lives in the tropical Are you ready to go on? desk. Go to the end of check-in and turn right. It’s
forest. Anyway, one evening I went down to the Martin:  Yes. next to the newsagents, in front of the information
beach for a walk, and I came across a Cassowary. I Judy:  Okay, last question. What do we call a baby desk.
was alone – mum and dad were having dinner and dolphin. Is it a) a foal, b) a puppy or c) a calf? Female:  Okay, to the end of check-in, turn right
there was nobody else on the beach, and this huge Martin:  Oh dear. This is tricky. I’m not sure. A foal and it’s near to the newsagents in front of the
bird ran after me. is a baby information desk.
Harry:  Oh no! What did you do? horse, a puppy is a baby dog and a calf is a baby cow. Male:  Yes, that’s right.
Grace:  Well I tried to run away, but I couldn’t get Which Female:  Thanks a lot.
away from it. It chased me into the sea. one is a dolphin? I think it’s a calf. Yes, its c a calf. Male:  Not at all, madam.
Harry:  What happened? Judy:  Well done! You know a lot about dolphins!
Grace:  In the end I decided to fight back! I shouted 2.16 Exercise 5, page 80
at it and waved my arms and it slowed down and 2.13 Exercise 7, page 74 Male:  Hello Mrs Jones.
went back into the forest. I was so relieved. Girl 1:  Why don’t we do something one evening? Female:  Hello. I’ve paid the excess baggage.
Harry:  Poor you! Girl 2:  What? Male:  Okay, that’s fine. Did you pack the case
Girl 1:  I think we should go out for a pizza. yourself?
2.11 Exercise 1, page 70 Girl 2:  When? Female:  Yes, I did.
Ben:  This is great. I’m glad we came on the forest Girl 1:  What about tomorrow night. Male:  So that’s gate forty at 12.30.
walk. Female:  Okay, thanks. Oh, could you tell me how
Girl 2:  Why?
Alice:  Yes, me too. But where are the other people? to get to a Post Office? I need to post my husband’s
Girl 1:  Because we haven’t had pizza for ages. Let’s
Ben:  Who? invite a few friends. passport to him.
Alice:  The rest of the group. I think we should wait Girl 2:  Who? Male:  Certainly. There’s one near to the information
for a few minutes. desk. Go to the end of check-in and turn right. It’s
Girl 1:  Amy, Sam, Emily and Josh. We can meet in
Ben:  Okay, let’s sit down. town. next to the newsagents, in front of the information
Alice:  Where? desk.
Girl 2:  Where?
Ben:  Um, over there. We can eat our sandwiches. Female:  Okay, to the end of check-in, turn right
Girl 1:  Near the bus station.
Alice:  Okay, good idea. I’m quite hungry. But I’m a and it’s near to the newsagents in front of the
Girl 2:  Okay, great!
bit worried. information desk.
Ben:  Why? We’re not lost. I know where we are. At Male:  Yes, that’s right.
least, I think I do. Module 9 Female:  Thanks a lot.
Alice:  Why don’t we call somebody? 2.14 Exercise 2, page 80 Male:  Not at all, madam.
Ben:  Who? Male:  Could you tell me how to get to the nearest
bank? 2.17 Sound Check, page 82
Alice:  Um, my mum.
a  It’s made in China
Ben:  No, that’s not a good solution. She can’t do Female:  Yes, certainly. You go through security
control, turn right. Go past the toilets and a b  strong wasps
anything and she’ll be worried. Let’s play a game.
bookshop. And the bank is on your right, inbetween c  crowd, boy, boat
Alice:  What?
the restaurant and the souvenir shop. It’s in front of d  aisle, asthma, bomb
Ben:  What about twenty questions?
the duty free. e  Why don’t you go? I think I should stay.
Alice:  Okay, I’ll think of someone. You start.
Male:  So it's through security control …past a f  cautious , funeral, convenient
Ben:  Okay. Is it a man?
bookshop … inbetween the souvenir shop and the
Alice:  No, it isn’t. 2.18 Exercise 1, page 82
restaurant …in front of the duty free shops.
Ben:  Is she famous? 1  It’s made in China
Female:  That’s right sir.
Alice:  Yes. Luke, I don’t like this. Let’s go back 2  I wasn’t informed
Male:  Thanks a lot.
before it gets dark. 3  They’re used a lot
Female:  Not at all, sir.
Ben:  Okay, you’re right. 4  He hasn’t been told
Harry:  Hey, there you are! 2.15 Exercises 3 and 4, page 80 5  It’s been damaged
Alice:  Oh great. We were getting worried. Female:  Good morning. 6  They weren’t stolen
Ben:  We stopped to pick some mushrooms – look. Male:  Good morning, madam. Could I have your
Harry:  Ah, I think you should ask an expert about passport and ticket, please? 2.19 Exercise 2, page 82
those mushrooms. They could be poisonous. Female:  Yes, here you are. 1  strong wasps
Ben:Yes, maybe you’re right. Let’s go. Male:  Thank you. I’m afraid this is the wrong 2  snakes spray
passport. This is Mr Jones passport. 3  stress tests
2.12 Exercises 4 and 5, page 73 4  screen speed
Female:  Oh no. I’ve taken my husband’s passport.
Martin:  Hey Judy, do you want to do this quiz with 5  sports score
What can I do?
me?
Male:  I’m afraid you can’t travel without your 6  smoke slow
Judy:  Sure, what’s it about?
passport Madame. Are you sure you haven’t got it?
Martin:  Whales and dolphins. Do you know
Female:  Just a moment. Oh yes, here it is. 2.20 Exercise 3, page 82
anything about them? 1  crowd, down, know, mouth, now
Male:  Thank you. Now, would you like a window or
Judy:  Um, a little. I went on a cruise with my 2  boy, coin, noise, out, toy
aisle seat Mrs Jones?
parents and we saw some dolphins. I love it when 3  boat, join, load, rope, show
Female:  Oh er window please.
they jump out of the water and you can see their
flippers – they’re like two little arms. Male:  What baggage do you have? 2.21 Exercise 4, page 82
Martin:  Yes, but you have to be careful because Female:  This suitcase and these two bags. 1  aisle 6  pneumonia
dolphins can look like sharks. Male:  I’m afraid you can only take one bag on the 2  asthma 7  whale
Judy:  Really? But they’re completely different plane. 3  bomb 8  write
species. Sharks are fish and dolphins are mammals. Female:  Oh, okay I’ll put this one in my suitcase. 4  flight 9  yolk
Martin:  I know, but they have similar shapes, and Male:  Okay, that’s fine. Could you put your case 5  know
they both have fins on top of their bodies. here please?
Judy:  Hmm, well, I prefer dolphins! Okay, let me Female:  Sorry, I can’t. It’s rather heavy. Could you 2.22 Exercise 5, page 82
ask you the questions. Right, how many species of help me with the bag please? A
dolphin are there? Male:  Ah, I’m afraid it’s over the limit now. Four 1  Why don’t you go?
Martin:  I have no idea – give me a clue. kilos. Could you pay the excess baggage at the I think I should stay
Judy:  Okay, a) forty-nine, b) seven or c) twenty-six? ticket office please. What about homework?
Martin:  Um, c) – twenty-six Female:  Oh dear. Can I pay it here? Let’s leave it today
Judy:  That’s right! There are twenty-six species Male:  I’m afraid not. The ticket office is over there, B
of dolphin. Okay, next question. Which animal near the escalators. 2  I don’t think we should stop
is the whale’s closest land relative? Is it a) the Male:  Hello Mrs Jones. I don’t think we should stay
hippopotamus, b) the elephant or c) the rhino? Female:  Hello. I’ve paid the excess baggage. Why don’t we come back later
Martin:  Hmm, hippos and rhinos are so ugly. Male:  Okay, that’s fine. Did you pack the case We can come another day.
Elephants look friendly. Is it the elephant? yourself?
Judy:  No, it’s a). the hippopotamus. Okay, Which Female:  Yes, I did. 2.23 Exercise 6, page 82
whale is one of the biggest mammals on earth? Is Male:  So that’s gate forty at 12.30. A  cautious, patient, species, vicious
it a) the blue whale, b) the minke whale or c) the Female:  Okay, thanks. Oh, could you tell me how B  funeral, parachute, poisonous, satellite
elephant whale? to get to a Post Office? I need to post my husband’s C  convenient, ecologist,emergency, environment
Martin:  Oh, I know this. It’s the blue whale. passport to him.

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 Module 10 2.26 Exercise 4, page 91 C:  Yeah, sure, but be quick. Training starts in two
Female:  We continue our report on holiday resorts minutes.
2.24 Exercises 1 and 2, page 86
with a visit to the south coast of England. Today A:  I’ll be quick.
Mike:  I’m Mike Rogers, and this is the Travel
we’re visiting the town of Boscombe. Boscombe was R:  Good morning. Can I help you?
Programme. In today’s programme we’re talking
once a popular holiday destination, but at the end of A:  Yes, please. Could I speak to Mrs Williams? This is
about the top island destinations in the world. We’re
the twentieth century, the number of visitors went her son Adam.
starting with Hawaii. Hawaii became one of the
American states on August the twenty-first, 1959, down. This was a problem for hotels, restaurants R:  Of course, Adam. Hold on a moment. I’ll put you
and here to tell us more about it is Jamie. So what’s and shops, and the local government decided to through.
going on in Hawaii Jamie? find a solution to the problem. One suggestion was A:  Thanks.
to build an artificial surf reef. If there were good R:  Hello, Adam?
Jamie:  Hello Mike! There’s lots going on in Hawaii.
surf waves, more people would come to Boscombe A:  Hello?
It’s a fantastic place for water sports. Visitors can
to surf. They would also spend money in hotels, R:  I’m afraid she’s not available at the moment.
enjoy surfing, diving, fishing and sailing. As well
restaurants and shops. So two years ago, they
as water sports, horse-riding and cycling are really A:  Oh, I see. Could I leave her a message, please?
started work on the artificial surf reef. Today we
popular, too. The weather is perfect. Hawaii has a R:  Yes, of course, Adam. Just a moment.
visit Boscombe to ask ‘Has it been a success?’ Over
tropical climate. There are two seasons, summer and A:  I’ve lost my mobile … and I’ve got basketball
to Luke Smith. Luke, what’s happening in Boscombe.
winter, but the temperature doesn’t change much. In practice until eight o’clock. Can my mum come and
Is it the new surf capital of England?
summer, the temperature goes up to 29.5 degrees, pick me up then?
and in winter it goes down a little to twenty-five 2.27 Exercise 5, page 91 R:  Okay. I’ll just repeat that. You’ve lost your mobile.
degrees. The sea is always warm. Male:  Good evening. Well, we’re very pleased with Can she pick you up from basketball practice at eight
Mike:  It sounds like paradise. Where is the best the new surf reef. A lot of new restaurants and o’clock?
place to go on holiday in Hawaii? hotels are opening and more people are coming A:  That’s right.
Jamie:  Well, there are so many places. The most to Boscombe for their holidays. This summer, the R:  Don’t worry, I’ll get the message to her.
famous beach is Waikiki on Oahu island. There are number of visitors went up by 32 percent. A:  Thank you very much.
six main islands, and Oahu is the most populated. Female:  That’s great news for Boscombe. Can you R:  Not at all. Have you rung your mobile company
There are 900,000 people on Oahu. The capital, tell us more about this artificial surf reef? about your phone?
Honolulu is on Oahu island, and this is where Male:  Yes. The surf reef cost £3 million to build C:  Adam!
President Obama was born. Honolulu is a big modern and was completed and opened in November 2009. A:  No … I’m going to. Thanks … bye.
city where people go out a lot. It’s the first artificial reef in Europe, but the fourth R:  Not at all.
Mike:  So, is Oahu the biggest island? in the world – the other ones are in Australia, New Two
Jamie:  No, the biggest island is called ‘The Big Zealand and California. It’s the size of a football
Island’. It has three active volcanoes and visitors MW = Mrs Williams J = Judy
pitch and it’s about two hundred and twenty-five
take helicopter tours to see the volcanoes. MW: Hello.
metres from the beach.
Mike:  Are the volcanoes dangerous? J:  Hi, Mrs Williams. This is Judy.
Female:  Is it a success?
Jamie:  Yes, volcanoes are always dangerous. They MW: Hello, Judy.
Male:  Yes, the waves are bigger – they’re up to four
can cause earthquakes and tsunamis. This is why metres high now. Also, we have more good surfing J:  Can I speak to Adam, please?
the population of The Big Island is only 150,000. days. Before the reef, we got seventy-seven good MW: Yes, of course. Hang on a sec. I’ll just get him
The last earthquake was in 1975. Only two people surfing days. Now that has doubled to a hundred for you.
died, but the tsunami damaged a lot of houses. A and fifty days a year of good surfing. 10,000 surfers J:  Thanks, Mrs Williams.
lot of people were homeless for a while, but they’ve visited Boscombe this year. This is good news MW:  Adam! Adam!
gone back to their homes now. because surfers spend a lot of money in hotels, MW:  I’m sorry, Judy, he’s out. Do you want to leave a
Mike:  Well, Hawaii sounds like an exciting place to restaurants and shops. People also come here to do quick message for him?
visit. other water sports like windsurfing, canoeing and J:  Yes, great. Now, what did I want to say, … erm …
Thanks Jamie. Now we’re going to hear about diving. MW:  Er, a QUICK message Judy? My taxi’s waiting
another island ... outside.
2.28 Exercises 6 and 7, page 91 J:  Oh. Yes, please. Can you tell him this? I’ve got the
2.25 Exercises 1 and 2, page 88 Female:  Hello could you give me some information information for the history project. We’re going to
Female 1:  Could you give me some information about Ireland, please? meet together tomorrow after school in the library.
about Phuket, please? Male:  Certainly. When would you like to go? Can he come along?
Female 2:  Yes of course. When would you like to Female:  In July. I’m going with two friends, and we MW:  Okay.
go? want to go cycling for two weeks. It’s safe to cycle MW:  Meet tomorrow … after school … in library …
Female 1:  I’d like to go there in May. That’s a good around Ireland, isn’t it? about history project.
time to go, right? Male:  Oh yes, it’s a perfect place for cycling. J:  Right.
Female 2:Well, it’s the beginning of the rainy Female:  The weather’s okay in July, right? MW: Okay, Judy. Don’t worry, I’ll tell him. Bye.
season. The rainy season is from May to October. So Male:  Well, it rains a lot in Ireland, but it’s quite J:Thanks a lot, Mrs Williams. Bye
the best time to visit is from November to April. warm in July. I’d say the weather’s wet and warm in
Female 1:  Oh I see. Okay, I think we can go in April. July. 2.30 Exercise 3, page 98
Female 2:  How long do you want to go for? Female:  Oh good. Could you tell me about places A
Female 1:  Two weeks. I don’t need a visa for two to visit in Ireland, please? There are lots of things to Receptionist:  Good morning. Reception. Can I help
weeks, do I? see, aren’t there? you?
Female 2:  No, you don’t. You only need a visa for Male:  Oh Ireland’s wonderful. You’ll have a fantastic Amy:  Yes please. Could I speak to Mr James please?
more than thirty days. time. It’s Amy.
Female 1:  Could you tell me about places to stay Female:  Which towns do you recommend? Receptionist:  Oh hello Amy. Hold on a moment. I’ll
there, please? Male:  Dublin is definitely worth a visit. put you through.
Female 2:  Of course. You can stay in a beach resort Female:  Do you know anything about the nightlife? Amy:  Thanks.
for about £40 a night. Male:  Oh yes. Dublin’s famous for it’s pubs and Receptionist:  I’m afraid he’s not available at the
Female 1:  Breakfast is included in the price, isn’t it? live music. You could also visit Cork – that’s a lovely moment.
Female 2:  Yes, it is. town. And if you want to go to the west, Galway’s Amy:  Oh, could I leave a message please?
Female 1:  Which resort do you recommend? very popular. Receptionist:  Yes of course. Just a moment.
Female 2:  The Kamala Resort is good – it’s on the Female:  Irish people are friendly, right? Amy:  It’s my gran’s birthday tomorrow. That’s my
West of the island. Male:  Very friendly, and talkative. dad’s mother. Can he book a restaurant for lunch
Female 1:  Do you know anything about diving in Female:  Great. Could you give me some information tomorrow at 12.30 for six people?
Phuket? about flights, please? Receptionist:  Okay I’ll just repeat that. Your gran’s
Female 2:Yes, it’s a great place to go diving. There Male:  Flights are a hundred and fifty euros each. birthday tomorrow. Book a restaurant for lunch at
are lots of dive schools. You can fly directly to Dublin on the fourth of July, 12.30 for six people.
Female 1:  Diving is cheap in Phuket, right? returning on the nineteenth of July. Amy:  Thank you very much.
Female 2:  No, not really. It’s about £70 a day Female:  The nineteenth is a Sunday isn’t it? Receptionist:  Not at all. Say happy birthday to
Female 1:  Oh okay. There are lots of other things Male:  That’s right. your grandmother.
to do, aren’t there? Female:  Is it possible to return on the Saturday? Narrator:  Conversation B
Female 2:  Oh yes. The beaches are wonderful. Male:  You can, but it’s more expensive. Mrs Miles:  Hello.
You can go diving and kayaking, and you can take a Female:  Okay, the Sunday’s fine. Thanks. I’d like to Amy:  Hi, Mrs Miles. It’s Amy.
boat trip to other islands. There are also mountains, book it please. Mrs Miles:  Oh hello Amy.
waterfalls and rainforest. Amy:  Can I speak to Matt please.
Female 1:  Do you know anything about the
nightlife?
Module 11 Mrs Miles:  Of course. Hang on a sec. I’ll get him for
you.
Female 2:  Oh yes, the nightlife in Phuket is 2.29 Exercise 2, page 98
Amy:  Thanks Mrs Miles.
fantastic. A:  Can I borrow your mobile please?

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 Mrs Miles:  Sorry Amy, he’s out. Do you want to Mr Jones:  Thank you. It’s very kind of you to see 2.41 Exercises 4 and 5, page 109
leave a quick message? me. I know how busy you are with exams. Meg:  Hi Alex. How was your weekend?
Amy:  Oh, um can you tell him um ... Teacher:  Oh, I’m always happy to have a meeting Alex:  Okay thanks, Meg. Nothing special. How
Mrs Miles:  Amy, I’m really busy – why don’t you ring with parents. How can I help you? about yours? You seem to be in a very good mood.
him on his mobile? Mr Jones:  Well, Oliver has his exams soon, and he Meg:  I am! I took part in a dance competition on
Amy:  I haven’t got any credit. Okay. Here’s the isn’t working very hard. He says he’s doing well at Saturday evening, and I won!
message. Sorry I can’t meet for lunch tomorrow. Can school, but I think he could do better. What do you
Alex:  Did you? Congratulations. That’s great news.
he play basketball on Saturday? I’ll pick him up at 10 think about his progress?
I didn’t know you could dance. What kind of dancing
o’clock. Teacher:  He’s doing very well. Oliver has worked was it?
Mrs Miles:  Okay, I’ll tell him. very hard this term, Mr Jones. I think he’ll be fine.
Meg:  Latin.
Amy:  Thanks a lot. Mr Jones:  Thanks, that’s very encouraging.
Alex:  Latin? You mean Salsa?
2.31 Sound Check, page 100 2.39 Exercise 2, page 106 Meg:Yes salsa, and tango. That sort of thing. I was
a  The Alps, The Urals Boy:  Hi. How was your weekend? really nervous. In fact, I was terrified!
b  cyber-bullying Girl:  Great. I went to an opera. Alex:  Were you? Did anybody go with you?
c  crisps, friends, coasts Boy:  Did you? Are you joking? I thought you hated Meg:  Yes, my whole family came. And there were
classical music. some famous people there too.
d  person, learner, worker
Girl:  Well, I decided to do something different. I Alex:  Really? Who?
e  Kurt learns words.
went with my parents. The tickets cost fifty euros Meg:  Shakira was there.
f  discipline, impatient, creator
each. Alex:  Shakira? Wow. Why was she there?
2.32 Exercise 1, page 100 Boy:  Did they? That’s crazy. Meg:  Well, it was a charity dance competition, and
/i:/ The Alps The Andes The Elbe The Indus Girl:  I know and I had to wear an evening dress. she does a lot of work for charity.
/ə/ The Himalayas The Nile The Rhine The Urals Boy:  Did you? I don’t believe it! Alex:  Oh, does she? Did she sing?
Girl:  But it was a great experience. Meg:  Yes, and then she spoke to me. It was
2.33 Exercise 2, page 100 amazing. Better than winning the competition!
Boy:  Was it?
Speaker:  cyber-bullying, easy-going, horse riding, Alex:  What did she say?
Girl:  Yes, the main singers were amazing.
instant Messaging, social networking, whale Meg:  She said my dancing was better than hers!
watching Boy:  Were they? But it’s opera ...
Girl:  I know, but I really enjoyed it.
2.34 Exercise 3, page 100 Boy:  Did you?
1  crisps, dentists, paints, springs Girl:  Yes, and the main singer was really good-
2  contests, friends, presidents, trips looking. He looked like George Clooney.
3  coasts, islands, scientists, students Boy:  Did he ... ?
Girl:  Yes – and he had a fantastic voice. I’m
2.35 Exercise 4, page 100 definitely going to go to the opera again.
Speaker:  burner earner person surfer learner Boy:  Are you? I don’t think I’ll come with you – it’s
further urgent worker too expensive!
2.36 Exercise 5, page 100 2.40 Exercise 3, page 109
Speaker:  Pearl’s burn hurts, Kurt learns words, One
Earl’s girl works, Bert’s first term. Lily:  Hello. Is that Mrs Martin?
2.37 Exercise 6, page 100 Mrs Martin:Yes, hello Lily.
Speaker:  discipline, influence, sociable, tragedy, Lily:  Hi. Can I speak to Josh please?
addictive, canoeing, creator, impatient Mrs Martin:  I’m sorry Lily, he’s out. He went out
straight after lunch.
Lily:  Oh well, never mind. Um, can I ask you
Module 12 something? You know it’s Josh’s birthday soon.
2.38 Exercise 1, page 104 Mrs Martin:  Of course. It’s next week.
One Lily:  Well, I don’t know what to get him. Do you
Male:  Bye, Mum. See you later. have any ideas?
Mum:  Hang on Toby – just a minute. Where are you Mrs Martin:  Oh, how about a book about
going? photography. We’re giving him a camera for his
Male:  Out. birthday.
Mum:  Have you tidied your room? Lily:  That’s a great idea. Thanks Mrs Martin.
Male:  Oh look, I’ve been too busy to tidy my room. Mrs Martin:  You’re welcome. Bye Lily.
I’ll do it later. Two
Mum:  Busy doing what? Girl:  Hello Dr Goodman.
Male:  Reading for my French exam. I’m getting Doctor:  Good morning. Please sit down. What can I
really stressed out about it. I don’t think I’m good do for you?
enough to pass. Girl:  Well, I’ve got very important exams at the end
Mum:  Of course you are – you just need to relax. of the month and I’m already feeling stressed out
You won’t pass if you get stressed out. and worried about them.
Male:  That’s why I’m going out for a walk. Doctor:  I see. Do you usually get nervous about
Mum:  Well, if you tidy your room, it will make ME exams?
feel better. Girl:  Not really. I’m usually quite relaxed, but I’ve
Male:  Okay, I promise I’ll do it later. never taken exams that are so important. I really,
Two really want to go to university.
Female 1:  Hi Julie. Are you on your own? Where’s Doctor:  Well, I think you need to learn some
Tom? relaxation techniques. Meditation and breathing
Female 2:  Oh, I don’t know. I’m feeling a bit down exercises can help a lot with exam stress. I know an
about it. He was supposed to call me but he didn’t. I excellent teacher – here’s her website.
think maybe he doesn’t want to go out with me any Girl:  Thank you very much.
more. Three
Female 1:  Really? What about you? How do you Male:  Hey, Maggie what are you doing in here?
feel about him? Female:  Oh, hi Duncan. I’m just doing some
Female 2:  I don’t know. Sometimes I really like him shopping for my grandmother. She needs some
and sometimes I get annoyed with him. I’m not sure bread, but she doesn’t like to go out after six o’clock
how I feel about him. What do you think I should do? in the evening.
Female 1:  I don’t know – maybe you should write Male:  Oh, that’s kind of you. Maggie, can I ask you
down all his good points and all his bad points. That a favour?
might help you to decide what to do. Anyway, come Female:  Okay ...
on, forget about Tom now. We’re going to have a Male:  I’ve started a new blog. Can you post a nice
good time tonight. message on it?
Three Female:  Okay – what’s the address?
Teacher:  Hello Mr Jones. Come in. Male:  I’ll text it to you. Thanks!

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 WORKBOOK Check Your Progress 1
1  1 go ​2 have ​3 do ​4 play ​5 go ​6 go ​7 go
Lesson 6 Grammar
1  Uncountable money; fun; food; music; time;
Answer Key on
2  1 adventurous ​2 famous ​3 friendly ​4 helpful ​
travel ​Countable a euro; a fiesta; a
restaurant; a song; a watch; a tourist
5 wonderful ​6 crazy 2  2 some ​3 any ​4 some ​5 any ​6 any
Module 1 3  1 swimming ​2 sunglasses ​3 wetsuit ​ 3  Possible answers: I have a few friends. I have a
4 marathon ​5 bottle ​6 goggles ​7 helmet little money. I have a lot of friends. I have a
Topic Talk 4  1 I don’t often see ​2 mum usually does ​3 she’s lot of money. I have no friends. I have no money. I
1  at 7 a.m.; the weekend, in the morning; the
spending ​4 are you buying ​5 I prefer ​6 my mum have some friends. I have some money. I don’t have
afternoon
thinks ​7 I don’t eat ​8 I have ​9 I am a lot of friends. I don’t have a lot of money. I don’t
2  on Monday ​Saturday afternoon ​Thursday
5  1 probably ​2 middle ​3 foreground ​4 right ​ have any friends. I don’t have
night ​14 February at four-thirty night 18.00
5 left ​6 background any money.
in the evening ​August ​2010
4  2 lot ​3 lot ​4 some ​5 few ​6 lot ​7 little ​
3  2 At ​3 On ​4 In ​5 On ​6 In Sound Choice 1 8 any ​9 no ​10 no
4  2 do ​3 have ​4 play ​5 spend ​6 feel 1  /s/ She works. He sleeps. She thinks. He eats. ​
5  2 go ​3 do/at ​4 get/spend ​5 get up/play /z/ She jogs. He swims. She skis. He wins. /iz/ She Workshop 1
6  2 do ​3 go on ​4 play ​5 go ​6 play ​7 spend ​ teaches. He boxes. She dances. He watches. Writing
8 go to ​9 sleep ​10 feel 2  /s/ cooks; eats; takes; tastes /z/ feels; goes; plays; 1  2 b ​3 a ​4 d ​5 c
7  Students’ own answers. spends /iz/ chooses; guesses; matches; uses 2  1 Elana ​2 8 p.m. Sat 29 June in the School
3  1 Why ​2 Which ​3 How ​4 Who Sports Hall ​3 celebrate the summer holidays ​
Lesson 1 Reading 4  1 saw ​2 boat ​3 want 4 £5 ​5 Live band and disco
1  1 b ​2 a ​3 b ​4 b ​5 a 5  1 /ɒ/ what; job; clock; watch; want (2 spellings: 3  2 to ​3 to ​4 for ​5 to
2  2 friendly ​3 crazy ​4 hard-working ​ a; o) ​2 /ɜː/ sport; walk; floor; ball; saw (4 spellings: 4  Students’ own ideas.
5 professional ​6 successful ​7 dangerous ​ or; al; oor; aw) ​3 /əʊ/ roast; slow; coat; note; boat Speaking
8 helpful ​9 famous (3 spellings: oa; ow; o) 1  2 because ​3 middle ​4 on the left ​5 like ​
3  1 crazy; professional/hard-working ​2 wonderful; 6  1 alone (2) ​2 beautiful (3) ​3 breakfast (2) ​ 6 probably ​7 in the ​8 you can see
dangerous ​3 successful; famous 4 different (2) ​5 eccentric (3) ​6 historic (3) ​ 2  2 e ​3 a ​4 d ​5 c
4  2 and ​3 but ​4 and then; or ​5 or 7 recipe (3) ​8 relaxed (2) ​9 routine (2) ​
3  Students’ own answers.
5  2 After school I sometimes play football or 10 shower (2) ​11 successful (3) ​12 vegetable (3)
basketball. ​3 I feel tired at night but I always do Check Your Progress 2
my homework. ​4 On Saturdays I spend time with
my friends and do jobs in the house. ​5 What do you
Module 2 1  1 collecting ​2 also ​3 because ​4 into ​5 to ​
6 dancing ​7 doesn’t ​8 playing ​9 like playing
prefer, jogging or swimming? Topic Talk 2  1 I‘ve finished with my boyfriend. ​2 I’ve washed
6  Students’ own answers. 1  a collect stamps ​b do gymnastics/sports/
it with a new shampoo. ​3 Have you put in the
photography ​c make jewellery/model aeroplanes ​
right password? ​4 I don’t know, I haven’t seen him. ​
Lesson 2 Grammar d play chess/air guitar/the piano
5 Yes, he’s lost his phone. ​6 I know, I’ve eaten it all. ​
A  2 I enjoy exams. ​3 My father doesn’t do jobs in 2  2 a ​3 f ​4 d ​5 b ​6 e 7 Yes, she’s passed her English test. ​8 Have you
the house. ​4 I have lunch at School. ​5 My mother 3  2 making ​3 into ​4 to ​5 collect ​6 playing ​ looked in your school bag?
doesn’t watch football on TV. ​6 My friends eat fast 7 every 3  1 really b really ​3 a bit ​4 quite ​5 very ​
food. 4  2 silly ​3 dangerous ​4 difficult 6 absolutely ​7 very ​8 absolutely
B  2 Do you go to extra maths classes? ​3 Do your 5  2 I like dancing because it’s fun. ​3 I don’t like 4  1 any ​2 any ​3 a little ​4 some ​5 any ​
friends enjoy English? ​4 Does your teacher smoke? ​ playing chess because it’s boring. ​4 I don’t enjoy 6 a few ​7 any ​8 some ​9 some ​10 a
5 Do you sleep more than eight hours a night? ​ playing air guitar because it’s silly. ​5 I enjoy
6 Does your city have a good football team? Exam Choice 1
making jewellery because it’s creative. ​6 I’d like to
C  2 I‘m reading ​3 Mum isn’t working ​4 he is try free running because it’s cool. 1  1 d ​2 b ​3 f ​4 e ​5 a
having ​5 we aren’t playing 2  1  firework display ​2 citizens ​3 band ​
6  2 going ​3 every ​4 doing ​5 like ​6 into ​
D  2 Where are you sitting? ​3 Are you using a pen 7 because ​8 to ​9 hobby ​10 the 4 government ​5 take place ​6 venues ​
or a pencil? ​4 What is everybody in your family 7 uniforms ​8 locked up
doing at the moment? Lesson 4 Grammar 3  1 b ​2 a ​3 c ​4 b ​5 b
1  2 plays, isn’t playing ​3 isn’t reading, reads ​ A  2 ’ve done ​3 has been/gone ​4 haven’t seen ​ 4  1 e/g ​2 b ​3 h ​4 f ​5 c
4 ’s talking ​5 ’s lying ​6 loves, doesn’t love 5 haven’t met 5  1 May ​2 out ​3 message ​4 like ​5 about ​
2  2 Does it snow in your city? ​3 Are you texting B  2 a ​3 an ​4 – ​5 – ​6 – ​7 an ​8 a ​9 – ​10 – 6 at
one of your friends? ​4 Do you use an English- C  a bus / buses; an egg / eggs; an orange / oranges; 6  Repeat only
English dictionary? ​5 Is your father cooking? ​ a party / parties 7  1 b ​2 a ​3 b ​4 c ​5 c ​6 b ​7 a ​8 c ​9 b ​
6 Are you wearing new shoes? ​7 Where does she D  2 a ​3 some ​4 some ​5 an 10 a
come from? ​8 What is she wearing today? ​9 What E  2 I don’t have a Nokia mobile phone. ​3 I don’t
time does he usually get up? 8  2 On Saturdays my father goes to the gym or to
have any pop music on my iPod. ​4 I don’t have any the swimming pool. ​3 My sister is very musical –
3  2 ’m staying ​3 ’re training ​4 go ​5 have ​ money in my pocket. ​5 I don’t have an old bicycle. she plays the guitar and the piano. ​4 I love fruit
6 cooks ​7 doesn’t like ​8 run ​9 swim ​10 don’t 1  2 a ​3 e ​4 c ​5 f ​6 b and vegetables but I don’t like meat. ​5 My mother
train ​11 is reading ​12 ’m watching
2  2 He’s lost his keys. ​3 She’s bought a new dress. ​ does the housework in the morning and then she
4  2 A: Hi, Jack. Where are you? Can you talk now? 4 They’ve sold their House. goes to work in the afternoon. ​6 My friends
B: I’m at the cinema. I’m waiting for the film to start. 3  2A: Have you forgotten ​B: haven’t forgotten ​ come to my house and we play video games or we
Can I call you back? 3A: Have you won ​B: No, I haven’t/ I’ve passed  ​ sometimes watch a DVD. ​7 I want to study English
A: Okay. Speak to you in a bit. 4A: I’ve written ​B: I’ve made ​5B: I’ve eaten ​ at university but my parents want me to study
3  A: Hi Jack. Where are you? Can you talk now? A: I’ve read ​6A: You haven’t cleaned ​B: I’ve made ​ maths.
B: I’m at the Post office. I’m buying some stamps. B: I’ve eaten 9  2 and ​3 to ​4 and ​5 then ​6 but ​7 for ​8 or
Can I call you back? 4  2 Have you done ​3 ’ve lost ​4 has bought ​5 ’s
A: Okay. Speak to you in a bit. met
4  A: Hi Jack. Where are you? Can you talk now? 5  2 A: I’m excited.
Module 3
B: I’m on my bicycle. I’m going into town. Can I call B: Have you won something? Topic Talk
you back? A: No, I’ve passed my driving test. 1  2 f ​3 d ​4 b ​5 a ​6 e
A: Okay. Speak to you in a bit. 3  A: I’m worried. 2  2 part-time ​3 a charity shop ​4 pocket money ​
5  2 A: Do you do any sports? 5 shopping centre ​6 street market
B: Have you forgotten something?
B: Yes, I do. I play football and basketball. 3  1 out ​2 cosmetics ​3 second-hand ​4 calls ​
A: No, I haven’t received my new passport.
3  A: Do you go to any extra classes? 5 downloads/CDs ​6 drink/present
4  A: I’m very happy.
B: No, I don’t, but I do a lot of homework every night. 4  2 on ​3 at ​4 from ​5 in
B: Have you met somebody new?
4  A: Do you go to parties? 5  1 c ​2 e ​3 b ​4 a ​5 d
A: No, I’ve won a competition.
B: Yes, I do, but I never dance. 6  2 get ​3 earn ​4 part-time ​5 bank account ​
5  A: I’m tired.
6 spend ​7 downloads ​8 books ​9 charity ​
5  A: Do you do any jobs in the house? B: Have you run all the way to your house? 10 online
B: Yes I do, but my brother doesn’t do anything. A: No, I’ve swum 1000 metres in the swimming pool. 7  2 earns ​3 job ​4 a ​5 at ​6 spends ​7 account ​
6  A: I’m sad. 8 puts
Lesson 3 Skills B: Have you failed your maths test?
1  2 shorts ​3 sunglasses ​4 road ​5 bicycle ​
6 water bottle A: No, I’ve lost my mobile phone. Lesson 7 Skills
1  1 F ​2 T ​3 F ​4 T ​5 F ​6 F
2  2 definitely ​3 background ​4 Perhaps ​ Lesson 5 Skills 2  2 d ​3 f ​4 b ​5 d ​6 e ​7 c
5 because ​6 behind ​7 probably 1  1 b ​2 c ​3 c ​4 c ​5 b ​6 b
3  Photo 2 and Photo 4 2  1 F ​2 T ​3 T ​4 F ​5 F ​6 F
3  2 a bit ​3 absolutely ​4 really ​5 really ​6 very
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 3  2 a bouquet of ​3 a bottle of/a can of ​ Sound Choice 2 Lesson 11 Skills
4 a packet of ​5 a box of ​6 a bit of 1  1  1 b ​2 c ​3 a ​4 c ​5 a ​6 b ​7 c ​8 a
4  2 old brown leather ​3 amazing big red ​4 nice 1st form 2nd form 3rd form 2  1 of, T ​2 at, T ​3 at, F ​4 in F ​5 about, T
new school ​5 expensive designer drink drank drunk 3  2 a ​3 b ​4 d ​5 c ​6 f
5  2 expensive, new, silver ​3 beautiful, big, red ​ ring rang rung
4 lovely, purple, Versace ​5 nice, pair of, black, sing sang sung Lesson 12 Grammar
men’s 1  2 ‘ve already been ​3 met ​4 haven’t met ​5 ‘s
sink sank sunk
6  Students’ own work. never fallen ​6 didn’t get on
swim swam swum
2  2 What’s happened? ​3 How many times have
Lesson 8 Grammar you read it? ​4 Who phoned her? 5What time did
A  1 stolen/sold/spent ​2 eaten/had/made/stopped ​ 2  Repeat only
you go? ​6 When did Sarah have the wedding?
3 forgotten/rung/taken/decided 4 chosen/paid/ 3  Repeat only
3  2A: Have you ever cried at the cinema?
tried/written 4  2 a ​3 d ​4 b
B: Yes, I have.
B  2 I haven’t bought a second-hand English 5  /ai/ buy ​bye ​right ​write ​high ​mile ​shy ​
A: Why did you cry?
Dictionary. ​3 I haven’t spent all this month’s size
B: It was a very sad film
pocket money. ​4 My mum has bought a new dress. ​ /i:/ peace ​piece ​scene ​seen ​clean ​leave ​
3  A: Have you ever written a love letter?
5 My dad has given his old laptop to me. meet ​sweet
B: Yes, I have.
6  I’ve saved 200 euros for a new bike. 6  A
A: Who did you write to?
C  2 Have you ever had a holiday in the USA? No, I I’d like to try gymnastics
haven’t. ​3 Has your dad ever eaten a burger? Yes, B: My ex-boyfriend
I’m really into dancing
he has. ​4 Have you ever earned more than a 100 4  2 ’s met someone ​3 ’s fallen ​4 saw ​5 didn’t
I do it every weekend
Euros in a day? No, I haven’t. ​5 Has it ever snowed ask ​6 Did he ask ​7 ’ve never seen ​8 did you
I like it because it’s fun
in your city? Yes, it has. meet ​9 went ​10 got engaged ​11 Have you
B ever fallen ​12 has ever fallen
1  2 have been/gone ​3 haven’t put ​4 has given ​ Could I look at that please?
5 haven’t met ​6 has found/hasn’t bought ​7 ‘ve Can I try it on please? Workshop 2
seen ​8 ‘ve always wanted Could you wrap it up please? Writing
2  2 I have never earned more than ₤50 a week. ​ Thank you very much 1  2 e ​3 c ​4 b ​5 a
3 Have you ever used make-up? ​4 My brother has
7  two syllables bracelet/chocolate/opera/ 2  b At first c but then d Luckily e In the end f later
never saved anything. ​5 My dad has never bought
restaurant three syllables 3  Students’ own answers
any second-hand clothes. ​6 Has your mum ever
argument/celebrate/library/valuable Speaking
sold anything on eBay?
3  2 My sister has never earned any money. ​3 Have 1  2 Mm. ​3 Really? ​4 Really? ​5 Oh no! ​6 Wow!
you ever seen Star Wars? ​4 Has your mum ever Module 4 2  2 and then, but then ​3 Er, well
given you pocket money? ​5 He has never enjoyed 3  Students’ own answers.
Topic Talk
shopping at shopping centres.
4  2A: Have you read Macbeth yet? ​B: No, I
1  2 crime ​3 ghost ​4 adventure ​5 cowboy ​ Check Your Progress 4
6 horror ​7 science fiction ​8 detective ​9 fantasy ​ 1  1 brilliant ​2 ghost story ​3 detective ​4 best-
haven’t. But I’ve already seen the play. ​3A: Have 10 love ​hidden word: historical seller ​5 fairy tales ​6 interesting ​7 funny
you bought the Radiohead album yet? ​B: No, 2  2 funny ​3 violent ​4 imaginative ​
I haven’t. But I’ve already listened to it online. ​ 2  1 favourite ​2 story/film ​3 by ​4 place ​
5 depressing ​6 romantic ​7 interesting 5 about ​6 a
4A: Have you sold your old laptop yet? ​B: No, I
3  2 c ​3 a ​4 b ​5 b ​6 a ​7 c 3  1 moved ​2 were sleeping ​3 started ​4 was
haven’t. But I’ve already put it on eBay. ​5A: Have
you found a birthday present for mum yet? ​B: No, I preparing ​5 stopped ​6 saw ​7 was calming ​
Lesson 10 Grammar 8 disappeared ​9 told ​10 died
haven’t. But I’ve already bought her a card. A  2 wasn’t born/was born ​3 bought ​4 didn’t
5  2 I’ve seen lots of films at this cinema. ​3 Have 4  1 in ​2 at ​3 of ​4 about ​5 at ​6 about
go out/stayed at home ​5 got up ​6 had ​7 ate ​
you ever bought clothes for your mum for her 5  1 ‘ve met ​2 met ​3 ‘s never seen/has read ​
8 didn’t watch
birthday? ​4 I’ve never had a summer job because 4 haven’t had ​5 fell ​6 went
B  2 Were you born in 1999? ​3 What did your
I don’t like working in the holidays. ​5 I can’t buy dad buy yesterday? ​4 Did you go out last night? ​
anything because I’ve spent all my money already. ​
Exam Choice 2
5 What time did you get up? ​6 Who did you 1  b
6 My mum hasn’t given me my pocket money, yet. have lunch with? ​7 What did you eat for lunch 2  1 T ​2 T ​3 F ​4 F ​5 T ​6 F
6  2 Have you ever seen a live band? No, I haven’t yesterday? ​8 Did you watch the football match
but I’ve watched lots online. ​3 Have you ever 3  1 T ​2 F ​3 F ​4 T ​5 F ​6 T ​7 T ​8 F
on TV?
ridden a motorbike? No, I haven’t but I’ve driven a 4  1 At home. ​2 A love story. ​3 Tom and Summer ​
C  2 asked ​3 decided ​4 went ​5 started ​6 saw ​
car. ​4 Have you ever slept in a tent? Yes, I have. I 4 At the office where Tom works. 5
7 gave ​8 found ​9 spent ​10 arrived
was on a school trip. ​5 Have you ever earned any It’s love at first sight. ​6 Shy and very romantic. ​
1  2 At 8.30 a.m., I was walking to school.  3
​  At
money? No, I haven’t but I’d like a part-time job. ​ 7 He never watches romantic films. ​8 No, it
10.00 a.m., my friends were playing football. ​
6 Have you ever done salsa dancing? No, I haven’t, doesn’t have a happy ending as Summer gets
4 I wasn’t playing because I’ve got a bad leg. ​5 At
but I’ve eaten salsa sauce! ​7 Have you ever cooked engaged to another man.
12.00, my friends and I were having lunch. ​6 At
a meal for your parents? Yes, I have. Lots of times. 3.00pm, I was having a history lesson. ​7 At 5  1 Wow! ​2 Really? ​3 suddenly ​4 Oh no! ​
6.00 p.m., I was doing my homework, my sister 5 well ​6 At first ​7 But then ​8 luckily ​9 In the
Lesson 9 Skills end ​10 Anyway
was making dinner, and my parents were watching
1  Antiques an 18 th century Turkish carpet 6  1 piece ​2 never bought ​3 yet ​4 cool, new,
television ​8 At 8.00 p.m., I was playing computer
Electronic goods a pair of headphones Food black ​5 in ​6 get ​7 back ​8 been ​9 was ​10 at
games.
and drink spices Clothes second-hand clothes 7  1 long black boots ​2 cool new laptop ​3 short
Accessories scarves Arts and crafts a bowl 2  2 What was John doing at 8.30 a.m.? ​3 Was
John playing football at 10.00 a.m.? No, he wasn’t. ​ black t-shirt ​4 fantastic new MP3 player 5
2  2 f ​3 e ​4 g ​5 b ​6 c ​7 a man’s blue sweater ​6 nice big sunglasses ​
4 What were John and his friends doing at 12.00? ​
3  I ​2 Can I ​3 a bit ​4 Can I ​5 How much ​ 7 green leather wallet ​8 leather sports bag
5 Was John having a geography lesson at 3.00 p.m?
6 That’s ​7 please 8  a 2 ​b 1 ​c 5 ​d 3 ​e 4
No, he wasn’t. ​6 Was John doing his homework
4  Students’ own work. at 6.00 p.m.? Yes, he was. ​7 Were John’s parents 9  Students’ own answers.
working at 6 p.m.? No, they weren’t. ​8 Who was
Check Your Progress 3
making dinner at 6 p.m.? ​9 Was John watching TV
1  1 from ​2 on ​3 in ​4 a ​5 at ​6 at ​
at 8.00 p.m.? No, he wasn’t.
Module 5
7 shopping
3  2 was raining ​3 heard ​4 arrived/were still Topic Talk
2  1 chocolates ​2 sweets ​3 perfume ​4 clothes ​ 1  2 stepfather ​3 half sisters ​4 grandparents ​
wearing ​5 was looking/found/had ​6 was talking/
5 orange juice ​6 beans ​7 crisps 5 mother-in-law ​6 brother-in-law ​7 father-in-law
didn’t say ​7 was cooking/arrived
3  1 has never saved ​2 Have you ever spent ​ 8 half brother
4  2 saw ​3 was standing ​4 wasn’t wearing ​
3 has never bought ​4 has sold ​5 haven’t given ​ 2  1 Viv ​2 Flo ​3 Debbie. Angie is wearing tight
5 looked ​6 thought ​7 walked ​8 told
6 Has Tom ever earned ​7 Dad hasn’t been/gone ​ jeans with a T-shirt with a slogan on it. She’s got
8 Have you seen 5  A We were camping in the mountains. We were
trying to sleep when we heard a strange short, dark hair.
4  1 Have you ever visited Iceland? ​2 I’m not 3  2 ‘ve got ​3 ‘ve got ​4 don’t often see ​5 get on ​
hungry, thanks. I’ve eaten already. ​3 Rob doesn’t noise. We were very scared. We looked out the tent
and saw three cows. 6 argue ​7 has ​8 can’t stand
drive. He hasn’t passed his test yet. ​4 Have you
B  I was walking to the bus stop when I dropped my
found your mobile phone, yet? ​5 I’ve never won Lesson 13 Reading
any money. ​6 Debbie hasn’t received her exam keys. I couldn’t see them anywhere.
1  c
results yet. Finally I found them but I missed the bus.
2  1 T ​2 F ​3 T ​4 T ​5 F ​6 F ​7 T
5  1 help ​2 look ​3 much ​4 expensive ​5 This ​ C  I was sitting in the park eating my sandwiches
3  1 laptop ​2 online ​3 homepage ​4 offline ​
6 Could ​7 sorry when I noticed a man. He looked at me and
5 upload ​6 real-time
smiled. We were wearing exactly the same T-shirt
4  2 off ​3 site ​4 down ​5 task ​6 top ​7 down ​
8 page

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 5  2 I love downloading music and films on my Module 6 and the drums and keyboard are great too.
computer but I prefer playing football to playing In conclusion, I think the review is very unfair.
computer games. ​3 I love Christmas because Topic Talk Yours faithfully
four generations of our family get together. 1  2 guitar ​3 saxophone ​4 violin ​5 bagpipes ​
Speaking
However, the teenagers spend hours in front of 6 trumpet
1  1 ✗ ​2 I’m not really into ✗ ​3 I really like ✓ ​
their computers, and I don’t like it. ​4 I spend 2  2 cello ​3 chilling out ​4 keyboards ​5 rap ​
4 I’m not ✓
hours on the computer so my parents think I don’t 6 reggae
2  1 I don’t ​2 I am ​3 Me too ​4 Me neither
have any friends. However, I have over 200 online 3  2 listening ​3 to play ​4 play ​5 dancing
3  1 Me too. ​2 Me neither. ​3 I do. ​4 I don’t. ​
friends and I have real-time chats with them all the 4  2 I’m crazy about Take That. ​3 My father just
5 Me neither. ​6 Me too.
time. ​5 Although my dad reads the newspaper loves listening to folk music. ​4 I can’t stand
and watches TV at the same time, he doesn’t really techno. ​5 My mother can play the clarinet. ​ Check Your Progress 6
multi-task. 6 I haven’t got a good singing voice. 1  1 into ​2 really ​3 listening ​4 about ​5 can’t ​
6  Students’ own ideas. 5  2 can’t ​3 into ​4 about ​5 play ​6 listening ​ 6 voice ​7 play ​8 chill-out
7 really ​8 just ​9 voice ​10 stand 2  1 can’t ​2 have to ​3 don’t have to ​4 can’t ​
Lesson 14 Grammar 5 have to ​6 can ​7 can ​8 don’t have to
A  2 driven/given ​3 known/shown ​4 made/paid ​ Lesson 16 Grammar
A  2 I can play the piano but I can’t play the guitar. ​ 3  1 sounds ​2 feel ​3 looks ​4 look ​5 sound ​
5 meant/spent
3 I can ride a bike but I can’t ride a scooter. 6 feel
B  2 have had ​3 has passed ​4 hasn’t studied ​
4  I can make pasta but I can’t make cakes 4  1 up ​2 on ​3 off ​4 off ​5 down
5 has spent ​6 ‘ve given up ​7 ‘ve started ​
8 ‘ve bought ​9 haven’t bought B  2 Can you dance? Yes, I can./No, I can’t. ​3 Can 5  1 may ​2 mustn’t ​3 mustn’t ​4 may ​5 May ​
your parents ski? Yes, they can./No, they can’t. ​ 6 Must ​7 must ​8 mustn’t
C  2 Would you like some tea? I’ve just made
some. ​3 My mum hasn’t met my new girlfriend yet. ​ 4 Can your mother read music? Yes, she can./No,
she can’t. ​5 Can you remember your first day at
Exam Choice 3
4 We’ve already done our homework. We did it at
1  1 b ​2 c ​3 b ​4 d ​5 d ​6 b
school. ​5 Has Tom found a job yet? school? Yes, I can./No, I can’t.
2  1 e ​2 b ​3 c ​4 a ​5 x ​6 d
1  2 a ​3 c ​4 b ​5 c ​6 a ​7 b ​8 c ​9 a C  2 have to start ​3 don’t have to leave ​4 have to
3  1 F ​2 F ​3 T ​4 F ​5 T
2  2 My brother has never liked loud music. ​ wear ​5 don’t have to carry ​6 have to get
4  1 don’t ​2 think ​3 disagree ​4 opinion ​5 right ​
3 My parents have always lived in the same house. ​ D  2 Do you have to take any English exams this
6 do ​7 too ​8 neither
4 My sister has always had the same hairstyle. ​ year? ​3 Does your father have to travel for his job? ​
4 Does your mother have to drive to work? 5  Students check answers.
5 I’ve never enjoyed computer games. ​6 I’ve
always wanted a pet dog. 1  2 can ​3 has to ​4 doesn’t have to ​5 has to ​ 6  1 b ​2 b ​3 d ​4 d ​5 c ​6 b ​7 a ​8 c ​9 c ​
6 can’t 10 a
3  2 since ​3 for ​4 since ​5 for ​6 since
2  2 can ​3 don’t have to ​4 can’t ​5 have to ​ 7  1 b ​2 c ​3 a ​4 e ​5 d
4  2 I’ve known my English teacher for two years. ​
3 I’ve been at this school since 2012. ​4 My father 6 has to 8  1 but ​2 Although ​3 However
has lived in this city since he was born. ​5 I haven’t 3  2 can ​3 can bring ​4 don’t have to ​5 can ​ 9  Sample answer I like some British bands, but I
liked rap music since it began. ​6 My mother has 6 Can don’t think they are the best in the world.
been interested in French films since she was at 4  2 has to write ​3 Can / write ​4 has to mime ​ Although I haven’t seen an Arctic Monkeys’ concert,
university. 5 have to guess ​6 Can / speak ​7 can’t make ​ I have listened to their music. Their lyrics are
5  2 Q: How long have your grandparents lived at 8 don’t have to be interesting. However, I think Green Day’s lyrics are
the same address? ​A: They’ve lived there since 5  2 have to (make it) ​3 have to finish ​4 don’t better.
they were married. ​3 Q: How long have you had have to ​5 you have to ​6 can’t
your mobile phone? ​A: I’ve only had it for two days. ​ 6  1 have to ​2 have to/can’t ​3 can’t/have to ​ Module 7
4 Q: How long has your mother worked in the same 4 have to/can’t
job? ​A: She has worked in the same job since she Topic Talk
left school. Lesson 17 Skills 1  b 6 ​c 5  ​d 1 ​e 2 ​f 4
6  2 have ​3 has ​4 for ​5 always ​6 never ​ 1  2 Nick ​3 Kelly ​4 Paula ​5 Kelly ​6 Paula ​ 2  2 – ​3 – ​4 a ​5 an ​6 –
7 been ​8 since 7 Nick ​8 Simon 3  2 flu ​3 less ​4 do ​5 feels
7  Example answers ​2 I’ve been interested in 2  1 F ​2 T ​3 F ​4 T ​5 T ​6 F ​7 F 4  2 People really need to eat more fruit. ​3 People
politics since I was a teenager. ​3 I’ve always/ 3  2 i ​3 g ​4 b ​5 a ​6 h ​7 f ​8 c ​9 d need to watch less TV. ​4 People really need to eat
never wanted to visit Australia. ​4 I’ve never worn 4  2 sounds ​3 feel ​4 looks ​5 feel ​6 sounds less junk food. ​5 People need to sunbathe less
second-hand clothes. ​5 I’ve been good at football 5  2 turn the volume up ​3 turn my MP3 player on ​ 5  2 a ​3 throat ​4 been ​5 an ​6 has ​7 feels ​
since I was a child. ​6 I’ve had a boy/girl friend for 4 turn the volume up ​5 turn it down ​6 turn it up ​ 8 do ​9 to ​10 really
1 year. 7 turn it off
Lesson 19 Reading
Lesson 15 Skills Lesson 18 Grammar 1  1 b
1  2 take ​3 spend ​4 make ​5 make ​6 want ​ 1  2 mustn’t ​3 may ​4 must ​5 must ​6 may 2  1 d ​2 b ​3 c ​4 d ​5 c
7 want ​8 forget 2  2 You must listen to me. ​3 You mustn’t play so 3  2 now/Actually ​3 damage/hurts ​4 meal/big ​
2  2 I don’t agree ​3 In my opinion ​4 I don’t think loud. ​4 You must keep in time. ​5 You must 5 wear/use
it’s ​5 You’re right ​6 I really think ​7 I disagree stop talking. ​6 You mustn’t forget your music next 4  2 a ​3 d ​4 c
3  1 F ​2 F ​3 G ​4 F ​5 G ​6 F time. 5  2 Then ​3 Finally ​4 Next time
4  1 don’t/agree ​2 really ​3 opinion/right ​4 What ​ 3  2 mustn’t listen to MPs players ​3 may play
5 Personally/you whatever kind of music ​4 may wear jeans ​5 must
Lesson 20 Grammar
A  2 won’t be ​3 will get ​4 will exist ​5 won’t do
clean their instruments ​6 mustn’t miss lessons ​
Check Your Progress 5 7 mustn’t leave the school without telling 8 may B  3 are going to ​4 am going to ​5 isn’t going to ​
1  1 with ​2 sister ​3 on ​4 in ​5 gets ​6 spend ​ stay up until ​9 may have parties ​10 must be 6 is going to ​7 ‘m not going to
7 come ​8 on ​9 don’t back at college C  2 Are Bob and Anna going to join the gym? ​3 Will
2  1 c ​2 d ​3 e ​4 a ​5 f ​6 b 4  2 may download ​3 must pay ​4 must like ​ your mum be at home this evening? ​4 Will people
3  1 has Chris had ​2 Has Mary always been ​3 I’ve 5 may take ​6 mustn’t stand up ever live on the moon? ​5 Are you going to walk to
never liked ​4 Tom has always lived ​5 have you school today?
known ​6 We’ve never enjoyed ​7 has Sue lived ​ Workshop 3 1  2 I’m sure I’ll have children. ​3 I don’t think I’ll
8 has never been Writing work in an office. ​4 I may put on weight. ​5 I don’t
4  1 since ​2 since ​3 for ​4 for ​5 for ​6 since 1  2 f ​3 h ​4 c ​5 g ​6 b ​7 a ​8 d think I’ll start smoking. ​6 I’ll definitely stop eating
5  1 sorry ​2 I think that’s a bit unfair ​3 What do 2  Sample answer junk food. ​7 I may not have a television in my
you think ​4 In my opinion ​5 I disagree ​6 I really Dear editor home. ​8 I’m going to need glasses soon.
think I am writing about last Saturday’s review of the Red 2  2 She’ll probably be okay next week. ​3 She may
Box album. Although I am a regular get cancer. ​4 He may need to visit the dentist. ​
Sound Choice 3 reader of your magazine, I found this article very
5 She’s going to be sick. ​6 He’ll probably live to
1  /t/ picked surfed touched /d/ breathed logged be 100.
disappointing.
robbed; stayed /id/ collected downloaded shouted 3  2 will need ​3 ’s going to be ​4 may go ​5 ’ll
wanted The reviewer thinks that the singer has a weak
meet ​6 is going to go ​7 ’ll grow ​8 may give/
voice. According to the review, the lyrics are
2  2 glasses ​3 shirts may decide
terrible, the guitar playing is repetitive and boring,
3  2 hard ​3 road ​4 side ​5 niece ​6 close (vb) ​ 4  2 may not come ​3 won’t finish ​4 will let ​5 it’s
and the drums and keyboard are
7 bus ​8 force going to rain ​6 I’ll probably walk ​7 I’ll have to ​
disappointing.
4  2 /a:/ arm ​3 /a/ bad ​4 /ei/ late ​5 /ə/ along 8 may agree ​9 won’t want ​10 may be ​11 I’ll be
I am sorry but I totally disagree with the reviewer. I
5  Repeat only 5  2 will probably leave ​3 will never live ​4 may
think Grace is a talented singer. I think she
6  Repeat only get ​5 won’t get ​6 is going to be
has a strong voice and her lyrics are interesting. In
7  2 d ​3 b ​4 c ​5 a ​6 e
my opinion, the guitar playing is exciting

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 Lesson 21 Skills Lesson 23 Listening Module 9
1  2 take ​3 get over ​4 have ​5 break ​6 hurts 1  2 F ​3 F ​4 T ​5 F 6T
Topic Talk
2  2 broke ​3 get over ​4 had ​5 was ​6 was ​ 2  2 b ​3 b ​4 a ​5 a ​6 b
1  2 foot ​3 helicopter ​4 aeroplanes ​5 moped ​
7 had 3  1 b ​2 b ​3 c ​4 a ​5 b ​6 a ​7 b ​8 c 6 underground ​7 bus ​8 bike ​9 boat ​10 tram ​
3  2 g ​3 i ​4 h ​5 a ​6 e ​7 j ​8 b ​9 d ​10 f 4  2 away ​3 away ​4 back ​5 down 11 canoe ​12 horseback ​Hidden word:
4  2 b ​3 c ​4 b ​5 b ​6 a ​7 b ​8 c 5  ‘it’ in 1, 4 and 7 doesn’t refer to anything; ‘it’ in 2, rollerskates
3, 5, and 6 refers to The Cassowary 2  2 by ​3 about ​4 on ​5 on ​6 the
Check Your Progress 7
3  2 on ​3 by ​4 took ​5 takes ​6 hate ​7 to ​
1  1 to ​2 accident ​3 had ​4 a ​5 feel ​6 to ​ Lesson 24 Grammar 8 by
7 more ​8 do ​9 less 1  2 most ​3 Many ​4 Some ​5 No ​6 Some
2  1 now ​2 actually ​3 damage/hurt ​4 food/ 4  2 uncomfortable seats ​3 quick ​4 delays ​
2  2 traffic ​3 bad weather ​4 information ​
meal ​5 big/great 5 queues ​6 crowds
5 noise ​6 water
3  1 may arrive ​2 is going to travel ​3 will eat ​ 3  2 Most people in the class live in apartments. ​ Lesson 25 Skills
4 not going to rain ​5 won’t finish ​6 is going to 3 Some people in the class speak very good English. ​ 1  2 flight attendant ​3 stewardess ​4 cabin crew
win ​7 may need ​8 will be 4 None of the people in the class give money 2  2 a ​3 c ​4 e ​5 b
4  1 broken ​2 had ​3 taking ​4 hurt ​5 have ​ to animal charities. ​5 Many people in the class
3  2 uncomfortable ​3 unconventional ​
6 got over ​7 take ​8 was believe in climate change.
4 impossible ​5 unreliable ​6 unhappy
5  1 problem ​2 got ​3 throat ​4 got ​5 take 4  Line 2 Most spiders are not dangerous – even the
4  2 uncomfortable ​3 impossible ​4 unusual ​
scary tarantula. Line 3 It’s true that some of the
Sound Choice 4 5 reliable ​6 happy
larger tarantulas can kill small animals. Line 6 ... did
1  2 he can’t come ​3 they’ll have some ​4 I’d like it ​ 5  d
you know that no tarantula has ever killed anybody?
5 she doesn’t know ​6 we bought one 6  1 Lord Northcliffe ​2 the planes ​3 the French
Line 10 Many psychologists believe our fear is
2  Repeat only. pilots ​4 from France to England ​5 Louis Bleriot
a learned behaviour … . Line 13 Some scientists
3  2 cot ​3 pool ​4 bit ​5 beat ​6 caught ​7 pull ​ think our fears … Line 14 we believed all species 7  2 it ​3 he ​4 that ​5 there ​6 their ​7 him ​
8 cat of insects and spiders carried diseases. Line 16… it 8 another ​9 then
4  Repeat only. seems that none of us want to admit that our fear
of spiders
Lesson 26 Grammar
5  2 h ​3 f ​4 d ​5 a ​6 c ​7 g ​8 e A  2 are employed ​3 spends ​4 is spent ​5 carries ​
6  A 6 are given (4 sentences in the Passive)
I’m not REAlly into REGgae
Workshop 4
Writing B  2 am woken up ​3 are paid ​4 isn’t spelt ​
I’m not CRAZy about ROCK 5 aren’t shown ​6 is collected
1  1 d ​2 c ​3 b ​4 e ​5 a
I CAN’T stand heavy METal, C  2 Are cars made in your country? ​3 Is rice
2  2 other ​3 Another ​4 other
I love TECHno and hip HOP. grown in your country? ​4 Is wine produced in your
3  2 I want to know ​3 Write soon ​4 All the best
B country? ​5 Is English taught at primary school in
Speaking
You SHOULDn’t eat that JUNK food your country? ​6 Are teachers paid well in your
1  2 Let’s ​3 can ​4 Why ​5 play ​6 about ​
You SHOULDn’t eat that CAKE country?
7 Let’s ​8 should
You should EAT more fruit and VEGetables 1  2 is located ​3 are employed ​4 were lost ​
2  2 Where ​3 Who ​4 Why ​5 When
Drink WATer, it tastes GREAT! 5 have been destroyed ​6 has not been taken yet
7  2 syllable words depressed ​3 syllable words Check Your Progress 8 2  2 Was your lunch made by your mum? ​3 Have
temperature infectious ​4 syllable words 1  1 pollution ​2 change ​3 spaces ​4 reserves ​ you ever been bitten by a dog? ​4 Is your father
moisturising pneumonia 5 problems ​6 fishing ​7 favourite ​8 loss employed by the government? ​5 Is your name
2  1 leave/won’t bite ​2 ‘ll take/feed ​3 doesn’t pronounced correctly by foreigners? ​6 Have you
arrive/’ll start ​4 ’ll be/loses ​5 will you do/don’t ever been stopped by a policeman? ​7 Were you
Module 8 pass ​6 go/won’t be brought to school by your dad? ​8 Was this mobile
Topic Talk 3  1 Run away ​2 fight back ​3 Stay away from ​
phone bought by your brother?
1  Down ​2 deer ​3 spider ​5 scorpion ​ 4 come across ​5 get away ​6 slow down 3  2 f When was the jet engine invented? ​3 e
7 bear ​8 bat ​9 rat ​10 wolf Across ​3 snake ​ When was the first satellite launched? ​4 a What
4  My cousin has a pet snake and he keeps it in a
4 mosquito ​6 monkey ​8 bee ​11 alligator ​ was the first satellite called? ​5 c How much has
cage. I think it is bad to keep animals in cages, but
12 fox been spent on space exploration since 1958? ​6 d
he looks after it very well, so I suppose it’s happy.
2  Mammals deer, bear, bat, rat, wolf, monkey, fox ​ Which vegetable has been grown in space?
It was quite small when he first got it, but now it’s
Insects spider, scorpion, mosquito, bee ​Reptiles grown to about a meter long. One day I went to his 4  2 became ​3 was inspired ​4 was accepted ​
snake, alligator house and he said ‘That’s strange. I shut the door 5 was chosen ​6 was ​7 was named ​8 was given ​
3  2 noise ​3 dogs ​4 worms of the cage last night, but it was open this morning 9 has been asked ​10 is considered ​11 was
4  2 d ​3 b ​4 c ​5 e and the snake isn’t there!’ As you can imagine, it invited
was very frightening to think that this big snake 5  Last Tuesday a US communications satellite
Lesson 22 Grammar was free and probably somewhere in the house. I was hit by an old Russian military satellite. Both
A  2 a ​3 e ​4 f ​5 d ​6 c left very quickly, and didn’t return to my cousin’s satellites were completely destroyed and a large
B  2 don’t sleep/drink ​3 eat/feel ​4 go/get ​5 is/ house until he’d found it. amount of space junk was produced by the crash.
doesn’t get ​6 gets/don’t do 5  1 no ​2 Some ​3 None ​4 All ​5 Most ​6 many ​ The junk has been watched by the Americans since
C  2 If I go to bed late, I’m tired the next day. ​3 I 7 Most the accident and so far, no other satellites have
get a headache if I spend too long on the computer. ​ been damaged. Since the first Sputnik was launched
4 If I don’t do any exercise, I feel tired. ​5 I usually Exam Choice 4 in 1957, NASA estimates that over 6000 satellites
eat chocolate if I feel depressed. 1  1 d ​2 f ​3 a ​4 h ​5 c ​6 g ​7 b ​8 e have been put into space. Only about half of these
1  2 is/‘ll have ​3 go/‘ll go ​4 ‘ll miss/doesn’t leave ​ 2  1 100,000,000 ​2 90 to 100 ​3 3,500 ​4 80 to satellites are currently used. The others have just
5 see/I’ll tell ​6 ‘ll be/don’t hurry ​7 doesn’t rain/’ll 130 ​5 14% ​6 50% been left in orbit to add to the space junk mountain.
go ​8 ‘ll be/leave 3  1 T ​2 F ​3 F ​4 T ​5 F ​6 F ​7 T ​8 T
Lesson 27 Skills
2  2 e If you print on both sides, you’ll use much less 4  1 Sharks ​2 mammals ​3 twenty-six ​ 1  a 3 ​b 4 ​c 6 ​d 5 ​e 1 ​f 8 ​g 9 ​h 2 ​i 7
paper. ​3 a If you spend less time in the shower, 4 hippopotamus ​5 the blue whale ​6 calf (Note g and h may be repeated more than once and
you’ll waste less water. ​4 f If you buy local food 5  1 a ​2 b ​3 c ​4 c ​5 a ​6 c at different stages of the journey, depending on the
you’ll reduce unnecessary food transport. ​5 b If 6  1 across ​2 of ​3 to ​4 If ​5 Why 6’ll ​7 had ​ airports.)
you stop drinking bottled water, you’ll reduce plastic 8 feel ​9 taking ​10 about 2  2 through ​3 turn ​4 past ​5 on ​6 between ​
pollution. ​6 d If you walk or cycle more, you’ll 7  1 don’t ​2 What ​3 should ​4 When ​5 about ​ 7 in ​8 of
reduce traffic pollution (and get fitter!). 6 Why ​7 Let’s ​8 Who ​9 can ​10 Where 3  1 F ​2 T ​3 F ​4 F ​5 T ​6 F
3  3 don’t stop ​4 will lose ​5 will become ​ 8  Students’ own answers
6 continues ​7 won’t survive ​8 don’t control ​ 4  2 Yes, here you are ​3 Just a moment ​4 Could
9  1 First ​2 Second ​3 Then ​4 Finally you ​5 I’m sorry, I can’t ​6 Yes, I did ​7 Certainly ​
9 continues ​10 don’t act
10  a 3 ​b 2 ​c 1 ​d 5 ​e 4 ​1 c ​2 b ​3 a ​4 e ​ 8 Not at all madam
4  2 If it snows next month, we’ll go skiing. ​3 I’ll
5 d 5  1 the ​2 of ​3 to ​4 of ​5 turn ​6 in
have a shower before I go to school. ​4 When he’s
11  First, do not pick it up immediately. It may be
eighteen, he’ll have driving lessons. ​5 She’ll read
waiting for an adult. Second, pick it up carefully. Check Your Progress 9
her book before she goes to sleep.
You need to wear gloves if possible. Third, put it in a 1  1 to ​2 by ​3 by ​4 by ​5 by ​6 to ​7 by ​
5  3 I’ll take the dog for a walk if you tidy the 8 on
covered box with air holes. Then, keep it warm and
kitchen. ​4 I’ll tidy the kitchen if you do the
quiet. Finally, call a rescue centre or deliver it to a 2  1 impossible ​2 unreliable ​3 unlucky ​
washing up. ​5 I’ll do the washing up if you get
centre yourself. 4 inexperienced ​5 unhappy ​6 unusual
me some cola. ​6 I’ll get you some cola if you stop
3  1 was built ​2 have been sold ​3 was designed ​
giving me things to do. ​7 I’ll stop giving you things
4 is made ​5 was stolen ​6 is cooked ​7 has been
to do if you feed the cat.
built

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 4  1 is run by BAA ​2 have been enjoyed by millions 4  2 whale-watching ​3 learning ​4 chilling out ​ later ​7 place where you can find what you need ​
of people ​3 was played by Colin Firth ​4 is caused 5 Climbing 8 a long weapon like a stick with a sharp end ​9 not
by traffic pollution ​5 wasn’t discovered by 5  1 shopping O ​2 whale-watching M ​ cooked
Christopher Columbus ​6 are designed by the new 3 learning M ​4 Chilling out M ​5 climbing BI 4  1 c
company 5  1 32 percent ​2 3million ​3 2009 ​4 New
5  1 Could I have ​2 you are ​3 Did you pack ​ Lesson 30 Grammar Zealand ​5 225 ​6 4 ​7 77 ​8 150 ​9 10,000
4 I did ​5 aisle seat ​6 Can you put ​7 Thank you ​ 1  1 the Amazon ​f (–) South America ​2 (–) Corsica ​ 6  1 yes ​2 wet and warm ​3 Cork ​4 friendly ​
8 Goodbye d the Mediterranean ​3 the Czech Republic ​ 5 £150 ​6 4July, 19 July
a (–) Europe ​4 the Maldives ​b the Indian Ocean ​
7  1 b ​2 a ​3 b ​4 a ​5 b ​6 b ​7 b ​8 a
Sound Choice 5 5 the Thames ​c (–) London ​6 the Waikato ​
8  1 are asked ​2 I had a lot ​3 going on ​4 You
1  2 I wasn’t informed. ​3 They’re used a lot. ​4 He e (–) New Zealand
don’t (really) believe ​5 was stopped by the people
hasn’t been told. ​5 It’s been damaged. ​6 They 2  1 The Nile/(–) Africa ​2 (–) Mont Blanc/the Alps ​
at ​6 have you ​7 has been destroyed ​8 weren’t
weren’t stolen. 3 (–) Hawaii/the USA
so heavy you wouldn’t ​9 goes up ​10 have been
2  Repeat only 4  (–) Sicily/the Mediterranean ​5 (–) Swansea/ taken
3  2 out ​3 join the United Kingdom ​6 (–) Greenland/the world. ​
9  The film The Beach and the tsunami in 2004
4  1 aisle ​2 asthma ​3 bomb  ​4 flight ​5 know ​ 3 is false. The smallest state is Rhode Island
10  1 It ​2 there ​3 they ​4 that ​5 They ​6 one
6 pneumonia ​7 whale ​8 write ​9 yolk 3
11  1 It ​2 They ​3 one ​4 that ​5 it
5  A 1  (–) Poland/(–) Sweden
12  Student’s own work.
Why don’t you go? 2  the Czech Republic/(–) Slovenia
I think I should stay. 3  (–) Germany/ the Black Sea?
What about homework? 4  (–) Chile/(–)Argentina Module 11
Let’s leave it today. 5  (–) Canada /(–) Russia Topic Talk
B 6  the Himalayas/the  Indian Ocean 1  2 g ​3 f ​4 a ​5 b ​6 e ​7 d
I don’t think we should stop. 4  a – ​5 b the ​4 c – ​2 e the ​3 f the 6 2  2 sensitive ​3 sociable ​4 confident ​
I don’t think we should stay. 5  The Great Britain is the largest island in the 5 impatient
Why don’t we come back later? Europe. It includes the England, the Wales and the 3  2 impatient ​3 moody ​4 ugly
We can come another day. Scotland. The United Kingdom is slightly different 4  2 We’ve known ​3 quite ​4 she’s got ​5 dyed ​
6     patient, species, vicious     funeral, from the Great Britain because it includes the 6 a bit
parachute, poisonous, satellite       convenient, Northern Ireland. So, the full official name of the 5  2 have ​3 am ​4 got ​5 hair ​6 a
ecologist, emergency, environment country is the United Kingdom of Great Britain and
Northern Ireland. The UK capital is the London Lesson 31 Skills
where the River Thames flows into the North Sea. 1  b
Module 10 The Grampians in the Scotland are the highest 2  b
Topic Talk mountains with the Ben Nevis at 1,344 metres, 3  1 Jesse Eisenberg is better looking than Mark
1  b castle ​c forest ​d sunbathing ​e snorkelling ​ the highest peak. There are also many large lakes Zuckerberg. But they are both pale skinned,
f stream ​g sailing or ‘lochs’ in the Scotland including the most famous and have curly hair. They are both 1 metre 75
2  Describing water lagoon, stream Types of one, the Loch Ness. The Loch Ness Monster, centimetres. ​2 An ex-girlfriend ​3 The film story
building apartment, castle, church sometimes known as ‘Nessie’, does not exist. of Facebook. ​4 Zuckerburg ​5 Eduardo Saverin
Activities on water kayaking, sailing, snorkelling 4  2 get on ​3 getting on ​4 getting really good
Activities on land bird-watching, sight-
Workshop 5 marks ​5 got angry ​6 get your clothes ​7 get
Writing angry ​8 gets rid of
seeing, sunbathing
1  2 Having a great time in ​3 I’m ​4 we’re ​5 See 5  2 Mark Zuckerberg isn’t as old as Jesse Eisenberg. ​
3  2 on ​3 climate ​4 at ​5 to ​6 with
you ​6 Take care 3 Mark Zuckerberg isn’t as unfriendly as his
4  2 go to the coast ​3 stay in an apartment ​
2  2 a ​3 c ​4 e ​5 d character in the film. ​4 The real story of Facebook
4 stayed at a campsite ​5 went snorkelling ​6 it’s
3  2 We are ​3 It is ​4 We ​5 It was ​6 I ​7 We ​ isn’t as exciting as the film story of Facebook. ​
got beautiful beaches ​7 went sightseeing ​
8 We will be 5 The character played by Andrew Garfield is as nice
8 went to the country ​9 stayed with my family ​
10 My dream is to go to Florida 4  Hi Ollie, as the real Eduardo Saverin. ​6 Armie Hammer is as
Having a great time in Majorca. Now in the north. tall as the Winklevoss twins.
Lesson 28 Grammar The beaches are lovely. Very hot! I’m enjoying 6  2 is as tall as ​3 as good as ​4 as open as
A  2 will/are ​3 don’t leave/we’ll miss ​4 pass/’ll swimming in the sea. Yesterday we visited some 7  Students’ own answers
buy ​5 ‘ll take/go ​6 rains/’ll go caves – AMAZING!! Tomorrow we’re going diving.
B  2 … I won’t got to English class. ​3 If I don’t go to Hope we don’t see any sharks! Back on Saturday. Lesson 32 Grammar
English class, I won’t practise speaking. See you next week. A  2 ‘m going ​3 ‘re leaving ​4 ‘re taking ​5 ‘re
4  If I don’t practise speaking, I won’t get better. ​ Take care staying ​6 ‘m having ​7 ‘m not coming back
5 If I don’t get better, I’ll fail my exam. Ruby xxxxx B  2 Are you doing anything after school? ​Yes, I
C  2 an ​3 a ​4 an ​5 an ​6 a ​7 a ​8 an Speaking am. ​No, I’m not. ​3 Are your parents going out
D  1 the / the ​2 an ​3 a ​4 –/– ​5 –/– ​6 –/–/the 1  2 No ​3 £40 ​4 £70 ​5 kayaking ​6 mountains this evening? Yes, they are./No, they aren’t. ​4 Are
2  2 That’s a good time to go, no? right ​3 I don’t you taking any exams next week? ​Yes, I am./No,
1  2 appeared ​3 had ​4 won ​5 ‘d ask ​6 didn’t
need a visa for two weeks, don’t I? do I I’m not. ​5 Is your best friend coming to your house
2  1 3, 5, 6 ​2 1, 2, 4
on Friday? ​Yes, she is./No, she isn’t. ​6 Are you
3  2 left ​3 gave ​4 saw ​5 could live 4  Could you tell me about places to stay there,
meeting your friends in town on Saturday? Yes, I
4  Example answers: 1 If I found a wallet in yeah? please ​5 Breakfast is included in the
am./No, I’m not.
the street, I’d take it to the police station. ​2 If price, don’t you? isn’t it ​6 Which resort have you
recommend? do ​7 Don’t you know anything about C  2 Tom isn’t going to join the gym. ​3 What are
a friend left a bag at my house, I’d call the friend
diving in Phuket? Do ​8 There are lots of other you going to do after you leave school? ​4 Are you
immediately. ​3 If a shop assistant gave me too
things to do, isn’t it? aren’t there ​9 Have you know going to go to university? ​5 Emily is going to study
much change, I’d tell him and give it back. ​4 If I saw
anything about the nightlife? Do French. ​6 I’m not going to eat any more junk food.
a spider in the bath, I’d pick it up and put it outside. ​
1  2 is going to spend ​3 is going to get ​4 isn’t
5 If I could live anywhere I wanted, I’d live on the
coast.
Check Your Progress 10 going to eat ​5 isn’t going to watch
1  1 on ​2 with ​3 with ​4 went ​5 on ​6 go ​ 2  2 I’m shopping ​3 I’m having ​4 I’m swimming ​
5  2 If I had enough money, I could buy a new mobile
7 climate ​8 reefs 5 I’m meeting ​6 I’m having ​7 I’m going
phone. ​3 I could go out if I didn’t have so much
2  1 had/would buy ​2 were/would be ​3 would 3  2 I’m taking ​3 I’m going to update ​4 I’m having ​
homework. ​4 If I spoke perfect English, I wouldn’t
do/didn’t talk ​4 knew/would tell ​5 wouldn’t 5 I’m seeing ​6 I’m going to learn
need to go to classes. ​5 I would download more
work/didn’t have to ​6 were/would you do ​ 4  2A: We don’t have an English lesson tomorrow. ​
films if I had a fast computer. ​6 I wouldn’t feel
7 would help/could B: When is our next English lesson?
sleepy if I didn’t always go to bed late. ​7 If I didn’t
do a lot of sport, I wouldn’t feel tired. ​8 If I didn’t 3  1 hiking ​2 canoeing ​3 dancing ​4 swimming ​ 3  A: My flight leaves Warsaw at 10.10 a.m. ​
have to help my parents, I would go to the concert. 5 studying ​6 diving ​7 surfing B: What time do you arrive in London? ​4A: The
6  If Jenny was older and richer … she’d go to a 4  1 go out ​2 going on ​3 goes back ​4 went on ​ Post office closes at 4.30 p.m. today. ​B: What time
tropical island./… she’d stay in a luxury hotel./… she 5 gone down ​6 going up does it open tomorrow morning? ​5A: Liverpool
would go swimming with dolphins and snorkelling 5  1 – ​2 The ​3 The ​4 – ​5 The ​6 The ​7 The play Manchester United this evening ​B: Who do
over coral reefs./… she would never want to leave. they play next Saturday?
Exam Choice 5 5  2A: Are you doing anything this evening? We
Lesson 29 Skills 1  1 on the beach and near some trees ​2 sea water ​ could meet up in town. ​B: I’m afraid I can’t. I’m
1  1 b ​2 c ​3 a 3 in the sea looking after my little brother and sister. ​3A: Are
2  1 1959 ​2 29.5 ​3 25 ​4 6 ​5 900,000 ​ 2  1 b ​2 f ​3 d ​4 g ​5 e ​6 a you doing anything for lunch? We could go to a café. ​
6 1975 3  1 left in a place that you cannot get away B: I’m afraid I can’t. I’m having lunch with my family. ​
3  2 goes up to ​3 goes down to ​4 go out ​5 gone from ​2 job ​3 chances ​4 shelter from the sun ​ 4A: Are you doing anything on Sunday? We could
back 5 dangerous ​6 keep something so it can be used

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 go for a bike ride. ​B: I’m afraid I can’t. I’m going to activity at a time when their student volunteers 4  1 This T-shirt is too small. ​2 You’re not old
the beach with my girlfriend. ​5A: Are you doing were feeling down. The students who were in a enough to watch that film. ​3 It’s too cold to play
anything on Friday night? We could go to a club. ​ particularly bad mood had extra blood flowing to outside. ​4 She isn’t relaxed enough to do well in
B: I’m afraid I can’t. I’m working from 6 till 10 at the this part of the brain. The psychologist who led exams. ​5 This soup is too hot to eat yet. ​6 These
sports centre. the experiments hopes that the new information exercises aren’t difficult enough for our students.7
will be useful. ‘It may help us to find better ways The TV isn’t big enough. ​8 These shoes are too
Lesson 33 Skills of treating the millions who have problems with small.
1  2 posted ​3 homepage ​4 view ​5 keep in depression each year’, he said. 5  1 him to work hard. ​2 him not to go to too many
touch with ​6 online 5  2 There’s a great beach in Egypt where we go parties. ​3 him to text or call her everyday. ​4 him
2  2 put ​3 afraid ​4 message ​5 Not snorkelling. ​3 I read a different magazine that was to be careful with his money. ​5 him not to stay in
3  Conversation A Your wife’s mother’s birthday better than this one. ​4 My friend was really good bed all day. ​6 him to have a good time.
tomorrow. Book restaurant for lunch for 12 6 to me when I was depressed. ​5 I was terrified
people at 2.30 12.30. ​Conversation B Can’t meet when I saw the exam questions. ​6 I know a good Exam Choice 6
for dinner lunch tomorrow. Can you play tennis café where I go to meet my friends. ​7 I saw a film 1  1 b ​2 c ​3 c
basketball on Sunday Saturday? Amy will pick you up yesterday which/that was really boring. ​8 I’ve just 2  1 Because it increases the amount of oxygen
at 2 10o’clock. seen a man who was crying. in the your body so that you feel calm and relaxed
4  Conversation A ​2 c ​3 a ​4 c ​5 b ​6 c ​ 6  2 when ​3 who ​4 where ​5 who ​6 that/ but also full of energy and happy. ​2 They began
Conversation B ​1 a ​2 a ​3 b ​4 a ​5 c ​6 a which in Mumbai, India in 1995. ​3 Julie Whitehead has
7  2 It’s about a young man who appears on Who been doing Laughter Yoga for 7 years. ​4 Laughter
Check Your Progress 11 wants to be a millionaire. ​3 A ‘slumdog’ person is Network wants to bring more laughter and
1  1 small ​2 hair ​3 straight ​4 overweight ​ someone who is very poor. ​4 Telluride, Colorado happiness into people’s lives. ​5 Their employees
5 pale-skinned ​6 characters ​7 sociable ​8 shy ​ is the place where the film was first shown. ​5 30 are more productive and make more money for the
9 bit ​10 friends August 2008 is the date when the film was first company.
2  1 get on with ​2 don’t get on well ​3 gets good shown. ​6 A.R. Rahman was the man who wrote the 3  1a 2 ​b 3 ​c 1 ​2a 2 ​b 1 ​c 3 ​3a 3 ​b 1 ​c2 ​
marks ​4 get angry ​5 got rid of music for the film. 4a 3 ​b 2 ​c 1
3  1 Tanya isn’t as tall as Emma. ​2 Tom is as hard- 4  1 T ​2 F ​3 F ​4 T ​5 F
working as Dick. ​3 John isn’t as romantic Lesson 35 Skills felt nervous, terrified. ​5 Her whole family were
as Beth. ​4 Craig’s brother is just as untidy as he 1  2 a Situation ​2 b Situation ​3 c Situation ​ there, and some famous people like Shakira. ​
is. ​5 Your hair isn’t as curly as mine. ​6 Alice is as 1 3 a Situation ​2 b Situation ​3 c Situation 1 ​ 6 When Shakira spoke to her.
outgoing as her mother. 4 a Situation ​2 b Situation ​3 c Situation 1 5  1 Did ​2 Were ​3 Really? ​4 Shakira? ​5 does
4  1 He is arriving ​2 I’m going to tell ​3 I’m going 2  2 do ​3 made ​4 make ​5 making ​6 doing 6  1 attractive ​2 personality ​3 education ​
to learn ​4 We’re flying ​5 Are you going to answer ​ 3  2 T ​3 F ​4 T ​5 F ​6 T 4 behaviour ​5 sporty ​6 enthusiastic ​
6 They’re meeting ​7 I‘m having ​8 We’re going 4  2 not rich enough ​3 too serious ​4 too stressed 7 relationships ​8 funny ​9 romantic ​
to visit out ​5 too fat ​6 not clever enough ​7 not rich 10 argument
5  A: Good morning. Could I speak to Mr Young, enough ​8 too ugly ​9 too busy 7  1 to ​2 to ​3 not as ​4 as ​5 so that ​6 so that ​
please? 5  b 1 ​c 3 ​d 4 ​e 2 7 not as ​8 as ​9 so that
B: One moment. I’ll put you through.
A: Thank you. Lesson 36 Grammar
B: I’m afraid he’s not available at the moment. Would 1  2 Call me next week. ​3 Why don’t you ask
you like to leave a message? your father? ​4 Can you help me? ​5 Don’t come ​
6 Don’t worry, be happy
A: No, thank you.
2  2 wanted ​3 told ​4 advised ​5 ordered ​
A: Goodbye.
6 asked
Sound Choice 6 3  2 … me not to interrupt him. ​3 … me to call her
1  /i:/ before vowel sounds The Alps, The Andes, and explain the problem. ​4 … me to wait a bit
The Elbe, The Indus /ə/ before consonant sounds longer. ​5 … me to show him my identity card. ​6 …
The Himalayas, The Nile, The Rhine,The Urals me to stay ​7 ... me not to come home late. ​8 ...
2  2 f ​3 a ​4 b ​5 c ​6 e asked me to help her with her homework.
3  1 springs ​2 friends ​3 islands 4  2 Mike advised Sue to wait for a bit. ​3 Dad
4  unstressed ordered Jenny to go up to her room. ​4 Viv wanted
Gina to lend her some money. ​5 Jane told Joe not
5  Pearl’s burn hurts
to talk to strangers. ​6 Gary told Liz not to tell Neil
Kurt learns words
about Sarah.
Earl’s girl works
5  2 He asked us to think of solutions and not to
Bert’s first term
think of problems. ​3 He advised us to look at what
6  discipline, influence, sociable, tragedy we have done and not to look at what we haven’t
canoeing, creator, impatient done. ​4 He told us to do something good each day
and to do at least one thing to make somebody else
Module 12 happy. ​5 He advised us to mix with happy people
because it helps.6 He told us to smile more!
Topic Talk
1  2 exciting ​3 annoying ​4 interesting ​ Workshop 6
5 surprising ​6 boring Writing
2  2 exciting/excited ​3 annoying/annoyed ​ 1  b 6 ​c 1 ​d 3 ​e 5 ​f 4
4 interesting/interested ​5 surprised/surprising ​ 2  2 Can we meet up after school to have a good
6 bored/boring chat? ​3 Can I borrow your bicycle so that I can get
3  2 happy ​3 calm ​4 relaxed to my piano lesson on time? ​4 Can I call you later
4  2 with ​3 on ​4 get ​5 with ​6 doing ​7 get ​ to get directions to the party?
8 hobbies 3  Suggested answer You know I’m going to my
5  Students’ own answers cousin’s wedding next weekend? Well, I’m really
excited about it, but I don’t know what to wear. Can
Lesson 34 Grammar you meet me on Friday so that we can go shopping
A  2 at ​3 at ​4 in ​5 on ​6 of ​7 for ​8 in together? We can meet at the Grand Café after
B  2 at ​3 in ​4 with ​5 with ​6 in ​7 on ​8 at ​ school. Give me a ring at home. Thanks a lot.
9 with Speaking
1  2 who/a psychologist ​3 that/yoga ​4 where/a 1  2 e ​3 a ​4 b ​5 d
spa ​5 when/winter ​6 who/a comedian
2  2 Did ​3 Did ​4 Was ​5 Were ​6 Did ​7 Did ​
2  2 c ​3 a ​4 b ​5 g ​6 h ​7 e ​8 f 8 Are
3  2 My best friend is the only person who
understands me. ​3 I’ve got a cousin who gets Check Your Progress 12
upset very easily. ​4 Global warming is the issue 1  1 very relaxing ​2 very depressed ​3 always
which I worry about most. ​5 I don’t like watching exciting ​4 really bored ​5 confused ​6 interested
films that make me cry. ​6 Doing exams is the thing 2  1 that I am reading ​2 where I was born ​3 when
that I hate most about school. people feel relaxed ​4 who broke my heart ​5 that
4  Do you have friends who are always in a bad she lost ​6 who I met yesterday
mood? Scientists now believe that moods may begin 3  1 done ​2 makes ​3 make ​4 make ​5 doing ​
in an area of the brain where important things like 6 make ​7 do ​8 made/is making ​9 made
your heart rate and your breathing are controlled. In
recent experiments, the researchers measured brain

153

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