On Screen C1 - Teacher's Book 9781471580963

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01OnScreen C1 Ts POL Contents.qxp_01OnScreen C1 Ts POL Contents 12/7/18 11:45 AM Page 1

Teacher’s Book

Jenny Dooley – Virginia Evans

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Published by Express Publishing Liberty House, Greenham Business Park, Newbury, Berkshire RG19 6HW, United Kingdom Tel.: (0044) 1635 817 363 Fax: (0044) 1635 817 463 email: [email protected] www.expresspublishing.co.uk © Jenny Dooley – Virginia Evans, 2018 Design and Illustration © Express Publishing, 2018 First published 2018 Made in EU All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means, electronic, photocopying, or otherwise, without the prior written permission of the publishers. This book is not meant to be changed in any way. ISBN 978-1-4715-8096-3

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Contents Introduction to the Teacher .............................................................................................................. p.

4

Module 1 ........................................................................................................................................ p.

8

Module 2 ........................................................................................................................................ p.

25

Module 3 ........................................................................................................................................ p.

42

Module 4 ........................................................................................................................................ p.

60

Module 5 ......................................................................................................................................... p.

77

Module 6 ......................................................................................................................................... p.

96

Module 7 ......................................................................................................................................... p. 116 Module 8 ......................................................................................................................................... p. 135 CLIL/Culture ................................................................................................................................... p. 156 Audioscripts ................................................................................................................................... p. 161 Evaluations .................................................................................................................................... p. 180 Workbook Key ............................................................................................................................... p. 196 Workbook Audioscripts ................................................................................................................ p. 216 Grammar Bank Key ....................................................................................................................... p. 235 Practice Tests Key .......................................................................................................................... p. 243

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Introduction to the Teacher On Screen C1 is a modular course for learners studying British English at CEF Level C1. It allows a flexibility of approach which makes it suitable for classes of all kinds, including large or mixed ability classes. On Screen C1 consists of eight modules. Each module consists of six lessons plus Language Knowledge, Language Focus and Progress Check sections. The corresponding module in the Workbook provides the option of additional practice.

ieBook The ieBook contains all the material in the Student’s Book and is the Ss’ interactive study partner.

ELEMENTS OF THE COURSEBOOK Each module begins with a modular spread that contains: a brief overview of what will be covered in the module, pictures and words/phrases related to the theme of the module and exercises to practise the vocabulary presented.

COURSE COMPONENTS

Each module contains the following sections:

Student’s Book – Workbook & Grammar Book The Student’s Book is the main component of the course. Each module is based on a single theme and the topics covered are of general interest. All modules follow the same basic structure (see Elements of the Coursebook). The Workbook is in full colour and contains modules corresponding to those in the Student’s Book containing practice in all four language skills. It also contains an IELTS Practice Section and a Grammar Bank with theory and exercises. It can be used either in class or for homework upon completion of the relevant unit in the Student’s Book.

Vocabulary Pictures are employed to introduce Ss to the vocabulary of each module. Vocabulary is practised through various types of exercises. A particular feature of the book is the teaching of collocations, which helps Ss remember vocabulary items as parts of set expressions. (See Student’s Book Ex. 7a, p. 27). Ss also practise word formation, prepositional phrases and phrasal verbs.

Teacher’s Book and Test Booklet CD-ROM The Teacher’s Book contains Teacher's Notes which provide step-by-step lesson plans and suggestions about how to present the material. This book also includes a complete Key to the exercises in the Student’s Book & Workbook & Grammar Book and the audioscripts of the listening material. The Tests, one per module, are available for teachers to use as a formal means of checking their Ss’ progress. There is also a full key to the Tests, listening tasks & audioscripts. Class Audio CDs The Class Audio CDs contain all the recorded material which accompanies the course. This includes the monologues/dialogues and texts in the Listening and Reading sections and the material for all listening tasks in the Workbook & Grammar Book. IWB The IWB contains all the material in the Student’s Book, Teacher’s Book and Audio CDs and aims to facilitate lessons in the classroom. It also contains grammar presentation of all the grammar structures in the Student’s Book as well as video extracts for Ss to further practise their English and expand their knowledge.

Grammar • The grammar structures of each module are presented through context (See Student’s Book Ex. 1, p. 10). • Grammar exercises and activities reinforce Ss’ understanding of these structures. There is also a Grammar Reference section at the back of the Student’s Book that offers more details. Listening Tasks and Speaking Practice • Ss can develop their listening skills through a variety of tasks. These tasks employ the vocabulary and grammar practised in each module, in this way reinforcing understanding of the language taught in the module. • Controlled speaking activities have been carefully designed to allow Ss guided practice before leading them to freer speaking activities. • The sections provide practice in real-life communication. Standard expressions and language structures associated with realistic situations are extensively practised. Study Skills Brief tips, explanations, and reminders at various points throughout each module help Ss develop strategies which improve holistic learning skills and enable Ss to become autonomous learners of the English language.

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Reading texts These texts practise specific reading skills such as skimming, scanning, intensive reading for specific purposes, understanding text structure, and so on. The texts are usually exploited in four stages: • a warm-up activity to intrigue students • top-down activities (scanning and reading for gist) • bottom-up activities (reading for detailed understanding) • oral reproduction (Ss outline the main points of the text) Writing The writing sections have been carefully designed to ensure that Ss systematically develop their writing skills. • A model text is presented and thoroughly analysed, and guided practice of the language to be used is provided. • The final task is based on the model text and follows the detailed plan provided. • All writing activities are based on realistic types and styles of writing such as letters, emails, proposals, essays, reports, narrative writing and reviews. Language Knowledge Section This section follows every module and reinforces Ss’ understanding of the grammar and vocabulary from the module. It also offers topic related tasks practising open/ multiple choice cloze texts, word formation and key word transformations. Language Focus & Progress Check These follow every module and reinforce Ss’ understanding of the topics, vocabulary and structures that have been presented. The material has been designed to help Ss learn new language in the context of what they have already mastered, rather than in isolation. In the Progress Check sections, a grading scheme allows Ss to evaluate their progress and identify their weaknesses. The objectives of the module and the Ss’ achievements are clearly stated at the end of each Progress Check section. CLIL/Culture Spot sections • Each CLIL section enables Ss to link the themes of a module to a subject from their school curriculum, thus helping them contextualise the language they have learned by relating it to their own personal frame of reference. Lively and creative tasks stimulate Ss and allow them to consolidate the language they have learnt throughout the module. • In each Culture Spot, Ss are provided with cultural information and read about aspects of English speaking countries that are thematically linked to a module. Ss are given the chance to process the information they have learnt and compare it to the culture of their own country.

Grammar Reference section This section offers full explanations and review of the grammar structures presented throughout the book. It can be used both in class and at home to reinforce the grammar being taught. Word List & Pronunciation Sections A complete Word List contains the new vocabulary presented in each module, listed alphabetically, with a phonetic transcription of each word and explanation. The Pronunciation Section familiarises Ss with the phonetic transcripts and pronunciation of vowels, consonants, diphthongs and double letters. American English – British English Guide An American English – British English Guide outlines and highlights differences between the two main international varieties of English. Irregular Verbs This provides students with a quick reference list for verb forms they might be unsure of at times.

SUGGESTED TEACHING TECHNIQUES A Presenting new vocabulary Much of the new vocabulary in On Screen C1 is presented through context. Ss are asked to infer the meaning of unknown words through the context they could appear in. Further techniques that you may use to introduce new vocabulary include: • Miming. Mime the word you want to introduce. For instance, to present the verb sing, pretend you are singing and ask Ss to guess the meaning of the word. • Synonyms, opposites, paraphrasing and giving definitions. Examples: – present the word straightforward by giving a synonym: “honest”. – present the word broke by giving its opposite: “wealthy”. – present the word weekend by paraphrasing it: “Saturday and Sunday”. – present the word famous by giving its definition: “very well-known (person or thing)”. • Example. Examples place vocabulary into context and consequently make understanding easier. For instance, introduce the words city and town by referring to a city and a town in the Ss’ country: “Rome is a city, but Parma is a town.”

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• Sketching. Draw a simple sketch of the word or words you want to explain on the board. For instance:

tall short

• Flashcards. Flashcards made out of magazine or newspaper pictures, photographs, ready-made drawings and any other visual material may also serve as vocabulary teaching tools. • Use of L1. In a monolingual class, you may explain vocabulary in the Ss’ native language. This method, though, should be employed in moderation. • Use of Dictionary. In a multilingual class, Ss may occasionally refer to a bilingual dictionary. The choice of technique depends on the type of word or expression. For example, you may find it easier to describe an action verb through miming than through a synonym or definition. Note: Check these words sections can be treated as follows: Go through the list of words after Ss have read the text and ask Ss to explain the words using the context they appear in. Ss can give examples, mime/draw the meaning or look up the meaning in their dictionaries.

B Choral and individual repetition Repetition will ensure that Ss are thoroughly familiar with the sound and pronunciation of the lexical items and structures being taught and confident in their ability to reproduce them. Always ask Ss to repeat chorally before you ask them to repeat individually. Repeating chorally will help Ss feel confident enough to then perform the task on their own. C Listening and Reading You may ask Ss to read and listen for a variety of purposes: • Listening for detail. Ss listen for specific information after they have listened for gist. (See Student’s Book, Module 6, p. 102, Ex. 2d) • Listening and reading for gist. Ask Ss to read or listen to get the gist of the dialogue or text being dealt with. (See Student’s Book, Module 1, p. 12, Ex. 4. Tell Ss that in order to complete this task successfully, they do not need to understand every single detail in the text.)

• Reading for detail. Ask Ss to read for specific information. (See Student’s Book, Module 2, p. 25, Ex. 3. Ss will have to read to the text in order to do the tasks. They are looking for specific details in the text and not for general information.) D Speaking • Speaking activities are initially controlled, allowing for guided practice. (See Student’s Book, Module 1, p. 13, Ex. 2 where Ss use the same structures to ask for and give personal information.) • Ss are then led to free speaking activities. (See Student’s Book, Module 2, p. 31, Ex. 5 where Ss are asked to compare and speculate on pictures provided with the necessary lexical items and structures.) E Writing All writing tasks in On Screen C1 have been carefully designed to closely guide Ss to produce a successful piece of writing. • Always read the rubric and model text provided and deal with the tasks that follow in detail. Ss will then have acquired the necessary language to deal with the final writing task. (See Student’s Book, Module 1, pp. 14-17.) • Make sure that Ss understand that they are writing for a purpose. Go through the writing task in detail so that Ss are fully aware of why they are writing and who they are writing to. (See Student’s Book, Module 1, p. 17, Ex. 5a. Ss are asked to write an informal email.) • Make sure Ss follow the detailed plan they are provided with. (See Student’s Book, Module 1, p. 14.) • It would be well-advised to actually complete the task orally in class before assigning it as written homework. Ss will then feel more confident about producing a complete piece of writing on their own. F Assigning homework Commonly assigned tasks include: Copy – Ss copy an assigned extract; Dictation – Ss learn the spelling of particular words without memorising the text in which they appear; Vocabulary – Ss memorise the meaning of words and phrases or use the new words in sentences of their own; Reading Aloud – Assisted by the ieBook, Ss practice at home in preparation for reading aloud in class; Writing – After thorough preparation in class, Ss are asked to produce a complete piece of writing. Note: When assigning writing tasks, prepare Ss as well as possible in advance. This will help them avoid errors and get maximum benefit from the task.

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G Correcting students’ work All learners make errors – it is part of the learning process. The way you deal with errors depends on what the Ss are doing. • Oral accuracy work: Correct Ss on the spot, either by providing the correct answer and allowing them to repeat, or by indicating the error but allowing Ss to correct it. Alternatively, indicate the error and ask other Ss to provide the answer. • Oral fluency work: Allow Ss to finish the task without interrupting, but make a note of the errors made and correct them afterwards. • Written work: Do not over-correct; focus on errors that are directly relevant to the point of the exercise. When giving feedback, you may write the most common errors on the board and get the class to attempt to correct them. Remember that rewarding work and praising Ss is of great importance. Post good written work on a display board in your classroom or school, or give “reward” stickers. Praise effort as well as success. H Class organisation • Open pairs The class focuses its attention on two Ss doing the set task together. Use this technique when you want your Ss to offer an example of how a task is done. (See Ex. 3 on p. 67 of the Student’s Book.)

I Using the ieBook for pronunciation and intonation practice Dialogues, texts and Pronunciation sections are included in the ieBook. Ss have the chance to listen to these recordings at home as many times as they want to improve their pronunciation and intonation. • S listens to the recording and follows the lines. • S listens to the recording with pauses after every sentence/exchange. S repeats as many times as needed, trying to imitate the speaker’s pronunciation and intonation. • S listens to the recording again. S reads aloud. • All listening tasks in the Workbook are also included in the ieBook. J Using L1 in class Use L1 in moderation and only when necessary.

ABBREVIATIONS Abbreviations used in the Student’s Book and Teacher’s T S(s) HW L1 Ex(s).

Teacher Student(s) Homework Students’ native language Exercise(s)

p(p). e.g. i.e. etc. sb sth

Page(s) For example That is Et cetera Somebody Something

• Closed pairs Pairs of Ss work together on a task or activity while you move around offering assistance and suggestions. Explain the task clearly before beginning closed pairwork. (See Ex. 3 on p. 31 of the Student’s Book) • Stages of pairwork – Put Ss in pairs. – Explain the task and set a time limit. – Rehearse the task in open pairs. – In closed pairs, get Ss to do the task. – Go around the class and help Ss. – Open pairs report back to the class. • Group work Groups of three or more Ss work together on a task or activity. Class projects or role play are most easily done in groups. Again, give Ss a solid understanding of the task in advance. • Rolling questions Ask Ss one after the other to ask and answer questions based on the texts.

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Module

1

Who we are

In this module, Ss will explore the topics of relationships, family life, personality and qualities.

Module page

5

Lesson Objectives: to give an overview of the module, to introduce key vocabulary for family life Vocabulary: our favourite families; phrases (sibling jealousy, single mother, great grandchildren); nouns (nephew, guardian, widow)

1a Reading

6-7

Lesson Objectives: to listen and read for general comprehension paying attention to how a text is structured and developed, to answer comprehension questions based on a text, to write a blog entry on how siblings can get along despite their differences Vocabulary: nouns (gene pool, geneticist, heritage, preconception, race, slavery, solidarity, stare, tumbling, flipside, offspring); adjectives (age-old, gregarious, identical, wrinkly, evident, straightforward, irrelevant); phrases (genetic mix, let alone); phrasal verb (mark sb out); verbs (be picked on, suspect, pitch in)

1b Vocabulary

8-9

Lesson Objectives: to learn words/phrases related to family, friends & relationships, personality & qualities, to learn idioms related to relationship, to learn prepositions, to learn phrasal verbs, to practise word formation Vocabulary: family, friends & relationships (line of descent, gene pool, physical trait, cultural heritage, new generation); relationship adjectives (supportive, distant, caring, close, tight-knit, tense, damaged, productive, hostile, dysfunctional, hollow, fake, dishonest, genuine, insincere, weak, firm, solid, stable, strong); personality & qualities (timid, dependable, sympathetic, laid-back, affectionate, tolerant, opinionated, considerate, unemotional, thoughtless, narrow-minded, bold, uncompassionate, highly-strung, unreliable, open-minded, self-confident, aggressive, headstrong, lively, dominant, submissive); Idioms (tell sb’s side of the story, fight like cat and dog, get on like a house on fire, be the centre of attention, be set in your ways); phrasal verbs (stand up for, fall out, let sb down, mess up, break up)

1c Grammar in use

1d Listening skills

12

Lesson Objectives: to prepare for a listening task, to listen for gist Vocabulary: from scripts (overwhelmed, go to great lengths, bash, rapport, extended family, get hitched, devastated, coincide, right as rain, cry the house down, put a spanner in the works, run oneself ragged, choked up)

1e Speaking skills

13

Lesson Objectives: to learn/practise situational language for asking for and giving personal information, to act out a dialogue asking for and giving personal information, to answer questions about oneself

1f Writing

14-17

Lesson Objectives: to analyse a rubric, to compare models, to recognise appropriate style in informal letters/ emails, to put paragraphs in the correct order, to identify synonymous phrases, to complete spidergrams, to write an informal email giving your opinion and making suggestions

Language Knowledge 1

18-19

Lesson Objectives: to prepare for and practise multiplechoice cloze, to consolidate vocabulary and grammar structures

Language Focus 1

20

Lesson Objectives: to learn extra theme-related vocabulary on feelings & personality, to learn idioms describing feelings, to practise word formation Vocabulary: feelings & Personality (blunt, brash, presumptuous, argumentative, sulky, withdrawn, resentful, wretched, overjoyed, jubilant, content, gleeful); idioms (be over the moon, be down in the dumps, hit rock bottom, be happy go lucky, have a face like thunder)

Progress Check 1

21-22

Lesson Objectives: to read for general comprehension paying attention to how a text is structured and developed, to listen for gist, to consolidate vocabulary & grammar structures from the module, to revise speaking skills, to write an email giving advice

10-11

Lesson Objectives: to revise/practise present tenses, to revise/practise past tenses, to revise/practise comparisons, to practise key word transformations

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1 Module Module Objectives

Suggested Answer Key

Direct Ss’ attention to the title of the module Who we are and ask Ss to suggest what they think the module will be about. (The module is about relationships, family life, and people’s personalities and qualities.) Go through the objectives list to stimulate Ss’ interest in the module.

The family member that I feel closest to is my older brother Jason. He is laid-back and funny. Even though we fight sometimes, he is somebody that would always stand up for me if I had a problem. Because our ages are close, I feel like he understands me better than my parents do sometimes.

1

To introduce new vocabulary •

•

Words of wisdom

Direct Ss’ attention to the texts A-D and the words in the list and give Ss time to use the words to complete the sentences. Check Ss’ answers around the class and explain/ elicit the meaning of any unknown words.

•

•

Suggested Answer Key

Answer Key 1 sibling 2 nephew 2

3 guardian 4 single

This is an important quote which highlights how crucial families are to society. It draws attention to the fact that families play an important role in understanding our past as well as shaping who we will be in the future.

5 widow 6 great

To match quotes to the characters •

•

Ask Ss to read the quotes and match them to the characters from the texts. Remind Ss that they can use the information from the texts to help them. Check Ss’ answers.

1 D 3

1a Reading 1

Answer Key 2 A

3 C

4 B

•

To introduce key vocabulary and practise it in context • •

To listen for specific information •

Play the recording. Ss listen and note down what each speaker values. Check Ss’ answers around the class.

Speaker 1 values the feeling that she can be herself with her granddad.

1 inherited 2 academic 3 spitting 2 •

Speaker 3 values being close to her sister because she has someone to talk to in difficult times.

•

Give Ss time to read through the sentences in Ex. 1 again and then read the article and do the task. Check Ss’ answers.

Answer Key

Speaker 4 values her aunt’s life experience and wisdom.

1 Daniel 2 James

To practise new vocabulary by talking about family Give Ss time to answer the questions in pairs. Ask various Ss to tell the class.

4 prejudice 5 gregarious 6 threatened

To read for specific information

Speaker 2 values being able to talk through disagreements with her mother.

• •

Explain the task and give Ss time to complete it. Check Ss’ answers. Explain/Elicit the meanings of any unknown words.

Answer Key

Answer Key

4

Direct Ss’ attention to the quotation and ask Ss to discuss what it means with a partner and/or give their opinion on it. Ask various Ss to tell the class.

3

3 James 4 Daniel

5 James 6 Daniel

To read for general comprehension (missing paragraphs) • •

Read out the Study Skills box. Ask Ss to read the text, paying attention to discourse markers as well as general meaning, and fill the gaps with the missing paragraphs.

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Module •

•

1

Remind Ss to read through the whole text again when they have completed the task to check that it makes sense. Check Ss’ answers around the class and elicit which words helped them to decide on their answers.

preconception (n): the idea you have before learning the facts race (n): a human group with the same features 4 a)

Answer Key 1 G (Daniel is pale and wrinkly, i.e. light-skinned – the heritage of the twins’ father – Errol is Jamaican) 2 A (Most Caribbean people have European DNA, the child must have inherited more of the father’s European DNA – one dark – and one pale-skinned child, one dark-skinned and one light-skinned twin) 3 F (people used to say “is that a friend you brought along?”, got used to the … comments – the boys went to secondary school, everyone at the school ...) 4 C (siblings … pitch in when one of them is threatened – when we got pulled into fights, I went in too, to help him) 5 D (the boys frequent very different social scenes – occasionally, though, they do go out together in the evening) 6 E (How many light-skinned or dark-skinned grandchildren will I have? – Her husband, Errol, laughs at this.) •

Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

gregarious (adj): sociable let alone (idm): even less (used to emphasise the fact that because the first statement is unlikely, the next thing cannot be likely either) identical (adj): looking exactly the same wrinkly (adj): with lines on the skin geneticist (n): the scientist who studies the function of genes heritage (n): the traditions and qualities that are passed down from one generation to the other gene pool (n): the characteristic genes of a specific species, tribe, etc. slavery (n): owning people who work for you genetic mix (phr): a combination of genes mark sb out (phr v): to make sb look clearly different from others stare (n): a persistent look age-old (adj): existing since old times solidarity (n): (of two or more people) help and support for each other tumbling (n): acrobatic exercises on the floor

To consolidate vocabulary through synonyms • •

•

Explain the task. Give Ss time to check the words in their dictionaries and match the synonyms. Then ask Ss to identify the parts of speech. Check Ss’ answers.

Answer Key offspring: children – noun pitch in: help out – phrasal verb flipside: opposite – noun evident: obvious – adjective picked on: bullied – phrasal verb suspect: think – verb straightforward: honest – adjective irrelevant: insignificant – adjective b)

To consolidate vocabulary in context • •

•

Explain the task. Give Ss time to check the phrases in the Word List at the back of their books and write sentences. Check Ss’ answers.

Suggested Answer Key diametrically opposed (phr): completely opposite the spitting image of (phr): sb’s lookalike it’s a wind-up (phr): it’s a joke that you tell to make sb angry like chalk and cheese (phr): (of two people) totally different keep one another at arm’s length (phr): to not have a close relationship with sb Sentences: 1 The two friends couldn’t be more different; everything about them is diametrically opposed. 2 My little sister is the spitting image of our mum. 3 They didn’t believe me; instead they laughed and said it was a wind-up. 4 My cousins are completely different; they are like chalk and cheese but they get along well. 5 Although the siblings keep one another at arm’s length, they would always be there for each other in a crisis.

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1 Module 5

Interviewer: That’s good to hear. So apart from your appearances, are your hobbies and interests different too? James: Actually, our hobbies are quite different also. I’m really into cheerleading. Daniel: And I’m very interested in acrobatics. I love doing it! Interviewer: Wow! You guys really are like chalk and cheese! Thanks for talking to us.

To check comprehension • • •

Give Ss time to answer the questions. Remind Ss not to copy from the text but to try to paraphrase the information in their own words. Check Ss’ answers around the class.

Answer Key 1 James and Daniel are different in every way. Their personalities and appearance are different. James is dark-skinned and Daniel is light-skinned. James is gregarious and academic while Daniel is shy and disliked school. 2 To sum up the twins’ relationship I would say that although they aren’t very close friends, they are very loyal to each other. We can see this in the way they stand up for each other when necessary. 3 I would say that the writer’s overall impression of the Kelly family is very positive. She seems to have a lot of respect and admiration for the Kellys. We can see this in the way she says that although the Kellys are straightforward and outspoken, all they’ve ever wanted for their boys is an equal and fair future.

Writing To write a blog entry Suggested Answer Key Michelle’s Blog Hi everybody! Today I’m going to talk about siblings and how they can get along despite their differences. As we all know, brothers and sisters can often have very different tastes and interests. However, there are many ways siblings can still get along regardless. They could spend more time together by making quality time for each other and sharing their favourite activities. This would allow them to value each other more and become closer. They could also improve their communication, as a lack of communication often leads to misunderstandings. This can be helped by discussing issues in a calm way and by trying to understand each other’s feelings. What do you think about this topic? Leave a comment and tell me!

Listening & Speaking To consolidate information in a text • • •

Explain the task and ask Ss to work in groups of three. Give Ss time to prepare questions and answers based on the text and then act out their interviews. Ask various Ss to act out their interviews for the rest of the class.

Suggested Answer Key Interviewer: Good morning, James, good morning, Daniel! I’m glad you both came to talk to us today. I have some questions for you. First of all, what was it like growing up with a twin that’s so different from you? James: When we were small, it was no problem at all. People would comment because they were surprised, but the other children at school never seemed to notice that we had different skin colours. But when we got older, things got more difficult. Interviewer: How exactly did they get difficult? Daniel: Well, in secondary school I got picked on a lot, and I got in a lot of fights. The other kids had a problem with the fact that I looked white, but in their minds I wasn’t really. James got pulled into it, too. Interviewer: I’m sorry to hear that. What happened James? James: I couldn’t just watch people fighting with Daniel while they left me alone. I had to get involved. But things are better now that we’re older.

1b Vocabulary 1

To consolidate vocabulary from a text • •

Explain the task and give Ss time to complete it. Check Ss’ answers around the class.

Answer Key 1 image 2 stares 3 glimmer 2

4 suspect 5 observe 6 presume

7 picking on 8 provoke 9 threatened

To practise prepositions in context • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 to

2 of

3 of

4 to

5 to

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Module 3

1 roles and repeat the activity. ( i.e. S1: My brother Tom is usually late. Also, he often promises to do something but then forgets to do it. S2: Tom is unreliable.)

To present and practise topic-related vocabulary in context • • •

Explain the task. Give Ss time to complete it. Check Ss’ answers around the class. c)

Answer Key 1 descent 2 gene 4

3 trait 4 heritage

5 generation

To practise vocabulary for personality and qualities • •

Explain the task and give Ss time to complete it. Check Ss’ answers, explaining any unknown vocabulary.

To present and practise topic-related vocabulary in context

Answer Key

•

1 c

• •

Explain the task. Explain any unknown words and go through the example with Ss. Give Ss time to complete the task. Check Ss’ answers around the class.

6 a)

2 Andrew and his brother have a very productive relationship that helps them work well as a team. 3 Jessica is a genuine person; she is always sincere and honest. 4 His commitment to his diet is rather weak; it might not last for a long time. 5 a)

•

•

b)

b)

5 a 6 c

•

Answer Key

•

3 timid 4 opinionated

Optional extension: Ask Ss to work in pairs. One Ss describes a family member’s personality (the description should be based on one of the qualities in Ex. 5a, but the word should not be used; instead examples should be given) and the other student chooses the word from Ex. 5a that best describes that person. Ss change

Give Ss time to answer the question in pairs. Ask various Ss to tell the class.

A: What qualities do you think a perfect friend should have? B: For me, a friend has to be tolerant and openminded. I prefer talking to people who can see things from different perspectives. A: Well, I think it is really important for friends to be dependable and considerate. A good friend should always be there to support you when you have problems or need their help, and they should be kind and not judge you harshly. If they don’t do those things then I don’t think they’re a good friend. B: Yes, you’re right. Friends should be sympathetic, too, because sometimes you just need someone to listen.

7 h 8 b

Ask Ss to read the qualities in Ex. 5a. Play the recording. Ss listen and match the speakers to the qualities. Check Ss’ answers.

1 thoughtless 2 unreliable

Explain the task and give Ss time to prepare their answers. Ask various Ss to tell the class.

Suggested Answer Key

To listen for specific information (multiple matching) • •

6 d

To consolidate new vocabulary and discuss in pairs • •

Answer Key 3 e 4 f

5 b

Suggested Answer Key

Explain the task. Refer Ss to the Word List to check any unknown vocabulary. Give Ss time to complete the task. Check Ss’ answers.

1 d 2 g

4 a

I believe that I am an affectionate and considerate person. I’m open-minded and tolerant of others’ views. However, I’m not very self-confident. In fact, I’m a little timid and submissive. I wish I could be more lively and bold.

To present vocabulary for personality and qualities •

3 e

To consolidate new vocabulary •

Answer Key

2 f

7

To present/practise idioms describing relationships • •

Explain the task and remind Ss that they can check in the Word List. Check Ss’ answers.

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1 Module Answer Key

•

1 your side of the story 2 like cat and dog 3 like a house on fire •

4 the centre of attention 5 set in her ways

• •

Optional extension: Ask Ss to write their own sentences using the idioms and then read their sentences to the class.

8

Answer Key 1 adore – present simple – stative verb describing feelings and emotions 2 have been laughing – present perfect continuous – to put emphasis on the duration of an action which started in the past and continues up to the present 3 play – present simple – a repeated action/habit in the present 4 show – present simple – a repeated action/habit in the present 5 have appeared – present perfect simple – an action that happened at an unstated time in the past. The emphasis is on the action. The time when it occurred is unimportant or unknown. 6 have become – present perfect simple – a personal experience of change. 7 are getting – present continuous – for currently changing and developing situations

To present and practise prepositional phrases • •

Give Ss time to complete the task. Ask Ss to check their answers in Appendix I.

Answer Key 1 in 9

2 of

3 of

4 in

5 to

To present and practise phrasal verbs • •

Give Ss time to complete the task. Ask Ss to check their answers in Appendix II.

Answer Key 1 up for 10

2 out

3 down

4 up

5 up 2

To practise word formation • • •

• • •

Give Ss time to fill the gaps with the correct form of the words at the end of the lines. Check Ss’ answers. Explain that Ss should first read the text quickly to get a general idea what it is about. Ss then read the text sentence by sentence and try to decide what part of speech each missing word is (noun, verb, adjective, adverb etc.) They also think of possible prefixes/suffixes that are used to form various parts of speech. Remind Ss to look out for plurals or opposites. Ss complete the text, then read the completed text to see if it makes sense. Point out that correct spelling is required.

Answer Key 1 2 3 4

beneficial improvements interruption(s) nervousness

5 6 7 8

attentively ensure uncertainty misunderstandings

1c Grammar in use 1

To present and practise the present tenses •

Remind Ss to read the Grammar Reference section (pp. GR1-GR2) for more information. Check Ss’ answers. Ss should identify the tenses and justify their use. Revise the tenses and their uses if necessary.

Direct Ss’ attention to the text and give them time to complete the task.

To practise the present tenses •

• •

Explain the task and go through the example with Ss. Remind Ss to see the Grammar Reference section (pp. GR1-GR2) for more information. Give Ss time to complete the task. Check Ss’ answers. Ss should identify the tenses and justify their use.

Answer Key 1 a) Kate works as a writer at a film studio. (simple present – indicates a fact and permanent state) b) Kate is working on a new film right now. (present continuous – indicates an action taking place at or around the moment of speaking) 2 a) I’ve been organising business events for years. (present perfect continuous – indicates emphasis on the duration of an action which started in the past and continues up to the present.) b) I’ve organised three business events so far. (present perfect simple – to put emphasis on the number of times something has happened) 3 a) I’m not starting my shift until 11:00 tonight. (present continuous – indicates a fixed arrangement in the near future) b) I don’t usually start my shift until eleven. (present simple – used for a daily routine (with always, usually, etc) 4 a) He always borrows my car on weekends. (present simple – indicates a habit (with always, usually, etc)

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1

b) He is always borrowing my car without my permission. (present continuous – indicates anger or irritation at a repeated action with adverbs such as always) 5 a) I think he is selfish. (present simple – indicates character - a permanent state) b) I think he is being really selfish at the moment/ these days/right now. (present continuous – indicates behaviour – a temporary state) 3

To revise the difference in meaning between stative verbs in the present simple and present continuous •

• •

Explain the task and remind Ss to see the Grammar Reference section (pp. GR1-GR2) for more information. Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 a) b) 2 a) b) 3 a) b) 4 a) b) 5 a) b) •

4

feels = has the texture of is feeling = describes her state of being see = understand is seeing = is watching fits = it’s the right size is fitting = is attaching has = owns, possesses is having = is doing now looks = appears is looking = is taking a look at

Optional extension: Ask Ss to try to think up more pairs of stative verbs that have differences in meaning in the present simple and present continuous (i.e. smells – is smelling, thinks – is thinking, tastes – is tasting, weighs – is weighing etc.) and write sentences demonstrating their meanings. To present and practise the past tenses

• • • •

Direct Ss’ attention to the text and ask them to find and underline the past tense forms. Remind Ss to see the Grammar Reference section (pp. GR2-GR3) for more information. Check Ss’ answers. Ss should identify the tenses and justify their use. Revise the tenses and their uses if necessary.

Answer Key played – past simple – an action that occurred at a definite time (stated or implied) in the past had been dreaming – past perfect continuous – an action which happened before another past action or before a stated time in the past, emphasising the duration read – past simple – an action that occurred at a definite time (stated or implied) in the past

5

To practise the past tenses • • •

Explain the task and give Ss time to complete it. Remind Ss to see the Grammar Reference section (pp. GR2-GR3) for more information. Check Ss’ answers. Ss should give reasons for their choices.

Answer Key 1 A: was painting – past continuous – an action which was in progress when another action interrupted it. We use the past continuous for the action in progress (longer action) and the past simple for the action which interrupted it (shorter action) had made – past perfect – an action which happened before another past action or before a stated time in the past B: cleaned – simple past – an action that occurred at a definite time (stated or implied) in the past 2 A: did Nick return – simple past – an action that occurred at a definite time (stated or implied) in the past B: had been meeting – past perfect continuous – to put emphasis on the duration of an action which started and finished in the past, before another action or stated time in the past, usually with for or since 3 A: was listening – past continuous – an action which was in progress at a stated time in the past – we don’t mention when the action started or finished B: woke – simple past – an action that occurred at a definite time (stated or implied) in the past 4 A: had been waiting – past perfect continuous – to put emphasis on the duration of an action which started and finished in the past, before another action or stated time in the past, usually with for or since B: Were you – simple past – an action that occurred at a definite time (stated or implied) in the past 5 A: were you doing – past continuous – simultaneous actions in progress at the same time B: was making – past continuous – an action which was in progress at a stated time in the past – we don’t mention when the action started or finished 6 A: wasn’t working – past continuous – an action which was in progress when another action interrupted it B: had finished – past perfect – an action which happened before another past action or before a stated time in the past

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1 Module 6 a)

To present and practise used to – be/get used to – would •

•

• • •

8

Write on the board: I used to visit/would visit/visited my cousins every summer when I was young. I used to have/had a blue bicycle when I was eight. I am used to travelling on the train. I am getting used to living in London. Elicit that we can use used to, would or past simple for repeated past actions, but we can only use used to or past simple for past states. Remind Ss that would cannot be used with stative verbs. Draw Ss’ attention to the grammar structures that follow be/get used to (i.e. bare infinitive or ing form) Refer Ss to the Grammar Reference section (p. GR3) for more information. Explain the task and give Ss time to complete it. Check Ss’ answers.

•

•

• •

•

2 B

b)

3 D

... the most entertaining ... (= to show that one person or thing is the best of its type) ... but no more so than ... (= to show no difference in the amount of sth) ... better and better ... (= shows that something is increasing or decreasing) ... see more of ... (= see an increasing amount of)

4 C

To practise the correct use of would • •

Give Ss time to complete the task. Check Ss’ answers.

How we form the comparative and superlative: • For one syllable adjs add -(e)r to form the comparative and -(e)st to form the superlative • for one-syllable adjs ending in vowel + consonant, double the consonant • for adjs ending in a consonant + y, replace the y with an i and add -er to form the comparative and -est to form the superlative • for two-syllable adjs ending in -ly, -y or -w, add -er/est • for other adjs with two or more syllables, use more for the comparative and most for the superlative.

Answer Key We can use would instead of used to in sentence 2 because it shows a past habit whereas sentence 1 talks about a past state, which means we cannot use would (be is a stative verb). c)

To practise the correct use of be/get used to • •

Write examples on the board: My brother is taller than me. He is the tallest person in his class. Remind Ss that we often use than after a comparative and the before a superlative. Elicit from Ss other ways they can think of for making comparisons and write them on the board, i.e. My brother is as tall as my dad. I’m almost as tall as my brother. I’m less tall than my brother. My sister is by far the shortest person in my family. etc. Remind Ss to check the Grammar Reference section (pp. GR3-GR4) for more information. Give Ss time to find the comparative and superlative structures in the text on p. 10 and to answer the question. Check Ss’ answers around the class.

Answer Key

Answer Key 1 A

To present and revise comparative and superlative forms

Give Ss time to complete the task. Check Ss’ answers.

Answer Key Sentence 1 (My family got used to living in the city.) means that the family became accustomed to living in the city whereas sentence 2 (My family was used to living in the city.) means that my family was accustomed to living in the city. 7

9

To practise comparisons • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 far more 2 too

3 good enough 4 not quite as

5 much better 6 less

To practise the correct use of used to and would • •

10

Explain the task and give Ss time to complete it. Check Ss’ answers.

To practise comparisons • •

Give Ss time to complete the task in pairs. Check Ss’ answers around the class.

Answer Key 1 ✓ 2 ✓ (and would)

3 – 4 –

5 ✓ (and would) 6 –

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Module

1

Answer Key

Answer Key

1 Nowhere near as opinionated means Shawn is very opinionated and Margret is much more opinionated. BUT Not quite as opinionated means both are opinionated, however Margret is just a little bit more opinionated. 2 The meaning is the same. 3 Considerably better means my mum is a lot better at tennis than my dad BUT slightly better means my mum is a little bit better at tennis than my dad. 4 Just as dependable means they are equally dependable. Almost as dependable means Jack is a little less dependable than Alice.

The question asks for the main reason. b) •

•

C –

To practise key word transformations •

•

12

The question is asking for the speaker’s feelings. Key words: lack of people, facilities on offer, entertainment and catering

gives the impression of being am not used to going first time she has ever felt as many medals as

b)

To identify specific information •

•

A –

Suggested Answer Key

1d Listening skills 1 a)

To prepare for a listening task (multiple matching) • •

Read out the Study Skills box and explain the task. Give Ss time to complete it. Check Ss’ answers.

Give Ss time to read the extract and answer the question. Remind Ss to pay attention to the key words they underlined in Ex. 2a. Check Ss’ answers.

Answer Key

Explain the task and give Ss time to complete it. Ask various Ss to read their sentences to the class.

I am considerably livelier than my sister. My brother, James, is a great deal more dominant than my sister, Alice. My uncle is far more self-confident than my aunt. My brother is just as considerate as my sister. My cousins are nowhere near as affectionate as my siblings. I’m almost as open-minded as my granddad.

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key

To consolidate comparisons by writing and talking about family members • •

This best answers the question because the celebration is the main point of the event.

To prepare for a listening task (multiple matching) • •

Explain the task and give Ss time to complete it. Remind Ss not to change the word in bold and to make sure they use between two and six words. Check Ss’ answers.

Answer Key 1 2 3 4

Give Ss time to read the extract and answer the question. Remind Ss to pay attention to the underlined phrases. Check Ss’ answers.

Answer Key

2 a) 11

To identify specific information

3

The words that helped me decide were “I didn’t know a soul there.”

To introduce new vocabulary and prepare for a listening task •

Refer Ss to the Word List at the back of the book and give them time to look up the meanings of the words/phrases given.

Answer Key overwhelmed (adj): stunned go to great lengths (phr): to make a great effort bash (n): a party rapport (n): a good relationship extended family (phr): a family consisting of the parents, their children and other relatives get hitched (phr): to get married devastated (adj): very shocked and upset coincide (v): to happen at the same time right as rain (idm): perfectly healthy cry the house down (idm): to burst into tears loudly

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1 Module put a spanner in the works (idm): to do sth that prevents sth else from turning out well run oneself ragged (phr): to make oneself very tired choked up (phr): unable to speak because of a strong emotion 4

1e Speaking skills 1 a) •

To prepare for a listening task • •

•

Give Ss time to read the tasks and determine what they are being asked to listen for. Check Ss’ answers around the class.

home, studies b)

Task one asks me to listen for the speaker’s main reason. Key words: quality time, sense of pride, reaction, get to know, reminder, show of support, attendance, discovery of

•

• •

TASK ONE 1 D 2 C

3 H

4 B

5 E

TASK TWO 6 F 7 G

8 E

9 B

10 C

6

5 how do you spend your time 6 I’m mad

To act out a dialogue based on a model •

Explain the task and remind Ss to use the Useful Language box and the model dialogue to help them. Write this diagram on the board for Ss to follow. A Greet B. Say B ... is in your class. Say where you are from and ask B where he/she is from.

To personalise the topic • •

is your favourite part I need to think about it I like the most I really want to do

2

•

Answer Key

Explain the task and give Ss time to replace the phrases. Check Ss’ answers.

Answer Key 1 2 3 4

To listen for gist (multiple matching) Read out the Note box. Explain and then play the recording twice. Ss listen and complete the task Check Ss’ answers.

To identify situational language for asking for and giving personal information •

Task two asks me to listen for the speaker’s opinion. Key words: too many, untimely illness, move abroad, bad weather, miscommunication, mixed feelings, scheduling conflict, late start

•

Ask Ss to read the first exchange and decide which topics they are talking about. Check Ss’ answers.

Answer Key

Answer Key

5

To identify topics of discussion

Read out the questions to Ss. Ask various Ss to tell the class.

Reply

Confirm who you are and introduce yourself. Ask A where he/she is from. Reply. Ask A about his/her studies

Reply

Comment and ask A what he/she likes about his/her studies here.

Express uncertainty and talk about your possible plans.

Comment on that and ask A about his/her plans after graduating.

Reply

Ask A what he/she does at the weekends

Suggested Answer Key I’ve shared lots of special moments with my family. One event that really stands out is my brother’s graduation from university. He looked amazing in his robes and it was really memorable because a famous singer was also there getting an honorary degree. Another occasion I’ll never forget was my cousin’s wedding. He is a huge ‘Lord of the Rings’ fan and everyone dressed up as characters from the stories. It was really interesting because instead of a suit he wore a set of armour belonging to the main hero Aragorn.

B

Accept Comment and invite A out • •

Give Ss time to act out their dialogues in pairs. Monitor activity around the class and then ask some pairs to act out their dialogue in front of the class.

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Module

1 Overall my partner’s performance was good. They spoke clearly without any hesitation. However, some of their answers especially at the beginning were quite short. However, as they progressed the answers became longer and their reasons were more detailed. They used some rich language and a variety of grammar structures. They also spoke in a natural manner.

Suggested Answer Key A: Hi, I’m Eric. I think you’re in my history class. B: Yes, you’re right. I am. My name’s Nathan. Where are you from, Eric? A: I’m from Stockholm, Sweden. How about you? B: I’ve lived here in London all my life. How long have you been studying at the university? A: I’m in the final year of my degree. I like it a lot. B: Great! What do you like most about studying here? A: That’s a difficult question, but I think my favourite thing about London is all the live music and theatre productions that are always taking place here. There is always something to see and do! B: That’s true! Are you planning to stay here after you graduate? A: I hope so. I’ve applied to do a post graduate degree here. B: So, what have you done in the time that you’ve been here? A: Well, besides studying, I’ve seen some really great live music. I’m crazy about jazz music, and there are lots of performances all the time. B: Yes, it’s brilliant. My friends and I are going to see a band this Friday. You might like them. Would you like to join us? A: Yes, definitely! 3

To assess and compare model answers • •

•

Read out the Study Skills box and explain the task. Ask Ss to read the questions and then play the recording. Ss listen to the recording and tick the boxes. Check Ss’ answers.

Answer Key 1 A 4

2 B

3 A

4 B

5 B

6 B

1f Writing 1

To practise informal language and recognise opening and closing remarks • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 2 3 4 5

i e a d b

2

•

•

c h g f

closing closing opening closing

• •

Ask Ss to read the rubrics and underline the key words, then elicit the key words from Ss around the class. Give Ss time to answer the questions. Remind Ss to use the key words to help them. Check Ss answers.

Suggested Answer Key A You have received an email from an English friend. Next month my class is having a retirement party for one of our favourite teachers and I’m in charge of organising it. I remember that you organised a party for one of your teachers last year. I’d like your advice please. Can you tell me what went well at your party and what didn’t? I would really appreciate any other suggestions you might have. Cheers, Jenna

Ss work in pairs. Explain the task and give Ss time to answer the questions and evaluate their partner’s answers. Monitor around the class.

Suggested Answer Key I grew up in Milan and now I’m a student there. I like it there. It’s where all my friends live and there are lots of things to do. It’s a very lively city that’s exciting and this really suits my nature, and as a fashion lover, I also appreciate that it’s famous for its style. The only thing I don’t like is that it’s an expensive city.

6 7 8 9

To analyse a rubric

To answer questions about yourself and to assess your partner • •

opening opening opening closing opening

Write your email in reply (220-260 words) 1 I am going to write an email. 2 The email is going to be read by a friend who wants my advice. 3 I should write my email in an informal style.

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1 Module 4 I should include information about what went well and what didn’t when I organised a party. 5 I should write 220-260 words. B

Write an email of about 220-260 words to a friend. In your email you should: • tell your friend that you are happy that he/she will be visiting your home town. • Suggest some fun activities for your friend to do on weekdays and on weekend excursions.

1 I am going to write an email. 2 The email is going to be read by a friend who will be visiting my home town. My friend has asked for my suggestions for activities that they could do during weekdays and weekends. 3 I should write my email in an informal style. 4 I should tell my friend that I’m happy they are visiting my home town. I should also include information and suggestions about activities that can be done on weekdays and also for weekend excursions. 5 I should write 220-260 words. 3 a)

To match rubrics to models • •

Give Ss time to read the models and choose the correct rubric. Check Ss’ answers.

Answer Key

problem understanding the advice. The style is appropriate as it is chatty and colloquial throughout. It covers the type of task well as it is the form of an email. The specific topics in the rubric are covered and it offers advice that is realistic as well as examples of what could go wrong. Model B doesn’t address the situation well as it omits what did not go well at the party.It doesn’t address the reader in the correct way. While the language is generally chatty, it uses inappropriate formal linkers and full verb forms.The style as a result, is unnatural and rigid. However, it still covers the type of task as it is in the form of an email.The specific topics in the rubric are not all covered and it contains too much advice with few details. Some of the advice might not be practical, also. d)

To recognise appropriate style • •

Suggested Answer Key The full verb forms and formal linking words make the email sound very stilted and unnatural for the situation and would convey the wrong tone to the target reader. 4 a)

To put paragraphs in the correct order • •

A 3

B 1

C 4

D 2

To compare models • •

Explain the task and give Ss time to complete it. Check Ss’ answers

Answer Key 1 A&B 2 A&B 3 A c)

Give Ss time to read the model and do the task. Check Ss’ answers.

Answer Key

The models both match rubric A. b)

Explain the task and give Ss time to complete it. Check Ss’ answers.

4 A&B 5 A 6 A

7 A 8 B 9 A

10 A 11 A 12 A

To evaluate how models fulfil the task in the rubric • •

Give Ss time to answer the question. Remind them to support their answer with examples. Check Ss’ answers around the class.

Suggested Answer Key Model A best answers the rubric because it covers situation well and includes both what went well at party and what didn’t. It addresses the reader in correct way and the target reader would have

the the the no

Background information Toledo is a city in central Spain. The city is a UNESCO world heritage site and is known as the ‘City of Three Cultures’ because of its historical tolerance and diversity. It is 60 miles from Madrid and today has a population of 84,000. Segovia is another city in central Spain that is a UNESCO world heritage site. It has a population of around 56,000. Segovia is a popular tourist destination. The Roman Aqueduct of Segovia is famous for its architectural beauty. It is still used to carry drinking water today. Madrid is the capital of Spain. It has a population of 3.2 million. It is the third largest city in the European Union. It is a modern city with a high standard of living, and many trees and green spaces. It is known for the many outdoor sculptures on its streets.

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Module

Prado Museum is located in central Madrid and is the main Spanish national art museum. It has a renowned collection of 12th -19th century European art, and the world’s best collection of Spanish art. El Prado is one of the most visited museums in the world. Retiro Park is the largest and most popular park in central Madrid. It used to be the grounds of a palace. It contains a large number of sculptures, fountains and monuments and many events are held there.

b)

To identify synonymous phrases • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 I am writing to a friend, to give advice about a problem. 2 I have to write in an informal style. 3 I should include my feelings about the problem and offer suggestions and advice on the issue. 4 I could use the following opening remarks – How are you? I hope you are well. I was sorry to hear about your problem with … As well as the following closing remarks – I hope my advice/suggestions will help. Write back soon to tell me if things are better. Take care 5 I should write 220-260 words b)

Answer Key A 5 B 2

To practise organising information into paragraphs •

C 4 D 3

E 6 F 1

G 8 H 7 •

c)

To practise the use of topic sentences • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

•

Ask Ss to put the notes in the correct place in the spidergrams and elicit answers around the class. Give Ss time to write their paragraphs. Remind Ss to use a topic sentence to introduce the main idea of the paragraphs. Check Ss’ answers. Ask various Ss to read out their paragraphs to the class.

Suggested Answer Key

Answer Key

Para A – 1

1 discuss issues in a calm way 2 share your favourite activities

d)

Para D – 2 To practise organising information

• •

Give Ss time to complete the spidergram. Check Ss’ answers.

Suggested Answer Key 1 2 3 4

I’m glad I’ve come up with explore have

5 a)

5 6 7 8

train ride (away) cuisine aqueduct advice

To analyse a rubric • • •

Ask Ss to read the rubric. Elicit which are the key words and ask Ss to underline them. Give Ss time to answer the questions. Check Ss’ answers around the class.

Write an email of about 220-260 words to a friend. In your email you should: • tell your friend that you are sorry to hear that he is having problems getting along with his brother. • suggest some things your friend could do to improve their relationship

Suggested Answer Key I think it would really help if you worked on improving communication with your brother. Obviously, a lack of communication can lead to serious misunderstandings. You need to talk to him about issues and you also need to listen to him. Try to get things out in the open by discussing things in a calm way. I think if you do this, it will help you to understand each other’s point of view. This will make it much easier to avoid arguments. Have you thought about spending more time with your brother doing things you both enjoy? I believe spending quality time together would do wonders for your relationship. Why don’t you ask your brother along when you are doing your favourite activities? I think if you spend more time doing fun things together, it will help you to become closer and then you will value each other more. 6 a)

To analyse a rubric • • •

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Ask Ss to read the rubric. Elicit which are the key words and ask Ss to underline them. Give Ss time to answer the questions. Check Ss’ answers around the class.

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1 Module Suggested Answer Key

You have received a letter from an English friend who is planning on studying abroad. I’m nervous about studying abroad. How will I make new friends and cope with the work load at college? Also, I’m worried that I’ll miss my friends and family. You decide to write to your friend giving your opinion and making suggestions (220-260 words).

Hi Taylor, It was lovely to hear from you! It’s great news that you’re going abroad to study and I’ve got some suggestions I hope you will find useful. I think it would be a good idea if you tried to meet lots of people in the first few days. There’ll be lots of activities during Fresher’s week. I think you should join some clubs or societies so that you have a better chance of meeting people with the same interests as you. I wouldn’t worry about falling behind with coursework. Just make sure to do your assignments as soon as you get them. If you need any help organising your timetable, just go and see your tutor. This way you won’t fall behind in your coursework, either. You just need to keep everything under control. I know it can be tough when you’re away from friends and family for the first time. But why don’t you try to keep in regular contact with them while you’re away? The way I see it, it’s easy to keep in touch with people these days using social media or video calls. That way, you won’t miss them as much. It would be such a shame if you missed out on this opportunity to study abroad. Don’t stay here and regret it later. Enjoy the chance to do something new and different. You will learn so much more. I hope my suggestions help. Let me know how you get on when you get there. All the best, Frankie

Answer Key 1 I am going to write to a friend who is nervous about studying abroad, to give my opinion and suggestions. 2 I have to write in an informal style. 3 I should include my opinion about studying abroad, and suggestions about how to make friends, how to cope with the workload, and how to keep from missing friends and family. 4 I could use the following opening remarks – It was lovely to hear from you, It’s great news... As well as the following closing remarks – I hope my suggestions are useful, let me know how you get on... 5 Points I should include: try to meet a lot of people, do assignments as soon as you get them, use technology to communicate with your family and friends b)

To practise organising information • •

Give Ss time to complete the task. Check Ss’ answers. Elicit various ideas for the third suggestion/supporting detail/result.

Language Knowledge

Suggested Answer Key 1 join clubs/societies to meet people with same interests 2 won’t fall behind in your coursework 3 suggestions - Keep regular contact with family supporting details – talk to them on social media and video call often result – won’t miss them as much 7

• •

To prepare for a multiple choice cloze task •

•

•

To write an email giving advice •

1

Give Ss time to complete the task using the Useful Language box and their answers from Ex. 6 a & b. Remind Ss to go through the checklist after they have written their email to check their work. Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

1

Read the Study Skills box and refer Ss to Ex. 1a. Read question one and elicit from the Ss what is being tested (e.g. precise meaning). Ask Ss to answer the questions, paying attention to what is being tested and give them time to complete the task. Check Ss’ answers.

Answer Key 1 a) 1 2 3 4 5 6

common collocation set phrase phrasal verb precise meaning context idiom

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Module

1

b) 1 C 2 C 2

3 D 4 A

5 D 6 C

understudy (n): a stand-in actor captivated (adj): strongly attracted agitated (adj): upset ecstatic (adj): excited beyond measure accessible (adj): approachable sb is to blame for sth (phr): sb is considered to be responsible for sth wrong sth is my fault (phr): sth is my mistake inaccuracy (n): imprecision restraint (n): a limitation stream (v): (of a liquid) to pour continuously leak (v): (of a pipe, tap, etc.) to let fluid out plummet (v): to decrease dramatically and rapidly plough (v): to dig sth up and turn it over intriguing (adj): interesting inquisitive (adj): curious ingenious (adj): inventive innovative (adj): original summary (n): a brief abstract adaptation (n): a film based on a book/play anecdote (n): an entertaining short story variation (n): an alternative supersede (v): to take the place of overshadow (v): to outshine excel (in/at sth) (v): to be very good at sth develop (v): to grow naughty (adj): behaving badly spiteful (adj): malicious mischievous (adj): annoyingly playful dishonest (adj): deceitful wobbly (adj): weak and unsteady moody (adj): gloomy patchy (adj): uneven; not complete unsteady (adj): unstable stranded (adj): unable to leave sidelined (adj): pushed to one side sequestered (adj): isolated stunned (adj): shocked be on my best behaviour (phr): to act very well in a social situation look for (phr v): to search for sth count on (phr v): to rely on sb look over (phr v): to check quickly stick to (phr v): to remain loyal to sth

To do a multiple choice cloze task • • •

Give Ss time to read the text and complete the task. Allow Ss some time to compare their answers with a partner. Check Ss’ answers.

Answer Key 1 B 2 C 3

3 D 4 D

5 B 6 A

7 C 8 D

To revise grammar structures • •

Give Ss time to complete the task. Check Ss’ answers. Ss should justify their answers.

Answer Key 1 A except = not including; one thing/condition that is an exception (apart and aside share the meaning but must be followed by ‘from’) 2 B comparative form of good + intensifier 3 C as if + simple past = for imaginary situations that may not be true but are possible 4 D given = (prep) knowing about or considering a particular thing 5 D neither – (inversion) to express agreement with a negative statement 6 A amazed by 7 B Set phrases: sth catches sb by surprise 8 D just = (adv) only; where there are two verbs in a phrase, adverbs are placed after the first auxiliary verb – doesn’t just play 9 C lacks = present simple, third person singular – for a general truth 10 B be happy with + sth 11 B when it comes to sth = (idiomatic expression) in relation to/speaking of 12 A unless = (conj) if not (expresses a negative condition) 4

To revise vocabulary • •

Give Ss time to complete the task. Check Ss’ answers. Ss should justify their answers.

Language Focus

Answer Key 1 B 2 C 3 B

4 A 5 B 6 C

7 C 8 C 9 B

10 D 11 D 12 B

accomplice (n): a partner in crime acquaintance (n): sb known to us contact (n): sb you know that can help you

22

1

1

To present vocabulary about feelings •

•

Explain that the words in the boxes are groups of words with similar meanings and give Ss time to fill in the gaps. Check Ss’ answers, explaining any unknown words.

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1 Module Grammar in Focus

Answer Key 1 2 3 4 5 6

presumptuous argumentative brash blunt withdrawn sulky

2 a) • •

7 8 9 10 11 12

wretched resentful jubilant content overjoyed gleeful

To practise grammar structures • • •

Answer Key 1 2 3 4 5

To practise idioms Give Ss time to complete the task. Check Ss’ answers.

Answer Key

1

✓

3

✓

5

1

✓

4 hit rock bottom 5 is over the moon

•

• To consolidate the meaning of idioms by making sketches Ss’ own answers

in longer out had adopted have been

1

Ask Ss to read the text, paying attention to discourse markers as well as general meaning, and fill the gaps with the missing paragraphs. Remind Ss to read through the whole text again when they have completed the task to check that it makes sense. Check Ss’ answers around the class and elicit which words helped them to decide on their answers.

Answer Key 1 G

3

6 7 8 9 10

To read for general comprehension (missing paragraphs) •

✓

1 has a face like thunder 2 is happy go lucky 3 is down in the dumps b)

no were studying had never met told so

Progress Check

✓

2 4

Explain the task. Ss complete the task in closed pairs. Check Ss’ answers.

2 C

3 D

4 E

5 B

6 A

To practise adjectives with the prefix self• •

Give Ss time to complete the task. Check Ss’ answers around the class. Ask various students to read out their sentences.

2

• •

Answer Key 1 2 3 4

self-conscious self-centred self-pitying self-important

To listen for specific information (multiple matching)

5 self-disciplined/ controlled 6 self-reliant

•

Ask Ss to read the statements A-H. Play the recording. Ss listen and match the speakers to the statements. Check Ss’ answers.

Answer Key 1 E

2 G

3 A

4 C

5 D

Suggested Answer Key Mary is very self-confident/self-assured and feels comfortable in any environment. I don’t like Dan’s self-righteous attitude. He’s very smug about himself. Jason is very self-destructive and that’s why he hangs out with the wrong crowd. Terry is quite self-indulgent, he’s very vain and always buys clothes that he doesn’t need.

3

To revise vocabulary from the module • •

Give Ss time to choose the correct words. Check Ss’ answers.

Answer Key 1 timid 2 laid-back

3 guardian 4 genetic

5 solid

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Module 4

1

To consolidate grammar from the module • •

Give Ss time to choose the correct items. Check Ss’ answers.

Ask Ss to assess their own performance in the unit according to how competent they feel regarding each of the listed activities.

Answer Key 1 used to 2 half as 3 is always leaving 5

Competences

4 was talking 5 more and more

To revise everyday English expressions • •

Give Ss time to do the task. Check Ss’ answers.

Answer Key 1 a 6

2 b

3 b

4 a

To write an email giving advice • • •

Explain the task and refer Ss to the Writing Section (1f) for a model, a plan and useful language. Give Ss time to plan and complete their work and then check Ss’ answers. Alternatively assign the task as HW and check Ss’ answers in the next lesson.

Suggested Answer Key Hi Sabrina, Thanks for your email. It was great to hear from you. What wonderful news that you’ve started your first job. It sounds very exciting. Moving out of the family home is a big step, but I think I can help. First, make sure you get a place you can afford. It’s easy to get carried away by your dream flat. However, I would say it’s best to start small because it will be cheaper and also easier to clean and maintain. You could also get involved in community events, and should get to know your neighbours. That way you can ask them for their advice about local things and they can help you.They are also bound to know which are the best shops and have numbers for plumbers and electricians. When you do move, you can expect to find yourself doing a lot more chores. It’s a good idea to make a rota so you can keep on top of all the housework. You can also expect things to be quite expensive, so make sure you budget properly. It’s important to have enough money for all your bills at the end of every month. I hope my advice helps. Things will definitely be different at first, but I think you’d love it. Do write back and tell me how you are getting on. Take care, Tamara

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Pushing boundaries In this module, Ss will explore the topics of technological developments/advance, robotics, everyday computing and gadgets.

Module page

23

Lesson Objectives: to give an overview of the module, to introduce key vocabulary for technological developments. Vocabulary: a look into the future (equip, implement, modernise, revolutionise, interact, interrelate, integrate, interface, determine, designate, cease, terminate); adjectives (be aware of, be acquainted with, compliant, adaptable); nouns (development, advancement, condiment, contaminant)

2a Reading

24-25

Lesson Objectives: to listen and read for specific information, to answer comprehension questions based on a text, to post a comment to a newspaper article Vocabulary: nouns (implant, prosthetics, sensor, metabolism, fondness); adjectives (dashing, pulsating, inquisitive, residual, integrated, self-regulating, neural, elective, startling, functioning, mind-boggling, intuitive, sophisticated, profitable, unparalleled); verbs (convey, commence, recalibrate, be conceived, exceed); phrasal verb (catch up with)

2b Vocabulary

26-27

Lesson Objectives: to learn words/phrases related to research & technology, everyday computing & gadgets, to learn idioms related to technology, to learn prepositions, to learn phrasal verbs, to practise word formation Vocabulary: research & technology (allocate, detect, conceive, uncover, navigation, innovation, demonstration, installation, retain, renew, refresh, resolve, drawback, detriment, denial, distractor, predict, indicate, hypothesise, conjecture, oversee, conduct, carry out, undertake, facilitate, trigger, prompt, initiate, dispute, contest, refute, contradict); everyday computing & gadgets (browse, freeze, drag, crash, load, video chat, computer/video interface, computer/video buff, video call, video conferencing, computer literate, download/access a file, access your profile, download/access an application, access the Internet, download an attachment, download/access a podcast); idioms (get my wires crossed, sth is light years ahead of its time, it’s not rocket science, be on the same wavelength, pull the plug); phrasal verbs (turn down, fall out, turn on, fall back on, turn into)

2 Module

2c Grammar in use

28-29

Lesson Objectives: to revise/practise future tenses and other future forms, to revise/practise degrees of certainty, to revise/practise it - there, to practise key word transformations

2d Listening skills

30

Lesson Objectives: to prepare for a listening task, to listen for gist and specific information

2e Speaking skills

31

Lesson Objectives: to learn/practise situational language for making and responding to suggestions, to act out a dialogue making and responding to suggestions, to compare and speculate on pictures

2f Writing

32-35

Lesson Objectives: to analyse a rubric, to analyse a model, to practise using linkers, to predict content, to practise language style in proposals, to write a proposal

Language Knowledge 2

36-37

Lesson Objectives: to prepare for and practise open cloze, to practise key word transformations, to consolidate vocabulary and grammar structures

Language Focus 2

38

Lesson Objectives: to learn extra theme-related vocabulary on technology, to practise word formation. Vocabulary: technology (convey, conceive, compile, conduct, artificial, fake, false, counterfeit); collocations (have a long-term impact on us, make advances in the field of medicine, make a breakthrough, do ground-breaking research, do an experiment, have far-reaching consequences, have/do an operation, be well worth studying/ visiting, have a great effect/influence on our lives, be computer literate)

Progress Check 2

39-40

Lesson Objectives: to read for specific information, to listen for gist and specific information, to consolidate vocabulary & grammar structures from the module, to revise everyday English, to write a proposal

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Module

2

Module Objectives

Suggested Answer Key

Direct Ss’ attention to the title of the module Pushing boundaries and the pictures. Ask Ss to suggest what they think the module will be about. (The module is about technological developments/advances, robotics and everyday computing and gadgets.) Go through the Module Objectives to stimulate Ss’ interest in the module.

In terms of personal computing, I think that wearable technology will become more and more popular. We can already see that smartphone technology is blurring the lines between mobiles and traditional computing needs. I expect this to go even further with smart watches and other such super-compact devices. These devices could do everything for us, and we could ‘type’ essays and reports onto a screen just by thinking of what we want to write. I expect media will become more and more personalised, and based on our individual DNA, so each treatment will be unique for each person. I also think that technology will allow us to treat any disease or illness with a simple scan. I would guess that to save the environment we will have to rely more and more on renewable energy sources. I suspect that we will no longer use any fossil fuels or nuclear energy, and that things like hydroelectric power and wind turbines will become more effective. I think people will have personal assistant robots. Cars will be a kind of robot, too. They will drive themselves and even be able to fly, which will also totally change travel. In home living, smart homes will not just control the temperature of the heating, but they will also handle all our daily tasks, such as waking us in the morning, opening our curtains, preparing our meals and getting clothes ready for us to wear. In terms of how these things will impact the world, I think they will make life easier and safer, while protecting and safeguarding the environment and the natural world.

1

To introduce the topic and new vocabulary •

• •

Direct Ss’ attention to the texts A-D and the words in bold in each one, and give Ss time to choose the correct word to complete the texts. Check Ss’ answers around the class. Explain/Elicit the meaning of any unknown words. Direct Ss’ attention to the question in the rubric and elicit answers from Ss around the class.

Answer Key A 1 2 B 3 4 C 5 6 7 D 8 9 10

equipped revolutionise interact interfacing aware determine adaptable development contaminants cease

Suggested Answer Key I think technological developments in the texts are pushing boundaries in really amazing and exciting ways. Motion sensor technology is giving us unparalleled freedom and new choices in how we interact with computers. Smart bandages are taking treatments in medicine to incredible new levels. Smart homes offer total comfort and predict our needs, and nanotechnology is sending science into fascinating new directions.

Words of wisdom •

•

Direct Ss’ attention to the quotation and ask Ss to discuss what it means with a partner and/or give their opinion on it. Ask various Ss to tell the class.

Suggested Answer Key 2

To describe an imaginary scenario related to the text; to make predictions about the future •

•

Explain the task and give Ss some time to prepare their answers. Advise Ss to keep notes in their notebooks. Ask various Ss around the class to share their answers with the rest of the class.

This is an interesting quote that highlights a very important point about automation and the development of computing technology compared to human endeavour. While it’s certainly true that improved machines can carry out repetitive tasks very quickly and to a highly complex level, they can never be extraordinary or inventive like a person can be. This is because despite all their sophistication and refinement machines are ultimately just a tool, developed for that end.

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2 Module

2

Suggested Answer Key

a Reading

1

To practise key vocabulary in context •

•

Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words given. Give students time to fill in the gaps in the sentences and then check Ss’ answers around the class.

Answer Key 1 prosthetic 2 artificial 2

3 implants 5 pulsating 4 self-regulating

To introduce the topic and to predict the content of a text •

• • •

Ask Ss to work in pairs and decide which sentences from Ex. 1 they think are true about Rex, the bionic man. (Ss’ own answers) Give Ss time to read the text to check their answers. Elicit from Ss around the class which of the sentences are true. Draw Ss attention to the fact that all of the sentences from Ex. 1 are true.

dashing (adj): elegant; stylish pulsating (adj): throbbing implant (n): sth artificial that is put into the body during an operation inquisitive (adj): curious prosthetics (n): the making of artificial body parts convey (v): to communicate a feeling, an idea, etc without words sensor (n): a device that responds to physical signals residual (adj): remaining integrated (adj): incorporated metabolism (n): the body process of converting food into energy self-regulating (adj): self-adjusting commence (v): to begin recalibrate (v): to reset neural (adj): relating to the nerves in a body elective (adj): that you yourself choose to do startling (adj): extraordinary 4 a)

To consolidate key vocabulary • •

Ask Ss to use their dictionaries to look up the words in bold in the text. Give Ss time to complete the task, then elicit the meanings of the words, explaining any that Ss are uncertain about.

Answer Key 3

To read for specific information (multiple choice) • • •

•

•

Read out the Study Skills box to help Ss do the task. Ask Ss to read through the text quickly, then read the questions. Give them time to read the text again, carefully, underlining the parts of the text which answer the questions. Finally, ask the Ss to look at the four options and choose the correct answer, checking that it is supported in the text. Check Ss’ answers around the class and ask Ss to justify their answers with examples from the text.

Answer Key 1 A (ℓ. 7-21) 2 D (ℓ. 37-42) 3 C (ℓ. 56-60) •

4 A (ℓ. 74-77 & ℓ. 83-85) 5 B (ℓ. 93-101) 6 D (ℓ. 108-109)

fondness (n): a feeling of liking sth very much functioning (adj): working conceived (v): created catching up with (phr v): reaching the same level or standard as sth exceeding (v): surpassing mind-boggling (adj): difficult to understand intuitive (adj): instinctive sophisticated (adj): advanced liberating (v): freeing from profitable (adj): money-making unparalleled (adj): unequalled b)

To check for comprehension of phrases and sentences in a text • •

Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Ask Ss to work in pairs. Give them time to discuss the meaning of the underlined phrases. Elicit the meanings of the phrases from various Ss around the class.

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Module

2

Suggested Answer Key

C You’ve got a point. I also agree that market forces shouldn’t be allowed to determine how people remain in the future. However, it would be wrong to ban such technology altogether. There are many genuine medical reasons why some people might need them. Such technologies could do a lot of good and help reduce suffering. D I couldn’t agree more. We could prevent so much unnecessary suffering if we can develop these prosthetics successfully, and it could also mean that disability itself becomes a thing of the past. I’m happy with the normalisation of these kinds of prosthetics and even the idea of brain implants, to allow people to regain sight or hearing, doesn’t make me uncomfortable.

Rex is, in many ways, an unexceptional chap = Rex is like an ordinary person in many respects. stumbles over his words = is unable to think of the right word, or takes some time to think of them will we blur the boundaries of artificial and natural to an extent that we have to recalibrate our definition = make things so unclear that people are forced to reconsider what they understand as natural and synthetic 5

To consolidate information in a text • •

•

Give Ss time to answer the questions. Remind Ss not to copy their answers from the text but instead to paraphrase the information using their own words. Check Ss’ answers around the class.

Writing

Suggested Answer Key

To write a post expressing an opinion and supporting it

1 Rex is like a human in some ways, but not in others. His body works almost like a human body, he can see and speak somewhat and he has opinions. But of course, he can’t think for himself and if something goes wrong with his artificial body, he will not ‘die’. Obviously, he hasn’t got feelings or emotions. 2 The technology used to build Rex could be a cause for concern because people could abuse it to become ‘superhuman’. Companies could also exploit the technology to encourage unnecessary treatments for the sake of profit above medical need. 3 I would suggest that prosthetic technology and bionic organs only be used in the future for people with genuine medical problems. I believe that strict medical controls would help to ensure this.

• • •

Suggested Answer Key This newspaper article about Rex, the bionic man, certainly raises some fascinating issues. Personally, I believe that if someone has a serious medical problem they could really benefit from artificial body parts, and should absolutely use them. This is because they would allow them to overcome their disabilities or survive a life-threatening illness. However, I don’t believe that people should be allowed to choose them as elective procedures. If the artificial parts are simply used to make the human body better, then the side effects that the transplant could cause may make it a risk to one’s health. There are also ethical questions about whether people should try to fix something that isn’t broken!

Listening & Speaking To express opinions and support them with reasons and examples • • •

Play the recording of the text. Give Ss time to debate in groups of four. Ask various Ss to share their opinions with the rest of the class.

Suggested Answer Key A I think that it’s wrong to blur the boundaries of artificial and natural to such an extent that some people may end up not even being recognisably human. B I’m inclined to agree with you to some extent as the text does imply that some people will use this technology to build super-bodies. I don’t think these sorts of prosthetics should be available for elective surgery for this reason.

Explain the task and give Ss some time to write their website post Remind Ss to use an informal writing style and to support their opinions with reasons/examples. Ask a few Ss to read their post out to the rest of the class.

2b Vocabulary 1

To consolidate vocabulary from a text • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 integrated 2 commence

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3 exceed 4 liberate

5 replacing 6 conceived

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2 Module Suggested Answer Key

Answer Key

1 The data generated by the heart rate monitor was sent to the doctor electronically. 2 There are lots of techniques in development to help restore the sight of blind people. 3 Reading about new technology can broaden our minds. 4 If a vital organ is removed , it must be replaced with a transplant. 5 Developments in bionic technology are forcing people to recalibrate their definition of the self. 6 The scientist wanted to convey a sense of amazement and positivity towards robotics with his project.

1 indicated 2 overseeing

2

To consolidate vocabulary from a text • •

Suggested Answer Key 1 The red light that came on when we started the car indicated that we were low on petrol. 2 Dr Adams, who is overseeing the project, will explain what we hope to accomplish. 3 A technological innovation facilitated the production of affordable solar panels. 4 The data that we collected contradicted everything we knew before. 5 a)

Explain the task and give Ss time to complete it. Check Ss’ answers.

To listen for specific information (multiple matching) •

Answer Key 1 elective 2 self-regulating 3 pertinent 3 a)

•

4 intuitive 5 mind-boggling 6 conscious

•

Give Ss time to read the sentences and choose the correct word. Remind Ss that they can use their dictionaries to check the meaning of any unknown words. Check Ss’ answers and explain any unknown vocabulary.

Answer Key 1 detect 2 installation b)

3 refresh 4 detriment

To consolidate new vocabulary related to the topic of research and technology • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key Energy – 4, Transportation – 1, IT – 3, Communication – 2 4

To introduce new vocabulary related to the topic of research and technology •

•

Explain that Ss must listen closely for the problem (A-D) that each speaker is talking about. Play the recording, twice if necessary. Ss listen and complete the task. Check Ss’ answers.

Answer Key

To introduce new vocabulary related to the topic of research and technology •

3 facilitated 4 contradicted

Explain the task and give Ss time to complete it. Remind Ss that they can use their dictionaries to check the meaning of any unknown words. Check Ss’ answers and explain any unknown vocabulary.

Speaker 1: D, Speaker 2: A, Speaker 3: B, Speaker 4: C b)

To consolidate topic vocabulary by using it in a discussion • •

Explain the task and give Ss time to discuss in pairs. Ask various Ss to share their ideas with the rest of the class.

Suggested Answer Key A: I believe that technology will have a huge impact on illiteracy – especially in developing countries. Mobile devices, such as tablet computers, make accessing the material that people need to practise their reading skills much easier. The educational software and storage options on a hard drive for an electronic library that a tablet offers provide fantastic opportunities in remote locations. B: Yes, I agree. And I think technology is going to help reduce air pollution too, by giving us more ecofriendly cars that don’t run on traditional combustion engines. Solar powered cars would vastly reduce carbon emissions and exhaust fumes into the atmosphere. A: That would be amazing, helping the environment is so important. Technology might be able to solve the problem of disease by creating new medicines and safer surgeries and treatments. Robotic surgery could help a lot in this regard and give surgeons more time to focus on research. What do you think about the problem of hunger?

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2

Module

B: Well, world hunger is certainly an important issue. One solution could be developing more genetically modified crops. This could provide a sustainable source of food for the world, and reduce the use of chemicals in farming as they wouldn’t need insecticides. 6 a)

Suggested Answer Key 1 A: I own a smartphone and a computer. I use the computer for surfing the Net, doing my homework and sometimes listening to music. I use the smartphone to listen to music and for the Internet when I’m not at home, for social media, to take photos, and to make calls and send texts. What about you? B: I’m the same as you, except I don’t take photos with my smartphone. Instead I have a digital camera which I use to take photos. 2 A: I surf the Internet most days, unless I’m really busy. It keeps me up-to-date with the world because I use it to read the news and check my emails. B: I’m basically online all the time. I don’t really ‘surf’ that often but I’m always logged into my social media accounts. I only surf the Internet if I need to find some information about something. 3 To download a file, right click and select “save as ...” or click the appropriate tab or icon to download on the relevant webpage. To use a scanner place your document or photo inside the scanner. Hold down the lid and select or push the scan button to send the file to your computer. To edit a photo use an appropriate app or program and crop, resize or adjust colour and brightness as desired. To bookmark a page open the desired page on a web browser and click the bookmark icon in the top right hand corner.

To introduce vocabulary related to the topic • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 drag 2 crashed

3 has frozen 4 load

5 has been browsing

Suggested Answer Key 1 drag: to move sth along the floor I had to drag the box across the floor because it was too heavy to lift. 2 crash: to strike sth noisily The car skidded on the ice and crashed into a tree. 3 freeze: to turn to ice; to stop moving Susan froze with fear when she saw the shadow out of the window. 4 load: to put sth heavy onto a vehicle/animal, etc. Can you help me load the shopping into the car? 5 browse: to look through things in a shop/library, etc. Ian browsed through the goods in the shop but didn’t buy anything. 7 a)

To present collocations related to the topic • •

Answer Key 1 video 2 computer/video 3 computer 4 video 5 video 6 computer •

8

Give Ss time to fill in the gaps. Check Ss’ answers. 7 8 9 10 11 12

• •

download/access access download/access access download download/access

Optional extension: Ask Ss to use the collocations to write as many sentences as possible in two minutes.

b)

To personalise the topic • •

To present/practise idioms related to technology

Give Ss time to answer the questions in pairs. Ask various Ss to describe the procedures in question three to the class.

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 wires crossed 2 light years

3 rocket science

4 wavelength 5 plug

Suggested Answer Key 1 get one’s wires crossed: to get confused about sth 2 sth is light years ahead (of its time): sth is a long way ahead (of its time) 3 it’s not rocket science: it's not very difficult to understand 4 be on the same wavelength: (of two people) to understand and agree with each other 5 pull the plug: to put an end to sth

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2 Module •

Optional extension: Ask Ss to write their own sentences using the idioms and then read their sentences to the class.

9

Answer Key 1 future simple – used for a future prediction with the verb hope 2 future continuous – an action in progress at a stated future time 3 future perfect – an action completed before a stated time in the future 4 future perfect continuous – to show duration of an action up to a certain time in the future 5 future with be going to – a future prediction based on what we see or know

To practise prepositions • •

Give Ss time to complete the task. Ask Ss to check their answers in Appendix I.

Answer Key 1 with 10

2 with

3 from

4 for

5 to

To present/practise phrasal verbs formed from fall or turn

c)

To present future tenses after time words •

Give Ss time to complete the task. Remind Ss they can check in Appendix II. Check Ss’ answers. Answer Key 1 turned 11

2 fallen

3 turned

4 fall 5 turn

To practise word formation •

•

Give Ss time to fill the gaps with the correct form of the words at the end of the lines. Remind Ss to first try to find what part of speech is missing and try to look out for plurals or opposites. Check Ss’ answers.

• •

Answer Key 1 accessible 2 installation 3 availability

Answer Key 4 enables 5 partnership 6 irresistible

7 relatively 8 interactive

We use the simple present or the present perfect after time words to refer to the future. Example from text: ... by the time we reach the end of the century ... (paragraph 4) Examples: Be sure to turn off the TV before you go. As soon as I arrive at the train station, I will call you.

2c Grammar in use 1 a)

To present/practise the future tenses • •

Ask Ss to read the text and choose the correct options. Check Ss’ answers.

Answer Key 1 will inject 2 will be using 3 will have visited b)

To present/practise the use of the future

•

2

To practise the future tenses • •

Explain the task and give Ss time to complete it. Remind Ss to justify their answers. Check Ss’ answers.

Answer Key 4 will have been running 5 is certainly going to inspire

tenses •

Write examples of future tenses and time words on the board (i.e. He will finish his homework before he goes out. I will call you when I have arrived.) and then ask Ss to find an example in the text on p. 28 and elicit what tenses are used with it to refer to the future. Point out that time clauses follow the rule about sequence of tenses. However, remind them that we never use the future simple after time words. We use the present simple or present perfect instead. Refer Ss to the Grammar Reference section (p. GR5). Give Ss time to write their own examples. Check Ss’ answers.

Give Ss time to identify the tenses in bold and explain how we use them. Refer Ss to the Grammar Reference section (pp. GR4-GR5) for more information. Check Ss’ answers. Write them on the board.

1 A: are going to be = prediction based on what we see B: will grab = on-the-spot decision 2 will be presenting = action in progress at a stated time in the future 3 A: Is Tracey going to come = for plans or intentions/ Is Tracey coming = fixed arrangement in the near future/ Will Tracey be coming = an action as a result of a routine B: will call = a promise, finish = simple present following a time word

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Module

4 A: will be living = action in progress at a stated time in the future B: will have discovered = action finished by a stated time in the future

•

•

5 will give = a promise

Answer Key

6 A: Is Ted going to get = future plans and intentions B: will have been working = shows duration of an action up to a certain time in the future

A 1 B 10 b)

3 a)

To present other future forms •

•

Elicit from Ss other ways they can think of for forming the future and write examples on the board (i.e. We are to be in class by 9 o’clock. We are not to talk when the teacher is speaking. The train is due to arrive in half an hour. etc.) and refer them to the Grammar Reference section (p. GR5) for more information. Give Ss time to complete the task and check their answers.

c)

•

•

To present phrases expressing degrees of certainty •

Draw a line on the board with 0% at one end, 100% at the other end and 50% in the middle. Next to it write a list: I’m positive, I’m almost certain, it’s possible, it’s unlikely, there’s no way, I doubt, I suppose, I’m fairly sure, I wouldn’t be surprised if, there’s not much chance. Elicit from Ss where on the line each of the words belong. Explain the phrases if required. Refer Ss to the Grammar Reference section (p. GR5) for more information.

3 C 4 B

5 G 6 E

7 F 8 A

9 J 10 I

Explain the task and give Ss time to think about or write their ideas. Ask various Ss to tell the class.

Suggested Answer Key

Suggested Answer Key

4 a)

I 8 J 4

Well, this summer, I’m positive that I will go with my family to visit my grandparents; we’ve already booked our tickets! Next year, I will probably have to study a lot because I will be preparing for exams. I want to work part time, but there is not much chance that I’ll have time. In the future, I’m fairly sure I’ll go to university, as long as I do well in my classes. It’s possible that I will go to study abroad; that’s something that I really hope to do, so if an opportunity comes up, I’m almost certain I will take it. I suppose I might have a career as a chemist but I wouldn’t be surprised if I change my mind before then!

Explain the task and give Ss time to rewrite the sentences. Check Ss’ answers.

2 Roadworks are due to start on the 3rd of March so delays are expected. 3 The next tour of the science museum is due to start in five minutes. 4 A leading drug company has announced it is on the verge of new cancer drug trials. 5 Some top scientists are to meet in Rome this weekend.

G 9 H 5

To consolidate phrases expressing degrees of certainty; to make predictions about the future. •

To practise using expressions that imply the future •

E 3 F 6

To practise phrases expressing degrees of certainty

1 H 2 D

phrases used to imply the future: on the verge of, bound to, due to, are to. Ss explain the phrases in their own language. b)

C 2 D 7

Answer Key

Answer Key

32

Direct Ss’ attention to the box in Ex. 4a and explain the task. Give them time to put the words in order. Check Ss’ answers.

5

To present it – there • •

Ask Ss to find examples of it/there in the text. Explain that we use It instead of an infinitive phrase, with set expressions such as It seems that, for emphasis, as an introductory object after verbs like love, hate, etc, and for distance, time, weather, temperature. We use there with the verb to be when we mention something for the first time. Refer Ss to the Grammar Reference section (p. GR5) for more information.

Answer Key There’s one TV programme that … (paragraph 1) It’s incredible to think ... (paragraph 3) So it seems that ... (paragraph 6)

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2 Module 6 a)

To practise it/there • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

1 a)

Answer Key 1 2 3 4

2d Listening skills

... made it clear ... 5 ... if there is Is there any ... a chance ... ... find it exciting ... 6 ... like it when ... If there is ... , ... look for it.

To prepare for a listening task (multiple choice – short extracts) •

• b)

To revise it/there • •

Answer Key

Read out the example and then give Ss time to complete the task. Check Ss’ answers.

You hear two people talking about young children and technology. 1 Both speakers feel that young children 2 What do the speakers disagree on?

Answer Key 2 Experts now think that there is water on Mars. 3 It’s a bad idea to buy an SLR camera if you don’t know how to use it. 4 Is there free Internet access in this café? 5 It seems unlikely that robots will totally replace humans. 6 There are now a few similarities between sci-fi films and real life. 7

Question 1 is asking what the speakers agree about and question 2 is asking what they do not agree about. b)

•

8

hates (it) when the telephone interrupts certain we won’t be visiting is bound to win will have been working it hard to believe

The speakers agree that children learn more easily but they disagree about whether they should be allowed to have smartphones. 1 B 2

Explain the task. Give Ss time to research a gadget. Ask various Ss to present their gadget to the class.

•

Suggested Answer Key As seen in Star Trek - I think a great gadget for 2100 will be a teleporter. This will be incorporated into our phones, which will be the gadget we will be using for almost everything in the future. The teleporter application would mean that we will be able to beam ourselves to wherever we want to go. You will be able to teleport yourself from your house directly to your desk at work. There will be no need to have a car or to use public transport. Your teleporter will only work on you as it will be set to your own genetic code, meaning that other people can’t access it. Teleporters will spell the end for road traffic accidents and air disasters, too.

2 C

To introduce expressions of agreement and disagreement •

ICT To expand the topic and develop research skills • •

Give Ss time to read the extract, find what the speakers agree and disagree on and answer the questions. Check Ss’ answers.

Answer Key

Explain the task and give Ss time to complete it. Check Ss’ answers around the class.

Answer Key 1 2 3 4 5

To prepare for a multiple choice listening task •

To practise key word transformations • •

Ask Ss to read the Study Skills box and explain it to them. Then Ss read the rubric and questions 1 and 2 and underline the key words. Elicit what each question is asking about.

•

Ask Ss to look at the underlined phrases in the extract and say which expresses agreement and disagreement. Refer Ss to the Useful Language box and ask them to replace the underlined sentences with sentences from the Useful Language box. Check Ss’ answers.

Answer Key I don’t know about that: disagreement I’ll go along with that: agreement I don’t know about that: I’m not so sure about that/That’s not entirely true/right/I’m afraid I must take issue with you on that/On the contrary I’ll go along with that: You’re absolutely right/I think so too/That’s all too true

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Module

2 Answer Key

To listen for specific information and gist

3 • • •

• •

Remind Ss of the Study Skills box and explain the task. Ask Ss to read the questions 1-6 and the possible answers and underline the key words. Play the recording twice. Remind Ss to pay attention to the underlined words as they listen and to listen to the whole dialogue before choosing their answers. Ss listen and complete the task. Check Ss’ answers.

Answer Key 1 B

2 B

1 2 3 4 5 6 3

To act out a dialogue using prompts to make/respond to suggestions •

3 C

4 B

5 B

6 A

•

• •

Give Ss time to discuss the topic in groups. Elicit what schools could do to make science more interesting from various Ss around the class.

Suggested Answer Key

Give opinion on the suggestion and make another suggestion.

I believe that science could be made more interesting to students by teaching them about real research that is being done. This would clearly show why we need to know things about science, and what can be accomplished with it. Another way to interest students would be to teach them about famous scientists who made important discoveries, and how they made them. Students could read scientists’ biographies or watch factual documentaries, for example.

• •

Give Ss time to read the first exchange of the dialogue. Elicit from various Ss what they think the dialogue is about.

The dialogue is about students or employees of a college talking about how to use the Internet to promote their institution. To complete a dialogue • •

Answer the question.

Give Ss time to prepare and act out their dialogue using the ideas in pairs. Ask pairs of Ss to act out their dialogue in front of the class.

Suggested Answer Key

Suggested Answer Key

2

Give opinion on the suggestion and make another suggestion.

Suggest writing down ideas and presenting them to the director.

•

To predict the content of a dialogue

1

B Give first suggestion.

Give opinion on the suggestion and ask a question.

•

2e Speaking skills

Explain the task. Refer Ss to the Useful Language box. Write this diagram on the board for Ss to follow. A Say the director has asked for suggestions and ask for B’s opinion.

To expand the topic

4

What are your thoughts? It might be a good idea to I couldn’t agree with you more I see what you mean but Have you considered We could I suppose

Explain the task and give Ss time to complete it. Play the recording for Ss to check their answers.

A: The Director of Studies has asked for suggestions on how to raise the profile of the college. What are your thoughts? B: Well, I think it might be a good idea to hold an open day. A: Yes, we could I guess, but I think we first have to update the prospectus. It’s a bit dated and could do with a makeover. B: I couldn’t agree with you more. We could redesign it and make it more attractive and we could also include interviews with students who could share stories. A: Great. I hadn’t thought of that. Why don’t we also run a stall at a college fair? If we make it really eyecatching we could attract a lot of potential students. We could also have students there with tutors to explain what life is like on campus. What do you think?

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2 Module B: I think these are all great ideas. A: Let’s write them down and present them to the Director. 4

exercises via an app or electronic course book whereas in the second picture the students are using the laptop to do research or type up an essay. Both are good tools to make learning more interesting and stimulating and both have benefits in education. I think that tablets offer students a way to use apps and e-books in a very fun and user-friendly fashion due to their touch screen interface. I believe the most significant benefit is that a tablet can boost students’ interest levels and facilitate their learning. In a similar sense, laptops are beneficial as they offer an excellent tool for research and also high quality software for word processing, data analysis and presentations. In a similar way to tablets, laptops also offer multimedia options and games to enhance learning. The main benefit of laptops, however, is for older students, who have more technical work demands. I’m convinced that both tablets and laptops make learning more fun and enhance academic performance.

To describe pictures • •

•

Refer Ss to the Study Skills box and ask them to read it. Direct Ss’ attention to the three pictures and give them time to describe them in pairs. Ss should talk about people, places, what is happening and how the people feel. Monitor the activity and then elicit a variety of statements from Ss around the class describing the pictures.

Suggested Answer Key The pictures all show people learning in different ways. Picture A shows a child in a classroom with a tablet computer. The child looks happy. Picture B shows a man and a woman using an interactive whiteboard. The woman is writing something on the board and the man is watching her. Maybe they are students in a tutorial and they’re working on a problem on the board. They both look serious and are concentrating on what they are doing. Picture C shows two people looking at a laptop screen. The boy is taking notes. Maybe they are doing research for a project or an essay. They are also concentrating and the girl looks very focused. 5

To compare two pictures •

• •

Remind Ss of the Study Skills box to help them with the task. Explain that Ss should say which two pictures they will talk about and then compare and contrast them and answer the questions in the rubric. Give Ss time to complete the task in pairs. Monitor the activity and then elicit a variety of statements from Ss around the class comparing and contrasting the pictures.

6

To assess and compare a model answer Play the recording and elicit how similar/different the model answer is to Ss’ own answers. Suggested Answer Key On the recording, the speaker said a bit more than my partner did, but overall they were quite similar. Both answered the question. On the recording, the speaker talks about the advantages of the technologies and compares their similarities and benefits, and my partner did the same, focusing on a different technological device. My partner used a wide range of vocabulary and grammatical forms. In terms of discourse management, the ideas were well organised and balanced while raising some interesting points. To personalise the topic • •

Give Ss time to answer the question in pairs. Elicit a variety of answers from Ss around the class.

Suggested Answer Key

Suggested Answer Key

I would like to compare pictures A and C. Both pictures are similar as they show people learning with computers. In the first picture, the child has a tablet whereas in the second picture the students are using a laptop. The child in picture A looks much happier than the students in picture C but that may only be because the older students have some difficult homework to do. In my opinion, the most striking similarity between the two pictures is that both groups are using advanced technology for educational purposes. In the first picture, the student seems to be using the tablet to do

In my experience, learning with interactive whiteboards is the most effective way to learn. For one thing, it means that you can work with groups of other students and easily share information and ideas. It’s much easier to follow the progression of a lesson on an interactive whiteboard when you can also see what’s going on on a large screen. It makes lessons more alive and enjoyable as you do not feel as if you are simply following what the teacher says but taking an active part in the lesson.

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Module

2f 1

2 4

Writing

•

To analyse a rubric • • • •

•

Go through the theory box on proposals with Ss. Ask Ss to read the rubric. Give Ss time to answer the questions. Check Ss’ answers.

1 I am an English student who is writing a proposal to the school director. 2 The purpose of my piece of writing is to propose how to spend funding to improve technology facilities at the school, evaluate current facilities, suggest improvements and outline the benefits for students. 3 I should write in a formal style. 2

To read and complete a model proposal • •

Give Ss time to read the model and fill in the missing words/phrases. Check Ss’ answers.

Answer Key 1 2 3 4 5

As requested as to how To begin with it would be beneficial In addition

6 7 8 9

Consequently Finally I propose In summary

To identify formal language and the main topics of paragraphs • • •

Explain the task and ask Ss to work in pairs. Give Ss time to complete the task. Check Ss’ answers.

Answer Key … to make suggestions as to how … For this reason, I believe … Therefore, I would strongly recommend … It can be equipped with … I propose the school creates … I suggest that the funding should be used mainly to …

Suggested Answer Key

5

To practise using linkers • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 2 3 4 5 6 7 8

What is more – to add more points In particular – to introduce examples/details To begin with – to introduce the first point Therefore – to introduce effect/result As a result – to introduce effect/result owing to – to provide reason and cause In doing so – to introduce effect/result Although – to contrast

6 a)

To identify the purpose of proposals • •

D Academic Support E Recommendations

Give Ss time to read the beginnings and complete the task. Check Ss’ answers.

Answer Key 1 to suggest things to include in a school’s career fair, and explain their benefits 2 to evaluate existing science facilities and suggest improvements b)

To match the beginnings and endings of proposals; to predict content •

Suggested Answer Key A Purpose B Updating Equipment C Multi-media Room

Refer Ss to the theory box. Give them time to replace the linkers in the model with others from the table. Check Ss’ answers.

Finally – Lastly Consequently – In doing so In addition – Additionally To begin with – First of all because of – due to This way – In this way Therefore – Thus for instance – for example As a result – Consequently

Answer Key

3

To introduce linkers

• •

Give Ss time to do the task and discuss in pairs. Remind Ss to look at both the introductions and conclusions for ideas. Check Ss’ answers. Elicit ideas from Ss around the class about content and possible headings.

Answer Key 1 B

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2 Module Suggested Answer Key

9 a)

A: I think in proposal 1 the main body will contain paragraphs each with an idea about something that should be included in the careers fair and its benefits. From the conclusion we can see that the headings might be: Planning well, Guest Speakers, Setting up stands B: I think the main body of proposal 2 will contain a paragraph about the existing laboratory and another paragraph about suggested improvements. Headings might be: The existing laboratory, Suggested improvements 7

To present and practise future and hypothetical constructions • • •

8 a)

•

Answer Key

•

Give Ss time to read and evaluate the two plans. Ss should support their opinions with reasons. Check Ss’ answers.

Suggested Answer Key

To identify language style in writing proposals Refer Ss to the Study Skills box. Give Ss time to read the two extracts and choose the one written in the correct style. Ss should provide reasons for their choice. Check Ss’ answers.

Plan A is best because it answers the rubric. It gives recommendations for future actions rather than evaluating past conditions. Also, it gives the reason for writing the proposal in the introduction, while Plan B does not. 10 a)

A is in the correct style. It uses formal structures correctly and does not contain jargon. To revise formal style in writing proposals

To match headings to content • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 b b)

Suggested Answer Key

• •

To evaluate plans for writing a proposal •

should, anticipate proposed, will have been completed, unforeseen look forward to, coming suggest, will receive

•

Give Ss time to read the rubric and answer the questions. Check Ss’ answers.

1 The purpose of my proposal is to make suggestions for activities for a school science and technology week. 2 The target reader is Mr Albertson, the head teacher. 3 I should write in a formal style. 4 I should include information about the kinds of activities, and their benefits.

Read through the theory box with Ss. Give Ss time to complete the task. Check Ss’ answers.

• •

b)

•

b)

Answer Key 1 2 3 4

To analyse a rubric

2 c

3 a

4 d

To identify the main points of a discussion • •

Play the recording. Ss listen and do the task. Check Ss’ answers.

Suggested Answer Key

Explain the task and give Ss time to complete it. Check Ss’ answers.

All points are mentioned apart from visiting science workplaces to shadow a professional. •

Answer Key 1 An effective method of heightening students’ interest 2 placements 3 As a result, they would gain insight into 4 enable them to grasp the benefits of following a scientific career 5 dynamic science professionals 6 could also entice them

Optional extension: Ask Ss to brainstorm on point d shadow a professional for a day, from Ex. 10a. Suggest Ss note down ideas about what they would do, what they would see and how they would feel if they spent the day with a science professional in his/her workplace. Remind Ss that the point of brainstorming is to come up with as many ideas as possible in a short time, not to evaluate the ideas. Give Ss’ a few minutes to brainstorm, then elicit ideas from Ss around the class. Ask Ss how they think they would benefit from this experience.

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Module 11

2 Science competitions Secondly, science competitions would be worthwhile additions to the programme. Students could work in groups to carry out experiments. This will put students in charge and increase collaborative learning and student participation. As a result, students will gain an appetite for pursuing science.

To listen for specific information • •

Play the recording. Ss listen again and take notes of the benefits they hear. Check Ss’ answers around the class.

Suggested Answer Key 1 Class trips to science museum students have opportunity to closely examine artefacts and exhibits – inspire interest in science and technology 2 Presentations from professionals give them insight into how necessary it is – motivate students to become scientists help students understand specific professions – create role models 3 Science competitions possibility of winning a prize will motivate, help students see science as a fun subject increase collaborative learning and student participation and appetite for learning science 12

Presentations from professionals Finally, we could invite science professionals to make presentations. They could perform shows or experiments to highlight the fun side of science. This would not only help students to understand specific professions but also develop scientists as role models. In this way, students gain an insight into the importance of science. Conclusion In summary, a visit to a science museum, science competitions and presentations from professional scientists are bound to make a Science and Technology week both beneficial and successful.

To write a proposal • •

• • •

Give Ss time to write their proposal. Remind Ss to use the appropriate plan, linker, phrases from the Useful Language box and ideas from Exs 10a & 11. Ask Ss to check their first draft against the Checklist, amending it accordingly if necessary. Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Language Knowledge 1 a)

To prepare for an open cloze task • •

Refer Ss to the Study Skills box. Give Ss time to do the task. Check Ss’ answers.

Answer Key 1 preposition 2 pronoun

Suggested Answer Key To: Mr Albertson, Head Teacher From: Emma Jones, student Subject: Science and Technology week Date: 24th June

b)

Introduction The purpose of this proposal is to suggest what activities should be planned for a Science and Technology week at our college, and also to explain how they would benefit students.

3 quantifier

To prepare for an open cloze task •

Visit to science museum Firstly, I would suggest a visit to the Science Museum. This would be an excellent activity for science week as it would introduce students to the topic in a stimulating way. The museum has four floors of interactive exhibits and has had excellent reviews. The museum’s artefacts and exhibits would be sure to inspire student interest in science and technology.

2

•

Give Ss time to fill the gaps with the correct word and then compare their answers with a partner. Check Ss’ answers.

Answer Key 1 in 2

2 which

3 few

To practise an open cloze task • • •

Remind Ss of the Study Skills box. Give Ss time to fill in the gaps in the text. Check Ss’ answers around the class.

Answer Key 1 Where 2 to 3 being

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7 least 8 these/ such

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2 Module 3

sharpen (v): to make sth better or clearer partition (n): a dividing wall potion (n): a drink with magical powers portion (n): an amount of food for one person proportion (n): a percentage amend (v): to change and improve enhance (v): to improve rectify (v): to put sth right revise (v): (for texts) to edit underlying (adj): very important but not obvious starting (adj): of the beginning of an event impending (adj): approaching founding (adj): that establishes sth invest (in sth) (v): to spend money on sth devise (v): to come up with (an idea, plan, etc) fund (v): to provide money for sth grant (v): to let sb have sth leave my mark on sth (phr): to have a remarkable effect on sth make a point (phr): to put forward an idea position (n): sb’s situation spot (n): a location dispense (v): to distribute execute (v): to carry out operate (v): to function engage (v): (for machines) to move and fit into another part unsatisfactory (adj): not good enough unsuitable (adj): inappropriate insufficient (adj): inadequate incomplete (adj): unfinished interface (v): to connect two parts of a computer system interact (v): to make contact with sth integrate (v): to incorporate one thing into another interrelate (v): (of two things) to be connected with each other contradict (v): to dispute sth oversee (v): to supervise facilitate (v): to make sth easier dispute (v): to argue with sb about sth

To practise key word transformations • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 2 3 4 5 6

have been imposed as a spite of a lack of evidence didn’t/did not realise he had missed helped me (to) understand how to it be possible for you to didn’t/did not manage to get

4

To consolidate grammar structures • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 D (adv + adj) 2 D (adv – used to introduce a further negative statement) 3 C (used to illustrate a point) 4 D (make + obj + inf without to) 5 D (happen to do sth = should you do sth) 6 B (introducing a conditional) 7 A (modals in questions) 8 D (an action that will have occurred before a stated time in the future) 9 D (it’s worth + -ing) 10 B (be + to -inf to express formal arrangements in the future) 11 B (inversion) 5

To consolidate vocabulary from the module • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 A 2 C

3 B 4 D

5 C 6 A

7 C 8 A

9 C 10 C

11 B 12 D

be on the verge of (phr): to be on the brink of doing sth be across the line (phr): to be beyond a mark be at the edge (phr): to be at an extreme point be on the horizon (phr): to be coming in the future reception (n): the quality of a received TV or radio signal parameter (n): a measurable factor have access to sth (phr): to be able to use sth capability (n): sb’s potential upgrade (v): to improve optimise (v): to make the best use of sth enable (v): to make it possible for sth to happen

Language Focus 1

2

To consolidate vocabulary from the module • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 2 3 4

compiled conveyed conceived conducted

5 6 7 8

artificial false counterfeit fake

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Module 2

2

To practise phrases with make, do, have

Grammar in Focus

and be • •

To practise grammar structures

Give Ss time to complete the task and to write their own sentences. Check Ss’ answers. Ask Ss around the class to read out their sentences.

• •

Answer Key

Answer Key 1 have 2 make 3 make

4 do 5 do 6 have

7 have/do 8 be 9 have

1 2 3 4 5 6 7 8 9 10 11 12

10 be

Suggested Answer Key 1 Advances in the field of robotics are sure to have a long-term impact on us. 2 At the moment, researchers are making great advances in the field of medicine. 3 Dr Michaels studied the problem for years before he finally made a breakthrough. 4 Scientists at the university do ground-breaking research in medical technology. 5 This term, every chemistry student must do an experiment of their own. 6 Ignoring the problem of global warming will have far-reaching consequences. 7 Neil has to go to the hospital on Tuesday to have an operation./The surgeon couldn’t talk to us because he was preparing to do an operation. 8 The technological museum is well worth visiting. 9 The discovery of antibiotics has had a great effect on our lives. 10 It is important for everyone to be computer literate nowadays.

Explain the task and give Ss time to complete it Check Ss’ answers.

Have you ever dreamed/dreamt to become it more uses will prove have invented by same will have gained Will we soon be travelling if

Progress Check 1

2

To read for specific information (multiple choice) • • •

•

Ask Ss to quickly read the text and the questions. Give Ss time to read the text again and underline the parts that answer the questions. Tell Ss to choose which option best answers each question. Remind them to support their choice with material from the text. Check Ss’ answers.

Answer Key 3 a)

To practise forming nouns using the prefix out • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

1 B (ℓ. 5) 2 D (ℓ. 15-17) 2

Answer Key 1 outbreak 2 outlook b)

1 2 3 4

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 outsource 2 outnumber 3 outweigh

3 4 outline 5 outdo

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key

To practise forming verbs using the prefix out • •

To practise vocabulary from the module • •

3 outrage 4 outcome

3 A (ℓ. 37-39) 4 B (ℓ. 41)

elective artificial conduct drawback

5 6 7 8

state-of-the-art wavelength demonstration contest

To listen for specific information (multiple choice – short extracts) •

Ask Ss to read the questions and underline the key words.

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2 Module • •

Play the recording. Ss listen and choose the correct answers. Check Ss’ answers.

Answer Key 1 C 4

2 A

3 B

4 A

To consolidate grammar from the module • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 2 3 4

bound to ’ll be lecturing It seems that ’ll have finished

5

5 6 7 8

It looks like is about to, starts is going to buy will have been studying

To revise everyday English expressions • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 a 6

2 b

3 b

4 a

5 b

Social media Secondly, increasing the college presence on social media would be very worthwhile. By using social networks we could use hashtags and trending to raise awareness of college activities. Consequently, young people would not only be able to take part in college initiatives , but they would also share them amongst their friends. We could also create a video channel to host videos about the college. This could lead to viral marketing campaigns, which we could use to promote the college in a dynamic way. As a result, young people across the country and the rest of the world would be interested in our school. Conclusion To sum up, updating the college website, and using social media platforms are excellent steps to take in order to raise the profile of our college and to attract more students in the future.

Competences Ask Ss to assess their own performance in the unit according to how competent they feel for each of the listed activities.

To write a proposal • • • •

Explain the task and refer Ss to section 2f for a model, a plan and useful language. Give Ss time to plan and write their proposals. Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Suggested Answer Key To: Mr Harper, College Director From: Anthony Smith, student Subject: Raising the college’s profile Date: 3rd September Introduction The purpose of this proposal is to suggest ways that computers and the Internet can be used to raise the profile of the college in order to attract prospective students. Updating the College website Firstly, I would suggest updating the College website. At present the webpages are quite basic and not that appealing. Adding more detailed information and more up-to-date photos would help. This way, we can better inform students of their choices, and create a positive user experience. Furthermore, we could include interviews with present and past students giving their positive experiences. As a result, prospective students could get a feel for the college from a student perspective.

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Module

3

Widen your horizons

In this module, Ss will explore the topics of office personalities, jobs and working life, job qualities, vocational training, problems at work.

Module page

41

Lesson Objectives: to give an overview of the module, to introduce key vocabulary for jobs and career satisfaction Vocabulary: widen your horizons (the backstabber, the adaptor, the workaholic, the slacker, the multitasker, the delegator, the yes-man); nouns (working environment, salary/wage, level of responsibility, supervisor, creativity, general job satisfaction, job recognition, future prospects, collaborative work, environment, good job security, extra benefits)

3a Reading

42-43

Lesson Objectives: to listen and read for specific information, to give your opinion based on a text, to write a proposal with innovative business ideas Vocabulary: nouns (mackintosh, obsession, vision, jumble, entrepreneurship, fleet, conversion, investment, fiver, mate, snap, recession, dissertation, scholar, philanthropist, ludicrous); adjectives (prime, uncanny, strenuous, impromptu, daunting, carbon-neutral, consummate, irreverent, mundane, gripping, assorted); verbs (launch, restrict, generate, expand, freestyle); adverb (naively); phrasal verbs (rack up, pay off, add up, sign up); phrase (shrug my shoulders)

3b Vocabulary

44-45

Lesson Objectives: to learn words/phrases related to jobs & qualities, to learn words/phrases related to vocational training, to learn idioms related to work, to learn prepositions, to learn phrasal verbs, to practise word formation Vocabulary: jobs & qualities (tree surgeon, marketing executive, occupational therapist, refuse collector, insurance broker, civil engineer, gruelling, unpredictable, stressful, secure, rewarding, hazardous, stimulating, demanding, mind-numbing, workmate, workload, workplace, work station, job title, job market, job satisfaction, job prospects, job vacancy, job description, get/be promoted, go/be on strike, be on a shortterm contract, have job security, go/be on maternity leave, get the sack, be made redundant, be self-employed, do voluntary work, get/have a pay rise, work/have flexi-time, go/be on sick leave, do/work overtime, go/be on the picket line, work/do/have the nightshift); vocational training (college course, apprentice, technical college, gain qualifications, on-the-job training, position, trade, leadership qualities); idioms (show sb the ropes, get your foot in the door, recharge my batteries, breathe down sb’s neck, call the shots, call it a day); phrasal verbs (brush up, be snowed under, wind down, catch on)

3c Grammar in use

46-47

Lesson Objectives: to revise/practise the infinitive and -ing forms, to revise/practise intensifiers, to practise key word transformations

3d Listening skills

48

Lesson Objectives: to prepare for a listening task, to listen for specific information

3e Speaking skills

49

Lesson Objectives: to learn/practise situational language for giving and responding to advice, to act out a dialogue giving and responding to advice, to negotiate and reach an agreement

3f Writing

50-53

Lesson Objectives: to recognise formal and informal style in letters/emails, to analyse a rubric, to recognise incorrect register, to analyse a model, to write a formal letter/email

Language Knowledge 3

54-55

Lesson Objectives: to prepare for and practise word formation, to practise key word transformations, to consolidate vocabulary and grammar structures

Language Focus 3

56

Lesson Objectives: to learn extra theme-related vocabulary on work and vocational training, to learn idioms related to education Vocabulary: work (commute, recruit, dismiss, be committed to, keep pace with, exclude, take the initiative); vocational training (credentials, references, trainee, apprentice, toil, struggle, perk, bonus, prospect, potential); idioms (learn sth the hard way, pass with flying colours, hit the books, make the grade, pick sb’s brains)

Progress Check 3

57-58

Lesson Objectives: to read for specific information, to listen for specific information, to consolidate vocabulary & grammar structures from the module, to revise speaking skills, to write a formal letter

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3 Module Module Objectives

Words of wisdom

Direct Ss’ attention to the title of the module Widen your horizons and ask Ss to suggest what they think the module will be about (the module is about jobs and working life, education and learning). Go through the objectives list to stimulate Ss’ interest in the module.

•

1

•

Suggested Answer Key This quote makes a very important point about our choices in our working lives and how they can affect our overall happiness. It reminds us that picking a job that we enjoy will give us so much satisfaction that work won’t ever become a chore. In fact, if we spend our lives doing the things that we love, then we won’t feel like we are working at all. It also acts as a warning to not make a bad choice that you might regret later.

To introduce new vocabulary • •

•

Read out the list of office personalities and elicit or explain the meaning of the phrases. Ask Ss to look at the pictures and read what each person says and then match the office personalities to the pictures. Check Ss’ answers.

Answer Key 1 B 2 F 2

3 D 4 C

5 A 6 E

3a Reading

7 G

1

To listen for specific information •

• •

Ask Ss to read through the list of job advantages. Point out that more than one answer is needed each time. Then play the recording. Ss listen and decide what each speaker appreciates most about their job. Elicit answers from Ss around the class.

1 working environment, creativity, general job satisfaction 2 collaborative work environment, general job satisfaction 3 level of responsibility, general job satisfaction To personalise the topic • •

To prepare to read an article • • •

Direct Ss’ attention to the article and give them time to read the title and subheadings. Read out the question and elicit responses from Ss around the class. Play the recording. Ss listen and read to find out more.

Suggested Answer Key

Answer Key

3

Give Ss time to read the quotation and discuss, in pairs, what they think it means. Ask various Ss to tell the class.

Read out the question and remind Ss to think about the factors in Ex. 2. Elicit answers/discussion from Ss around the class.

Suggested Answer Key The most important thing for me in a career is having general job satisfaction. It’s true that earning a lot of money and having a large salary is very nice, but if you don’t enjoy the work or hate the working environment then what’s the point? Personally, I think it’s much better to be happy with what you’re doing, and to have positive working relationships with your colleagues. I can’t think of anything better than a job you love that has a nice collaborative work environment where you feel satisfied and part of a winning team!

Text B stands out for me because it’s about the founder of an online music channel, and I love music! Text D also stands out because I have no idea what GiveMeTap is, and I am curious to find out. Background information London Fashion Week is a clothing trade show. It is held twice a year in London, in February and September. It is one of the four most important trade shows in the fashion industry, along with New York, Paris and Milan. MBE stands for Member of the Most Excellent Order of the British Empire. It is a title which is awarded by the British monarch. It is given to people who make contributions to the arts and sciences, or work with charitable and welfare organisations. Bristol is a city in South-west England. It is the UK’s 8th most populous city and the second largest city in Southern England after London. The electronics and aerospace industries are important in its economy.

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Module 2

3

To read for specific information (multiple matching) • •

• •

3

Read out the Study Skills box on multiple matching. Ask Ss to read the questions and underline the key words and then read the texts quickly and underline parts that seem to match the key words. Give Ss time to go through each question and choose which text it best matches. Check Ss’ answers. Ss should justify their answers using information from the texts.

• •

snap (n): a photograph consummate (adj): very skilful irreverent (adj): disrespectful of what most people respect mundane (adj): boring recession (n): economic depression freestyle (v): to sing and dance on the street without having done any practice before gripping (adj): captivating shrug my shoulders (phr): to raise my shoulders to show ignorance or indifference pay off (phr v): to have the desired results assorted (adj): consisting of different items dissertation (n): a research project prepared for a university degree scholar (n): an academic person philanthropist (n): sb who consciously helps people in need add up (phr v): make sense sign up (phr v): to enrol for sth ludicrous (adj): ridiculous

Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries to look them up.

Answer Key prime (adj): very important mackintosh (n): a raincoat uncanny (adj): difficult to explain launch (v): to start strenuous (adj): very demanding obsession (n): excessive interest in and worry about sth impromptu (adj): on-the-spot restrict (v): to limit rack up (phr v): to gather a large number daunting (adj): intimidating vision (n): a mental image jumble (n): different items mixed up entrepreneurship (n): the quality of being a businessman carbon-neutral (adj): that doesn't emit carbon fumes fleet (n): a company’s group of vehicles generate (v): to create conversion (n): changing from one form into another investment (n): money to be used to start a business naively (adv): easily believing that all people and things are good fiver (n): a British banknote worth five pounds mate (n): a friend expand (v): to become larger

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key Text A: likely ≠ improbable, wealthy ≠ broke Text B: refined ≠ raw, open-minded ≠ narrow-minded Text C: order ≠ chaos, loss ≠ profit Text D: immovable ≠ portable, increasing ≠ reducing

Answer Key 1 C (… he sought investment from his family and friends…) 2 C (… he has already started another taxi company…) 3 B (… but I just shrug my shoulders…) 4 D (… yet something didn’t add up…) 5 A (… she never liked the… mundane office environment…) 6 D (… thinks our… obsession… is little more than cultural conditioning…) 7 B (… looking at the competition will cloud your vision and mess you up…) 8 B (… Jamal was given an MBE by the Queen…) 9 D (… I’m their poor mate. But it’s my choice…) 10 A (… There’s a feeling that there’s nothing to lose…) •

To consolidate new vocabulary through antonyms; to explain the words in bold

4

To explain the highlighted phrases •

•

Give Ss time to work in pairs and explain the highlighted phrases. Remind Ss that they can use their dictionaries to check if they are unsure. Ask various Ss to tell the class.

Answer Key does what it says on the tin: for something to fulfil the claims made for it cloud your vision and mess you up in the long run: stop you seeing things clearly and causing long-term problems in a state of organised chaos: messy but with an underlying order run off his feet: very busy to get stuck in a rut: to be unable to break a pattern or routine see the bigger picture: to have a clear overview you’ll be kicking for yourself for not having thought of it: you’ll be annoyed for not having come up with an idea yourself, usually because the idea is so good and so obvious

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3 Module sport was his sanctuary: sport was somewhere to escape to when life was difficult little more than cultural conditioning: something that is mainly caused because people adhere to cultural norms (it implies there may not be a good reason for it) 5 a) • •

To find specific information in a text Give Ss time to read the texts again to find each person’s inspiration and make some notes. Ask various Ss to explain using their own words.

Suggested Answer Key Poppy Dinsey’s inspiration to start her own business might have been the recession and its impacts on life and the ways she could help people make the most of things. Jamal Edwards’ inspiration to start his business came after he received a video camera as a present. After posting videos online, their popularity encouraged him to try new things and develop his ideas further. Nicko Williamson’s inspiration to start his business came after he drove past a garage that did environmentally friendly car conversions. He loved cars and wanted to make taxis greener. Edwin Broni-Mensah’s inspiration to start his business came from his love of sport and a desire to offer a cheaper and more environmentally friendly option for providing hydration. He also wanted to challenge and change attitudes. b)

To personalize the topic • •

Refer to the four young entrepreneurs and read out the questions. Give Ss a few minutes to think of their answers, then ask various Ss to tell the class.

Suggested Answer Key I was most impressed by Edwin Broni-Mensah, because his motivation seems somehow the purest. Everyone needs to make money, but when it becomes the main goal, that seems to me to be slightly irresponsible. Edwin saw something that was causing a lot of problems, both to individuals in terms of expense, and also to the environment, so he decided to see if he could change it. His aim was to help everybody, not just himself. I think maybe the secret to his success is that he put his vision before his own personal reward. He had a really good idea!

• •

Give Ss time to research, make notes and prepare their presentations. Ss’ give their presentations to the class.

Suggested Answer Key The young entrepreneur I researched was Robert Nay. In 2010 Robert started his own computer game company called Nay Games, and launched a new mobile game app called ‘Bubble Ball’. In the first two weeks of the game appearing on download stores online it reached an amazing 1 million downloads! Quite a feat for a 14 year old with no previous computer experience! Robert told reporters that he taught himself everything that he needed to know by researching in his local library. Nay Games now also provides games to help students with their reading, writing and spelling. This successful teenager has now helped young people all over the world!

Speaking To discuss advantages and disadvantages of jobs • •

Give Ss time to discuss in pairs. Monitor the activity, then elicit answers/discussion

Suggested Answer Key A: One advantage of Poppy’s job is that she isn’t stuck in a boring office all day. B: Yes, her life does sound very glamorous. But it must be hard work coming up with a new outfit to wear every day. A: I suppose so, but it’s not the worst disadvantage ever. Jamal must be doing very well financially as he’s got a lot of subscribers. B: I agree, and he’s received recognition for his work too. But he has had to put up with a lot of negative criticism. A: Also, it must be tough being a young boss. Nicko has had a lot of success, too, as his business is booming. B: Yes, he seems to be making lots of money. But he doesn’t seem to have any time for himself. A: That’s true. He doesn’t. Edwin, on the other hand, seems to have a lot of personal satisfaction from his work. B: Yes, but not much in the way of money. Though it seems to him that satisfaction with your job means more than money.

Writing 6

ICT To expand the topic and conduct another study •

Ask Ss to use the Internet to find information on another successful young entrepreneur. (Ss could search keywords such as young entrepreneur, young people business success etc)

To write a proposal for an innovative business idea •

Explain the task and remind Ss that they can come up with their own idea or use one of the ideas in the article.

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Module • • •

3

Give Ss time to write their proposals. Check Ss’ answers. Alternatively you can assign the task as H/W.

2

To consolidate vocabulary from the text •

Give Ss time to complete the task. Remind Ss to put the verbs into the correct form. Check Ss’ answers.

Suggested Answer Key

•

To: The editor From: Claud Danes Subject: Personal Training App Date: 17/01/2017 Introduction The purpose of this proposal is to outline the idea for a new innovative business and give an overview of the business plan. The Innovation In recent years, all aspects of fitness and sport have become a massive industry and many new businesses are exploiting the explosion of interest in health and fitness. One gap in the market is providing a way for fitness enthusiasts to get into contact with people who could help them with their diet and training. I propose setting up an app that will allow users to contact a coach or personal trainer suited to their particular sport for a monthly fee. Customer Base The app would be aimed at all sports and fitness enthusiasts of whatever age or gender. There are many people who are interested in particular sports or fitness regimes. The app must cater for all types of people and sports by acting as a multi-interest platform. Marketing The first step would be to set up a website that explains how the app works and who it can benefit. The next step would be to advertise the app among the fitness and health community. This would mean advertising in sports centres, leisure centres, yoga retreats and sports stadiums. It would be a good idea to offer a cheap rate for a trainer for a first-time user of the app. Conclusion In conclusion, with very little funding, a website and a well-designed, easy-to-use app this business could prove to be very popular within the health and fitness community, as it would offer a bespoke service suited exactly to each individual’s personal needs.

Answer Key

Give Ss time to complete the task. Check Ss’ answers. 3 gripping 4 investment

5 recession

4 expand 5 forge

To practise prepositions

Answer Key 1 together 4 a)

2 off

3 up

4 from

5 up

To introduce new vocabulary related to jobs and qualities • •

Explain the task and give Ss time to match the columns. Check Ss’ answers. Elicit from Ss which jobs are depicted in the pictures. Explain/elicit the meanings of manual, administrative and professional and which jobs are included in each category.

Answer Key 1 c

2 e

3 b

4 f

5 d

6 a

Picture one shows a civil engineer and picture 2 shows a refuse collector. Manual = involving physical work rather than mental work – tree surgeon, refuse collector Administrative = related to work that is necessary to maintain the operation of a company or organisation – marketing executive, insurance broker Professional = related to work that requires skilled training or higher education – occupational therapist, civil engineer b)

To present and practise new vocabulary related to job qualities • •

Explain the task and give Ss time to do it in pairs. Ask Ss in pairs to decide which of the adjectives are positive and which are negative. Then ask various Ss to describe the jobs to the class, giving reasons to support their views. Note that unpredictable and demanding could be seen as positive or negative.

Answer Key Positive Adjectives

Answer Key 1 strenuous 2 generate

3 channelled/ is channelling

Give Ss time to complete the task. Check Ss’ answers.

•

To consolidate vocabulary from the text • •

3

•

3b Vocabulary 1

1 launch 2 restrict

Negative Adjectives

gruelling, unpredictable, secure, rewarding, stimulating, unpredictable, stressful, hazardous, demanding demanding, mind-numbing

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3 Module Suggested Answer Key A: … In my opinion, a marketing executive’s job would be a bit unpredictable sometimes and demanding because they have to do all sorts of different tasks involved with promoting and selling a product. B: I agree. I would find it mind-numbing, personally, because all your time would be spent trying to convince people to buy something. An occupational therapist’s job is very stimulating though, I would say, because you would get to help people with injuries or disabilities. It would be really rewarding to help someone lead a normal life again, as well. A: Yes, but it could be quite stressful as well, as you would be working with people who have great challenges to overcome and everyone would be different. A refuse collector’s job is pretty gruelling too, compared to professional work, because you are lifting heavy things all day. B: Yes, gruelling is the word I’d use too. An insurance broker can have quite stressful work, I think, because they have to make decisions about money. A: I agree. A civil engineer, however, has a secure job because few people are that highly trained. It might be hazardous, though, working on construction sites. B: You’re right, you have to be careful in an environment like that. 5

9 There are various job vacancies advertised in this week’s Gazette. 10 The job description includes supervising other workers. 6

• • •

Explain the task and give Ss time to fill in the correct verb to form verb phrases. Check Ss’ answers, then give them time to write sentences using five of the verb phrases. Ask various Ss to read their sentences to the class.

Answer Key 1 2 3 4 5 6 7 8

get/be go/be be have go/be get be be

9 10 11 12 13 14 15

do get/have work/have go/be do/work go/be work/do/have

Suggested Answer Key 1 Martin is on a short-term contract for the next few months. 2 Being self-employed sometimes means that you never have time off. 3 He decided to leave his job because he had no prospect of getting a pay rise. 4 Martha chose a company that allows her to work flexi-time as it makes managing her schedule easier. 5 They are looking for a job candidate who is willing to do overtime in the evenings and on weekends.

To present phrases containing the words work and job • •

To present and practise work-related verb phrases

Explain the task and give Ss time to complete it. Check Ss’ answers and ask Ss’ around the class to read out their sentences.

Answer Key 1 2 3 4 5

workmate workload workplace work station job title

6 7 8 9 10

job market job satisfaction job prospects job vacancy job description

7

To present and practice idioms in context • •

Give Ss time to do the task and check their answers. Elicit the meanings of the idioms, as well as similar idioms, if they exist, in Ss’ own language.

Answer Key Suggested Answer Key 1 My workmate is one of the hardest workers I know. 2 The workload this week is heavier than usual. 3 My workplace has a café and dining area for workers to eat. 4 We’re not allowed to put up personal pictures in our work stations. 5 Her job title is assistant line manager. 6 The job market is very competitive so you need good skills. 7 Job satisfaction is very high up on my list of priorities. 8 It’s a career with excellent job prospects.

1 ropes 2 foot

3 batteries 4 neck

5 shots 6 day

Suggested Answer Key show sb the ropes: to show sb (who is in a new situation) how to do something or how sth works get your foot in the door: to be able to enter an organisation or company that could bring you success recharge my batteries: to regain strength and energy breathing down sb’s neck: to be putting pressure on sb to complete work quickly call the shots: to make the decisions about how things will be done call it a day: to stop working for the day and go home

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3

Module •

Optional extension: ask Ss to write their own sentences using the idioms and then read their sentences to the class.

Suggested Answer Key 1 One advantage of vocational training is that you would get to learn in a practical hands-on way, which is preferred by some people. It would probably also be more focused on the subject, so you wouldn’t have to study things that are not relevant to your professional goals. Also, you might end up with more job security because people who know trades like plumbing and electrical work are always in demand while some people with theoretical university degrees have less practical career options. 2 Personally, vocational training interests me more than university education. This is because I am quite a practical person and I enjoy a hands-on approach to learning. I also have ambitions to work in a specialised trade and the skills that I need as a plumber are not taught on university courses.

Background information Vocational training is a type of education that is based on practical skills and knowledge directly linked to specific jobs and careers. It is closely related to apprenticeship systems where young people learn from working alongside and assisting an experienced worker. Professions like carpentry, plumbing, electrical, auto maintenance, filmmaking, arts, music, business, sports, catering and tourism services all have vocational training. In the UK, vocational training often takes place at a technical or Higher Education college.

8

To present and practice vocabulary related to vocational training • • •

10 • •

Explain the task and give Ss time to complete it. Check Ss’ answers. Ss answer the questions in pairs. 4 trade 5 apprentice 6 technical

7 position 8 leadership

1 for 2 among 11

9

5 on 6 on

Give Ss time to complete the task. Ask Ss to check their answers in Appendix II.

Answer Key 1 brush •

2 snowed 3 wind

4 caught

Optional extension: ask Ss to write their own sentences using the phrasal verbs and then read their sentences to the class.

12

To practise word formation • •

Explain the task and give Ss time to complete it. Check Ss’ answers on the board. Point out the correct spelling if required.

Answer Key 1 2 3 4

maturity handle combination psychological

To expand and personalise on the topic of vocational training • •

3 towards 4 behind

To practise phrasal verbs • •

Suggested Answer Key 1 I think that taking a college course would enhance my job opportunities. 2 I think that doing on-the-job training is better than going to university. 3 I believe that sitting exams is a good way to gain qualifications for a job. 4 I would like to learn a specialised trade, such as carpentry. 5 I think that training as an apprentice is a useful way to learn a profession. 6 I would be interested in attending a technical college to learn practical skills. 7 I would like a managerial position in charge of others. 8 I have good leadership qualities and I enjoy delegating.

Give Ss time to choose the correct preposition. Ask Ss to check their answers in Appendix I.

Answer Key

Answer Key 1 course 2 on-the-job 3 qualifications

To practise prepositional phrases.

Give Ss time to discuss the questions in pairs. Monitor around the class and then ask some Ss to tell the class.

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5 6 7 8

enthusiastically Unfortunately routines willingness

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3 Module

3

with let/make = infinitive without to (lets students feel) to express purpose = to-infinitive (developed to create) after a noun = to-infinitive (a chance to develop)

c Grammar in use

1 a)

To present and practise infinitive/-ing forms •

• •

•

2 a)

Write these sentences on the board: Sophie and Ian like cooking. They could buy a birthday cake for their mum, but they would prefer to make one themselves. Elicit from Ss the theory demonstrated in the underlined parts of the sentences. (-ing form is used after verbs such as like, love, enjoy, infinitive without to is used with modal verbs, to-infinitive is used with would like, would prefer, would love to express a specific preference). Elicit any other theory Ss can remember about when to use the -ing form and infinitives. Write examples on the board. Refer Ss to the Grammar Reference section (pp. GR6-GR7) for more information. Explain the task and give Ss time to put the verbs into the correct form and then compare their answers with a partner. Check Ss’ answers.

• •

to develop treating practise to allow

Answer Key

b)

b)

•

to create feel working teaching

9 to attract 10 using 11 to learn

•

To identify the uses of infinitive/-ing

• •

Direct Ss’ attention to item 3 in Ex. 2a and elicit the difference in meaning. Refer Ss to the Grammar Reference section (pp. GR6-GR7) and give them time to write sentences. Ask Ss around the class to read out their sentences.

Answer Key trying to find = (try + to infinitive = to do my best, to attempt) tried taking = (try + -ing form = to do something as an experiment)

form •

To practise infinitive/-ing forms

• 5 6 7 8

Explain the task and give Ss time to complete it. Check Ss’ answers. Ss should give reasons for their answers.

1 applying (-ing form after the verb consider), working (mean + -ing form = involve) 2 redo (infinitive without to after the verb make), to be (to-infinitive in the expression to be honest), to pass (to-infinitive after the verb expect) 3 to find (try + to-infinitive = doing one’s best), taking (try + -ing form = doing something as an experiment), present (infinitive without to after modal verbs) 4 to have (to-infinitive after would like), to tell (mean + to infinitive = intend to)

Answer Key 1 2 3 4

To practise infinitive/-ing forms

Give Ss time to go through the text again and identify which form is used for each of the functions. Refer Ss to the Grammar Reference section (pp. GR6-GR7) for more information. Write the functions on the board and elicit which form is used in the text. Ss should give examples.

Suggested Answer Key I remember leaving the key in the door. – Did you remember to take the key out of the door? He stopped making a noise when they went to bed. – Jim stopped to make a phone call. It is impossible for Nancy to go on studying so much every day. – She finished her project and went on to type it up. I forgot to pay my phone bill. – I will never forget seeing my favourite band perform live. I regret to inform you that we are not hiring at the moment. – He regrets not starting his own business when he was young.

Answer Key after prepositions = -ing form (before treating) to express general preference = -ing form (love using) after would prefer, would love = to-infinitive (would definitely prefer to learn) as a noun = -ing form (teaching) after too/enough = to-infinitive (enough to attract) after certain verbs e.g. admit, keep = -ing form (keep working) after modal verbs = infinitive without to (could only practise) after certain verbs e.g. refuse, promise, expect = to-infinitive (promises to allow)

3

To practise infinitive forms • • •

Explain the task and give Ss time to complete it. Ask Ss to check their answers in the Grammar Reference section (pp. GR6-GR7). Check Ss’ answers around the class.

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3

Answer Key 2 Sally claims to have been working since 7 am. 3 They hope to have finished refurbishing the office by May. 4 They appear to be studying hard. 5 He tends to be late for work (a lot). 6 They seemed to have been running a successful business. 7 Liam appears to have missed the train. 8 Alison seems to have been absent for a long time. 4

6 a) •

To speak about yourself using the infinitive/-ing form • •

5

like, agree, save, can, decide, deny, make, miss, quit, can’t stand, appear, decide, appreciate, learn, expect, hope, should, ask, keep, plan, promise, let, shouldn’t, practise, feel, refuse, would prefer, explain, would love, hear, could, suggest, admit, confess, fancy)

Give Ss time to work in pairs and make sentences about themselves. Ask various Ss to say a sentence to the class.

•

To present intensifiers Write examples of an intensifier on the board: His job is very interesting. He is a very clever person. He works very hard. Explain that very is the most common intensifier and elicit from Ss any other intensifiers they can think of. Write them on the board. (i.e. extremely, really, particularly, terribly, completely, absolutely etc.) Remind Ss to check in the Grammar Reference section (p. GR7). Give Ss time to read through the text again and find three intensifiers. Check Ss’ answers.

Suggested Answer Key

•

A: I regret turning down the job offer in New York. B: I look forward to going to university in September. A: I am thinking of applying for an internship at a software company. B: I don’t mind writing essays during a term. I prefer it to exams. A: I want to do a Master’s degree when I finish university.

Answer Key

To correct grammatical mistakes in sentences • • •

b)

To practise intensifiers • •

Explain the task and give Ss time to complete it. Check Ss’ answers. Ss should give reasons.

Answer Key

Explain the task and go through the example with Ss. Give Ss time to correct the mistakes. Check Ss’ answers.

Answer Key 2 Having a break and taking some time to clear your mind is the best way to find solutions to a problem. 3 When Terry heard the joke he burst out laughing. 4 Being self-employed, she is used to having varied job assignments. 5 It was my fault for not telling you about the change to our schedule. 6 We can’t wait to see you speak at the London exhibition. 7 Scott is discouraged by not having the resources that he needs to finish his project. 8 In my job, I miss not being able to travel to other countries like I used to. •

Training plays a very important part in healthcare ... (Para 1) ... have totally revolutionized teaching ... (Para 4) ... they would definitely prefer to learn ... (Para 5)

Optional extension: Play a game. Divide the class into two teams and give each team a verb, in turns. If a team correctly forms a sentence using the verb with the correct infinitive or -ing form, they get a point. If the sentence is incorrect, the other team gets a chance to answer correctly. Finally, the team with the most points wins. (Verbs: see, avoid, imagine, can’t help, would

1 2 3 4 5 6 7

very (greatly goes with verbs and participles) particularly (means the same as very) really (very does not go with strong adjectives) completely (very doesn’t go with strong adjectives) bitterly (collocation) extremely (utterly goes with strong adjectives) absolute (absolute goes with nouns while really does not) 8 greatly (greatly goes with verbs while extremely goes with adjectives) 7 a)

To practise intensifiers • •

Give Ss time to do the task. Check Ss’ answers.

Answer Key 1 extremely challenging 4 ludicrously expensive 2 bitterly opposed 5 entirely satisfied 3 perfectly obvious b)

To identify words that go with certain intensifiers •

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Explain the task and ask Ss to use their dictionaries to find examples of other words that go with the intensifiers in Ex.7a.

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3 Module • •

Give Ss time to write their sentences. Check Ss’ answers.

Answer Key

Suggested Answer Key Extremely powerful – Richard’s team use extremely powerful computers in their office. Perfectly clear – Mr Smith’s instructions were perfectly clear; why don’t you understand? Bitterly disappointed – Larry was bitterly disappointed to have been passed up for promotion. Ludicrously difficult – The exam was ludicrously difficult; no one in the class passed.

to find a job to learn a new language to try something different to experience a new culture C is the correct answer because looking for a new challenge is a way to try something different. A, B and D can be confusing because he says it is something people are doing, but it is not his main motivation. 2 a)

8

To practise key word transformations • •

To identify what a question is asking for •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 2 3 4

have worried about not having helped me (to)/allowed me to understand how to few people have heard of to announce the meeting without confirming

•

3d Listening skills 1 a)

•

To prepare for a listening task; to identify what a question is asking for

Answer Key

• •

1 purpose 2 feeling

Read through the Study Skills box with the Ss. Direct Ss’ attention to the question and elicit what it asks for and what words helped Ss decide.

Answer Key The question asks for the speaker’s purpose. The word ‘incentive’ helped me decide. b)

To prepare for a multiple choice listening task; to answer a question Give Ss time to read the extract and answer the question. Check Ss’ answers.

Answer Key Speaker B’s main incentive for training overseas was to look for a new challenge. c)

Refer Ss to the Study Skills box and elicit/explain the differences between attitude, opinion, feeling and purpose [i.e. the presence of the infinitive in the options indicates that the question is asking for purpose, adjs or advs that express feelings in the options indicate that the question is looking for feeling, opinion and attitude are very close in meaning but an opinion is what someone thinks or believes, while an attitude is a feeling or an opinion that is expressed as a behaviour]. Give Ss time to read questions 1-6 in Ex.3 and decide what each is asking for. Ss should explain the reasons for their answers. Check Ss’ answers.

To prepare for a multiple choice listening task; to choose the best option • •

Give Ss time to underline the key words and choose the best option. Check Ss’ answers. Elicit from Ss why the other options might be confusing.

b)

3 opinion 4 opinion

5 opinion 6 attitude

To identify key words in stems Give Ss time to read the options and circle the helpful words. Check Ss’ answers.

Answer Key 1 to grow her skill set, to experience a new role, to develop her position, to fulfil a long-held ambition 2 surprised by how easily she fit in, frustrated by how much she had to learn, determined to learn quickly and work hard, overwhelmed by the new working practices 3 It was a welcome change from her usual kind of work, That most of the work was not office-based, It helped her to build her leadership skills, She witnessed first-hand how valuable her efforts were 4 she feels spending time with them had a number of benefits, it helped her get over her loneliness when she first arrived, she has been lucky that they can help her in her field of work, they are her source of information about the local area 5 improving her language skills, discovering her strengths, contributing to the solution of problems, experiencing independence for the first time

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Module

3 • • •

6 stop worrying about achieving success, aim to be better than everyone else, accept an invitation to spend time abroad, make the most of life’s opportunities

Answer Key

To listen for specific information (multiple

3

1 Have you tried 2 Why don’t you 3 it’s worth a try

choice) • •

Play the recording twice. Ss listen and complete the task. Check Ss’ answers. Play the recording again with pauses for Ss to identify their mistakes and the correct answers.

2

4

2 A

3 D

4 A

6 D

5 B

To talk about the benefits of going on a job exchange abroad • •

• •

•

Read out the question and give Ss time to discuss in pairs. Ask various Ss to tell the class their opinions.

Suggested Answer Key A: I think that taking part in a job exchange abroad can offer a number of benefits. It can improve a person’s self confidence greatly if the experience shows them that they can adapt and succeed at things that are new or different. It can also make them more independent if they see they can get by a long way away from their family and friends. Finally, it can open their minds to the fact that the world is a big place and not everybody does things in the same way. B: I think you’re right. I believe that people could also make valuable contacts because they would meet lots of people in their field, who they could cooperate with in the future, perhaps.

3e Speaking skills 1 a)

To present phrases for giving and responding to advice • •

Read out the phrases in the box. Elicit which phrases can be used to give advice.

Answer Key phrases that give advice: ...have you tried..., ...why don’t you..., ...if I were you... b)

To complete the gaps and read out a dialogue giving/responding to advice •

52

Give Ss time to complete the gaps with the phrases.

4 I’ll give it a go 5 If I were you

To act out a dialogue using prompts

Answer Key 1 D

Get Ss to listen and check their answers. Ask Ss to work in pairs and read out the dialogue. Monitor around the class and then ask some pairs to read out the dialogue in front of the class.

Explain the task and tell Ss that they can use the dialogue in Ex. 1 as a model. Direct Ss’ attention to Useful Language box and ask them to use the phrases for giving and responding to advice in their dialogue. Write this diagram on the board for Ss to follow. A Ask how B’s studying is going.

B Say it’s not going well, and why.

Give advice.

Respond to the advice; ask a question or say why advice won’t work.

Answer the question.

Accept the advice. Give more advice. Respond to the advice and thank A. • •

Ss work in pairs and act out their dialogues. Monitor activity and then ask various pairs to act out their dialogues in front of the class.

Suggested Answer Key A: How’s your studying going, Emily? B: Not so good, actually. I stayed up really late last night because I have so much to learn and so little time left, but today I didn’t remember anything! I wasted so many hours and I have nothing to show for it. A: Well, if I were in your shoes, I’d revise for an hour and then take a break for at least a half hour. Then, when you start again, review what you were studying before your break. That way you will remember the information better. B: Well, you have a point but I only have two weeks left before exams! A: I think it would be a good idea to try. It’s no use covering a lot of material if you are too exhausted to understand or remember any of it. You should decide what information is most important and make a study plan.

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3 Module B: I hadn’t thought of that, it’s worth a try. Do you think you could help me put a plan together? A: Of course. How about coming to my house to look at my study plan so you can see what works for me? B: That’s a great idea! I’ll give it a go and bring my notepad with me so you can give me some suggestions. Thanks ever so much! 3 a)

A: We have one more, an office. The way I see it, students would have to learn to be organised, to follow instructions and to cooperate with others. B: That’s exactly what I think. They would also learn useful IT skills, and how to adapt to different roles, too. b) • • •

To discuss a given topic using prompts •

•

•

To compare your answer to a recording

Direct Ss’ attention to the Useful Language boxes on expressing opinion and agreeing/ disagreeing on the ideas that are provided. Give Ss time to discuss in pairs and remind them that they can add their own ideas if they wish. Monitor activity, then ask various Ss to give their opinions to the class.

Play the recording. Ss listen and compare it to their own answers. Ask various Ss to tell the class.

Suggested Answer Key The recording was quite similar to our answer. I would say they discussed each job more and went into more detail with more specific examples. I also noticed that they asked each other more questions than we did. I think that’s something we should try to do next time. We came up with a lot of the same ideas, though.

Suggested Answer Key A: What do you think students would learn working in a clothes shop? B: Well, I think they could learn about how to deal with customers, how to be dependable and responsible, and maybe learn about fashion, too, depending on what they were doing. What do you think? A: I think you’re right, but I think they’d learn how to handle money and develop their social skills through interaction with customers. What do you think they could learn working in a zoo? B: They would learn all about animals, of course! They would find out what they eat and how to take care of them. They might also learn about endangered species and what kind of conditions they need to live in. I think it would be a great job for a student who wants to become a veterinarian. A: Yes, I agree. But I don’t think they would learn anything in a factory production line! Personally, I think it would be quite boring. B: I’m afraid I disagree with that. Nowadays there’s a lot of hi-tech machinery in factories, and students could learn how automated production works. They could also learn a variety of tasks and skills that are both practical and technical. A: That’s true. I hadn’t thought of that. What about a bakery kitchen? B: They would learn to work to high standards and show attention to detail. This is especially important when making things such as cakes. A: I definitely agree. They would also learn to work under pressure and learn about food safety, wouldn’t they? B: Yes, that’s true. It’s very important in a kitchen.

4

To answer a question related to the topic • •

Read out the question and give Ss time to discuss. Ask various Ss to tell the class.

Answer Key A: Now, which experience do you think would have the greatest benefit for students? B: It depends what they like, I think. If they liked fashion or cooking, for example, they’d benefit from working in a cloths shop, or a bakery kitchen. A: That’s exactly what I think. Someone who loves animals would benefit from working in a zoo, for example. Or a student that wants to become an engineer might learn a lot more working in a factory production line – because he or she might end up designing new machines one day. B: Yes. I guess it totally depends on the individual. I don’t think we can say any one has the greatest benefit because everyone has different needs. I also think every job teaches students important things, such as interpersonal skills and how to be responsible. A: Yes, I agree. Any kind of work experience would teach important professional and life skills.

3f Writing 1

To identify phrases in formal and informal style • • •

Read through the theory box with the Ss. Give Ss time to match the informal and formal phrases. Check Ss’ answers.

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3

Module Answer Key 1 b 2 g 2

b) 3 e 4 f

5 c 6 d

7 i 8 a

9 j 10 h

• •

To choose the correct writing style for different recipients • • •

Explain the task and refer Ss to the theory box for more information. Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 formal 2 semi-formal 3 semi-formal

To replace phrases that are in the incorrect register

•

Answer Key a 2 b 1 5 a)

4 informal 5 formal 6 informal

Direct Ss’ attention to the model letter. Give Ss time to read the model and replace the phrases. Check Ss’ answers.

7 formal 8 semi-formal

c 7 d 4

e 6 f 5

g 8 h 3

To analyse a rubric • • •

Explain the task. Ss read the rubric and answer the questions. Elicit answers from Ss around the class.

Answer Key 3

To match beginnings and endings of semiformal letters/emails • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 C

2 A

3 B

The email should be written in a formal style. It should have two main body paragraphs. Points that should be included: 1 Mr Stevens’ good points, 2 Mr Stevens’ weaknesses, 3 a final recommendation (whether you think he should be promoted or not). b)

4 a)

To analyse a rubric •

• •

Ask Ss to underline the key words in the rubric and then elicit which words and phrases they chose. Give Ss time to answer the questions. Check Ss’ answers around the class.

Suggested Answer Key You spent two months doing a summer job exchange in Madrid, Spain. You stayed at a colleague’s house for that period of time. Write a letter thanking them for their hospitality and explaining how much you enjoyed your stay and job experience. Write your letter (220 – 260 words) 1 The person who is going to read the letter is the colleague who let me stay at their house. 2 I am writing to express thanks for hospitality and explain why I enjoyed the stay and the job experience. 3 I will write in a semi-formal style. 4 I will include 2 main body paragraphs. The first main body paragraph (2nd paragraph of letter) will thank them for their hospitality. The second main body paragraph (3rd paragraph of letter) will explain how much I enjoyed my stay and job experience.

To recognise phrases with the correct style for a formal email • •

Give Ss time to read the email and underline the correct phrases. Check Ss’ answers.

Answer Key 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Mr McCaskill As per your request with regards to During that time a variety of skills key enthusiasm for the work is evident Moreover collaborates effectively However on occasion Despite these issues All points considered an ideal candidate recommend Yours sincerely

Paragraph A is the introduction Paragraph B lists Mr Stevens’ good points Paragraph C lists Mr Stevens’ weaknesses Paragraph D provides a final recommendation

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3 Module 6

1 I am a newspaper reader writing to the editor. 2 I will write in a formal style as I’m writing to an editor of a publication. 3 I will use Dear Sir/Madam – as it is customary to address the editor of a paper in this way even if you know their name. I will also use Yours faithfully – as all emails/letters that begin with Dear Sir/Madam rather than a full name end with ‘Yours faithfully’. 4 Points that I should include are my views on the points raised in the article, and my opinions and reasons. In particular, the benefits that employment agencies offer over job boards and social media, and the fact that they are not a waste of time.

To identify the validity of a model letter • • •

Read through the theory box with Ss. Give Ss time to read the rubric and the model and decide if the points in the rubric are answered. Elicit opinions from Ss around the class.

Answer Key Yes, the model letter answers the points raised in the rubric. 7 a)

To analyse a rubric; to prepare to write a letter • •

Ask Ss to read the rubric and underline the key words. Elicit the key words and then give Ss time to answer the questions. Check Ss’ answers.

•

Answer Key You are exchanging jobs for a year with Jack Sanders, a colleague from the New York branch of your company. Write him an email explaining what your present job involves and stating the issues he needs to deal with on arrival as well as making suggestions to help him settle in quickly. Write your email (220 – 260 words). 1 I’m a company employee going on a job exchange writing to my exchange counterpart. 2 I will write in a semi-formal style as the person I’m writing to is a colleague and not a superior so I don’t need to be overly formal. 3 I will use option B as these items are in the appropriate register for a semi-formal style. 4 I should include a job description, preparations for the job and advice and suggestions. b)

To analyse a rubric; to prepare to write a letter • •

Ask Ss to read the rubric and underline the key words. Elicit the key words and then give Ss time to answer the questions. Check Ss’ answers.

Answer Key Do employment agencies have a future? Some experts believe that employment agencies are in decline. With job seekers now turning to job boards and social networking, employment agencies have become a waste of time. You disagree with the negative opinions expressed by the reporter and decide to write a letter to the editor explaining your views on the points raised in the article and giving reasons for your opinions. Write your letter (220 – 260 words)

8

Optional extension: Ss practise brainstorming for ideas related to the prompt. Ask Ss to write down Employment agencies – advantages/ disadvantages and think of as many ideas as they can. Give Ss a few minutes to brainstorm and then ask them to share their ideas with the class. Write all the ideas down on the board. To write a semi-formal/formal letter or

email • • •

Give Ss time to complete the task using the Useful Language box and their answers from Ex. 7. Before Ss hand in their writing, they will complete Ex. 9. Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Suggested Answer Key For rubric 7a: Dear Mr Sanders, As you will soon be taking my place at our London office, I thought I’d write to you with some advice and information about the job and settling in London. First of all, my role in the company is personal assistant to the managing director of the London branch. I arrange Mr Cairns’ diary, appointments and see that he has all the reports and figures he needs. The work isn’t particularly difficult, but requires good organisational skills. You’ll find Mr Cairns very pleasant to work with, as long as you are efficient and conscientious. Shortly after you arrive, Mr Cairns will be travelling to Berlin for business, so the first thing you will need to do is book his accommodation and assist him with travel arrangements. I also have some advice on settling in that you might find useful. When you get to Britain, be sure to get your insurance number and tax code as soon as you can. The office secretary can help you sort out any paperwork needed for your placement in the office. I would make good use of her skills if I were you. I do hope you find the accommodation in my flat to your

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Module

3

liking. The neighbours are very friendly and are bound to introduce themselves when you arrive, so feel free to invite them in. The office also arranges social evenings at the theatre and restaurants, so I’m sure you’ll soon make friends. If there’s anything else you need to know, just let me know. Kind regards, Maria Gillis For rubric 7b: Dear Sir/Madam, I am writing in response to an article about the future of employment agencies that you published in your newspaper last week. I must say that I strongly disagree with the negative opinion expressed by the journalist. I believe that employment agencies still have an essential role, for a number of reasons. Firstly, employment agencies can offer a very large network of contacts. This enables both job seekers and employers to access a wide range of quality matches. As a result, these agencies are in a unique position to connect candidates to the right hiring managers. Furthermore, employment agencies help to prepare candidates for future jobs. They offer CV and interview tips to the people who come to them seeking employment. This means that job candidates gain confidence and feel more at ease in the presence of potential employers. Finally, employment agencies follow up on candidates’ performance. They give candidates prompt feedback about their successes and weaknesses. In this way, candidates can waste less time. To conclude, I believe that employment agencies continue to have a clear and beneficial role in helping the unemployed seek jobs and for this reason are far from a waste of time. Thank you for considering my views, and I look forward to reading others’ opinions on the issue. Yours faithfully, Scott Jones 9

Answer Key nouns: -ment, -acy adjectives: -ful, -able verbs: -ise adverbs: -ly negative adjectives: im-, un-, inb)

• •

1 negative noun 2 verb 3 adverb c)

1 a)

1 inaccuracies 2 modernise 3 regretfully

• •

2

To practise a word formation •

• •

Ask Ss to read through the text and decide what type of word is missing from each gap before they do the task and remind them to read through the whole text when they have finished to make sure it makes sense. Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 2 3 4

prospective Unsurprisingly exposure suitability

5 6 7 8

publicise unemployed seekers strengthen

To practise key word transformations •

Explain the task and give Ss time to complete it. Check Ss’ answers.

4 improvements 5 unreliable

Words requiring two changes: inaccuracies, regretfully, improvements, unreliable Words that are negative: inaccuracies, unreliable

3

To prepare for a word formation task

Give Ss time to complete the task. Check Ss’ answers.

Answer Key

(Ss’ own answers)

3

4 noun 5 negative adjective

To practise word formation • •

Ask Ss to swap their letters with a partner. Give them time to use the checklist to evaluate the letter. Monitor around the class.

Language Knowledge

Give Ss time to complete the task. Check Ss’ answers.

Answer Key

To evaluate your classmate’s writing • •

To identify types of words that are missing from gaps

• •

Explain the task and go through the example with Ss. Remind Ss not to use more than six words and to use the word given in bold. Give Ss time to complete the task. Check Ss’ answers.

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3 Module Answer Key 1 2 3 4 5 6

had no objection to not worth taking was caused by miscommunication not doing what/as Michael (had) suggested occurred to him to do get used to waking up early

4

To practise grammar structures • •

Give Ss time to do the task. Check Ss’ answers. Ss should justify their answers.

Answer Key 1 D brings out the best in sb = a set phrase 2 D sb is used to doing sth = sb is accustomed to doing sth 3 B despite + ing form: ‘despite’ is a preposition that expresses contrast and is followed by the –ing form 4 D were caused: simple past, because the time is mentioned (morning’s delays); passive voice to express what happened to the subject 5 D under pressure = a prepositional phrase 6 C no longer = a set phrase which means in the past but not now 7 D will have been working: to put emphasis on the duration of an action up to a certain time in the future 8 C had no choice but to do sth: a set phrase followed by a to-infinitive 9 A it is: exclamations are followed by statements with the subject-verb order 10 C apologise for having done sth: ‘apologise for’ is followed by an –ing form, either present (missing) or perfect (having missed) 11 C didn’t she: negative question tag after a positive statement 12 D of whom: object pronoun usually following a preposition 13 B have no intention of doing sth: a set phrase with a preposition followed by the –ing form 5

To practise vocabulary • •

Give Ss time to do the task. Check Ss’ answers. Explain or elicit the meanings of any unknown words.

Answer Key 1 B 2 D 3 D

4 B 5 A 6 C

7 C 8 C 9 A

10 D 11 C 12 C

13 B

demonstrative (adj): expressive; indicative monotonous (adj): toneless and boring uniform (adj): unchanging throughout level (adj): horizontal; flat threat (n): an intent to hurt peril (n): a danger hazard (n): a risk; a danger take a risk with sth (phr): to take a chance on sth opposite (n): sb completely different from sb else contestant (n): a participant in a contest associate (n): a partner in a company rival (n): a competitor remembrance (n): commemoration reminder (n): a note that helps you remember sth recollection (n): recall memento (n): a souvenir composure (n): self-control ease (n): lack of difficulty stability (n): firmness repose (n): a period of relaxation transform (v): to change sth totally transport (v): to take sb/sth somewhere in a vehicle transmit (v): to convey an emotion transfer (v): to move sb/sth from one place to another one revolve (around sth) (v): to go around sth resolve (v): to find a solution to sth evolve (into sth) (v): to gradually develop into sth dissolve (v): to make sth become part of a liquid uncommon (adj): unusual; rare unaccustomed (to sth) (adj): not used to sth unconventional (adj): not conforming to accepted standards unfamiliar (with sth) (adj): not knowing much about sth sparse (adj): widely spaced; not crowded scant (adj): inadequate; very little slight (adj): very small spare (adj): extra primarily (adv): principally chiefly (adv): mainly greatly (adv): very much basically (adv): essentially incline (v): to have a tendency to do sth elect (to do sth) (v): to choose to do sth opt (for sth/to do sth) (v): to choose to do sth adopt (v): to be the legal parent of a child collective (adj): done by people acting together joint (adj): shared by two or more people mutual (adj): (of feelings, etc) shared communal (adj): public; for common use engage (sb in sth) (v): to involve sb in sth pursue a career in sth (phr): to keep trying to enter a specific profession

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3

Module

practise (v): to train in sth strive (v): to try hard to achieve sth

Language Focus 1

Answer Key 1 to fall/to have fallen = to-infinitive (either present to talk generally or perfect for an action completed in the past) 2 by – by accident = prepositional phrase 3 worked = past simple for a past state 4 living = -ing form after a preposition 5 of – dropped out of = phrasal verb 6 giving = -ing form after a preposition 7 to chase = to-infinitive for expressing purpose 8 abundantly – intensifier for an adjective (greatly goes with verbs) 9 It = a subject for the sentence 10 more = comparative (more ... than) 11 do = infinitive form after a modal 12 will end up = future simple for a prediction

3

To practise thematically related vocabulary • •

Give Ss time to complete the task. Check Ss’ answers. Elicit/Explain the meaning of any unknown words.

Answer Key 1 2 3 4

recruiting commutes keep dismissed

2

5 took 6 exclude 7 committed

To practise words that are often confused • •

Give Ss time to complete the task. Check Ss’ answers.

Progress Check 1

Answer Key

To read for specific information •

1 huge 2 credentials

3 trainee 4 struggle

5 perks 6 prospects •

3 a)

To present idioms related to the topic • •

Give Ss time to match the columns to form idioms. Check Ss’ answers.

b)

2 d

3 c

4 b

5 a

To practise idioms related to the topic • •

Explain the task and give Ss time to complete it. Check Ss’ answers. Elicit/Explain the meanings of the idioms if necessary.

Answer Key 1 2 3 4 5

make the grade hit the books passed ... with flying colours pick his brains learnt the hard way

Grammar in Focus To consolidate grammar structures • •

•

Remind Ss to read the questions and underline the key words and then read the texts quickly and underline parts that seem to match the key words. Give Ss time to go through each question and choose which text it best matches. Check Ss’ answers. Ss should justify their answers using information from the texts.

Answer Key

Answer Key 1 e

3

Explain the task and give Ss time to complete it. Check Ss’ answers. Ss should justify their answers.

1 C (… but did it work?) 2 A (… yet when I went online… the only ones I could find was a text book from 1963 and a … dictionary…) 3 D (… this was my first conversation in Lingala without a translator…) 4 B (… the stranger the imagery, the more markedly memorable…) 5 B (…engine is motele in Lingala. When I learned that word, I took a second to visualise a rusty engine revving in a motel room…) 6 C (… yet I had only clocked 22 hours and 15 minutes…) 7 A (… it was up to me to come up with my own mems…) 8 B (… the app refers to the words you are trying to learn as “seeds”. Each time you revise a given word, you “water” your “greenhouse”…) 9 D (… I did my best to tell him… but… my language skills weren’t …. up to scratch…) 10 C (… my own pattern… worked liked this…)

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3 Module Answer Key

Background information

1 a

Mbendjele pygmies are indigenous people who live in the Congo rainforest and are shorter than average; men average less than 150 cm tall. They traditionally live a hunter-gatherer lifestyle. Congo Basin is the watershed of the Congo River, in west equatorial Africa. It has some of the largest undisturbed rainforest left in the world. It goes through a number of countries: Angola, Burundi, Cameroon, Central African Republic, Democratic Republic of the Congo, Republic of the Congo, Rwanda, South Sudan, Tanzania and Zambia. Cicero was a Roman philosopher and politician. He was born in 106 BC and died in 43 BC. Bomassa is a town in the northern Republic of Congo, near the border with the Central African Republic. It is known for its local rainforests, and people are working to have the area designated a national park.

2

To listen for specific information (multiple choice) • •

Play the recording. Ss listen and complete the task. Check Ss’ answers.

Answer Key 1 D 3

2 B

3 D

4 D

To revise grammar structures from the module • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 eating 2 absolutely 4

3 do 4 to leave

5 complete

To consolidate vocabulary from the module • •

6

2 b

3 a

To write a formal letter • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Suggested Answer Key Dear Mr Hodges, I am writing with reference to your plan to promote a summer work experience programme and to offer my support for the initiative. Firstly, I would like to state that I believe it is vital that students gain some experience of the world of work while still studying. It is no longer enough simply to have learnt a subject in theory but with no practice in it. There is no doubt that work experience will complement their learning if they seek employment in a field related to their studies. Therefore, any kind of work experience will teach a wealth of skills that will be useful for any future career, such as teamwork, responsibility, organisational skills and time management. It is indisputable that finding jobs after graduation is becoming more difficult and more competitive. Any experience that can give graduates a head start in the job market is to be welcomed. Another point worth mentioning is that it will help ground those students who may have unrealistic goals due to a lack of knowledge of the world of work. Those who think their qualifications will mean they will immediately find a well-paid job, need to learn the realities of life. I look forward to taking part in this scheme over the summer. Yours sincerely, Janet Anderson

Competences Ask Ss to assess their own performance in the unit according to how competent they feel about each of the listed activities.

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 brush up 2 surgeon 3 dole 5

4 mundane 5 stimulating

To revise expressions used for giving and responding to advice • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

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Module

4

Health Matters

In this module, Ss will explore the topics of well-being, health problems/conditions and injuries, food and nutrition, fitness and sport.

Module page

59

Lesson Objectives: to give an overview of the module, to introduce key vocabulary for inner well-being Vocabulary: emotional health (diet, low in sugar, improve quality, contribute to, social contact, overriding need, interact face-to-face, stress-busting hormones, relaxation, sensory input, put the brakes on, activity, lift sb’s mood, gain a sense of, sleep, take its toll on sth, mental sharpness, wreak havoc, purpose, generate new cells, strengthen immune system, maintain a positive outlook)

4a Reading

60-61

Lesson Objectives: to listen and read for specific information, to do research about smiles Vocabulary: nouns (womb, reflex, heritage, non-aggression, dopamine, endorphins, impact, evolution, primate, sincerity); adjectives (enigmatic, therapeutic, mood-enhancing, mere, pleasure-inducing, transformative, infectious, unique, distinct, essential); verbs (engage, postulate); phrases (mischievous smirk, beaming grin); adverb (regardless)

4b Vocabulary

62-63

Lesson Objectives: to learn words/phrases related to wellbeing, to learn words/phrases related to health problems, injuries and health conditions, to learn idioms related to health, to learn prepositions, to learn phrasal verbs, to practise word formation Vocabulary: well-being (cope with stress, disease, build up stamina, undergo therapy, boost sb’s mood, speed up recovery, daily/severe/emotional stress, alternative/noninvasive/ongoing therapy, amiable/rotten/defiant mood, dramatic/full/swift recovery, chronic/terminal/degenerative disease, great/mental/physical stamina, splitting headache, swollen glands, tear a muscle, throbbing pain, fractured toe, dislocate a shoulder, relieve, heal, treat, migraine, sinusitis, cramp, arthritis); idioms (be as fit as a fiddle, feel out of sorts, be given a clean bill of health, be back on one’s feet); phrasal verbs (pass away, clear up, wind down, pull through, ward off, work up)

4c Grammar in use

4d Listening skills

66

Lesson Objectives: to prepare for a listening task, to listen for specific information Vocabulary: from script (general practitioner, obesity, hectic lifestyle, nutritious, societal pressures, epidemic, tackle the issue, starvation, muscle mass, bulk up, side effect, naturally predisposed, physically unattainable, processed food)

4e Speaking skills

67

Lesson Objectives: to learn/practise situational language for expressing opinions & agreeing or disagreeing, to act out a dialogue expressing opinions & agreeing or disagreeing, to express opinions based on visual prompts

4f Writing

68-71

Lesson Objectives: to analyse a rubric, to recognise thesis statements/topic sentences & supporting details, to analyse a model, to paraphrase, to practise techniques for introductions and conclusions, to write an essay based on prompts

Language Knowledge 4

72-73

Lesson Objectives: to prepare for and practise key word transformations, to consolidate vocabulary and grammar structures

Language Focus 4

74

Lesson Objectives: to learn extra theme-related vocabulary on happiness/fitness & sport/food & nutrition, to practise idioms related to sport Vocabulary: happiness (beam, grin, chuckle, giggle, smirk); fitness & sport adjectives (exhilarating, invigorating, hazardous, demanding); food & nutrition (fibre, minerals, fatty, nutritious, appetite, bacteria, grains, calories, digestion, obesity); idioms (learn the ropes, be on the ball, go overboard, be a long shot)

Progress Check 4

75-76

Lesson Objectives: to read for specific information, to listen for specific information, to consolidate vocabulary & grammar structures from the module, to revise speaking skills, to write an essay based on prompts

64-65

Lesson Objectives: to revise/practise modal verbs, to make speculations and deductions, to practice words and phrases that express modality, to practise key word transformations

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4 Module Module Objectives

Suggested Answer Key

Direct Ss’ attention to the title of the module Health Matters and ask Ss to suggest what they think the module will be about (the module is about health and well-being, health problems, food and nutrition and fitness). Go through the objectives list to stimulate Ss’ interest in the module.

This quote makes a very important point that health is more than just the absence of physical illness or injury. It states that our general health is made up of our physical, emotional and social well-being, and therefore all elements should be cared for and attended to. I agree with this quote and believe that all these things contribute to our happiness and well-being.

1

To introduce new vocabulary • • • •

Direct Ss’ attention to the pictures and elicit what each picture shows. Give Ss time to read the texts (A – E) and fill in the gaps with the correct words. Check Ss’ answers around the class, explaining/ eliciting meanings of any unknown vocabulary. Ask various Ss to tell the class what they think affects our emotional health.

4a Reading 1

To introduce the topic • •

Answer Key A: B: C: D: E: F:

1 4 7 9 11 14

low 2 improves 3 overriding 5 interacting 6 input 8 brakes lift 10 gain toll 12 sharpness 13 generate 15 strengthen 16

Answer Key

contributes stress-busting

havoc maintain

The painting is called the ‘Mona Lisa’. It was painted by Leonardo da Vinci. 2

Ss work in pairs and answer the question. Monitor around the class. Ask for volunteers to give their answer to the class.

Suggested Answer Key I believe I am emotionally healthy because I come from a stable background and have a good relationship with my parents and siblings. I also have a wide social circle and lots of interests that keep me active, stimulated and happy. Words of wisdom

•

I would say that the woman has a mischievous smirk on her face. It’s just a small smile, which makes you wonder what she’s thinking. A beaming grin would be a wider smile that reveals the teeth and looks more clearly joyful. 3

To personalise the topic

•

Read out the rubric to the Ss. Elicit answers from Ss around the class.

Suggested Answer Key

I believe a lot of different things can affect our emotional health. For example, following a wholesome diet, having enough social contact, getting enough relaxation, doing plenty of physical activity, sleeping well and having a sense of purpose. All of these things play an important part in our mental well-being.

• • •

To talk about different kinds of smiles • •

Suggested Answer Key

2

Direct Ss’ attention to the picture. Read out the questions and elicit answers to the questions from Ss around the class.

Direct Ss’ attention to the quotation. Ask Ss to work in pairs and discuss their opinions about what it means. Ask various Ss to tell the class.

To introduce the topic and prepare Ss to read the article • •

Read out the questions and elicit answers from Ss around the class. Then give Ss time to read the article for the first time.

Suggested Answer Key We smile for different reasons. To help with social interaction and also to display our emotional state and wellbeing. Smiling can have a strong impact on us and has many therapeutic health benefits. It can be moodenhancing and lower blood pressure. Smiling also has an impact on others as it can trigger similar transformative feel-good effects in the people around you.

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Module 4

4 pleasure-inducing (adj) = that brings a feeling of enjoyment transformative (adj) = bringing about changes for the better infectious (adj) = spreading quickly

To read for specific information; to find synonyms/antonyms • • •

•

Read out the Study Skills box and explain how Ss can approach T/F/DS statements. Ask Ss to read the statements and underline the key words. Give Ss time to read the text again and tick the correct boxes and find the synonyms/antonyms in the text. Check Ss’ answers. Ss should justify their answers with information from the text.

5 a)

• •

Answer Key

Explain the task and give Ss time to find the synonyms in the text. Elicit answers from various Ss around the class.

Answer Key

1 F (... because of the lasting power of her unique and enigmatic smile) 2 DS (no mention of specific scientific disciplines, so we don’t know how many are involved) 3 F (even blind babies smile – this implies smiles are not learnt because they cannot see a smile) 4 T (fear or readiness to attack ... a sign of nonaggression) 5 T (named after the scientist who ...) 6 C (Smiling has been recorded in babies in the womb…) 7 C (It increases the level of reward neurotransmitters such as dopamine…) 8 A (Smiling… is pleasure-inducing in and of itself.) 9 displays, therapeutic 10 mischievous, sincere •

To consolidate new vocabulary through synonymous words

impact: influence (n) unique: one-of-a-kind (adj) evolution: development (n) primates: apes (n) distinct: unconnected (adj) sincerity: genuineness (n) regardless: irrespective (adv) essential: vital (adj) b)

• •

Ss work in pairs to explain the underlined phrases. Ask various Ss to give their answers to the class.

Answer Key

Refer Ss to the Check these words box on p. 61 and explain/elicit the meanings of the words or ask Ss to use the word list to look them up.

Something that lifts our spirits makes us feel happier or better than we did before. In and of itself means alone, without anything else being required. Grin and bear it means to put up with something you don’t like, rather than complain about it.

Answer Key enigmatic (adj) = mysterious mischievous smirk (phr) = a cheeky little smile beaming grin (phr) = a very broad and happy smile womb (n) = the organ in a woman's body where a baby grows until it is born reflex (n) = a natural response to a physical effect heritage (n) = a society's manners and customs passed on from one generation to another non-aggression (n) = a lack of a desire to attack engage (v) = to use (a muscle to do sth) therapeutic (adj) = healing dopamine (n) = a body chemical that develops a sense of pleasure mood-enhancing (adj) = that improves the way you feel endorphin (n) = a body chemical that relieves pain and develops a sense of happiness postulate (v) = to hypothesise mere (adj) = only, simply

To explain the meaning of phrases/ idioms from the text

6

To consolidate vocabulary from a text • •

Explain the task and check Ss’ answers. Elicit the words for the body parts in Ss’ own language.

Answer Key ear, womb, teeth, lips, muscle, mouth, cheek, eye 7

To consolidate what has been learned and to use the Internet to collect more information • •

Explain the task and read out the three questions. Elicit answers from Ss around the class and then tell the Ss to use the Internet to collect more information to answer their questions about smiling.

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4 Module •

•

Give Ss time to research the topic and write about it and then ask various Ss to tell the class what they have learnt. Alternatively, assign the task as HW and ask Ss to tell the class in the next lesson.

Suggested Answer Key Smiling clearly captures our imaginations, but why do we smile? Some reasons include when we feel happiness or want to interact socially, and the act of smiling goes far back into our evolutionary history. Although it’s a simple action smiling can actually be quite complicated, also, because there are two different kinds of smiles with very different meanings. One kind is polite, and the other, which involves the muscles around the eyes, is more sincere and shows emotional well-being. Even so, either kind of smile is good for our health. This amazing expression can even make us, and the other people around us, feel happier all by itself. So, the next time you feel bad you should try smiling to see how much it can help you feel better.

Suggested Answer Key Before I read the article I had heard that there were two different kinds of smiles. I knew the ones that involved the eye muscles were more sincere, but I didn’t know it was called a Duchenne smile. I also knew that smiling when you don’t feel happy can actually make you feel happier. Something new that I learned from the text is that babies smile as a reflex before they are born. I also didn’t know that smiles originated in primates. I would like to know more about how many muscles a smile can use. In my research I found out that a smile can use from 3 to 53 different facial muscles!

Listening & Speaking To talk about information from a text • • •

4b Vocabulary 1

Play the recording of the text once. Give Ss time to discuss the topic in pairs. Ask various Ss to tell their ideas to the class.

To consolidate vocabulary from a text • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key

Suggested Answer Key A: The text discusses some very interesting points about smiling, a lot of which I’d never even considered! For example, the history of it and its primate roots. For me though, I think the most beneficial thing about smiling is the therapeutic effects that it has on the body. B: I totally agree! I knew it felt good but I never realised that it lowers blood pressure and increases the level of reward neurotransmitters such as dopamine. It’s true that these are all very helpful, but I think that the biggest benefit is actually how smiling can help others feel. These infectious transformative effects can help everyone and for me are the most beneficial aspects. A: You’ve got a point. I agree with you actually.

Writing

1 infectious 2 mysterious 3 mischievous 2

4 mood-enhancing 5 therapeutic

To consolidate vocabulary from a text • •

Give Ss time to fill the gaps with the correct form of the verbs. Check Ss’ answers.

Answer Key 1 has captured 2 are displayed 3

3 lifts 4 revealing

To practise prepositions • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key To write a short summary • • •

Read the task aloud and give Ss time to write their summaries. Ask various Ss to read their paragraph to the rest of the class. Alternatively you can assign the task as H/W.

1 on 2 for 4 a)

3 to 4 at

5 on

To present topic-related vocabulary • •

Give Ss time to complete the task. Check Ss’ answers and explain/elicit the meanings of any unknown words.

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4

Module Answer Key

c)

1 stress 2 disease 3 stamina b)

4 therapy 5 mood 6 recovery

• • •

To present health-related collocations • •

Speaker 1 = sentence 2, swollen glands Speaker 2 = sentence 4, throbbing pain in knuckles Speaker 3 = sentence 1, splitting headache

Answer Key

c)

3 mood 4 recovery

5 disease 6 stamina

6

To practise health-related collocations • •

1 Severe stress can take its toll on a person’s health. 2 Anna prefers to use alternative therapies such as acupuncture rather than take pain medicine. 3 What’s wrong with Tom? He’s in a rotten mood today. 4 Everyone was relieved when Alex made a swift recovery after his operation. 5 Some chronic diseases can be prevented by making lifestyle changes. 6 Working as a miner would surely require great physical stamina.

Well, I’ve never torn a muscle, but I did twist my ankle once when I was playing basketball. It swelled up and it hurt to walk for a couple of weeks. I put ice on it and elevated it when I was at home, and I wrapped it in a bandage when I had to go out. A friend of mine fractured his arm several years ago as well. He had to go to the hospital and have a cast put on his arm. I was worried about him, but after a few weeks, the doctor took the cast off and he was fine. 7

1 heal 2 treated

Answer Key 4 throbbing 5 stubbed 6 dislocated

8

•

hands

Give Ss time to complete the task. Check Ss’ answers.

1 arthritis 2 migraine 9

legs

head/neck

torso

throbbing torn muscle splitting dislocated pain in in calf, headache, collarbone knuckles stubbed toe swollen glands

5 relieve

Answer Key

Explain the task and give Ss time to categorise the health problems/injuries. Check Ss’ answers.

Answer Key

3 relieve 4 heal

To practise new vocabulary • •

To categorise new vocabulary •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key

Give Ss time to complete the task. Check Ss’ answers.

b)

To revise verbs related to health. • •

To present topic-related vocabulary

1 splitting 2 swollen 3 tore

Read out the rubric. Ask various Ss around the class to talk about their experiences.

Suggested Answer Key

Suggested Answer Key

• •

To use new vocabulary to talk about yourself • •

Give Ss time to write their sentences. Ask various Ss to read out their answers to the class.

5 a)

Explain the task and play the recording twice, if necessary. Ss listen and do the task. Check Ss’ answers.

Answer Key

Explain the task and give Ss time to complete it. Check Ss’ answers around the class.

1 stress 2 therapy

To practise topic-related vocabulary

3 cramp 4 sinusitis

To present idioms related to health • •

Explain the task and give Ss time to complete it. Check Ss’ answers. Explain/elicit the meanings of the idioms as needed.

Answer Key 1 b

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4 Module The idiom that matches the picture is: to be as fit as a fiddle. •

Optional extension: ask Ss to write their own sentences using the idioms and then read their sentences to the class.

• •

10

To practise prepositional phrases • •

Give Ss time to complete the task. Ask Ss to check their answers in Appendix I.

Answer Key

Answer Key 1 with 2 on 11

3 at 4 in

must: deduction (positive logical assumption) can: possibility (general theoretical possibility) may: possibility (it is likely) might: possibility (probably happened in the past) can: ability (they are able to) don’t have to: absence of necessity could: possibility (it is likely) should: advice (it’s a good idea to) mustn’t: prohibition (you are not allowed to)

5 on 6 of

To practise phrasal verbs • •

Give Ss time to complete the task. Ask Ss to check their answers in Appendix II.

Answer Key 1 away 2 up 12

3 down 4 through

5 off 6 up

2

gratefulness identify complaints consistently

5 6 7 8

A: 1 d 2 c 3 b 4 a These phrases express possibility in a variety of tenses. B: 1 d 2 a 3 b 4 e 5 c These phrases express necessity/absence of necessity in a variety of tenses.

relationships acknowledge transform meaningful

C: 1 e 2 b 3 d 4 a 5 c These phrases express obligation in a variety of tenses

4c Grammar in use 1

3

To present modals •

•

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key

Explain the task and give Ss time to complete it. Remind Ss that correct spelling is required. Check Ss’ answers on the board.

Answer Key 1 2 3 4

To practise modals • •

To practise word formation • • •

could, may, might, must, have to, ought to, shall, should, would, will, can’t, mustn’t, needn’t, don’t have to etc.) Refer Ss to the Grammar Reference section (pp. GR7-GR10) for more information. Ask Ss to read the article and match the modals in bold to their functions. Give Ss time to complete the task and then check their answers. Write the modals and their functions on the board.

• Write the following sentences on the board: Lisa is stressed about her exams. She told me./Lisa must be stressed about her exams. She looks unhappy. Mike usually comes with us. / OK, Mike can come with us. Elicit from students what is the difference between the sentences in each pair. (i.e. the first sentences in each pair are facts while the second contain a modal and express opinion or attitude.) Point out that modals do not have tenses in the normal sense and are followed by the infinitive without to. Elicit from Ss as many modal verbs as they can think of and write them on the board. (i.e. can,

To differentiate between meanings of similar modals •

•

Refer Ss to the Grammar Reference section (pp. GR7-GR10) and give them time to complete the task. Check Ss’ answers around the class.

Answer Key 1 a Criticism of a particular action. Jess stayed up too late last Sunday. b General advice. It would be a good idea if Jess went to bed earlier on Sundays. 2 a Possibility. I believe that it was possible for me to beat my record, but I didn’t. b Ability in a specific situation in the past. I have managed to beat my record.

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Module

4

3 a Obligation. It is necessary for me to practise because somebody says so (i.e. the coach). b Obligation. It is necessary for me to practise because I really want to win. (I decided) 4 a Absence of necessity. It is not necessary for you to attend the gym session. b Prohibition. You are not allowed to attend the gym session. 4

B: The woman in picture B must be a dietician. She might work in an office. She can create/must be creating diet plans for clients. She must enjoy her job because she looks happy. She must have studied nutrition at college. • Optional extension: Ask Ss to use modals to speculate about what their family members are doing right now. Ss can work in pairs, then various Ss’ can tell the class.

To practise modals • •

Give Ss time to complete the task. Check Ss’ answers around the class. Ss should explain the meanings of the phrases.

7

To present phrases that express modality •

Answer Key 1 must have finished – it is a positive logical assumption 2 can’t have been – it is a negative logical assumption 3 might be - it’s possible 4 needn’t have gone – it talks about sth that happened though it wasn’t necessary 5 must be – it is a positive logical assumption 6 should be training – it expresses probability; it’s almost certain 5

• •

Answer Key 1 surely – implies probability 2 supposed to – implies obligation 3 be sure to – implies advice 4 unlikely to – implies possibility 5 is bound to – implies certainty 6 allowed to – implies permission

To rewrite sentences using modals • •

Explain to Ss that there are other phrases that have meanings that are similar to modal verbs. Elicit any of these phrases that Ss might know, and write them on the board. (i.e. be supposed to, be likely to, let’s, how about, be allowed to, be bound to, would like to, etc.) Refer Ss to the Grammar Reference section (pp. GR9-GR10) for more information. Explain the task and give Ss time to fill in the phrases and match them to their functions. Check Ss’ answers.

Give Ss time to write their sentences. Check Ss’ answers.

Suggested Answer Key 2 Haley should/ought to have been here by now. 3 You mustn’t/can’t use the fitness studio without having membership. 4 I must/have to speak to an instructor before I use any new exercise machines. 5 We needn’t/don’t have to/don’t need to book a table at the restaurant. It’s OK if we just turn up. 6 You should/ought to/have to/must cut down on the amount of processed food you eat. 6

• •

To find phrases that express modality in a text • •

Give Ss time to read through the text again and find the phrases that express modality. Check Ss’ answers.

Answer Key it’s quite likely that (paragraph 2), likely (paragraph 3) 9

To use modals to make speculations/deductions about pictures •

8

• •

Explain the task. Draw Ss’ attention to the pictures and the ideas in the lists and read out the example. Give Ss time to do the task in pairs. Ask various Ss to tell the class.

Answer Key A: The woman in picture A must have been exercising in the park. She might/may be suffering from a pulled muscle. She might not have/should/ ought to have warmed up first. She definitely shouldn’t continue to exercise. I think she ought to/should see a doctor.

To practise key word transformations Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 was supposed to have given 2 it be possible for the nutritionist 3 can be used or 4 it is likely that 10

To use modals to talk about yourself • •

Give Ss time to do the task in pairs. Ask various Ss to tell the class.

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4 Module Suggested Answer Key

b)

A: I think that I should have smiled more when I was younger. Now I know that it’s beneficial and helps the body in lots of ways, but then I didn’t realise. I could have made more of an effort to be cheerful and outgoing with other people, but I didn’t because I was quite shy. Also, I should have slept more when I was studying for exams. I ought to have slept for eight hours every night and then studying probably would have been easier and less stressful. What about you? B: I agree, I should have slept more during exams, too. Especially last year. I was so tired afterwards. I could have started studying earlier, and gone to bed every night at eleven instead of staying up all night and trying to memorise everything at the last moment. Also, I should have eaten less junk food when I was younger. Back then I just wanted to eat things that tasted good; I didn’t worry about my health or my weight. For example, I could have eaten fruit for snacks instead of sweets. A: You know, I may join a gym. That would make it easier to exercise, especially in the winter when the weather is bad. I definitely must exercise more because I’m not as fit as I’d like to be. Also, I may buy a vegetarian cookbook so that I can learn to cook some vegetarian meals. I’m not crazy about vegetarian food, but my doctor says that I have to eat less meat. I know she’s right, so I must find some meat-free meals that I enjoy. B: I think the cookbook is a good idea; you should get it. I may stop using elevators and always take the stairs instead. It’s a great way to get a little more exercise, but it’s not easy because sometimes I feel lazy. Like you, I must get more exercise. I’d like to lose a little weight. Another thing that I absolutely must do is take the time to relax more and take a break. I should try relieving stress by listening to calming music.

4d Listening skills 1 a)

To prepare for a sentence completion task; to identify word type • •

Read out the Study Skills box. Ask Ss to read the sentence, and elicit what type of word is missing.

To prepare for a sentence completion task; to brainstorm for words to fill a gap • •

Ask Ss to write down as many words as they can that could be used to fill the gap. Elicit ideas from Ss around the class.

Suggested Answer Key The gap could be filled with: mood, health, care, diet, condition, recovery, outlook, treatment c)

To prepare for a sentence completion task; to read for specific information • •

Give Ss time to read the audio script and then ask the questions in the rubric. Elicit answers from Ss around the class.

Suggested Answer Key Words from 1b) that were in the script: mood, recovery Words in the script that are possible answers: attitude, mood, stamina, recovery The correct answer is recovery, because the text talks about a patient being able to boost their mood and stamina themselves, and states that the support of friends and family is essential for their recovery. 2 a)

To prepare for a listening task • •

Ask Ss to look up the words/phrases in the Word List at the back of their books. Check Ss’ answers.

Answer Key general practitioner (phr): a family doctor obesity (n): the state of being extremely overweight hectic lifestyle (phr): a frantic way of living nutritious (adj): nourishing societal pressures (phr): social tensions epidemic (n): a large number of cases of a disease tackle the issue (phr): to deal with a particular problem starvation (n): a lack of food muscle mass (n): the total amount of muscular tissue in the body bulk up (phr v): to put on muscle side effect (n): a secondary unwanted result of a drug naturally predisposed (phr): sensitive to sth by nature physically unattainable (phr): impossible to do with your body processed food (phr): food with chemicals added to it

Answer Key A noun is missing.

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4

Module b)

Mum, then we could stop eating fast food. I have no idea how to cook, though, so maybe I need to learn. B: That sounds like a good idea! There are lots of healthy foods that are easy to prepare.

To prepare for a listening task; to predict content • •

Ask Ss to read the title and sentences. Elicit ideas from Ss around the class about what they think the talk will be about. 4

Suggested Answer Key I think the audio is going to be about people who exercise too much. All of the missing words are nouns, except for the last gap, which needs an adjective.

•

c)

Answer Key

• •

Read out the rubric and play the recording twice. Ss listen and complete the sentences. Check Ss’ answers.

Answer Key 1 2 3 4 3

• •

To listen for specific information •

knowledge health beautiful people health complications

5 6 7 8

use/misuse genetics weight fit

Ask Ss to read questions 1-4 and the possible answers. Play the recording twice. Ss listen and complete the task. Check Ss’ answers.

1 A

2 C

3 A

4 B

4e Speaking skills 1

To predict the content of a dialogue •

•

To talk about healthy lifestyles • •

Give Ss time to answer the questions in pairs. Ask various Ss to tell the class.

Ask Ss to read the first and last exchanges in the dialogue and then elicit Ss’ guesses as to what the dialogue is about. Give Ss time to read through the dialogue and check if their guesses were correct.

Suggested Answer Key I think the dialogue is about teen obesity and ways to improve diets and eating habits.

Suggested Answer Key A: How healthy is your family’s lifestyle? B: I think our lifestyle is quite healthy. A positive aspect of our lifestyle is that we have a very healthy diet. We eat home-cooked food and we don’t eat processed food. We also eat lots of vegetables and whole grains, and just a bit of meat, maybe once a week. On the other hand, we’re all a bit stressed. Sometimes we argue for no reason because we’re tired, especially my brother and I. My parents work long hours, and my siblings and I study a lot. None of us have much free time to relax. I think that’s something we should change. What about you? How healthy is your family’s lifestyle? A: Well, we’re quite active, so we get exercise, and we do things together as a family to unwind. For example, we like to go hiking in the countryside on the weekends. Also, we laugh a lot and that’s so important for a healthy lifestyle! Our diet is good sometimes, but not always. We do get takeaways several times a week because Mum doesn’t have time to cook. And I eat too many sweets and too many packets of crisps, I know. So that’s not so good. We could improve our diets. I think we should all take turns cooking, so the pressure isn’t all on

68

To listen for specific information

2

To present phrases that express opinions and agreement/disagreement • •

Refer Ss to the Useful Language box and give them time to complete the task. Check Ss’ answers.

Answer Key I totally agree: agreeing. It can be replaced with ‘That’s true’. It seems to me that: giving an opinion. It can be replaced with ‘The way I see it...’ You’ve got a point there: agreeing. It can be replaced with ‘That’s a good idea.’ I’m not sure: disagreeing. It can be replaced with ‘I don’t think so.’ Personally: giving an opinion. It can be replaced with ‘If you ask me’. That’s true: agreeing. It can be replaced with ‘You’ve got a point there.’ The way I see it: giving an opinion. It can be replaced with ‘For me’. You’re absolutely right!: agreeing. It can be replaced with ‘Certainly!’

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4 Module 3

To express opinions about a topic •

• •

5

Direct Ss’ attention to the Useful Language box and the prompts and remind Ss that they can add their own ideas as well. Ss work in pairs and discuss what teens should do to have a healthier lifestyle. Monitor the activity around the class and then ask some pairs to discuss their opinions in front of the class.

Suggested Answer Key A: In my opinion, it’s important for young people to stay active if they want to have a healthier lifestyle. B: I totally agree. It’s not healthy to spend too much time sitting in front of the television or playing video games. It’s essential to go outside and take a walk or play a sport, or even go to the gym. But to tell you the truth, I think it’s even more important to have a healthy diet. A: You’ve got a point there. I suppose if you ate junk food all the time, you wouldn’t even have enough energy to exercise. It would be really difficult. I don’t think managing stress is very important though. We all experience stress, and it doesn’t do us any harm. It’s a part of life that can be important also, and encourage you to work hard. B: Oh, I don’t know. I think a lot of people have far too much stress in their lives and it makes them unhappy, and not only that, it makes them more likely to get ill because stress can suppress the immune system! It seems to me that a bit of stress is fine, but constant high stress is a big problem and needs to be managed. For me, getting enough quality sleep is the least important of these points. Sleeping a lot seems kind of like a waste of time. A: I don’t think so! Sleep is essential, especially for young people. A lack of sleep affects our ability to learn in a negative way. It makes everyone more moody and irritable, too. B: You’ve got a point there, I hadn’t thought about it that way. 4

To express opinions based on visual prompts • • •

Read out the Study Skills box and ask Ss to look at the picture and read the quote. Give Ss time to discuss in pairs. Monitor activity around the class and then ask various Ss to give their opinion to the class.

Suggested Answer Key After looking at the picture and the quotation, I think the topic is about extreme exercise and the need to find a healthy balance.

To express opinions based on prompts • • •

Explain the task and remind Ss to use phrases from the Useful Language box. Ss work in pairs and answer the question, using the prompts to help them. Monitor the activity and then ask various Ss to give their opinions to the class.

Suggested Answer Key A: Well, personally, it’s my belief that society does pressure people to go to extremes to look good. However, I don’t believe that how we look reflects who we are. We are a lot more than just what we look like, our personalities and interests play a large part, too. I’m sure that adverts do promote fit, beautiful people, but I think how much individuals are influenced by that can vary. The way I see it, children who watch a lot of TV are particularly vulnerable to pressure to look a certain way because of the images they are exposed to. I think most older teens and adults have realised that there is more to a person than their external appearance, yet we all get first impressions of people when we first meet them, and these are based very much on how someone looks. Because of the power of first impressions I think that fit and good looking people may be more likely to be hired, especially for competitive jobs, but I believe once a person has a job and his or her abilities become evident the advantage disappears somewhat. It depends of course on the type of job. Footballers and models must have certain physical characteristics, for example. B: I completely agree with what’s been said. In my opinion, yes, I think society does put a lot of pressure on people to look good. I think the most telling fact in this regard is the number of people who have elective plastic surgery in some parts of the world, in order to look like models look in adverts and posters. That’s the ultimate extreme, if you ask me. I don’t think it’s common everywhere, only in societies where people are fairly wealthy. Personally, I find plastic surgery quite scary because children can grow up comparing themselves to others who are not actually ‘real’, so they might develop a set of expectations for themselves that are not actually possible. It seems to me that this has the potential to cause a lot of suffering. I feel that it’s quite important to keep the definition of beauty broad and not narrow. We shouldn’t all have to be the same to be beautiful. And we shouldn’t need to be ‘perfect’ to be beautiful, either.

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4

Module 6

Answer Key

To evaluate a sample answer • •

•

1 true 2 true 3 false – You should write in a formal or semi-formal style 4 false – You must include two of the three methods in your notes. 5 false – The opinions are there to give you ideas; you can use them if you wish, but you don’t have to. 6 true 7 false – You must provide reasons to support your opinion. 8 true

Play the recording. Ss listen and evaluate the vocabulary, grammar and manner of speech. Ss should make note of specific examples. Elicit answers from Ss around the class.

Suggested Answer Key The speaker uses rich vocabulary: pursuit of, defines, associated health risks, portray, criteria, spend inordinate amounts of energy, strike a balance, etc. The speaker uses a variety of grammar structures such as: to-infinitive ‘seem to believe…’, present simple ‘defines…’, present continuous ‘are always striving…’ The speaker uses a natural speaking manner throughout the recording.

2 a)

•

4f Writing 1 a)

• •

To analyse a rubric • • •

1 E b)

•

4 A

Explain the task and give Ss time to read through the essay again to find the answers. Check Ss’ answers around the class.

Suggested Answer Key

You may, if you wish, make use of the opinions expressed in the discussion, but you should use your own words as far as possible. Write your essay in 220-260 words in an appropriate style.

To analyse a rubric and correct false statements

•

3 C

Topic sentence B: First of all, plenty of options are available to better educate teens about healthy living. Example 1 = provide resources and lesson plans and help teachers organise special events Example 2 = pass laws that ensure healthy meals and snacks for students Result = help Ss establish good dietary habits and avoid unhealthy foods Topic sentence C = Alternatively, governments can tackle the issue of exposure to junk food through advertising. Reason = adverts ... particularly persuasive to children and teens Example = one way to limit their impact would be to introduce bans and controls Result = young people would not be influenced to consume junk food to such an extent

Write an essay for your tutor discussing two of the methods in your notes. You should explain which method you think is more important for governments to consider and provide reasons to support your opinion.

Explain the task and give Ss time to complete it in pairs. Check Ss’ answers.

2 B

To identify examples/reasons/results supporting topic sentences •

Your class has listened to a radio discussion about which methods governments should use to reduce the amount of junk food that young people eat. You have made the notes below.

•

Read out the box and check that Ss understand the content. Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key

Go through the theory box with Ss and make sure they understand the contents. Give Ss time to read the rubric and underline the key words. Check Ss’ answers.

Answer Key

b)

To identify a thesis statement and topic sentences

3

To present and practise paraphrasing •

Read out the box on paraphrasing and check that Ss have understood.

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4 Module •

•

Elicit which options have been used in the model, then give Ss time to decide how they have been paraphrased. Check Ss’ answers around the class.

Answer Key The first and second opinions were used. The first main body paragraph uses the second opinion: ‘There are many ways schools could help young people make healthier food choices.’ This opinion has been used for topic sentence B, ‘There are many ways schools could help young people make healthier choices’ has been paraphrased to ‘First of all, plenty of options are available to better educate teens about healthy eating.’ Here, ‘there are many ways’ has been changed to ‘lots of options are available’, ‘young people’ was paraphrased to ‘teens’ and ‘healthier choices’ was replaced with ‘healthy eating.’ The second main body paragraph uses the first opinion: ‘Advertisements give the impression junk food is cool.’ It is paraphrased to be used as the first reason in the paragraph: ‘Adverts showing attractive, fashionable people consuming unhealthy snacks are particularly persuasive to children and teens.’ The sentence structure has been changed and keywords have been replaced. ‘Advertisements’ has become ‘adverts’, ‘give the impression,’ becomes ‘are particularly persuasive’ and the idea of something being cool has been expanded to discuss ‘attractive, fashionable people.’ •

Thus: Consequently Taking everything into consideration: On the whole Nonetheless, it is argued that: On the other hand, it is said that Consequently: As a result 5 • •

Answer Key

6

To present techniques for introductions and conclusions • •

•

Go through the theory box with the Ss, then direct Ss’ attention to the introductions and conclusions in Ex. 6. Give Ss time to read the introductions and conclusion and match them up, and then match each of them to the appropriate technique. Check Ss answers.

Answer Key 1 B

2 C

3 A

Introduction 1 uses technique F – presenting a problem that needs a solution. Introduction 2 uses technique C – addressing the reader directly. Introduction 3 uses technique D – starting with a quotation. Conclusion A uses technique G – giving the reader something to consider.

To identify linking words • • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

1 First of all, For instance, As a result 2 On the other hand, for example

Optional extension: Elicit from Ss which of the options from the rubric was not used in the model essay. (i.e. price increases was not used) and ask them to paraphrase it.

4 a)

To practise linking words

Conclusion B uses technique H – ending with a quotation.

Direct Ss’ attention to the linking words in bold. Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key introduce and add points = What is more introduce reasons/examples/results = By doing this, Thus, Consequently conclude = Taking everything into consideration show contrast = Nonetheless, it is argued that

Conclusion C uses technique I – ending with a rhetorical question 7

To present language for expressing opinions • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Suggested Answer Key b)

To substitute linking words • •

Refer Ss to the Useful Language box on p. 71 and give them time to do the task. Check Ss’ answers around the class.

Suggested Answer Key What is more: In addition By doing this: In this way

Conclusion A – ...I’m sure that... – It may be replaced with – I strongly believe that.... Conclusion B – It is my opinion that... – It may be replaced with – it appears to me that... Conclusion C – I firmly believe... – It may be replaced with – it is my firm belief that...

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Module 8

4

To practise language for expressing opinions • • •

b)

Explain the task and read through the example with the Ss. Give Ss time to complete the task. Check Ss’ answers around the class.

To prepare for a writing task; to paraphrase • • •

Suggested Answer Key

Suggested Answer Key

2 While it’s true to say that both eating smaller portion sizes and cutting out all sugary foods can help someone to lose weight, in my opinion, exercising is more effective for weight loss. 3 Some believe that taking part in team sports is beneficial for young people since they teach them teamwork skills; however, doing individual sports can be even more beneficial due to the fact that they teach young people to become self-reliant.

1 Matches the third opinion. (another way to paraphrase: Having and maintaining a certain image or look can lead to promotions and additional opportunities professionally.) 2 Matches the first opinion. (another way to paraphrase: Some people feel that beauty increases their chances for popularity within the social groups that they want to be a part of.) 3 Matches the second opinion. (another way to paraphrase: People feel compelled to adhere to beauty standards set by the fashion industry.)

9 a)

To prepare for a writing task; to analyse a rubric • •

•

Explain the task and give Ss time to complete it. Check Ss’ answers.

Suggested Answer Key Your class has just attended a lecture on factors which influence people to go to extremes with their looks. Write an essay for your tutor discussing two of the factors in your notes. You should explain which factor you think most influences people to go to extremes with their looks and provide reasons to support your opinion. You may, if you wish, make use of the opinions expressed in the discussion, but you should use your own words as far as possible. Write your essay in 220-260 words. The two factors I will choose to write about are social standing and advertising. I believe that advertising is the most important factor that influences people to go to extremes with their looks. 1 2 3 4

I am going to write an essay. The target reader is my tutor. I should write in a formal or semi-formal style. The points which I should include should be two of the three factors that are given in the rubric. 5 I should write four paragraphs. (introduction, 2 main body paragraphs, conclusion)

72

Explain the task and read out sentences 1-3, eliciting from Ss which opinions they match. Give Ss time to write alternative paraphrases. Check Ss’ answers.

10

Optional extension: Ask Ss to brainstorm other reasons why people might go to extremes with their looks. (i.e. peer pressure, insecurity, teenage rebellion, wanting attention, wanting to fit in, wanting to feel part of a group, seeing beautiful people on TV and in movies, some illnesses such as anorexia etc.) Remind Ss that the point of brainstorming is to think of as many ideas as possible in a short time, so they should not worry about whether the ideas are ‘good’ or not. Give Ss a few minutes to brainstorm then ask them to share their ideas with the class. To write an essay based on prompts

•

•

• • •

Refer Ss to the theory on p. 68 and then give them time to complete the task using the Useful Language box and their ideas in Ex. 9a & b. Remind Ss to use a thesis statement and topic sentences, and to include techniques for introductions and conclusions in their essay. Ask Ss to check their completed essay against the Checklist. Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Suggested Answer Key Have you ever looked in the mirror and felt like having a change? Most people might try a new hairstyle or some extra makeup, but some go to even greater lengths such as cosmetic surgery to change their appearance. However, where does this pressure come from? There are several reasons people go to extremes with their looks.

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4 Module First of all, advertisements show perfect models and this can make viewers feel that they should look better themselves. Advertisements appear on television, the Internet and on our city streets, so we see these standards of beauty everywhere we look. As a result, this kind of perfection begins to seem normal and this can make people, especially teens, believe their appearance is inadequate. What is more, many advertisements have been airbrushed, so they are not even depicting the models’ real features. Thus, people end up trying to live up to impossible standards of beauty. Furthermore, it is a common belief that good-looking people have more friends. In particular, attractive people are likely to be noticed and talked about more often. In this way, they may end up with more social contacts. On the other hand, true friendships take time to develop and personality is important. As a result, our looks are not usually the determining factor in our closest relationships. All things considered, I believe that advertisements have the most power to influence people to go to extremes with their looks in order to fit in by changing our views of what is normal. After all, most of us know that our friends love us just the way we are; it is the rest of society we feel more insecure about.

Language Knowledge 1

2 mistake = the negative form is required correction = Our community garden hasn’t been affected by the cut in funding. 3 mistake = the wrong preposition is used correction = Sam’s decision-making is often influenced by his friends. 2 a) • • •

•

Answer Key a) 1 mistake = it has too many words (nine words when six is the limit) correction = extent will people be influenced by 2 mistake = the tense has been changed to simple past when it should have remained present perfect correction = have been seriously affected by 3 mistake = the word given has been changed correction = seems incapable of staying b) 1 mistake = the to/full infinitive needed to be added to the verb correction = He was made to pay the tax that he owed by the court.

To do a key word transformation task • • •

Explain the task and remind Ss not to change the words given in any way. Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 In view of last night’s heavy snow/the heavy snow last night/the fact that it snowed heavily last night, the fun run will have to be cancelled. 2 Gary paid no attention to his brother’s complaints about the meal. 3 Sue would prefer to stay home and cook rather than go to a restaurant. 4 In spite of not feeling well/the fact that he didn’t feel well, Bob went to work./Bob went to work in spite of not feeling well/the fact that he didn’t feel well.

To prepare to do a key word transformation

•

was nowhere to be expected Steve to have arrived to be called off resulted in Jill having to

b)

4

Explain the task. Remind Ss to be aware of the word limit where it is present. Ss work in pairs to identify and correct the mistakes. Elicit answers from Ss around the class.

Explain the task and give Ss time to complete it. Remind Ss to use between 3 and 6 words, and to use the word given. Check Ss’ answers.

Answer Key 1 2 3 4

task •

To do a key word transformation task

3

To practise grammar structures • •

Give Ss time to do the task. Check Ss’ answers. Ss should justify their answers.

Answer Key 1 2 3 4 5 6

D C D C C C

such a + noun phrase + that Despite + -ing form as if (phr) = like adj + to infinitive not only ... but used to + past simple shows past habits, would cannot be used with stative verbs 7 B the gerund after preposition to 8 B she tried her best = phrase 9 C adv + intensifiers + adj

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Module 10 11 12 13 14

A B D A B

4

4

suggest + that + sb + bare infinitive inversion with were – noun – full infinitive modal + perfect passive participle clause (since it was completed ...) as much ..... as

bruise (n): a purple mark on the skin due to an injury rash (n): an area of skin covered in red spots stain (n): a mark not easily removed (usually made by wine, coffee, etc) hinge (n): a point of connection e.g. in a door frame intersection (n): a road junction joint (n): a body part where two bones are connected junction (n): a place where two roads meet hoarse (adj): (of a voice) rough coarse (adj): rough rugged (adj): uneven hefty (adj): big in size and heavy come up with sth (phr v): to think of an idea take up (phr v): to start a hobby make off (phr v): to run away; to escape fall in with sb (phr v): to agree with sb brisk (adj): (of a walk) fast bustling (adj): (of a place) with many people nimble (adj): moving quickly and easily agile (adj): flexible

To practise vocabulary • •

Give Ss time to do the task. Check Ss’ answers. Explain or elicit the meanings of any unknown words.

Answer Key 1 A 2 A 3 D

4 B 5 C 6 A

7 C 8 A 9 D

10 B 11 C 12 A

13 D 14 A

insert (v): to put sth inside sth else exert (v): to put your influence, your power, etc to use assert (v): to state sth with confidence divert (v): to turn in a different direction sluggish (adj): slow-moving flawless (adj): perfect deficient (adj): lacking; inadequate withered (adj): (of plants) dried and dying decrease (v): to decline descend (v): to go down to a lower level sink (v): to go under the water subside (v): to wear off subscribe (v): to sign up to sth prescribe (v): to write an order form for medication inscribe (v): to make words on wood, stone, etc transcribe (v): to make a written copy of sth comprise (v): to be made up of sth constitute (v): to form compensate (v): to make up for sth conclude (v): to infer defend (v): to stand up for sb/sth debate (v): to argue about sth defy (v): to ignore defeat (v): to beat sb evaporate (v): to become steam dissolve (v): (of a solid) to become part of a liquid alleviate (v): to relieve pacify (v): to make sb calm radically (adv): extremely excessively (adv): too much severely (adv): seriously; very badly gullible (adj): easily deceived impressionable (adj): easily influenced approachable (adj): easy to talk to susceptible (to sth) (adj): easily affected by an illness, etc sprain (n): a painful injury due to a sudden twist

Language Focus 1

4

To practise vocabulary for expressing happiness • •

Remind Ss to put the verbs into their correct form and then give them time to complete the task. Check Ss’ answers.

Answer Key 1 chuckled 2 beaming 2

3 giggled 4 smirked

5 grins

To present/practise adjectives related to sports • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 invigorating 2 demanding 3

3 hazardous 4 exhilarating

To present/practise idioms related to sport • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 ropes 2 ball

3 overboard 4 shot

Ss discuss if their own language has similar idioms and share them with the class.

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4 Module 4

To practise vocabulary related to food and nutrition • •

2 • •

Give Ss time to fill the gaps with the words provided. Check Ss’ answers around the class.

bacteria digestion grains fibre obesity

6 7 8 9 10

appetite fatty nutritious minerals calories

Answer Key

3

• •

To practise grammar structures

can It to start good enough by will be meditating

7 8 9 10 11 12

Explain the task and ask Ss to read sentence stubs 1-8. Play the recording. Ss listen and complete the sentences. Check Ss’ answers.

Answer Key

Explain the task and give Ss time to complete it. Check Ss’ answers.

1 2 3 4

Answer Key 1 2 3 4 5 6

3 infectious 4 displayed

To listen for specific information •

Grammar in Focus • •

Give Ss time to do the task. Check Ss’ answers.

1 relieve 2 splitting

Answer Key 1 2 3 4 5

To consolidate vocabulary from the module

helps do not choose are sitting focusing have shown possible

(famous) chain (trainee) chef nutritious food household

4

5 6 7 8

excursions (humble) potato encouragement (local) council

To revise modals • •

Explain the task and give Ss time to complete it. Check Ss’ answers

Answer Key

Progress Check 1

4

1 can’t have/couldn’t have 2 Did you have to 5

To read for specific information •

•

As Ss to read the questions and then give them time to read the text and choose the correct answers. Check Ss’ answers around the class. Ss should justify their answers.

3 must have 4 might/may/could

To revise phrases for agreeing/ disagreeing and giving opinions • •

Give Ss time to choose the correct response. Check Ss’ answers.

Answer Key 1 a

2 b

3 b

Answer Key 1 F he had appendicitis 2 F ‘...Ikaria looks similar to any number of other Greek islands.’ 3 DS 4 T ‘The locals also feast on locally grown wild greens...’/‘ nearly everyone grows their own food.’ 5 B ‘...high quantities of beans...’ (beans=pulses) and ‘...little meat or refined sugar...’ 6 C ‘...digging the earth.’ 7 distinct, tend 8 robustly, solidarity

6

To write an essay based on prompts • • •

Explain the task and give Ss time to complete it. Tell Ss that they can use ideas from the talk in Ex. 3. Give Ss time to plan and complete their work and then check Ss’ answers. Alternatively assign the task as HW and check Ss’ answers in the next lesson.

Suggested Answer Key Most people love to eat a delicious meal, but fewer really love to cook. This is especially true among young people, as they simply do not know how. Nowadays, with rising levels of obesity in teens, it is essential they have the skills to cook healthy meals for themselves. Luckily, there are a number of ways to achieve this.

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Module

4

First of all, cooking can be incorporated into teens’ education. For example, schools could include mandatory cooking and nutrition lessons in their curriculums. In this way, every student would have the opportunity to learn basic cooking skills. Schools could also hold fun cooking-related events, for example bringing in professional chefs to speak, or holding cake sales to raise money for trips or equipment. As a result, students would come to see cooking in a positive light. Secondly, parental encouragement can go a long way in promoting cooking skills. This is because young people learn from their parents’ examples almost subconsciously. So if cooking meals is a fun family activity, it will set them up for a lifetime of enjoying cooking. On the other hand, not all parents are able or willing to cook, so this method will not work for everyone.

All in all, while both parental encouragement and education are effective methods to help teens acquire the skills to cook healthy meals, I feel that including cooking in the school curriculum will make the greatest impact because not all families are able to provide these skills on their own. And after all, aren’t schools meant to provide students with the knowledge they need to succeed in life?

Competences Ask Ss to assess their own performance in the unit according to how competent they feel for each of the listed activities.

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Cause for Concern In this module, Ss will explore the topics of modern social problems, crime and punishment, social injustice and world problems, and the environment.

Module page

77

Lesson Objectives: to give an overview of the module, to introduce key vocabulary for modern social problems Vocabulary: social problems (right to an education, sustainable development, gender inequality, extreme poverty, developing countries, finite resources, earn on average, sanitation facilities, renewable resources, public infrastructure, reading support programmes)

5a Reading

78-79

Lesson Objectives: to listen and read for cohesion and coherence, to do research about “green jobs” Vocabulary: nouns (borough, shed, heap, till receipts, offender, bugbear, tenant, nappy, sack, stench, repercussions, chit chat, obstruction); adjectives (oozing, knotted, meticulous, split, leaking, sound, alleged, collapsed) adverbs (obediently, inexplicably, prematurely); verbs (haul, disown, yield, rummage, be disposed of); collocations (bin bags, back alley, photographic eye, addressed envelopes, waste disposal, registration number, incriminating details, rotting food, charming smile, front lawn)

5b Vocabulary

80-81

Lesson Objectives: to learn words/phrases related to social injustice & world problems, to learn words/phrases related to crime & punishment, to learn words/phrases related to the environment, to learn prepositions, to learn phrasal verbs, to practise word formation

5 Module

Vocabulary: social injustice & world problems (anti-social behaviour, disadvantaged children, alarming rate, affordable housing, youth detention centre, harsh punishment, appalling conditions, deprived areas, prejudice and discrimination, juvenile crime, recession, impoverished communities, terrorism, malnourishment); crime & punishment (trespassing, jaywalking, warning, ban, securities fraud, a fee, compensation, embezzlement, hefty fine, licence, assault, manslaughter, trial, probation, libel, fraud, murder, mugging, capital punishment, imprisonment, vandalism, homicide, community service, sentence); the environment (face reality/extinction/the facts, adapt to a new habitat/to change, avert a tragedy/a scandal/a disaster, curb emissions, pollution, the spread of, rainforest destruction, endangered species, water pollution, climate change, toxic waste, nuclear industry, landfills, chemicals and pesticides, greenhouse gas emissions, global warming, burning fossil fuels, deforestation, illegal logging, cattle farming, poachers, disease, destruction of habitat, oil spills, marine dumping, sewage); phrasal verbs (wipe out, break down, stand up to, call for)

5c Grammar in use

82-83

Lesson Objectives: to revise/practise the passive voice and personal/impersonal structures, to revise/practise reflexive – emphatic pronouns, to revise/practise the causative, to present substitution & ellipsis, to practise key word transformations

5d Listening skills

84

Lesson Objectives: to prepare for a listening task, to listen for gist and specific information Vocabulary: from script (the underprivileged, recession, the bubble burst, compound, stark, knock-on effect, state handouts, demoralising, default, confide, get sth out in the open, put sth in perspective)

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Module Objectives 5e Speaking skills

85

Lesson Objectives: to learn/practise situational language for discussing causes/results of an issue offering solutions, to act out a dialogue discussing causes/results of an issue offering solutions, to do a collaborative task

5f Writing

86-89

Direct Ss’ attention to the title of the module Cause for Concern and ask Ss to suggest what they think the module will be about (the module is about social problems, crime and punishment, the environment etc). Go through the objectives list to stimulate Ss’ interest in the module. 1 •

Lesson Objectives: to analyse a rubric/model, to practise formal style, to practise linking words/phrases and structures, to practise techniques for introductions and conclusions, to write a report

Language Knowledge 5

•

90-91

92

1 developing 2 finite

3 average 4 sanitation

A right B sustainable

C gender D extreme

2

Lesson Objectives: to learn extra theme-related vocabulary on law enforcement, to learn extra theme-related vocabulary on the environment, to practice idioms related to social issues Vocabulary: law enforcement (plead guilty, reach a verdict, make an arrest, break the law, pay a fine, take the blame, driving ban, suspect, suspend, acquit, pardon, accuse, blame, charge, sentence); environment (green credentials, reservoir, pollutant, game reserve, haven, shelter, deciduous, paddy fields, evergreen, arid region, setting, finite resource, natural pollutants, organic, ecological); idioms (foot the bill, on the fringes of society, spiral out of control, find oneself back against the wall, come to a head, in dire straits)

Progress Check 5

Direct Ss’ attention to the web page and give Ss time to read it and to fill the gaps with the provided words. Check Ss’ answers and elicit/explain meanings of any unknown words.

Answer Key

Lesson Objectives: to practise multiple choice cloze, to practise word formation, to practise key word transformations, to consolidate vocabulary and grammar structures

Language Focus 5

To introduce new vocabulary

93-94

Lesson Objectives: to read for cohesion and coherence, to listen for gist and specific information, to consolidate vocabulary & grammar structures from the module, to revise speaking skills, to write a report

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To match solutions to social issues • • •

Explain the task and remind Ss that they can add their own ideas. Give Ss time to complete the task. Check Ss’ answers and elicit ideas for other solutions for each issue.

Answer Key A offer free reading support programmes at school/in the workplace (suggested answers – offer free meals at school so more poor children will attend, make and enforce laws supporting mandatory education, provide transport for children living in remote areas) B promote the use of renewable resources (suggested answers – invest in recycling schemes, make and enforce laws that penalise wasteful industries, encourage responsible consumer behaviour) C encourage companies to pay equal salaries to men and women (suggested answers – create awareness campaigns, educate children in a way that minimises gender stereotypes) D invest in public infrastructure (suggested answers – make some changes to global economy, make sure people in poverty have access to education, provide food banks for those in need)

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5 Module 3

Suggested Answer Key

To rank social issues in terms of their importance •

• •

Perhaps all of these activities are things that an Environmental Crime Investigator has to do as part of his/her job.

Explain the task and give Ss time to rank the social issues according to what they think is most important. Remind Ss that the question asks for an opinion and there are not right or wrong answers. Ask Ss to compare their answers with a partner. Monitor around the class. Elicit orders of importance from various Ss around the class and encourage discussion.

Background information Enfield is a borough in north London which used to be an industrial town but is now suburban and has been redeveloped. About 330,000 people from a mixture of ethnic groups live there.

Suggested Answer Key While I believe it is difficult to say which issue is the most important, as they are all very serious, I’ve ranked the issues as follows: 1 A: right to an education – because an education gives people options and allows them to figure out how to solve their problems for themselves 2 D: extreme poverty – because poverty is the root cause of a lot of the other social problems. 3 B: sustainable development – because destroying the environment harms plants and animals, not just humans. 4 C: gender inequality – I ranked it lowest only because solving the other problems makes this one less likely to appear (poverty and lack of education both create gender inequality). Also, people have the most personal power to eliminate gender inequality in their own lives by not accepting it. Words of wisdom • •

Give Ss time to read the quotation and discuss, in pairs, what they think it means. Ask various Ss to tell the class.

Suggested Answer Key This quote makes a very important point about how we can deal with social issues in our societies. It reminds us that the responsibility to be a force for good falls to each and every one of us. If we want the world to be a better place, it’s up to us to bring about positive change.

5a Reading 1

2

To read for cohesion and coherence; to do a missing sentences task •

•

•

Read out the Study Skills box and ask Ss to read the missing sentences and identify the main point of each. Elicit the main point of the sentences from Ss around the class. Give Ss time to read the article again and do the task. Remind Ss to pay attention to the meaning of the text before and after each gap. Check Ss’ answers.

Answer Key 2 H •

3 F

4 B

5 C

6 A

Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries to look them up.

Suggested Answer Key borough (n): a municipality oozing (adj): leaking out slowly knotted (adj): tied shed (n): a small outhouse used for storage heap (n): a pile meticulous (adj): attentive to detail; precise split (adj): open leaking (adj): letting liquid out till receipt (n): a bill of sale issued from a cash register offender (n): a criminal; a wrongdoer bugbear (n): sth that irritates sb tenant (n): sb who rents a house/flat obediently (adv): submissively haul (v): to drag sth disown (v): to refuse to acknowledge sth nappy (n): a diaper sack (n): a large bag yield (v): to give some information inexplicably (adv): in an unexplained way

To introduce the topic and prepare for a reading task •

•

Ask Ss to read the title and the introduction, then elicit how the activities might be related to the job of Environmental Crime Investigator. Give Ss time to read the text to find out.

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Module 3

5

To consolidate new vocabulary through synonymous words/phrases • •

6

Read the words phrases in the list and give Ss time to find their synonyms in the text. Check Ss’ answers around the class.

•

•

Answer Key

1 When Patricia searches for clues, she looks for things such as addressed envelopes and labels or receipts that could point to an individual or business. 2 I guess she won’t follow up any of these cases by prosecuting them because they are first offences and maybe the people didn’t know better. I’m sure she writes notes and keeps a record though, so if the same people cause trouble again she can take stronger action. 3 I believe one of the main skills Patricia needs for her job is good interpersonal skills because she often needs to deal with people in difficult situations. She would certainly need to be observant so that she can find clues, and she would need to be able to stand disgusting smells and sights because she has to look through rubbish.

To consolidate phrases from the text • • •

Explain the task and give Ss time to complete it. Check Ss’ answers. Ask various Ss around the class to read out their sentences.

Answer Key 1 2 3 4

bin alley photographic addressed

5 6 7 8

disposal registration incriminating rotting

•

9 charming 10 lawn

Suggested Answer Key 1 The crime scene was full of incriminating evidence left by the criminal. 2 The stench of rotting food drifted up from the pile of black bin bags. 3 Back alleys can often be dark and unpleasant places. 4 Many people take pride in keeping their front lawns in good condition.

7

To explain underlined phrases/sentences from a text • •

Give Ss time to discuss in pairs and monitor activity around the class. Elicit the meanings of the underlined phrases/ sentences from various pairs.

Suggested Answer Key ‘The stench is so thick I can almost taste it’ is used to describe a smell that is very strong and overpowering; it’s an expression that leaves an impression on the reader. ‘During some apparently innocent social chit chat’ means that they were talking casually, but it wasn’t really as innocent as it seemed because Patricia was trying to find something out.

Optional extension: Ask Ss to imagine they are reporters who are going to interview Patricia Henry and write down three questions they would like to ask her. Ss then exchange questions with a partner and imagine they are Patricia Henry. Ss should use the information in the text and their own ideas to answer their partner’s questions.

To expand the topic; to present a green job to the class • • •

5

Give Ss time to read the text again and write answers to the questions using their own words without copying information straight from the text. Check Ss’ answers.

Suggested Answer Key

stench = strong smell prematurely = too early rummaging = searching repercussions = negative consequences sound = accurate and strong disposed of = thrown away chit chat = friendly light-hearted conversation alleged = said to have happened collapsed = fallen apart obstruction = blockage 4

To answer comprehension questions on a text

Explain the task. Give Ss time to research online, make notes, and prepare their presentations. Ask Ss to give their presentations to the class.

Suggested Answer Key Ecologist What the job entails: ecologists are scientists who study how all the animals and plants in the ecosystem live together and interact. They study the relationship between living things and their environment. How it helps the environment: This job is important because ecologists study how a healthy ecosystem works, and as a result they can monitor any changes that might take place that threaten it. Ecologists often carry out environmental impact assessments when any kind of development or building project is going to take place to insure the environment is not damaged: in particular, any building projects such as motorways, dams or housing near rural or environmentally important areas.

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5 Module Writing

Background information According to the United Nations Environment Programme, green jobs include ‘work in agricultural, manufacturing, research and development, administrative, and service activities that contribute substantially to preserving or restoring environmental quality. Specifically, but not exclusively, this includes jobs that help to protect ecosystems and biodiversity; reduce energy, materials, and water consumption through high efficiency strategies; de-carbonise the economy; and minimise or altogether avoid generation of all forms of waste and pollution.’

To personalise the topic •

Give Ss a few minutes to think about their answers and write a few sentences. • Ask various Ss to read out their comments to the class. Suggested Answer Key This is a great article and Ms Henry does a great job for the community. I believe the most important thing we can do to prevent the kind of crimes that she investigates is to educate people. I think a lot of the individuals who dispose of their rubbish in an irresponsible way simply don’t know what to do with it. Community clean-up programmes, where residents meet up and clean up public spaces together, might help, too. If an area is full of rubbish, people might not bother to put their own rubbish where they are supposed to, while if it is clean and nice, I’m sure they would be more motivated to keep it that way.

Suggested Answer Key A: I would say that Patricia Henry has got an interesting job. I think it is a good job because it is varied and not boring, and also she is accomplishing something important. It would certainly have some challenges, though. The biggest challenge must be that she has to go to dirty places and deal with disgusting things. B: Yes, this is why I would never want to do a job like this. I wouldn’t like going through old discarded bin bags. The smell would probably be too much for me. A: But it sounds like the smell is something she has got used to and doesn’t even notice. B: I don’t think I could ever get used to the smell of rubbish. Another challenge she faces is that she has to deal with all kinds of people. Some are probably unfriendly and uncooperative, so she would need strong interpersonal skills for interacting with people. It could be very difficult. A: Well, I think she likes interacting with people, so that isn’t much of a challenge for her. I guess it would be for some people, though. I think she is doing a very important job because it directly impacts lots of people’s quality of life, as well as the environment. B: I completely agree with that – it’s an extremely important job. I still wouldn’t want to have this job, though, personally.

Speaking

•

1

To consolidate vocabulary from a text • •

Give Ss time to discuss the questions in pairs and monitor activity around the class. Ask various Ss to give their opinions to the class.

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 patrols 2 disposal 3 stinking 2

4 incriminating 5 prosecution 6 dumping

To consolidate vocabulary from a text • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 burst 2 Rummaging 3 a)

To personalise the topic •

5b Vocabulary

3 knotted 4 yield

5 alert

To present and practise topic-related vocabulary • •

Give Ss time to fill the gaps with the words from the box. Check Ss’ answers. Explain/Elicit the meanings of any unknown words.

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5

Module Answer Key 1 2 3 4

anti-social disadvantaged alarming affordable

b)

5 6 7 8

B: Yes, I agree. I think compensation would also be a good punishment for someone who commits fraud. They should return what they stole, and pay more on top of that, too. A: Well, I think fraud is quite a serious crime. I agree that they should pay compensation, but I also think they should be given a prison sentence. What do you think about mugging? B: Mugging is a very serious crime, so I think the mugger should definitely go to jail. A: Yes, I totally agree that a prison sentence is an appropriate punishment.

detention harsh appalling deprived

To categorise topic-related vocabulary • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 A 4

2 D

3 C

4 F

5 E

6 B

To present and practise topic-related vocabulary • •

6 a)

• •

Give Ss time to choose the correct item. Check Ss’ answers.

1 face

trespassing, warning embezzlement, fine manslaughter, probation libel, compensation murder, punishment vandalism, service

b)

•

To consolidate topic-related vocabulary • • •

It’s important to face reality; we have limited natural resources and we must conserve them. It’s time to face the facts; global warming has been scientifically proven. Habitat loss is forcing animals to adapt to change in order to survive. The US navy has been deployed to help avert a looming environmental disaster and contain the oil spill. The destruction of local forests is a terrible scandal that needs to be averted. It is essential to curb pollution of the air in city environments. There was a vaccination campaign to curb the spread of the disease.

Ask Ss to work in pairs and refer them to Ex. 4 for ideas. Give Ss time to discuss the topic. Monitor activity around the class, then ask various Ss to give their opinion to the class.

Suggested Answer Key

7

A: I think the appropriate punishment for a magazine that commits libel would be to pay compensation to the person whose reputation has been damaged.

3 facing extinction 4 adapt to a new habitat

Suggested Answer Key

To consolidate new vocabulary through personal opinions

• •

4 curb

Give Ss time to complete the sentences and then write sentences of their own. Check Ss’ answers.

1 curbing emissions 2 avert a disaster

Speaker 1 – libel Speaker 2 – fraud Speaker 3 – mugging

•

3 avert

Answer Key

Explain the task and refer Ss to the crimes in Ex. 4. Play the recording, twice if necessary. Ss listen and match the speakers to the crimes. Check Ss’ answers.

Answer Key

b)

2 adapt

To use collocations related to the environment in context

• 5 a)

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key

Answer Key 1 2 3 4 5 6

To present and practise collocations related to the environment

To present and practise topic-related vocabulary • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

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5 Module Answer Key 1 rainforest – c 2 endangered – d 3 water – e 8

Mexico is a Spanish-speaking country located in southern North America. It has a population of more than 119 million people. There is a strong electronics industry and an active economy, though there are large differences in standard of living between the wealthy and the poor. Mexico has a very rich preColumbian history.

4 climate – b 5 toxic – a

ICT To expand the topic and develop research skills • •

Give Ss time to research online, write a few sentences and prepare their presentations. Ask Ss to give their presentations to the class.

Suggested Answer Key I think that climate change is the most serious environmental issue, because once it happens it is irreversible and truly global. It’s caused by burning fossil fuels, deforestation and intensive farming of livestock. The best solution is to stop releasing CO² and other greenhouse gases into the atmosphere. Developing renewable energy would help a lot in this respect.

Answer Key 1 2 3 4

endangered reproductive conservationists principally

• •

To present the passive •

To practise prepositions Give Ss time to complete the task. Ask Ss to check their answers in Appendix I.

Answer Key 1 in 10

2 in

3 on

4 to

To present and practise phrasal verbs related to the topic • •

Give Ss time to complete the task. Ask Ss to check their answers in Appendix II.

Answer Key 1 out •

11

• 2 down

3 up

4 for

Optional extension: Ask Ss to write their own sentences using the phrasal verbs. To practise word formation

• •

Give Ss time to complete the task. Check Ss’ answers.

• •

Background information The vaquita, Phocoena sinus, is the smallest species of porpoise. They are endemic to a tiny geographic area in the northern Gulf of California, in Mexico. They are the smallest porpoise, rarely growing larger than 140 cm. They live alone, and are usually found in shallow water, though they are very rarely seen. They eat many kinds of fish and other sea creatures and use echolocation to find their prey.

hunters illegally invisible entangled

5c Grammar in use 1 a)

9

5 6 7 8

Write the following sentences on the board: William started a charity to help the homeless last year. A charity to help the homeless was started last year by William. Elicit the differences between the sentences (active, passive with agent); the object becomes the subject in the passive sentence, the agent can be added at the end following by. Then write: Someone called the police to the scene. The police were called to the scene. Explain that when the subject of the active sentence is: people, one, someone, they, etc the agent is often omitted in the passive sentence. Elicit from Ss the reasons why we use the passive and write them on the board. (i.e. We don’t know who did the action. It’s not important who did the action. We want to avoid blaming or taking responsibility for a bad/unpleasant action. In headlines, advertisements, instructions, etc) Refer Ss to the Grammar Reference section (pp. GR10-GR11) for more information. Ask Ss to read the newspaper report, identify the passive forms, and answer the questions. Check Ss’ answers.

Answer Key The passive is formed using the verb to be in the appropriate tense, along with the past participle of the main verb. were donated (l.4) – past simple passive is said (l.7) – present simple passive has been named (ll.12-13) – present perfect passive will be accepted (l.17) – future simple passive are expected (l.18) - present simple passive

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5

Module

can be used (l.18) – present infinitive passive with a modal was asked (l.19) – past simple passive

3

To practise the passive with by/with; to practise changing between passive and active structures •

Background information

Write the following sentences on the board: The trees were planted by the students. The trees were planted with a shovel. Elicit from Ss what is the different in meaning between by and with when using the passive. (i.e. by + agent shows who did an action while with + instrument/material/ ingredient shows what the agent uses) Explain the task and refer Ss to the Grammar Reference section (pp. GR10-GR11) for more information. Give Ss time to complete the task and then check Ss’ answers.

Arizona is a state in the south west United States. Southern Arizona has a hot desert climate while the north has pine forest and cold winters. The state has a large Native American population. The Grand Canyon is there, and the state has many striking geological features.

•

b)

To practise changing between passive and active structures

•

• •

Explain the task and give Ss time to complete it. Refer Ss to the Grammar Reference section (pp. GR10-GR11) for more information. Check Ss’ answers around the class.

Answer Key

•

2 with – Local volunteers are running the litter collection campaign with a lot of energy and enthusiasm. 3 by – Sadly, boat propellers injure many sea turtles. 4 with – Someone had vandalised the whole wall and (had) covered it with graffiti.

Suggested Answer Key They became the new owners of coats that Makenna donated to them ... People often say that charity begins at home ... Makenna herself even started a charity, which she has named ... Makenna’s charity will gladly accept any size, style or colour. Makenna expects items to be clean and in a condition that the homeless can use. When reporters asked why she decided to help ... 2

4 • •

Explain the task and give Ss time to write sentences. Ask various Ss to read out their sentences.

Answer Key 2 The national health budget will be cut by the government. 3 A free pick-up of garden rubbish is provided every Tuesday./Garden rubbish is picked up for free every Tuesday. 4 Two hundred employees have been made redundant by a car firm.

To practise the passive • •

To write sentences using the passive

Give Ss time to do the task. Check Ss’ answers. Elicit why the passive was used in each case.

Answer Key 1 was broken into (the person who did the action is unknown) 2 were recovered (the action itself is more important – as in a newspaper headline/obvious from the context) 3 are being set up (the action itself is more important – as in a formal notice) 4 was misled (to avoid responsibility/saying who is to blame) 5 having been declared, was rediscovered (the person who did the action is unknown or unimportant) 6 be recycled (the action itself is more important than the people doing it)

5

To present/practise personal and impersonal structures •

Write the following sentences on the board: Most people know that recycling helps the environment. (active structure), It is known that recycling helps the environment (impersonal passive structure), Recycling is known to help the environment. (personal passive structure). Write a list on the board of the verbs that can have both of these passive structures. (i.e. assume, believe, feel, know, report, say, think, understand, allege, claim, estimate,rumour, expect etc) Refer Ss to the Grammar Reference section (pp. GR10-GR11) for more information.

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5 Module •

• •

Ask Ss to read the text again and find examples of personal and impersonal structures. Elicit from Ss how these structures are formed. Go through the example and then give Ss time to report the weird facts as in the example. Check Ss’ answers.

Answer Key From the text: It is often said that charity begins at home ... (para. 2), ... items are expected to be clean and in a condition ... (para. 3) Impersonal structures: it + passive verb + that-clause Personal structures: subject + passive verb + toinfinitive 2 it is reported that people have a unique tongue print, similar to a fingerprint? people are reported to have a unique tongue print, similar to a fingerprint? 3 it is said that recycling one aluminium can, saves enough energy to run a TV for 3 hours? recycling one aluminium can is said to save enough energy to run a TV for 3 hours? 4 it is estimated that the amount of wood and paper we throw away yearly is enough to heat 50,000 homes for 20 years? the amount of wood and paper we throw away yearly is estimated to be enough to heat 50,000 homes for 20 years? 6

To develop research and presentation skills; to practise the passive voice/personal or impersonal structures •

•

• •

Answer Key ... found themselves receiving ... (para 1) – after certain verbs ... who took it upon herself ... (para 1) – after a preposition Makenna herself even started ... (para 2) – to emphasise the fact that a certain person performed an action 8

To practise reflexive and emphatic pronouns • •

Answer Key

9

To present reflexive and emphatic pronouns •

Write on the board: myself, yourself, himself/herself/ itself, ourselves, yourselves, themselves. Tell Ss that reflexive-emphatic pronouns are frequently used with

4 did it myself 5 be yourself

To present the causative •

Suggested Answer Key

7

Explain the task and read through the example with the Ss. Give Ss time to complete the task. Check Ss’ answers.

2 hurt yourself 3 got up

Explain the task and give Ss time to find facts online, and prepare their presentations. Remind Ss to use personal/impersonal structures. Ss present their weird facts to the class.

Weird environmental facts It is said that glass bottles take more than 4,000 years to decompose! / Less than 1 percent of the water on Earth is believed to be available for use. The rest is either salt water or ice! / Fifty thousand rainforest species are claimed to go extinct annually; that is about 137 species a day! / It is said that the human population on Earth has grown more in the last 50 years than it did in the previous 4 million years! / The oldest trees in the world are thought to be more than 4,600 years old!

some verbs (i.e. behave, burn, cut, enjoy, hurt, kill, look at, feel, look, seem etc) and NOT with other verbs (i.e. wash, shave, dress, undress, meet, rest, relax, stand up, get up, sit down, wake up etc). Point out that we use reflexive pronouns when the subject and the object of the verb are the same person, but we use emphatic pronouns to emphasise the subject or the object of a sentence. Refer Ss to the Grammar Reference section (p. GR11) for more information. Give Ss time to find examples of reflexive – emphatic pronouns in the text. Elicit from Ss how they have been used and why.

•

Write the following sentences on the board: Alex washed his car. Alex had his car washed. and elicit what Alex did in each sentence (i.e. in the first sentence he himself washed the car, and in the second he told someone else to wash the car.). Explain that we can also use the causative when something unpleasant happens to us (i.e. Alex had his car stolen again.). Refer Ss to the Grammar Reference section (pp. GR11-GR12) for more information. Ask Ss to find an example of a causative structure in the text and elicit from Ss how we form the causative, why it is used in the text and what the other uses of the causative are.

Answer Key ... she got her parents to print fifty flyers ... (para 2) The causative is formed with the verb have (or get) + object + past participle. In the text, the causative is used to say that sb convinced someone to do something for them. The causative is mainly used to say that sb has arranged for someone to do something for them and it is also used to talk about an unpleasant experience that somebody had.

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Module 10

•

To practise the causative • •

Explain the task and go through the example with the Ss. Give Ss time to complete the task. Check Ss’ answers.

Answer Key 2 have the garden tidied up 3 Jake (has) had his bike stolen 4 having leaflets printed

Elicit from Ss what the other two questions are asking for.

Answer Key Question one is asking for a specific fact. The question word ‘where’ helped me to decide. Question 2 is asking for a reason and question three is asking for a feeling. b)

To prepare for a listening task (multiple choice)

11

To present substitution and ellipsis • •

•

Read out the theory box and check that Ss’ understand. Give Ss time to find examples of substitution and ellipsis in the text. Refer Ss to the Grammar Reference section p. GR11 for more information.

Answer Key ... in Makenna’s case that (the fact that charity begins at home) was certainly true. (para 2) = substitution ... she decided to go around town with a small cart and (she decided to) collect ... (para 2) = ellipsis 12

To practise substitution and ellipsis • •

Explain the task and go through the example with the Ss. Give Ss time to complete the task. Check Ss’ answers.

•

Answer Key 1 C she ‘...decided to return home to study’ and she is from England. A is wrong because she did volunteer work and a course in psychology in Australia and applied to universities there, but did not choose to study there. B is wrong because while she has relatives there and applied to universities there, she did not choose to study there. 2 a)

To prepare for a listening task •

Answer Key 2 (arrived – ellipsis) 3 one (charity – substitution) 4 there (at the police station – substitution) 13

Give Ss time to complete the task. Check Ss’ answers around the class.

Answer Key 1 2 3 4

were held up by an accident agreement had been reached on/about disruption has been caused to trains will have a professional install

5d Listening skills 1 a)

To prepare for a listening task (multiple choice) • •

Direct Ss’ attention to the words and ask them to look them up in the Word List.

Answer Key

To practise key word transformations • •

Give Ss time to read the extract and answer the question. Check Ss’ answers.

the underprivileged (pl n): the deprived people recession (n): economic downturn the bubble bursts (phr): when a successful period of time suddenly comes to an end compound (v): to make sth worse stark (adj): unpleasant knock-on effect (phr): the fact that sth happening causes sth else to happen state handouts (pl n): benefits from a government demoralising (adj): discouraging default (v): to fail to pay sth on time confide (v): to trust sb and tell them your problems get sth out in the open (phr): to make sth public knowledge put sth in perspective (phr): to judge sth sensibly and in comparison with similar things b)

To identify what questions are asking for •

Read out the Study Skills box and check that Ss have understood. Ask Ss to read the three questions and elicit which is asking for specific facts. Then elicit which words helped the Ss decide.

•

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Give Ss time to read the questions and decide what they are being asked to listen for. Check Ss’ answers around the class.

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5e Speaking skills

Answer Key 1 specific fact – a place 2 an opinion 3 specific fact – a feeling c)

4 gist 5 an opinion

1 •

To do a listening task (multiple choice); to listen for specific information; to listen for gist • •

•

Play the recording twice. Ss listen and complete the task. Check Ss’ answers.

3

Suggested Answer Key

3 A

4 C

5 B

To personalise the topic • •

4

2 B

Ask Ss to read the first and last exchanges and elicit what they think the dialogue is about. Play the recording. Ss listen and check if their guesses were correct.

I think the dialogue is about homelessness; they will probably discuss the reasons why there are more homeless people recently and what could be done to help them.

Answer Key 1 C

To predict the content of a dialogue

Give Ss time to discuss in pairs and write a few sentences. Monitor activity around the class then ask various Ss to report to the class.

2

To practise phrases for discussing causes and results and offering solutions • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Suggested Answer Key

Answer Key

A: Homelessness is a very big problem in my area, and there are not many social services to help people. B: I agree. I think one big cause of homelessness in my area is unemployment. People lost their jobs in the financial crisis and they ended up on the street. It’s very difficult to resolve this kind of problem because without further growth and new jobs people will struggle to support themselves. A: Yes, that’s true. These people can really benefit from simple kinds of help, such as a shelter where they can sleep, shower and wash their clothes. B: Yes, and any kind of educational programme that will help them to get back in the workforce would be very useful, too. Sentences: Some people become homeless because they have lost their jobs and can’t find another because of the economic recession, so they lose their homes. Shelters that provide basic necessities such as a place to sleep and wash can help homeless people. Education programmes can help homeless people get back into the workforce.

I guess that’s mostly down to ... = discusses a cause. Replace with: I think the recession has a lot to do with it. As a result, some people end up on the streets = discusses a result. Replace with: This invariably leads to some people ending up on the streets. ... a long-term solution would be ... = offers a solution. Replace with: I think a lot could be achieved by local authorities giving ...

To do a multiple matching listening task; to listen for gist • • •

Give Ss time to read the statements. Play the recording twice. Ss listen and match the statements to the speakers. Check Ss’ answers.

Answer Key 1 C

2 G

3 E

4 H

3

To act out a dialogue using prompts • •

•

Explain the task and tell Ss that they can use the dialogue in Ex.1 as a model. Direct Ss’ attention to the Useful Language box and remind them to use the phrases for discussing causes and results and offering advice when they act out their dialogue. Write this diagram on the board for Ss to follow. A Make a comment about the issue of youth unemployment.

B Agree and make another comment.

Mention a cause of the issue.

Agree, comment and add a result.

Ask what can be done.

Offer a solution. Justify your opinion.

Agree and offer another solution.

5 A

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Module • •

5

Ss work in pairs and act out their dialogues. Monitor activity and then ask various pairs to act out their dialogues in front of the class.

Suggested Answer Key A: It’s terrible that there are so many young people who are unemployed. B: Yes, and youth unemployment seems to be a much bigger problem now than it was just a few years ago. A: Well, I guess the recession plays a huge part in that. There just aren’t enough jobs to go around, and young people often lack qualifications and skills so they haven’t got much chance of being hired. B: You’re absolutely right. It is particularly hard for people to get their first job, because they don’t have any job experience yet, but they have to get a job in order to have experience! This can lead to poverty and debt when people are just starting out in their professional lives, and as a consequence it can be really hard on their self-esteem. A: Yes, but what can be done about it? These are such difficult times because the economy isn’t strong. B: I know what you mean, but there are things that could improve the situation. For example, I think a lot could be achieved if the government would give incentives for businesses to employ young people – something like a tax rebate. The reason I say this is because everyone would benefit – both businesses and young people. A: That’s a good idea. Some people say that there should be more vocational training for young people, and I agree that this might help them gain practical skills that employers value. B: Yes, that sounds like a good solution, too. 4

To do a collaborative task • •

• •

Read out the Study Skills box and check that Ss understand. Explain the task and refer Ss to the Useful Language box. Remind Ss that they should discuss all the options and come to a consensus by the end of the discussion. Ss read the information and options and use the Useful Language box to do the task. Monitor activity and then ask various pairs to do the task in front of the class.

Suggested Answer Key A: Well, I would say that making recycling compulsory is a good idea. It’s extremely important for everyone to recycle, but some people can be lazy about it.

88

B: I agree with you that recycling is essential, but personally I don’t think making it compulsory would do any good. How could this be enforced? I think it would be impossible! However, I would suggest making recycling really easy, for example by putting individual bins for glass, plastic, paper and compost out in front of each building and having them collected. That way, it will be easier to recycle than to just throw stuff away. It would be so easy that everyone would do it! A: That’s a good point. What about planting more trees? I think it’s an excellent idea. Trees look good, and also clean the air. They are essential for a healthy environment. B: Plants are certainly important in a city environment, and planting trees is a good thing to do. However, in my view creating community gardens might be even better. It would also introduce plants into the city environment, and it would have the added benefit of providing organic produce, not to mention outdoor exercise for residents. What do you think about building car parks near transport connections? A: It’s not a bad idea, but as far as I’m concerned it would be the least effective. I think most people who drive would still drive, regardless of the presence of a car park. I think cycle lanes would be a better option. That way, we can avoid car use altogether. B: Yes, personally I know a lot of people who would like to travel around the city by bicycle but don’t because it isn’t very safe. I believe that making bike lanes would have a big impact. Well, we already talked about community gardens, so, what about starting litter clean-up schemes? It’s not a bad idea. A: Well, I think it’s a terrible idea! I say this because cleaning up their litter is something everyone should do anyway. It shouldn’t require a special scheme. B: Yes, but evidence suggests that when people work together to clean up their neighbourhoods, they take better care of them. It could be effective. But I agree it might not be as important as some of the other options. I think the best by far is creating community gardens. What would you say? A: It’s really difficult just to choose two because they are all good suggestions, and all things that should be done. But I agree about community gardens and then I’d go for introducing cycle lanes. B: Great! That sounds good. I agree with you. • Optional extension: Ask Ss to work in pairs. Ss tell their partners something they don’t like about their town, neighbourhood or community, and their partner offers solutions

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To analyse a model answer • •

3

Play the recording. Ss listen to the model answer and compare it to their own.

The example of the task covered all of the points like our discussion. However, it was slightly more detailed and examined each topic in greater depth.

5f Writing To analyse a rubric • • •

•

•

Suggested Answer Key

1

To practise formal style

Read through the theory box on reports with the Ss and check that they understand the material. Give Ss time to read the rubric, underline the key words and answer the questions. Check Ss’ answers around the class.

Explain the task and give Ss time to read the model again and find the corresponding phrases/ sentences. Check Ss’ answers around the class.

Answer Key 1 The aim of this report is to outline and assess the improvements that have been made to my neighbourhood ... 2 While some measures taken have been successful, other measures have been less so. 3 ... there are several ways in which the neighbourhood could be further improved. 4 Despite these efforts, there is still a problem with youth unemployment and delinquency. 5 Several major improvements have been made to the neighbourhood recently. 6 ... I believe that the impact of recent rejuvenation and redevelopment in the area is positive but there is still room for improvement.

Answer Key You work for the local council. The head of the community affairs committee is investigating ways to improve neighbourhoods in different towns. He has asked you to write a report in which you give information about the improvements in your community. Your report should briefly describe what has been done to make your neighbourhood a more pleasant place to live, discussing whether the improvements have been successful. It should also explain what more could be done. 1 I have to write a report for the head of the community affairs committee. 2 I expect to use the passive voice and advanced vocabulary. 3 My report must include the improvements that were made in my neighbourhood, whether the improvements have been successful and what more could be done. 2

To read a model report and match headings to paragraphs • •

Give Ss time to read the model and choose the appropriate headings for each paragraph. Check Ss’ answers.

Suggested Answer Key 1 B

2 C

3 A

4 a)

To practise formal style • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 2 3 4 5 6 7 8 9

an alarming increase globally plague In terms of new statistics serious consequence rapid deterioration Citizens escape prompt action is taken

b)

To expand prompts into full sentences • •

Give Ss time to use the prompts to write sentences. Check Ss’ answers around the class.

Suggested Answer Key 1 Water pollution has been increasing/has increased at a worrying rate. 2 The majority of water pollution is due to/down to/the result of rubbish and industrial waste being dumped in rivers and oceans by individuals and large industries. 3 This problem needs to be addressed quickly. 4 New data suggests that water pollution levels will continue to rise in the future.

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5 The outcome of this will not only be/is not only going to be the destruction of marine life, but also the loss of our drinking water supply. 6 One way to prevent water pollution could be by imposing heavy fines and severely punishing individuals and industries. 7 The effect of this will/is going to deter others./This will have/is going to have the effect of deterring others.

6

To practise grammatical structures used in reports • • •

Read through the theory box with Ss and check that they understand the material. Explain the task and give Ss time to complete it. Check Ss’ answers. Ss should give reasons for their choices.

Answer Key 5 a)

To practise linking words and phrases • • •

Read out the language box on linking words/ phrases and structures. Give Ss time to complete the task. Check Ss’ answers.

Suggested Answer Key 1 Nevertheless/However 2 While/Although, For example/For instance, In addition/Furthermore/Additionally 3 Firstly, although/while b)

To practise linking words/phrases and phrases/structures to make suggestions/ recommendations, express opinion and conclude •

• •

Explain the task and remind Ss to look at the language box above and also the Useful Language box on p. 89. Give Ss time to fill in the gaps. Check Ss’ answers.

Suggested Answer Key

1 increased is crossed out (have increased – present perfect because it is talking about something that has recently been completed) 2 will volunteer is crossed out (volunteer – present simple describing a situation in the present) 3 might is crossed out (could = hypothetical construction) 4 predict is crossed out (hope (v) = to want something to happen), potential is crossed out (future (adj) = anything that occurs in the future) 5 proposed is crossed out (expected (adj) = a prediction), possible is crossed out (forthcoming (adj) = something that has been arranged and will happen soon) 7 a)

To predict content of reports from introductory paragraphs • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Suggested Answer Key A The report will evaluate a charity event. Possible headings: Overall attendance, Donations B The report will be about homelessness. Possible headings: Reasons homelessness has increased, Possible solutions

1 Despite, I would recommend 2 It seems to me, for instance/for example/ especially/particularly/specifically 3 In conclusion/To conclude, In this way/ Consequently/As a result

b) c)

To practise phrases for making suggestions, expressing opinions and concluding • •

Give Ss time to read the model again and complete the task. Check Ss’ answers.

• •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 B The writer gives an opinion and summarises 2 A The writer summarises and recommends a course of action

Answer Key making suggestions: I would recommend ... expressing opinions: ... I believe that ... concluding: On the whole ...

8 a)

Suggested Answer Key

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To match the beginnings and endings of reports

I would recommend = I would suggest/one solution would be to/one suggestion would be to I believe that = It seems to me that/As far as I am concerned On the whole = To conclude/In conclusion

To expand prompts into sentences and put them in order to form a paragraph • •

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Give Ss time to write sentences and put them in order. Check Ss’ answers around the class. Elicit which is the topic sentence and which are supporting sentences.

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Suggested Answer Key

A 2 Some measures that have been taken, such as stricter policing and heavier fines when the law has been broken, seem to have made the area safer and more pleasant. B 4 On the other hand, the installation of closedcircuit television in public places has done little to deter burglaries in the area. C 1 While some crime prevention measures have been successful, other measures have not. D 3 Moreover, not only has ugly graffiti been cleaned off the walls, but colourful murals by talented young artists have appeared in its place. C is the topic sentence and A and D support the first part of the sentence, while B supports the second part. b)

To practise writing supporting sentences • • •

Explain the task and remind Ss to use language from the Useful Language box. Give Ss time to write their sentences and compare with a partner. Check Ss’ answers around the class.

Suggested Answer Key A Without a doubt, recent changes have made the area more attractive for young families, yet there are further measures that need to be taken. Firstly, a brand new housing estate has been built, with affordable homes and plenty of green spaces where children can play. In addition, improved public transport links have made it easier for residents to commute to the city for work. However, despite these changes, crime rates are still higher than in surrounding areas and action should be taken to reduce them. B The issue of unemployment is one that the government can take action to improve. One solution would be to give employment subsidies; for example, firms could be given tax breaks for hiring long-term unemployed people. In addition, vocational training schemes could be created that provide free classes for the unemployed. In this way, their job skills would improve. I believe that if these measures were implemented, it would ameliorate the situation and the unemployment rate would drop. 9 a)

To analyse a rubric • •

Give Ss time to complete the task. Check Ss’ answers.

You work for a volunteer group that helps homeless people in your community. A member of the town council has asked you to write a report about the problem of homelessness in your town. Your report should briefly discuss the causes and results. You should also suggest solutions to help the homeless people in your community. Write your report in 220-260 words. 1 I have to write a report about the problem of homelessness in my town. 2 I am a member of a volunteer group that helps homeless people. I am writing to a member of the town council. 3 I should write in a formal style. 4 I will use the present, past and future tenses; the passive voice should also be used. 5 In the introductory paragraph I will include a clear statement of the purpose of the report, and the content that it will include. 6 I will write 2 main body paragraphs. 7 The subheadings I will use are: ‘The problem of homelessness’ and ‘Possible solutions’. 8 In the conclusion I could include a summary of the information in the report and an opinion or recommendation. b)

To write a report •

• •

• •

Refer Ss to the theory box on p. 86 and then give Ss time to write their reports using the Useful Language box and their answers from Ex. 9a. Remind Ss to use the appropriate formal style and to give each paragraph a suitable heading. Ss should check their reports against the Checklist when they have finished, or they can swap reports and evaluate each other’s piece of writing. Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Suggested Answer Key To: City Council From: Matt Hopkins Subject: Homeless people in our community Date: 30/07/17 Introduction The purpose of this report is to discuss homelessness in the town of Oakridge and propose solutions that might help the homeless in our community.

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The problem of homelessness Economic problems are the main cause of homelessness in Oakridge, and the results are devastating. Due to the recession, companies are laying off many employees. As a result, there has been an increase in the number of people seeking jobs. Unfortunately, few new positions are being created and people who become redundant are not able to find employment. If mortgage payments are missed, they can easily lose their homes and find themselves on the street. This can negatively affect people’s self-confidence and emotional state, making recovery even more difficult.

2 • •

Explain the task and give Ss time to complete it. Check Ss’ answers on the board.

Answer Key 1 2 3 4

recognition participants misshapen retailers

3

Possible solutions There are a number of things that should be done to help homeless people in our community. First of all, although Oakridge has a homeless shelter, it is small and ill-equipped. It should be expanded so that more people can use the facilities. Secondly, the council could set up an educational programme to help the unemployed find new jobs. Since many people have to change fields of work, guidance regarding what direction to take and how to get started would be invaluable for them. Finally, each citizen ought to donate or volunteer as much as they are able to charity. Conclusion To conclude, homelessness has become a pressing problem in the community of Oakridge. However, if the shelter is expanded, educational support provided and everyone does what they can, the prospects of the homeless will be greatly improved.

To practise word formation

5 6 7 8

staggeringly edible unnecessarily motivates

To practise key word transformations • • •

Explain the task and remind Ss not to go over six words and to use the word given. Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 2 3 4 5 6 7

are expected to make an arrest came to the conclusion last time I saw Angela was isn’t cut out for are believed to be in danger I have both been victims turned out to be

4

To practise grammar structures • •

Give Ss time to do the task. Check Ss’ answers. Ss should justify their answers.

Answer Key

Language Knowledge

5

1 2 3 4 5 6

Background information Zimbabwe is a landlocked country in southern Africa, with a population of almost 13 million people. Its capital city is Harare. It has a mix of tropical and warm desert climates and has suffered recent droughts. There have been frequent wars and political unrest in recent times.

1

7 C

To read for cohesion and coherence • •

Ask Ss to read the text and then read the 4-word options (1-8). Give Ss time to read the text and choose the correct word to fit in each gap.

Answer Key 1 A 2 B

3 D 4 C

5 A 6 C

A A B B A A

8 9 10 11

B D C D

12

C

5

present perfect passive as (conj) = because would rather sb + past perfect (past reference) by herself = without help a modal verb in the passive voice word order: subject + verb with adverb between the auxiliary and main verb substitution (not replaces he does not go with you) reduced relative clause + phr v even though (phr) = although neither … nor one is ... and ... the other is not (word order = subject + verb) were permitted to To practise vocabulary

• •

Give Ss time to do the task. Check Ss’ answers. Explain or elicit the meanings of any unknown words.

7 B 8 C

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4 D 5 A 6 B

7 B 8 C 9 A

10 B 11 D 12 C

bond (v): (of two things) to fix together affix (sth to sth else) (v): to stick sth to sth else; to attach sth to sth else cling (to sth/sb) (v): to hang on to sth/sb transmit (v): to transfer sth switch (v): to change to sth new divert (v): to reroute

13 A 14 D

disappear (v): to vanish dissolve (v): to become part of a liquid disengage (v): to detach disperse (v): to make a crowd go in different directions be in a critical condition (phr): to be seriously ill central (adj): principal; main crucial (adj): very important criminal (adj): law-breaking confer (v): to consult with sb consent (to sth/doing sth) (v): to agree to do sth conceal (v): to hide sth convert (v): to transform determine (v): to establish sth; to find facts so as to prove sth true discern (v): to be able to see or notice sth detect (v): to discover sth discriminate (between two things) (v): to distinguish between sth and sth else subdue (v): to suppress discipline (v): to train sb to obey rules soothe (v): to calm sb conquer (v): to defeat an enemy make ends meet (phr): to barely earn enough money to live ally (n): a supporter peer (n): a person of the same age as you colleague (n): a co-worker associate (n): a partner; a collaborator repel (v): to drive sth/sb away deflect (v): to divert sth fend sb off (phr v): to defend yourself against sb havoc (n): destruction defect (n): an imperfection deficit (n): a shortfall fracture (n): a broken bone recoil (v): to pull back in fear shun (v): to avoid sb balk (v): to refuse to try sth steer (v): to cause a vehicle to move in a particular direction conform (to sth) (v): to comply with sth create (v): to make sth realise (v): to become aware of sth establish (v): to verify sth regulation (n): an official rule restraint (n): the repression of your emotions restriction (n): a limitation (on sb/sth) renovation (n): refurbishment adhere (to sth) (v): to abide by sth; to follow sth

Language Focus 1

5

To present and practise new vocabulary related to the topic • •

Give Ss time to complete the task. Check Ss’ answers. Explain/elicit the meaning of any unknown words.

Answer Key 1 pleads 2 reached 2

3 to make 4 are breaking

5 pay 6 took

To present and practise new vocabulary related to the topic • •

Give Ss time to choose the correct word. Check Ss’ answers. Explain/elicit the meaning of any unknown words.

Answer Key 1 ban 2 suspended 3

3 acquitted 4 accused

5 charged

To practise idioms related to the topic • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 2 3 4 5 6 4

on the fringes of society foot the bill in dire straits came to a head spiral out of control back against the wall

To present and practise new vocabulary related to the topic • •

Give Ss time to choose the correct items. Check Ss’ answers.

Answer Key 1 credentials 2 reserve

3 paddy 4 region

5 finite 6 organic

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Grammar in Focus

2 • •

To practise grammar structures • •

Explain the task and give Ss time to compete it. Check Ss’ answers around the class.

had been living/had lived had to to not was being fed where little

Progress Check 1

8 9 10 11 12 13 14

this/it could so runs to show to be adopted they

1 address 2 disowned 3

Answer Key

4

•

•

Explain the task and remind Ss to read the missing sentences and identify the main point of each before they read the article. Give Ss time to read the article and do the task. Remind Ss to pay attention to the meaning of the text before and after each gap. Check Ss’ answers

Background information Bangladesh is a country in South Asia. It has a population of almost 169 million people. It is considered a developing nation, and has been affected badly by poverty and natural disasters. It is one of the largest exporters of textiles in the world. Kutubdia Island is in Bangladesh in the Bay of Bengal. It is an agricultural and fishing community. It exports fish and salt. There is less than 30% literacy there. The Bay of Bengal is the north-eastern part of the Indian Ocean. It is the largest bay in the world.

2 A

3 C

4 B

5 B

To consolidate grammar from the module • •

Give Ss time to choose the correct items. Check Ss’ answers.

Answer Key 1 do 2 was rediscovered 3 myself 5

Answer Key 2 B (after gap it is certainly true refers to statement in B because the carbon footprint of these people is small) 3 H (network of cyclone shelters in H + these shelters after the gap) 4 A (before the gap, talking about changes + also in A, after the gap, monsoon = a seasonal pattern) 5 G (after the gap there refers to other places in G, also G is example of challenges) 6 C (their new home after the gap refers to sentence C Most live... ,)

5 leaking

Play the recording. Ss listen and complete the task. Check Ss’ answers.

1 C

5

3 deprived 4 white-collar

To listen for specific information; to listen for gist (multiple choice) • •

To read for cohesion and coherence •

Explain the task and give Ss time to complete it. Check Ss’ answers around the class.

Answer Key

Answer Key 1 2 3 4 5 6 7

To consolidate vocabulary from the module

4 he had it repaired 5 will have been lowered

To revise language for discussing causes and results and suggesting solutions. • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 b 6

2 a

3 a

To write a report • •

Give Ss time to write their reports. Check Ss’ answers.

Suggested Answer Key To: Local Council From: Katie Hawks Subject: Environmental issues in our community Date: ... Introduction The purpose of this report is to discuss the environmental issues in our community, and suggest ways to resolve them. There are two main environmental issues, but steps can be taken to lessen their impacts.

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5 Module Traffic One major environmental problem is heavy traffic. It causes air pollution, noise pollution, and makes life generally unpleasant. Cars get stuck idling in traffic jams for long periods which exacerbates the situation. Data from other cities show that banning cars from the city centre is an effective solution that can improve the city environment and raise quality of life. Alternatively, a scheme could be created allowing people to bring their cars into the city only on certain days of the week.

Conclusion Our community faces some serious environmental problems due to heavy traffic and fires. However, I strongly believe that if appropriate steps are taken, we can live in a cleaner and healthier environment.

Competences Ask Ss to assess their own performance in the unit according to how competent they feel regarding each of the listed activities.

Pollution from fires Secondly, wood and even rubbish is frequently burned in order to heat homes. As a result, a great deal of smelly black smoke is produced. This smoke is toxic, causes breathing problems, and harms the city trees. What is more, it creates black dust that settles everywhere and makes it impossible for residents to dry their clothes outside. This problem is due to the fact that people cannot afford to heat their homes any other way, so the government should lower taxes on electricity and natural gas, and take other actions to alleviate poverty. As a result, people would not burn rubbish because they could afford to use the central heating.

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Module

6

Material World

In this module, Ss will explore the topics of advertising, shopping, money and spending.

Module page

95

Lesson Objectives: to give an overview of the module, to introduce key vocabulary for advertising Vocabulary: advertising (brochure, digital advertising, full page spread, digital hoarding, classified ad, flyer, pamphlet, catchy slogan, alliteration, attention-grabbing headline, scientific reference)

6a Reading

96-97

Lesson Objectives: to listen and read for opinion, attitude and specific information, to do research and write a report about reusing, recycling and reducing waste Vocabulary: nouns (obsession, extraction, distribution, disposal, horror, fertilizer, pesticides, resources, narrative, exposé); adjectives (humble, compelling, practical, developing, affluent, concrete, appealing, engaging, dismal, second-hand); verbs (value, collapse, resonate, scoff, interweave); adverbs (sorely, purposely, poorly); phrases (break the vicious cycle, material acquisition)

6b Vocabulary

98-99

Lesson objectives: to learn words/phrases related to shopping, to learn words/phrases related to money & spending, to learn prepositions, to learn phrasal verbs, to practise word formation Vocabulary: shopping (delicatessen, organic food shop, DIY superstore, farmer’s market, millinery shop, craft shop, hammer and nails, canvases, seasonal vegetables, pesticide free food, a fascinator, cold meals); money & spending (leave sb broke, email alerts, proposal, offer, deduction, discount, last-minute, end-of-season, be out of fashion, knock-down prices, returns policy, repayment, buy on impulse/at auction/on hire purchase/in the sales, pay in arrears/in full/in advance/in instalments/in cash/by credit card/with a store card, be in debt, spendthrift, bargain-hunter, sales, get a good deal, frugal, stingy, pricey, split the bill); phrasal verbs (shop around, sell out, take sth back, run out of)

6c Grammar in use

100-101

Lesson Objectives: to revise/practise conditionals, mixed conditionals, wishes and other phrases with hypothetical meaning, to practise key word transformations

6d Listening skills

102

Lesson Objectives: to listen for specific information Vocabulary: from script (take a battering, aspiring, boom in, revenue, tedious, limitation, inventory, warehouse, invaluable, the exception that proves the rule, convenience, hardware store, contend with, overheads, running costs, opt for, warrant, vigilant)

6e Speaking skills

103

Lesson Objectives: to learn/practise situational language for making and responding to a complaint, to act out a dialogue making and responding to a complaint, to express an opinion on a controversial issue based on written input/ argue a case

6f Writing

104-107

Lesson Objectives: to analyse a rubric/model, to practise techniques of cohesion, to practise punctuation, to practise linkers and linking phrases, to write a for-and-against essay

Language Knowledge 6

108-109

Lesson Objectives: to practise open cloze, to practise word formation, to practice key word transformations, to consolidate vocabulary and grammar structures

Language Focus 6

110

Lesson Objectives: to learn extra theme-related vocabulary on advertising, shopping, money & spending, to practise idioms related to money Vocabulary: advertising (boost, promote, launch, release, deliver, distribute, employ, occupy, express, convey); shopping (import, reasonably priced item, complete a transaction, offer, stock); money & spending (invest, deposit, withdraw, owe, savings, expenses, loan, fee, generous, stingy, poor, rich, miserly, prosperous, affluent, hard-up, well-off, penny-pinching, broke, mean, big-hearted, tightfisted, wealthy, charitable); idioms (cost an arm and a leg, foot the bill, be strapped for cash, save for a rainy day, a license to print money)

Progress Check 6

111-112

Lesson Objectives: to read for opinion, attitude and specific information, to listen for specific information, to consolidate vocabulary & grammar structures from the module, to revise speaking skills, to write a for-and-against essay

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6 Module Module Objectives

Ad 2 is selling clothing. The target audience is the readers of the magazine; it is probably a fashion magazine and the readers are probably women. The message is that these clothes can make you look glamorous, and maybe also that it’s time to change your looks for the changing seasons. Ad 3 is promoting a delivery service. It is probably aimed at business owners who have to ship their product to customers, or maybe this service distributes informational material like flyers or leaflets. The message in a bottle in the picture suggests a lost letter drifting aimlessly in the sea, so this ad is saying that you have to send your message in the correct way. Ad 4 is promoting a product – aloe. I’m not sure if it is selling a specific cream, or an ingredient for creams, so it is either aimed at companies who produce creams or individuals who buy creams. The message of the ad is that this product really works, and that their claim is backed up by scientific proof.

Direct Ss’ attention to the title of the module Material world and ask Ss to suggest what they think the module will be about (the module is about advertising, shopping, money and spending). Go through the objectives list to stimulate Ss’ interest in the module. 1

To introduce new vocabulary • •

• • •

Go through the list of advertisement types with Ss. Explain that the word ‘advertisement’ has two abbreviations, ‘ad’ and ‘advert’, and that both are used in this module. Direct Ss’ attention to the ads and elicit which type each one is. Direct Ss’ attention to the question and give them time to discuss it. Elicit answers from various Ss around the class.

Answer Key 1 digital hoarding 2 full page spread

3 pamphlet 4 digital advertising

3 •

Suggested Answer Key S1: What are some other types of advertising? S2: Well, some other types of advertising include flyers and classified ads. Can you think of any others? S1: Yes, how about radio advertising and viral advertising campaigns on the Internet? S2: That’s great. Viral advertising has become very popular these days.

• •

a catchy slogan = Your message is our message! (or Bargains to blow you away, or Step into Spring with Style) Alliteration = Step into Spring with Style, or Bargains to blow you away an attention-grabbing headline = Bargains to blow you away!/Step into Spring with Style/Don’t leave it to chance/Researchers agree! a scientific reference = Researchers agree!

Aloe is a genus of plants from tropical and southern Africa. Aloe vera is a plant with medicinal properties. The gel inside the leaves is thought to help the skin heal and today it is a frequent ingredient in commercial creams.

I think all of these things would have an impact on the reader by catching their attention and making them want to find out more. The catchy slogan and alliteration would probably also stick in the readers’ minds and cause them to remember the advert and the product.

To discuss the messages in ads • •

Explain the task and read out the phrases. Elicit/ explain the meanings of any unknown words. Ask Ss to find an example of each of the phrases in the adverts. Elicit what impact Ss think they might have on the reader.

Answer Key

Background information

2

To introduce new vocabulary

Read out the questions and give Ss time to answer them in pairs. Elicit answers from various Ss around the class.

Suggested Answer Key Ad 1 is selling cars. The target audience is anybody travelling on the road. The message is that you can get a very good deal on a car, so if you want/need one, now is the time to buy.

4

To discuss the effectiveness of ads; to personalise the topic • •

Elicit from Ss around the class what makes an ad effective. Ask various Ss to say which ad they think is most effective and why.

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Module

Suggested Answer Key I would say the digital hoarding is most effective, first of all because it is huge! You really can’t miss it. But I also believe it’s an effective ad because it’s advertising cars, right by the roadside. The people who see it will be driving their cars when they see it, or maybe even riding in an uncomfortable bus. So if they don’t like their current mode of transport, that’s exactly what will be on their minds when they see this car advert.

4 negative – words that helped me decide: dramatise the issue, intention of engaging, but ... the exact opposite b)

• •

Words of wisdom • •

•

Direct Ss’ attention to the quotations and give them time to discuss in pairs. Ask various Ss to give their opinion to the class.

I agree with the second quote. I think that advertisements very rarely tell the whole truth. Instead, they present things in a way that makes their product look better than it actually is. So, even if the individual points are not lies, the whole message can be very inaccurate. Yes, you have a point. However, I don’t think all ads work in this way, so I would tend to agree with the first quote. I believe that some advertisers know that consumer trust, which is a result of telling the truth, is very powerful. I think it depends on the product, though. If someone is buying a new car, for example, they want to feel that they can trust the person they are buying from. They want to be sure it’s safe, and that if they have a problem, they will have support. However, if someone is buying clothes, they probably don’t want to know the truth! They want to believe that the clothes will make them beautiful and happy!

S2:

S1:

Suggested Answer Key

c)

1 a)

•

Explain the task and give Ss time to read the text and match the opinions to the reviews. Check Ss’ answers.

Answer Key 1 B 2

2 D

3 A

4 C

To read for opinion, attitude and specific information; to do a cross-text multiple matching task • •

• •

Read out the Study Skills box and check Ss’ understanding. Ask Ss to go through the texts and underline the parts that express an opinion or attitude, then ask them to read the questions and underline the key words. Remind Ss that for each question they have to identify an opinion and then find similar or different opinions given by the other reviewers. Give Ss time to complete the task. Check Ss’ answers. Ss should justify their answers.

Answer Key

To identify opinion • •

To match opinions to reviews •

•

6a Reading

Direct Ss’ attention to the picture and the title of the text. Elicit from Ss what they think the book reviewed in the text is about. Play the recording. Ss read and listen to find out.

I think the book is about the issue of consumption in our society, the impact of over-consumption, and ways to solve the problem.

Suggested Answer Key S1:

To introduce the topic; to listen and read for specific information

Explain the task and give Ss time to complete it. Check Ss’ answers. Elicit the words that helped them decide.

Answer Key 1 positive – words that helped me decide: thoughtprovoking, important 2 positive (mostly) – words that helped me decide: relevant, compelling, really engages 3 positive – words that helped me decide: goes way beyond, practical solutions

1 C Text C = ‘not likely to resonate with most readers’ Text A = ‘you won’t be able to put this book down’ Text B = ‘compelling examples’ and ‘worth a read’ Text D = ‘fascinating’; ‘engaging’ and ‘draws the reader in’ 2 D Text A = ‘not all doom and gloom’ Text D = ‘allows some room for hope’

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6 Module 3 D Text C = ‘If you were expecting a narrative ... you’ll be sorely disappointed.’ Text D = ‘interweaves all the facts and statistics ... with engaging tales’

3

•

4 C Text D = ‘although some arguments sound borderline obsessive’ Text C = ‘the author’s view ... seems far too extreme’ •

•

Suggested Answer Key

4

To consolidate the meaning of new vocabulary in context • •

Annie Leonard is an American writer and activist, and the Executive Director of Greenpeace. She not only wrote a book called The Story of Stuff, but also made an animated film of the same name.

Explain the task and give Ss time to do it in pairs. Ask various Ss to tell the class.

Suggested Answer Key A: ‘the result is a horror in which we’re all implicated’ = Something terrible and frightening has happened that we are all responsible for. ‘But it is not all gloom and doom’ = Not everything is bad, there is something positive, too. B: ‘The Story of Stuff is definitely worth a read and, more importantly, a lot of thought afterwards’ = The book should be read, and not only that, people should think about its message in relation to their own lives. C: ‘The Story of Stuff has fatal flaws’ = There are problems with the book that ruin it completely. ‘not likely to resonate with most readers’ = Most people won’t agree with what is being said. D: ‘you might expect a level of dryness with this subject matter’ = The topic is boring, so it isn’t easy to write about it in an interesting way. ‘this is not such a dismal book that it leaves you in despair’ = The author gives hope to the reader, makes suggestions about how to solve the problem, for example. 5

To analyse the text • •

Background information

Give Ss time to find the synonyms in the text and then use a dictionary to find the antonyms. Check Ss’ answers.

Answer Key feasible = practical, antonym = impossible terror = horror, antonym = delight advancing = developing, antonym = developed (i.e. world), regressing prosperous = affluent, antonym = impoverished attractive = appealing, antonym = unappealing real = concrete, antonym = abstract captivating = engaging, antonym = boring badly = poorly, antonym = well used = second hand, antonym = new

Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries to look them up. Alternatively, ask Ss to try to explain the words in context by giving an example sentence, a synonym/antonym or by miming their meaning.

obsession (n) = a bad persistent interest in sth extraction (n) = obtaining sth from sth else, e.g. oil/gold from the earth distribution (n) = supplying goods to shops disposal (n) = throwing sth away fertiliser (n) = a chemical substance for helping plants grow pesticide (n) = a chemical substance for protecting crops against insects value (v) = to consider sb/sth highly important break the vicious cycle (phr) = to put an end to a situation in which one problem creates another worse than the first collapse (v) = to fall down on a sofa/bed etc to relax humble (adj) = ordinary, not special but useful compelling (adj) = interesting resources (n) = mineral, precious stones, metals etc that exist naturally in the earth material acquisition (phr) = obtaining money and goods narrative (n) = a story sorely (adv) = very seriously resonate (v) = to be sympathetically received by sb scoff (v) = to make fun of sb/sth exposé (n) = a news story revealing sth shocking purposely (adv) = on purpose interweave (v) = to closely connect one story with another engaging (adj) = captivating dismal (adj) = depressing

To consolidate new vocabulary through synonyms/antonyms

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 the book or the general situation 2 the book 3 materialism

4 the author’s view 5 to finish the book 6 the book

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Module 6

6

To consolidate information from a text • • •

Give Ss time to talk about what they have learnt in pairs. Monitor activity around the class. Ask various Ss to tell the class what they have learnt.

Suggested Answer Key I learnt that a lot of fertilisers and pesticides are used to produce cotton. I also learnt that a simple way to reduce consumption might be to change our attitudes about the value of time spent with family and friends. I learnt that 20 percent of the world’s population is responsible for 75 percent of its consumption and I learnt that there are also a lot of practical steps we can take to improve the situation.

Speaking To consolidate information in a text; to give a talk • •

Explain the task and give Ss time to make notes. Ss use their notes to give a talk to the class.

Suggested Answer Key Why you wrote the book I fear we are trashing the planet, our communities and our health, and I would like to change this. Some interesting facts about consumerism Every pound of cotton produced uses 1/3 pound of chemical fertilizers and pesticides. Some products are poorly made on purpose so they are cheaper to replace than to repair. 20% of the world’s population is responsible for over 75% of its consumption. Why consumerism is a problem It negatively impacts the environment, hurts human relationships, harms people in the developing world, and can lead to wars over resources. What can be done Valuing time with family/friends, composting, buying second hand, supporting local business, buying less and buying only what you need. Suggested Answer Key Hello everyone, my name is Annie Leonard and I’m the Executive Director of Greenpeace. I’m here today to give a short talk about my book, ‘The Story of Stuff’. Many of you might wonder why I wrote the book. Well, that’s easy to answer. I wrote ‘The Story of Stuff’ because I fear we are trashing the planet, our communities and our health, and I would like to change this. Perhaps you never thought about these issues, but here are some interesting facts about consumerism.

Every pound of cotton produced uses 1/3 pound of chemical fertilizers and pesticides. Imagine that! Also, do you ever wonder why your favourite clothes never last? It’s because some products are poorly made on purpose so they are cheaper to replace than repair. Forcing you to buy more! Here’s another shocking fact, only 20% of the world’s population is responsible for over 75% of its consumption. Think about that… So, why is consumerism a problem? It’s a problem because it negatively impacts the environment, hurts human relationships, harms people in the developing world, and even leads to wars over resources. Seems pretty bad doesn’t it? You probably want to know what can be done. Well, don’t worry. You can make a difference. Simple things will help, such as valuing time with friends and family, composting, buying second hand, supporting local businesses and buying less. Thank you for your time, and remember, together we can make a better world!

Writing ICT To use the Internet to research a topic; to write a report •

• •

Explain the task and give Ss time to use the Internet to find information on how to reuse, recycle and reduce, and then write their reports. Ss read their reports to the class. Alternatively, assign the task as HW and Ss read their reports in the next lesson.

Suggested Answer Key Introduction The purpose of this report is to present ways that we can all reuse, recycle and reduce in order to help the environment. Reuse There are plenty of ways to reuse items. First of all, give away or sell old items of clothing or furniture, and look for second-hand products to buy instead of new. Bottles and jars can be washed and used to store things, and worn out clothes can be used for rags for cleaning. You are only limited by your imagination. Recycle Recycling may be the easiest of these options. Most communities have recycling facilities these days so all you have to do is find out what facilities your community has and take advantage of them. You may have to do a little research, and change your routine, for example by washing and saving packaging instead of throwing it away. Starting a compost heap is a good way to recycle kitchen waste.

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6 Module Reduce An obvious way to reduce is to buy less, and buy only what you really need. When you go to the supermarket, take a cloth bag, and avoid buying items with a lot of packaging. Try not to shop for fun, but rather for necessities only. Conclusion I am sure if we all implemented these ideas in our everyday lives and reused, recycled and reduced more than we do now, we would have a better world in the future.

Answer Key hammer and nails – DIY superstore, canvases – craft shop, seasonal vegetables- farmer’s market, pesticidefree food – organic shop, fascinator – millinery shop, cold meats – delicatessen c)

To personalise the topic • •

Give Ss time to answer the questions in pairs. Monitor activity, then ask various Ss to tell the class.

Suggested Answer Key B:

6b Vocabulary

A: 1

To consolidate vocabulary from the text • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 2 3 4

production consumption extraction distribution

2

5 6 7 8

impose impact is implicated implies

B:

To consolidate vocabulary from the text • •

Give Ss time to complete the task. Check Ss’ answers.

4

Answer Key 1 obsessive 2 resonate with me 3 engaging 3 a)

•

•

Explain the task and give Ss time to complete the sentences. Check Ss’ answers. Elicit/Explain the meaning of any unknown words.

Answer Key 1 farmers’ market 2 craft shop 3 DIY superstore b)

4 millinery shop 5 delicatessen 6 organic food shop

To practise vocabulary related to the topic of shopping • •

To present new topic-related vocabulary •

4 scoff at 5 indigenous

Give Ss time to match the items to the places in Ex. 3a. Check Ss’ answers.

Give Ss time to read the text and choose the correct options. Check Ss’ answers. Elicit/Explain the meanings of any unknown words.

Answer Key

To present new topic-related vocabulary •

...because you can get lots of nice cold meats there. You can also have them cut to any size or portion that you want. That’s true. I like shopping at the organic food shop because I know they are trustworthy and the food and other products they sell are free of unhealthy chemicals and pesticides. It’s usually tastier, too. Things that I always buy there are cleaning products, teas, and chocolate! The only drawback is it’s a bit expensive. I can’t afford to buy all of my food there. Yeah , that’s why I don’t like to shop there. I love shopping at the craft shop. This is because I like to paint and I can buy paints and brushes and good quality paper there. It makes me feel happy just seeing the displays of colourful paints!

1 broke 2 alerts 3 offers 5

4 discounts 5 end-of-season 6 out of

7 knock-down 8 returns

ICT To expand the topic; to present findings to the class • •

Give Ss time to use the Internet to find out about other ways of smart shopping. Ask various Ss to report their findings to the class.

(Ss’ own answers) Suggested Answer Key As well as going to sales and using online offers, there are some other ways to shop smart. If you’re a student, you can use your student discount to get extra reductions on all sorts of products in various different stores. Also, if you work part time for a retail company,

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Module

you might also get a staff discount and special offers as part of the job perks. In fact, some people deliberately look for jobs in their favourite stores for this reason! Another option for saving money includes shopping online at overseas suppliers who may offer a discounted or lower price compared to your own country. 6 a)

S2: Yes, I think that’s right. It’s a good way to save money if you buy a lot of things at the same store. 7 a)

• •

To present new topic-related vocabulary • • •

To introduce new topic-related vocabulary

Read out the phrases and elicit/explain their meanings if necessary. Give Ss time to fill in the spidergram. Check Ss’ answers.

Give Ss’ time to fill in the gaps. Check Ss’ answers. Elicit/Explain the meanings of any unknown words.

Answer Key 1 in debt 2 credit card 3 sales

4 reduced 5 good deal 6 stingy

7 pricey 8 split the bill

Answer Key buy: 1 on impulse 2 at auction

3 on hire purchase 4 in the sales

pay: 1 in arrears 2 in full

3 in advance 4 in instalments

b)

b) • •

S1: I think I’m usually quite frugal. For example, I prefer to make coffees at home rather than get takeaways because I can save a lot of money that way. On the other hand, I like to buy clothes, and I don’t usually wait for the sales, so I do spend money sometimes. In fact, when it comes to clothes, I’m a bit of a spendthrift. S2: I always wait for the sales, so I guess I’m a bargainhunter. Getting a good deal makes me happy, and searching for them is exciting! In my daily life I try to be frugal, but it’s not easy. For example, I try to make packed lunches, but I often don’t have time, so I end up buying a sandwich. I know it’s a waste of money, but it’s not easy to be organised.

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 at auction 2 in instalments c)

3 in arrears 4 on impulse

To consolidate vocabulary related to the topic of money and spending • •

Give Ss time to answer the question in pairs. Remind Ss to include reasons and examples. Ask various Ss to tell the class.

Suggested Answer Key

To practise vocabulary related to the topic of money and spending • •

To personalise the topic

Give Ss time to discuss the question in pairs. Monitor activity, then ask various Ss to tell the class.

Suggested Answer Key S1: The main advantage of paying in cash is that you don’t pay any interest; also, it’s something concrete and real that you can hold in your hand, so you’re really aware of what you’re spending. S2: Yes, that’s true. It’s easier not to overspend. What about paying by credit card? Well, you can buy things on credit, so you can buy things that you couldn’t afford otherwise. S1: I don’t think that’s very good, though. You could get into debt so easily that way. S2: Yes, but what if you ran out of money at the end of the month? With a credit card you could still buy things, and just pay for them later. That way you wouldn’t have to worry so much about your financial situation. S1: You have a point, but I’m not so sure. Well, what about a store card? I think sometimes they give you rebates or points and you can get money back or something.

8

To practise prepositions • •

Give Ss time to complete the task. Ask Ss to check their answers in Appendix I.

Answer Key 1 to 2 of 9

3 for

4 for

5 after

To present and practise phrasal verbs related to shopping • •

Give Ss time to complete the task. Ask Ss to check their answers in Appendix II.

Answer Key 1 around 2 out •

3 back 4 out of

5 into

Optional extension: Ask Ss to write their own sentences using the phrasal verbs and then read them out to the class.

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6 Module 10

To practise word formation • •

c)

Explain the task and give Ss time to complete it. Check Ss’ answers on the board.

Answer Key 1 developmental 2 personalised 3 sensors 4 facial

5 6 7 8

To identify the uses of conditional structures •

commercials suggestions selectively intrusive

0 conditional = ... when we go shopping, we tend to spend money ... (Does this happen every time we go shopping? Yes. Can we use if instead of when? Yes. What tenses are used? Present tenses.) Type 1 conditional = If you are already willing to spend money on an item, you may agree to buy ... (Are you willing to spend money on an item? Maybe. We don’t know. Let’s say you are. Will you agree to buy? Again, maybe. It says ‘may’ not ‘will’.)

6c Grammar in use 1 a)

To present conditionals and wishes •

•

• •

Write if (should, unless) on the board and explain that these words are used to form conditionals. Ask Ss to look at the Grammar Reference section (p. GR12) and elicit how verb tenses change for type 0, 1, 2 and 3 conditionals. Write the tables on the board. Give Ss time to read the text and choose the correct items. Check Ss’ answers.

Answer Key 1 owned 3 may agree 2 knew 4 refused

Type 2 conditional = If we knew the tricks of the trade, would we fall victim to a sales pitch so easily? (Do we know the tricks of the trade? No. So are we talking about a real situation? No.) Type 3 conditional = If I hadn’t fallen for that trick, I wouldn’t have spent so much money. (Did the speaker fall for the trick? Yes. Did the speaker spend a lot of money? Yes. Can he/she change the situation? No.) •

5 would 7 hadn’t 6 will throw fallen •

b)

Draw Ss’ attention to the zero, 1st, 2nd and 3rd type conditional answers from the text on the board. Ask concept questions as follows:

Give Ss time to match the conditional structures to their uses. Refer Ss to the Grammar Reference section for more information. Check Ss’ answers.

To identify different types of conditionals in a text

Answer Key a general truth = Type 0 conditional

•

an imaginary situation that is contrary to facts in the present = Type 2 conditional

•

Explain the task and give Ss time to find examples of the different types of conditionals in the text. Refer Ss to the Grammar Reference section for more information. Check Ss’ answers. Write the sentences on the board.

Answer Key 0 conditional = ... when we go shopping, we tend to spend money ... Type 1 conditional = If you are already willing to spend money on an item, you may agree to buy ...

a very probable situation in the present or future = Type 1 conditional an imaginary situation which is contrary to facts in the past = Type 3 conditional 2 • •

Type 3 conditional = If I hadn’t fallen for that trick, I wouldn’t have spent so much money.

Inverted conditional = ... should you buy the product today, they will throw in ...

Give Ss time to complete the task. Check Ss’ answers around the class.

Answer Key 1 makes 2 would shop

Type 2 conditional = If we knew the tricks of the trade, would we fall victim to a sales pitch so easily?

Mixed conditional = ... if you refused their first offer you will feel guilty ...

To practise conditionals

3

3 do not stop 4 would have turned

To practise mixed conditionals •

Write the following sentences on the board: I ate two pies for lunch, and now I feel terrible.; I think Susan didn’t study for the test yesterday, and she failed the exam today.; Phil isn’t serious about finding a job. He missed the interview yesterday.

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Module •

•

•

6

Point out that all three examples combine the past and the present/future, and therefore cannot be dealt with using the standard conditionals. We need mixed conditional sentences. Give the Ss the first half of each conditional sentence and elicit the rest from around the class: If I hadn’t eaten two pies for lunch, I wouldn’t feel terrible now.; If Susan had studied yesterday, she wouldn’t have failed the exam today.; If Phil was serious about finding a job, he wouldn’t have missed the interview yesterday. Explain the task and give Ss time to complete it. Refer Ss to the Grammar Reference section for more information. Check Ss’ answers. Ss should justify their answers.

Answer Key 1 d Type 3 + Type 2, unreal past + unreal present 2 c Type 2 + Type 1, unreal present + real present 3 b Type 3 + Type 2, unreal past + unreal present 4 a Type 2 + Type 3, unreal present + unreal past 5 e Type 1 + Type 3, real present + unreal past 4

To practise mixed conditionals • •

Read out the example and then give Ss time to rewrite the sentences. Check Ss’ answers around the class.

•

•

Answer Key ... we tend to spend money that we wish we hadn’t. = something we regret which happened in the past ... make us wish we owned the latest products. = something we would like to be different about a present situation We all wish products would offer us more for our money ... = a desire for a situation to be different 6 a)

2 If Mike had been tidying the stock room all morning, it wouldn’t look so messy. 3 I wouldn’t have spent so much today if I wasn’t getting paid tomorrow. 4 If Mary was better at closing a deal, she wouldn’t have gone on a sales techniques course. 5 If William had been hiring enough staff they could have reached their sales targets.

5

Optional extension: Play a game. Ask S1 to write a conditional statement on the board (i.e. If I study a lot, I will pass my exams.) and then ask S2 to use the second part of the conditional to form a new conditional (i.e. If I pass my exams, my parents will buy me a new laptop.) Continue in this manner. How long can Ss keep writing? Encourage all Ss to participate. To present wishes

•

To practise wishes •

Answer Key

•

Sam wishes she hadn’t bought that expensive dress. (Did she buy the dress? Yes, she did. Is she happy about it? No, she’s not. She regrets it.) I wish you would stop whistling! (Are you whistling? Yes, I am. Is the speaker happy about it? No, he/she’s not. He/She is politely telling me to stop.) I wish Ken would stop spending money! (Is Ken spending money? Yes, he is. Is the speaker happy about it? No, he/she’s not. He/She would like Ken’s behaviour to change.) Explain the task and give Ss time to match the highlighted sections to their purposes. Refer Ss to the Grammar Reference section for more information. Check Ss’ answers.

Write the following examples on the board and ask the concept questions in brackets around the class: Tony wishes he didn’t have so much work. (Does Tony have a lot of work? Yes, he does. Is he happy about it? No, he’s not. He would like it to be different.)

•

Read out the example and then give Ss time to write sentences. Check Ss’ answers.

Suggested Answer Key 2 I wish/If only I hadn’t missed out on the special offer last week. 3 I wish/If only I didn’t have to study today. I would like to go shopping. 4 I wish/ If only I hadn’t purchased this item! b)

To practise wishes by talking about yourself • •

Explain the task and give Ss’ time to complete it pairs. Monitor activity and then ask various Ss to tell the class.

Suggested Answer Key S1: I wish I didn’t have so much homework because I would like more free time to do my hobbies. I also wish my dog would stop waking me up at 6 am! S2: If only I had enough money to buy really nice shoes! I wish we didn’t have to study so much history at school; I think it’s boring.

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6 Module 7 a)

To present had better •

• •

Explain the task. Draw Ss’ attention to the Theory box and refer them to the Grammar Reference section for more information. Give Ss time to find an example of had better in the text. Check Ss’ answers.

Answer Key So you had better remember these techniques the next time you go shopping (para 5) This expresses strong advice. b)

To practise had better/would rather/ would prefer • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 had told 2 spent 8 a)

5 apply 6 to pay

To present other phrases with hypothetical meaning •

•

Explain the task and give Ss time to complete it. Refer Ss to the Grammar Reference section for more information. Check Ss’ answers.

Answer Key 1 b 2 d b)

3 train 4 had paid

3 a

1

To introduce the topic • •

Read out the questions. Elicit answers from various Ss around the class.

Suggested Answer Key Well, I would say that the high street shops are the most popular. They are where almost everybody goes. They are popular because people can go for a walk, and look in all the shop windows, and everything is right there in the same area. It’s convenient. However, I don’t really like to shop in the big chains that are usually there. I prefer to buy things at second-hand shops. It’s better for the environment, and often you can find great quality things at very low prices. It takes more patience however, because you can’t always find exactly what you need. Some of my friends like to shop at little boutiques because the clothes there are unique and not factory produced. They are a bit too pricey for me, though. 2 a)

To prepare for a listening task • •

Give Ss time to rewrite the sentences. Check Ss’ answers around the class.

Answer Key 1 I have to go shopping even if it rains/Even if it rains, I have to go shopping. 2 I don’t go to the shop unless I need a lot. 3 All items are reduced when there is a sale. 4 Suppose you had a million pounds, what would you buy?

take a battering (phr) = to do badly in sth aspiring (adj) = would-be boom in (phr) = rapid prosperity (e.g. of economy) revenue (n) = income tedious (adj) = boring limitation (n) = a restriction inventory (n) = the stock of a store warehouse (n) = a storehouse for goods invaluable (adj) = that you appreciate highly the exception that proves the rule (phr) = a counter example to a rule which is used to show that the rule exists b)

9

To practise key word transformations • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 means you will not be 2 the salesperson’s help, I would 3 not doing what the man advised 4 would have been better if

Give Ss time to check the words in the Word List. Ask various Ss to explain the meanings of the words.

Answer Key

4 c

To practise using other phrases with hypothetical meaning • •

6d Listening skills

To prepare for a listening task • •

Give Ss time to read the questions and options and circle the key words. Check Ss’ answers around the class.

Answer Key 1 Key words: Brian, high street shops, doing poorly, because, not have, Internet, global financial situation, lack, council funding

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Module

2 Key words: Katie, small retailers, don’t have talent, starting, website, lack, investment, sell online, can’t afford, website 3 Key words: Katie, retail shopping, cannot be rivalled, feeling, range, returns policy 4 Key words: Brian, shoppers, put off, time, weekend, hours, number of shops 5 Key words: Kate, says, shops, bad customer service, people, don’t know, want to buy, sales assistant, vital c)

To do a multiple choice listening task • •

Play the recording twice. Ss listen and choose the correct answers. Check Ss’ answers.

Answer Key 1 B

2 C

d)

3 A

4 A

5 C

To listen and complete a table • • •

Explain the task and then play the recording again. Ss listen and complete the table. Check Ss’ answers.

opt (for sth) (v) = to select sth warrant (v) = to justify sth vigilant (adj) = alert b) • •

c)

1 It’s a fun day out. 2 You can’t tell if it will suit you otherwise./You don’t have to return them. 3 You can get help finding what you are looking for. Justification

1 There are crowds. 2 You can’t always find what you’re looking for and have to visit many shops. 3 There is reduced inventory.

1 Shops can be busy at weekends. 2 This wastes time. 3 Your size might not be available.

Play the recording twice. Ss listen and choose the correct answers. Check Ss’ answers.

Answer Key 1 A d)

2 C

•

4 A

5 C

• •

Explain the task and then play the recording again. Ss listen and complete the table. Check Ss’ answers.

Answer Key

Pro

Online Shopping Justification

Give Ss time to check the words in the Word List. Ask various Ss to explain the meanings of the words.

Answer Key convenience (n) = ease hardware store (n) = a shop selling home tools, equipment contend with (phr v) = to struggle against sth overheads (pl n) = the general expenses of a business (e.g. rent, electricity, etc) running costs (pl n) = expenses to maintain sth

3 B

To listen and complete a table

1 Convenience 2 Range 3 Prices are generally lower.

To prepare for a listening task • •

106

•

1 It’s a nice experience. 2 You can try on clothes. 3 There is customer service. Con

3 a)

To do a multiple choice listening task •

Retail Shopping Justification

Give Ss time to read the questions and options and circle the key words. Check Ss’ answers around the class.

Answer Key 1 Key words: Rob, boom in online shopping, result of, ease, comfort, speed 2 Key words: Rob, online shopping, chore, shops, basic items, retail shopping, exciting 3 Key words: Brian, online shopping, more expensive, hidden costs, cheaper 4 Key words: Rob, online shoppers, patient, save money, shop around, best price, order more, need 5 Key words: Rob, online safety, no longer, issue, better, past, managed, care

Answer Key Pro

To prepare for a listening task

1 You can do it from the comfort of your home, any time, quickly. 2 They are many sites of all kinds to choose from, 3 Online shops don’t have the running costs.

Con

Justification

1 You miss out on shopping experience 2 There are shipping costs. 3 Items take time to get to you.

1 You’re just sitting in front of a computer. 2 Raises prices and you don’t find out until the end. 3 This wastes time.

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I’d like to make a complaint = making a complaint what we could do is = offering a solution I was rather hoping = requesting something What really upset me, though, was = making a complaint sorry to have kept you waiting = responding to a complaint

To personalise the topic •

•

Read out the questions and direct Ss’ attention to the answers in Exs 2d and 3d. Ask them to work in pairs and answer the questions. Monitor activity and then ask various Ss to tell the class.

Suggested Answer Key S1: Well, I would say that retail shopping fulfils my requirements because it’s an enjoyable experience for me. I wouldn’t want to buy most products online because I want to see the item in person and touch it and if it’s clothing, try it on. Also, I don’t like to wait – I want to take the item home with me. S2: I don’t really like shopping, so I guess what’s important in the shopping experience for me is to get it over with as quickly and easily as possible, and of course to end up with the item I want. S1: But don’t you enjoy walking around with your friends and looking in all the shop windows? S2: I don’t mind that, but that’s not what I do when I need to buy something. When I need to make a purchase it’s important to me to find out information about what’s available, then make a smart choice. S1: So, I guess online shopping better fulfils your requirements, then. S2: I don’t really prefer one method, retail or online, over the other. I do like that I can check out a lot of competing shops online and find the cheapest price easily. That might take all day if I had to go around all the retail shops. And often I can’t find what I want in the high street shops. I have far more options to choose from online. But I agree with you that it’s better to try on clothes, and I’d never order groceries on line because it’s easy to just go to the supermarket. S1: Well, I prefer retail shopping because I would rather talk to a sales person than read stuff on the Internet. I like getting advice from a real person.

6e Speaking skills 1 a)

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key please accept my apologies = responding to a complaint

To complete a dialogue • •

Give Ss time to read the dialogue and fill the gaps. Play the recording for Ss to check their answers.

Answer Key 1 2 3 4 5 6

sorry to have kept you waiting I’d like to make a complaint I was rather hoping What really upset me, though, was please accept my apologies what we could do is • •

2

Ask Ss to work in pairs and read out the dialogue. Monitor activity around the class. To role play a situational dialogue

•

• •

Explain the task and ask pairs of Ss to take roles and act out a dialogue similar to the one in Ex. 1 using the language in the Useful Language box. Remind Ss that they can use their own ideas or the ideas in Ex. 1. Write this diagram on the board for Ss to follow.

A Greet customer and ask how you can help.

B Say you have a complaint.

Ask what is wrong.

Say you wanted to return your item.

Say that you cannot accept returns. Apologise and offer solution. •

To introduce phrases for making and responding to complaints • •

b)

•

Complain about rude sales person. Accept solution.

Monitor activity around the class, offering help if necessary. Ask some pairs to act out their dialogues in front of the class.

Suggested Answer Key S1: Hello, sorry to have kept you waiting. I’m the manager. How can I help you? S2: Well, I’m afraid I’d like to make a complaint. S1: What seems to be the problem?

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6

S2: Well, I bought this pair of jeans yesterday but when I got home I changed my mind. Your sales assistant told me I could only exchange it, but I’d much rather have a refund. S1: I’m afraid the jeans were on sale and we can’t give you a refund on a sale item; it’s company policy. S2: How disappointing. Also, I was really upset by the shop assistant’s rude behaviour towards me. S1: I see. First of all, I’m terribly sorry you were treated rudely. I assure you that we take customer service very seriously and I will look into it right away. To make amends, we could offer you a credit note that you can spend in the store at your convenience. S2: OK, I guess that would be fine. Thank you. S1: You’re welcome.

shops to peruse, but rather a huge selection of products from the whole cyber world. And you don’t have to go out in the rain, and you’re not limited by store hours! Personally, I do shop online sometimes. It’s quick, easy, and I can get things that aren’t available locally. So, I do believe that it has a role in our modern lives. I just think that it’s not without risks. All in all, it’s how you use this technology that is important. So, while I see no reason why online shopping should be forbidden altogether, it probably shouldn’t be encouraged either. 4 a)

To evaluate a speaker • • •

Play the recording. Ss listen to the model answer and tick the boxes. Check Ss’ answers.

Answer Key 3

To argue a case •

• •

Explain the task and read out the text and the questions. Then go through the points that are given. Remind Ss that they can use this information to fully develop their answers. Ss work in pairs and take turns answering the questions. Monitor activity, then ask various Ss to do the task in front of the class.

Suggested Answer Key Well, I know that online shopping is becoming very popular and a lot of people believe it is the way forward, but I’m not sure that it should be encouraged. My biggest concern is the security risks associated with online shopping. We’ve all heard horror stories about credit card details being stolen, and some poor victim’s bank accounts being completely emptied, or a huge debt run up; and when shopping online there is always a risk of someone intercepting your financial information. It’s widely said that shopping online is quite safe nowadays, because security is much better, and if you are reasonably careful you won’t face higher than normal risks when using your card. However, I think that the issue of online security is so technical and complex, and changes so quickly, that we never really know. It is probably not as safe as people believe. Furthermore, I think that the ease of online shopping and the lower prices that seem like such good deals, combined with the fact that no physical money is involved, could make it extremely easy for people to overspend. Obviously this is not a problem for everyone, but for people who have trouble managing their money, the effect could be devastating. Imagine, you love shopping and suddenly you don’t just have the local

1 no

2 no

b)

To analyse a model answer • •

3 yes

4 yes

5 yes

Ss work in pairs and compare the model answer to their own. Elicit observations from Ss around the class.

(Ss’ own answers)

6f Writing 1

To analyse a rubric • • • •

Read through the theory box on for-and-against essays and check Ss’ understanding. Ask Ss to read the rubric and then elicit what the key words are. Give Ss time to answer the questions. Check Ss’ answers.

Answer Key You’ve had a class discussion about online banking. Now, your teacher has asked you to write an essay discussing the advantages and disadvantages of online banking. Write your essay (approximately 220-260 words). 1 I have to write an essay for my teacher. 2 No. They should be discussed in separate paragraphs. 3 It should be written in formal style. 4 Arguments should be supported with examples and/or justifications. 5 The main body should have two paragraphs. 6 A topic sentence.

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Suggested Answer Key There are a number of arguments in favour of online banking. = Online banking has a number of advantages.

To analyse a model; to choose the appropriate linkers. • •

Explain the task and give Ss time to complete it. Check Ss’ answers around the class.

On the other hand, banking online has its share of drawbacks. = Nevertheless, online banking is not without its problems.

Answer Key 1 One of the main advantages of 2 For instance 3 This means that 4 Moreover, 5 On the other hand, 6 To begin with, 3 a)

7 This is because 8 As a result 9 A further common criticism 10 This is due to the fact 11 To conclude,

b) • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key A – the third, B – the forth, C – the second, D – the first b)

c)

To identify arguments and their justifications • •

Give Ss time to complete the table. Check Ss’ answers.

Give Ss time to complete the task. Check Ss’ answers.

Answer Key a b c d e

FOR Arguments 1 convenience 2 fast/saves time Examples/Justifications 1 always available, accounts can be accessed 24 hours a day 2 do transactions at home instead of waiting in queues

f 5

•

• •

Examples/Justifications 1 susceptible to hackers/lead to fraud, identity theft 2 no direct contact with bank staff To identify topic sentences Give Ss time to locate the topic sentences. Check Ss’ answers. Elicit other appropriate topic sentences.

One of the most important benefits of Another disadvantage of Secondly Nevertheless For example, consequently; This is due to, In this way All things considered

To revise techniques for beginning and ending essays

FOR Arguments 1 there is a security risk 2 lack of customer service

• • •

To practise linkers • •

Answer Key

4 a)

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key a One of the main advantages of b A further common criticism of c Moreover d On the other hand e For instance, This means that; This is because, As a result, This is due to the fact f To conclude

To analyse a model essay • •

To practise linkers

Refer the Ss to the theory box on p. 104 and ask them to identify the techniques used to begin and end the model essay. Give them time to come up with alternatives using another technique. Check Ss’ answers.

Suggested Answer Key The writer begins the essay by addressing the reader directly and ends by giving the reader something to consider. New beginning: These days, we seem to use the Internet for everything. (starting with an objective statement) New ending: And in our hectic modern world, who doesn’t need to save time? (ending with a rhetorical question)

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Module 6

6 6 A successful business is the result of three things: quality products; reasonable prices; and good customer service.

To present and practise techniques of cohesion • •

•

Go through the theory box on the Techniques of cohesion and check Ss’ understanding. Explain the task and give Ss time to rewrite the sentences using the techniques of cohesion indicated at the end of the sentence. Check Ss’ answers.

8 a)

To categorise information; to identify advantages and disadvantages • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Suggested Answer Key

Answer Key

1 We need to rethink the effect of advertising on the consumer; in other words, we need to consider how adverts influence people to buy products. 2 Living on credit will become a reality for most people soon, although it has been the norm for some of us for many years already. 3 Due to the increasing workload, some shop assistants have to work the morning shift and now the evening shift as well. 4 Local farmers sell fresh produce themselves or they sell it to local vendors. Perhaps the most cost effective way is the former. 5 For a university graduate, getting a job is undoubtedly an important step; indeed, for many university graduates, getting a job is the start of their careers. 6 It is not enough to teach subjects like economics; we also need to educate students on how to manage their personal finances. 7 Interest rates shouldn’t be higher, in fact, they should be lower.

1 advantage 2 disadvantage 3 disadvantage

7

b)

•

•

•

Ask Ss to match the points with their justifications and then check Ss’ answers. Give Ss time to write their paragraphs using the ideas provided, cohesive techniques, and appropriate punctuation. Ask various Ss to read out their paragraphs in front of the class.

Answer Key 1 e

2 b

3 a

4 d

5 c

Suggested Answer Key There are a number of advantages to shopping in high street fashion shops. First of all, they are conveniently located in town centres. This means that they are accessible; shoppers can get there easily using public transport such as the train, bus or tram. Secondly, they enable young people to stay in fashion easily. This is because they offer the latest styles, with many choices, at reasonable prices. On the other hand, shopping at high street fashion shops also has drawbacks. For instance, the clothing can often be of poor quality. For example, sometimes they are not even sewn properly. This is due to the fact that the clothes tend to be manufactured in factories at a very low cost. In addition, most large chains do not support the local economy. This is because the profits go to large international corporations. Finally, it can be difficult to find original items in the high street shops. As a result, if you shop there, you are likely to see other people wearing the same clothes.

Go through the punctuation box with Ss. Give Ss time to read the sentences and find and correct the mistakes. Check Ss’ answers.

Answer Key 1 Consumer spending – which has increased enormously in recent years – represents the bulk of credit card debt. 2 These so-called ‘deals’ are actually more expensive than in competing shops. 3 If the previous generation were faced with the flood of marketing messages consumers now receive, they would soon yell out, “Too much!” 4 Trusting an online bank is an issue for two reasons: identity theft and operational error. 5 Businesses are becoming increasingly competitive in their search for the best available workers; some have even offered bonus incentives.

To match points with appropriate justifications/examples/reasons; to write paragraphs •

To correct errors in punctuation • •

4 advantage 5 disadvantage

9

To practise linkers and linking phrases •

Explain the task, and draw Ss’ attention to the Useful Language box.

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6 Module • •

Give them time to complete the task. Check Ss’ answers.

Suggested Answer Key S1: Let’s start with security risks. I think that hackers could steal your credit card details and take all your money. S2: Yes. Extra shipping costs are another disadvantage. This is because you can end up paying more than you expected. S1: Yes, there are hidden costs. For example, you might not know how much you will actually pay for the item until you have finished the process of paying for it. What about the unlimited selection of products? S2: Well, it’s an advantage, due to the fact that you have so much choice. You can find exactly what you want. S1: Or a wide selection could be a disadvantage because making a decision could get very confusing. S2: That’s true. Cheaper prices are definitely a good thing. This way, you can save money. S1: But if you can’t see or try on products, this means that you don’t know if they’re suitable for you and as a result you might have to return them because they don’t fit, or you don’t like the colour or the quality. S2: Well, a great benefit of online shopping is the convenience. For instance, you can do your shopping in the comfort of your home, at any time of the day or night. S1: Yes, and in this way you can save a lot of time.

Suggested Answer Key 1 A further common criticism of giving a gift voucher is that this indicates a lack of thought on the part of the gift-giver. 2 I firmly believe that using credit cards to purchase goods is acceptable provided that the balance is paid off every month. 3 A further serious drawback of TV advertising is that it can influence younger children. 4 Another point in favour of department stores is that there are often other facilities like cafés and wedding list services. 10 a)

To analyse a rubric • • •

Ask Ss to read the rubric and elicit which are the key words. Give Ss time to answer the questions. Check Ss’ answers.

Answer Key You’ve had a class discussion about online shopping. Now your teacher has asked you to write an essay presenting the pros and cons of online shopping. Write your essay (220-260 words). 1 2 3 4 5

I have to write an essay. I am a student and the target reader is my teacher. Formal style. 4 paragraphs. One main body paragraph will include the pros and the other will include the cons. 6 I could include a summary and my own opinion. b)

d)

• •

To prepare for a writing task; to categorise information • •

security risks – don’t know if sites are safe and legitimate extra shipping costs – might end up paying more than product is worth unlimited selection of products – can shop for anything from clothes to gadgets cheaper prices – online shops don’t have high operating costs can not see or try products – clothes might be the wrong size and not fit convenience – can shop from home, saves time

Answer Key

c)

4 advantage 5 disadvantage 6 advantage

To prepare for a writing task; to practise justifications • • •

Play the recording. Ss listen and make notes of the justifications given for each point. Check Ss’ answers around the class.

Answer Key

Give Ss time to do the task. Check Ss’ answers.

1 disadvantage 2 disadvantage 3 advantage

To prepare for a writing task; to listen for justifications

Ask Ss to work in pairs and think of justifications for each point. Monitor activity around the class, offering help if needed. Check Ss’ answers around the class.

11

To write a for-and-against essay •

Give Ss time to complete the task using the Useful Language box and their answers from Ex. 10.

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6

Module •

•

• •

Remind Ss to use topic sentences, techniques of cohesion and appropriate punctuation. Ask Ss to start and end their essay using one of the beginning/ending techniques. After Ss have finished writing, ask them to check their work against the Checklist. Or Ss can exchange essays and check their partner’s work against the checklist. Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Background information Leaf van Boven is a professor of psychology and neuroscience at the University of Colorado, in the USA. He does research in the fields of social psychology, judgement and decision making, and behavioural economics.

2 • •

Suggested Answer Key Online shopping is becoming more popular every day. But is it a good idea? Like most things, it has advantages and disadvantages. Shopping online has definite drawbacks. A major point against it is that you cannot see or try the item before you buy it. As a result, clothing might not fit, or the colour or quality may be unsatisfactory, and gadgets might not work. This necessitates returning the item, which can be a waste of time and money. Secondly, there are security risks. For example, hackers could steal your credit card details or you might make a purchase from a site that is not legitimate. On the other hand, online shopping offers a number of benefits. One of the main benefits is its convenience; for instance you can shop from the comfort of your own home, at any time. This means you need not worry about shopping hours, crowds, or bad weather. In addition, there is often a wider selection of products available online. As a result, you can find items that are not available in your hometown. Finally, though you will have to pay for shipping, shopping online is usually cheaper due to the fact that online shops have low running costs. In conclusion, I believe the convenience and selection available online makes this kind of shopping very useful in some situations. With care and research you can keep your credit card details safe and avoid buying products you do not like. I think that online shopping is probably the way of the future.

Language Knowledge 1

6

To read for cohesion and coherence • •

Give Ss time to read the text and think of a suitable word to fit in each gap. Check Ss’ answers.

Answer Key 1 of 2 be

112

3 fewer 4 either

5 who 6 other

7 across 8 if

To practise word formation Give Ss time to complete the task. Check Ss’ answers on the board.

Answer Key 1 2 3 4

unsuccessful pronunciation instinctively imprinted

3

5 6 7 8

ineffective discovery psychological findings

To practise key word transformations • • •

Give Ss time to complete the task. Remind Ss not to write more than six words and to use the word in capitals. Check Ss’ answers.

Answer Key 1 2 3 4 5 6

only I hadn’t/had not bought turned out to be less wouldn’t/would not have bumped into however hard I try my parents hadn’t/had not helped me could have bought

4

To practise grammar structures • •

Give Ss time to do the task. Check Ss’ answers. Ss should justify their answers.

Answer Key 1 2 3 4 5 6 7 8 9 10 11 12 13 14

C – participle clause referring to the past A – fixed phrase ‘be set to’ = be going to A – what + subject + verb D – participle clause D – Type 3 conditional B – expression take my word for it D – verb + object + adj D – -ing form (as adj) + noun B – causative structure B – fronting of adjective for emphasis C – little + uncountable noun = not a lot D – cleft sentence for emphasis B – expression put your mind to it C – passive form of the present continuous form of -ing

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poorly (adv) = badly drastically (adv) = extremely incident (n) = an issue occurrence (n) = a happening circumstance (n) = a condition instance (n) = an example plunge (v) = to drop fast swoop (v) = (of a bird) to fly down on its prey lapse (v) = to come to stop descend (v) = to physically go down electronic (adj) = (of equipment) using electric current digital (adj) = electronic technical (adj) = mechanical binary (adj) = relating to a two-digit numbering system

To practise vocabulary • •

Give Ss time to do the task. Check Ss’ answers. Explain or elicit the meanings of any unknown words.

Answer Key 1 C 4 B 7 D 10 D 13 A 2 C 5 D 8 C 11 A 14 B 3 B 6 C 9 C 12 B tendency (n) = a habit tool (n) = an instrument tactic (n) = a strategy token (n) = a symbol picture (v) = to imagine sth rank (v) = to classify consider (v) = to take sth into account rate (v) = to evaluate sth trustworthy (adj) = reliable naïve (adj) = gullible tasteless (adj) = inappropriate helpless (adj) = defenceless agreement (n) = a deal guarantee (n) = a warranty pledge (n) = a promise assurance (n) = a word of honour precisely (adv) = exactly truly (adv) = really closely (adv) = (of watching, controlling, etc) very carefully wisely (adv) = intelligently dividends (n) = profit shares proceeds (pl n) = profits expenses (pl n) = costs revenue (n) = income adjustment (n) = a small change adaptation (n) = a modification amendment (n) = a correction in a document alteration (n) = (of clothes) resizing opening (n) = an available job blank (n) = the empty space in an application form, exercise, etc vacancy (n) = an empty room to rent in a hotel, etc breach (n) = a physical gap share (n) = (of profits) a percentage settlement (n) = a financial arrangement instalment (n) = a partial payment debt (n) = money owed concept (n) = an idea image (n) = a perception of sth notion (n) = a concept can’t stand the thought of (doing sth) (phr) = can’t bear the idea of (doing sth) partially (adv) = partly lightly (adv) = gently

Language Focus 1

6

To present and practise new vocabulary on the topic of advertising • •

Give Ss time to complete the task. Check Ss’ answers. Explain/Elicit the meanings of any unknown words.

Answer Key 1 promote 2 released 2

3 deliver 4 employ

5 convey

To present and practise new vocabulary on the topic of shopping • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 imports 2 priced 3

3 transaction 4 offered

5 stock

To present and practise new vocabulary on the topic of money and spending • •

Give Ss time to fill in the words. Check Ss’ answers.

Answer Key 1 withdraw 2 owe 3 deposit 4

4 invest 5 fee 6 loan

7 savings 8 expenses

To practise vocabulary on the topic of money and spending; to write sentences •

Explain the task and give Ss time to categorise the words.

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Module • • •

6

Check Ss’ answers. Explain/Elicit the meanings of any unknown words. Ask Ss’ to write a sentence using each of the words. Check Ss’ answers around the class.

Answer Key 1 2 3 4 5 6

Answer Key generous = big-hearted, charitable stingy = miserly, penny-pinching, mean, tight-fisted poor = hard-up, broke rich = prosperous, affluent, well-off, wealthy

Have you ever seen it couldn’t to find when such

Progress Check

7 8 9 10 11 12

told of do not wear out/away would have always dreamt

6

Suggested Answer Key 1 Scrooge is a fictional character, who is well known for being miserly. 2 This town used to be more prosperous before the recession. 3 It was an affluent neighbourhood with modern homes and well-cared-for gardens. 4 I’m a bit hard-up right now so I can’t afford to go to the restaurant. 5 Ana’s family is quite well-off; she has never had to worry about money. 6 Don’t be penny-pinching; I think you should spend more than five pounds on Mum’s birthday present. 7 At university I was often completely broke until I got a part-time job. 8 It was a bit mean of him to complain about not splitting the bill fairly. 9 He’s big-hearted and often buys generous gifts for his poorer friends. 10 ‘I don’t want to go to the cinema. It’s too expensive.’ ‘Come on, don’t be so tight-fisted!’ 11 When I asked him what he wanted to be when he grows up, he replied, ‘Wealthy!’ 12 She’s a charitable person, who contributes regularly to worthy causes. 5

To present/practise idioms related to money • •

Give Ss time to do the task. Check Ss’ answers.

Answer Key 1 foot the bill 2 cost an arm and a leg 3 a licence to print money

To read for opinion, attitude and specific information; to do a cross-text multiple matching task •

•

• •

Ask Ss to underline the parts of the text that express an opinion or attitude, then read the questions and underline the key words. Remind Ss’ that the for each question they have to identify an opinion and then find similar or different opinions given by the other reviewers. Give Ss time to complete the task. Check Ss’ answers. Ss should justify their answers.

Answer Key 1 B ‘If Seagal’s goal was to make his audience feel uncomfortable ... he has surely succeeded ... D ‘This perspective is sure to make some viewers uncomfortable, as will the subject matter itself.’ 2 C ‘So although their point is weakened ...’, A ‘ gives the meaning of his photos tremendous strength ...’, B ‘If Segal’s goal was ... he has succeeded with these remarkable photos.’ D ‘The warning expressed ... couldn’t be clearer.’ 3 D ‘... as long as you aren’t too sensitive, it’s worth checking out.’ A ‘... that everyone should make a point of seeing.’ 4 A ‘Importantly, he chose to photograph people from all walks of life and ages.’ D ‘He made an admirable effort to include a variety of ages and different social backgrounds ...

4 save for a rainy day 5 strapped for cash

Grammar in Focus To practise grammar structures • •

1

Give Ss time to complete the task. Check Ss’ answers.

Background information Gregg Segal is a photographer from Los Angeles, California. He specialises in photos of architecture as well as documentary and conceptual photography. Seven Days of Garbage is a series of photos by Gregg Segal, that began in 2014 and continues until the present. Most of the photos were taken in California in the garden of the photographer.

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To consolidate vocabulary from the module • •

Give Ss time to complete the task. Check Ss’ answers.

• •

Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Answer Key

Suggested Answer Key

1 prosperous 2 returns 3 compelling

If your bank offered you a credit card, would you accept it? It is a question most people are faced with at some time, and making the right choice can be tricky. While credit cards can offer benefits, they have drawbacks, too. There are some definite advantages to having a credit card. First of all, if you were to run out of money at the end of the month, you could still buy necessities. As a result, life could be a great deal less stressful. Secondly, if a credit card is paid off each month promptly, you build up a good credit history. Consequently, you would be more likely to be given a loan or mortgage in the future. On the other hand, credit cards have a number of disadvantages. The most serious disadvantage is that it is exceedingly easy to overspend. As a result, you could end up with a lot of unnecessary items and no money. Moreover, credit cards usually charge extremely high interest rates. This means that if you do not pay them off right away, you end up spending more for your purchases than you would have otherwise. Finally, if you are not careful, you could find yourself deep in debt. As a result, you might be unable to pay off the debt for many years. To my mind, even though credit cards can make life easier, they are still a bad idea. The risk of overspending, paying high interest rates, and ending up in debt are just too high. After all, if you play with fire you are likely to get burned!

3

4 alerts 5 engaging

To consolidate vocabulary from the module • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 deals 2 broke 4

3 distribution 4 instalments

5 split

To do a multiple choice listening task • •

Play the recording twice. Ss listen and choose the correct answers. Check Ss’ answers.

Answer Key 1 B 5

2 B

3 A

4 A

5 B

To revise conditionals and wishes • •

Give Ss time to do the task. Check Ss’ answers.

Answer Key 1 finalised 2 would 3 Providing

4 would have paid 5 rather than risk

Competences 6

To revise language used for making and responding to complaints • •

Explain the task and give Ss’ time to complete it. Check Ss’ answers.

Ask Ss to assess their own performance in the unit according to how competent they feel for each of the listed activities.

Answer Key 1 Sorry to have kept you waiting. 2 What’s the problem? 3 Please accept my apologies. 7

To write a for and against essay • •

Give Ss time to complete the task using the ideas from Ex. 4, Progress Check 6 if they wish. Remind Ss to use topic sentences, techniques of cohesion and appropriate punctuation. Ask Ss to start and end their essay using one of the beginning/ending techniques.

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Module

7

Back to Nature

In this module, Ss will explore the topics of nature & outdoor activities, landscapes & geographical features, extreme weather & natural phenomena, sounds in nature.

Module page

113

Lesson Objectives: to give an overview of the module, to introduce key vocabulary for exploring nature & outdoor activities Vocabulary: exploring nature & outdoor activities (massive sinkhole, crystal-clear waters, intricate coral reef, intrepid adventure seeker, alpine lakes, powdery snow, striking landscape, mind-blowing, coarse volcanic ash, jagged rock, slender ledges, fainthearted)

7a Reading

114-115

Lesson Objectives: to listen and read for coherence and cohesion, to write an email about an experience Vocabulary: nouns (fringe, slap, ice floe, slush ice, coordination, wipeout); adjectives (razor-sharp, stinging, integral, harsh, insulating, glorious, creeping, ever-present, towering, precious); verbs (defy, pound, scramble, drift, paddle, venture, trigger, slip, slide, shiver, soar); phrases (stroke of luck, tip the scales, seek sth out); adverbs (frantically)

7b Vocabulary

116-117

Lesson Objectives: to learn words/phrases related to landscapes & geographical features, to learn words/phrases related to extreme weather & natural phenomenon, to learn prepositions, to learn phrasal verbs, to practise word formation Vocabulary: landscapes & geographical features (estuary, sand dunes, dam, reservoir, swamp, ridge, peak, jetty, peninsula, reef); extreme weather & natural phenomena (balmy, nippy, a cold snap, haze, blustery, breezy, drizzle, drought, roasting, muggy, flurry, patch of fog, soil erosion, slush, flood alerts, battering, storm surge, forecaster, high tide, evacuate, pound against, water levels, rustle, crunch, howl, rumble, patter); phrasal verbs (come through, move in, let up, cut off, wash away)

7c Grammar in use

118-119

Lesson Objectives: to revise/practise reported speech, to practice articles/determiners/nouns

7d Listening skills

120

Lesson Objectives: to listen for specific information; to listen for gist Vocabulary: from script (emulate, suburbs, standing wave, phenomena, hotspot, proximity, vantage point, oblivious, counterpart, catch a wave, floodlights, illuminate, bucket list, once-in-a-lifetime, evaluate, prompt sb to do sth, see sb in a different light, excursion, do sb/sth the world of good)

7e Speaking skills

121

Lesson Objectives: to learn/practise situational language for narrating an experience & showing interest, to act out a dialogue narrating an experience & showing interest, to compare pictures

7f Writing

122-125

Lesson Objectives: to analyse a rubric/model, to practise descriptive techniques, to practise techniques for beginnings and endings of a narrative, to practise inversion, to write a narrative

Language Knowledge 7

126-127

Lesson Objectives: to practise multiple choice cloze, to practise word formation, to practise key word transformations, to consolidate vocabulary and grammar structures

Language Focus 7

128

Lesson Objectives: to learn extra theme-related vocabulary on extreme weather and geographical features, to practise idioms related to nature Vocabulary: extreme weather (torrential rain, territorial, point, crest of a wave, dust storm, cyclone, meltwater, flash flood, current, draught); geographical features (gushing waterfall, deep canyon, windswept moor, snow-capped mountain, melting glacier, vertical cliff, colourful/breathtaking/glowing sunset, fluffy/scattered/dark/low clouds, clear blue/starry/ overcast/menacing sky, bright/blazing/rising/setting sun, murky/stagnant/flowing/rushing water); idioms (beat about the bush, send a wave of panic, be out of the woods, put sth in the shade, be stone deaf)

Progress Check 7

129-130

Lesson Objectives: to read for coherence and cohesion, to listen for specific information, to consolidate vocabulary & grammar structures from the module, to revise speaking skills, to write a narrative

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7 Module Module Objectives

Answer Key

Direct Ss’ attention to the title of the module Back to Nature and ask Ss to suggest what they think the module will be about (the module is about exploring nature, outdoor activities, landscapes and geographical features, extreme weather and natural phenomena). Go through the objectives list to stimulate Ss’ interest in the module.

massive = gigantic crystal-clear = extremely clear intricate = elaborate intrepid = fearless alpine = high-altitude powdery = soft striking = stunning mind-blowing = astonishing coarse = rough jagged = pointed slender = narrow fainthearted = cowardly

1

To introduce new vocabulary • •

Ask Ss to read the titles of the blog entries. Elicit what, if anything, they know about the places. Give Ss time to read the blog entries and watch the video to find out more. 3

Suggested Answer Key The only one of these places that I have heard of before is Everest Base Camp, in Nepal. I know it is a very popular place with climbers because Mt Everest is the highest mountain in the world, so it is the dream of many climbers to reach the summit. The base camp is the last reasonably accessible place on the way to the summit. After the base camp, the climb becomes very difficult. Background information Belize is a country in Central America, south of Mexico and north of Guatemala. It has a population of 368,310 people. English is the first language of the country, and Spanish is the second. Austria is a country in Central Europe. It has a population of more than 8 million people, and the language spoken there is German. Most of Austria is mountainous. Nicaragua is a country in Central America, between Honduras and Costa Rica. It has a population of around 6 million people and Spanish is the official language. Everest Base Camp is located part way up Mt Everest, the highest mountain in the world. It is a place where climbers rest on the way up and down the mountain. Nepal is a country in the Himalayan Mountains, in South Asia. It is bordered by India and China. It has a population of more than 26 million people. The official language is Nepali. Mt Everest is in Nepal.

To personalise the topic • •

Read out the question and elicit answers from Ss around the class. Ask Ss to explain why the place they chose appeals to them.

Suggested Answer Key Cerro Negro, Nicaragua, appeals to me the most because I like trekking and I would love to see the tropical landscape and the plants and animals. I also think climbing to the top of an active volcano would be exciting and sand boarding down a volcano looks amazing! Words of wisdom • •

Give Ss time to read the quotation and discuss in pairs what they think it means. Ask various Ss to tell the class.

Suggested Answer Key This quote from famous scientist Albert Einstein raises an interesting point about the power of the natural world. It reminds us that we can always discover important things and develop our understanding of the world by examining nature.

7a Reading 1 a)

To introduce the topic Read out the questions and elicit answers from Ss around the class.

2

To consolidate new vocabulary • • •

Suggested Answer Key

Explain the task. Give Ss time to read the blog entry again and replace the words in bold with words from the list. Check Ss’ answers. Explain/Elicit meanings of any unknown words.

Alaska is in the most northern part of North America. You can expect to see wilderness such as uninhabited forests and expanses of tundra in the north. It is known for its high mountains with glaciers, wide river valleys and wild rocky coasts.

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7

Module b)

To introduce the topic; to imagine why someone would travel to Alaska

Grizzly is the common name of a type of brown bear, Ursus arctos, which is native to North America and is known for being large and aggressive towards humans. Cougar is the common name of a large cat, Puma concolor, native to North and South America. It is also called the mountain lion. It is shy and rarely seen because it tends to avoid people.

Read out the question and elicit ideas from various Ss around the class. Suggested Answer Key People might travel to Alaska to be in a remote, unspoiled natural environment. Alaska is very wild and has lots of national parks, wildlife and a beautiful landscape. 3 2 a)

To personalise the topic •

•

Ask Ss to look at the pictures and imagine that they are there, what they can see and hear, and how they feel. Ask various Ss to tell the class.

To read for coherence and cohesion (missing paragraphs) •

•

Suggested Answer Key I can see a beautiful landscape with sea and mountains and a lot of ice and snow. I think the sun is very bright, reflecting off the ice and the water. I can hear the sound of the waves, wind, and maybe sounds of the ice creaking, or the icicles breaking and falling as they melt in the sun. I also hear seabirds, maybe seagulls. I feel cold and my muscles ache, but I feel a lot of adrenaline pumping through my body. I am waiting for the next wave, and I feel excited and a little afraid at the same time. b)

To identify key sentences in a text • •

Ask Ss to read through the text and identify key sentences that explain how the surfers feel. Ask various Ss to tell the class.

Answer Key … Skultka swam for his life, grabbed his board and paddled ashore, exhausted… … And of course you’re tired, your body temp has dropped… … You have only a few seconds underwater in subzero temperatures before your head is exploding and your lungs are screaming… … That would have been one of the three or four times, I guess, that I thought I was going to die… Background information Alaska is a state in the United States. It is in the northwest of North America, above Canada. It is the biggest state in the US, but has a population of only around 380,000 people. Mount Edgecumbe is a dormant volcano located at the southern end of Kruzof Island, Alaska.

•

Ask Ss to read the text again, paying attention to discourse markers as well as general meaning, and fill the gaps with the missing paragraphs. Remind Ss to read through the whole text again when they have completed the task to check that it makes sense. Play the recording. Ss listen and check their answers.

Answer Key 1 F •

2 C

3 G

4 A

5 B

6 D

Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries to look them up.

Answer Key defy (v): to be able to resist sth frantically (adv): in a panicky way fringe (n): an outside border pound (v): to hit sth hard scramble (v): to climb to a place using my hands and feet drift (v): to float along with the sea current stroke of luck (phr): a fortunate happening tip the scales (idm): (of an event) to be the determining factor paddle (v): to move sth through the water using the hands as paddles venture (v): to dare go to a dangerous place slap (n): a blow with an open hand stinging (adj): hard and hurtful ice floe (n): a large piece of ice floating on the sea slush ice (n): partly melted ice coordination (n): the effective combination of movements wipeout (n): a fall from a surfboard trigger (v): to provoke sth slip (v): to slide and fall slide (v): to glide shiver (v): to tremble integral (adj): absolutely essential seek sth out (phr v): to look for sth until I find it soar (v): to fly at a great height insulating (adj): trapping the heat

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7 Module 4 a)

like a little island out in the middle of the surf break = simile. The ice is like an island, (but it’s not – it’s frozen water) and the speaker climbing onto it means he was using it like an island also. That degree of cold carries with it a quiet, everpresent threat. It waits for that one mistake = personification. Explanation: the cold is described as an entity that is carrying something dangerous. The cold is given agency; it waits for the right moment. It is like an enemy, waiting to strike. your head is exploding and your lungs are screaming = metaphor and personification. Explanation: The cold makes your head feel like it is exploding. Your lungs are screaming (as if they were a person who needed help). He was like a leaf in a river = simile. Explanation: He was being carried along helplessly by the current, which was so powerful that he could do no more than a leaf could. leaked like a sieve = simile. Explanation: A sieve has many holes in it, used for draining food when cooking. Here, the wetsuit had so many holes that it was like a sieve.

To consolidate new vocabulary in context • • •

Ask Ss to see if they can guess the meanings of the words from their context. Give Ss time to use their dictionaries to check the meaning of the highlighted words. Elicit answers from Ss around the class.

Suggested Answer Key razor-sharp = extremely pointed ever-present = existing all the time harsh = severe and hostile towering = very tall glorious = magnificent creeping = (of cold) moving slowly inside you precious = valuable b)

To identify what adjectives refer to Explain the task and give Ss time to complete it in pairs. Check Ss’ answers.

Answer Key Razor-sharp is used to describe lava reefs, which are rocks in the water. It could also be used to describe claws. Ever-present is used to describe a threat. It could also be used to describe danger. Harsh is used to describe the environment. It could also be used to describe words. Towering is used to describe cedar forests. It could also be used to describe mountains. Glorious is used to describe sights. It could also be used to describe colours. Creeping is used to describe the temperature. It could also be used to describe shadows. Precious is used to describe a commodity. It could also be used to describe cargo. 5

To introduce literary techniques • •

Read out the Study Skills box and check Ss’ understanding. Explain the task and give Ss time to complete it in pairs. Check Ss’ answers around the class.

Answer Key The raging Pacific = personification. Explanation: The sea is acting as if it is angry, roaring and crashing, like a person who is raging. I was in the soup = metaphor. Explanation: He is saying that the sea is soup. It gives an image of being in water that is rough, rolling and bubbling like soup that is boiling. hits you like a slap across the face = simile. Explanation: The cold is like a slap, it shocks you and stings or hurts.

6

To consolidate information from a text •

•

Give Ss time to use the information in the text to answer the questions. Remind Ss to use their own words rather than copy directly from the text. Check Ss’ answers.

Answer Key 1 Charlie Skultka was in a fight for his life because he fell off his surfboard, and was carried away by the current for many miles. He could not find a safe place to get to shore. He had to struggle to get back to land, or he would drown. Not only that, but he then had to walk three hours through wild forest to reach his camp. 2 The severe cold is extremely dangerous because it can give surfers hypothermia, which clouds their judgement, so that they might make mistakes or poor decisions. Also, it can quickly kill, as people cannot survive long in freezing water. 3 Some cold-water surfers do it because they live in a cold climate and they want to surf; they don’t have a choice. Others do it because they like the challenge of the cold environment, and they are moved by its beauty.

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Module

7

Speaking To consolidate information from a text; to express opinions • •

7b Vocabulary 1

Give Ss time to answer the questions in pairs. Monitor activity and then ask various Ss to tell their answers to the class.

• •

Writing To consolidate information from a text; to imagine an experience and write an email • •

Explain the task and give Ss time to write their emails. Ask various Ss around the class to read out their emails.

Suggested Answer Key

120

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 paddle 2 grabbed, drifted

Suggested Answer Key A: I think the main challenge of winter in Alaska would be the cold. There would be ice and snow everywhere, and it would be dangerous to spend time outdoors. I would feel terrible if I was stuck inside for months and couldn’t go out. I don’t like to be cold, either. So, no, I don’t think I would like to experience it. B: Yes, I agree that the cold would be difficult. But I disagree that it’s dangerous to spend time outdoors. You would only need to have the right clothes and equipment, and be careful. As long as you are dressed properly, it would be alright. A: So, would you like to experience it? B: Sure, why not? I think a white, icy winter environment could be very beautiful. Also, you would be keenly aware of the power of nature, and you would also learn that you can endure things you might not have realised you could. It might make you stronger and more confident. I think it would be an interesting experience.

To consolidate vocabulary from a text

2

6 scrambled, slip 7 pounding 8 slid

To consolidate vocabulary from a text • • •

Ask Ss to match the words to make phrases and check Ss’ answers around the class. Give Ss time to write their own sentences using the phrases. Ask various Ss to read out their sentences to the class.

Answer Key 1 c 3 g 2 a 4 e

5 b 6 d

7 h 8 f

Suggested Answer Key 1 When I got out of the car, the cold air hit me like a slap across the face. 2 In an extreme climate, one mistake can trigger a fight for survival. 3 Hypothermia is dangerous because it can cloud the senses. 4 Extreme sports are popular because they push people out of their comfort zone. 5 It was a stroke of luck that a boat passed by and rescued the surfer who had been swept out to sea. 3 a)

To present new topic related vocabulary •

Hi Dan, I’ve just spent my first week cold-water surfing in Alaska. It has been an amazing experience! The landscape is so breathtakingly beautiful, and the sea seems so powerful that it’s awe-inspiring. The cold is quite difficult to cope with, though. I had to rent a special wetsuit and I’ve really pushed my body to the limit. Sometimes I got so cold I couldn’t think clearly, so I had to stop. Luckily, I was surfing with several experienced cold-water surfers, so they could help me realise when conditions were becoming unsafe. Of course, just being in that unspoilt environment made all the challenges worthwhile. You should come next year! Speak soon, William

3 leak 4 collided 5 soaring

• •

Explain the task and give Ss time to use their dictionaries to check the meaning of the words in bold. Give Ss time to put the words under the correct headings. Check Ss’ answers.

Answer Key estuary = a river mouth sand dune = a hill of sand created by the wind dam = a man-made wall across a river reservoir = an artificial lake swamp = a marsh ridge = a long narrow section at the highest part of a mountain peak = a summit jetty = a pier

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7 Module peninsula = an area of land surrounded by water on three sides reef = a coral or rocky section of land just under the surface of the sea Coasts

Mountains

sand dunes ridge reef peak peninsula estuary b)

Rivers/Bodies Manmade of water features swamp dam estuary jetty reservoir reservoir

Answer Key 1 alerts 2 battering 3 surge 6

• •

Direct Ss attention to the pictures and explain the task. Give Ss a few minutes to complete the task. Elicit answers from Ss around the class.

Suggested Answer Key In picture B, there is a huge concrete dam with a reservoir behind it. In the background, I can see two mountain peaks. In picture C, I can see a coastline with white sandy beaches, and sand dunes. There is a peninsula sticking out into the sea in the distance and an estuary leading into the ocean.

7 pounded 8 levels

To speak about extreme weather Read out the question. Ask various Ss to tell the class. Suggested Answer Key In England we experience lots of kinds of bad and good weather. One example of bad weather is heavy rain, which often causes floods. An example of good weather is the summer sun that brings lovely conditions without very high temperatures or risk of sunburn.

To describe pictures using topic-related vocabulary •

4 forecasters 5 tide 6 evacuate

7

To listen and write about extreme weather • • • •

Explain the task and then play the recording. Ss listen and identify the prompts that are mentioned. Give Ss time to write their own stories. Check Ss’ answers and ask various Ss to read their stories to the class.

Answer Key Prompts mentioned: heaviest snowfall in years, blizzards coupled with high winds – 10 foot snow drifts, schools and businesses closed Suggested Answer Key

4

To present/practise topic-related vocabulary • •

Give Ss time to choose the correct word and use the other to write a sentence. Check Ss’ answers. Explain/Elicit the meanings of unknown words if necessary.

Answer Key 1 nippy 3 blustery 2 snap 4 drizzle

5 muggy 6 patch

7 erosion

Suggested Answer Key 1 The air was balmy and uncomfortable after the summer rainstorm. 2 There is often haze in the city because of the pollution. 3 Even in the summer it is cool and breezy by the sea. 4 All the grass was brown and dry because of the drought. 5 It’s roasting today; let’s find some shade to sit in. 6 There have been light flurries of snow falling on and off all day. 7 The slush from the melting snow soaked my feet. 5

To practise topic-related vocabulary • •

Give Ss time to complete the task. Check Ss’ answers.

One night last February, my home town experienced the heaviest snowfall that had occurred for 50 years. Only my grandparents could remember anything like it. There were 15 foot snowdrifts and we were trapped in our house. Thousands of people were completely snowed in. Some unlucky motorists were even trapped in their cars overnight, which must have been terrifying. Naturally, schools and businesses closed. We were all told to stay indoors for several days because they were predicting that the worst was yet to come. Luckily, by the end of the week most of the snow had melted and life went back to normal. 8 a)

To present vocabulary for sounds • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 B

2 A

b)

3 A

4 C

5 B

To practise vocabulary for sounds • •

Play the recording. Ss listen and do the task. Check Ss’ answers.

Answer Key 1 crunch 2 rumble

3 howl 4 patter

5 rustle

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Module 9

To practise prepositions • •

b)

Give Ss time to complete the task. Ask Ss to check their answers in Appendix I.

•

Answer Key 1 behind 2 towards 10

3 for 4 of, to

5 among

To present and practise phrasal verbs related to extreme weather • •

Give Ss time to complete the task. Ask Ss to check their answers in Appendix II.

Answer Key 1 through 2 in 11

3 up 4 off

5 away

To practise word formation • •

•

Explain the task and give Ss time to complete it. Check Ss’ answers on the board.

Answer Key 1 2 3 4

unknown seclusion exceptionally similarity

5 6 7 8

secretions medicinal tourists extraordinarily

• •

Background information

•

Scarborough is a town in North Yorkshire, in the north of England. It has a population of 61,000 and is a fishing town and popular holiday resort. Socotra is an island in the Arabian Sea, and is part of Yemen. It has a population of 44,000 people. Until recently it was completely isolated and the people led a traditional lifestyle. It has a tropical desert climate, and a unique flora and fauna.

• •

Remind Ss that direct speech is the exact words someone used and that reported speech is the exact meaning of what someone said, but not the exact words. Explain that we use quotation marks in direct speech, but we don’t use quotation marks in reported speech. Also explain that reported speech is introduced with the verbs ‘say’ or ‘tell’, which are called introductory verbs. Explain that there are also other introductory verbs that give the meaning of the direct sentence more accurately. E.g. informed, warned, ordered etc. We can use the word ‘that’ after introductory verbs or omit it. Write on the board: a) Mark said, ‘I bought a new coat.’ b) Mark said to me, ‘I bought a new coat.’ c) Mark said (that) he had bought a new coat. d) Mark said to me (that) he had bought a new coat. Explain to Ss that we can also report someone’s words either a long time after they were said (out-of-date reporting) or a short time after they were said (up-to-date reporting). In up-to-date reporting tenses do not always change. Explain the task and give Ss time to complete it. Remind Ss that they can use their answers in Ex. 1a, and refer them to the Grammar Reference pp. GR14-GR15 for more information. Check Ss’ answers.

Answer Key 1 In reported speech the tenses change as follows: present simple ➞ past simple present continuous ➞ past continuous present perfect ➞ past perfect past simple ➞ past perfect past continuous ➞ past perfect continuous future simple ➞ would can ➞ could In up-to-date reporting (when little time has passed) the tenses can change or remain the same. The pronouns always change according to the meaning of the sentence. 2 This is an example of up-to-date reporting. The words have been reported a short time after they were said. 3 Other verbs that are used instead of say and tell are confirmed and warned.

7c Grammar in use 1 a)

To present reported speech

To present reported speech Explain the task and give Ss time to read the news report and complete the sentences. Check Ss’ answers.

Answer Key 1 2 3 4

have airlifted is couldn’t have are, don’t have

5 was looking 6 have found 7 is

2

To rewrite sentences in reported speech • • •

Explain the task and go through the example with Ss. Give Ss time to rewrite the sentences. Check Ss’ answers.

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4

2 Thomas says (that) he is travelling to Mount Api in Malaysia. 3 The forest ranger told/ordered them to stop picking the protected flowers immediately. 4 Sara reminded me not to forget my walking boots because I had a difficult trek the following day. 5 Mark suggested that we visit/visiting the Alps when we were in Switzerland 6 Andrea asked Mark who she should speak to about the wilderness tours. 7 Kevin’s father told us/them not to drop litter outdoors because it could harm wildlife. 8 Lewis said that he had been sailing in the Mediterranean when he saw some dolphins. 9 He suggested/recommended that we visit/visiting the Lake District when we are in England. 10 Victor said that he had never seen the Great Barrier Reef. 3 a)

To present introductory verbs used with reported speech • •

Explain the task and refer Ss to the Grammar Reference section p. GR17 for more information. Check Ss’ answers.

Answer Key A: B: C: D: E: F:

notify, promise, warn, remind forbid, urge, promise, warn, advise, remind deny, suggest, admit wonder threaten, refuse, promise, urge deny, suggest, admit, promise, threaten, remind, warn, advise

b)

To practise introductory verbs used with reported speech • •

Give Ss time to rewrite the sentences. Check Ss’ answers around the class.

To present articles •

• •

Ask Ss to read through the text in Ex. 1 again and find the articles. Refer Ss to the Grammar Reference pp. GR18-GR19 and ask them to justify the use of each article from the text. Elicit answers from Ss around the class. Then give Ss time to fill in the appropriate articles in the text. Check Ss’ answers.

Answer Key a teenage girl = undefined singular noun with a noun used as an adjective the girl = noun talking about something specific the teens = noun talking about something specific a near-vertical wall = compound phrase before an undefined singular noun the wilderness = a generic geographical term a paramedic = undefined singular noun an emergency call = undefined singular noun with a noun used as an adjective the couple = noun talking about something specific the area sheriff = noun talking about something specific 1 2 3 4 5

— — — the a

11 12 13 14 15

— the a the a

16 17 18 19

a a the the

Background information

5 a)

To present determiners

•

2 Liam suggested that we book/booking a trip to see Ayers Rock. 3 Kelly denied breaking/having broken/that she had broken my camera. 4 Simon wondered if we would see any grizzly bears on our trip. 5 Jim notified/informed us that our trip to the mountains was cancelled because it was too foggy. 6 Janet urged/advised/warned Mary to wear a thicker coat because it was minus five outside.

— a the — the

Lake Bala is a lake in Wales. It is famous for being very deep and clear. Wales is a country in the southwest of the United Kingdom. It is a Celtic country and has its own language, Welsh. It has a population of 3 million.

•

Answer Key

6 7 8 9 10

•

Direct Ss’ attention to the highlighted words in the text in Ex.1. Explain to Ss that determiners are: the indefinite article (a/an), the definite article (the), demonstratives (this – these/that – those), possessive adjectives (my, your, his, etc), quantifiers (some, any, every, no, both, each, either, neither, none, enough, several, all, most, less, more etc.) and numbers (one, two, etc). Ask them to identify which type of determiner each word is. Check Ss’ answers around the class.

Answer Key a = indefinite article her = possessive adjective

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Module

neither = quantifier a few = quantifier another = other construction ‘another’ any = quantifier three = number their = possessive adjective the = definite article this = demonstrative b)

Suggested Answer Key

To identify uses of determiners • • •

Explain the task and refer Ss to the Grammar Reference section for more information. Give Ss time to complete the task. Check Ss’ answers.

Answer Key singular countable nouns: another, every, each, neither, either, other plural countable nouns: a few, some, all, both, several, enough, hardly any, less, other, any uncountable nouns: some, all, a little, enough, hardly any, less, other, much, any 6

To practise determiners • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 2 every 3 None 7

4 either 5 none of

6 all 7 no

8 Neither

To rewrite sentences using determiners • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 2 There aren’t many black rhinos left in the wild. 3 Both of the climbers got frostbite during their climb up Mount Everest. 4 It’s been such a dry summer that there’s little water left in the stream./There’s very little water left in the stream as it’s been such a dry summer. 5 Few of my friends are going on the kayaking trip this time. 6 There are some families camping in the national park this weekend. 8

To recognise differences in meanings between singular/plural nouns • •

Hair is an uncountable noun, and it is what we have on our heads. A hair or hairs is a countable noun and it is the individual hair. So, our hair is made up of many individual hairs. Wood is an uncountable noun. It is a material things may be made out of, for example: my table is made of wood. Woods is a plural noun, and it means a forest. Example: The woods were wild and dark. Good is usually an adjective, but it can also be a singular noun that refers to something that helps or gives an advantage, for example: Even a little exercise can do a lot of good. Goods is a plural noun, which means items that you can sell. Example: The trader sells lots of different goods. Pain is an uncountable noun. It is a feeling of physical suffering. For example: Ann’s cut was giving her a lot of pain. Pains is a plural noun that means to try hard or make effort, for example: He went to great pains to make sure the problem was solved fairly. Content is an adjective that means happy or satisfied. It is also a noun that means how much of a substance is in something, for example: Those biscuits have a high sugar content. Contents is a noun that means the ideas in a piece of writing, or everything that is contained inside of something else, for example: The contents of her bag spilled on the floor. Look is a countable noun. A look is the act of looking at something, for example: Can I have a look at your notes, please? Look can also mean the expression on somebody’s face, for example: He had an angry look on his face. Looks is an uncountable noun that means somebody’s appearance, especially how attractive they are. For example: The actor is known for his striking looks. Another example is spectacle = a visually striking scene, and spectacles = glasses.

7d Listening skills 1 a)

To introduce the topic • • • •

Explain the task and give Ss time to discuss the meanings of the words in pairs. Monitor activity and then elicit answers from various Ss around the class.

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Explain the task. Give Ss two minutes to write down as many extreme outdoor activities as they can. Ask Ss to compare their answers with a partner. Elicit activities from Ss around the class and write them on the board.

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7 Module Suggested Answer Key

b)

white water rafting, sky diving, mountain climbing, surfing, trekking, abseiling, wilderness camping, scuba diving, parasailing, bungee jumping, hang gliding, caving, snowboarding b)

• • •

To talk about extreme sports • •

•

Read out the questions. Elicit answers from Ss around the class.

I think the monologue is about surfing on a river called the Eisbach.

I think people do extreme outdoor activities for the adrenaline, or to challenge themselves and push their limits. Most of these activities require expensive equipment and training to do safely, so maybe some people do them as a status symbol, to show off their wealth. I have never participated in any of these extreme activities. I have done something similar to wilderness camping, however it wasn’t true wilderness camping because it was on a campsite that had a clubhouse and other facilities, so I was still relatively close to civilisation.

Answer Key 1 noun 2 adjective 3 noun c)

7 noun 8 noun

•

Play the recording twice. Ss listen and complete the sentences. Check Ss’ answers on the board.

Answer Key

The Eisbach is a man-made river in the German city of Munich. It flows through a park called Englischer Garten. It is a famous surfing place, though technically people are not allowed to swim there. Munich is a city in the German state of Bavaria. It has a population of more than 1.5 million people. It has a strong economy and a very high standard of living.

1 2 3 4

Explain the task and give Ss’ time to look up the words in the Word List. Check Ss’ answers.

Answer Key emulate (v): to imitate sb that you admire suburbs (pl n): the residential outskirts of a city standing wave (phr): a stationary wave phenomenon (n): a natural occurrence hotspot (n): a place with a lot of activity proximity (n): the state of being near to sth vantage point (n): an advantageous position for getting a good view oblivious (adj): unaware of sth counterpart (n): a matching activity catch a wave (phr): (of a surfer) to be in time for a wave floodlight (n): a bright artificial lighting unit illuminate (v): to fill a place with light

wetsuits dangerous riverbed banks

3

5 6 7 8

beginners warning bridge roaring water

To personalise the topic • •

To introduce new vocabulary and prepare for a listening task

•

4 noun 5 noun 6 verb

To listen for specific information (sentence completion) •

Background information

•

Ask Ss to read the title and gapped sentences. Elicit from Ss what they think the monologue will be about. Give Ss time to decide what type of word will be required to fill each gap. Check Ss’ answers.

Suggested Answer Key

Suggested Answer Key

2 a)

To predict content of a monologue; to identify word types

Read out the questions and elicit answers from various Ss around the class. Encourage Ss to give reasons/explanations for their opinions.

Suggested Answer Key I would like to watch surfers on the Eisbach River. It’s amazing that the river always has such large waves, and the skill that surfers need to ride them is very impressive. If I could surf I’d love to try it myself, but unfortunately I can’t. I would also like to try abseiling, because I think it would be very exciting to abseil down the side of a rock face. 4 a)

To introduce new vocabulary and prepare for a listening task • •

Explain the task and give Ss time to look up the words in the Word List. Check Ss’ answers.

Answer Key bucket list (n): a wish list once-in-a-lifetime (adj): very rare

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Module

evaluate (v): to assess sth prompt (sb to do sth) (v): to encourage sb to do sth see sb in a different light (phr): to think of sb in a different way excursion (n): a short trip sth does sb/sth the world of good (phr): sth is beneficial to sb/sth

I hear you’ve had an exciting summer = expresses interest How did that go = asks for more information That must have been incredible = expresses interest Oh, that’s a shame = expresses interest Did you take any photos = asks for more information b)

b)

•

To listen for gist (multiple matching) • •

• •

Ask Ss to read through Task One and Task Two before they listen. Explain that they will hear the recording twice and they will have to do both tasks, but they may do the tasks in any order they wish. Play the recording twice. Ss listen and complete the tasks. Check Ss’ answers.

• • •

5

3 F 4 H

5 E 6 D

7 A 8 B

9 G 10 F

ICT To expand the topic; to present information to the class

•

• •

2

Give Ss time to use the Internet to research an extreme sport or outdoor activity that is popular in their country. Monitor activity around the class. Ss present to the class. Alternatively, assign the task as HW and Ss give their presentation in the next lesson.

In England an outdoor activity that is gaining popularity is parkour. More and more people are practicing free running outdoors, in public spaces and parks. The agility and speed the free runners need is amazing, and seeing them jump and climb across terrain is very impressive. I’m sure that parkour is going to continue to get more popular in the next few years.

7e Speaking skills 1 a)

To present language for narrating an experience and showing interest • •

To act out a dialogue narrating an experience and showing interest • •

•

Suggested Answer Key

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key I don’t have words to tell you how great it was = narrates an experience

Explain the task and give Ss time to fill the gaps in the dialogue. Play the recording. Ss listen and check their answers. Ask Ss to read the dialogue aloud in pairs. Monitor activity and then ask various pairs to read the dialogue in front of the class.

Answer Key 1 I hear you’ve had an exciting summer 2 How did that go 3 That must have been incredible 4 Oh, that’s a shame 5 I don’t have words to tell you how great it was 6 Did you take any photos

Answer Key 1 G 2 C

To complete a dialogue

Direct Ss’ attention to the advert and the Useful Language box. Ss work in pairs, take roles and act out a dialogue narrating an experience and expressing interest, based on the information provided in the advert. Draw this diagram on the board for Ss to follow.

A Express interest in your friend’s summer experience.

B Say what your experience was.

Express interest.

Give more information. Include sth that you didn’t do.

Ask for more information.

Mention another experience.

Ask for more information.

Express interest and ask if your friend has photos. Say you will look at them. •

Narrate the experience. Suggest how your friend can see the photos.

Monitor the activity around the class and then ask some pairs to act out their dialogue in front of the class.

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7 Module Suggested Answer Key A: I hear you’ve had an interesting holiday, Bill. B: I certainly did. I went on a 5-day tour of the Galapagos Islands. A: Really? That must have been incredible. B: Yes, it was. The highlight for me was seeing all the strange and wonderful wildlife such as iguanas and seals. We even got to snorkel with sea turtles. We were going to go mountain biking too, but in the end we didn’t do that. A: Oh, that’s a shame. B: Not really, because we spent an extra day hiking through volcanic landscapes instead. A: What was that like? B: I had the time of my life. You just wouldn’t believe how beautiful the volcanic landscape was. A: What an amazing experience! Did you take any photos? B: Yes, and I’ve already posted some of them online. You should take a look. A: I’ll definitely do that.

Suggested Answer Key In picture A I can see a large modern-looking house in a cold, snowy landscape. In the background I can see a forest, and in the foreground I can see a road that has been cleared of snow. I can also see a woman walking, pulling two children on a sleigh. In picture B I can see a lot of people outdoors. It looks like they are doing some sort of activity like grinding grain using tools. I can see a tree, a lot of dry, brown sand and small huts in the background. It seems like a dry landscape, maybe a desert. In picture C I see a calm green river and a person on a boat, travelling towards a house that is standing on stilts in the water. There are trees and plants, and grass or moss on the ground. It looks like it might be a tropical landscape. 4

To compare two pictures • •

Explain the task and read out the questions. Elicit answers from Ss around the class.

Suggested Answer Key Background information Morocco is a country in North Africa, with a population of more than 33 million people. The landscape consists of rugged mountains and desert. Mining, textile and tourism industries are important for its economy. The Sahara Desert is the largest hot desert in the world. It is bigger than the United States. It covers large parts of Algeria, Chad, Egypt, Libya, Mali, Mauritania, Morocco, Niger, Western Sahara, Sudan and Tunisia. The Galapagos Islands are in the Pacific Ocean, far off the coast of Ecuador. They belong to Ecuador, and are a National Park and Marine Reserve. A population of 26,000 people live there. They are famous for their unique plants and animals and for inspiring Charles Darwin to come up with the idea of evolution. Iguanas are large lizards native to Mexico, Central and South America and the Caribbean.

3

To describe pictures • •

Direct Ss’ attention to the three pictures. Read out the task. Ask various Ss to describe what they see in each picture.

I would like to look at pictures A and B. In the first picture, I can see a snow-covered house in the mountains. There is a woman who is pulling a sleigh with a child on it. They are both wearing warm clothes. It appears to be fairly cold. In the second picture, in contrast, there is a group of people probably in a small African village. They appear to be a tribe who live in traditional huts. It appears to be very hot. The people are wearing thin clothes and might be doing chores. In my opinion, the most striking similarity between the two pictures is that they both show people living in isolated places under extreme conditions. I think the people in picture A enjoy living in the mountains, and enjoy a comfortable and modern lifestyle. While the tribe that live in picture B follow their traditional way of life away from populated places. I’d say that there are some difficulties that these people may encounter while living in these places. In picture A, if there is no electricity, then the people there would have to chop wood for heating and cooking and use oil lamps to get around. Another problem could be getting trapped in a snowstorm. Whereas in picture B, the tribe might have difficulties finding food as they have to hunt around the forest or fish in rivers or lakes. They could also be facing harsh environmental conditions like long dry spells and shortage of water which could make daily life more difficult for them. In my opinion, I think it would be most difficult to live in the place in picture B as there are definitely no modern amenities there like electricity or running water and finding food appears to be a daily struggle.

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Module 5

7

To compare a model answer to your answer • •

Play the recording. Ss listen and compare their answers to the answers that they hear. Elicit comments from Ss around the class.

Suggested Answer Key My answer is very similar to the example. However, the description in the example is longer than mine and goes into more detail, discussing weather conditions in more depth.

Suggested Answer Key 1 2 3 4

was shining entered had been following started

b)

To analyse a model; to identify paragraph content • •

To express opinions • •

Read out the question and give Ss time to answer it. Monitor activity and then ask various Ss to tell the class.

Suggested Answer Key I would like to live in the place in picture C, because I think it is very beautiful and quite unusual. I love boats and water, so it would be fun to stay in that place. I think it would be easy to relax there, because the landscape looks so tranquil and calm.

7f Writing 1

To analyse a rubric •

• •

Read through the writing box on narratives and check Ss’ understanding. Ask Ss to read the rubric and then elicit what the key words are. Give Ss time to answer the questions. Check Ss’ answers.

1 I have to write a narrative for my teacher for the school magazine. 2 I will be the main character of the story. 3 The narrative can be about a frightening experience. 4 I should use the past tenses: past simple, past continuous, past perfect, past perfect continuous. 5 I can begin my narrative by setting the scene. 2 a)

To read a model narrative and put verbs into the past tense • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

had strayed heard shouted let

Give Ss time to read the model again and complete the paragraph plan and then answer the questions. Check Ss’ answers.

Suggested Answer Key Para 1 – sets the scene = sunny day, starting cave exploration, feeling ecstatic Para 2 – events leading up to the climax event = exploring cave, following group, going off the planned path, getting lost Para 3 – the climax event = alone, lost in pitch-black cave, being found Para 4 – end the narrative = exiting cave, feeling grateful 1 The first paragraph sets the scene. 2 The climax event is getting lost. 3 Before the climax event the narrator was exploring the cave with the group, then the narrator left the planned path. 4 In the end the narrator was found and exited the cave safely. 5 At first the character felt ecstatic, then anxious, then finally relieved. c)

To list events in chronological order •

Answer Key Your teacher has asked you to write about a frightening experience you’ve had for the school magazine. Write your narrative (approximately 220260 words).

5 6 7 8

•

Give Ss time to put the events in chronological order. Check Ss’ answers. Ask various Ss to use their answers to give short summaries to the class.

Answer Key A 6 B 2

C 7 D 1

E 5 F 3

G 4

Suggested Answer Key First, Alison entered the cave with her group. She crawled on her hands and knees at first and then wandered through a maze of tunnels and got lost. She yelled for help, and finally the guide found her. In the end, Alison rejoined the group. d)

To complete a table • •

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Explain the task and give Ss time to complete it. Check Ss’ answers.

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7 Module Answer Key

I heard faint voices and saw dim lights – sound and sight I was overjoyed to see the guide – sight As I ... saw sunlight – sight

The main character is Alison. The secondary characters are

the guide and the group.

The attitude of the main character changes through the story. How did she feel in ...

Para 1? ecstatic Para 2? amazed Para 3? frantic, anxious Para 4? overjoyed, relieved, grateful

3 a)

4 • •

•

A: 1 2 3 4

Read out the writing box on Descriptive Techniques and check Ss’ understanding. Explain the task and give Ss time to find the adjectives in the model. Check Ss’ answers.

Answer Key cold dark cave, narrow opening, moist walls, spectacular rock formations, narrow passages, gloomy tunnels, faint voices, dim lights, distant voice b)

To recognise adverbs in a text • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 slowly 2 frantically

Give Ss time to replace the words in bold. Check Ss’ answers around the class.

Answer Key

To recognise adjectives in a text •

To practise using descriptive language

brightly qualified briskly pleasant

B: 1 cautiously 2 huge 3 stunning 5

Suggested Answer Key

• • •

4 strenuous 5 extremely 6 towering

Read out the writing box on feelings and check Ss’ understanding. Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key

6 a)

1 We slowly moved forward in the dark. 2 The child shouted frantically when he got lost in the park. 3 The students are waiting anxiously for their exam results. 4 We were definitely grateful to get home safely.

exclaimed warmly deafening shrieked

To practise describing feelings

1 happy 2 frustrated

3 anxiously 4 definitely

5 6 7 8

3 sad 4 lonely

To match beginnings and endings; to identify techniques for beginning and ending narratives • •

Explain the task and give Ss time to complete it. Check Ss’ answers. Elicit which techniques have been used.

Answer Key c)

To recognise direct speech in a text • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key Example of direct speech: A distant voice shouted back, ‘Alison, where are you?’ ‘Over here’ I replied. Verbs used: shout, reply d)

To recognise the use of senses in a text • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key touched the moist walls of the cave – touch we … stood still to hear the sound of water trickling down the walls – sound

A 3 techniques to start a narrative = using direct speech, creating a feeling of suspense techniques to end a narrative = describing feelings, asking a rhetorical question B 1 techniques to start a narrative = asking a rhetorical question, describing sb’s feelings, creating feeling of suspense techniques to end a narrative = using direct speech, describing feelings C 2 techniques to start a narrative = creating atmosphere, describing sb’s feelings, creating feelings of suspense techniques to end a narrative = describing feelings, using direct speech

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7

Module b)

To identify 1st and 3rd person narration • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key A and C are 1st person narratives, B is a 3rd person narrative c)

To practise techniques for beginning and ending narratives • • •

Read out the writing box on beginning and ending a narrative and check Ss’ understanding. Give Ss time to write their beginnings and endings using the techniques from the box. Check Ss’ answers.

Not only was Jane’s car slow but it was also very uncomfortable. 4 The helicopter had no sooner taken off than I knew I had made a terrible mistake by agreeing to get on it. No sooner had the helicopter taken off than I knew I had made a terrible mistake by agreeing to get on it. 5 The climber had never had such a terrifying experience before. Never had the climber had such a terrifying experience before. 8 a)

•

Suggested Answer Key Beginning: A strong wind was blowing, and puffy white clouds were racing across the blue sky as the girls stood at the edge of the small harbour, fidgeting with excitement. It hadn’t been easy to find a boat owner who would agree to take them to Skellig Island this early in the spring, but finally one had agreed. They were about to start their journey, but something told Amy that things weren’t going to go exactly to plan. Ending: The little fishing boat coasted into the harbour just as the sun was setting. The girls breathed a sigh of relief. Tired, wet and shaky, they made their way back to the hostel. If they could have seen what lay ahead that morning, would they have dared to go? 7

To present/practise inversion • • • •

Read out the writing box on inversion and check Ss’ understanding. Explain the task and write out the example on the board. Give Ss time to rewrite the sentences. Check Ss’ answers.

To analyse a rubric; to prepare for a writing task

• •

Answer Key ‘The sky was dark and the wind was howling. A thunderstorm had started and I didn’t know how I could get home.’ Write your narrative (approximately 220-260 words), beginning with this sentence. 1 2 3 4 5

I have to write a narrative. I will be the main character. The narrative will be about getting stuck in a storm. I should use past tenses. I can begin by setting the scene, and end by describing my feelings. 6 I can use descriptive language to make my narrative more interesting. b)

To write a narrative • •

Answer Key 1 It was not until I arrived home that I realised my wallet was missing. Not until I arrived home did I realise that my wallet was missing. 2 The passengers calmed down only when the plane had landed safely. Only when the plane had landed safely did the passengers calm down. 3 Jane’s car not only was slow but it was also very uncomfortable.

Ask Ss to read the rubric and elicit which are the key words. Give Ss time to answer the questions. Check Ss’ answers.

•

• •

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Give Ss time to complete the task using the Useful Language box. Remind Ss to describe events in chronological order and use descriptive language, and ask Ss to start and end their narrative using one of the beginning/ending techniques. After Ss have finish writing, ask them to check their work against the Checklist. Or Ss can exchange essays and check their partner’s work against the checklist. Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

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7 Module Suggested Answer Key

2

Stuck in a Storm The sky was dark and the wind was howling. A thunderstorm had started and I didn’t know how I could get home. I had been walking with my dog in the mountains outside of town. It had been a beautiful day, with bright sun and a cool breeze. I had lost track of time and we had walked farther than usual, over a mountain peak and into the next valley. Then the weather changed, and it seemed to be getting worse and worse. I knew it would be dangerous to cross the mountain peak in a thunderstorm, but the bus stop was on the other side. On the other hand, I didn’t want to wait in the valley because it was getting late and I would soon be soaking wet and cold. I had no idea what was ahead, because I’d never taken that trail before. Suddenly, I heard a strange noise, almost like laughter, and my dog stood up and looked ahead with interest. Was I imagining things? ‘What do you think, Spot?’ I asked. ‘Should we walk a bit more and see what we find?’ He wagged his tail enthusiastically and we set off down the trail. To my surprise, around the corner was a busy picnic area. People were rushing back to their cars to avoid the storm. I walked up to one group and to my relief they offered to give me a ride back to town. I was delighted that my dog and I would soon be warm and dry!

Language Knowledge 1

• •

•

1 discovery 2 appreciation 3 maturity 3

•

To practise grammar structures • •

Give Ss time to do the task. Check Ss’ answers. Ss should justify their answers.

Answer Key 1 2 3 4 5 6 7 8 9 10 11 12

7 D 8 A

Background information

warned her son not to no difference to Sam are the chances of it was prevented from (going) had a difference of opinion no way I am going that Norman objected to

4

7

5 A 6 C

Give Ss time to complete the task. Remind Ss not to write more than six words and to use the word in capitals. Check Ss’ answers.

Answer Key 1 2 3 4 5 6 7

Answer Key 3 B 4 A

D = yet (conj) but showing contrast D = make + adj + noun A = noun phrase + for + noun expressing purpose D = urge sb + to-inf A = type 1 conditional C = set phrase (meaning indigenous) D = reflexive/pronoun C = type 1 conditional B = modal + present inf A = adv + adj B = type 3 conditional D = determiner (few + plural noun)

5

Hang Son Doong is the world’s largest cave. It is in Vietnam, in Nha-K e’ Bàng National Park, near the border with Laos. People may visit the cave only if they have a permit. Tourists have paid 3,000 dollars for a tour. Vietnam is a country in South East Asia, between China, Laos and Cambodia. It has a population of almost 93 million people. The climate is tropical, with monsoons.

4 diversity 5 catastrophic 6 captivity

To practise key word transformations • •

Give Ss time to choose the correct words to fill the gaps. Check Ss’ answers.

1 A 2 D

Explain the task and give Ss time to complete it. Check Ss’ answers on the board.

Answer Key

To complete a multiple choice cloze task •

To practise word formation

To practise vocabulary • •

Give Ss time to do the task. Check Ss’ answers. Explain or elicit the meanings of any unknown words.

Answer Key 1 D 2 A 3 A

4 C 5 C 6 D

7 D 8 A 9 A

10 B 11 C 12 D

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Module

132

7

deserted (adj): abandoned deciduous (adj): (of a tree) losing its leaves at the end of a growing season destitute (adj): not having the essentials deprived (of sth) (adj): not provided with sth acclaimed (adj): celebrated accepted (adj): approved acknowledged (adj): recognised scatter (v): (of a herd of animals) to disperse scuttle (v): (of a small animal) to run quickly with short steps scamper (v): (of a small animal) to move quickly with quick short steps scurry (v): (of a small animal) to move fast with short steps predator (n): a hunting animal poacher (n): an illegal hunter scavenger (n): an animal that feeds on rubbish or dead animals killer (n): a murderer presume (v): to assume sth foretell (v): to predict to sb what will happen in the future anticipate (v): to expect sth project (v): to estimate sth perish (v): (of food) to go off starve (v): to have no food disintegrate (v): to break apart wither (v): (of a plant) to shrivel skip (v): to jump lightly split (v): to depart from a place unexpectedly displace (v): to make people leave their homes because of war, natural disasters, etc flee (a place) (v): to run away from a place to escape from danger hassle (v): to bother sb hint (at sth) (v): to imply sth hanker (for sth) (v): to long for sth haunt (v): (of a ghost) to visit a place frequently mark (n): a visible sign blemish (n): a skin flaw figure (n): an amount imprint (n): the mark that an object makes by being pressed into a place repress (v): to suppress (a feeling, etc) restrain (v): to physically stop sb moving restrict (v): to impose limits on sb inhibit (v): to impede sb exclusively (adv): solely exceptionally (adv): outstandingly surroundings (pl n): the specific area around a person or place territory (n): a region; a district biosphere (n): the part of the Earth where life exists natural habitat (n): the natural environment of an animal/plant

Language Focus 1

7

To present and practise new vocabulary on the topic of extreme weather • •

Give Ss time to complete the task. Check Ss’ answers. Elicit the meanings of the other words.

Answer Key 1 2 3 4 5

torrential, territorial = related to a particular area crests, peaks = the pointed tops of mountains storms, cyclones = violent tropical storms flash, meltwater = water from melting snow current, draught = a flow of air through a room

2

To practise collocations • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 waterfall 2 canyon 3 a)

3 moor 4 mountain

5 glacier 6 cliff

To practise collocations • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 e

2 a

b)

3 d

4 b

5 c

To practise collocations • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 2 3 4 5 4 a)

starry sky blazing sun murky water rising sun/clear blue sky dark clouds To present and practise idioms related to nature • •

Give Ss time to complete the task. Check Ss’ answers. Elicit if there are similar idioms in Ss’ own language.

Answer Key 1 bush 2 wave

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3 woods 4 shade

5 stone

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7 Module b)

Answer Key

To practise idioms related to nature • •

1 that 2 some

Give Ss time to write their own sentences. Ask various Ss to read out sentences to the class.

3 either 4 each other

Suggested Answer Key 1 The thunderstorm seems to be over but let’s wait a bit longer, we’re not out of the woods yet. 2 Don’t beat about the bush; just say what is bothering you. 3 Their house is beautiful; it puts my house in the shade. 4 Grandma is stone deaf without her hearing aid.

3 • •

1 Jane reminded me to check the weather forecast before I go/went sailing. 2 Tim warned his daughter not to go any closer to the edge of the cliff. 3 Sally promised to teach me how to snowboard one day. 4 Karen boasted that she has/had been to many exotic countries. 5 The police officer advised him to stay home during this bad weather.

To practise grammar structures Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 2 3 4 5

into/to who over none from

6 7 8 9 10

below were spotted heating the little/no

4

1 landslide 2 nippy 5

7

•

•

•

Answer Key

2

2 F

3 A

To revise determiners • •

Give Ss time to do the task. Check Ss’ answers.

4 E

5 slush

Play the recording. Ss listen and complete the sentences. Check Ss’ answers.

Answer Key

Ask Ss to read the text and fill the gaps with the missing paragraphs. Remind Ss to pay attention to discourse markers as well as general meaning, and read through the whole text again when they have completed the task to check that it makes sense. Check Ss’ answers

1 C

3 grabbed 4 flurry

To listen for specific information (sentence completion) •

To read for coherence and cohesion (missing paragraphs) •

Give Ss time to choose the correct items. Check Ss’ answers.

Answer Key

Nevada is a state in the western United States, with a population of almost 3 million people. Most of Nevada is desert. Tourism, mining and cattle ranching are important in the economy.

1

To consolidate vocabulary from the module • •

Background information

Progress Check

Give Ss time to rewrite the sentences in reported speech using the verbs in the list. Check Ss’ answers.

Suggested Answer Key

Grammar in Focus • •

To revise reported speech

5 B

1 2 3 4 6

activity sailing comfortable seasickness

5 6 7 8

bike barely walk neighbouring islands endurance

To revise language for narrating an experience and showing interest • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 2 3 4

I hear you went I had the time of my life Did you I don’t have the words to tell

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Module 7

7 Competences

To write a narrative • •

• •

Give Ss time to complete the task. Remind Ss to use descriptive language and remind them to use appropriate techniques to start and end their narrative. Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Ask Ss to assess their own performance in the unit according to how competent they feel regarding each of the listed activities.

Suggested Answer Key It was the first time I had ever been on an activity holiday and I was really looking forward to it. Little did I know, however, how difficult it was going to be. My friend Julie and I were in Costa Rica, and while we were there, we wanted to visit some truly unspoilt rainforest. We found a tour that would take us to a field station in the mountains, accessible only by a boat journey and then a full day’s hike. It was truly remote. Our guides picked us up and took us to the last village on the edge of the reserve. We camped there while our guides checked that our backpacks fit properly and that we had appropriate gear. They also went over our route, and explained what to do in case of different types of emergencies. I was starting to feel anxious. The next morning we started our trek. I had been training for months by carrying tinned food around in my backpack, but still, I was totally unprepared. The heat, humidity and uneven terrain made things very difficult. We had to cross several waist-deep rivers, carrying our packs over our heads, and from then on, we were soaking wet. In the humid rainforest there was no way to get dry! We arrived at the field station exhausted, with scratches, insect bites and blisters. We changed into our driest clothes, cooked dinner and climbed into our sleeping bags. The next morning, when we saw the sun rise over the forest, and heard the dawn chorus of the birds, we knew the difficult journey had been worth it!

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The Art of Entertainment In this module, Ss will explore the topics of art forms, TV & film, music, literature, adjectives describing performances/ art.

Module page

131

Lesson Objectives: to give an overview of the module, to introduce key vocabulary for different types of art forms Vocabulary: different types of art forms (visual/performing/ literary arts, decorative, arts exhibition, stand-up comedy, feature, poetry collection, encourage self expression, understand differences, connect people, challenge people’s perception, create awareness of an issue)

8a Reading

132-133

Lesson Objectives: to listen and read for specific information, to write an article about your ideal job Vocabulary: nouns (bashfulness, query, anticipation, glint, dent, knee pad, arm pad, ultimate, familiarity, coordinator); adjectives (mirrored, dedicated, discerning, inevitable); verbs (forge, leap, entail, linger, relish, double, entice, shrug, progress, grasp, collide); adverbs (relentlessly, tentatively); phrases (risk life and limb, slip off the tongue)

8b Vocabulary

134-135

Lesson objectives: to learn words/phrases related to radio/TV/film/theatre, to learn words/phrases related to books & literature and music, to learn prepositions, to learn phrasal verbs, to practise word formation Vocabulary: radio/TV/film/theatre (audition, rehearsal, act, commentary, remake, subtitles, opening scene, pilot episode, repeat, cliffhanger, end credits, riveting/overrated/ gripping story, charismatic performance, intriguing/tedious/ confusing plot, high-tech special effects, unconvincing/ compelling/captivating performance, unforeseen ending, spectacular/breathtaking/dreary special effects, tangled plot, contrived/predictable/poignant ending, absorbing story/plot/performance); books & literature (illustrated book, edited, depict life, chilling account, expert storyteller, submit for publication, bestselling novel, copy); music (lyrics, gig, single, mellow, vocals, melody); phrasal verbs (tune in, come up with, break into, dispense with)

8c Grammar in use

136-137

Lesson Objectives: to revise/practise relative clauses, to revise/practice time clauses/clauses of purpose/result/ concession/reason/place, participle clauses and exclamations, to revise/practise cleft sentences, to practise key word transformations

8 Module

8d Listening skills

138

Lesson Objectives: to prepare for a listening task, to listen for specific information, to listen for attitude, opinion and gist Vocabulary: from script (designate, related to the world of, interactive galleries, negative, trace, hotly, live-action, coupled with, a trip down memory lane, opt, diversity, pander, style over substance, derive, seal of approval, buck the trend, tug at the heartstrings, deprive, embellish, debut, find one’s roots, advent)

8e Speaking skills

139

Lesson Objectives: to learn/practise situational language for making suggestions/interrupting and responding to suggestions, to act out a dialogue making suggestions/ interrupting and responding to suggestions, to discuss a general topic and related points based on written input

8f Writing

140-143

Lesson Objectives: to practise vocabulary for reviews, to practise vocabulary for recommending, to practise formal linking devices, to analyse a rubric/model, to brainstorm, to write a review

Language Knowledge 8

144-145

Lesson Objectives: to practise open cloze, to practise word formation, to practise key word transformations, to consolidate vocabulary and grammar structures

Language Focus 8

146

Lesson Objectives: to learn extra theme-related vocabulary on radio/TV/film/theatre, books & literature, music to practice idioms related to entertainment Vocabulary: radio/TV/film/theatre (convey, transmit, shoot, photograph, contender, contestant, cameo, extra, commentator, presenter); books & literature (anthology, index, cover, memoir, novel, run, journal, transcribe); music (recital, routine, musical, tune, track); idioms (get a show on the road, make a song and dance about, sing sth’s praises, steal the show, a tough act to follow, break a leg, face the music, call the shots)

Progress Check 8

147-148

Lesson Objectives: to read for specific information, to listen for specific information, to consolidate vocabulary & grammar structures from the module, to revise speaking skills, to write a review

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8

Module

Module Objectives

•

Direct Ss’ attention to the title of the module The Art of Entertainment and ask Ss to suggest what they think the module will be about (the module is about different art forms and entertainment including TV and film, music and literature). Go through the objectives list to stimulate Ss’ interest in the module. 1

•

Suggested Answer Key S1: So, how does art contribute to society? What’s your opinion? S2: I think art contributes because it encourages selfexpression. This can make people feel happier and more satisfied with their lives. S1: Yes, and art can also help people understand differences, which contributes to sympathy and empathy between people and makes everyone get along better. So, it makes society a happier place. S2: Yes, I agree. Art can connect people too, especially when people work together to create it, for example if the art in question is a theatre production, street dancing or creating a mural in a public space. All these things can create a sense of community. S1: On the other hand, art can also challenge people’s perceptions. This might make people feel uncomfortable, but it also helps them to grow and learn. S2: This is an important contribution of art, in my opinion. It helps us to see things differently, and it can also communicate about issues that are problems in society. It can be a medium for raising awareness of social issues.

To introduce the topic • •

Direct Ss’ attention to the posters and ask them to discuss with a partner what the posters are about. Ask various Ss to tell the class.

Suggested Answer Key Poster A is about an exhibition in a museum, which is showing ceramics (probably vases, bowls, plates, mugs) Poster B is advertising a comedy show in a club, featuring two comedians. Poster C is about a poetry festival that is being held in a book shop. The festival probably involves readings of poetry. 2 a)

To introduce new vocabulary • •

Explain the task and give Ss time to match the definitions to the art forms. Check Ss’ answers.

Answer Key 1 b

2 c

Ask Ss to discuss the topic in pairs, using the phrases to help them. Monitor the activity around the class, then ask various Ss to give their opinions to the class.

3 a 4

b)

To practise new vocabulary in context • •

Explain the task and give Ss time to complete it. Elicit answers from Ss around the class. Ss should say what words helped them decide.

To personalise the topic • •

Answer Key Poster A = visual arts, words that helped me decide: decorative, ceramic Poster B = performing arts, words that helped me decide: stand up comedy, show Poster C = literary arts, words that helped me decide: poetry, book shop, language •

3

Optional extension: Ask Ss to write down as many kinds of visual art, performing arts and literary arts as they can think of. Give them a few minutes and then elicit ideas and write them on the board. To expand the topic

•

Read out the phrases given, eliciting or explaining any unknown words.

Explain the task and give Ss time to think of a slogan and find or draw images for their posters. Ask Ss to put up their posters on the wall. Elicit from Ss what they like about their classmates posters.

(Ss’ own answers) •

Optional extension: Ask Ss if they do/participate in any form of art, and if so, ask them to describe it to the class and say what they enjoy about it.

Words of wisdom • •

Give Ss time to read the quotation and discuss, in pairs what they think it means. Ask various Ss to tell the class.

Suggested Answer Key This quote makes a very important point about art. The artist is changing the viewers’ perspective with his or her art, making them see something new. It’s a very powerful force, but with great power comes great responsibility.

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8 Module

8a Reading 1 a)

To introduce the topic of the text • •

Ask Ss to scan the text, find the words and answer the questions. Check Ss’ answers.

Answer Key well-balanced (para 1) = sb who is calm, reasonable, and who shows good judgment. In the text, it describes Forster and his air, or manner. obsessed (para 2) = sb who is so interested in sth that they can’t stop thinking about it. In the text, it describes Forster as a teen. complacent (para 4) = sb who is satisfied so does not feel the need to try harder. In the text it describes a theoretical stuntman who no longer feels fear. daredevil (para 4) = sb who does dangerous things and takes risks. In the text it describes what Forster believes he is not. restless (para 5) = sb who is unable to stay still or remain calm due to boredom, worry or excitement. In the text it describes Forster when he is thinking about a stunt he would like to try. foolhardy (para 6) = sb who takes unnecessary risks. In the text it describes Forester’s view of doing stunts at older ages. • •

•

Point out that all the words are used to describe the character of the stuntman, Dean Forster. Ask Ss to try to think of as many other words that might be used to describe a stuntman’s character. Elicit words from Ss around the class, and write them on the board.

Suggested Answer Key

Tomorrow Never Dies is the eighteenth spy film in the James Bond series. It was directed by Roger Spottiswoode and the screenplay was written by Bruce Feirstein. It starred Pierce Brosnan as James Bond. The film came out in 1997. Dr Who is a British science-fiction television programme that has been produced by the BBC since 1963, and it has been adapted into two films. It has gained a cult following.

b) • •

Background information Mission: Impossible is an action spy film directed by Brian De Palma. The film came out in 1996. Tom Cruise is an American actor who has been nominated for three Academy awards and has won three golden globes. The Fifth Element is a science fiction action film directed and co-written by Luc Besson. It came out in 1997.

Explain the task and give Ss time to scan the text. Check Ss’ answers.

Suggested Answer Key Risking life and limb means to do something so dangerous that you risk losing your life or being injured (literally, losing a limb, i.e. an arm or a leg). Dean Forster is risking life and limb because he has a career as a stuntman and does stunts like leaping off tall buildings, jumping through windows, getting knocked down by cars or falling down stairs. 2 a)

To read for specific information (multiple choice) •

•

Ask Ss to read questions 1-6 and the possible answers and then give them time to read the text carefully and choose the correct answers. Check Ss’ answers around the class.

Answer Key 1 D b)

Other words describing aspects of character: impulsive, cautious, determined, timid, reckless, daring, intrepid, audacious, arrogant, courageous, enthusiastic, dependable, etc.

To predict the content of a text and read for gist

2 C

3 A

4 C

5 D

6 B

To justify answers with specific information from the text • •

Give Ss time to do the task and then compare answers with a classmate. Check Ss’ answers.

Answer Key 1 ‘For years I used to shrug and say, “Oh, I’m embarrassed.” ’ (lines 5-6) 2 ‘Just as a chef’s going to burn himself,’ he shrugs, ‘we get battered and bruised. It’s inevitable, but it’s just bumps and scrapes.’ (lines 11-13) 3 ‘but passion alone...’, ‘practise his skills relentlessly’ ‘So how much, I wonder tentatively, does one actually have to grasp...’ (para 3 – whole paragraph) 4 ‘I’ve heard it said that familiarity makes the fear less intense, but I don’t find that.’ (lines 38-40)

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Module

5 ‘And yet still he is waiting to try that one stunt that has always enticed him.’ (lines 57-58) 6 ‘the edges of his schoolboy smile.’ (line 8) ‘There has to be fear,’ (line 37) ‘Yet he insists he isn’t a daredevil...’ (line 45) ‘becoming restless in his seat with excitement’ (lines 59-60) •

To consolidate new vocabulary • •

Explain the task and give Ss time to find the words in the text. Check Ss’ answers around the class.

Answer Key

To consolidate vocabulary from a text • •

4

To consolidate new vocabulary through synonymous phrases • •

Read the phrases in the list and give Ss time to find their synonyms in the text. Elicit answers from various Ss around the class.

Answer Key slip so effortlessly off his tongue = come very easily never really into anything else = not interested in other things made it = been successful your whole body and mind are screaming = all of you is in a state of panic keep the nerves at bay = try to stay calm prone to freak out a little = likely to panic a bit It’s not everybody’s cup of tea = not everyone likes such things his time is running out = his career is coming to an end 5

To consolidate information in a text • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 He achieved success with determination, dedication and practice. 2 He thinks it is not very dangerous as long as you have the right attitude and take precautions. 3 Although there are still some stunts he would love to try, his plans for the future are to concentrate on the less physically demanding side of the job. •

Para 2: battered, bruised, bumps, scrapes Para 6: aches, pains b)

shrug (v): to raise my shoulders to show ignorance or embarrassment inevitable (adj): unavoidable progressed (v): continued relentlessly (adv): endlessly grasp (v): to comprehend collide (v): to crash into familiarity (n): knowing sth very well coordinator (n): sb who organises the work of several people

Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up. Alternatively, ask Ss to explain the words in context.

Suggested Answer Key risk life and limb (phr): to put your life in danger forge (v): to develop sth leap (v): to jump mirrored (adj): (of sunglasses) with an outside coating that looks like a mirror entail (v): to involve bashfulness (n): shyness linger (v): to keep existing query (n): a question slip off the tongue (idm): to be easy to say dedicated (adj): determined tentatively (adv): hesitantly anticipation (n): expecting sth to happen glint (n): a gleam relish (v): to enjoy sth very much discerning (adj): making good judgements dent (n): a hollow in a surface knee pad (n): thick and soft material for protecting the knee arm pad (n): thick and soft material for protecting the arms double (v): to take the place of an actor in a difficult scene entice (v): to attract sb ultimate (n): the greatest of its kind 3 a)

Answer Key

Optional extension: Ask Ss to brainstorm for two minutes and write down as many other dangerous jobs as they can. Elicit ideas from Ss’ and write them on the board. Ask Ss’ why each of the jobs are dangerous.

Give Ss time to look up the words in the Word List. Check Ss’ answers.

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8 Module Listening & Speaking

8b Vocabulary

To personalise the topic • • •

Read out the questions and then play the recording. Ss listen and then answer the questions in pairs. Monitor activity and then ask various Ss to tell their opinions to the class.

1 • •

2

•

• •

3 forge 4 dedicated

5 freaked

Suggested Answer Key 1 The teens lingered by the stage door hoping to see a famous actor. 2 She felt terrified, but she stepped tentatively onto the stage. 3 A career in show business entails a lot of travelling. 4 The pop star was enticed to work hard by the possibility of fame. 5 The guitarist leaped off the stage into the crowd.

Read out the rubric and give Ss time to write their articles. Remind Ss to include the points in the rubric. Ask various Ss around the class to read out their articles.

Suggested Answer Key My ideal job would be to be a filmmaker. It is a creative and varied job, but it can also be difficult to become successful. The process of making films is varied, and a filmmaker would have to have a variety of skills including technical skills involving cameras and film editing programs on the computer, as well as story-writing skills, and a lot of visual creativity. A filmmaker could work independently and do the whole process from script writing to editing the final product, or work as part of a team, and only have responsibility for the filming. The positives of the job include having the opportunity to use your creativity and express your ideas. There are negative points to choosing this job as well, however, and the most important of these is that making films is an expensive process and if you are a new filmmaker, it can be very hard to earn any money from it. It can also be challenging to get your film shown. It can be very competitive to get started in this job, and few people make it and become successful.

5 familiarity

Explain the task. Check Ss’ answers. Then give Ss time to write sentences using the other words. Ask various Ss around the class to read out their sentences.

Answer Key 1 shrugged 2 relentlessly To expand the topic

3 query 4 glint

To consolidate new vocabulary from a text • •

Writing

•

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 doubling 2 bashfulness

Suggested Answer Key I admire Dean Forster’s attitude. He is someone who followed his dream in life, and succeeded. Still, he is not arrogant and he has a child-like enthusiasm. At the same time, he is realistic about the work and does not take risks or show off. I wouldn’t really like to do his job, however, because I don’t like taking physical risks. I would be scared of making a mistake and being seriously injured. To me, it’s not worth it.

To consolidate vocabulary from a text

3

To practise collocations • • •

Explain the task and check Ss’ answers. Give Ss time to use the collocations to write sentences. Ask various Ss around the class to read out their sentences.

Answer Key 1 mirrored 2 stunt

3 animation 4 knee

5 display 6 film

Suggested Answer Key 1 Mirrored sunglasses were popular in the 1980s. 2 Stunt performers can earn high salaries. 3 A career in computer animation requires creativity and programming skills. 4 You should wear knee pads when you go rollerblading. 5 The display team all wore matching uniforms. 6 The film industry is very competitive.

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8

Module 4

Answer Key Story: odd one out = charismatic, charismatic performance (charismatic usually describes how a person performed) plot: odd one out = high-tech, high-tech special effects performance: odd one out = unforeseen, unforeseen ending special effects: odd one out = tangled, tangled plot (tangled describes a complex plot with many twists and turns) ending: odd one out = absorbing, absorbing can be used with story, plot and performance (sth absorbing must carry on for some time, because it holds the viewer’s attention, so it does not work for an ending, which is a single event)

To present and consolidate vocabulary related to the topic • •

•

Give Ss time to read the extracts then elicit/ explain the meanings of the words in bold. Ask Ss to copy the table in their notebooks and put the words under the appropriate headings. Remind Ss that some words fit under more than one heading. Check Ss’ answers.

Answer Key audition (n): a performance by an actor, singer, etc to be judged in order to take part in a play, film, etc rehearsal (n): a practice of a play, piece of music, etc before the performance act (n): each of the main parts of a play or musical commentary (n): the description of an event remake (n): a modern version of an existing film subtitles (pl n): the text that shows a translation of what actors are saying in a foreign film opening scene (n): the first part of a film pilot episode (n): the first of a series of programmes for discovering if a TV show will be popular repeats (pl n): a TV/radio programme broadcast before cliffhanger (n): a part of a story, film, etc that keeps you in suspense end credits (pl n): the list of all the cast and the crew appearing at the end of a film or TV programme Radio (audition) (rehearsals) commentary pilot episode repeats cliffhanger (end credits)

5 a)

TV audition (rehearsals) commentary remake subtitles opening scene pilot episode repeats cliffhanger end credits

Film audition rehearsals remake subtitles opening scene end credits commentary

Theatre audition rehearsals act opening scene

•

To practise adjectives related to the topic • •

Give Ss time to choose the correct word. Check Ss’ answers.

Answer Key 1 gripping 2 intriguing 6

3 captivating 4 breathtaking

5 predictable

To personalise the topic •

•

Explain the task and give Ss time to write their answers. Remind Ss to use the adjectives from Ex. 5a to describe the different aspects of the film. Ask various Ss to tell the class.

Suggested Answer Key

To present adjectives related to the

• •

b)

•

topic •

positive = riveting, charismatic, gripping, intriguing, high-tech, unforeseen, compelling, captivating, spectacular, tangled (in some situations), breathtaking, absorbing, poignant negative = overrated, tedious, confusing, unconvincing, tangled (in some situations), dreary, contrived, predictable

Give Ss time to choose the odd word out and decide which aspect of a film it would better describe. Check Ss’ answers. Ask Ss to work in pairs and decide which adjectives are positive and negative. Check Ss’ answers around the class.

My favourite film is ‘Brazil’. It is a compelling story about a future world that has gone completely wrong, and the main character’s struggle to try to survive first inside and then outside of the system. The tangled plot is compelling and the actors’ performances are convincing. While the special effects are not the most high-tech, they are still intriguing because they are elaborate and creative. Finally, this rather dark film has an unforeseen ending that will surprise you. I would recommend it to anyone who likes sci-fi films and who has a good sense of humour.

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8 Module 7 a)

To present vocabulary related to the

8 a)

To present vocabulary related to the

topic

topic

• •

•

Give Ss time to complete the task. Check Ss’ answers. Explain/Elicit the meanings of any unknown words.

•

Answer Key 1 illustrated, edited 2 depicting, chilling b)

Answer Key 3 storyteller, publication 4 bestselling, copies

1 gig 2 lyrics

To present vocabulary related to the

b)

topic •

• •

9

To practise prepositions • •

Give Ss time to fill in the correct prepositions. Ask Ss to check their answers in Appendix I.

Answer Key 1 by 2 with 10

3 by 4 for

5 to 6 into

To practise phrasal verbs related to the topic

To personalise the topic

•

Read out the questions. Elicit answers from various Ss around the class.

1 My favourite band is the American rock group the Foo Fighters and my favourite album of theirs is Echoes, Silence, Patience & Grace. I think that the best single on the album is the song The Pretender. 2 I have been to a rock gig once, it was a Foo Fighters concert in my hometown. It was an amazing experience, the atmosphere was great and Dave Grohl, the lead singer, gave a brilliant performance! The sound system was also excellent and the stage had light shows and even smoke machines!

what they thought of the book Speaker 1: great, exciting Speaker 2: disappointing, dreary, dull, overrated, boring, tedious Speaker 3: compelling, absorbing, interesting, remarkable

•

5 vocals 6 single

Suggested Answer Key

plot Speaker 1: gripping, riveting (twists), jaw-dropping Speaker 2: predictable characters Speaker 1: interesting, intriguing Speaker 2: unconvincing, contrived Speaker 3: strong, passionate

3 melody 4 mellow To personalise the topic

• •

Explain the task and write the headings plot, characters, what they thought of the book on the board. Play the recording. Ss listen and make notes in their notebooks. Elicit the adjectives Ss heard in the recording and write them under the headings.

Answer Key

c)

Explain the task and give Ss time to replace the words. Check Ss’ answers.

• •

Explain the task and give Ss a few minutes to prepare their answers. Ask various Ss to tell the class.

Give Ss time to complete the task. Ask Ss to check their answers in Appendix II.

Answer Key

Suggested Answer Key

1 in

One of my favourite books is Wuthering Heights by Emily Bronte. This dramatic novel is interesting because it gives a different view of this period of history than many other writers of the time. It is a tragic story with a riveting plot and many unexpected twists that will keep you absorbed. The characters are compelling, though they are hard to sympathise with because of negative aspects in their personalities, and the results of their poor decisions are chilling. I would recommend this book to fans of classic novels, but if you like happy endings, this book might not be your cup of tea.

11

2 with

3 into

4 with

To practise word formation • •

Explain the task and give Ss time to complete it. Check Ss’ answers on the board.

Answer Key 1 solution 2 originated 3 beginners

4 ambitious 5 outstanding 6 performances

7 musicals 8 unapologetic

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Module

8 who falls in love with Princess Jasmine = talking about a person (Aladdin), defining whose lamp falls into Aladdin’s hands = talking about a person (the genie), non-defining which includes lots of talented performers = talking about a thing (the cast of Aladdin), non-defining the best musical that I have ever experienced = talking about a thing (the musical), defining

Background information William Shakespeare was an English poet, playwright, and actor from Stratford-upon-Avon. He was born in 1564 and died in 1616. He is often said to be the greatest writer in the English language. He wrote in an old and complex form of English and has a reputation of being difficult to understand.

b)

8c Grammar in use 1 a)

To identify when relative pronouns can be omitted •

To present relative clauses •

•

•

• • •

Write on the board the relative pronouns who, whom, whose, which, that, and elicit which can be used to refer to people (who, whom, whose, that) and which can be used to refer to things (which, whose, that). Write on the board the relative adverbs when/that, where, why, and elicit what they refer to (i.e. time, place and reason) Write on the board: I enjoyed the comedy that is on at the cinema this week. and I saw a French film, which was set in Paris, at the cinema last night. Elicit the differences between the two sentences. Explain that defining relative clauses give necessary information that cannot be removed from the sentence, and do not contain commas; and that non-defining relative clauses are separated by commas, give extra information that can be removed without changing the meaning of the sentence, and do not use the word that. Refer Ss to the Grammar Reference for more information. Give Ss time to read the review and answer the questions. Check Ss’ answers.

Answer Key which has brought audiences so many animated films = talking about a thing (Disney), non-defining where it played at the New Amsterdam Theatre = talking about a place (Broadway), non-defining that want to be part of the magic = talking about a group of people (audiences), defining who directed = talking about a person (the choreographer), defining which is sure to leave you amazed = talking about a thing (the musical), non-defining in which Aladdin is the young street kid = talking about a thing (the story), non-defining

• •

Write on the board: This is the book (that) I bought today. This is the man that recommended the book. Explain that that can be omitted in the first sentence but not in the second. Point out to Ss that the book is the object of the relative clause in the first sentence, while the man is the subject of both clauses in the second sentence. Refer Ss to the Grammar Reference section for more information. Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key Casey Nicholaw is the talented choreographer who also directed the musical version of Aladdin. – The relative pronoun cannot be omitted because it is the subject of the relative clause. All in all, this new stage version of a timeless classic is the best musical (that) I have ever experienced! – The relative pronoun can be omitted because it is the object of the relative clause. Background information Aladdin is an animated film that was released by Walt Disney Pictures in 1992. It is based on the Middle Eastern folktale Aladdin and the Magic Lamp from One Thousand and One Nights. The Prince Edward Theatre is a West End theatre in London, UK. London is the capital of the UK, and its largest city. It is located in south east England. Broadway is a theatrical district that includes 41 theatres, in Manhattan, New York City, in the USA. New Amsterdam Theatre is a Broadway theatre in Manhattan, New York City. 2

To practise relative clauses • •

Explain the task and go through the example with Ss, then give Ss time to complete the task. Check Ss’ answers.

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8 Module Answer Key 2 Seeing his first opera was the moment (when) Ian knew he wanted to be a singer 3 The reason (why/that) Amy moved to Berlin was for a dance job. 4 Sally, whose mother was my music teacher, now plays saxophone in an orchestra. 3

•

Explain the task and remind Ss that there may be more than one possible answer. Check Ss’ answers. Elicit a variety of sentences from Ss around the class.

Answer Key 1 Diversity are a street dancing group who made it big after winning a TV talent competition. OR Diversity, who are a streetdancing group, made it big after winning a TV talent competition. OR Diversity, who made it big after winning a TV talent competition, are a street dancing group. etc. 2 We go to Glastonbury festival, which is one of the most famous performing arts festivals in the world, every year with our friends. 3 They usually visit Edinburgh in August, when the Edinburgh Festival is on. 4 Last year I met Sting, who I have always admired. OR I met Sting, who I have always admired, last year. 4 a)

To present clauses •

• •

Explain to Ss that there are different kinds of clauses that express a number of different things (i.e. time, purpose, concession, reason, place), and each type of clause is introduced by a set of words and phrases. Refer Ss to the Grammar Reference and elicit from Ss what words can be used to introduce each type of clause. Write them on the board. (i.e. time = after, no sooner, before, when, etc.) Explain the task and give Ss time to match the sentences to the types of clauses. Check Ss’ answers.

Answer Key 1 A 2 E b)

3 G 4 C

5 D 6 F

7 H 8 B

To identify different types of clauses •

•

since first opening on Broadway = time clause, referring to the period of time that the musical has been a success for a wonderful evening = clause of purpose, referring to the purpose of seeing the musical 5

To practise forming sentences using relative pronouns/adverbs •

Answer Key

To practise forming sentences using different types of clauses • • •

Explain the task and refer Ss to the Grammar Reference for more information. Give Ss time to write sentences using each of the words in the brackets. Check Ss’ answers around the class.

Answer Key 1 Whatever young actors try, they find it difficult to get a role in Hollywood. No matter what young actors try, they find it difficult to get a role in Hollywood. Hard as they try, young actors find it difficult to get a role in Hollywood./Hard as young actors try, they find it difficult to get a role in Hollywood. 2 Although his band is talented and successful, he isn’t happy. Though his band is talented and successful, he isn’t happy. Despite his band being talented and successful, he isn’t happy. OR Despite the fact that his band is talented and successful, he isn’t happy. 3 They called off the concert due to the rain. The reason why they called off the concert was that it was raining. OR The rain was the reason why they called off the concert. They called off the concert because of the fact that it was raining. OR Because of the fact that it was raining, they called off the concert. 4 The famous dancer is sick today and as a result the show has been cancelled. The famous dancer is sick today; consequently, the show has been cancelled. The famous dancer is sick today; therefore, the show has been cancelled. 5 I booked us tickets in advance so as not to miss out on the best seats. I booked us tickets in advance to avoid missing out on the best seats. I booked us tickets in advance for fear of missing out on the best seats.

Draw Ss’ attention in the text in Ex. 1. Give them time to read it again, find the clauses and decide what they are referring to. Check Ss’ answers.

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8

Module 6 a)

To present participle clauses •

•

• •

•

7 a)

Explain to Ss that participle clauses are a way to give information in a more economical way, and they can be used to replace adverbial clauses (i.e. relative clauses, time clauses, clauses of concession, clauses of reason, etc) when the subjects of both clauses in the sentence are the same. Write on the board: While I was waiting for the performance to start, I read the programme. = Waiting for the performance to start, I read the programme. Then write on the board: Waiting for the performance to start, the lights went out. Elicit from Ss why this is incorrect (i.e. This implies that the lights were waiting for the performance to start.) Direct Ss’ attention to the underlined sentences in the text in Ex.1. Refer Ss to the Grammar Reference for more information and give them time to answer the questions. Check Ss’ answers.

Answer Key 1 The actor playing Aladdin is especially good. 2 Studios, hoping to cash in on films, often transfer them to the stage. b)

To practise forming sentences with participle clauses •

•

•

Explain to Ss that present participles are used when the action of the participle happens at the same time as that of the main verb, and that past participles are used instead when the clause has a passive meaning. Point out that perfect participles are used when the action of the participle happens before that of the main verb, and can be used in active and passive clauses. Refer Ss to the Grammar Reference for more information, and give them time to rephrase the sentences. Check Ss’ answers.

Answer Key

144

1 Having been awarded a prize for his book, Neil sold more copies. 2 The famous pop star working in the studio was recording her new song. 3 Having heard that her favourite band was in town, Julie booked tickets for the show. 4 Seen from the audience, the singer looks much taller than he does in person. OR When seen from the audience, the singer looks much taller than he does in person.

To present cleft sentences •

•

• • •

Write on the board: Jenny didn’t see a comedy at the cinema last night. (but somebody else did), Jenny didn’t see a comedy at the cinema last night. (but she saw some other kind of film), Jenny didn’t see a comedy at the cinema last night. (but she saw a comedy somewhere else) Elicit/explain how to form cleft sentences that express these different meanings i.e.: It wasn’t Jenny who saw a comedy at the cinema last night. It wasn’t a comedy that Jenny saw at the cinema last night. It wasn’t at the cinema that Jenny saw a comedy last night. Refer Ss to the Grammar Reference (p. GR25) for other examples of cleft sentences. Explain the task and give Ss time to write the differences in meaning. Check Ss’ answers.

Answer Key 1 a emphasises what Naomi does all day b emphasises what Naomi doesn’t do (i.e. she doesn’t do anything else but practise) 2 a emphasises that most rock stars (but not all) seek a glamorous and exciting lifestyle b emphasises the thing that most rock stars seek is a glamorous and exciting life style (not something else) 3 a emphasises what they saw b emphasises where they saw it 4 a emphasises what Ellen wanted to see b emphasises when Ellen wanted to see it b)

To practise using cleft sentences for emphasis • • •

Explain the task and go through the example with the Ss. Give Ss time to rewrite the sentences. Check Ss’ answers.

Answer Key 2 The reason I’ve popped over is to give you back the book that I borrowed. 3 All Jack wants for his birthday is a guitar, A guitar is what/all Jack wants for his birthday. 4 It was on the 29th June, 1613, that Shakespeare’s original Globe Theatre was destroyed by fire. 5 It is in Somerset, England, that the Glastonbury Festival takes place. 6 What we should buy Kayley for her birthday is a book token. A book token is what we should buy Kayley for her birthday.

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8 Module 8

To practise using emphatic structures in speech • •

2 a) • •

Give Ss time to complete the sentences and compare answers with a partner. Ask various Ss to tell the class.

1 The first thing I want to do this weekend is go to the cinema. 2 The thing that I enjoy most at a concert is the great atmosphere. 3 All that I do is study all day. 4 It wasn’t me who lost the tickets. 5 What really bothers me is when someone gives away the ending of a film. To practise key word transformations •

•

Explain the task and give Ss time to complete it. Remind Ss to use the correct number of words and not to change the word in bold. Check Ss’ answers.

Answer Key 1 2 3 4

b)

having seen the poster for was such a fantastic film that so as not to miss despite the fact that he/having

To listen for specific information • • •

8d Listening skills 1

Give Ss time to check the words in the Word List. Check Ss’ answers and explain the meanings if necessary.

Answer Key designate (v): to decide that sth will be used for a specific purpose related to the world of (phr): concerning the area of interactive galleries (phr): an exhibition that uses touch screen computers negative (n): (of photography) a light and dark image from which the final picture is printed trace (v): to search carefully to find the origins and development of sth hotly (adv): excitedly live-action (adj): (of a film) using real actors rather than cartoon characters coupled with (phr): combined with a trip down memory lane (phr): spending some time remembering the past opt (v): to choose

Suggested Answer Key

9

To prepare for a listening task

Explain the task and give Ss time to read the questions. Play the recording twice. Ss listen and tick the correct box or fill in the missing information. Check Ss’ answers.

Answer Key 1 B 4 C 2 A 5 A 3 C 6 free

To introduce the topic Read out the questions and elicit answers from Ss around the class. Suggested Answer Key I don’t know much about the history of film and television, except that the first films were black and white and had no sound. TV was black and white at first too and only showed programmes at certain times. I’ve heard that when someone in a neighbourhood got a television, often many people went to their houses to watch it. I prefer film over television. I think it’s not a good idea to watch TV regularly, and some of the programmes are not good quality. In contrast, I think seeing a film at the cinema can be a special activity to do once in a while. It’s too easy to watch TV every night, and it can be a big waste of time.

3

7 the UK 10 memorable 8 spectacular experience 9 1991

ICT To expand the topic and develop research skills • • •

Ask Ss to research online and write their paragraphs. Monitor activity around the class, helping as necessary. Check Ss’ answers. Ask some Ss to read their paragraphs to the class.

Suggested Answer Key A similar museum to the National Media Museum in Bradford is the London Film Museum in London’s Covent Garden. The museum is dedicated to famous films and features exhibits all about film, as well as costumes, props and vehicles from well-known cinema classics. The museum hosts the Bond in Motion special exhibition, which is the largest official collection of James Bond cars and props. Concept art, artwork, storyboards, miniatures and models from James Bond films are also featured.

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Module 4 a)

8 To prepare for a listening task

• •

Give Ss time to check the words in the Word List. Check Ss’ answers and explain the meanings if necessary.

8e Speaking skills 1 a) • •

Answer Key diversity (n): variety pander (to sth) (v): to support or promote sth not quite good in order to get some advantage style over substance (phr): the technique or beauty of sth is better than its content derive (v): to get sth pleasant from sth else seal of approval (phr): the fact that you officially accept sth buck the trend (phr): to oppose what is in fashion tug at the heartstrings (phr): to try to make sb feel sadness or pity deprive (v): to not allow sb to have sth they need embellish (v): to improve the appearance of sth debut (n): the first public appearance of an artist, athlete, etc find one’s roots (phr): to discover the origin of my family advent (n): the coming of sth new b)

• • •

5 A 6 C

7 C 8 B

Suggested Answer Key

b)

• •

To identify and substitute phrases used for making suggestions, interrupting and responding to suggestions • •

•

Explain the task and refer Ss to the Useful Language box. Give Ss time to read the dialogue again and identify and replace the phrases with other from the Useful Language box. Check Ss’ answers.

Answer Key How about going = makes a suggestion – What if we went I was wondering whether you’d like to see = makes a suggestion – How would you like to see Sorry, but don’t you think it’s a bit outdated? = interrupts someone – But wouldn’t you say that it’s a bit outdated? Well, I don’t know = responds to a suggestion negatively – I’m not sure that’s such a good choice. hold on a second = interrupts someone – Wait a minute Shall we go for it? = makes a suggestion – How about going? Sure, I’m in! = responds to a suggestion positively – Yes, why not?

9 C 10 A

To personalise the topic •

Ask Ss to read the first and last exchanges. Elicit from Ss what they think the dialogue will be about. Play the recording. Ss listen and read along to check if their ideas were correct.

I think the dialogue is about two friends making plans to go and see a film at the cinema.

Explain that Ss will listen to an interview divided into five segments, and each segment will be followed by two questions. Give Ss time to read the questions and the possible answers. Play the recording twice. Ss listen and choose the correct answers. Check Ss’ answers around the class.

Answer Key 1 B 3 A 2 C 4 C 5

•

To listen for specific information (multiple choice) •

To predict the content of a dialogue

Read out the questions and ask Ss to discuss in pairs. Monitor activity around the class. Ask various Ss to tell their opinions to the class.

Suggested Answer Key S1: I think it’s better to see a film in the cinema, because going to the cinema is a special experience, and the films are never quite the same on a smaller TV screen. S2: I do agree with you, but I think going to the cinema is too expensive, so I rarely do it. If it were more affordable, I’d go often, but the truth is, it’s much more economical to see films at home.

2

To act out a dialogue using prompts based on a model dialogue • •

•

Direct Ss’ attention to the dialogue in Ex. 1 and the Useful Language box. Ss work in pairs, take roles and act out a dialogue suggesting to see a film, and responding to the suggestion. Remind Ss that B will be unsure at first but A will persuade him/her. Draw this diagram on the board for Ss to follow.

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8 Module A Mention the film marathon and invite B to go.

•

Suggest a film

B Respond positively. Ask what film A wants to see

Give reasons why it’s a good idea.

Interrupt and respond negatively.

Suggest a different film.

Respond negatively.

Suggest seeing the second film.

Interrupt and respond positively.

Say you will book tickets.

Respond positively.

Monitor the activity around the class and then ask some pairs to act out their dialogue in front of the class.

Suggested Answer Key Jason: Hi Tim, it’s Jason. There’s a James Bond film marathon on at the Filmhouse this weekend. How would you like to go on Saturday? Tim: Yes, why not? I’m free on Saturday. Which James Bond film are you thinking of seeing? Jason: How about seeing Dr. No? It’s the original James Bond film that came out in 1962. It’s... Tim: Hold on a second, don’t you think it would be really old-fashioned? Jason: Well, yes, but I think that’s why it would be so interesting! I mean, we’ve both already seen the latest James Bond films. Tim: Well, I don’t know. That was a while ago! Jason: Perhaps it would be better to see one of older ones of the more recent films, like Casino Royale from 2006. Tim: Yes, I think seeing a modern James Bond film would be kind of great. Jason: So what do you think? Shall we go for it? Tim: Sure, I’m in. Jason: OK, great. I’ll just book the tickets online now. 3

To answer questions based on written prompts •

•

Read through the Study Skills box with Ss. Remind Ss that they can use the three points to help them develop their answers, but it is also OK for them to use their own ideas. Ask Ss to work in pairs and ask and answer the questions.

Suggested Answer Key 1 S1: How is entertainment present in our everyday lives? Please explain. S2: Well, entertainment is present in our everyday lives in many ways. In my life, music is the most present. I listen to it every day, in my free time, whatever else I’m doing. It is always there in the background, and I would miss it so much if it wasn’t there! Books are also a part of my everyday life. I don’t have much time to read, unfortunately, but I always read for a bit before I go to sleep. It helps me to relax. I think films are a big part of some people’s lives, but they aren’t a big part of my life. I don’t have a TV and I rarely go to the cinema, but once in a while I watch a film on my laptop. 2 S1: How has technology changed the entertainment industry? S2: It has changed it so much! This is mostly due to the Internet. Now, you can find any kind of music imaginable online, and you can listen, watch videos and download it easily. It means we can see more independent music that we might not know about otherwise. It also means that it’s harder for the industry and artists to make money, although I think digital downloads are becoming popular now, and help to solve this problem. I don’t think these changes are bad, though. It’s easier now for artists to be independent, and cut out the middle men, who used to make a lot of money. Animated films are another new thing, but I don’t know much about them. Social media has also changed the entertainment industry, because it is another way for people to share what they like, so things can become very popular very quickly. 3 S1: Is it important to preserve traditional forms of entertainment? S2: Yes, I think it’s very important to preserve traditional forms of entertainment! By traditional forms of entertainment I guess we mean traditional music, songs and dancing, and old legends and stories, and maybe plays, too. I think these things are important because they give people a cultural identity which is good for them because they have a continuity with the past and with their ancestors. It can help people to feel proud of who they are and understand where they uniquely fit in the world. Old legends and stories can also preserve values, and teach young people about their heritage. It is a way of passing on wisdom. It can be worrying, however, if these

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Module

8

things are used to build nationalism because then people might start to feel like they are more important than others, and it can lead to tensions between groups of people.

2

To practise adjectives related to the topic •

• 4

To compare a model answer to your answer • •

Play the recording. Ss listen and compare their answers to the answers that they hear. Elicit comments from Ss around the class.

Suggested Answer Key The model answer is similar to our answer. In both we answer the questions and cover all of the points listed as bullets, however the model answer tended to go into further detail than my partner and I. In general, the speakers in the model answer spoke more confidently and didn’t hesitate at all. They also had a more diverse vocabulary than my partner and I.

8f Writing 1

To practise adjectives related to the topic •

• •

Draw Ss’ attention to the language box on adjectives/adverbs. Give them time to read it and check their understanding. Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 circled: convincing, chilling, predictable, spine-tingling; The word wooden could be used to describe poor acting. 2 circled: thought-provoking, spectacular, marvellous, action-packed; The word overcomplicated could be used to describe a book that is NOT recommended. 3 circled: moving, rousing, catchy, uplifting; The word unimaginative could be used for songs that don’t get you hooked or that are forgettable. (Note: The word moving is less likely than the other words to be used for a song that gets you hooked, but it is possible to use it in this way.) 4 circled: underrated, imaginative, slow-moving, hilarious; The word long-running could be used for a TV series that has been shown for many years.

Give Ss time to check the meanings of the adjectives in their dictionaries and choose the odd one out. Check Ss’ answers.

Answer Key characters shallow = (of a character) lacking depth or interesting qualities unconvincing = unbelievable catchy = (of a song) easy to remember believable = convincing odd one out = catchy plot poetic = relating to poetry predictable = foreseeable gripping = very interesting riveting = fascinating odd one out = poetic special effects stunning = very attractive astounding = astonishing unimaginative = unable to think of original ideas well-developed =fully thought-out odd one out = well-developed photography mediocre = second rate amateurish = not done to a professional standard breathtaking = very exciting and surprising enthusiastic = keen odd one out = enthusiastic acting/performance(s) appalling = terrible flawless = perfect outstanding = exceptional state-of-the-art = (of technology) most modern odd one out = state-of-the-art writing/script contrived = not genuine or natural melodic = tuneful confusing = not easy to understand well-developed = fully thought-out odd one out = melodic songs/tracks tangled = complicated remarkable = noteworthy dull = boring poignant = moving odd one out = tangled

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8 Module music moving = moving over-the-top = exaggerated stiff = (of an artist) wooden stimulating = exciting odd one out = stiff

As far as the film’s soundtrack is concerned, I found most of the tracks dull. The hit song “High Up” is awful, with clichéd lyrics. In general, the music was over-thetop, with the possible exception of ... 4

lyrics clichéd = stale awful = horrible action-packed = (of a film/book) with a lot of thrilling incidents profound = deep in meaning odd one out = action-packed 3 a)

• •

•

• •

Go through the writing box on reviews and check Ss’ understanding. Explain the task and make sure that Ss understand that they are sometimes going to replace a phrase containing an adverb plus an adjective with a single adjective. Give Ss time to complete the task. Check Ss’ answers.

Answer Key absolutely stunning = astounding impressive = flawless totally convincing = believable particularly standout = outstanding extremely realistic = well-developed totally absorbing = gripping even more gripping = riveting very moving = poignant impressive = remarkable extremely thought-provoking = profound incredibly rousing = stimulating b)

•

5

To write positive and negative recommendations •

• •

Read through the language box with the Ss and make sure they understand the language used for recommending. Explain the task and give Ss time to write their recommendations. Check Ss’ answers and ask various Ss to read their recommendations to the class.

Suggested Answer Key a) You shouldn’t miss this film. I would thoroughly recommend it to anyone who likes action films. b) Unfortunately, this album is not worth listening to. While the songs are catchy, the lyrics of the songs are clichéd and the music is unimaginative. I would not recommend it. 6

To present and practise formal linking devices •

To consolidate vocabulary •

Ask Ss to work in pairs. Give them time to do the task and monitor around the class. Ask various Ss to tell the class about their book, film or song.

Suggested Answer Key I heard a great song recently. The melody of the music was incredibly catchy so it stuck in my head, and the lyrics were both funny and thought-provoking. The only problem was that the singer’s voice wasn’t very powerful and it was hard to understand the lyrics.

To consolidate vocabulary using synonymous adjectives •

To personalise the topic

Give Ss time to replace the expressions and make the review negative. Check Ss’ answers and ask various Ss to read out their reviews to the class.

Suggested Answer Key This is definitely a film to avoid; not only are the special effects unimaginative, but the acting is appalling as well. The main characters are shallow and the actors playing them give unconvincing performances. This is due in part to the contrived script. I found the plot predictable, except when the action shifts overseas and the script becomes confusing.

• •

Go through the language box on formal linking devices with Ss and check their understanding. Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 Continuously, this historical drama has attracted large audiences. 2 The new album is so popular that it is sure to top the charts. 3 The film is not as good as people had hoped. As a matter of fact, the filmmakers are really worried about losing money.

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Module 7 a)

8 Answer Key

To identify style in reviews • •

Give Ss time to read the extracts. Elicit answers to the questions.

Answer Key A = a CD, B = a book, C = a film All three reviews use the present tense predominantly, because the things being reviewed still exist, they are not over/finished/past. The simple passive and present perfect also appear in the movie review, to refer to the process of making the move, from book to screen and the cost and it’s upward rise to become a hit. b)

To identify elements of style • •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Suggested Answer Key sophisticated vocabulary: It brilliantly explores the funny, thrilling and tragic business of being alive. simple vocabulary/contractions: There’s nothing quite like ..., It’s got wonderful songs... the passive voice: ...won’t be disappointed., direct address: I promise you won’t be disappointed. formal linking devices: fronting = Insightful and bold, The Fault..., pronominal linking = It brilliantly explores. discourse marker = in particular simple linking devices: It’s got wonderful songs that flow with soft and slow rock ballad sounds. complex sentence structure: Insightful and bold, The Fault in Our Stars is award-winning author John Green’s most ambitious and heartbreaking work yet. simple sentence structure: It’s got wonderful songs that flow with soft and slow rock ballad sounds. 8 a)

To analyse a rubric • • •

1 No, the rubric does not require a summary of the plot, but in a review a few lines describing the plot are generally required. 2 I should write about aspects that I found compelling. 3 No, it’s not important to remember all the names, but the main characters’ names should be mentioned. 4 The rubric does not ask you to include characters, but the main characters should be mentioned briefly in the introduction. 5 what was compelling, why others might enjoy it, and what they might learn from it 6 A review in a magazine should be semi-formal. b)

To analyse a model review • •

Suggested Answer Key My answers were correct. The model does include a summary of the plot, however, although it is not required by the rubric. 9 a)

To read a model text and fill in the gaps with the correct word. • •

It’s great to get into a good book, isn’t it? That’s why we’d like to publish some reviews of books you’ve read that you couldn’t put down. Send us a review of a book that you found compelling. In your review describe why you found it so compelling … and say why you think other readers might enjoy it and what they might learn from it.

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key 1 who 2 from b)

3 As 4 What

5 which 6 how

To analyse a model text; to find synonyms •

Ask Ss to read the rubric and then elicit what the key words are. Give Ss time to answer the questions. Check Ss’ answers.

Give Ss time to read the model and check if their answers were correct. Elicit comments from Ss around the class.

•

Explain the task and give Ss time to find synonyms. Check Ss’ answers.

Answer Key charming = captivating unwelcoming = inhospitable trapped = stranded powerful = fierce escape = evacuate shocked = horrified cleverness = ingenuity beats = overcomes impossible = insurmountable suspenseful = tense driven = propelled character = protagonist persistent = relentless

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8 Module unbelievable = unrealistic unlivable = uninhabitable difficult = tough pleasant = welcome usual = typical

11 a) • • •

Background information Andy Weir is the pen name of an American writer, Andrew Taylor Weir. The Martian was his first novel. He has also worked as a computer programmer for most of his life. Mars is the fourth planet in our Solar System. It is often called the Red Planet because it has a reddish appearance and is considered by many to be the most similar planet to Earth. NASA stands for The National Aeronautics and Space Administration. It is responsible for the USA’s space programme, and is part of the United States federal government. President Eisenhower established NASA in 1958.

10

To brainstorm for ideas

To analyse a rubric; to prepare for a writing

Ask Ss to think of a film that they have seen and write the headings in their notebooks. Give Ss time to brainstorm for ideas under the headings. Monitor activity around the class, helping as needed.

Suggested Answer Key Notes Film: Super Size Me, documentary film. Morgan Spurlock wrote, produced, directed and starred in it. About what happened to his physical/psychological health after eating only at McDonalds for a month. Why it made an impression: Very well-done documentary. Presented statistics/facts and documented Spurlock’s experience over the month. Doctors checked him before/during/after. His health deteriorated. Film made a dramatic point. What others might enjoy: presented in funny way. Humorous and horrifying at the same time. Spurlock likable person. What others might learn: teaches lesson about the real effects of fast food/importance of healthy diet

task • • •

Ask Ss to read the rubric and elicit the key words from Ss around the class. Give Ss time to answer the questions. Check Ss’ answers.

b)

To complete sentences using your own ideas • •

Answer Key You see the following announcement on the website filmfans.com: Reviews wanted Has a film you’ve seen made a lasting impression on you? If so, send us a review of it. In your review describe why it made such an impression on you and say why you think other viewers might enjoy it and what they might learn from it. Write your review (220-260 words). 1 a film that made an impression on me. 2 people who visit a film website, the review should be semi-formal or formal. 3 general information about the film: name, director, main actors, what it is about etc. 4 largely favourable, because the rubric asks for a film that made a lasting impression, which is positive. 5 why the film made an impression on me, why other viewers might enjoy it, and what they might learn from it 6 with a summary and recommendation

Explain the task and give Ss time to complete the sentences using the ideas in their notes. Check Ss’ answers.

Suggested Answer Key 1 One of the best things about this film is the way it uses humour to talk about a serious issue. 2 The main theme of this film is what happened to Spurlock when he ate nothing but food from McDonald’s for 30 days. 3 Watching this film, you cannot fail to be shocked and to consider your own diet. 4 The script is, for the most part, true to life and convincing. 5 The only thing which disappointed me was the fact that it focused on one fast food chain – while in reality unhealthy food can come from a lot of places. 7 After the first few minutes you feel really worried about Spurlock and curious to see what happens. c)

To write a review • •

Refer Ss to the writing box on p. 140. Give Ss time to complete the task using phrases from the Useful Language box and their answers from Exs 11a & b.

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8

Module • • •

Remind Ss’ to go through the Checklist after they have finished writing their review. Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Suggested Answer Key A film that made a lasting impression on me is Super Size Me. It is a documentary film that was written and directed by Morgan Spurlock, who also starred in the film. He decided to eat nothing but food from McDonald’s for a month and document what happened to his body. The tone of the film is humorous, but the results are shocking. The reason it made such an impression on me is that is a very well-done documentary. Spurlock includes statistics and interviews and got checked out by doctors before, during, and at the end of the month. They did tests that verified the dramatic changes in his health. It was worse than even his doctors had predicted, and this gives the film a powerful and important message. Viewers will enjoy the film however, because it is presented in a funny and entertaining way. Spurlock laughs at himself and his trials and is a likable character. He does not lecture. He just lets us accompany him on his experiment and draw our own conclusions. Super Size Me is a film with an important lesson. Viewers can’t help but be astounded by the results of Spurlock’s month eating only fast food and will most likely question their own diets after watching it. While hardly anyone eats at McDonald’s every day, many people eat fast food regularly. This film is sure to inspire viewers to cut back. Overall, this is a film that everyone should watch. The well-presented facts will change how you view fast food forever and entertain you in the process. I would highly recommend it.

Language Knowledge 1

Background information The Italian Renaissance was a period of cultural change that began in Italy during the 14th century and lasted until the 16th century. At this time there were great developments and achievements in literature, music, philosophy and the arts, as well as science. Catherine de’ Medici was an Italian noblewoman who at the age of 14 married King Henry II of France and was Queen of France from 1547 until 1559. She was born in 1519 and died in 1589. The Medici family was known for being patrons of the arts. King Henry II was a French king who was born in 1519 and died in 1559. He was only 40 when he died from a sporting injury. He is known for having invented the patent.

2

To practise word formation • •

Explain the task and give Ss time to complete it. Check Ss’ answers on the board.

Answer Key 1 outstanding 2 enigmatic 3 mysterious

4 boundaries 5 creations 6 cascading

7 attention 8 unsurprisingly

Background information Girl with a Pearl Earring is a well-known painting by 17th-century Dutch painter Johannes Vermeer. Mona Lisa is probably the most famous paining in the world. It was made by Leonardo da Vinci in 1503 or 1504 in Florence, Italy. It is famous because of the enigmatic smile of the woman in the painting. Banksy is a graffiti artist from Bristol whose works have political and social themes and often have black humour. Banksy has become extremely famous, but nobody knows who he really is as he hides his true identity. Li Hongbo is a contemporary Chinese artist whose works are displayed internationally. He lives and works in Beijing.

8

To complete an open cloze task • •

Give Ss time to read the text and think of the correct words to fill the gaps. Check Ss’ answers.

Answer Key 1 as 2 trace

3 put 4 is

5 from 6 which

7 around/across 8 than

3

To practise key word transformations • • •

Give Ss time to complete the task. Remind Ss not to write more than six words and to use the word in capitals. Check Ss’ answers.

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8 Module Answer Key 1 2 3 4 5 6 7 8

come by (phr v): to find sth by chance come to (phr v): (of a bill) to add up to come into (phr v): to enter go easy on sth (phr): to use sth in moderation take it easy (phr): to relax feel ill at ease (phr): to be uncomfortable ease my way (phr): to move slowly and carefully get hold of sb (phr): to find sb be in the habit of doing sth (phr): to do sth frequently get the idea (phr): to understand sth get the hang of (sth) (phr): to master sth salient (adj): most important seasoned (adj): experienced seasonable (adj): appropriate to the season skilled (adj): talented summit (n): the highest part of a mountain crest (n): the highest point of a hill or wave pinnacle (n): the highest level of a career top (n): the highest part of sth ecstatic (adj): full of joy hilarious (adj): very funny humorous (adj): funny and amusing whimsical (adj): temperamental; capricious authority (n): official power to do sth authenticity (n): genuineness authorisation (n): official permission authentication (n): the act of confirming that sth is genuine acknowledged (adj): recognised; noted accepted (adj): (of a person) allowed entry somewhere acceptable (adj): satisfactory accomplished (adj): very good at sth drop by (phr v): to pay sb a short visit drop off (phr v): to give sb a lift drop out (phr v): to quit sth drop into (phr v): to visit sb unexpectedly saviour (n): a rescuer sanatorium (n): a hospital for chronic diseases sanctuary (n): a refuge seclusion (n): isolation

was taken aback/by surprise lost track of make up your mind (about) I was interested in seeing have I seen such a silly a good/great chance of winning hadn’t been held up however hard I

4

To practise grammar structures • •

Give Ss time to do the task. Check Ss’ answers. Ss should justify their answers.

Answer Key 1 B a variety of ways = a variety of + plural noun 2 A on (be hard on sb = to be critical or unfair) + reflective pronoun (referring to Jessica = herself) + when 3 D modal verb indicating possibility 4 C indefinite article + somewhat (adverb modifying degree) + adjective 5 A present perfect passive, no modal is required here 6 B comparison of two things = far more ...than + demonstrative pronoun (NOT object pronoun) 7 D such a + uncountable noun 8 A given (preposition) = knowing about or considering sth 9 C subject + verb (There is only one clause in this sentence so we must add a verb without a clause structure) 10 B participle clause (introduced by with + subject) because the subject of the two clauses are different 11 A a passive structure is required here because a review cannot believe 12 A present perfect continuous for repeated activities which started at a particular time in the past and are still continuing up until now 5

Language Focus

To practise vocabulary • •

Give Ss time to do the task. Check Ss’ answers. Explain or elicit the meanings of any unknown words.

Answer Key 1 D 2 B

3 B 4 B

5 D 6 B

7 C 8 B

9 C 10 D

11 A 12 C

1

8

To present and practise new vocabulary related to the topic • •

Give Ss time to complete the task. Check Ss’ answers. Elicit the meanings of the other words.

let off steam (phr): to unwind far from (phr): nowhere close to come along (phr v): to go somewhere with sb

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Module

8

Answer Key

Progress Check

1 transmitting, conveying = expressing an idea or emotion to others in a way they understand 2 shoot, photograph = to take a still picture with a camera 3 contestant, contender = someone who is competing against others in order to win 4 extra, cameo = a small but noticeable part in a film, played by a famous actor 5 presenter, commentator = someone on TV or radio who describes an event, particularly a sport, as it happens 2

To present and practise new vocabulary related to the topic • •

1 •

•

1 C (lines 5-6) 2 C (lines 21-24) 2

3 d 4 c

5 a 6 e

1 commentary 2 overrated

7 f 8 b 3

• •

3 track 4 musical

5 routine

To present and practise idioms related to the topic Give Ss time to complete the task. Check Ss’ answers. Elicit if there are similar idioms in Ss’ own language.

4

3 C 4 (period) tea room

5 ground floor 6 costumes

To revise clauses • •

Give Ss time to complete the task. Check Ss’ answers.

Answer Key 3 sang 4 stole

5 follow 6 break

1 2 3 4

7 face 8 calls

To practise grammar structures

5

Give Ss time to complete the task. Check Ss’ answers. However the to get themselves by

6 7 8 9 10

was founded who are performed though as well as

11 have been trained 12 plans

who as soon as even though so many

5 6 7 8

in view of wherever in order to whose

9 However 10 Because

To revise language for making and responding to suggestions and interrupting • •

Answer Key 1 2 3 4 5

Explain the task and give Ss time to read the questions. Play the recording. Ss listen and tick the correct box or fill in the missing information. Check Ss’ answers.

1 A 2 C

Grammar in Focus • •

5 contrived

Answer Key

Answer Key 1 get 2 makes

3 tunes 4 entails

To listen for specific information •

Give Ss time to complete the task. Check Ss’ answers.

1 tune 2 recital

• •

Explain the task and give Ss time to complete it. Check Ss’ answers.

Answer Key

Answer Key

4

3 D (lines 31-33) 4 A (global)

To revise vocabulary from the module • •

To present and practise new vocabulary related to the topic • •

Ask Ss to read the questions and the possible answers and then give them time to read the text carefully and choose the correct answers. Check Ss’ answers around the class.

Answer Key

Answer Key

3

To read for specific information (multiple choice)

Give Ss time to complete the task. Check Ss’ answers.

1 g 2 h

8

Give Ss time to choose the correct options. Check Ss’ answers.

Answer Key 1 b

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8 Module 6

Competences

To write a report • •

• •

Give Ss time to complete the task. Remind Ss to use a variety of adjectives and adverbs in their reviews, and to make a recommendation. Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Ask Ss to assess their own performance in the unit according to how competent they feel regarding each of the listed activities.

Suggested Answer Key Scrubs is a hilarious TV series which is set in a hospital and combines comedy and life lessons in an original way. It was created by Bill Lawrence, and the lead character is J.D., a medical intern, played by Zack Braff. The series follows the lives of the employees at a fictional teaching hospital, including interns, doctors, nurses and the janitor. Their daily lives are quite ordinary, but the characters themselves are very entertaining. The series also features J.D.’s daydreams, which add a surreal element. But the best thing about this series is that the characters are believable and complex, and they develop throughout the episodes. Compared to most TV series, I would say that Scrubs provides positive role models for young people for a number of reasons. First of all, the characters are ordinary and realistic; they make mistakes and learn and grow. At the same time, they are in positions of responsibility as medical staff at a hospital. This gives a message that ordinary people can do very skilled and important jobs - a valuable message for young people. Also, the characters are diverse, from different ethnic groups and social classes, which further strengthens the message. Finally, each programme presents a life lesson at the end, but nevertheless, manages to be hilarious and entertaining. Overall, this is a series that is original and funny while providing positive role models for young people. Although it is no longer running, it is well worth finding the DVDs and watching them. After a few episodes, you are sure to be a fan.

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CLIL/ Culture key

A CLIL: Science

4

ICT To expand the topic and conduct further study •

1

To introduce the topic; to read for specific information • • • •

• • •

Read the rubric aloud and ask Ss to look at the pictures and headings. Elicit guesses from Ss about the kind of ‘superpowers’ each animal might have. Give Ss time to read the texts to find out. Check Ss’ answers around the class.

Suggested Answer Key The immortal jellyfish, Turritopsis dohrnii, has the superpower of immortality! Jellyfish have a complicated life cycle with immature individuals growing (almost like plants) on the sea floor, and adult individuals floating freely in the sea. Turritopsis dohrnii can actually turn from an adult individual back into an immature individual, in this way starting life over again whenever it needs to. In this way it could, in theory at least, live forever.

Answer Key The Axolotl’s superpower is its ability to regrow limbs, eyes, organs and even its spinal cord. The Mimic Octopus’ superpower is its ability to not only change colour but also to mimic (i.e. pretend to be) other species, usually the predators of its predators! 2

To read for cohesion and coherence • •

Give Ss time to read the texts and think of a suitable word to fit each gap. Play the recording. Ss listen and check.

A Culture Spot 1

Answer Key 1 without 2 after •

3

5 To 6 other

•

Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries to look them up (for definitions see World List at the back of the book).

•

•

A cultural institution is an important thing that helps promote and preserve the culture of a country. The Royal Family are a good example as they preserve the culture of Britain. The Royal Family are the key people in the monarchy (system of having a king/queen) in the UK. Love affair refers to the affection many British people have for the Royal Family. Pomp and ceremony refers to many traditional activities (for example the Changing of the Guard) that attract tourists. Cultural icons are what the Royal Family have become, as they are a symbol of the UK.

Allow Ss some time to read through the texts again and think of their answers. Elicit opinions from Ss around the class.

Suggested Answer Key I learned that the Axolotl can regrow entire complex body parts, for example eyes and organs. I didn’t know any animal could do that. I learned that the Mimic Octopus can pretend to be the predator of a specific animal, depending on which animal it sees! I find the Mimic Octopus most fascinating because it’s amazing that it can use its body in so many different ways to imitate so many different creatures.

Read the words in the rubric aloud and then play the recording. Give Ss time to listen and to read the text to find out how the words are related to the British Royal Family. Check Ss’ answers around the class.

Suggested answer key

To personalise the topic •

To read for specific information •

3 enough 4 like

Give Ss time to find information about another animal with ‘superpowers’ and to prepare their presentations. Monitor activity around the class. Ss give their presentations to the class. Alternatively, assign the task as HW and ask Ss to give their presentations in the next lesson.

2

To research/talk about an important family in your country •

• •

Read the rubric and ask Ss to find information about an important family in their country (i.e. royalty, an important political or cultural family, or even a popular celebrity family). Ss work in pairs or groups. Ask various Ss to tell the class.

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CLIL/ Culture key Suggested answer key

•

An important family in my country is the Obama family. They are an important political family that includes former President Barack Obama, former First Lady Michelle Obama and their two daughters Malia and Sasha. They are important because as the First Family of the United States from 2009 to 2017 they played a major role in American politics and culture. They were also the first family of a US President that is AfricanAmerican.

3

To consolidate information from a text • • •

To introduce the topic; to read for gist • • • •

Read the rubric aloud and ask Ss to look at the title and the subheadings. Elicit guesses from Ss about what they think the text might be about. Give Ss time to listen and to read the texts to find the answer to the question. Check Ss’ answers around the class.

There are lots of ways to stand out from the crowd while looking for a job. It’s often a good idea to grab the employer’s attention to make yourself memorable. You can do this by tailoring your CV to the job by giving all the relevant information that they want. It also helps to use appropriate language and avoid clichés. Another good idea is to prove yourself to an employer. You can do this by getting voluntary work experience related to your field, and then showing your creative work on a website. It also helps to be marketing savvy by using business social networks to improve your presence in the industry. Lastly, and most importantly, have a good attitude. It’s important not to get discouraged and to keep focused on your goal.

Suggested Answer Key The subheadings sound like they are ways of standing out from the crowd when applying for jobs. Job seekers can stand out from the crowd when job hunting by grabbing an employer’s attention, proving themselves, being marketing savvy and having a good attitude. 2

To read for specific information • •

Ask Ss to read sentences 1-5 and then read the text and decide if they are true or false. Remind Ss to use information from the text to justify their answers. Check Ss’ answers.

Answer Key 1 False – the article says ‘tailoring the CV to the role’ (l.6) is important. 2 False – ‘Avoid using business jargon and clichéd wording...’ (l.6-7) and ‘... use vibrant but down-toearth vocabulary...’ (l.8-9) 3 True – ‘... with concrete examples of how you meet the criteria.’ (l. 9) 4 True – ‘..try landing some work experience ... ’(l.12) and ‘... why not showcase your work on your own website?’ (l.14) 5 True – ‘... it makes sense to focus on marketing yourself ...’ (l.17)

Explain the task and give Ss time to go through the text and take notes. Ask Ss to work in pairs and tell their partner how to stand out from the crowd when looking for a job. Ask various Ss to tell the class.

Suggested Answer Key Grab the employer’s attention: • tailor CV to the job – give the info they want • use appropriate language, not clichés Prove yourself: • get voluntary experience related to your field • show your creative work on a website Be marketing savvy: • use business social networks Have a good attitude: • don’t get discouraged • keep focused on your goal

B CLIL: PSHE 1

Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries to look them up (for definitions see World List at the back of the book).

4

ICT •

• •

To expand the topic

Explain the task and give Ss time to look up information on more ways to stand out from the crowd when looking for a job. Ask various Ss to tell the class what they learned. Alternatively, assign the task as HW and ask Ss to tell the class what they learned next time.

Suggested Answer Key There are lots of ways to stand out from the crowd when job hunting. Some good ways are by being original and inventive. Don’t be afraid to try new or unusual things. For example, you could use technology in interesting ways, such as making your CV interactive using a website to host your details. You can also present yourself in exciting ways and have clever things to say about yourself. Whatever ideas you have, just make sure they are relevant for the position you’re applying for.

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CLIL/ Culture key

B Culture Spot 1

matter what, and if the price rises, they will get paid more. Also, they receive extra money to invest in their communities, too.

To read for specific information • • •

Read out the rubric and elicit from Ss what they know, if anything, about Australian rules football. Play the recording and give Ss time to listen and read to answer the question. Check Ss’ answers.

2 • •

1 what 2 much 3 is •

To personalise and expand the topic •

•

Read the rubric and ask Ss to find information (if necessary) about a popular sport in their country and write a paragraph. Ask various Ss to read their paragraphs to the class.

3

• •

•

•

Answer Key Fairtrade products guarantee that all the workers are paid fairly, even if they live in poor countries. Buying Fairtrade coffee helps producers because it guarantees that producers get paid a certain amount of money no

10 such

Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries to look them up (for definitions see World List at the back of the book).

Give Ss time to read the sentence stubs 1-4 and complete the sentences with words/phrases from the text. Check Ss’ answers. Ask Ss to work in pairs and use the words from the Check these words box to tell their partners what they learned from the text. Monitor activity, and ask some Ss to tell the class.

1 (the) bargaining power 2 poor nutrition

3 a guaranteed price 4 an extra premium

Suggested Answer Key I learned that the people who grow coffee on plantations are often poor and don’t have enough bargaining power to get good prices for the coffee beans. I also learned that it’s a good idea to buy Fairtrade products if possible because they guarantee a stable price to the workers and also fund community projects.

To introduce the topic; to read for specific information Read the rubric aloud and elicit from Ss what they know (if anything) about Fairtrade products. Give Ss time to read the text and answer the question. Check Ss’ answers around the class.

7 way 8 how 9 bit

Answer Key

C CLIL: Citizenship •

4 but 5 still 6 by

To read for specific information; to consolidate information from a text •

Suggested Answer Key Basketball is a popular sport in my country. It was invented in Springfield, Massachusetts, in the US, by Dr James Naismith in December 1891. He invented it to be a sport that could be played indoors in the winter to keep student athletes in shape. Today, it is played by two teams of five players. It is usually played on an indoor court with ten-foot-high hoops on each end. Teams score points by throwing the ball through the hoops of the opposing team. Players cannot run while holding the ball, and must dribble (bounce it on the ground) or throw it to their teammates.

1

Give Ss time to read the texts and think of a suitable word to fit each gap. Play the recording. Ss listen and check.

Answer Key

Answer Key Australian rules football is a game played with an oval ball similar to rugby but with different rules. There are 4 goal posts: two large and two small. The object is to kick the ball through the goal posts. Players can kick or punch the ball to another player, or run with it. 2

To read for cohesion and coherence

4

ICT To expand the topic and conduct further research • • • •

Give Ss time to find information about another Fairtrade product to report to the class. Monitor activity around the class. Ss report what they learned to the class. Alternatively, assign the task as HW and ask Ss to report to the class in the next lesson.

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CLIL/ Culture key Suggested Answer Key Fairtrade cotton is used for clothing, bags and homeware items. Most Fairtrade cotton is grown in West Africa and India in rural communities. A large amount of Fairtrade cotton farmers, around 65 percent, hold organic certification. This means that their farming methods are safer for people and the environment than regular commercial farming. Fairtrade practices give a guaranteed price for farmers, and it is estimated that Fairtrade farmers received more than one million euros in Fairtrade Premium payments in 2013-14.

D CLIL: Geography 1

•

• •

C Culture Spot 1

• •

Read the rubric out loud and ask Ss to look at the picture and read the first sentence. Elicit from Ss what they think Battersea Dogs and Cats Home is. Give Ss time to read the text in order to answer the question. Check Ss’ answers.

Answer Key Battersea Dogs & Cats home is a charity that helps dogs and cats that are lost and in trouble. It aims to help any dog or cat in need, and never turn one away. It reunites lost pets with their owners or finds them new homes. It also helps some dogs with special talents become working dogs. 2

To research and report on a topic •

•

Read the rubric aloud and elicit from students what they know (if anything) and what they would like to know about icebergs. Give Ss time to write down three questions and read the text. Elicit from various Ss what questions they wrote down and if they were answered.

Suggested Answer Key I know that icebergs are found in the sea by the North and South Poles, and that they come from glaciers. I would like to know why some icebergs are blue. I would also like to know how exactly they are formed. I would also like to know the different names that icebergs have. All of my questions were answered.

To read for specific information •

To introduce the topic; to read for specific information

Read the rubric and give Ss time to find information about a charity or organisation in their country and then write a paragraph. Ask various Ss to read their paragraphs to the class.

2

To read for gist; to match headings to paragraphs • •

•

Explain the task and ask Ss to work in pairs. Ss read the text again and say what each paragraph is about. Then Ss match the headings to the paragraphs and think of alternative headings. Check Ss’ answers around the class.

Answer Key Paragraph 1 is about how icebergs come to be and why they are not just ordinary ice. Paragraph 2 is about the shape, size and colour of icebergs – their physical appearance. Paragraph 3 is about the lifespan of an iceberg and also its significance to the environment. Paragraph 4 is about the effect of icebergs on humans and the threats they pose.

Suggested Answer Key A charity that helps animals in my country is the ASPCA. ASPCA stands for The American Society for the Prevention of Cruelty to Animals. The group is one of the biggest in the USA and performs animal rescues as well as arranging animal adoption for strays. The ASPCA is an old charity that has worked to help animals for over 150 years. It aims to end animal cruelty and give animals a second chance at life.

1 B

2 E

3 A

4 D

Suggested Answer Key 1 A slow birth 2 Physical appearance •

3 The circle of life 4 Hazards to mankind

Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries to look them up (for definitions see World List at the back of the book).

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CLIL/ Culture key 3

ICT To expand the topic and conduct further research • • • •

Give Ss time to find more facts about icebergs and to prepare to report to the class. Monitor activity around the class. Ss report what they learned to the class. Alternatively, assign the task as HW and ask Ss to report to the class in the next lesson.

Suggested Answer Key Icebergs can be very old, some as much as 10,000 years old. Occasionally, they can wash up on beaches or get caught in shallow water. Icebergs play a large part in ocean ecosystems and the freshwater that melts from them can influence ocean currents. Icebergs can be so large that some can have small ponds form on the surface as they melt.

D Culture Spot 1

2

To write a paragraph about a theatre in your country •

•

Read the rubric and give Ss time to find information about a theatre in their country and then write a paragraph. Ask various Ss to read their paragraphs to the class.

Suggested Answer Key A famous theatre in my country is Thalian Hall, in Wilmington, North Carolina. Thalian Hall is one of the oldest theatres in the United States and was opened in 1858. It was designed by the famous theatre architect John Montague Trimble and is the last surviving example of his work. It has 1,000 seats and has shown performances from its opening day right up to the present. There are usually over 200 shows and events a year, including ballet, opera, theatre and music concerts. The current schedule includes performances from groups such as the Opera House Theatre, the Thalian Association and Cape Fear Theatre Arts.

To read for specific information • • •

Read the rubric out loud and elicit from Ss what they know (if anything) about the Cutty Sark. Give Ss time to read the text in order to answer the question. Check Ss’ answers.

Answer Key The Cutty Sark is a ship that has a museum inside in London. The unusual thing about it is that parts of it can be turned into a theatre.

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Audioscripts Module 1 – Who we are Module page – Exercise 3 (p. 5) Speaker 1 I’ve always been very close to my grandad, from the time he and my grandmother used to babysit me when I was a little girl. I feel like I can just be who I am with him, without having to explain my every move, like I do sometimes with my parents. I often go with him on Saturday mornings when he takes his little dog Ginger for a walk in the park and we just stroll around enjoying each other’s company. I know I don’t have to impress him or prove anything to him – he just adores me as I am. That’s such a lovely feeling! Speaker 2 I mostly get on really well with my mum and, in fact, a few people have asked recently if we are sisters! Our relationship has its ups and downs though. At the end of the day, she’s the parent and I’m the child and, ultimately, what she says goes. What’s great, though, is that if we disagree about something, we usually talk it through until we’ve sorted out the problem. She’s really good at pointing out when I’ve made a wrong decision or when my attitude towards something isn’t right – which is annoying sometimes – but I guess in the end this helps me to become a better person. Speaker 3 I’m very close to my older sister. We have a lot in common and there’s only fifteen months between us, so we have many of the same friends. We often watch TV and have a laugh together in the evenings, which really helps me to relax after I’ve finished studying. The best thing about having a sibling you’re really close to, though, is having someone to talk to when you’re going through a difficult time. I feel like Hayley always understands me and I always feel better about something after we’ve had a heart-toheart. Speaker 4 I love my aunt. She’s a lot of fun and I always look forward to her visits. She’s led an exciting life. She’s travelled everywhere volunteering for causes for the needy. She’s done some special work along the way and has experienced so many things on her travels. I love listening to her stories, they teach you not just about the places she has seen but also a lot about life lessons. She’s really easy to talk things over with and she does it in a non-judgmental way. In fact, she has helped me decide what path I want to take for my future.

1b – Exercise 5b (p. 8) Speaker 1 Cousin Jeffery doesn’t mean to cause offense. The words just come out of his mouth before he’s had time to consider how they might make others feel. It’s a shame because otherwise, he can be a really sweet guy.

Speaker 2 I love my uncle but I’m never sure whether or not I can trust him to do what he says. He’s always promising to do things and then, when it comes to the crunch, he backs out and leaves me in the lurch. Speaker 3 My little sister is very quiet. She doesn’t talk when there’s someone in the room she doesn’t know and she gets frightened when someone asks her a question. She doesn’t have the confidence to speak up. Speaker 4 My brother has something to say about everything. He can’t have a conversation without putting in his 2 cents and he always considers himself to be right no matter what the argument against him is.

1d – Exercise 5 (p. 12) Speaker 1 Uncle James was quite overwhelmed that we had gone to such great lengths to organise his retirement bash. He was ever so grateful, but at the same time quite regretful. You see, he had always enjoyed what he did and he had a great rapport with his colleagues. So much so that he really didn’t want to retire. That’s why we weren’t sure if he would be troubled by the celebrations. Luckily, as it turned out, it was just what he needed. An added bonus was that it gave me a chance to catch up with some of the extended family. In particular, my second cousin Denis. I’d never really spoken to him before so it was a good opportunity to rectify that. Speaker 2 We’re a close-knit family so everyone was delighted that Sophie and Barry were getting hitched but I wasn’t sure if I would be able to make it. When the invitations arrived I was devastated when I realised that the big day coincided with the first day of term. Thankfully, my parents cleared it with my school that I would start the year late so I could attend. It was a lovely ceremony even though most of the other guests were from Barry’s side. But we enjoyed it regardless. What made it for me was Sophie and Barry’s obvious delight that we had made the effort to go, and of course seeing how happy they were together. Speaker 3 I’m still not sure why I was put in charge of the arrangements for the graduation trip because I had never done anything like it before, but everyone is still telling me what a great time they had. Made me realise I have a talent for organisation. To begin with I had thought to do something simple, like a barbecue, but everyone had such great suggestions I was inspired to incorporate as many of them as I could and we ended up going on an activity camping trip. Although, to tell you the truth, it almost didn’t happen at all. When I made the booking at the campsite, the dates got mixed up, but it all got sorted in the end and there are even plans for a reunion trip soon.

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Audioscripts Speaker 4 The barbecue for the twins’ birthday had been planned for weeks but when little Jacob developed a temperature the night before we thought it would be cancelled. Turns out it was just a 12-hour thing and he was right as rain on the big day. If anything, it was his sister that wasn’t happy. She cried the house down the whole day, poor little thing. Maybe the number of people there was too much for her. Anyway, I was thrilled when I saw that their mother had dressed them in the outfits I had made them. My knitting skills have improved immensely and everyone commented on how cute they looked in their outfits. It was a genuine compliment that she had chosen them. Speaker 5 Your son turning 30 is a pretty big deal so my parents went to a lot of effort to make it a night to remember, but Kevin almost put a spanner in the works when he announced that he was taking a new job in America which was due to start before his birthday. My parents ran themselves ragged trying to arrange everything for an earlier date but they pulled it off. It was a great night and it was really touching when they put on a slide-show of his life. I got a little choked up when it got to the picture of Kevin and me playing with our childhood pet. It reminded me how much I was going to miss my brother when he left. I wasn’t expecting that.

1e – Exercise 3 (p. 13) Speaker A I’m from Munich in Germany. I live with my parents and siblings. I like it there. It’s where most of my friends live and there are plenty of things to do. It’s a nice city with lots of cafes, parks and museums. The only thing I don’t like is the weather. Speaker B I grew up in Munich and now I’m a student there. I certainly do like living there, not only because it’s a picturesque city with a lot going on, but because the way of life is very easy-going and relaxed. This really suits my nature, but as a keen skier, I also appreciate that the Alps are right on my doorstep. The only downside to living here is that it’s a pretty expensive city.

Progress check 1 – Exercise 2 (p. 22) Speaker 1 I’m not close to anything around here. But that’s exactly why I chose it. I need solitude and silence for my work. Between the traffic and all the entertainment in the city, I couldn’t concentrate. It really irritated me. I know a lot of people wouldn’t be able to cope with the isolation here and I have to admit it does get to me sometimes. There are days when I yearn for some human contact but, thankfully, those days are few and far between. If I had to choose a downside, I’d say it’d be the fact that I need to have a car. There’s no train station near here and the bus system doesn’t service this area and I need to buy provisions.

Speaker 2 I’ve lived in this neighbourhood my whole life and I have a strong connection to it. My parents had a house the next street over, where I grew up, and it was the perfect place to raise a family. It’s got good schools, great parks, all the amenities you need and an excellent public transport system. It was obvious to me that I belonged here. So, when I got married myself I couldn’t imagine moving anywhere else. I’m lucky my wife agreed with me about the merits of living here. I guess the only drawback to living in such a close-knit community is that there are no secrets. Everybody knows everything about everybody else so any news or gossip spreads like wildfire. Speaker 3 Village life isn’t for everyone. The lack of opportunity puts a lot of people off, young people especially. Quite a few of the younger generation move to the city as soon as they’re old enough, for work or to study. That’s what my own kids did and it was the right move for them but I actually did the exact opposite. I grew up in the city and it was just too much for me. Everyone was just so aggressive. I guess I longed for a slower way of life, and I found it here. Everything is just more relaxed. I do miss the nightlife. There’s not exactly a wealth of entertainment on the doorstep when you live in a place that only has around one thousand inhabitants, but I don’t really mind. Speaker 4 This is a great place to live, but I don’t think I want to stay here forever. The pace of life here is hectic, very different to where I grew up. I suppose that might be part of the problem. Everyone is running around so much they don’t take the time to connect with each other. That’s what I miss about home. Growing up in a place where everyone knows you has its drawbacks but you could rely on your neighbours. I still don’t know mine and I’ve been here a year already. It gets a bit lonely sometimes but I had to come. I mean, I had no choice. The course I wanted to do isn’t offered in any of the schools back home. Speaker 5 It’s a bit overwhelming and quite an adjustment living on your own for the first time. My new flat’s in a noisier area than my parents’ house, but I don’t mind that. The country was perfect for growing up but I was looking for somewhere with a bit more life to it and I’m only five minutes from work, which was my main motive for moving. You have to alter your priorities though, when you live alone. I used to worry about having the latest gadget or fashion, but now I have to save to pay bills. I also have to manage my time better to fit in shopping and cooking. Can you believe, I’ve even put together a cleaning rota, because you have to keep on top of the chores.

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Audioscripts Module 2 – Pushing boundaries 2b – Exercise 5a (p. 26) Speaker 1 You know, I’ve often wondered why, with all the technological advances that mankind has made over the years, cars are still effectively the same as they were a century ago. Isn’t it time that we did away with the environmentally unfriendly combustion engine and opt instead for a cleaner source of power? It seems to me that making a case for the development of solar-powered cars is a bit of a no-brainer. Speaker 2 The problem is not that people don’t want to read, it’s that they physically can’t get their hands on the books to practice their skills. It’s a sad fact that in developing countries people have little or no access to reading material, but with the innovation of mobile devices all that seems to be changing. In remote areas, where there are no libraries or bookshops, tablets could be the answer to this widespread problem. Speaker 3 Even though some hospitals are already utilising robotics in surgical theatres, the human element is never far away and that is because robots cannot take calculated risks in situations when they may be necessary to save a life. Where we need robots is to carry out the mundane tasks in order to free up doctors to concentrate on more specialised cases and focus on the research needed to discover cures. Speaker 4 In order to ensure that all the peoples of the planet have access to enough safe and nutritious food, we need to find a sustainable source. The answer to that may lie with genetically modified crops. The ability to grow plants that are resilient to pests and disease, with the added bonus of reducing our dependence on insecticides, which aren’t good for anyone, would be invaluable.

2d – Exercise 3 (p. 30) Extract one Man: How’s the interactive whiteboard working out in your classroom? Woman: I think I can say with confidence that it has been a revelation. It was a bit of a distraction for the students at first but, once they got used to it, it has made the lessons much more interesting because it’s allowed the students to interact with the learning process. Man: In what way? Woman: Quite simply, it promotes student engagement in class, which I think is crucial for learning. It allows higher levels of student participation with a hands-on approach that involves the entire class, so none of the students feel isolated. My lessons require more preparation now, but if you want to get the most out of your students, I think it’s worth the extra effort.

Man: And you don’t think you can get the same effect from a normal whiteboard? Woman: Not to the same extent. I understand some teachers being wary of using technology in the classroom but it’s important to keep up-to-date. I mean, we’re not still using abacuses in Maths, are we? Just as teachers were probably apprehensive about the introduction of calculators back in the day they’re bound to want to hold off on this, but you have to move with the times and embrace the new, don’t you? Extract two Young Man: So what do you think about our old school bringing in compulsory tablet computers for the kids? Young Woman: Well, really it was inevitable, wasn’t it? After all, we live in a world which is much more technology rich than five or ten years ago when we were at school. To tell you the truth, I’m surprised that it’s only just happening now. But I suspect that it may be impractical to enforce, though. Some parents on a tight budget will probably find it difficult to afford a tablet for their children, for a start. Then there’s the issue of whether the students will end up leaving school without being competent enough in their writing skills, which the school will be duty bound to ensure doesn’t happen. Young Man: I don’t think the tablets are essential but I’m sure the benefits of something like this will far outweigh the drawbacks. There are the obvious plus points, of course, like not having to carry heavy textbooks around all day and being able to use the tablet to learn anywhere and at any time, which is a vast improvement on the current situation. But I think the most significant benefit will be that students’ interest levels will get a boost. There are so many apps you can use on tablets these days and that’s bound to be attractive to students and facilitate their learning, which can only be a positive development. Extract three Man: So, a recent survey of high schools showed that, although most students enjoy learning about science, very few choose to undertake a course in higher education. Basically, no matter how informative and inspiring their teachers are, if they can’t see how studying science is going to benefit them and their careers in the future, then they don’t see the point of it. Woman: Unfortunately, that’s all too true. We have to stop teaching science subjects out of context, otherwise students will continue to believe that there is no value in studying them. Man: It’s sad because I believe that there are ways in which we can reverse this lack of interest. Woman: I agree. In fact there has been a lot of progress made with regards to the way sciences are taught in recent years. There’s been an increase in collaborative learning and student participation, for instance, but in my opinion it doesn’t go far enough. What I’d like to see is more science professionals being invited into classrooms to help put the subjects in context. If students are introduced to

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Audioscripts professionals who utilise science in their work, it can give them an insight into how necessary it is. This would also help them to understand specific professions as well as showing science professionals as role models.

2e – Exercise 6 (p. 31) I would like to compare pictures A and B. Both pictures are similar as they show students learning in the classroom. In the first picture, a student is using a tablet at his desk during a lesson, whereas in the second picture a student is answering a question on an interactive whiteboard in front of the class. In my opinion, the most striking similarity between the two pictures is that both classes are using advanced technology for educational purposes. In the first picture, the student is using the tablet to do research whereas in the second picture the teacher is using the interactive whiteboard to make the lesson more interesting and stimulating. I suppose there are many benefits to using tablets in school. I think that students prefer to use tablets instead of traditional books as they can research information more quickly and they are not required to carry heavy textbooks around all day. Tablets can also be used to learn and study anywhere and not just in the classroom. I believe the most significant benefit is that a tablet can boost students’ interest levels and facilitate their learning. In a similar sense, interactive whiteboards are beneficial as they promote student engagement which is crucial for learning. Teachers can use digital resources while maintaining interaction with the entire class without isolating students. This encourages a higher level of student participation as students interact on the whiteboard with a hands-on approach. I’m convinced that both tablets and interactive whiteboards make learning more fun and enhance academic performance.

2f – Exercises 10b & 11 (p. 35) Man: So, what do you think of Mr Albertson’s plan? Woman: I think it’s a great idea and I’ve got lots of suggestions for things we could organise. Man: Like what? Woman: Like taking the students to exhibitions where they have the opportunity to examine installations and artefacts up close, which will hopefully motivate their interest in the subject. Man: They would also get the chance to interact with the installations. I find that students respond well when they learn in a hands-on environment. Woman: That’s true. We could also invite people who work in the field of science to come and give talks. They can explain how they utilise science in their everyday jobs, which will give the students an insight into how necessary it is and hopefully inspire them to think about a career in science. These speakers may even become role models. If we give the students role models from specific professions

in the science community, they will see what type of jobs they could be aiming for. Man: I was thinking that we could run a contest for students to invent something. The possibility of winning prizes will be good motivation and help make them see science as a fun subject. Plus, if we assign them the task in teams, it would put students in charge of their own designs and experiments, and it would increase collaborative learning. Woman: All very good suggestions. I think each of them would increase the students’ appetite for learning science.

Progress Check 2 – Exercise 3 (p. 40) Extract One Woman: All these different gadgets confuse me. Laptops, tablets, smartphones, phablets, it’s mind-boggling. I mean, do we seriously need so many gadgets? And even if we do buy the latest technology, with the speed of development these days, the ‘new’ tech is practically out-of-date when it comes on the market. Man: I hear you. It’s the same thing with social media. Just when you get used to one app, there’s a new one that is apparently a must-have. And perish the thought that you don’t use the right one. But these things are really for the younger generation, those who haven’t known a world before touch technology. Not for you and me, we’re lucky just to be computer literate. I think it’s great that children as young as three are tech-savvy. Woman: I actually feel sorry for them. It’s not like when we were growing up when you socialised face-to-face. They’re missing out on so much of their childhood. Man: You’ve got a point, but they’re gaining skills in other areas that could help determine their future. Extract two Woman: We’ve had a lot fewer applications from overseas students this year compared to last. We really need some new ways of raising the college’s profile. Man: OK. Well, let’s think about how we can do that. I suppose we could update the college website. It’s quite basic at the moment and could use a facelift. Maybe adding more detailed information, more up-to-date photos and improving the web design would make it more attractive, which would have an immediate impact. We could also include interviews with present and past students, giving their positive experiences of the college. Woman: You’re right. The website does need some work, but I think we need to go further than that. We should increase our presence on social networks and use hashtags and trending to raise awareness of college activities. We could also create a video channel to host videos about the college. This could also lead to viral marketing campaigns, which we could use to promote the college in a dynamic way in conjunction with other social media.

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Audioscripts Module 3 – Expanding your horizons Modular page – Exercise 2 (p. 41) Speaker 1 If I’d chosen to do this job for the money, I would have changed my career long ago! So what keeps me going then? Well, I can’t deny that I enjoy working outside a lot I’d go crazy sitting behind a desk for 8 hours every day! But the thing that gives me the most satisfaction is being given a client’s garden at the beginning of a job as a blank canvas and being able to design it any way I like – with the input of the client of course. I really do see it like a piece of art. I try to make each design unique and I get such a huge buzz at the end when I see that it came together exactly as I imagined. Speaker 2 One of the reasons I left my old job was the awful atmosphere in the office. No one seemed particularly motivated to do a good job, the managers were hopeless and frankly it seemed like it was a race to get out of the door at 5pm every evening! Now I’m 2 months into my new position as a project manager and things couldn’t be more different. Everyone’s so friendly and helpful and there’s generally such a vibrant, motivated atmosphere that you can’t help but want to do your best. I’ve already achieved some encouraging sales figures and I feel like I’m fitting into the team really well. Speaker 3 For many years I had a very stressful job. I was the manager of a busy team of five and often had to work evenings and weekends to meet strict production deadlines. One day I just decided I’d had enough and re-trained to become a web designer ... and my own boss! There are moments of stress, but it’s nothing like what I experienced in the past. For the most part I work 9 to 5 and I’m only responsible for my own work, which I really enjoy. Climbing the career ladder used to be really important to me, but if truth be known, I’m so much happier now.

3d – Exercise 3 (p. 48) Interviewer: My guest today is Jessica Fraser, a young professional who is currently taking part in a job exchange. Jessica, it was very brave of you to come all this way to another country and take on someone else’s job. What was your reason for doing it? Were you unhappy with your job at home? Jessica: Not at all. I’m a marketing executive and I love it. I work closely with the sales and advertising departments to analyse the market and devise and present ideas to promote our products. It’s very interesting, but I’ve always been attracted by the idea of living abroad ever since I left university. I just never got the chance until now. I’d actually put the idea of living overseas completely out of my mind

until the opportunity to swap jobs for a year with a colleague in the marketing department of our London office arose.That’s when I realised that I still felt excited by the prospect of experiencing living in a different culture! Interviewer: So, has the experience been everything you’d hoped for? Jessica: Oh yes, and more! Of course, at first I had to sort out a few issues relating to working in a new country like getting paperwork, such as tax documents, an insurance number and a bank account, but the company helped me with those. I also had to adjust to a different working environment and working practices, for example, how reports were laid out and how the hierarchy worked in my new office. But it was nothing I couldn’t handle and I was given a lot of guidance. Everyone in the office was so helpful and gave me plenty of time to adjust. In fact, I was stunned by how accommodating they all were. I wasn’t expecting that my colleagues would just accept me so easily.I guess I’m lucky that I joined a great team. Interviewer: So, what new skills do you feel you’ll be returning home with? Jessica: Well … before this year, I’ve never managed an event, but one of the first tasks I was given was to coordinate a big promotional event to coincide with the company’s launch of a brand new health product. I had to interact with people from many different departments, which really helped me to understand how much my work was likely to impact the success or failure of the new product. I was really snowed under, stuck in the office evenings and weekends over a couple of months, working a lot of overtime, but it was incredibly fulfilling to see all our hard work pay off when the event was declared a success. Interviewer: Did you find it hard to make friends when you first arrived? Jessica: Actually, no. I was very lucky because the girl who took over my job and I also did a ‘home swap’ for the year. She lived with three other young professionals in a big shared house and I soon made friends with them all, so I never had the chance to feel lonely. And I think that was a great help to me. Even if I hadn’t done the home swap, it would have been a good idea for me to have found a place to share. I don’t think I would’ve settled in as well had I been living on my own. And it was great not only from a social point of view – there have been plenty of dinner parties and weekend outings in the area so plenty of chances to wind down– but it has also given me a fantastic insight into the British culture. I especially like that my housemates are all in very different fields of work, so when I go home I can totally switch off from what is going on at the office. Interviewer: So, if you had to choose one thing that you feel most satisfied with from the year so far, what would it be? Jessica: Ooh, that’s a difficult one! Let me think … I was looking forward to experiencing a sense of total independence that I’ve never had before, and this has been

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Audioscripts great, but what I’ve really appreciated is finding out that I can lead people, and organise something well … even get on with and work alongside people I’ve never met before … and doing it all in a foreign language, too! It was a real psychological boost for me. Interviewer: Finally, what advice would you give to other young people considering doing a similar exchange, Jessica? Jessica: Well, first of all, go for it! You might never get the chance again. And, like I said earlier, try to find accommodation in a shared house. You could also try joining some clubs when you arrive. I think loneliness would have had a negative impact on my experience. But most of all, appreciate every moment while you’re there, put your heart and soul into it and learn everything you can. You don’t have to be the best at something, you just have to try hard. I’ve loved the experience so much that I’ve just accepted an invitation to give a talk at the school where my sister teaches back home, about believing in yourself and living your dreams. It’s such a shame that so many people don’t seize the day when new adventures come their way, simply because they’re afraid of taking the risk and failing! Interviewer: Well, thank you so much for coming on the show and being such an encouragement to our young listeners. Jessica: Thanks for having me.

3e – Exercise 3b (p. 49) A: OK, well personally I think that working in a clothes shop could give you many skills needed in just about any job – such as dealing with customers and developing your social skills. B: Yes, I’d agree with that. It may seem like a low-skilled job that anyone can do, but as you have to deal with customers, it’s great for learning social skills. Students would also see how a fast-paced business operates and of course, they’d have to handle money and be responsible, reliable and trustworthy on many levels. A: Again, all skills essential for just about any job, especially those dealing with the public. How about working on a factory production line? Now that’s something totally different … B: Well yes, that might not be so useful for the students to do, but on the other hand, I think it could be very valuable. A: From what point of view? B: Well, I think it could be great to experience first-hand what it’s like to be a low-skilled manual worker, especially if you have ambitions of becoming a boss. It’s essential to be able to put yourself in the shoes of those beneath you – I think it could make you a much better superior.

A: Hmm … good point. It’s also good to learn how to apply yourself to any task, even if it’s dull, because we’ll all have to do that during our working lives. B: That’s true. Students would also learn a lot of basic work skills in such a place – such as arriving on time, keeping up a fast pace and following instructions from a supervisor. A: Yes, you’re right. How about working in an office? I would imagine that students could pick up some useful skills there too, such as IT skills. B: Yes, and of course IT skills are essential today. You’d also have to maintain a smart appearance in an office, and develop a polite phone manner, both of which are important for appearing professional in such a job. A: … and many of the students will end up having jobs in offices in the future. It will be helpful for them to experience a range of different roles. B: OK, so what about a bakery kitchen? I would imagine that they are very busy places! The students would definitely learn how to work under pressure there! What’s your feeling? A: I’m inclined to agree, but I think that the most important skill they’d learn there would be how to work in a team. B: Yes, I know what you’re saying. Students would also learn how to work to high standards and show attention to detail, even in tough situations. That’s important in a lot of other jobs. A: Hmm … the only downside to working in such a place is that not many people will choose to do this kind of job in the future. They are more likely to work in an office or a shop. B: Well, perhaps. The zoo would be similar. It would be fascinating and enjoyable, as you’d learn about the animals and their upkeep, but I don’t think it’s a job that many of the students will end up doing. A: True, but on second thoughts I don’t think that matters. It would be physically demanding, so the students would develop stamina, and also it would give them a reality check. It would help students interested in such a job to find out if they are really keen on working with animals. B: OK, so which experience do we think would have the most benefit for students? A: Hmmm … well, it’s pretty hard to say because they all have a lot of value. Getting a taste of working anywhere would give you some important basic skills such as being able to take orders, getting there on time and working hard. Don’t you agree? B: Yes, I do, but if I had to choose just one I think I would go for either the clothes shop, the zoo or the office. A: OK, well I think the clothes shop could be a good option. I feel it would expose students to a really good range of important work skills, as we said before.

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Audioscripts

B:

A:

B:

A:

Although, I do like the idea of the zoo too as it’s very important to be responsible and trustworthy, since the animals’ lives depend on it. This is important in any job. Yes, but remember what we said about that not being so representative of the kind of job most of the students will be doing in the future. Hmm, yes, you’ve got a point there. I guess I’m thinking that a really positive, enjoyable experience would have great benefit for students and they would end up learning more. I can see what you mean, but I still think the clothes shop is a better option. I think that the students would learn more work skills that would be of long-lasting benefit there. Yes, I suppose you’re right. OK then, let’s go for the clothes shop.

Progress Check 3 – Exercise 2 (p. 58) Interviewer: Hello, listeners and welcome back. Continuing our employment theme this week we have Katerina Philips on the show. Katerina is in her third year here studying a degree in Food Science. She recently finished a summer job at a local farm and she’s here to tell us all about it. Welcome to the show, Katerina. Katerina: Thanks, and please, call me Katy. Interviewer: Alright, Katy, why don’t you tell us a bit about the position you held this summer. What led you to work at the farm? Katerina: Well, I did an assignment at the farm last year as a compulsory part of my course. They had decided to diversify their product range and created an assortment of ice creams, so I was studying the development of the product. While I was there, I was fortunate enough to hear that they were recruiting for seasonal employees so I jumped at the chance to gain some hands-on work experience. I mean, studying is all very well, but I think the best way to really learn a subject is to actually live it. And of course there are other advantages such as earning some money, learning responsibility, making contacts and it also motivated me to work harder at my studies. Interviewer: So, what position did you hold while you were there? Katerina: I was hired as the assistant to the chief ice cream maker, Sarah, which was a pretty big deal. My main responsibility was ensuring that the ingredients were quality controlled, but I actually did a wide variety of tasks and worked alongside a lot of people in different roles. And I think that was important. I don’t believe you can truly appreciate a position until you understand how it relates to the whole. In other words, I had to learn how the other areas of the business impacted on my role and vice versa. Interviewer: So, do you think the job has helped you with your studies?

Katerina: Well, I’m interested in pursuing a career as a food technologist so it was absolutely relevant to my chosen field, and I think gaining relevant experience is key to achieving success when it comes to entering the workforce. Employers definitely look for work experience from graduates nowadays. Just completing your degree and receiving good marks is not enough. They want to see proof that you know how to apply the knowledge and theory from your degree in the real world. Interviewer: So what advice would you give to your fellow students who are maybe thinking about getting some work experience? Katerina: I guess the most important thing is to do your research. You have to know what experience is going to be the most valuable to you in terms of your future prospects. It’s all well and good finding work that’s fun and that you enjoy, but if it’s not going to help you in your career, then it’s probably best avoided. It’s also a good idea to check out companies you are interested in and offer your services voluntarily. A willingness to do voluntary work will help a lot. You have to decide what is of most importance, the money or the experience. Also, if you are lucky enough to get a job working for a company which you’re interested in for future employment, then the position may actually lead to a job offer. It’s a good way to get your foot in the door. Interviewer: That’s good advice. Well, the best of luck to you with your future plans and thanks for coming in to talk to us, Katy. I think you’ll have given our listeners a lot to think about.

Module 4 – Health matters 4b – Exercise 5c (p. 63) Speaker 1 I kept my son home from school because he had a fever and I figured he had the flu. Then I noticed his throat was a bit swollen; enlarged glands are a warning sign, so I took him to the doctor right away. Turns out he had a serious ear infection. After a few days on antibiotics, he’d almost completely recovered. What a relief! Speaker 2 Now that I’m old I have pain in my joints that never seems to go away. The worst is my hands, because I need to use them for everything. My knuckles throb and it’s hard to bend them. But the doctor says I have to keep moving and using them despite the pain or it will get worse. There’s not much I can do other than take an aspirin when it gets unbearable. Speaker 3 It happens to me several times a year and I dread it. First, I become sensitive to bright lights and strong smells, and then after a while the pain starts. If you’ve never experienced it, there’s no way I can describe it. I can’t even move my eyes, and I feel like my head is being crushed. Luckily, I have medicine that helps a lot, as long as I take it early on before the pain gets too severe.

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Audioscripts 4d – Exercise 2c (p. 66)

Exercise 4 (p. 66)

Good morning everyone and thank you for coming. My name is Charlotte Green and I’m a general practitioner at the Victoria Clinic in the city centre. Now, as most of you are aware, obesity is a growing problem in this country, mainly because of people’s poor diets and lack of exercise, but also because of our hectic lifestyles. It’s a common complaint in our modern world that people simply don’t have the time anymore to prepare nutritious meals. This means that, even with all the knowledge we have about healthy eating, their ability to stay healthy is being badly affected. But I’m not here to talk about that. I’d like to focus, instead, on the other side of the coin. I’ve come across a number of patients that are going to great lengths to ‘get in shape’ believing that what they are doing is beneficial to them, when actually this dangerous desire to attain the perfect body is putting their health at risk. This desire is driven in part by magazines, with ‘beautiful people’ on every page, but also by societal pressures to curb the obesity epidemic. Now, while it is imperative that we tackle the obesity issue, some have been taking it to extremes. A growing number of people are using crash diets, which are just a fancy form of starvation which can lead to malnutrition. This combined with an overly high level of exercise to lose weight as quickly as possible can result in a number of different health complications. Another problematic area is one where people are abusing their bodies in an attempt to increase their muscle mass and bulk up. Something that is fast becoming a widespread problem is the use, or more correctly, the misuse of steroids. Steroid abuse can cause lasting damage to the body and there is a wealth of documentation available that lists the harmful side effects of the drug. What you have to remember is that the ideals that we see in magazines and on screens are often physically unattainable for the majority of us no matter what diet or exercise regime we follow. People are naturally predisposed to a certain figure because of genetics. However, watching your diet and exercising are necessary to maintain a healthy lifestyle, which is what people should be focusing on, instead of desiring to be a perfect weight. It is, therefore, very important to think about what you are putting into your body. Processed food is convenient but rarely healthy and it’s always wise to follow NHS guidelines for diet and exercise because a lot of research has gone into determining what they should be. It’s best to aim for being fit and healthy instead of looking good because, in all probability, the latter will undoubtedly come from the former. Now, just to outline what those guidelines are …

Extract one Woman: Did you see that documentary last night about the state of the nation’s mental health? Man: No, I missed it. Was it good? Woman: It was very interesting, if a little disturbing. I had no idea that it was such a big problem. So many people suffer in silence because there is such a stigma attached to it. One person they interviewed, who had been struggling with depression for years, said it made them unemployable. In other words, they were a virtual pariah on the job scene. I mean, we shouldn’t be penalising people who are trying to recover from life’s setbacks and hardships, we should be helping them. Man: You’re absolutely right. But I think things are starting to get better. I know that many people are still wary of mental illness but that comes from ignorance of the issue. Now that we’re hearing more about it, I think society is slowly becoming more understanding towards sufferers. And that’s the key. Educating people removes the fear of the unknown. Once you understand the problem you can start to address it and come up with solutions that make a difference. It’s a lot better than burying your head in the sand and hoping the problem will just go away. Extract two Man: Morning Sophie. Are you alright? You don’t look so good. Woman: I’m just tired. I was up late last night studying. Man: You should be careful about that. Lack of sleep can cause a whole host of problems, and I’m not just talking about feeling tired. Even minor sleep disturbances can lead to serious problems. It can affect your level of concentration, your metabolism, your mood and it can weaken your immune system making you susceptible to infections. Your body’s internal clock gets severely messed up if you don’t stick to a sleeping schedule and get enough quality shut-eye. I know I’m a mess if I don’t go to bed and get up at the same time every day. I actually get quite severe migraines if my schedule is disturbed. Woman: I usually do keep to a sleeping schedule, even at weekends. I just had one late night. It’s not like I have chronic sleep deprivation. I know that can have profound consequences on health and lead to all sorts of medical problems from heart conditions and obesity to high blood pressure and diabetes. Your body needs sleep because that’s the time when it repairs itself.

4e – Exercise 6 (p. 67) Woman: In today’s world it seems to me that people are always striving to attain the perfect body and even going to extremes trying to achieve this. In my opinion, making an effort to get into shape is beneficial because it’s healthy but

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Audioscripts even the pursuit of a healthy lifestyle has its dangers if it’s over done. On top of this, a large number of people seem to believe that our appearance defines who we are. So, being good looking becomes a requirement to be socially accepted. Personally, I believe that this puts a lot of pressure on people to be perfect and leads them to extreme behaviours such as plastic surgery, major weight loss and obsessive body building all to become more attractive. All of these things have associated health risks. Also, ads usually use exceptionally beautiful people. The way I see it, this promotes a specific kind of role model, pressuring people to fit in on looks alone. Another question is whether good looking people have more opportunities for advancement in the workplace. This could very well be another source of pressure if external appearance is associated with success in the workplace. There may be some truth to that as employees end up being judged on their overall grooming and external appearance, especially in some professions. However, I believe that appearance isn’t the most important criteria for being successful at work. There are plenty of people who lack outer beauty and have successful careers. Overall, I strongly believe that people shouldn’t spend inordinate amounts of energy trying to change their appearance in order to meet society’s impossible standards. People need to strike a balance in their lives and make sure they lead a healthy lifestyle and avoid going to extremes.

Progress Check 4 – Exercise 3 (p. 76) After I finished school I was at a bit of a loose end. I didn’t really know what to do with myself. I had a part-time job at a local restaurant which is part of a famous chain but it wasn’t exactly a demanding position. It was just something to fill in the time until I worked out what my real passion was, and of course, it put some money in my pocket. While I was there though, the owner of the restaurant, Derek Stevens, approached me about trying out for a position as a trainee chef. I guess he saw some potential in me that I didn’t see in myself. Turns out he was right on the money. This is absolutely what I was meant to do but I didn’t know it before because I’d never had the opportunity to discover my love of cooking. And that’s really what I want to talk about today. The importance of encouraging children to get into the kitchen and start cooking nutritious food, getting them away from greasy, calorie-laden snacks. There are a number of ways we can accomplish this. Firstly, through education. When I was at school, you could do some cooking if you chose to study Home Economics, but the course was geared towards showing people how to run a household instead of educating us on food and igniting our interest in all things culinary. So like a lot of people in my year, I chose not to do it. And I suppose I have to admit like many of my friends I wasn’t that interested in food at that

point, well besides eating it that is. And I didn’t really have any knowledge as to what kind of food I should be eating. I was more interested in fast food and didn’t know anything about dietary advice. However, children need to know about these things in order to be healthy. Schools should take it upon themselves to introduce cooking lessons in after school clubs and run classes on healthy eating. Maybe they could also plan excursions to farms and farmers markets to show the children the source of their meals. It’s quite disturbing that there are actually young people out there that don’t know where their food comes from. I’ve heard of children who don’t realise that milk comes from cows or that their favourite snack of crisps starts out as a humble potato. I think it’s also important to be exposed to cooking in the home. Now I’m not saying that children should be made to cook a feast every night for the family meal or do the weekly food shopping, but parents have to give their children encouragement to develop a love of cooking. There are a number of ways to do this. Urging children to help out during meal times is a good start and introducing them to the joys of baking is another. They should learn how to cook both sweet and savoury foods. But whatever parents do, they have to make it fun. Kids won’t enjoy cooking if they feel it’s a chore. And that’s the key. You have to make food and cooking fun for children. To that end, it would be a good idea for the local council to run community programmes and events such as food festivals and cooking demonstrations to make healthy food and cooking more fun and accessible to young people. In other words, they should do pretty much anything to get kids thinking about healthy food and into the kitchen. Now, I’m not saying they’re all going to become chefs like me but it will set them up to be able to take care of themselves once they leave home.

Module 5 – Cause for Concern 5b – Exercise 5a (p. 80) Speaker 1 It was devastating reading what they wrote about me. Of course, all the accusations were false, but that didn’t seem to matter. The damage was done. It’s true that you shouldn’t believe everything you read. Speaker 2 I couldn’t believe I had fallen for the scam. I’m always so careful but the email seemed so genuine and I gave them my personal information. I didn’t realise anything was wrong until I got a bank statement for a card I didn’t own. Speaker 3 It was scary and I was left with a few minor injuries. I don’t know what these people think gives them the right to take someone else’s property but it has made me wary of going out on my own at night.

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Audioscripts 5d – Exercise 2c (p. 84) I: Good morning, and welcome to ‘World Matters’. Today we’re discussing some serious social issues affecting society. With us in the studio is psychologist and author Martina Williams. Welcome Martina and thank you for coming in. M: It’s good to be here. I: Now, you started out your career working as part of a team in social services, didn’t you? M: Yes, my first job was as an assistant working on cases of disadvantaged children. I then joined a private practice and volunteered at a local drop-in centre at the weekends but the call of the underprivileged pulled me back. Social services helps people from all walks of life so I find my work there extremely rewarding. And we’ve seen an increase in the number of people from more stable backgrounds seeking assistance. I: Why is that do you think? M: Quite simply, because of the current economic climate. The recession has resulted in a number of people being caught out. They never thought that issues such as poverty would affect them until the bubble burst and they lost their jobs. And, at a time when more jobs are being lost than created, a lot of those people haven’t managed to get back on their feet. Their dilemma has only been compounded by the fact that the cost of living continues to rise. I: That’s a very stark description of the situation. M: Well, it is stark. I mean, losing your job is bad enough but the knock-on effects can be disastrous. Think about it. You go from being a confident self-sufficient member of society with an active role to play to a person without direction having to accept state handouts. It can be demoralising. You can lose your enthusiasm for life and there can be serious consequences to that. It can wreck marriages and family relationships and lead people into a lot of debt. In the worst case scenario, people end up defaulting on their mortgage and losing their home. It’s actually quite frightening how easy that is. I: What can people do in that situation? M: One of the best pieces of advice I can give is to talk to someone. Confiding in a loved one or a stranger like me can be a huge weight off. You’d be surprised the difference just getting the problem out in the open can make. It can put it in perspective and make it easier to deal with. And it’s important not to be embarrassed. Everyone needs some kind of help in their lives at one time or another. Plus, there are places you can go. There are homeless shelters and charities that can help you find your way. I: And what can we do to help them?

M: I know some people don’t feel right giving their spare change to someone on the streets because they don’t know if this is the right thing. And, to be honest, there are more meaningful ways you can help. Donating to a homeless charity is a good start, and it doesn’t have to be money, some of those charities are desperate for volunteers. But it’s not just down to us. The government must do more to help. Investment in new job training schemes and counselling to help homeless people to believe in themselves again would go a long way. I: Your new book The Road to Recovery has some helpful tips on how to avoid the worst case scenario of debt and ways to lift yourself out of a hole … (fade) Exercise 4 (p. 84) Speaker 1 When my children became teenagers, I felt that I lost my connection to them somewhat as they began to have very different interests to me. I was positive they would say no, but somehow I managed to convince them to forego their yearly break relaxing on the beach and come with me to Cambodia and volunteer for three weeks with a project called ‘The Smile Foundation’. I just can’t tell you how much this has influenced the way we relate to each other. The experience just made us all realise how fortunate we are to have had the chance to be part of a stable, loving family environment which so many around the world don’t have. Speaker 2 I’ve always loved working with my hands so when a local organisation advertised for volunteers to help repair footpaths, create nature trails and clear ponds in a nearby national park, I didn’t hesitate to sign up. Frankly, at first I joined to get out and do something social. I’m a freelance web designer so I can go days without any social interaction, but I was very surprised to find that I felt fitter, more energetic and altogether stronger after a few months. My family have all commented on how good I look! I’ve also developed quite a passion for this kind of work: it’s helped me see how important it is to preserve our diminishing rural areas for future generations. Speaker 3 I had thought about possibly becoming a social worker after I leave school, so the careers counsellor suggested that I find out what was going on at the local community centre and see if I could help out. Well, they put me to work straightaway chatting to elderly people who came in. Some of them were extremely lonely and didn’t get out very much and perhaps didn’t see anyone from one day to the next. It’s a shame that they had been forgotten in society. I was a bit worried this experience might dissuade me from pursuing a career as a social worker but it had the opposite effect. I’ve never wanted it more.

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Audioscripts Speaker 4 I was very close to my grandmother. We had a great relationship, so when I lost her last year it affected me badly. I was feeling very sorry for myself when a local charity devoted to the protection of donkeys, of all things, popped a leaflet through our door. Now, I’ve never been much of an animal lover. In fact, I didn’t even have a pet growing up but something told me it would be perfect for taking my mind off things. I’m so happy I was right. It took me out of myself and it’s been extremely therapeutic for me to focus on something other than my own problems and concentrate on the needs of others, even if it is these so-called beasts of burden. Speaker 5 For five summers from age 18 to 22, I volunteered on a residential programme for some very special youngsters. They were all there to experience a variety of activities they’d never had the chance to try before and also to give their parents or carers a break from looking after them. These incredible youngsters had all sorts of special needs but were so enthusiastic that you couldn’t help enjoying yourself. It was very tough at times but I got through it and it set me up for the future. Now I’m a teacher I’ve found that I often draw on my experiences from those summers to help me deal with many of the day-to-day challenges that I encounter in my job.

5e – Exercise 5 (p. 85) A: OK, well personally I think that making recycling compulsory is a good way to get people to reduce household waste. Many households still aren’t recycling enough and if they were faced with having to pay a fine, families would be more careful about what they throw away. B: You’ve got a point. However, I think people need to be educated about what is recyclable and what is not first. I say this because some people have not been properly informed about recycling and they shouldn’t be penalised for that. A: True. But we do need to encourage people to recycle more. B: How about building car parks near public transport connections? Now that’s something totally different and it would encourage people to leave their cars there and take buses or trains into town instead. A: That’s true. Investing in these car parks would be a good way to reduce traffic congestion, which is good for the environment. B: Well, perhaps introducing a network of cycle lanes would be similar. This would mean that more people would leave their cars at home and cycle to work, which would also cut down on pollution from heavy traffic and make the air cleaner.

A: Yes, I know what you’re saying. People would get fit and save money too while protecting the environment. B: OK, so what about creating community gardens? I’ve heard people say that it would be a good idea to turn abandoned public spaces into community gardens. A: I’m inclined to agree. Citizens could tend the gardens and grow fruit and vegetables which they could eat or donate to help low-income families and individuals. This would be good for the environment and it would cultivate community spirit. B: Yes, you’re right. How about planting trees? The community could get together to plant more trees in public spaces. Trees provide oxygen and cut down on carbon dioxide and are home to many species of wildlife. A: True, but on second thought, I don’t believe it would make such a huge difference. I say this because we already have a lot of trees in town and I believe starting litter clean-up schemes would be more beneficial. B: From what point of view? A: Well, the community could get together and pick up litter around town and clean up local beaches and parks. This way the environment is protected and the town is kept tidy. B: I see what you mean. Keeping our town free from litter is important. So which two options would you choose as being the best way to help the environment? A: Hmm…well it’s pretty hard to say because they all have a lot of value. Protecting the environment is everyone’s responsibility and there are many ways to help. B: Yes, I agree, but if I had to choose the two best options I think I would go for building car parks and creating community gardens. There are several reasons why I believe this. The first is that building car parks near public transport, connections will encourage commuters to use public transport which will reduce traffic congestion and air pollution in our town. I also believe that creating community gardens benefits everyone in the community and also helps protect the environment. A: Hmm…well, I partly agree. Although I do like the option of building car parks near public transport connections, I feel that starting litter clean up schemes would be more beneficial to the environment than creating community gardens. Litter in town is a huge problem that needs to be tackled. B: You’ve got a point there, but I still think creating community gardens is a better option. I think it would be more beneficial to residents because they could learn to grow their own produce and donate food to less fortunate people in the community while helping the environment as well. A: Yes, I suppose you’re right. OK, then let’s go for building car parks near public transport connections and creating community gardens.

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Audioscripts Progress Check 5 – Exercise 3 (p. 94) P: It gives me great pleasure to introduce our next speaker, Lisa Madden, who is an Environmental Education Officer with Ripon City Council. She has been involved in an environmental regeneration project in her area and is here to talk about ways in which communities can lessen their impact on the environment for the benefit of all. L: Good morning, and thank you for that warm welcome. In the work that I do at the city council I often give talks in schools or community centres like this one about how communities can do their bit to help the global environment, but today I would like to focus on the environment in the community itself. There are a number of things that residents can do to rejuvenate the area they live in and make it more environmentally friendly. Let me give you an example of how this can be done. My hometown is a great place to live. It has a beautiful park, great local amenities and a village hall that is the heart of the community. But it has seen a period of decline recently and it hasn’t moved with the times, which has resulted in some issues that meant it wasn’t as environmentally friendly as it could have been. I spoke to a number of my neighbours and they were of the same mind so we decided to do something about it. We got together to form a committee to identify and address the problem areas. The park required some work. It had become overgrown and a bit of a litter dump. Traffic was also a big problem. The number of cars on the roads has increased dramatically in recent years, which has resulted in much higher levels of air and noise pollution. Another issue was the lack of recycling services. Residents were having to rely on the local tip for the disposal of large items which were too big for the normal household waste collection. Once we’d identified the areas that needed attention we got to work. We started with the park. It has always been a popular place in the village and, in the old days, you would often see families having a picnic or children playing football there. But, over the years, it had become simply a shortcut for people going to the supermarket on the other side. We wanted to restore it to its former glory, so we cleaned up the buildings, picked up the rubbish and planted new flowers and shrubs. Once we were done with the park we moved our attention to the issue of traffic. To tackle this, we petitioned the council to introduce traffic calming measures and improve the public transport service to the area. We wanted to incorporate measures that would encourage people to leave their cars at home. We also arranged to have a new recycling point set up in the carpark of the village hall, where people could

dispose of electrical and household waste, including a composting collection for kitchen waste. These measures have worked well and have had the added benefit of giving the residents pride in their community and what they have achieved. In fact, the work that was done in the park seems to have inspired people to improve the state of their own green spaces and resulted in the village being presented with the ‘Village in Bloom’ award earlier in the year. (fade)

Module 6 – Material world 6d – Exercise 2c (p. 102) Brian: I’ve come to Leeds city centre to meet Kate Roberts, a small business owner here in the city. The retail industry here has taken a bit of a battering of late with the recession and the rise in online shopping but now it’s showing signs of a recovery thanks to the efforts of the local council and the shop owners. Kate, what type of small business do you run here? Kate: Brian, I just want to say, thank you for having me on the show. I have a small boutique selling clothes from local designers. I think it’s important to invest in what this area has to offer and there’s a lot of talent out there. Things are difficult for aspiring designers and retailers alike because of the boom in online shopping. That’s why we’ve got to invest in the high street to protect people’s livelihoods. I mean, I’m not against online shopping but little shops like mine don’t have the revenue to cover the costs of setting up and maintaining a website. Plus, I think there are so many advantages to retail shopping that we should hold on to. Brian: What do you mean by that? Kate: Well, for me, shopping is all about the experience. It’s the act itself that is so important and there is no substitute. It can be a fun day out spending time with friends. Even if you don’t buy anything, you can have a good time window shopping. And an obvious advantage to retail shopping is that you can try on clothes or try out items before you buy them. With clothes, no matter how wide the range, it’s often impossible to tell if something you see online will suit you when it’s delivered. And then you have to go through the tedious process of returning the items. Brian: But retail shopping still has its limitations. I mean, one of the things that often puts people off are the crowds, especially at the weekend when the shops get really busy. And you don’t always find what you’re looking for even if you visit several shops which can take up most of the day. It can make the effort seem wasted. Kate: True, and there’s also a reduced access to inventory. By that I mean that shops often run out of certain items or sizes. Stock isn’t limitless and high street shops can’t carry as extensive an inventory as an online warehouse, but you do get something that’s not available online – customer

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Audioscripts service. Speaking to somebody who can help you find what you’re looking for, even if you’re not quite sure what that is, can be invaluable. Brian: Well, it can and it can’t. I’ve been on the receiving end of some very aggressive sales people which did not enhance my shopping experience. Kate: Mmm, that’s unfortunate but I think they’re the exceptions that prove the rule. More often than not, a good customer sales person can make all the difference. Brian: Thank you for speaking to us Kate, and good luck with the shop. Exercise 3c (p. 102) Brian: We’re back in the studio now and with me is Rob Jones. Rob is a web designer who has worked with a number of companies to set up their online shopping sites. Rob, welcome to the show. Why do you think online shopping has become so popular? Rob: Well, I think that’s quite simple – convenience. You can shop anytime day or night from the comfort of your own home. Not to mention the range of sites you can visit. You can shop for everything from your weekly groceries to clothes or electrical appliances all in one ‘trip’ and have everything delivered to your door. Doing the same thing physically would take days whereas, online, it can be done in a matter of hours. It’s simple! Brian: That is a major attraction of online shops but some would say you go shopping for the experience. That’s not something you can get in front of a computer. Rob: No, it’s very different, but I think there are two types of produce that we shop for – the things we need and the things we want. It’s not much fun dragging yourself round supermarkets or hardware stores but they sell the things that are necessary for everyday life such as food and cleaning products that we can’t live without. I think online shopping is perfect for those kind of things. On the other hand, when you want to get a new outfit or a new gadget, it is often better to physically be there to try things on or test them out. Although, having said that, I don’t enjoy shopping so I get everything online. Brian: But when you order things to be delivered you have to contend with shipping charges that you don’t find out about until the end of your transaction. This on top of the cost of the item has to be factored into the overall cost, and they can take a while to get to you. Rob: Yes, but a lot of sites offer free shipping on large orders. So, if you’re worried about the cost being too much, it’s a good idea to wait until you need more items and purchase them together to take advantage of the offer. The price of online goods is usually less than on the high street. Because online shops don’t have the overheads and high running costs that high streets shops have, they can often charge lower prices, so. And as for the length of time it

takes, you can opt for next day delivery for a small fee. It just depends on how desperate you are to get the item. Brian: But, when it comes to payment, some are worried about the security risk of using their cards online. Is this fear warranted? Rob: Maybe in the past but there have been a lot of advances in online security and anti-virus software. Plus, the general public have become more aware of how to stay safe online and what precautions they should take to keep their information protected. You still have to be careful, but as long as you’re vigilant you should have no problems. Brian: Well, that’s all we’ve got time for. Thank you for coming in …

6e – Exercise 4a (p. 103) It seems to me that more and more people are shopping online these days. In my opinion, consumers should be encouraged to shop online. Firstly, shopping online offers people an unlimited selection of products. You literally have all the styles and colours you want at your fingertips. If one website doesn’t offer something you like, you can just click over to the next one, until you find what you are looking for. Even though you can’t actually see or try the products you select online, there is always the option to return and exchange them. Personally, I believe that is a minor inconvenience when you consider how much money you can save by shopping online. This is possible because you can easily compare prices from lots of different retailers to get the best deal. Prices can be cheaper as many retailers pass the reduced overheads of selling online directly onto shoppers. So, despite having shipping charges you’re still getting a better deal, and some retailers may even offer free shipping on large orders. Another advantage of shopping online is the convenience. You can shop from the comfort of your own home and you don’t have to drive anywhere to buy anything. Shops are open twenty-four hours a day, seven days a week. This also saves people precious time. It only takes a few minutes to log on and access a website of your choice and purchase something online as opposed to trudging through the high street hunting for things you want. With the busy lives that most of us lead these days, anything that saves time is a plus. However, some people may argue that online shopping should be discouraged because it can lead to shopping addiction and security risks. I believe that there are always security risks when using a credit card regardless of where you use it, online or in a store. Customers need to be careful when buying anything on credit because they can be tempted to make unnecessary purchases and get into debt. Such people would also argue that not being able to actually see or try products in person before a purchase is a problem not worth the hassle of making returns. Furthermore they would raise the point of shipping charges adding unnecessary extra costs. Overall, I

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Audioscripts strongly believe that consumers should be encouraged to shop online despite certain drawbacks. After all, I do most of my shopping online as it is more convenient for me and will continue to do so in the future.

6f – Exercise 10d (p. 107) Man: So, what do you think of online shopping? Woman: I think it’s great! I prefer to do all my shopping online. Man: Really? Why? Woman: Well, in the first place the prices are cheaper because online shops don’t have high operating costs like local shops. Plus it’s more convenient for me because I can shop from home and it saves me time. Not to mention the range of sites that I have at my disposal with an unlimited selection of products. I can shop for anything from clothes to gadgets and have them delivered straight to my door. Man: Yes, but by getting those products delivered you might end up paying more for shipping than the products are worth. Woman: Well not really because the products online are still cheaper despite the extra charges so the savings are worthwhile in the end. Man: I can’t imagine buying clothes without seeing or trying them on first. The sizes might be wrong and the clothes might need alterations. What happens if they don’t fit? Woman: Well, there is always the option to return and exchange them. Man: Yes but shipping costs are often charged on returns. Woman: Not always. Man: I’m also worried about the security risks of using my card online. You don’t always know if the site is legitimate and safe to shop. Woman: Well, there have been a lot of advances in online security so most sites are relatively safe. As long as you safeguard your personal information you should have no problems.

Progress Check 6 – Exercise 4 (p. 112) Casey: Good morning listeners. I’m Casey Adams and we’re continuing our series on money issues. Today, that age old question of cash or card. With me in the studio to discuss the merits of both methods of payment is Lyle Tate. Lyle is a financial advisor. Welcome to the show, Lyle. Lyle: Thanks for having me. Casey: So, Lyle. Which is it? Paper or plastic? Lyle: It’s not as simple as that. If it were, then I would most likely be out of a job. Each method has its merits as well as its drawbacks and you have to take into account what kind of a spender you are. Different people are suited two one or the other method. A lot of people would swear by cash as they believe that cards only lead to debt but, in my experience, as long as you know how to handle yourself

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with one, you should be able to avoid owing large sums of money. Casey: OK, so what are the pros and cons? Lyle: Well, one of the biggest pros with cash is that it’s widely accepted. I can’t think of an establishment where you pay physically that doesn’t accept cash but it is difficult to use it to pay online. Online payments are almost exclusively done by card and have been an area that has given the uptake of cards a tremendous boost. Also, there aren’t any hidden costs with cash. There are not fees or interest payments like there are with cards so you just have to pay the cost of the item you’re purchasing. And as I mentioned before, it’s harder to fall into debt with cash. It seems to be easier to avoid overspending if you actually see the money being spent and you can only spend what you have. If you never borrow, you don’t get into debt with creditors. Casey: That sounds like a pretty compelling argument to cut up those cards. Lyle: Well, yes and no. There are still drawbacks to only using cash. Unless you’re exceptional at working out how much you need for every purchase, you can sometimes be caught short not having enough. And, a lot of people don’t like carrying a lot of cash with them for fear that they might lose it or have it stolen. This is one of the main problems with cash. If it’s stolen, it’s gone! And if the money was to be used to make a big purchase, that’s a considerable loss. Whereas, with a card, you just have to cancel it and order another one and any fraudulent spending is usually covered by the credit card company. Casey: I see what you mean. Lyle: Actually, that’s one area where a card can shine. You don’t have to worry about carrying large amounts of cash when you pay for big purchases with your card. Also, not everyone’s able to put by enough to cover expensive items so credit cards allow you to spread the cost over regular payments making it more manageable, however, there could be large penalties for failing to clear the debt when it comes due. So that innocent purchase can end up costing you a lot more than you expected. Casey: Well, you’ve definitely given me something to think about ...

Module 7 – Back to Nature 7b – Exercise 7 (p. 117) I remember the storm my family and I got caught in while we were visiting my grandparents. The area had been experiencing the heaviest snowfall for years. Blizzards coupled with high winds had created 10ft snow drifts. We were trapped in the house for 3 days. We saw on the news that schools and businesses were closed and there were no cars on the roads. The place was at a standstill. Luckily, the storm passed as quickly as it started and we were soon able to go home.

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Audioscripts 7d – Exercise 2c (p. 120) Hi, my name’s Klaus Fischer. I’m from Munich in Germany and I’m a surfer. I’ve been surfing in my home city for about 20 years. Now, I know what some of you must be thinking. Surfing? In Munich? How is that possible? Germany’s well known for its football and you’ll see lots of youngsters kicking a ball about in football strips trying to emulate their heroes but it’s not somewhere you’d expect to see people walking around in wetsuits with surfboards. But we do surfing a little differently. We surf rivers! The city’s home to the world’s most famous river surfing spot on the Eisbach River. And there’s a reason it’s so famous. I’ve surfed on a few rivers that were exciting and challenging but the Eisbach has another edge to it. It’s dangerous! The Eisbach is a 2 km long man-made river that flows through the English Garden, a large public park stretching from the city centre up into the northern suburbs. A mistake in the landscape of the riverbed when it was created has resulted in a standing wave that appears just down river of the Eisbach Bridge. The wave is a year round phenomena which means you can surf 24 hours a day 365 days a year even in the cold of winter, so the river has become something of a surfing hotspot! It’s become a major tourist attraction as well. Thanks to its close proximity to the bridge you get a number of spectators watching from its vantage point or from the banks on either side of the wave. It’s quite strange to think that you’re in the middle of the city with an art museum just metres from the spot and people enjoying picnics in the park who are maybe oblivious to your activities. People from around the world come to try it out. However, river surfing is very different to its ocean counterpart. In the sea, surfers catch a wave and ride it into the shore but on the river you’re surfing against the wave so it’s like doing it in reverse. And on the Eisbach, this can be particularly tricky due to the rocks that are hidden from sight on the riverbed. It’s definitely not a place for beginners. Even experienced surfers have to be careful. There are signs up all around the area warning of the dangers and we inform any newcomers that you can’t surf there if you don’t know how to river surf. But it’s an exhilarating experience from the moment you jump on your board. There are flood lights up on the bridge to illuminate the water at night because there isn’t enough light from the road or the park. I remember one particular time that I was surfing at night with a few friends. We string flood lights up on the bridge to illuminate the water because there isn’t enough light from the road and the park. You can only have one surfer in the water at a time because the channel is so narrow so I was waiting my turn in the queue. I watched as the surfer before me was gliding his board from side to side and my heart was pounding in anticipation. Then, he went over the back of the wave and it was my turn. All of a

sudden, I felt calm. My pulse was still racing of course but it was almost like I didn’t notice it. Everything else melted away, the sounds of the traffic on the bridge, the cheers from the people watching. All I heard was the roaring water beneath me. I know that my turn only lasted for two minutes but it felt like hours. It was amazing! When I’m on my board it’s the freest I’ve ever felt. No matter what’s going on in the rest of my life, I can let it all go in those few minutes and it’s just me and the wave. Exercise 4b (p. 120) Speaker 1 Visiting the Grand Canyon had always been at the top of my bucket list of things I wanted to do before I reached my 30th birthday, but nothing could have prepared me for the moment I first caught sight of it. I’ve seen it in photographs so many times, but being there in person was something else altogether. I went with a tour group. I’d never met any of the other members of the group before the trip but we shared such an amazing experience that we’ve become very good friends. We’re constantly in contact with one another and we’re even planning another trip together next year. We’re thinking of going on a camel ride through the desert. Speaker 2 My brother just started a new company offering once-in-alifetime trips. He hopes to fulfil his clients every wish and give them an experience to remember. As a favour to him, I agreed to go along on one of the trips and evaluate the experience. I thought it was just going to be a bit of a break from my 9-5 life. Nothing could have prepared me for what happened. I went to Kathmandu in Nepal which is an amazing place but while I was there I saw a lot of suffering caused by an earthquake that hit the area a few years back. It affected me so much that I decided to give up my life back home and volunteer for a charity project rebuilding a school and hospital in the area. Speaker 3 I wish I’d visited the castle sooner, but you know what it’s like. You live in a place and you think you’ve got plenty of time to explore and then life gets in the way and you never get around to it. In fact, I still don’t think I would have visited the place if I hadn’t given my word to my cousin that we would go when she came to stay for New Year. But I’m so glad I did. It’s an amazing site with so much history and it gave me a new found appreciation of my home. My visit actually prompted me to find out more about the area which in turn led me to my new job as a tour guide. Now I get to introduce more people to the wonders of my home. Speaker 4 I’ve been on holiday with my family a lot in the past but this was the first time my sister and I travelled alone. I wasn’t sure if we would get along on the trip. We’ve been known to

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Audioscripts fall out over the silliest of things but I felt it was important that we try as I was moving away from home and wouldn’t see much of her in the future. We went on a cruise round the Mediterranean and saw some amazing things but the best thing about the trip was getting to know my sister properly. After the trip I was surprised that I not only felt closer to her but I saw her in a different light. It was more like we had become friends and weren’t just siblings anymore. Speaker 5 My best friend recommended that I join him on his morning run through the park when the doctor told me to get more exercise, but that sounded a bit boring to me. Instead, I decided to take up hiking. I didn’t realise that there were so many wonderful hiking trails in the area that are suitable for all levels of experience. I started out on the easier trails and had such a great time that I kept going back and worked my way up to the harder hikes. Now, I’m part of a group that plans excursions every weekend and I’ve even got my friend interested in joining us. Not to mention that the regular exercise has done my health the world of good.

7e – Exercise 5 (p. 121) I would like to look at pictures A and B. In the first picture, I can see a snow-covered house in the mountains. There is a woman who is pulling a sleigh with a child on it. They are both wearing warm clothes. It appears to be fairly cold. In the second picture, in contrast, there is a group of people probably in a small African village. They appear to be a tribe who live in traditional huts. It appears to be very hot. The people are wearing thin clothes and might be doing chores or helping each other prepare a meal. In my opinion, the most striking similarity between the two pictures is that they both show people living in isolated places under extreme conditions. I think the people in picture A enjoy living in the mountains, and enjoy a comfortable and modern lifestyle, while the tribe that live in picture B follow their traditional way of life away from populated places. I’d say that there are some difficulties that these people may encounter while living in these places. In picture A, if there is no electricity, then the people there would have to chop wood for heating and cooking and use oil lamps to get around. Another problem could be getting trapped in a snowstorm and being unable to travel in the mountains in winter especially as the weather can change very quickly and dramatically at high altitudes. Whereas in picture B, the tribe might have difficulties finding food as they have to hunt around the forest or fish in rivers or lakes. They could also be facing harsh environmental conditions like long dry spells and shortage of water which could make daily life more difficult for them. To my mind, living in this place is a way of life for them which they have become accustomed to and any difficulties that they encounter can be easily overcome. In my opinion, I think it would be most difficult to live in the

place in picture B as there are definitely no modern amenities there like electricity or running water and finding food appears to be a daily struggle.

Progress Check 7 – Exercise 5 (p. 130) Hi, everyone. My name’s Leanne Ramsay, and recently I was lucky enough to go on an activity holiday with a few friends to Croatia. I’d never been on an activity holiday before, my family preferred more of a relaxing and unwinding on the beach and do a little sightseeing kind of holiday so I was really excited about doing something different for a change. When we first started looking for somewhere to go, we found an array of excursions online. They had everything from hiking or horse-riding in the Alps to the more adventurous white-water rafting or kayaking but we opted for a sailing and biking holiday. The package included seven days of cycling around the mainland and islands of Croatia with accommodation provided on a boat. When we arrived and were shown onto the boat, I was surprised by how comfortable it was. I suppose I’d been expecting something a bit rougher and more modest but I was pleasantly surprised. The cabins were large with really comfy beds and the crew was very helpful. They also had an amazing chef who created the most delicious meals that made use of wonderful local produce. I was a little worried about being on the boat. I’m not the best traveller and have been known to suffer from seasickness in the past so the idea of sleeping and eating on board was a little nerve wracking. But, to be honest, after the first night I barely noticed we were on the water at all. If anything, I suffered more from exhaustion than anything else.I guess I was just so tired from all the exercise I was getting that I was asleep before the movement could affect me. Now, I’m a bit of a biking enthusiast. I cycle everywhere. When I’m commuting or just visiting friends, I take my bike. It’s great exercise and it’s much better for the environment than other forms of transport like trains and buses so I thought I would have no problems being on the bike for so long. Boy, was I in for a shock. Because all of us on the trip were young, fit and experienced cyclists the organisers decided to take us on the more difficult routes. That meant we were cycling on different terrains sometimes on trails up to 500 km high. By the end of the second day I could barely walk and my legs felt like jelly. I couldn’t have imagined that it would be that difficult, but it was worth it. We cycled through some beautiful scenery including fig trees, olive groves and many villages. And the views from the top of the trails were spectacular. It was amazing looking out over the Adriatic and the island below us. But most impressive of all was the fact that you could also see across the water to the neighbouring islands.

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Audioscripts It was really tough going and we covered hundreds of kilometres. But it was an amazing trip. The only downside for me was that I was sometimes too tired to enjoy it fully. I would definitely recommend that anyone thinking of doing a similar trip should try to get some endurance training in before they leave to raise their staying power. That way, they will be in the perfect physical condition for the cycling and won’t lose out on any of the experience. That’s what I’m going to do before I go back.

Module 8 – The Art of Entertainment 8b – Exercise 7b (p. 135) Speaker 1 Ben Wilkin’s new crime novel Mystery Case is such a great read! The story is really gripping and it’s full of lots of riveting plot twists. They were so well done that I didn’t see any of them coming at all. The twist at the end is really jawdropping! The characters are also very interesting, and in fact that’s a big strength of the book. The detective in the story is an especially intriguing character. This is one of the most exciting crime stories that I’ve ever read and I’d definitely recommend it to fans of the genre. Speaker 2 Ian Smithson’s Journey to Andromeda is quite a disappointing sci-fi novel. For something set on alien worlds it’s surprisingly dreary. The plot is also rather predictable, and it’s easy to guess who the mysterious villains chasing our hero are. In general, I found the characters unconvincing. For someone who is supposed to be a space explorer the hero just didn’t add up. The villains are also contrived. Unfortunately I found the book to be a very dull read. Ian Smithson’s latest work is an overrated book, written by a once great author who’s sadly run out of ideas. Even fans of Smithson’s work should avoid this boring and tedious book. Speaker 3 Scott Brook’s new biography of athlete Angela Jones certainly won’t surprise her fans. Her life story is compelling, and the writing is so absorbing and interesting. Hearing about how Jones overcame injury to win Olympic medals is quite remarkable. She really is an amazing person and such a strong passionate character, and the book lets you get to know her and understand the woman behind the success. I was fascinated by this book and strongly recommend it to all sports fans. 8d – Exercise 2b (p. 138) Hello everyone, and welcome to the National Media Museum here in Bradford. My name is Lucy Philips and I’ll be your guide today. Before we begin our tour, I’d just like to give you some information. The museum, which was opened in 1983 on a site that was originally designated for a theatre, houses over three and a half million historical and cultural items related

to the world of film, television and photography. The exhibitions are spread out over 8 floors and are displayed in both traditional and interactive galleries. We have both permanent sections and two gallery spaces which host a changing programme of exhibitions related to our collection. A few pieces of note from our permanent collection include the oldest surviving negative known to exist anywhere in the world, the earliest television footage and the actual camera that made the first ‘movie’ in Britain. The collection explores the science behind these different media and traces its development through the years. More recent additions to the museum include the world’s first gallery exploring the Internet and our life online and the newly opened Wonderlab, an interactive exhibition which looks at the science of light and sound. The gallery features a number of live experiments that make you a part of the show and the experience is truly wonderful. For all you gamers, no matter what your level of expertise, you can find the Games Lounge on level 5 where you can play classic games in their original formats and learn how video gaming has developed over the years. This gallery is always popular so please be prepared to wait your turn and respect the equipment. Some of it dates back to the early days of gaming and cannot now be replaced. Now, while the museum itself is free to the public, charges apply if you wish to see a film at the cinema or on the IMAX screen. The IMAX, which was the first such screen ever opened in the UK, is showing a selection of short films at the moment and the hotly awaited live-action version of Disney’s Beauty and the Beast starring Dan Stevens as the Beast and Emma Watson as Belle. The film showcases spectacular CGI coupled with live performances and is a trip down memory lane for anyone who grew up with the 1991 original animation. And, if you want to make it a truly memorable experience, why not opt to watch it in 3D? For refreshments, we have the media café offering a wide selection of … (fade) Exercise 4b (p. 138) Segment 1 (Questions 1 & 2) I: We’re here with Harry Gorman, the well-known film critic, to discuss the state of cinema today. Harry, welcome to the show. What’s your opinion on the offerings at this year’s festival? M: Actually, I’ve been pleasantly surprised by the diversity of the films on show this year. All too often, film festivals pander to the popular money-making blockbuster films from the big studios to get crowds in at the expense of more meaningful pieces, but there seems to be a range of tastes being catered for at this event, which I’m glad to see. Festivals should be about giving the opportunity for smaller budget productions or more experimental cinema to showcase their work.

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Audioscripts I: It sounds like that’s very important to you, that all the different areas of cinema should be represented. M: Oh, it is. Cinema to me is an art form and as such it should be used to push the boundaries of what’s normal or expected. I’m a big fan of productions that attempt to do this, but unfortunately they just don’t make money. Big studios opt for style over substance and this has resulted in an excess of CGI and superhero films, with admittedly jaw-dropping special effects, taking priority over strong characters and plot lines. For them, it’s all about the bottom line. Segment 2 (Questions 3 & 4) I: You’re very critical with your assessment of big budget films but they’re popular for a reason. A lot of people derive pleasure from them. M: Don’t get me wrong, I’m not denying that they’re enjoyable, but they don’t do anything for me on a deeper level. And there seems to me to be a lack of originality in a lot of modern films where one film is much like the next. When they find a formula that works, they stick to it, banging out carbon copies or dreary sequels. I personally think they’re overrated and that if you’ve seen one superhero film, then you’ve seen them all, but they’re money-spinners. I: So, are there any recent contributions to the world of film that would get your seal of approval? M: Actually, some film makers seem to be bucking the trend recently by focussing on more meaningful stories. I particularly enjoyed Lion the story about a young Indian boy who becomes ‘lost’ for 25 years. Oscar nominated, this film had a compelling storyline made all the more memorable by the fact that it’s based on a true story. I mean, why do we have to make up fantastical stories when we can look to the real world for inspiration? Segment 3 (Questions 5 & 6) I: So, tell me more about Lion. M: It’s based on the book A long way home, the biographical tale of Saroo Brierley, a young boy who becomes separated from his family when he gets stuck on a train in rural India and travels thousands of miles to Kolkata. He survives on the streets until he’s placed in an orphanage. From there, he’s adopted by an Australian couple and moves to Tazmania. Twenty-five years later, we catch up with the adult Saroo as he starts a painful journey using his broken memories and the Internet to discover where he came from. I: It does sound like a very moving story, but I sometimes avoid those types of films because I often find them too melodramatic. M: I know what you mean and that’s often a problem with these types of films. The film maker tries to add as much pain and suffering as they can to tug at the

heartstrings of the audience whereas what they’re actually doing is depriving the viewer of the real pain of the characters. If it’s the right story, you don’t need to embellish it, it’ll tell itself. I think that’s why this one was so good. The director, Garth Davis, allowed the story to come across naturally. Segment 4 (Questions 7 & 8) I: That can’t be easy. I mean, it must be tempting to up the emotional factor of a film just to get a reaction. M: I’m sure it is but Davis and the cast handled this story with an awareness of just what exactly they wanted to tell the audience and how they wanted them to feel. This was actually Davis’s feature film debut. He’d previously worked on commercials and television but never on a film. And maybe it’s this freshness that gave him the freedom to tell the story the way he wanted. I: You mentioned the stars of the film, whose performance impressed you the most? M: This film was very well cast. The adult Saroo was skilfully played by the British actor Dev Patel and you feel the struggle between his desire to find his roots and his reluctance at hurting his adoptive mother. Likewise, Nicole Kidman’s portrayal of his Australian mother is handled with delicacy and respect. But the standout performance for me was that of Sunny Pawar, who played the young Saroo. For a person of that age to show such levels of emotion was outstanding. Segment 5 (Questions 9 & 10) I: Well it sounds like there are some worthy films out there to get people into the cinemas. M: I hope so. We need something to do that. I: What do you mean? You can’t be saying that the cinema is at risk of dying out, surely? M: I think it is. Going to the cinema is an experience. There’s nothing quite like sitting back in the dark with a hundred other film lovers in a big theatre marvelling at the characters looking down from the big screen. But it’s an experience which is under threat thanks to the advent of technology. It just can’t compete. Too many people are opting for the cheaper option of sitting in the comfort of their own home to enjoy their films. I: So you think people are more likely to download films these days instead of visiting the cinema for the ‘experience’ as you call it. M: Unfortunately, I do. You know it’s somewhat strange that the thing which allows big budget films to create bigger and more breath-taking effects is the same thing that’s threatening the very medium itself. That’s another reason that festivals such as this one are so important. They get people back into the cinemas, they take risks and show what can be done. If the first film makers hadn’t taken risks, we wouldn’t have the experience today that we all know and love.

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Audioscripts 8e – Exercise 4 (p. 139)

Progress Check 8 – Exercise 3 (p. 148)

Interlocutor: What role do entertainment facilities play in a community? Student: I believe that entertainment facilities play an important role in a community. In the first place, cinemas, theatres and concert halls all help build community character as they provide a meeting place and a centre in which local people can socialise. Entertainment facilities also enhance community participation because they inspire community members to get together in order to participate in events. Entertainment facilities also strengthen cultural values and preserve heritage and history. Interlocutor: Should schools place more emphasis on teaching performing arts? Student: I think that some sort of general artistic training is good for students. I believe performing art classes are a means of relaxation and also a way of opening up new interests and horizons. Some students want careers in the entertainment industry and in order to recognise their talents they need to be exposed to performing arts. For others, these classes are fun and provide a complete break from more academic work and can be a useful skill in later life. I think more schools should include performing arts in their curriculums. Interlocutor: In what ways do performing arts help children develop their personality? Student: Performing arts can play a vital role in helping children develop their personalities. When children become involved in an artistic activity they learn how to express their inner feelings through different mediums. By acting, dancing or singing on stage, they also can explore new roles. This can give them a sense of freedom. Children can also experience a sense of achievement when they perform. They feel proud of the things they do, particularly when they perform in a prominent place in front of their parents or friends. This can help them build their self-confidence and help them to overcome their shyness, as they feel that others appreciate their talents. Another important way in which performing arts can aid children’s personal development is by teaching them to be creative. In this way, children become capable of creative expression while performing. Having the freedom to sing, dance or act gives children the opportunity to use their talents and learn new artistic skills. Personally, I think it is essential for every child to be involved in performing arts in order to acquire creative skills, greater self-confidence and awareness.

Hello everyone and welcome to the Jane Austen Centre. My name is Charlotte Lucas. As most of you will know, I am the best friend of Elizabeth Bennet, the lead character from the much-loved novel Pride and Prejudice, a love story between Elizabeth and Mr Darcy that was ahead of its time, set among the manners and beauty of the Georgian period of the 18th and 19th centuries. With fantastic characters, this book has everything you could ask for, a courageous heroine, a charismatic hero, a despicable villain and a witty and comedic story. The book itself was published on January 28th 1813 and was a popular success, but what a lot of you may not know is that it was not published under the name Jane Austen. In fact, Austen was not given credit for being the author of any of her works while she was alive. It is only after her death on July 18th in 1817 that people came to know the woman behind the words. Jane Austen was born on 16 December 1775 in a small town called Steventon. She was the seventh of eight children. The daughter of a clergyman, Jane grew up in a close-knit family and her parents fostered an environment of learning where she and her siblings were encouraged to read.They also wrote and performed plays together. In 1801 she and her family moved here to the city of Bath, where the novels Persuasion and Northanger Abbey are set. Jane Austen was a truly remarkable woman who wrote strong characters like the headstrong and outspoken Elizabeth in Pride and Prejudice, and her books are noted for their wit, social observations of the time and their … [fade out] The centre is arranged on 3 floors. On the top floor there is a delightful period tea-room offering a range of teas and coffees and delicious snacks and cakes. On the first floor, you can enjoy a video starring one of the actors from the BBC version of Pride and Prejudice, which tells you about Jane Austen’s Bath and the locations that are used in the two novels that are set here. Finally, on the ground floor you will find the gift shop, where you can purchase all different kinds of souvenirs and copies of all her books; and the centre’s collection, which includes a number of exhibits, interactive displays and a dressing up room where you can try out different costumes from the time period. (fade)

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Evaluations

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Formative Evaluation Chart Name of game/activity: .................................................................................................................. Aim of game/activity: .....................................................................................................................

Module: .............................................

Unit: .....................................

Students’ names:

Course: ..........................

Mark and comments

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Evaluation criteria:

182

c (green)

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w (yellow)

n (red)

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Cumulative Evaluation Student’s Self Assessment Forms CODE **** Excellent

*** Very Good

** OK

* Not Very Good

Student’s Self Assessment Form

Module 1

Go through Module 1 and find examples of the following. Use the code to evaluate yourself. • talk about relationships ..................................................................................................................................................... • talk about family life ..................................................................................................................................................... • talk about personality and qualities ..................................................................................................................................................... • talk about habits/routines ..................................................................................................................................................... • talk about the past/past habits ..................................................................................................................................................... • compare members of your family ..................................................................................................................................................... • act out a dialogue asking and giving personal information ..................................................................................................................................................... • answer questions about yourself ..................................................................................................................................................... • general comprehension ..................................................................................................................................................... • listen for gist .....................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • write a blog entry about how to get along with your siblings despite differences ..................................................................................................................................................... • write sentences comparing members of your family ..................................................................................................................................................... • write an informal letter/email giving your opinion and making suggestions ..................................................................................................................................................... • analyse a rubric/model ..................................................................................................................................................... • put paragraphs in the correct order ..................................................................................................................................................... • recognise appropriate style in informal letter/emails .....................................................................................................................................................

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CODE **** Excellent

*** Very Good

** OK

* Not Very Good

Student’s Self Assessment Form

Module 2

Go through Module 2 and find examples of the following. Use the code to evaluate yourself. • talk about technological developments and robotics ..................................................................................................................................................... • debate about bionic limbs and organs and their use ..................................................................................................................................................... • talk about everyday computing and gadgets ..................................................................................................................................................... • talk about the future ..................................................................................................................................................... • make predictions using degrees of certainty ..................................................................................................................................................... • use it – there ..................................................................................................................................................... • act out a dialogue making and responding to suggestions ..................................................................................................................................................... • compare and speculate on pictures ..................................................................................................................................................... • read for specific information ..................................................................................................................................................... • listen for gist and specific information .....................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • post a comment to a newspaper article ..................................................................................................................................................... • write a proposal ..................................................................................................................................................... • analyse a rubric/model ..................................................................................................................................................... • practise using linkers ..................................................................................................................................................... • predict content .....................................................................................................................................................

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CODE **** Excellent

*** Very Good

** OK

* Not Very Good

Student’s Self Assessment Form

Module 3

Go through Module 3 and find examples of the following. Use the code to evaluate yourself. • talk about jobs and qualities ..................................................................................................................................................... • talk about vocational training and education ..................................................................................................................................................... • talk about problems at work ..................................................................................................................................................... • use intensifiers ..................................................................................................................................................... • use the infinitive/-ing forms to talk about myself ..................................................................................................................................................... • act out a dialogue giving and responding to advice ..................................................................................................................................................... • negotiate and reach an agreement ..................................................................................................................................................... • read for specific information ..................................................................................................................................................... • listen for specific information .....................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • write a proposal with innovative business ideas ..................................................................................................................................................... • write a semi formal/formal letters/emails ..................................................................................................................................................... • analyse a rubric/model ..................................................................................................................................................... • recognise formal/informal style ..................................................................................................................................................... • recognise incorrect register .....................................................................................................................................................

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CODE **** Excellent

*** Very Good

** OK

* Not Very Good

Student’s Self Assessment Form

Module 4

Go through Module 4 and find examples of the following. Use the code to evaluate yourself. • talk about inner well-being and emotional health ..................................................................................................................................................... • talk about health problems and injuries ..................................................................................................................................................... • talk about health conditions, fitness and sport ..................................................................................................................................................... • make speculations/deductions ..................................................................................................................................................... • talk about things to do to keep fit and healthy using modals and words/phrases expressing modality ..................................................................................................................................................... • act out a dialogue expressing opinions, agreeing or disagreeing ..................................................................................................................................................... • express opinions based on visual prompts ..................................................................................................................................................... • read for specific information ..................................................................................................................................................... • listen for specific information .....................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • write a summary of a text ..................................................................................................................................................... • write an essay based on prompts ..................................................................................................................................................... • analyse a rubric/model ..................................................................................................................................................... • recognise thesis statements/topic sentences and supporting details ..................................................................................................................................................... • paraphrasing ..................................................................................................................................................... • use different techniques for introductions and conclusions .....................................................................................................................................................

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CODE **** Excellent

*** Very Good

** OK

* Not Very Good

Student’s Self Assessment Form

Module 5

Go through Module 5 and find examples of the following. Use the code to evaluate yourself. • talk about modern social problems and injustice ..................................................................................................................................................... • talk about crime and punishment ..................................................................................................................................................... • talk about environmental issues ..................................................................................................................................................... • talk about weird facts using the passive ..................................................................................................................................................... • practise reflexive/emphatic pronouns and the causative ..................................................................................................................................................... • recognise substitution & ellipsis ..................................................................................................................................................... • act out dialogue discussing causes/results of an issue and offering solutions ..................................................................................................................................................... • do a collaborative task ..................................................................................................................................................... • read for cohesion and coherence ..................................................................................................................................................... • listen for gist and specific information .....................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • post a comment to a newspaper article ..................................................................................................................................................... • write a report about a social issue ..................................................................................................................................................... • analyse a rubric/model ..................................................................................................................................................... • use linking words/phrases and structures ..................................................................................................................................................... • use formal register .....................................................................................................................................................

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CODE **** Excellent

*** Very Good

** OK

* Not Very Good

Student’s Self Assessment Form

Module 6

Go through Module 6 and find examples of the following. Use the code to evaluate yourself. • talk about advertising ..................................................................................................................................................... • talk about shopping ..................................................................................................................................................... • talk about money & spending ..................................................................................................................................................... • hypothesise/make wishes ..................................................................................................................................................... • express preferences ..................................................................................................................................................... • act out dialogue making and responding to a complaint ..................................................................................................................................................... • argue a case ..................................................................................................................................................... • read for opinion, attitude and specific information ..................................................................................................................................................... • listen for specific information .....................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • do research and write a report with the findings ..................................................................................................................................................... • write a for-and-against essay ..................................................................................................................................................... • analyse a rubric/model ..................................................................................................................................................... • use cohesion techniques and linkers/linking phrases ..................................................................................................................................................... • use justifications/examples .....................................................................................................................................................

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CODE **** Excellent

*** Very Good

** OK

* Not Very Good

Student’s Self Assessment Form

Module 7

Go through Module 7 and find examples of the following. Use the code to evaluate yourself. • talk about nature and outdoor activities ..................................................................................................................................................... • describe landscapes and geographical features ..................................................................................................................................................... • talk about extreme weather and natural phenomena ..................................................................................................................................................... • report sb’s words ..................................................................................................................................................... • use articles/determiners/nouns ..................................................................................................................................................... • act out a dialogue narrating an experience & showing interest ..................................................................................................................................................... • compare pictures ..................................................................................................................................................... • read for coherence and cohesion ..................................................................................................................................................... • listen for specific information and gist .....................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • write an informal email describing an experience ..................................................................................................................................................... • write a short story based on prompts ..................................................................................................................................................... • write a narrative ..................................................................................................................................................... • analyse a rubric/model ..................................................................................................................................................... • use descriptive language in narratives ..................................................................................................................................................... • use different techniques to begin and end a narrative .....................................................................................................................................................

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CODE **** Excellent

*** Very Good

** OK

* Not Very Good

Student’s Self Assessment Form

Module 8

Go through Module 8 and find examples of the following. Use the code to evaluate yourself. • talk about different types of art forms ..................................................................................................................................................... • talk about one’s favourite film and book ..................................................................................................................................................... • talk about music ..................................................................................................................................................... • join sentences using relatives ..................................................................................................................................................... • identify different types of clauses ..................................................................................................................................................... • talk about yourself using emphatic structures ..................................................................................................................................................... • act out a dialogue making suggestions, interrupting and responding to suggestions ..................................................................................................................................................... • discuss topic-related point based on written input ..................................................................................................................................................... • read for specific information ..................................................................................................................................................... • listen for specific information and attitude/opinion/gist .....................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • create a poster for an arts event ..................................................................................................................................................... • write a short article describing one’s ideal job ..................................................................................................................................................... • write a review ..................................................................................................................................................... • use appropriate vocabulary and style to recommend ..................................................................................................................................................... • brainstorm for ideas .....................................................................................................................................................

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Progress Report Cards Progress Report Card .............................................................. (name) can:

Module 1 very well

OK

not very well

talk about relationships talk about family life talk about personality and qualities talk about habits/routines talk about the past/past habits compare members of one’s family act out a dialogue asking and giving personal information answer questions about oneself read for general comprehension listen for gist write sentences comparing members of your family write a blog entry about how to get along with one’s siblings despite differences write an informal letter/email giving one’s opinion and making suggestions analyse a rubric/model put paragraphs in the correct order recognise appropriate style in informal letters/emails

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191

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Progress Report Card .............................................................. (name) can:

Module 2 very well

OK

not very well

talk about technological developments and robotics debate about bionic limbs and organs and their use talk about everyday computing and gadgets talk about the future make predictions using degrees of certainty use it – there act out a dialogue making and responding to suggestions compare and speculate on pictures read for specific information listen for gist and specific information post a comment to a newspaper article write a proposal analyse a rubric/model practise using linkers predict content

Progress Report Card .............................................................. (name) can:

Module 3 very well

talk about qualities talk about vocational training and education talk about problems at work use intensifiers use the infinitive/-ing forms to talk about oneself act out a dialogue giving and responding to advice negotiate and reach an agreement read for specific information listen for specific information write a proposal with innovative business ideas semiformal/formal letter/email analyse a rubric/model recognise formal/informal style recognise incorrect register

192

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OK

not very well

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Progress Report Card .............................................................. (name) can:

Module 4 very well

OK

not very well

talk about inner well-being and emotional health talk about health problems and injuries talk about health conditions, fitness and sport make speculation/deductions talk about things to do to keep fit and healthy using models and words/phrases expressing modality act out a dialogue expressing opinions, agreeing or disagreeing express opinions based and visual prompts read for specific information listen for specific information write a summary of a text write an essay based on prompts analyse a rubric/model recognise thesis statements/topic sentences and supporting details paraphrasing use different techniques for introductions and conclusions

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Progress Report Card .............................................................. (name) can:

Module 5 very well

OK

not very well

talk about modern social problems and injustice talk about crime and punishment talk about environmental issues talk about weird facts using the passive practise reflexive/emphatic pronouns and the causative recognise substitution & ellipsis act out a dialogue, discussing causes/results of an issue and offering solutions do a collaborative task read for cohesion and coherence listen for gist and specific information post a comment to a newspaper article write a report about a social issue analyse a rubric/model use linking words/phrases and structures use formal register

Progress Report Card .............................................................. (name) can:

Module 6 very well

talk about advertising talk about shopping talk about money & spending hypothesis/make wishes express preferences act out a dialogue making and responding to a complaint argue a case read for opinion, attitude and specific information listen for specific information do research and write a report with the findings write a for-and-against essay write a story analyse a rubric/model use cohesion techniques and linkers/linking phrases use justifications/examples

194

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OK

not very well

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Progress Report Card .............................................................. (name) can:

Module 7 very well

OK

not very well

talk about nature and outdoor activities describe landscapes and geographical features talk about extreme weather and natural phenomena report sb’s words use articles/determiners/nouns act out a dialogue narrating an experience & showing interest compare pictures read for coherence and cohesion listen for specific information & gist write an informal email describing an experience write a short story based on prompts write a narrative analyse a rubric/model use descriptive language in narratives use different techniques to begin and end a narrative

Progress Report Card .............................................................. (name) can:

Module 8 very well

OK

not very well

talk about different types of art forms talk about one’s favourite film and book talk about music join sentences using relatives identify different types of clauses talk about oneself using emphatic structures act out a dialogue making suggestions, interrupting and responding to suggestions discuss topic-related points based on written input read for specific information/detail listen for specific information and attitude/opinion/gist create a poster for an arts event write a short article describing one’s ideal job write a review brainstorm for ideas use appropriate vocabulary and style to recommend

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Workbook key Module 1

Weak: 1 fair-weather friend 2 acquaintance

1a – Reading (pp. 4-5) 1 1 B

9 1 resolve 2 form

2 1 D

2 F

3 A

4 C

10 1 2 3 4 5

1 1 2 3 4 5

5 sense

1b – Vocabulary (p. 6) 1 1 weak 2 productive

3 genuine 4 distant

2 1 C

3 B

4 1 of 2 on

5 1 heritage 2 generations

4 F

5 up 6 of

5 A

6 7 8 9 10

unselfishly relationship financially uncharacteristic intriguing

6 7 8 9 10

’re working finishes ’ve been had been watching told

3 Suggested Answer 1 used to work 2 would spend 3 get used to living

5 had been walking, had left 6 is, has been babysitting 7 had stopped, left

4 hasn’t got used to 5 Did Mary use to go 6 got used to

4 is fitting 5 is 6 is being

7 taste 8 is tasting

6 D

5 dominant 6 aggressive 7 in 8 to

3 traits 4 fight

5 descent 6 genes

Topic related vocabulary (p. 7) 6 1 vying 2 friction

3 neglecting 4 contradicting

5 intervened 6 exclude

7 1 peas 2 stand

3 silver 4 eye

5 thick

8 Strong: 1 guardian 2 partner

’ve been checking appear thinks was trying took

4 1 am thinking 2 think 3 fit

3 self-confident 4 lively

3 down 4 in

personalised enabled comparisons competitive disloyal

2 1 drives, finishes 2 was, was visiting 3 is meeting, don’t usually get, works 4 had not spoken, called

foreign = native local = global

3 delays 4 unique

3 1 headstrong 2 submissive

7 return 8 suffer

1c – Grammar in use (p. 8)

4 discouraging = inspiring humble = grand prevented = enabled

2 E

5 pay 6 speak

5 E

3 ambitious = challenging vintage = old truly = genuinely motivated = inspired nomadic = mobile random = chance kindness = generosity fund = pay for originally = in the first place mechanics = working parts stability = security chapter = phase navigating = traversing incredible = unbelievable

5 1 fund 2 ambitious

3 voice 4 offer

3 family friend 4 friend of a friend

5 1 little 2 not the same as

3 just as large as 4 half as much

5 by far

6 1 the great their chances is incorrect. It should be replaced with the greater their chances 2 It isn’t nowhere as straightforward as is wrong. It could be replaced with It isn’t as straightforward as OR It isn’t anywhere near as straightforward as 3 cheaper than is incorrect. It could be replaced with cheaper OR cheaper than they were. 4 harder enough is incorrect. It should be replaced with hard enough. 5 as quite is incorrect. It should be replaced with quite as. 6 just good is incorrect. It should be replaced with just as good.

3 soulmate 4 companion

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Workbook key 7 1 2 3 4

get used to living is in the habit of eating is more outgoing comes across as

5 been in contact with Jenny for 6 by far the best football game

Grammar in Focus 1 who 2 started 3 had already won 4 raced

5 continues 6 has been driving 7 as 8 has moved

9 10 11 12

newest of most/best have become

1d – Listening skills (p. 10) 1 a) Task one = E, Task two = D b) Task one: G is also referred to, Task two: B and F are also referred to. 2 a) renovate (v) = to refurbish respective (adj) = corresponding complement (v) = to supplement sth landscape gardening (n) = designing gardens with an aesthetic outcome gap year (n) = the act of taking one year off from your studies before you start university fund (v) = to provide money for sth mentor (n) = an advisor cutthroat (adj) = ruthless master (v) = to become proficient in sth immensely (adv) = tremendously a (whole) host of (phr) = a very large quantity of sth b) Key words Task one: reason, pursued, relationship Task one is asking for a purpose. Task two: gained from relationship Task two is asking for the main point. c) 1 C 2 F

3 A 4 D

5 H 6 D

7 B 8 G

9 A 10 F

1e – Speaking skills (p. 11) 1 a) 1 D

2 B

3 A

4 F

5 C

6 E

b) 1 F

2 C

3 A

4 B

5 E

6 D

c) A 6

B 5

C 4

D 1

E 3

F 2

2 1 D 2 E

3 C 4 A

5 B 6 H

7 F 8 G

1f – Writing (p. 12) 1 a)

You have received an email from an English friend. I’m having problems getting along with my new college flatmate, Tina. She’s messy, rude at times and keeps borrowing my personal belongings. This is starting to irritate me. I don’t know what to do. I’d like your advice please. Cheers, Alice Write your email (220-260 words)

b) 1 2 3 4 5 6 7 8

I’m sorry to hear Here are a few things you can try First of all it would be a good idea If you do this Something else you could try Have you thought of Let me know what happens

2 1 I’m sorry to hear = It’s too bad 2 Here are a few things you can try = Here’s what I think you should do. 3 First of all = To start with 4 it would be a good idea = the best thing to do is 5 If you do this = That way 6 Something else you could try = Another good idea 7 Have you thought of = Why don’t you consider 8 Let me know what happens = Keep in touch 3 suggestions: make a chore schedule – communicate – set boundaries supporting details: can divide responsibilities – discuss feelings before things get out of hand – tell her what you’re comfortable sharing and what you want to keep to yourself results: flat cleaned on regular basis – clear up misunderstandings/avoid frustration – respect each other’s property/privacy 4 1 dress 2 small child

3 exhausting 4 self-reliant

5 talk

5 Hi Kim, Thanks for the email. I’m so sorry to hear that you are arguing with your parents. It sounds like a difficult and frustrating situation, but let me try to give you some advice. First of all, I think it’s important to try to show your parents that you are growing up by acting in a responsible way. If you cooperate with them and respect their rules, they will come to trust you. In this way, you will end up having a lot more freedom, and things are sure to get easier.

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Workbook key On the other hand, it’s important that your parents respect your privacy, so I think you need to communicate with them and tell them how you feel when they come into your room without knocking. Explain what bothers you and ask them to make a few changes. If you explain this calmly to them, they should see that you are right. Finally, when it comes to the clothes, I think you all have to compromise. Maybe if you went shopping together you could find some clothes that your parents don’t mind that still let you express your personal style; it may take some time and discussion, but I think it would be worth it. This way everyone could feel happy. Well, I really hope that my suggestions help and things start to improve soon. Let me know how it goes. Best wishes, Nina

2 E

3 A

4 When 5 This 6 could/might/would

2 1 2 3 4

dramatically reputation untypical characteristic

5 6 7 8

3 1 2 3 4 5 6

makes no difference to have decided to travel illness prevented him from going sooner had they gone somewhere else to no matter how hard he

Para F potential = capacity surroundings = environment 5 1 developments 2 field

pride combination personality sensitive

3 injuries 4 material

5 products 6 impact

2b – Vocabulary (p. 18)

3 D 4 B

5 A 6 D

7 B 8 B

9 D 10 D

11 C 12 C

5 1 C 2 A

3 B 4 A

5 D 6 B

7 C 8 D

9 C 10 A

11 C 12 B

Module 2 2a – Reading (pp. 16-17) 1 B

3 1 heal 2 focuses 3 develop

Para D advances = developments store = keep

7 on/upon 8 the

4 1 C 2 A

2 1 A

Para C innovations = new ideas resin = sticky substance revelation = pleasant surprise

5 C

4 F

Language Knowledge 1 (pp. 14-15) 1 1 be 2 as 3 between

Para B instantaneously = immediately extracting = separating

Para E aspects = parts of something structures = built objects pulses = bursts of energy

Skills Work 1 (p. 13) 1 1 D

4 Intro and Para A genre = category molecules = particles strand = fine thread yield = generate

1 1 Navigation 2 installation

3 drawback 4 denial

2 1 a b 2 a b

3 a b 4 a b

crashed froze elective intuitive

renew refresh facilitate initiate

3 1 oversee 3 resolve 5 contradict 7 indicate 2 uncover 4 conduct 6 exceed 8 convey 4 1 with 2 back

3 from 4 out

5 for 6 with

5 1 application 2 access 3 chats

4 literate 5 wires 6 wavelength

7 computer 8 pull

Topic related vocabulary (p. 19) 2 D

3 C 4 apply 5 explore 6 recreate

4 B

5 C

7 release 8 synthesise

6 1 against 2 with

3 about 4 to, on

7 1 controversial 2 emergency

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5 into 6 away

3 devious 4 ingenious

7 off

5 elaborate 6 unfeasible

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Workbook key 8 1 broke 9 1 B 10 1 2 3 4 5

2 think 2 D

3 move

3 A

adjustable uncertainty enthusiastic continuously renewable

4 toyed

4 B 6 7 8 9 10

5 D

6 D

processors changeable undemanding modernisation Arrangements

am going to attend will have finished will have been working, will still be going ’ll/will help

3 1 2 3 4 5

Until, will be accepted When is the IMAX going to screen Unless, is By the time, reach whether, ’ll attend

4 1 is sure to get 2 is due to start

2 1 B

5 6 7 8

have been riding to don’t/do not contain it

2 C

3 feeling 4 opinion 3 B 3 B

5 action 4 C

4 A

5 A

5 B 6 C

2e – Speaking skills (p. 23) 1 1 2 3 4

show whereas opinion similarity

5 6 7 8

2 1 practitioners 2 strides 3 software 1 B

3 are to remain 4 are on the verge of creating

5 1 I don’t believe 2 I’m positive

3 I suppose 4 We probably won’t

6 1 A: B: 2 A: B:

3 A: B: 4 A: B:

There it There It

easier are causing will certainly become more

1 a) 1 context 2 relationship b) 1 C 2 A

4 is to 5 will take care 6 Will you be

2 1 2 3 4

1 2 3 4

2d – Listening skills (p. 22)

2c – Grammar in use (p. 20) 1 1 retires 2 will have been working 3 will be hosting

Grammar in Focus

It There There It

3 1 b

suppose 9 probably assume 10 both as On the other hand

4 diagnose 5 technological 6 robotics

7 healthcare 8 workloads

2 A 2 b

3 a

4 b

2f – Writing (p. 24) 1 a)

Your manager at work has received funding to improve technology use in the office and has asked you to write a proposal suggesting how the money should be spent. In your proposal you must evaluate the office’s existing facilities, suggest what improvements can be made and outline the overall benefits (220-260 words).

Grammar Revision (p. 21) 1 1 2 3 4

hold will be selling had been printing installed

5 6 7 8

feels is going to release had announced will live

2 1 2 3 4 5

are going to design haven’t/have not run has Emma been, will have been working was trying, am updating, was having, Do you want will have completed, had finished

3 1 2 3 4

been playing his game for is going to be it been since they bought will have been working

b) 1 2 3 4 5 6 7 8 2 1 B

As requested submitting benefit on the whole As a result outdated Consequently although 2 C

9 increase 10 Finally 11 beneficial 12 This 13 In summary 14 upgrade 15 maintain

3 A

4 E

5 D

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Workbook key 3

You work for an international company, and you have read an advertisement about a computer training course to develop skills at work. Write a proposal to your manager explaining the skills the course will cover and how it will benefit the company. Write your proposal (220-260 words). 1 I am an employee at an international company. 2 The proposal is being written for my manager. 3 I should include information about the skills the course will cover, and how it will benefit the company.

4 Suggested Answer To: Nancy Smith, Manager From: Liam Johnston, Personnel Officer Subject: Middleton Computer Training Course Date: June 14th Introduction I am submitting this proposal in order to recommend that staff take part in a course from Middleton Computer Training. This course will cover a number of skills that our staff need and that will benefit our company. Computer Skills Firstly, the course will improve employees’ computer skills. More specifically, they will be made familiar with the latest software programs so that they know how to get the most out of them. This will result in employees being able to provide better customer service, as well as increasing productivity. Social Media Marketing In addition, the course will bring everyone up-to-date with the latest social media marketing practices. As you know, while we do have a social media presence, it does not generate much revenue for us. This course will train staff to use social media to advertise our products more effectively, and that is sure to increase company revenue. Computer Safety Finally, the course will give us the knowledge to use computers safely. After completing the course staff will know how to identify and avoid malware programs and hackers. This knowledge will allow us to keep our company’s network secure. Conclusion In conclusion, it seems clear that booking a course from Middleton Computer Training would ensure that all staff have adequate computer skills, understand the principles of social media marketing, and know how to use computers safely. I believe that this course would certainly help us to keep our company productive, profitable and secure.

Skills Work 2 (p. 25) 1 1 C

2 D

3 A

4 B

Language Knowledge 2 (pp. 26-27) 1 1 A 2 C

3 B 4 A

2 1 innovative 2 traditionally 3 transformed 3 1 2 3 4 5 6

5 B 6 C

7 D 8 A

4 alternative 5 revolutionary 6 Undeniably

7 minimise 8 obstructions

on the verge of starting would rather we didn’t likely is it that you will prospects of studying science are is due to open on won’t buy a laptop until

4 1 D 2 A

3 C 4 D

5 D 6 A

7 B 8 D

9 D 10 A

11 A 12 A

5 1 A 2 D

3 C 4 A

5 A 6 B

7 B 8 A

9 A 10 B

11 D 12 D

Module 3 3a – Reading (pp. 28-29) 1 a) 1 Problems on the job arise from a variety of sources. 2 The outcome of problems needs to be dealt with. 3 The main thing is to identify what is significant about the difficulties. b) 1 b

2 c

3 a

c) Newcomers may find the challenges of the job quite demanding but at the same time rewarding. Difficulties such as client complaints are of the utmost importance (a) and need to be handled in the most professional of ways with ongoing communication and troubleshooting. (c) Client dissatisfaction clearly originates from poor customer service and mishandling of contracts. (b) d) Question 2 2 1 E 2 B

3 C 4 C

5 B 6 D

3 have taken this a step further = I avert a problem = D has dogged = E best suited = J

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7 A 8 E

9 D 10 A

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Workbook key stick around = F juggling = H take on a new appeal = C extensive background = B The possibilities are endless = G engage in = A 4 1 to anticipate 3 enlisted 5 arose 2 to reconsider 4 is restricted 6 has proliferated

2 1 2 3 4 5

to stay 6 working 7 to be called 8 suggesting 9 not having considered 10

to have been preparing buying to be doing to have been sent being misused

3 1 2 3 4

making to use to look being impressed

to seek to have been agreed pursuing to close

5 6 7 8

3b – Vocabulary (pp. 30-31) 1 1 executive 2 forge 2 1 2 3 4 5

3 demanding 4 generate

made redundant 6 self-employed 7 on a short-term contract 8 the sack 9 a pay rise 10

5 gruelling 6 strenuous job security the night shift flexi-time overtime voluntary work

3 1 technical 2 course 3 trade

4 qualifications 5 on-the-job 6 apprentice

4 1 behind 2 off

3 among 4 up

5 up 6 on

5 1 description 2 batteries

3 ropes 4 shots

5 workmate 6 workload

6 1 after 2 on

3 off 4 ahead

5 up 6 off

7 1 expired 2 postponed

3 elapsed 4 annual

5 seasonal 6 provisional

8 1 donkey’s 2 moment

3 hat 4 nick

5 moon 6 time

9 1 overdue 3 devote 2 pressed 4 set 10 1 2 3 4 5

productivity unemployment consultants coincidental receipt

5 run 6 period 6 7 8 9 10

7 leadership 8 position

7 duration 8 fall

to cover temping having have asked

5 6 7 8

to be to work to get have

2 e

3 a

b) 1 genuinely upset 2 bitterly cold 3 patently obvious

4 b

5 c

4 deadly serious 5 utterly ridiculous

Grammar Revision (p. 33) 1 1 2 3 4 5

will print was typing will have finished has not produced had been advertising

2 1 2 3 4 5 6 7 8

The longer, the more confident as efficient as later the same as the best as experienced as as much as The higher, the bigger

3 1 2 3 4 5 6

was the least interesting of get used to working in his office works as fast/works as fast hasn’t been to Tokyo for did not accept the invitation to still hasn’t been printed by

6 will be starting 7 have you been waiting 8 is becoming

Grammar in Focus 1 2 3 4 5 6

overworked mismanagement streamlined tirelessly representative

3c – Grammar in use (p. 32) 1 1 2 3 4

4 a) 1 d

making to dress for to improve has finished and

7 8 9 10 11 12

is getting harder to have become enough so safest

3d – Listening skills (p. 34) 9 expanding 10 to hear 11 introduce

1 a) A 4

B 1

C 3

D 2

b) The correct answer is C

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Workbook key 2 1 C

2 A

3 B

4 B

5 D

7 an ideal candidate 8 Thank you for taking the time to consider my application 9 I am available for an interview 10 I look forward to hearing from you

6 C

3e – Speaking skills (p. 35) 1 1 opportunities, by offering promotions and greater responsibility 2 communication, constructive discussion of workplace issues 3 recognition, award them/employees 4 security, long-term viability 5 competitive wages, make workers feel valued 2 a) 1 C

2 D

3 A

4 E

5 B

b) Ticked boxes: D – have flexible hours, work area must be without the intrusion of domestic responsibilities C – lots of physical labour, work outdoors in all kinds of weather A – deal with life and death situations, work irregular hours E – wear protective clothing, handle harmful chemicals B – maintain a smart appearance, deal with customers, handle money 3 1 a 2 a 3 a 4 b

3f – Writing (p. 36) 1 a)

Marketing Assistant – Advertising Agency Our client is looking for a dynamic marketing assistant. Duties include preparing press releases and handling social media pages. Must be self-motivated and responsible. Must have a degree, excellent communication skills and some experience in an office environment. Apply by email to [email protected] explaining why you feel you are suitable for the job. 1 I am a job-seeker and I am writing to an employment agency. 2 I will write in a formal style, because it is a letter of application. 3 I will use Dear Sir/Madam and Yours faithfully, as I do not know the people involved. 4 In my email I will include why I feel I am suitable for the job.

b) 1 2 3 4 5 6

I am writing to apply for which was advertised I am interested in finding employment was expected to perform had the opportunity consider myself to be punctual

2 1 E 3

2 B

3 E

Qualifications/Skills

4 B

5 E

Experience

6 E

Qualities

university degree 2 years in an outgoing 60 words per minute administrative hardworking typing speed role 4 Suggested Answer To: Web Jobs Recruitment From: Beatrice Jones Date: September 18 Subject: Administrative Assistant Position Dear Sir/Madam, I am writing to apply for the job of Administrative Assistant for the Electric Company that was advertised on your website last week. I feel that I am an ideal candidate for this position. I completed a degree in business management at Western University, and as part of my course I did a six month internship as an office assistant with a large transportation company. This experience taught me how to juggle tasks and work with a variety of people in a very busy office environment. I am currently working as an administrative assistant for a clothing company, where I have been working for three years. My duties include managing the ordering and distribution of products from our warehouses. In my current role I get to interact with a wide variety of people, which I enjoy as I am outgoing and hardworking. I also have excellent IT skills as I have recently completed an advanced training seminar on word processing and database use, and my typing speed is 65 words per minute. Please see attached my CV. I am available for an interview at your convenience. Please let me know if you require any further information. I look forward to hearing from you. Yours faithfully, Beatrice Jones

Skills Work 3 (p. 37) 1 1 A 2 B

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3 A 4 C

5 B 6 A

7 D 8 D

9 B 10 D

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Workbook key Language Knowledge 3 (pp. 38-39)

5 1 take 2 wreck

1 1 C 2 C

3 B 4 C

5 D 6 A

7 A 8 B

2 1 as 2 before

3 is 4 can

5 down 6 order

7 One 8 None

3 1 2 3 4 5 6

for not being able to come notify you of any changes sooner had the vacancy been failed to realise the importance comes across as it wasn’t/hadn’t been for Connor’s

4 1 C 2 B

3 D 4 A

5 C 6 D

7 A 8 B

9 C 10 A

11 D 12 B

5 1 C 2 A

3 D 4 A

5 B 6 D

7 C 8 A

9 C 10 D

11 B 12 B

4a – Reading (pp. 40-41) 1 A False, because A specifies ‘by the second half of’ and the statement says ‘after’ the 18th century B Doesn’t say, because while we know that dogs and puppies (more often than dogs) help children learn to read, we don’t know which does it the best. Doesn’t Say False True True Doesn’t Say

6 7 8 9 10

B A C undergo, opposition faint, widespread

3 1 profound 2 therapeutic 3 deteriorating

4 incorporate 5 soothing 6 propensity

4 1 break 2 met

3 raising 4 goes

7 settings 8 gaining momentum

2 1 2 3 1 2

3 stamina 4 endorphins

fractured 3 chronic alternative 4 mental in 3 on 5 of with 4 to 6 in

4 1 fiddle 2 feet

3 sorts 4 health

6 1 up 2 through

3 up 4 over

5 around 6 out

7 1 imply 2 appreciate

3 regret 4 mislead

5 express 6 stress

8 1 grimaced 2 grinned 3 smirked

4 hobbled 5 strolled 6 staggered

7 avoid 8 prevent 9 resist

9 1 let 2 put

3 gets 4 fly

5 having 6 get

4 ineffective 5 disapproval 6 independent

7 unresolved 8 reaction

10 1 unresponsive 2 preventative 3 fruition

1 1 2 3 4

do we have to may, might needn’t, don’t need to can, could

2 2 should

3 would

5 6 7 8

ought to, should can’t, mustn’t, oughtn’t Shall, Can, Should couldn’t

4 might

5 couldn’t

3 1 2 3 4

must have been working out needn’t have gone / didn’t have to go can’t be must be jogging

4 1 2 3 4 5 6

would you like to try you supposed to sign it likely that he how about playing badminton is bound to return are allowed to use

5 cross Grammar Revision (p. 45)

4b – Vocabulary (pp. 42-43) 1 1 therapy 2 recovery

5 mischievous 6 infectious

4c – Grammar in use (p. 44)

Module 4

2 1 2 3 4 5

3 strengthens 4 treat

5 stress 6 mood 5 defiant 7 for (to) 8 at

1 1 2 3 4

was discussing more experienced needn’t to find out

5 6 7 8

supposed to having been asked the simplest bitterly

2 1 2 3 4 5

am writing was printed will have graduated completed will have received

6 7 8 9

have been running have supervised do not shirk look

5 spirits

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Workbook key 3 1 2 3 4 5 6 7

may have forgotten about the meeting three years since Kevin started preparing the Cup Final might be needn’t book an appointment will be prevented from entering the loudest you can in the habit of training so

4f – Writing (p. 48) 1

Ways of motivating children to be more physically active: • parental support • public funding • school

Grammar in Focus 1 must/have to/ ought to/should 2 them

3 run 4 to 5 more

6 could 7 taking 8 of

Write an essay for your tutor discussing two of the ways in your notes. You should explain which method is more effective in motivating young people to be more physically active and provide reasons to support your opinion. You may, if you wish, make use of the opinions expressed in the discussion, but you should use your own words as much as possible. Write your essay in 220-260 words.

4d – Listening skills (p. 46) 1 a) 1 2 3 4

effective working dog their good behaviour necessary for puppies criticise or punish

b) 1 assistance 2 people 3 situations 2 1 2 3 4

3 A 4 E

6

grateful for the company throughout the partnership

5 6 7 8

socialising volunteer baby crying punished confident

5 F 6 D

7 F 8 H

9 A 10 E

4e – Speaking skills (p. 47) 1 a) I think the topic is about food choices, and why healthy diets are important. b) 1 think 2 scrawny 3 depressed 2 a) 1 A

4 as 5 opinion 6 feel

7 therefore

2 C

3 B

204

2 d

3 e

2

Since Therefore To begin with For instance By doing this

6 7 8 9

Alternatively In particular As a result All things considered

Your class has just attended a lecture on how to motivate young people to make smart food choices. You have made the notes below. Ways of motivating young people to make smart food choices: Write an essay for your tutor discussing two of the ways in your notes. You should explain which method is more effective in motivating young people to make smart food choices and provide reasons to support your opinion. You may, if you wish, make use of the opinions expressed in the discussion, but you should use your own words as much as possible. Write you essay in 220-260 words. • parental example • marketing • school I will choose parental example, and marketing. I believe that marketing is most important.

b) Ideas that are ticked: A crash diets assure easy weight loss, diet crazes are promoted in magazines B people are not aware of the facts, dieters are uninformed about health dangers C the body is deprived of essential nutrients, crash diets can affect mental health 3 1 b

1 2 3 4 5

4 are given 5 (by) doing 6 possible dangers

illnesses purple jacket hearing world companionship

3 1 H 2 C

5

Your class has listened to a radio discussion programme about how to motivate young people to be more physically active. You have made the notes below.

4 c

5 a

1 I am going to write an essay and my tutor will read it. 2 I should include two of the three points given. 3 four 4 You can use the opinions if you want to, but you should be careful to use your own words. 5 Yes 3 With the popularity of junk food and rising obesity rates on the one hand, and concerns about body image and extreme weight loss measures on the other, it seems that everyone has forgotten about the value of a

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Workbook key healthy balanced diet. It is becoming more important than ever to motivate young people to make smart food choices. First of all, it is important that parents model healthy eating behaviour. For example, parents should cook healthy meals at home and stock up on healthy snacks. In this way, children learn to have good habits. As a result, they will make good food choices for themselves in the future. Alternatively, marketing strategies could be improved in order to motivate young people to make healthy food choices. For example, a series of appealing adverts could be aired on TV that educate people about how to eat properly. As a result, the message would reach a large number of people in a way that they would be open to. In this way, they might start thinking more about what they choose to eat. All in all, though parental example is an excellent way to motivate young people to make healthy food choices, not all parents can provide this. For this reason, I believe a good marketing programme may have a wider effect. After all, everyone should be informed about how to make smart food choices.

Skills Work 4 (p. 49) 1 1 2 3 4

DS T F DS

5 6 7 8

F C C A

9 facilitate, promote 10 increasingly, sceptical

5a – Reading (pp. 52-53) 1 A: Different agricultural practices have been tried ... without success B: This ... achieved by implementing ... minimal environmental impact. C: This result ... can be seen farms throughout the country. Sentence B best completes the gap. 2 1 F

2 H

3 D

4 G

5 C

6 E

3 pollinated = dispersed skyline = horizon cultivation = gardening initiatives = schemes sustained = prolonged jumped on the bandwagon = followed the trend 4 a) 1 g 2 d

3 f 4 c

b) 1 civic projects 2 bio-diverse areas 3 power of nature

5 b 6 e

7 a

4 concrete jungle 5 residential tower blocks

5b – Vocabulary (pp. 54-55) 1 1 developing 2 alarming

Language Knowledge 4 (pp. 50-51) 1 1 A 2 D

3 B 4 A

5 B 6 A

7 D 8 B

2 1 than 2 full

3 more 4 such

5 at 6 it

7 like 8 line

3 1 2 3 4 5 6

Module 5

unappetising proactive unlikely skiers gracefully underestimated

7 8 9 10 11 12

adjustments sensitivity aside comfortably suspiciously basis

3 D 4 A

5 C 6 D

7 D 8 C

9 C 10 B

11 A 12 B

5 1 D 2 C

3 B 4 A

5 D 6 B

7 A 8 D

9 A 10 A

11 D 12 B

5 rummaging

2 1 f 2 g

3 e 4 h

5 c 6 a

7 b 8 d

3 1 of 2 on

3 up 4 for

5 to 6 in

7 down 8 in

4 1 2 3 4 5 6

4 1 C 2 D

3 detention 4 alleged

to change to a new habitat a disaster a scandal a tragedy the facts

7 8 9 10 11

reality extinction pollution emissions the spread of

5 1 right 2 change

3 pollution 4 fringes

5 communities 6 patrols

6 1 stem 2 devastated

3 raise 4 relative

5 dignity

7 1 casting 2 privileged

3 voluntary 4 exercise

5 power 6 bury

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Workbook key 8 1 resistance 2 elimination

3 summons 4 enforcement

5 restrictions 6 victimisation

9 1 adjust 2 adapt

3 evolve 4 convert

5 transform 6 modify

10 1 2 3 4 5

aggressively empower argumentative government officers

6 7 8 9 10

criminally persuasiveness hardship indications permitted

Grammar Revision (p. 57)

5c – Grammar (p. 56) 1 1 by

2 with

3 by

4 with

6 1 Eric’s car was vandalised last night. It made him very angry. 2 Robin wants to adopt a dog from the rescue centre but he can’t; the landlord doesn’t allow pets. 3 ‘Would you like to help me collect donations for charity?’ ‘(That) sounds great!’ 4 Emma felt excited and very happy to be returning to the school as a volunteer.

5 by

2 1 It is believed that global warming is a major concern for the planet. Global warming is believed to be a major concern for the planet. 2 The mayor is rumoured to have abused his position to get jobs for his friends. It is rumoured that the mayor abused his position to get jobs for his friends. 3 It is alleged that the company has been dumping waste into local rivers. The company is alleged to have been dumping waste into local rivers. 4 Pollution in the area is reported to be increasing. It is reported that pollution in the area is increasing. 3 1 It appears that the problem was identified as an oil spill by scientists, but the area is being tested for suspected toxic waste as well. 2 Stricter laws will be passed (by the government) that fine companies for polluting the environment. The difficulty is that factories have been moved overseas (by the energy companies), so the new penalties won’t have any effect. 3 The charity’s newsletter, in which an interview about green energy is given by a famous celebrity, is going to be published.

1 1 2 3 4 5

are ... interviewing, witnessed had been pouring, has caused was watching, already knew will take, will go, will wait has decided, will have finished

2 1 Would you mind helping me take these items to the recycling bank? 2 Local wildlife is bound to recover if we make the park a protected area. 3 The police officer says I am to report to the police station with my driver’s licence. 4 Jane’s school is likely to go on a field trip to the wildlife centre, but it’s not been confirmed yet. 5 You were supposed to have separated your rubbish instead of throwing everything into the same bin. 6 People were able to see a lot of wildlife in the forest before the trees were cleared to build houses. 3 1 2 3 4 5 6

regrets turning/having turned down the chance mayor is being held responsible were advised against feeding had spoken to her teacher before prettiest flower garden I have ever couldn’t have been driving above

Grammar in Focus 1 was reported 2 caught 3 breaking into

4 was returning 5 biggest 6 most

7 will rise 8 it

5d – Listening skills (p. 58) 4 1 Mary has had her bag taken by thieves. 2 We’re having a new security system installed tomorrow. 3 The mayor had his speech for the festival written by Mr. Jones. 4 Stay calm, Sir. You will have your statement taken.

206

5 1 2 3 4 5

herself – emphatic themselves – reflexive himself – reflexive himself/herself – emphatic themselves – reflexive

1 1 C 2 1 B

2 B 2 A

3 A 3 A

4 A 4 A

5 B

5 B 6 B

5e – Speaking skills (p. 59) 1 a) 1 b

2 d

3 e

4 a

5 c

b) 1 Causes: it’s all down to people deliberately dropping rubbish in the streets.

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Workbook key 2 Results: It also poses a threat to our health and is more than likely a breeding ground for bacteria. 3 Solutions: I think steeper fines for littering is the best way to deal with the problem. 2 a) 1 b b)

2 c

3 a

do community service work

✓

receive short prison sentences

✓

receive special counseling and treatment

✓

receive high fines

✓

serve probation terms be put under house arrest receive the death penalty

✓

serve life sentences

✓

3 1 a

2 b

3 b

4 b

5 a

5f – Writing (p. 60) 1

You volunteer for a local charity that collects food for people in need. Write a report to the chief organiser in which you give information about recent charity events. Your report should briefly describe the work that has been done so far, discussing the impact it has had on the community. It should also explain what more should be done. Write your report (approximately 250 words).

2 1 Purpose 2 Overview of work done 3 Impact 3 1 F 2 F 4

3 T 4 T

4 Future Actions 5 Recommendation

5 T 6 F

7 T 8 T

9 T

Recent event

Effects

Ideas for the future

The charity organised frequent collection drives. Businesses were persuaded to sponsor the charity.

Many people in need received essential clothing and household items. Winter clothing, such as warm coats, were provided to low-income families and the homeless.

More schools could get involved in collection drives. Placing more donation bins in central locations could increase contributions.

5 To: Jessica Jones, Director From: Richard Taylor, volunteer Subject: Report on charity events Date: 21 Sept Introduction The purpose of this report is to describe and evaluate work that has been carried out by our charitable organisation, and to suggest future directions our work could take. Recent events We have organised a number of charity events in the past year. Firstly, we have conducted regular collection drives around the community to collect clothing and household items. In addition, we have enlisted several local businesses to sponsor our charity by donating their products to our cause. Effects While all our events resulted in people in need being provided with essential clothing and household items, some were more effective than others. Collection drives in the winter were particularly successful, with warm coats provided to low-income families and the homeless. While donations from our business sponsors were generous, these items were generally all of one type, and did not cover all the needs of our beneficiaries. Ideas for the future To make our organisation as effective as possible, a number of actions could be taken. Efforts should be focused on placing more donation bins in central locations with a view to increasing contributions. In addition, more schools could be encouraged to get involved in collection drives. In the coming winter, it would be profitable to seek to expand our sponsorship and include businesses like department stores that stock a variety of items that people need. Conclusion All in all, we have distributed a large quantity of clothing and household items. However, if we focus on our collection drives at certain times of the year, and carefully increase our sponsorship from relevant businesses, we could provide more useful donations to the people we support.

Skills Work 5 (p. 61) 1 1 B

2 D

3 G

4 F

5 C

6 E

Language Knowledge 5 (pp. 62-63) 1 1 on 2 being

3 than 5 which 4 opened 6 up

7 but 8 into

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Workbook key 2 1 additional 4 increasingly 7 distinguish 2 overcome 5 replacements 8 discontinue 3 uncontroversial 6 Unsurprisingly 3 1 In spite of the heavy rain, Laura went to the beach clean-up event. 2 The person you saw might have been a burglar or an intruder. 3 I would rather you didn’t play your music so loudly. 4 The rubbish is being taken out by Mr Smith. 5 How much people donate to charity is often influenced by media campaigns. 6 We are having security cameras installed inside our building by an expert. 7 In view of residents’ complaints about the new development, the proposals will have to be changed. 4 1 C 2 B 5 1 D 2 B

3 D 4 B

5 D 6 C

3 C 4 B

7 C 8 B

5 D 6 B

9 D 10 D 7 A 8 B

3 extraordinary 4 revealing

2 1 imply 2 reduce

3 collapse 4 value

5 resonate 6 impose

3 1 2 3 4

a - badly, b - sorely a – alert, b - warning a – returns, b - repayments a – prosperous, b - affluent

4 1 at 2 for

3 on 4 in

5 1 vegetables 2 deal

5 in 6 into 3 market 4 bill

7 1 diminishing, ample 2 dimensions, rate

3 aside 4 out

8 1 tag 2 campaigns 3 strategies

The correct answer is Reviewer B

3 1 admirable 2 tedious

5 broke 6 frugal

9 D 10 A

1 Reviewer A: This book makes a convincing case for a cashless society with well-presented arguments. The author weaves together engrossing stories that are not only entertaining but surprisingly educational. From these stories, the reader walks away more enlightened about how cash penetrates many aspects of our society. I know I certainly did!

3 B

3 offer 4 distribution

6 1 up 2 over

6a – Reading (pp. 64-65)

2 D

1 1 brochure 2 convincing

11 A 12 A

Module 6

2 1 D

6b – Vocabulary (pp. 66-67)

9 1 2 3 4 5 6

10 1 additional 2 beneficiary 3 consideration

4 A 5 dubious

4 to not be convinced – I’m not buying it to admire someone for an achievement – Hats off to an impressive achievement – is no small feat to make sth clearer – shed light on to do sth with ease – does it so painlessly 5 sets out – embarks on, compelling - engaging, shun avoid, explores – delve into, reexamine - rethink, pertinent - relevant

5 cash 6 leg

5 out 6 into

7 up

3 extended, considerably 4 reduced, major

4 stick 5 high 6 time

do business do the right thing do for a living do the accounts make a fortune make ends meet

7 out 8 on

7 8 9 10 11 12

7 look 8 shoppers

make a living make an offer take your time take it as it comes take somebody for a ride take it or leave it

4 enlargement 5 unpaid 6 lengthen

7 withdrawal 8 allotment

6c – Grammar (p. 68) 1 1 look 2 could/can/might get 3 would only visit

4 encounter 5 had not used 6 would have lost

2 2 Had James known about the special offer earlier, he would have gone to the shop. 3 If you were less reckless with money, you wouldn’t have got into all this debt! 4 What if we discussed the store’s new refund policy? 3 2 Lewis wishes that he had applied for the part time job that he was interested in.

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Workbook key 3 Mary wishes she hadn’t lost her wallet while she was in town. 4 Jane wishes her parents weren’t working late (because she wants to ask them to take her to the department store). 4 1 had asked 2 shop

3 had known 4 had ordered

5 save

5 1 when 2 won’t

3 would 4 hadn’t

5 had 6 be

Discouraging Credit Card Use 1 less potential for debt 2 avoid fees and interest charges 3 more financial accountability 4 less temptation to spend 3 1 b

Grammar Revision (p. 69) 1 1 2 3 4

had listened got to announce shouldn’t

5 6 7 8

2 1 have been trying 2 was leaving 3 have got 3 1 2 3 4 5

is expected slower will miss were

1 a)

4 will be working 5 will be travelling 6 selling

Grammar in Focus 4 get 5 are offering 6 have sold out

7 best 8 in

1 a) 1 B

2 C

3 C

4 A

5 C

b) 6 A

7 B

8 C

9 C

10 A

2 A

3 C

4 B

6e – Speaking skills (p. 71) 1 1 2 3 4 5 6 7 8

shopping are browsing to buy to be examining find to take have been to be searching

1 B

9 10 11 12 13 14 15

2 C

to send to be having to go have is trying finds are smiling

3 A

3 b

4 b

You’ve had a class discussion about television advertising. Now your teacher has asked you to write an essay discussing the advantages and disadvantages of television advertising for businesses. Write you essay (approximately 220-260 words).

b) 1 2 3 4 5 6 7 2 a)

6d – Listening skills (p. 70)

2 1 B

2 a

6f – Writing (p. 72)

is one of the best salesmen is certain to be superseded will have (already) begun still haven’t been printed by wishes they hadn’t sold out

1 too 2 can/might/will see 3 than

2 Encouraging Credit Card Use 1 more purchasing options 2 ability to pay in instalments 3 ability to earn credit rewards 4 funds for emergencies

1 2 3 4 5

One of the main advantages Moreover As a result On the other hand This is For instance To sum up

You’ve had a class discussion about online advertising. Now your teacher has asked you to write an essay discussing the advantages and disadvantages of online advertising for businesses. Write you essay (approximately 220-260 words). I have to write an essay. The target reader is my teacher. I should write in a formal style. My essay should have four paragraphs. In the main body paragraphs, I will discuss the advantages and disadvantages, and in the last paragraph I will present my conclusion.

b) Advantages: B, D, F Disadvantages: A, C, E c) 1 D Online advertising offers easy prospect targeting. Consequently, companies can effectively target specific groups of people and promote their brand to the most relevant customers.

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Workbook key 2 C A big disadvantage of online advertising is that not everyone is online; therefore, brands may not be able to reach those customers and would not be able to fully benefit from Internet advertising. 3 B Online advertising is inexpensive. Online adverts are relatively cheap, as a result, more companies can afford to advertise. 4 A Lots of companies use online advertising and there is fierce competition because plenty of businesses are already running ads, therefore the product needs to be unique for people to notice it. 5 E Users can block adverts, as Internet browsers have options to impede annoying adverts. Consequently, many people may never see the advertising campaign at all. 6 F Online advertising provides constant exposure. For example, online ads run 24 hours a day, so prospects can see ads at their convenience. 3 It seems like everyone is online these days, and online advertising is becoming ubiquitous. But is it a good idea for companies to advertise their products in this way? The truth is, online advertising offers both advantages and disadvantages. There are a number of ways online advertising can benefit companies. Firstly, the internet offers easy prospect targeting. This means companies can effectively target specific groups of people and promote their brand to the most relevant potential customers. Secondly, advertising on the Internet is relatively inexpensive. As a result, more companies can afford advertising campaigns. Finally, the internet provides constant exposure. For example, online ads run 24 hours a day, and prospects can view them at their own convenience. On the other hand, online advertising also has some disadvantages. First of all, there are a lot of online ads, which means it is competitive. As a result, the product being sold must be unique in some way in order to get noticed. Furthermore, users can block adverts. Therefore, many people may not see the advert at all. But perhaps the biggest disadvantage is that it is entirely dependent on Internet access; if the target customers don’t use the internet, they won’t see the ads and the ads will be a waste of time. In conclusion, though there are some disadvantages to online advertising, provided that your target audience is internet savvy and your product is appealing, it will probably benefit your business. Since it is easy and inexpensive, it is surely worth trying.

Skills Work 6 (p. 73) 1 1 C

2 B

3 C

4 A

Language Knowledge 6 (pp. 74-75) 1 1 D 2 C

3 A 4 D

2 1 as/what 3 with 2 than 4 One 3 1 2 3 4 5 6

5 B 6 A

7 A 8 C

5 it 6 enough

7 too 8 if

is thrown away by Americans came to an agreement to cooperate Sue was interested in joining we hadn’t been delayed by couldn’t care less hadn’t put up

4 1 D 2 D 5 1 D 2 C

3 A 4 C

5 C 6 B

3 A 4 A

5 C 6 D

7 D 8 C 7 B 8 B

9 A 10 C

9 A 10 D

11 C 12 A

5 A

6 E

Module 7 7a – Reading (pp. 76-77) 1 1 C

2 F

2 1 accessible 2 lush 3 1 in

3 G

4 B

3 vast 4 harsh

2 out

3 down

4 1 has been stocked 2 runs 3 were dazzling

5 pristine

4 off

4 broke 5 stretched 6 crackled

5 up 7 filled

5 at the mercy of = subject to go awry = don’t turn out as planned gets a sense = generally understands goes with the flow = accepts what happens

7b – Vocabulary (pp. 78-79) 1 1 venturing 2 rustled

3 pounded 4 soared

5 battering

2 1 forecasters 2 balmy

3 flurries 4 slush

5 snap 6 nippy

3 1 up 2 through

3 towards 4 away

5 for 6 of

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Workbook key 4 1 2 3 4

a a a a

towering narrow intricate harsh

b b b b

gigantic slender elaborate rough

5 1 scales 2 bush

3 wave 4 senses

5 woods 6 luck

6 1 passion 2 meanders

3 random 4 fate

5 speculate

7 1 D

2 E

3 A

4 C

5 B

8 1 pitch 2 bone

3 sopping 4 stone

5 rock 6 lightning

9 1 trip 2 excursion

3 intrepid 4 Explore

5 vibrant 6 picturesque

10 1 2 3 4

motivation endangered unfortunately wilderness

5 6 7 8

increasingly 9 undeniably disappearing 10 erosion improbability coordinators

7c – Grammar (p. 80) 1 a) 2 3 4 5 6

suggested training refused to risk sending another search party promised to help ordered the boys to pick up boasted that he was better than anyone else

b) ‘We can provide first aid training to locals,’ the rescue worker said. ‘We should begin training as lifeguards.’ Ann said. I won’t send another search party out in the blizzard,’ said the Sheriff. ‘I’ll help rescue people stranded in the storm,’ he said. ‘Boys, pick up your litter!’ said the park warden. ‘I’m better than anyone else at rock climbing!’ said Henry. 2 1 Mr Hendricks insisted (that) we (should) always take emergency supplies with us when trekking. 2 She suggested (that) George (should) check the weather report before deciding when to go fishing. 3 He proposed (that) we (should) go for a run in the park because it was a lovely day outside. 4 Richard requested (that) she (should) bring him his camping equipment. 3 1 another 2 others

3 Both 4 each

5 whole

4 1 There are still a few spaces left on the scuba diving trip this afternoon. 2 Each of the walking tours around the island require you to wear sturdy boots. 3 Paul would like a little time to think about joining the kayaking expedition. 4 Few people try to climb the peak at this time of year. 5 1 Only after they had carefully planned the expedition did they go ahead with the trip. 2 No sooner had it started snowing than the children ran outside to play. 3 Were Mike a better mountaineer, he would try scaling Everest. Grammar Revision (p. 81) 1 1 2 3 4

’d taken be seen is said might not

5 6 7 8

had better bring used to be far sailing

2 2 3 4 5 6 7 8

had always wanted, that were caused, during often/usually, from have been, was cancelled in, will have presented kayaking, must had not burst, wouldn’t

3 1 2 3 4 5

not in the habit of exercising only was the scenery incredible but might go white water rafting wondered if we had heard has been studying marine biology for

Grammar in Focus 1 2 3 4 5

should least than do not/don’t appreciate only

6 7 8 9 10

have led more around rising will be felt

5 6 7 8

whale fear assembly moored

7d – Listening skills (p. 82) 1 1 2 3 4

third expedition southernmost marine mammals welcoming committee

2 1 D 2 G

3 B 4 F

5 E 6 E

7 A 8 C

9 H 10 G

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Workbook key 7e – Speaking skills (p. 83) 1 1 2 3 4

Both whereas between perhaps

5 6 7 8

also before However providing

9 In contrast 10 despite

2 1 Close to nature, Less pollution, Low crime rate 2 Fewer job opportunities, Reduced entertainment options, Distance from medical facilities 3 Intense heat waves, Longer dry periods, Heavy downpours 4 Loss of productivity, Costly damages, Decline in crop sales 3 Points that are ticked: 1 Close to nature, Less pollution, Low crime rate 2 Fewer job opportunities, Reduced entertainment options 3 Intense heat waves, Heavy downpours 4 Loss of productivity, Costly damages 4 1 b

2 a

3 a

4 b

7f – Writing (p. 84) 1 a)

You’ve just returned from an adventure holiday experience you’ve enjoyed. Now the organisers have asked you to write about your experience. Write your narrative (approximately 220-260 words).

b) 1 2 3 4 2

over into through down

5 6 7 8

by towards into over

9 10 11 12

above from for along

3 1 F 2 T

3 F 4 F

5 T 6 T

7 T 8 F

4 Suggested Answer Ann and Jeremy were staying in a village in Costa Rica and wanted to do something adventurous on their last day before travelling back to San Jose. ‘Lets go for a long hike and really experience what the rainforest is like,’ suggested Ann. Jeremy agreed, so they asked for advice and learnt of an interesting trail. It was early morning when they started out, and the weather was gorgeous. The sun was warm and fluffy white clouds were scattered across the sky. They had been walking for several hours along a narrow beach, framed by spectacular reefs and rock formations on one side and dense green jungle on the other, when they finally reached the trailhead that led deep into the rainforest. They walked and walked, surrounded by the sounds of rainforest creatures, and the sights of massive tree trunks and exotic flowers. Everything was perfect until the trail eventually led them back to the beach. ‘Where has the beach gone!’ Jeremy exclaimed. ‘Oh no! The tide has come in! Now, we’ll be stuck here all night, and miss our bus in the morning!’ cried Ann. ‘No, we have to get back,’ said Jeremy, ‘Let’s swim.’ Ann pointed to the waves and rocks. It wasn’t safe. They looked at the jungle lining the beach. It was so dense it seemed impossible to pass. ‘We’ll just have to do the best we can,’ said Ann. After struggling for hours, climbing over branches and wading through streams, they arrived back at the village. They were exhausted, muddy and covered with scratches, but they were relieved to be safe.

Skills Work 7 (p. 85) Your teacher has asked you to write about an adventure travel experience you’ve enjoyed. Write your narrative (approximately 220-260 words). Suggested Answer Who Ann and Jeremy When last day of holiday Where Small village, coast of Costa Rica Weather beautiful warm sunny, fluffy white clouds Series of hiked away from village, along beach, to trail into jungle events Climax returned and came to beach, found high tide and no beach event felt worried, rocks and waves, or thick What jungle without trail – chose jungle, it happened was very difficult to move forward. Eventually got back to village relieved to be back to hotel, tired but Feelings happy.

1 1 C

2 G

3 A

4 D

5 F

Language Knowledge 7 (pp. 86-87) 1 1 2 3 4

it to no number/variety

5 6 7 8

their these/such most nowhere/nothing

2 1 2 3 4

amass timely disappearance deafening

5 6 7 8

quietened mountainous richness diversity

3 1 warned us to always wear 2 had been cancelled, they would have 3 had no difficulty getting

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Workbook key 4 been for George I would still 5 can neither ski nor 6 after checking our equipment did we

5 1 pilot 2 scene

4 1 A 2 B

3 A 4 C

5 D 6 C

7 B 8 C

9 D 10 B

11 C 12 B

5 1 D 2 D

3 A 4 D

5 C 6 C

7 B 8 A

9 D 10 B

11 D 12 A

8a – Reading (pp. 88-89) 1 1 C

2 B

2 1 over

2 out

3 1 infancy 2 novelty

3 C

4 D

3 up

5 B

4 out

3 medium 4 gimmick

5 with

5 unfolded 6 directed

3 commentary 4 anticipation

5 query

2 1 single 2 gig 3 auditions

4 vocals 5 lyrics 6 rehearsals

7 show

3 1 charismatic 2 unforseen

3 tangled 4 absorbing 3 to

7 1 issue 2 run

3 hold 4 seek

5 make 6 sue

columnist correspondent bulletin feature

9 1 ideal 2 considerably re-written publicity meaningless understatement

1 1 who 2 which

1 1 cliffhanger 2 subtitles

2 with

5 across

3 a b 4 a b

anchor reporter heading caption

3 lavish 4 take 5 6 7 8

5 invaluable 6 ultimate

prerecorded 9 exclamatory speechless 10 reprinted unedited expressively

8c – Grammar in use (p. 92)

8b – Vocabulary (pp. 90-91)

4 1 by

3 out 4 on

10 1 2 3 4

5 array

5 pushing new boundaries = to go beyond the current limits window into another world = something that allows you to see something new and different chained onto a single path = to be stuck in one way of seeing things break free = to escape 3 restricted 4 follows

7 act

6 A

4 immersive = engaging detached = disconnected distant = far-away crucial = essential visual = observable evolving = developing multiple = numerous

6 1 render 2 showcased

5 industry 6 show

6 1 around 2 down

8 1 a b 2 a b

Module 8

3 stunt 4 limb

4 with

5 in

3 where 4 why

5 whose

2 2 who, ND (not omitted – put commas after Dalton and after skills) 3 that/which, D (can be omitted – no commas) 4 where, D (not omitted – no commas) 3 1 Now that 2 as soon as

3 now 4 Wherever

4 1 Sales of the book have dramatically risen as a result of some very favourable reviews./As a result of some very favourable reviews, sales of the book have dramatically risen. 2 As the author has written a number of bestsellers, they were asked to write the screenplay for the film./The author was asked to write the screenplay for the film as they have written a number of bestsellers. 3 Young people don’t read as much as they used to due to the fact that they spend more time on the Internet./Due to the fact that they spend more time on the Internet, young people don’t read as much as they used to. 5 1 Having worked as a curator in the past, the new museum director is quite experienced./The new museum director is quite experienced having worked as a curator in the past.

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Workbook key 2 When viewed/Viewed from afar, the painting shows an optical illusion./The painting shows an optical illusion when viewed/viewed from afar. 3 Having been cast in the musical, Kevin moved to a flat near the theatre./Kevin moved to a flat near the theatre having been cast in the musical. 6 1 Such a hilarious comedian he is! What a hilarious comedian (he is)! How hilarious the comedian is! Isn’t the comedian hilarious! So hilarious the comedian is! 2 What incredible dancers (they are)! How incredibly they dance! They are such incredible dancers! So incredibly they dance! Such incredible dancers (they are)!

2 1 a b c 2 a b c

Provoke emotions 3 a Literary Entertain people b Performing Express ideas c Visual Skill 4 a Easier to edit Creativity b Utilises the latest tools Concentration c Adopts technology

3 ticked points: 1 provoke emotions, entertain people, express ideas 2 skill, concentration 3 performing, visual 4 easier to edit, utilises the latest tools 4 1 b

2 a

3 b

4 b

8f – Writing (p. 96) 7 1 What

2 reason

3 where

1 a)

Grammar Revision (p. 93) 1 1 used to be 2 breaking

3 none 4 was working

5 explained

2 1 B

3 C

5 B

2 A

4 A

Grammar in Focus 1 less 2 such 3 of

4 where 5 herself 6 well

7 enough 8 a 9 the

10 long

8d – Listening skills (p. 94) 1 1 2 3 4

B A B C

2 1 B

5 6 7 8

B (end-of-year) show one hour pre-production

2 C

3 A

9 teams 10 students

Write your review (220-260 words). b) 1 2 3 4

professional opening recognisable melodies

2 1 unpredictable 2 compelling 3

5 spectacular 6 extremely 7 strongly

3 absorbed 4 likeable

5 absolutely

You see the following announcement on a website, Reality TV: Reviews wanted Send us a review of a TV reality show that you enjoy. In your review, describe the show and say what impresses you and why you think other viewers might enjoy it. Write your review (220-260 words).

4 B

5 C

8e – Speaking skills (p. 95) 1 1 2 3 4 5

Reviews wanted Send us a review of a video posted by ordinary people online that you enjoyed. In your review describe the video and say what impressed you and why you think other viewers might enjoy it.

6 C

3 1 to hold the musical over another week. 2 he hadn’t dropped out of art school when he was younger. 3 me if I had seen the latest X-Men film. 4 have been here by now. 5 had Jean acted in a play. 6 is having their makeup done by a professional makeup artist.

You see the following announcement on a website, Everyday People:

raises your spirits brings people together boosts critical thinking skills develops creative interpretation and empathy releases tension and increases happiness

1 2 3 4

I have to review a reality TV show. The target reader is a visitor to a website. I should write in a semi-formal (or formal) style. I should include the background information about the show, its name, main idea etc. 5 In the introduction I should describe the show, say why it impressed me, and why others might enjoy it. 6 I will conclude my review by summarising and giving a recommendation.

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Workbook key 4 It seems that everyone is talking about reality TV lately. And while I have always thought it sounded like an awful idea, I recently watched an episode of the reality TV programme called Big Brother. To my surprise, I actually enjoyed it. In Big Brother, a bunch of ordinary people are selected, and then made to live together in a house, with no contact with the outside world. As you might expect, most of them find it quite challenging, and the viewer really gets to see the personalities and even the psychology of the participants. I was impressed by how fascinating and entertaining it was to watch the different people and different personalities interact. This is a show that I think most people would enjoy because it contains something to interest everyone. After all, we are all curious about different personalities and how people get along. I suppose it would appeal to people in the same way that friendly gossip does. Also, there are moments of drama, when the inevitable disagreements arise, which keeps things from getting boring. I believe many people would enjoy the reality aspect, too. It is not scripted, or acted, so everything is completely natural and unplanned, and the novelty of viewing real behaviour is quite absorbing. To sum up, I think Big Brother is a show that everyone should watch, at least once. Witnessing all the different personalities interact is fascinating and surprisingly entertaining. If you decide to tune in, you might be pleasantly surprised.

Skills Work 8 (p. 97) 1 1 C

2 D

3 D

4 C

5 A

6 B

Language Knowledge 8 (pp. 98-99) 1 1 2 3 4

competitive characteristics ideally identified

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

5 6 7 8

3 B 4 D

knowledgeable perception uncertainty willingness

5 B 6 A

7 D 8 B

was due to start would /will mean they will have highly likely that John will be is better in comparison to feel like going took me by no matter how hard I prevented Susan from dancing

4 1 B 2 D

3 C 4 A

5 D 6 C

7 B 8 D

9 A 10 B

11 C 12 B

5 1 A 2 C

3 D 4 B

5 C 6 B

7 A 8 C

9 B 10 D

11 A 12 B

Prepositions & Phrasal Verbs Revision key 1 2 3 4 5 6 7 8 9

with to away through behind down on to down

10 11 12 13 14 15 16 17 18

up with of with towards back in to into

19 20 21 22 23 24 25 26 27

down in out on in out of to in up for

28 29 30 31 32 33 34 35 36

of with among out off up on for with with

37 38 39 40 41 42 43 44 45

to for in together off about by to at

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Workbook audioscripts 1d – Listening skills Exercise 2c (p. 10) Speaker 1 I first met Richard while I was at the garden centre. We were both renovating our gardens and we had similar ideas about what we wanted for our respective spaces. We ended up helping each other at the weekends. It was a lot of hard work, but we really couldn’t have done it without each other. He taught me a lot about construction and I helped him out with choosing which plants and trees would work well with his space and soil. Our talents complemented each other’s and we worked so well together that we decided to start a landscape gardening company. I never guessed when we were working on our little gardens it would lead to a new career. Speaker 2 My friends and I were doing some voluntary work in a care home as part of a school project. We did some chores around the place, in the house and the garden, and we spent time with the residents. That’s how I met Charlie. He doesn’t have any family of his own and he had no other visitors so after I finished volunteering I continued going to see him. He has led such an interesting life and has so many great stories to tell. He’s been all over the world and he’s given me loads of advice on where I should go for my gap year, what I’ll find and how I can fund my travels. Now I know so much more about the amazing places I’m going to visit. Speaker 3 I love writing stories so my teacher encouraged me to enter a short story competition. I thought I would give it a go. All my family love reading my stories and my grandparents have even shown them to people in their neighbourhood. Would you believe it, I won the competition and on top of that the prize was presented by Philip Coleman, one of my favourite local authors. We got to talk at the award ceremony and he had lots of great tips to offer me. We kept in touch and he’s become a kind of mentor to me, giving me guidance and feedback. He’s even helped me get my work published, which isn’t easy in such a cutthroat business. Speaker 4 I went to Spain a couple of years ago on an exchange programme and stayed with Carla and her family. She and I have a lot in common. We’re the same age and she also has an older brother. I’d been to Spain a few times before I went on the exchange and I’d been trying to learn the language for a while but I’d never quite mastered it. Carla helped me a lot with that and we’ve kept in touch over email and Skype and have been writing to each other ever since, which has improved my Spanish immensely. She’s even been over to meet my family and they loved her, too, so they have no problems with us planning to go around Europe on our gap year together.

Speaker 5 My dad’s best friend is a guidance counsellor, you know, the teacher at school who gives you career advice. Well, when I was sitting my finals at university I was having some trouble in the job hunting department so I spoke to him one evening when he was at our house, but we ended up talking about a whole host of different topics and never even got to the subject. While we were talking, I discovered that we shared a love of bird watching. Since then, we’ve seen some extremely rare species. He’s also introduced me to a lot of other people with the same interest and one of them has just offered me a job!

1f – Writing Exercise 4 (p. 12) Linda: Hi, Suzy. Are you OK? Suzy: Hi, Linda. I’m alright, I’m just a bit upset. I had another falling out with my parents. Linda: Oh no. What happened? Suzy: They were complaining about what I was wearing again. They made me change my dress before they would let me leave the house. I mean, why else would I be wearing a tracksuit? They keep treating me like I’m still a small child. They don’t seem to realise I’ve grown up. I’m almost an adult and I’m responsible enough to make my own decisions. Linda: I’m sorry to hear that. Suzy: It’s so frustrating. And they don’t respect my privacy either. They never knock before coming into my room and they always have to know where I’m going and who I’m going to see. It’s exhausting dealing with everything they want. I don’t know what I can do about it. Linda: Maybe you have to show them they’re wrong. Suzy: How do I do that? Linda: Well, instead of being uncooperative and sullen you could help out around the house and let them see that you’re self-reliant. Why don’t you offer to do the shopping or cook dinner once in a while? And make sure you keep your room tidy. That way, you’ll show them that you can take care of yourself and that you’re not a child any more. You could also ask them to go with you when you shop for clothes. Then they could see what’s in style and what your peers are wearing, which would help them understand your choice in clothes. Suzy: That’s a good idea. Linda: And you should talk to them and explain why you need your own space and why your privacy is important to you. Arguing with them isn’t going to help. I’m sure that would just make things worse. Suzy: It’s worth a try. Anything’s better than the situation at the moment. Thanks Linda. Linda: Anytime. I hope things work out.

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Workbook audioscripts 2d – Listening skills Exercise 1b (p. 22) Girl: What’s your first class today? Boy: I’ve got Biology at 10 o’clock with Mr Galbraith so until then I’m going to study in the Library. What about you? Girl: I have English first thing and I have to explain to Ms Jacobs what happened to my homework. Boy: What did happen? Look, it’s the green man so we can cross now. Girl: My little sister decided to use it for her art work last night and drew a picture all over it. Needless to say I wasn’t very happy about it. In fact, I was really angry at the time but I’ve calmed down now. I’m just a little nervous about what Ms Jacobs is going to say. Boy: I’m sure it’ll be alright. Are you going to choir practice after school? Girl: Of course. We have to practise for the competition. I believe we’re ready and we’ll do well. I mean we’ll never be perfect but we’ll give it a good go. Boy: So, do you want to meet there or outside the school? Girl: Actually, I’m studying with Jodie in the science lab last period so I’ll go with her. I’ll see you there. Exercise 2 (p. 22) Extract One Boy: This place is great! Girl: It sure is. Every time I come here I learn something new. Have you been to the Wonderlab yet? There’s lots of interactive displays there. Boy: Not yet, I spent most of this morning at the robot exhibition. It was so interesting. In fact, I’d probably still be there if I hadn’t been so hungry. Girl: I know what you mean. I was going to visit the gift shop but my stomach was rumbling so much I thought I should wait till after I had some food. Boy: Are we still going to the IMAX theatre this afternoon? Girl: I don’t think we’ll have time. I’d like to see the Exploring Space exhibition on the ground floor and I still haven’t been to the robots exhibition. Boy: Well, there’s loads more I’d like to see so why don’t we come back tomorrow first thing and go to the theatre then? Girl: Great idea. Extract Two Man: I don’t see the point of these in-service training days. They’re so tedious. If we don’t know how to do the job, we shouldn’t be here in the first place. I’d much prefer to be spending this time planning my lessons. Woman: Oh, I don’t know. I think they can be very useful. It’s important to keep abreast of new developments. I’m always looking for new ways to engage the children, get them more motivated to explore the subject and if this stuff can help, then I’m all for it.

Man: Don’t get me wrong, I’m not saying we shouldn’t try new methods and find out about new innovations in teaching. I think it’s very important to keep updating your style, I just don’t think their demonstration is effective. I mean, they don’t exactly practise what they preach, do they? This is something that’s supposed to engage the children and half the people in that room were either asleep or about to be. I don’t hold much stock in a training session that has me bored to tears. Extract Three Woman: You know, new technology can be really ugly. Man: What on earth do you mean by that? Woman: Sorry, did I say that out loud? I was just thinking about all the satellite dishes and solar panels and air con units and TV aerials I can see out the window. I know it’s not practical to expect people to do without them. I mean, we all have to heat our homes and entertain ourselves, but it doesn’t look very attractive. They don’t exactly do anything for the city skyline, do they? Man: True, but I can’t believe you’d complain about things like solar panels! I mean what’s the alternative? Do you want to go back to the days of choking smog everywhere from people burning coal fires? Isn’t it a good thing that people are using renewable energy in their homes? Not to mention the positive impact it’s having on the environment. I think having to put up with a few eyesores is a small price to pay for doing our bit for the planet. The amount of traffic in the city is a bigger issue. That’s the element of modern living I believe we should encourage people to do without.

3d – Listening skills Exercise 2 (p. 34) Interviewer: Good morning and welcome back to the show. The current job market is very competitive so to give any job seekers listening a helping hand we’ve got Charles Norris, a career coach, in the studio to tell us what we can do to stand out from the crowd. Welcome to the show, Charles. Charles: Thank you, it’s good to be here. Interviewer: Now, first off, what do you do in your role as a career coach? Charles: As a career coach, my job is to identify which aspects of a client’s job-hunting skills are weak and empower them to take charge of their career aspirations in order for them to fulfil their potential and find, and hopefully secure, the right position. I give them advice on their CV, covering letters, online profiles and interview techniques. I also assist in job searches but I don’t find them a job. I can help them discover what it is they want, and give them the tools to get it, but ultimately, they have to put in the leg work. Interviewer: OK, well let’s talk a little bit about the advice you give clients. What would you say is necessary for a successful CV?

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Workbook audioscripts Charles: Well, when talking about the CV, I think the most important thing to remember is that it’s not complete without a covering letter. The covering letter should effectively be the first page of the CV and it should tell any prospective employer when they read it all they need to know about you. The CV is there to fill in the details and give more background information. One of the biggest mistakes that applicants make is writing a blanket covering letter and CV. Because this is what employers will build their first impression on, it should be tailored to the job. Interviewer: What do you mean by that? Charles: I mean that for each position you apply for you should have a different CV and covering letter containing the information about you which is specifically relevant to the job. For example, if you are applying for a job as a computer programmer in a company that uses a certain programming software there’s no point in detailing your experience in a different software no matter how extensive it might be. That can be included as a footnote but not as a main selling point. To do this, it’s a good idea to go through the job description in the advert you are replying to and see how your skills and personality fills the requirement of the position. Interviewer: And what about sending an email CV? Is that acceptable? Charles: Of course. Everything is online now so why not. Actually, a person’s online presence is an important factor when job hunting. Where the Internet was once a revolution in socialising, it is now equally important when looking for a job. Employers will often search for applicants they are interested in to find more information about them so you should ensure that whatever they might find is suitable and that anything inappropriate is removed. The Internet is a wonderful tool for today’s job-seekers. A number of my clients use a business orientated networking site to find out about jobs and companies. Interviewer: Really? They’re that important? Charles: Oh yes! They are an essential networking tool and networking is key to finding a job. They’re also a key resource for recruiters so it’s worth taking the time to make sure you include key words in your profile and the details you include show what you have to offer and reflect your personality. Especially in the headline. The headline is the only thing users see if they conduct a search so you have to make it count. I had a client who posted a very catchy headline and he was snapped up by a company within two weeks. And, of course, you can upload your CV so anyone reading your profile can read it if they choose. Interviewer: OK, now what about the all-important interview? They can be a nerve wracking experience so how do you prepare your clients for them? Charles: Again, research is important here. You have to find out as much information as you can about the company, their client base and also their competitors. This is especially important when it comes to the question about

why you want to work for them which they will undoubtedly ask. You can also search for frequently asked interview questions and prepare answers for them in case they come up. And you should always make sure that you have a selection of questions to ask the interviewer about the work, the company, anything really to show your interest. Interviewer: Well, I’m afraid that’s all we’ve got time for. Thank you so much, Charles. I’m sure you’ve given our listeners a lot to think about.

3e – Speaking skills Exercise 2b (p. 35) Interlocutor: Now I’d like you to talk about something together for about two minutes. You’re going to discuss the conditions of certain work environments. First you have some time to look at the task. Now talk to each other about what people might need to consider when working in these places. OK? Tonya: OK, thanks. Shall we start by talking about working at home? Eric: I think that people need to consider organising their time properly when working at home. People have flexible hours and can work when it’s convenient for them. Tonya: Yes, but it can be quite hard for people to keep their work and home life separate. The work area must be conducive to working productively and must be without the intrusion of domestic responsibilities, sounds and disturbances. Eric: I see what you mean, that’s why a person needs to be very disciplined to work successfully from home because it’s so easy to be distracted. Tonya: OK, let’s move on to working at a construction site. Eric: Alright. Well I imagine workers have to start quite early and the job includes lots of physical labour which could be very tiring. My granddad was a construction worker and he worked very hard. Tonya: Yes, I see what you mean. And don’t forget that they have to work outdoors much of the time in all kinds of weather. I imagine they have to wear safety gear such as hardhats and safety glasses and be exposed to hazardous equipment. Eric: Yes, that’s right. Also people working on construction sites have to be very exact in performing their work otherwise errors can harm employees or customers. Tonya: I agree. Shall we move on to working in a hospital? Eric: Yes. In my opinion, people working there have to deal with life and death situations on a daily basis. Tonya: Well for me, working in a hospital can be extremely tiring as physicians and staff have to work irregular hours and do shift work. It can also be stressful as patients come and go, and every day there are new situations to deal with. Eric: Yes, but that’s also what makes it a very satisfying place to work as hospital staff help patients recover and can make a real difference in their lives.

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Workbook audioscripts Tonya: That’s true. So, what about a laboratory? I imagine that workers may be required to be on their feet for long periods of time collecting samples and running tests. Eric: I agree. I would also like to add that workers probably have to wear protective clothing such as masks, gloves and goggles for their safety as they frequently handle harmful chemicals or materials that can produce fumes. Tonya: Yes, it’s not an easy occupation at all. Workers need to be diligent performing laboratory tests in order to produce reliable and precise data to support scientific investigations. Eric: Good point. What about working in a bank? Tonya: OK. My feeling is that workers have to maintain a smart appearance and interact constantly with customers or co-workers. Sometimes they even have to deal with unpleasant or angry customers. Eric: Yes, and also they have to handle and count large sums of money on a daily basis and they have to be very exact in their calculations. Any errors could cost the bank or customers money. Tonya: Yes, that’s exactly what I think. Interlocutor: Thank you.

4d – Listening skills Exercise 1a (p. 46) 1 Not every breed of dog can be an effective working dog. 2 Dog breeds are chosen for their good behaviour. 3 It is necessary for puppies to be trained before they can be matched to their owners. 4 The trainers never criticise or punish the dogs during their sessions. 5 The owners are very grateful for the company of the dogs. 6 They develop a special bond with the animals throughout the partnership.

I work for one of these charities – Hearing Dogs for the Deaf. We train and provide dogs to assist deaf people in their everyday lives. Whether we’re talking about someone who was born deaf or became deaf, it’s hard work coping with the demands of trying to communicate with the hearing world when you live in a world of silence. Deafness is an invisible disability that totally cuts a person off and it can be exhausting. Constantly having to be alert in order to catch what people are saying or what is going on around them in their social and working relationships. It’s also very lonely and these dogs allow them to be independent while giving them companionship. In order to ensure that we get the right dog for each deaf person we carefully select the breeds that we work with. We also make sure the dogs are as relaxed and sociable as possible by introducing them to the world around them. They visit social places i.e. shops, buses and trains with their puppy socialising volunteer to get them used to crowds and noises and begin work with their puppy instructors. Once the dogs have come to trust humans we focus on their soundwork, introducing them to particular sounds and training them to alert someone to them. These sounds could be the doorbell ringing, the receipt of a text message or a fire alarm, all sounds that a deaf person would miss. We also train dogs that will be working with young mothers to respond to the sound of a baby crying. We use reward based training for this. We’ve found this method of training to be very effective. It involves giving the dogs treats and cuddles when they perform well and when they produce unwanted behaviour, the dogs aren’t punished they’re merely ignored. This prevents them from becoming anxious and allows them to trust people. It’s a form of positive reinforcement that makes the dogs feel safe around humans and confident when performing tasks. You can help too. You can become a volunteer and work with the puppies or, if you don’t have the time to spare, you can sponsor one of the dogs … [fade]

Exercise 2 (p. 46) Hi everyone. My name’s Ellie Butler and I’m here to talk to you about the work that I do. I’m sure many of you know about Guide Dogs for the Blind, the charity that trains dogs to assist blind people, but what a lot of you might be unaware of is that there are actually a whole host of charitable institutions that train dogs to assist people with different disabilities and health conditions. Among these amazing animals are dogs that have an acute sense of smell which are trained as medical detection dogs to sniff out illnesses such as diabetes, and assistance dogs which help with tasks that are difficult or too painful for some people to perform such as opening or closing a door or even emptying the washing machine. These working dogs even have little jackets that are colour coded. You’ve got yellow for guide dogs, red for medical detection dogs and assistance dogs get a purple jacket.

Exercise 3 (p. 46) Speaker 1 I’d tried everything to sort out my migraines. I lost count of the number of times I’d visited the doctor, but nothing he gave me seemed to help so I guess I was a bit desperate. I didn’t want yet another medication that would fail. It was a colleague that suggested I try acupuncture. And you know what, it worked! It’s not that pleasant. The needles sting when they’re first applied but that pain soon goes away. What I couldn’t believe was how quickly it worked. I had almost instant relief. It’s now six months since I finished the treatment and I haven’t had a migraine that whole time. It’s been a revelation. Speaker 2 I’ve always been very conscious about what I put in my body. I don’t eat any processed foods, I cook all my own

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Workbook audioscripts meals using fresh ingredients so I guess it’s just common sense that I wouldn’t want to ingest chemicals in the form of medication when I’m ill. And a lot of these therapies have been around for millennia so they’ve stood the test of time. But you have to be careful. It’s actually quite shocking how many disreputable practitioners there are out there. And some of the products on the shelves do nothing at all except part you from your money. Speaker 3 I was under a lot of stress at work so I was originally just looking for something that I could use to help me relax for a while. I thought getting some soothing oils to help me wind down after a hard day would do the trick. And it did. So much so that I decided to look into the practice of aromatherapy more. I was astonished to find out how many ailments and conditions it can help depending on the combination of oils that one mixes together. I’ve even started mixing some blends for my friends and colleagues. Speaker 4 I’m one of those unfortunate people who always seem to get side effects from medication. When you read the patient information leaflet that comes with your drugs, nine out of ten times I’ll get one of the side effects listed, even one of the rarer ones so I didn’t really have a choice. It was just common sense for me to try something different whenever I could. Of course, not everything works, but there’s an astonishing variety of treatments and therapies that you can try. You just have to find the right one that works with whatever is ailing you. Speaker 5 A lot of people tell me that they use alternative therapy because they don’t trust modern medicine but that’s not why I use it. If there’s something wrong with me, I won’t hesitate to visit my doctor. I started using non-conventional therapies in an attempt to stop me getting ill so I wouldn’t have to go to the doctor. But you know what, I had no idea how many of these therapies doctors use in their treatment plans until I told mine about what I was doing. I was shocked, but I suppose it makes sense. After all, a lot of these treatments started out as medicine in the ancient world.

4e – Speaking skills Exercise 2b (p. 47) In today’s world it seems to me that more and more people are attracted to crash diets, which promise quick and easy weight loss results. It appears that every so often a new diet craze is publicised in magazines or on the best-seller lists. Most of these diets are not intended for long periods of time and dieters can supposedly lose a few kilos a week. Some celebrities actively promote these diets in the media. Dieters may not be concerned about whether a diet plan advertised

by an attractive celebrity is healthy or logical, they are simply motivated by quick weight loss. In my opinion, these crash diets are too good to be true and I believe people do not know all the facts. That is why I believe people should be discouraged from going on extreme diets as they might not be aware of the dangers involved. I feel that crash diets shock the body and send it into starvation mode. The severe restriction of calories deprives the body of essential nutrients and vitamins that it needs to function properly. It is my firm belief that crash diets not only impact a person’s physical health and well-being but they can also have a harsh effect on their mental and emotional health. Because the body isn’t getting the nutrients it needs to produce energy, restricted calories often leave dieters feeling hungry, irritable and tired. The way I see it, these negative effects on the body, are another reason why people should avoid crash diets. Overall, I strongly believe that if people make the right food choices they will be investing in their physical and mental health. I feel that people should be discouraged from going on crash diets because skipping meals and strict calorie consumption are not good ways to lose weight and stay healthy.

5d – Listening skills Exercise 1 (p. 58) Interviewer: Good evening, and welcome to ‘In the Know’, the show that’s discussing all the hot topics. Tonight we’re talking to Sharon Wetherby, an employee at the city farm, about sustainable living and renewable energy. Welcome, Sharon. Sharon: Thank you for having me. Interviewer: Why don’t you tell us, first of all, what it is you do at the farm? Sharon: Well, I do a lot of things. I feed the animals, tend to the crops, help train volunteers, generally lending a hand anywhere I can. But I guess my core focus would be running workshops on sustainable living. You know, informing visitors to the farm how they can lessen their impact on the planet. Interviewer: Who do you run these workshops for? Sharon: For anyone that wants them. They’re open to the general public, so anyone can come in off the street to find out about how to reduce their dependence on natural resources. We get people from all over the city just dropping by. We also do courses at businesses which focus on how they can reduce their carbon footprint and welcome classes on school trips. The school trips are quite popular. Interviewer: What kind of things do you cover on these trips? Sharon: We’re all about hands-on learning. So, alongside the information we provide, we might introduce the children to the wonders of composting or show them how we garner energy from nature by teaching them how to build a water

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Workbook audioscripts wheel or windmill so they can see first-hand how they work. It’s a lot of fun and they’re more likely to retain the information if they get their hands dirty than if we just sat them down and gave them a lot of reading to do or showed them a little video of the workings of the farm. Interviewer: I imagine that would be more effective. Do you also teach them about planting and growing their own food? Sharon: Not so much in the workshops. You can of course learn about that at the farm. We have a large area where we grow organic crops and visitors are welcome to join in, but the workshops are more about learning what you can do living in the city. Unfortunately, not many people are lucky enough to have plots of land big enough to grow their own food even if they know how. It’s a shame because the food is always so much better when you grow it yourself. Interviewer: I’ll agree with you on that. I have a small herb garden and I love using fresh herbs in my cooking. So, what else do you have on the farm? Sharon: Well, besides the crop garden we also keep animals on the farm. Now, we know that it’s not possible for people to keep chickens and cows in their gardens at home, so we sell the eggs and cheese that we churn ourselves in the farm shop. We also sell seasonal fruit and vegetables and plants. You could stock up your herb garden there. And before the end of the year we’re going to be introducing a fully functioning energy centre, a building dedicated to providing information about renewable energy that will hopefully power the whole farm. Interviewer: It all sounds very interesting and a wonderful place to visit for all the family … [fade] Exercise 2 (p. 58) Woman: I really think the school’s anti-bullying initiative is starting to pay off. After a marked increase in the number of instances being reported, the level has dropped dramatically. It’s heartening to see that the children are feeling more confident about coming forward and it’s really making a difference. I must admit that I had my doubts about the level of impact it would have, but I’m glad that I was wrong. Man: There’s no doubt that one-to-one bullying has reduced a lot, but we’ve seen a worrying change in the methods of harassment that are being employed. With the increasing use of social media, there’s been a rise in the cases of online bullying. What’s extremely disturbing about this is that it can be done anonymously so even if it’s reported, there’s not much that can be done about it. It’s like having an itch that you can’t scratch. You know it’s there, but you’re frustrated that you can’t make it go away. Woman: Did you hear the story on the news about the cyber-attack that affected half the computer systems in the city last night? It’s quite frightening to think that so much chaos can be caused merely by the stroke of a key, but I

suppose it was inevitable. I’m afraid to turn my computer on now in case it gets corrupted and I lose everything. And I need to use my computer. I was actually quite shocked at how much I rely on it. Maybe it’s a bad thing that we’ve become so dependent on technology, but you just can’t get by without it these days. Man: I know, luckily I’d just recently updated my anti-virus software so my system was unaffected. My friend, who works for one of the computing giants, introduced me to a new package and it was configured to resist attacks like last night’s. The package I bought allows me to upload it on two different devices. If you like, I can come over tonight and install it on your computer. Woman: That would be great, thanks. I’d feel a whole lot safer. Man: I can’t believe you still buy a newspaper every morning. I always get my news from the Internet. Woman: There’s something about reading the news in print that makes it more real to me. Man: Anything interesting today? Woman: Mmm, apparently they’re planning a new runway at the city airport and there’s a protest being organised to oppose it. Sounds like a worthwhile cause to me. I don’t see why they need a new runway. I mean the airport is already one of the biggest on the continent and it will have a major impact on the surrounding area. Man: While I’ve no doubt that it would have a huge impact on people living in the area and the wildlife, and people have a right to protest, I must take issue with you on your point about the size of the airport. Whether you like it or not, this is a growing city and there’s obviously a need for more capacity at the airport, otherwise they wouldn’t have submitted plans for the runway. Anyway, here’s the menu, what do you fancy? Lunch is on me.

5e – Speaking skills Exercise 2b (p. 59) Jeff: OK, well, in my opinion vandalism is a minor crime and it occurs when a person intentionally damages someone else’s property without the owner’s permission. For example, common activities of vandalism are breaking windows, scratching cars and spray painting graffiti on structures. I believe the appropriate type of punishment for offenders is to do a few hours of community work per week. What do you think? Ted: I definitely agree that many crimes are minor or major based on context – someone throwing a rock through the window of an abandoned building should not be treated the same as someone throwing a rock through the window of an occupied home. I say this because there is often a good deal of disagreement as to what levels of punishment are necessary, and what is effective as a deterrent. To my mind,

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Workbook audioscripts first offenders should be punished with community service, while repeat offenders should receive short periods of jail time. Jeff: I totally agree with you. In fact, authorities should use various techniques to try to treat and rehabilitate these offenders so they don’t commit the crimes again. How about securities fraud? Ted: Now that’s something totally different… Securities fraud is a serious offence. In my view, when a stockbroker or investment bank provides false information to investors then the punishment should be more severe like a hefty fine. Jeff: Yes, you’ve got a point there. Speaking for myself, I believe that offenders should be charged very high fines, the amounts, however, should depend upon the circumstances of each case. I believe that in more serious cases offenders should also receive a prison sentence. Ted: I’m inclined to agree. OK, so what about murder? Jeff: In my view, murder is the most serious crime. Some people believe that it is justifiable to inflict the death penalty on someone who has taken the life of an innocent victim. However, I believe that there is never any justification for putting someone to death and that the death penalty is just as wrong as the murder itself. So I would say that life imprisonment is the alternative. Ted: Yes, you’ve got a point there. I also think that murderers should receive life imprisonment. However, some people say that keeping a prisoner alive behind bars for the rest of their existence can also be a waste of tax payer’s money. This leads to the question of whether or not people who go to prison can become rehabilitated and reenter the world as responsible members of society. Jeff: Yes, I see what you mean. So which two options would you choose to include in your report? Ted: Well, I think I would include securities fraud and murder as they are the most serious ones which impact our lives the most. Jeff: Yes, I definitely agree.

6d – Listening skills Exercise 1a (p. 70) James: I’m in Glasgow city centre today and right now I’m speaking to Sophie Dunwoody, a student of economics at the university. Thanks for agreeing to speak to us today, Sophie. Sophie: My pleasure. James: Now, I understand you are a fan of second-hand shops. What’s the attraction? Sophie: Well, as you know, the life of a student isn’t cheap. You’ve got to pay for course fees, living expenses, books & stationery and have some kind of social life, so anywhere you can save a little cash definitely helps. And second-hand shops tend to be cheaper than big chains or independent boutiques. But I personally love the craftsmanship of their clothes as I often find that the items in the big shops are

made to a lower standard, although they do have a much wider range of clothes. James: What kinds of things do you buy when you go second-hand shopping, is it just clothes? Sophie: Mostly, clothes and accessories. I’ve got some lovely jewellery that I’ve picked up over the years and this coat was only a tenner. Plus, I bought my entire outfit for my cousin’s wedding last summer, even the hat. The only thing I won’t buy is second-hand shoes. Most of the shoes that you find are a bit worse for wear and I’d prefer to pay a bit more for a pair that will last. James: So, was it just becoming a student and living on your own that made you start sourcing cheaper alternatives or is there another reason you chose to forgo the mainstream shops? Sophie: I know some people choose to avoid the big chains on principle, their own little protest against corporate greed, but my reason for bargain-hunting was a little more selfish than that. I wanted to be original, and buying from a secondhand shop almost guarantees that there won’t be someone else out there wearing the same outfit as you. James: Now, you’ve been saying how wonderful these shops are but there must be some drawbacks to them, I mean, nothing can be that perfect, surely? Sophie: No, of course not. I’d say that the main problem is availability of sizes. While it’s easy to find the perfect dress or the most wonderful coat, you won’t always find it in your size and that’s not much use to you, is it? Some of the shops can send it away for alterations for a small extra fee but only if it needs taking in. If it’s too small for you, then you’re out of luck, which can be quite frustrating. James: So, what advice do you have for anyone listening who might be interested in giving second-hand shops a go? Sophie: Have an open mind. I know this type of shopping isn’t for everyone. Some people can’t get their head around wearing something that somebody else has worn, but once you do, it opens a whole new world of shopping to you. You probably won’t find what you’re looking for straight away, but the most important thing is to be patient. It may take a bit of hunting around, but when you find that bargain it can be extremely rewarding. James: Well, thank you for speaking to us today, Sophie, and happy hunting. Sophie: Thanks. Exercise 1b (p. 70) James: We’re back in the studio now and with me is Kirsty Taggart. Kirsty runs Second Sight, a second-hand shop on the high street. Kirsty, welcome to the show. Kirsty: Thank you. James: So, what inspired you to open a second-hand clothes shop?

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Workbook audioscripts Kirsty: Well, I’ve always wanted to be my own boss and I’d been working in retail for the last ten years. I really enjoy interacting with customers and helping them find what they want so, when the shop I was working at closed down it seemed like the perfect time to finally open my own business. Starting a second-hand shop is slightly easier than a shop selling new merchandise because you don’t have to worry about the new seasons’ clothes which change all the time. In fact, that’s where I get a lot of my stock, from other retail outlets selling off their out-of-date lines. James: What type of customers do you get in your shop? Kirsty: All sorts. You’ve got the bargain hunters, people on a budget including students and those with young families, people interested in unique or retro clothing and some people that see it as a moral issue. But, whatever reason they may have for coming into the shop in the first place, we find that we have a number of repeat customers and customer loyalty is important for a small business like mine. James: So has your business been adversely affected by the recent financial troubles in the country? Kirsty: I’d say quite the opposite in fact. As people’s budgets have been squeezed, they’ve been forced to look at areas where they can cut costs, and since everyone still needs clothes, they’ve started shopping at establishments like mine where your money goes a lot further. The business is doing so well in fact that I’ve recently taken on another sales assistant. James: You mentioned earlier that you source some of your stock from other retail businesses, but where do you get the rest of it? Kirsty: Quality is always my number one concern when sourcing merchandise. Especially when buying second-hand clothes for resale you have to ensure that they will last. I wouldn’t get many customers coming back if the clothes fell apart after a few washes, so I have to take care where I look for stock, but finding it isn’t a problem. I find flea markets and car boot sales to be a great source. The Internet can also be a good place but there you take your chances. Not being able to handle the goods means you can’t be certain of the quality. James: So, what do you do with your surplus items? Do you recycle them or donate them? Kirsty: I don’t often have much waste. Most things go in the sale, but when I am left with items I donate them to a local homeless shelter. I’ve also started upcycling items by making them into something else, such as turning an old shirt into a peg bag or making a reusable grocery bag out of a T-shirt. I think that’s much preferable to them ending up in a landfill. James: That’s great! You’re doing your bit for the environment and giving back to the community … [fade] Exercise 2 (p. 70) Girl: A few of us are going to the mall this weekend. Would you like to come? Boy: No, thanks. I’m not that keen on the Mall. I mean I can see why some people love it. It’s got everything under one

roof. Loads of shops as well as a cinema and food courts, but I don’t like it. Girl: What’s not to like? I think it’s great, and you’re right, it has everything you need for a great day out. It’s really easy to get to and I love hanging out there with my friends. Boy: I don’t like the effect it’s had on the city centre. I mean, after it was built, lots of shops on the high street closed down and it’s taken a while for those places to fill up again. And the last time I went there I had an awful experience. I went to the new aquarium with my brother – which was pretty amazing, and so big – but it took us ages to find it. I just couldn’t believe what a challenge it was to get around. We couldn’t find a map anywhere in the building and the signs just seemed to lead you on a wild goose chase through the masses of people. Boy: Are you going out this weekend? Girl: I don’t think so. I had to get my bike repaired last week so I don’t have the money to do anything else. Plus, I’m trying to save for a new computer but I don’t seem to be making any headway. Some expense or other always seems to come up so I never manage to put anything by. There always seems to be something to spend it all on like toiletries or a gift for someone. I don’t know how other people do it. I guess I’m just not the saving type. The more I try, the less I save. Boy: Oh … I’m sorry, Melanie, but you should meet my sister, Julie, I don’t think you’d feel so bad! I don’t think she’s ever saved a penny in her life. She’s always broke and constantly asking to borrow money. You can’t possibly be as bad as her! Girl: Well, no. It doesn’t sound like it. I might not be able to save much but I don’t borrow from other people.

7d – Listening skills Exercise 1 (p. 82) Hi everyone, my name’s Poppy Montgomery and I recently returned from the trip of a lifetime following in the footsteps of the famous explorer, Sir Ernest Shackleton. Now, some of you might be familiar with his travels, but for those of you that aren’t, he made 4 attempts to reach the South Pole and, though he didn’t achieve his personal goal of becoming the first to reach the pole, he is widely known for his heroic actions which led to the safe return of the entire crew on his third expedition when their ship became trapped in the sea ice. Now, we didn’t have to worry about anything like that, thankfully. Our ship was well equipped to deal with the treacherous waters and the crew were all experienced sailors who had made this trip a number of times. After our flight from Argentina’s capital and one of the most beautiful cities I’ve seen, Buenos Aires, to Ushuaia, the world’s southernmost city, we set out on our expedition.

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Workbook audioscripts I was travelling with a number of other students and scientists including marine biologists and geologists who were a wealth of information when it came to the amazing wildlife and epic unspoilt landscapes. We were also in the company of some award-winning photographers who were there to gather underwater shots of marine mammals but were more than willing to take the time to give us pointers on our amateur pictures of everything from the penguins on the beach to the calving icebergs. Speaking of the wildlife, you’ve no idea the amazing things we saw. On Petermann Island we came across gentoo penguins who seemed to be forming a welcoming committee along the coast and in the water they seemed to me like an intricate display team swimming around. We saw everything from king penguins and elephant seals to colonies of albatrosses and majestic whales gliding through the crystal clear water. I think most of the people on board were hoping to capture a whale breaching the water but I wanted a shot of a penguin diving off the ice into the water. Actually, that’s when I had my most memorable moment. I was waiting to take my picture when another one of these amazing birds just ambled up to me and stuck its face right in my camera lens. It was a surreal moment. The penguin had no fear of me. It just looked at me for a moment before it waddled away to the water’s edge. The worst thing about it was that no one was paying attention so nobody else saw it. The entire trip was an immense success. We managed to study the wildlife and take readings from the icebergs and glaciers. We collected a lot of data that we will be analysing when we return to class not to mention taking enough pictures to fill an exhibition hall. In fact, we’re planning to make a presentation to an assembly when we get back, which should be fun. The only bad point of the trip was half-way through when the weather turned bad. Luckily, we were moored at the time. I think it would have been a lot worse had we been sailing or on an excursion. It meant that we had to spend a day holed up on the boat while a storm raged around us and waves battered the boat. It was quite nerve-wracking but it only lasted one day and then the sun came out again and we were able to resume our activities. Exercise 2 (p. 82) Speaker 1 I don’t think I’ve ever been so scared in my life, and I’m still not sure how it all happened. We were enjoying a rigorous hike in the mountains. One minute, the weather was glorious just like the forecast had said, then the next it all changed. It was that quick! Thank goodness we were all kitted out properly and had the right gear and we were experienced enough to be able to find shelter to wait it out. We’d also notified the proper authorities of our route in case the worst happened. That’s why you should always be ready for any eventuality. You never know when the weather might close in on you as it did to us.

Speaker 2 I was camping with some friends and we had set up our tent in a little clearing. Everything was fine until the wind started. It was strong at first but then it was an unbearable force. We sought shelter in the tent which was properly secured and was durable enough to withstand the onslaught of the gales. What we hadn’t considered in our hurry to shield ourselves inside the tent was what would happen to the campfire. The wind must have whipped up the flames and blown them right onto the canvas. We were lucky the whole tent didn’t go up with us in it. It’s important to keep an eye out for dangers. I guess we should have set the fire further away from the tent. Speaker 3 With sailing you try to be fully prepared and take every precaution. But even the most experienced sailors can get caught out by the weather. We had checked the forecast and had the proper provisions and safety equipment on board. We were well prepared, but no matter how prepared you are it doesn’t count for much unless you know what to do if you get into a serious situation. When the storm hit I was very impressed by how we handled ourselves. We came together as a team and battled against the forces of nature to get to safety. I guess what I’m saying is that you shouldn’t push yourself too far and venture out further than you can handle. Speaker 4 I decided to go for a surprise visit to my grandparents’ house. I knew the weather was bad but I had no idea what I was about to drive into, or not drive out of as it turned out. I got stuck in a snowdrift. Luckily, the people from a nearby farmhouse had seen the lights of my car and came to investigate. I was so relieved that I was able to seek shelter in their house until the worst of it was over; I was so happy to be somewhere warm and out of the storm. The moral of this story is you must always let people know where you are going and, maybe more importantly, always have a way to contact the emergency services. Speaker 5 We’d been looking forward to our camping trip for a while. We picked a spot that was surrounded by hills to shelter us from the wind with a little stream running close by. We were confident we’d thought of everything. The only thing we hadn’t done was check the latest weather forecast. It had been beautiful sunny weather for weeks and the long range forecast had said it would continue but a more recent one that we didn’t see warned of a cold snap. And we got caught out. We didn’t have the right clothing and it was freezing. We ended up having to cut our trip short which was really disappointing. That’s why you need up-to-date information.

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Workbook audioscripts 7e – Speaking skills

8d – Listening skills

Exercise 3 (p. 83)

Exercise 1 (p. 94)

Interlocutor: What are some advantages of living in a remote area? Candidate: Living in a remote area has advantages. Firstly, the air is cleaner and there is less pollution. That is due to the fact that there are no industries contaminating the atmosphere and no traffic as well. Another advantage is living close to nature. You are free to admire the breathtaking landscapes such as huge meadows, peaceful hills or forests. You can go walking or hiking in the forest and pick mushrooms. Moreover, the crime rate is substantially lower. Burglaries are rare because the areas are so sparsely populated. Interlocutor: What are some of the disadvantages to living in the countryside? Candidate: Well, I believe weather can be a huge drawback when it comes to living in the countryside. In some parts of the country, the winters bring blizzards and you may find that you may be snowed in. Also spring brings torrential rains and flooding. Though some country roads are paved, many are still dirt or gravel. Another drawback is the lack of entertainment options. When you live in the country there aren’t many interesting things to do during your free time. Also, the unemployment rate is much higher in the countryside compared to the cities and wages are lower. It is more difficult for people to find well paid jobs in the countryside. Interlocutor: How is climate change impacting weather related events? Candidate: In my opinion, global climate change has already had observable effects on the environment. I believe global warming is causing intense heat waves, heavy downpours and flooding. What’s more, glaciers have shrunk, polar ice caps are melting and animals are losing their natural habitats. I believe this intensification of weather and climate extremes will be the most visible impact of global warming in our everyday lives. Interlocutor: How can extreme weather conditions affect a country’s economy? Candidate: There is no doubt that extreme weather can have profound effects on national economies. For instance, severe storms prevent many workers from being able to go to their jobs and can result in a significant loss of productivity and revenues for the duration of the extreme weather. What’s more, consumer activity is usually impacted by extreme weather events. Not many people are browsing and shopping during storms or snowfall. Thus there are often massive losses in retail sales. Finally, towns and cities have to deal with the costly damages arising from extreme weather conditions. Snow removal and repair efforts can cost a lot of money. So communities have to prepare a budget for weather related disasters.

Good morning everyone. My name is Diane Chambers. For those of you who decide to come here and have opted to study the directing specialism, I will be one of your tutors. I also cover the compulsory classes on adapting to the age of social media so we will all get to know each other very well over the next three years. Now, today we are not splitting you up into your specialisms because we will teach you your subject in your first year alongside each of the other roles so, I’m going to introduce you to all the facilities we have here so you are familiar with each and every one of them. First, you’ll see our television studio. It is equipped with three cameras, a production gallery and a green screen for use with CGI in both your television and film productions. As I said, in your first year here you will get to know all the positions in a production and to that end, part of your practical experience in the studio will include alternating between the different jobs giving you a taster of what everyone does while producing a programme. You’ll even get to experience what it’s like to be the talent in front of the camera. I’ll also show you our editing suites which are kitted out with state-of-the-art equipment and use industry standard software. We want you to experience as closely as possible what it’s like when you are out there in the competitive field of film production and as such we use much of the same rules as the industry. Each production will be given a finite time allotment in the suites and you must stick to it or it will cost your production. No professional editor would ever be late because that would cost time and money so we never expect to see the suites empty during post-production. The same applies to the equipment hire. You will be given credits and you will be expected to pick up and return the equipment on time. Failure to do so will result in a lifting of privileges for the team, even if it doesn’t impact on availability for another team. I know it sounds strict but it’s designed to prepare you for the real world. At the moment, our third-year students are getting ready for their end-of-year show and have already set up some of their displays for the exhibition. After the tour, which should take about one hour, some of you might like to take half an hour or so to wander round the exhibits and get a taster of what our students produce here. You won’t be able to see any of the films but they are displaying all their preproduction work. I’m sure any of the teams setting up will be happy to answer any questions you might have about the course and what it’s like to study here. It’s good to get information from the perspective of the students and not just me or any of the other tutors you will speak to during the tour. [fade]

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Workbook audioscripts Exercise 2 (p. 94) Curator: My name is Bob Stevens, and I’m the senior curator here at the Rampard Art Gallery, welcome. Now, before you start your training I just wanted to give you a little information about the set up here and give you a few pointers about what we’re expecting from you. In case you didn’t know, all the works of art in the gallery are produced by local artists. So if anyone asks, we don’t feature anything from outside the county, except at the till where we have some books about art in general. On that note, while you’re working you will no doubt be confronted with questions from the public. If you don’t know the answer, don’t guess, point them in the direction of me or the assistant curator. Having said that, if you do receive a question that you don’t know the answer to, please speak to us after the customer has gone for us to give you the information so you will be prepared for the next time. All of the art work that’s on display is for sale and as such each piece is subject to copyright. It’s for this reason that we do not allow ANY photography, even if it’s taken without a flash. Customers can purchase postcard sized replicas of the paintings instead. Guard 1: Sorry to interrupt, but what if a member of the public is using their mobile phone to take pictures? Curator: It doesn’t matter how they’re taking them, it’s not allowed. There are signs around the gallery but people sometimes either don’t notice them or disregard them. If you do catch someone, you just have to politely point this fact out to them and 9 times out of 10 they won’t cause a problem. Guard 2: What about that one in ten? Curator: We do get the odd visitor who might claim they’re talking on their phone when they’re clearly taking pictures but if they ignore your warnings and you have any problems, again point them in my direction. Another thing you have to watch out for is people touching the pictures. We don’t allow that either. You need to be especially vigilant when there are children in the gallery. We had one incident in the past where the mother of a small boy was not paying attention to him even after being repeatedly asked to and while the guard was distracted by another customer the child defaced one of the paintings. Guard 1: What happened? Curator: Well, our policy here is ‘you break it, you bought it’, so the lady in question had to part with the cost of the painting. Needless to say, she wasn’t pleased. Another incident involved a young boy who was clearly bored, and not happy about being in the gallery, leaning on the head of a statue only for the head to fall off. Luckily, we were able to reattach the head so no real harm was done but I don’t think he’ll ever touch an exhibit again because he went bright red when everyone turned and saw what had happened. [fade]

8e – Speaking skills Exercise 3 (p. 95)

Candidate: Well, I believe art is about self-expression because the artist feels strongly about something and wants to express their ideas in a form that they and others can come to terms with. Through their work, artists communicate ideas to the public or provoke emotions and move people by making them happy or sad. At the same time the public is given pleasure as they are entertained by different art forms. Interlocutor: What qualities are needed to create beautiful art? Candidate: Well, knowing the difference between good and bad art can be difficult. For me, beauty in art is and will always be in the eye of the beholder. So, I’m either captivated by a piece of art or not. Nevertheless, art can be evaluated based on certain characteristics. For instance, technical skill is the most comparable and measurable aspect of art. As you look at a painting or any other work of art you probably will be able to determine how skillfully it was created. Also, creating art is time consuming and challenging. It takes a lot of effort and concentration from an artist, so that the work doesn’t have mistakes or move away from what the artist wanted to put across. This is important because if the artist’s intention is one thing, the art shouldn’t say something else. In my view, the artist’s statement should deepen and strengthen the viewer’s understanding of the art. Interlocutor: What are some different types of art forms? Candidate: Well, there are visual art forms. These are conveyed when artists use paint or canvas or various materials to create physical or static art objects that you can see. These include painting, sculpture, photography, and films. The language of the visual arts is feeling: emotion, intuition and ideas without words through paintings, drawings and other forms. There are also performing art forms where artists use their voices and bodies to convey artistic expression. These include dance, music, opera, theatre, and puppetry. These are specialised forms of fine art which the artists perform live to an audience often adapting their appearance with costumes and make up. Whereas visual arts rely on expressive form and content to convey meaning, performance art forces viewers to engage with a real person who could feel fear and pain just like them. Interlocutor: How does digital art differ from traditional art? Candidate: In my opinion, traditional art uses older methods for creating artwork, such as pens, brushes, clay and other tools. As far as I’m concerned digital art is based on the traditional concept but it also involves new factors such as computer graphics which take art to another level. The digital art experience has also been extended by advanced tools that simulate the artist’s work on paper. These tools help the artist to feel the same effect of traditional tools. While digital art does not provide the texture and volume that traditional forms do, it is easier to edit and allows artists to utilise the latest tools that provide totally new creative experiences.

Interlocutor: What is the purpose of art?

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Workbook audioscripts IELTS Practice Test 1 You will hear a number of different recordings and you have to answer questions on what you hear. There will be time for you to read the instructions and you will have a chance to check your answers. The recordings will be played only once. The test is in four sections. Write all your answers in your test book. At the end of the test you will be given 10 minutes to transfer your answers to a special answer sheet. Now turn to Section 1. Section 1 In this section, you will hear someone asking for information about a dance hall. First you will have some time to look at questions 1 to 6. (pause for 30 seconds) You will see that there has been an example written for you. On this occasion only the conversation relating to the example will be played first. A: Good morning – Mary Jones speaking, how can I help you? B: Yes. Hello. I’d like to speak to someone about the tea dances in Freckleton Hall, please. A: I’m in charge of the tea dances. What would you like to know? B: Ah, good. Some friends and I were wondering if it would be possible to make a group booking for this Saturday. The girl says she wants to make a booking for Saturday, so Saturday has been written in the gap in the example. Now we will begin. You should answer the questions as you listen as you will not hear the recording a second time. Listen to the first part of the conversation carefully and answer questions 1 to 6. A: Yes, we do accept group bookings. How many people are in your group? B: There are 6 of us all together. That’s 3 couples for the dancing. So can you tell me what packages you have on offer? A: If you’d like to have a table on the dance floor and be served sandwiches and cakes with a pot of tea then the price will be ten pounds per head, unless you’re students, then it’s five pounds per head. B: I see. We’re not students, so will it be 60 pounds for the group with tea and dancing included? A: That’s right. Of course, you can have the option of not booking your own table and simply ordering a pot of tea when you’re here but you might not get seating. B: No, no. We’ll take a table for 6 with tea. Now, about the times.

A: Well, the dance usually starts at 2 o’clock on Saturday afternoon, but this week it starts at 3 o’clock and goes on until 6 o’clock. Do you know where Freckleton Hall is? B: Yes. It’s just off Church Street near the village square, isn’t it? A: That’s right. Will you be coming by car? B: Yes. We’ll be travelling in two cars on the day. Is parking available? A: Yes. The hall has its own car park but there’s a charge of one pound per hour for parking. It used to be two pounds but we decided to lower it. B: It’s three pounds per car for the whole evening. That’s fine. Can you tell me about the social dancing? Do you have a wide variety of dances? A: I think it’s fair to say we include all the main dances. Waltz, fox trot, tango, rumba. So it’s a mix of both Latin and ballroom dances. B: Great. That’s just what we enjoy. Well, I think that covers all the information I need for Saturday. Before the conversation continues you have some time to read questions 7 to 10. (pause for 20 seconds) Now listen carefully and answer questions 7 to 10. B: I saw in your advertisement that you also need volunteers to help out at the dances. Could you tell me a bit more about that? I have another friend who’s expressed an interest. A: As you probably know, the proceeds from the tea dance go towards the local children’s charity. So we always need volunteers willing to donate cakes and homemade sandwiches and people who can come and lend a helping hand at the event. B: Right. My neighbour is a dab hand at baking and would like to donate a cake to the event. She can also come and help out in the kitchen as well. A: That would be very useful. We need people to help put sandwiches and cakes on plates and we need help with washing up, too. B: I’m sure she’ll enjoy any task you give her. I’ll tell her she’ll be needed on Saturday then. A: Fantastic. Could you give me her name and phone number so I can contact her with details? B: Yes. Her name is Carol Weekes. I’ll spell that for you. C-A-R-O-L W-E-E-K-E-S. A: Got that. And her phone number is? B: 280 318 6780. But you’ll need to call her after 12 today as I know she’s not at home till then. A: No problem. I’ll call her after lunchtime. B: OK. Great. Thanks for all your help. A: My pleasure. Goodbye. B: Bye now.

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Workbook audioscripts That is the end of Section 1. You will have half a minute to check your answers. (pause for 30 seconds) Now turn to Section 2. Section 2 You will hear a recorded message about coastal walks. First you have some time to look at questions 11 to 14. (pause for 30 seconds) Now listen carefully to the first part of the message and answer questions 11 to 14. Thank you for calling the Hoxton Coastal Walking Tour phoneline. This is a recorded message with information for those wishing to join our daily coastal walks along the cliffs of the South Hoxton coast. The recorded message lasts approximately four and a half minutes and is charged at normal phone rates. The South Hoxton coast is an area of outstanding natural beauty and has long been a major attraction in the area for tourists, day trippers and ramblers. Due to the popularity of the coastal cliff paths and in order to help ensure that visitors get to enjoy the full experience of the area, Hoxton Local Authority has established daily walks throughout the summer season from April to October. The aim of the initiative is to ensure walkers learn about the ecology of the area – what plant and animal life inhabit the coastal region – and to help educate visitors about the environmental impact of tourism on fragile environments. Tours are lead by a guide with extensive knowledge of local history as well as knowledge of the plant and animal life of the region. There are two tours per day during the walking season. There is one early morning tour beginning at 7 am and one beginning at midday. They last for four hours, which includes sight-seeing at local monuments en route as well as refreshment breaks. The first stage of the tour begins in the main square of the town by the fishing port. The route up to the cliff coastal path takes in the old part of the town and the guide will give the history of some of the buildings and their importance to the area. The second stage starts at the trailhead of the coastal path and skirts the edge of local farms and gives walkers the opportunity to enjoy the bracing sea air and stunning vistas over the cliffs. The next stage begins at a scheduled stop at the 18th century fort of St Jude’s, which was used to repel invaders to the region. The walk continues along the cliff path with many interesting plants along the way and a large number of different kinds of bird life. Finally, stage 4 consists of a stop for refreshments in the village of Poulton where walkers can explore the town centre and then be transferred back to Hoxton by minibus or continue on their way with their own arrangements. Before the message continues you now have some time to read questions 15 to 20.

(pause for 20 seconds) Now listen carefully and answer questions 15 to 20. The costs are as follows: A family or a group ticket for up to five people costs 35 pounds and includes refreshments at the café in Poulton as well as transfer by minibus back to Hoxton. A single adult is 9 pounds fifty. Children under the age of 12, students in possession of a student card and seniors are charged at 5 pounds per head. Although the walk is quite long, it is not particularly strenuous and should not be problematic for anyone reasonably fit. It is not, however recommended for children under the age of 7 or anyone with more than light mobility problems. Bookings can be made online via our website :HoxWalksdotcom, or over the phone by calling: 218 244 6243 during office hours of 9 am to 5 pm, weekdays only. You can turn up at the starting point of the walk to pay cash on the day but there is no guarantee that there will be places on the walking tour if not pre-booked. This is especially true during the high season months of July and August. It is advisable that those wishing to join the tour ensure they have suitable clothing and equipment for a long walk in the countryside. Our advice is that walkers wear sturdy walking shoes. It’s also a good idea to have an anorak with a hood in case of bad weather. A hat and sunscreen is also recommended as walkers will be outdoors for many hours during the hot part of the day. Please bring water with you. You might also want to bring an energy snack such as dried fruit and nuts or a bar of chocolate. Hiking sticks or Nordic walking sticks are not necessary but those who use them can bring them on the walk. The scheduled walking tours take place in all but the very worst storm weather conditions. Light rain does not result in cancellation of walks. However, if you have booked a walk and the weather is forecast to be bad and you do not wish to take part you may have a full refund if you cancel 24 hours in advance. Anyone needing further information can come to the Town Hall on weekdays. Thank you for calling and we hope to see you on one of our walking tours in the near future. That is the end of Section 2. You will have half a minute to check your answers. (pause for 30 seconds) Now turn to Section 3. Section 3 You will hear a conversation between two colleagues about improving their company’s efficiency. First you will have some time to look at questions 21 to 26. (pause for 30 seconds) Now listen carefully to the conversation and answer questions 21 to 26.

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Workbook audioscripts Paula: Hello, I’m Paula Radley. Come in and sit down. Thanks for coming to see me. Aslan: I’m Aslan Khan. I was told you need my help. Paula: Yes, indeed I do. As I’m sure you’re aware, the company has come under new management and the new owners are keen to expand the business over the coming months and this means all our departments are going to be scrutinised and overhauled to make the company more efficient and promote growth. Aslan: I see. And where do I come into this, right now? Paula: Well, as a systems analyst, I need you to look into each of our departments and identify their strengths and weaknesses and determine how they may need altering in order to facilitate our expansion into overseas markets. Aslan: OK. Is there anything you want me to look at specifically? Paula: I want you to look at the efficiency and productivity in each department. So, is the organisation running as smoothly as possible or can it be streamlined? Do we have all the necessary IT systems in order to expand? Aslan: That shouldn’t be too difficult but I’ll need to know how much the company is going to expand its business in order to assess what other systems we might need to put in place. Paula: Well, the new owners are making some hefty investments so the target is to expand the company’s output and profits by 25% in the coming year. Which obviously means each department will have a greater workload. Aslan: Is there going to be an increase in personnel hiring to go with the expansion? Paula: Probably not. My understanding is that the current workforce will need to be more efficient and that we may need to improve our IT systems rather than look at new hirings. We should be grateful that redundancies aren’t on the cards. At least they aren’t downsizing. Aslan: It may not be possible to do everything you want with the current systems we have in place. If there’s to be a significant increase in output for the company, the systems for organising the business, orders and distribution could be put under a lot of strain. This is quite a complex revision of the system. Paula: I understand that. Do you believe our current systems will be unable to cope? Aslan: I won’t know without analysing the whole thing in line with the new information but I would suspect that it might make more economic sense to start afresh with a new system from scratch. Paula: My main issue at the moment is time. How fast can you work on this? Aslan: If I have a team so that we can work on the project together, we can split up the work and see how we can expand the system, it will be much faster. We can accomplish quite a bit in weeks rather than months.

Paula: So you’d want an analyst for each department? That would be 4 people all together, working on Resources, Production, Sales and Distribution. OK. That makes sense. You now have some time to read questions 27 to 30. (pause for 20 seconds) Now listen carefully and answer questions 27 to 30. Aslan: Right then. For a start, I’m going to need authorisation to go into each department in order to examine their working practices and how they’re utilising their management tools and systems. Paula: I can see to it that you get authorisation. Senior management has given me the go ahead to get things moving, so I will get them to sign off on the necessary paperwork. Aslan: Then I think the next step would be to call a meeting with the department heads so they can be briefed. Paula: I’ll have my secretary set that up and I’ll email you with the details when I’ve got everyone together. Anything else? Aslan: Yes, I’ll need a systems report from each head to help me collate the information I need. Paula: OK. Good. Aslan: And then I’ll submit a full proposal to senior management on recommendations for system changes. Paula: Right. I think that wraps this meeting up for the time being. Aslan: OK. I’ll speak to you soon. That is the end of Section 3. You will have half a minute to check your answers. (pause for 30 seconds) Now turn to Section 4. Section 4 You will hear a lecture about the origins of the marathon race. First you have some time to look at questions 31 to 40. (pause for 40 seconds) Now listen carefully to the talk and answer questions 31 to 40. Hello and welcome. Today I’m going to talk about the history and origins of the marathon as an Olympic, and ultimately, a recreational sport. The marathon is quite interesting in historical terms because, although it does have its origins in Ancient Greece, it was not an ancient Olympic sport. Running in the ancient Olympics did not exceed four or five kilometres as the longest distance. The original Olympic races were based on running one or two lengths of the stadium, which was 185 metres long. Relays made for longer races. So, what is the relationship of the modern sport to the ancient world? The answer is not to be found in the stadiums of ancient Greece but in its battlefields. One of the quickest means of getting

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Workbook audioscripts information to different parts of Ancient Greece was not by men on horseback, who would often be slowed by the difficult mountainous terrain but with the use of ‘day runners’. They were soldiers capable of running great distances over the length of a whole day, often completing 200 km in that time. These runners were used by generals to relay information back to leaders in Athens or other Greek States. The idea for the marathon itself comes from the legend of Pheidippides, a day runner who was tasked first with running from Marathon to Sparta and back and then immediately on to Athens to relay the information that the tiny Greek army had defeated the mighty Persians in the Battle of Marathon. It is said that on arrival in Athens, Pheidippides managed to exclaim ‘We are the victors’ and promptly expired on the spot. There is no definitive proof that Pheidippides ever existed, nor that any such undertaking was completed to inform leaders of the victory. But the story has come down to us through the ages from Greek and Roman writers and enchanted the organisers of the first modern Olympics that was held in Athens in 1896. In order to establish the modern Olympics as a world-wide sporting event the organisers wanted to introduce a sport that would hark back to the glory of ancient Greece but also be an exciting modern sport. Thus, the idea for the marathon as a sport was born. The first ever Olympic marathon was won by Spyridon Louis, a Greek postman and water carrier. He completed the race in 2 hours and 58 minutes. In the past one hundred and twenty years, the sport has grown massively not only as an elite sport but as one that attracts ever growing numbers of amateur athletes who often compete to a very high standard. Where it was once seen as unusual to have completed a marathon, it is no longer viewed as a huge feat. Many amateur runners complete the distance in under three hours and there are also growing numbers of elderly marathon runners in their 60s, 70s and 80s. In light of just how popular Marathon running now is with people of all ages, it’s worth reflecting that women were excluded from the sport at elite levels until fairly recently. Although women have long competed in a wide variety of Olympic sports, for decades this did not include the marathon. The first recorded time for a woman running a marathon was for the British athlete Violet Piercy in 1926. However, it wasn’t until the late 60s that women began to campaign for inclusion in the sport at the highest levels. In 1967 Kathrine Switzer became the first woman to run with an official number in the prestigious Boston Marathon. Her inclusion was due to a clerical oversight and officials tried, unsuccessfully, to remove her from the track on the day. Women were first officially included in the Boston Marathon in 1972. It took another twelve years before women were

allowed to compete in a marathon in the Olympics. As in all running sports, the marathon is a quest for speed and the current World Record stands at 2 hours, 2 minutes and 57 seconds, less than three minutes from a sub-twohour marathon. In order to break the barrier of running a marathon in under two hours, the athlete would have to maintain a speed of four minutes and thirty-five seconds per mile for the twenty six point two miles of the race. An incredible feat that requires not only strength and endurance but the near super human ability to use oxygen and the body’s glycogen energy stores at the optimum level. Although the barrier may seem to be tantalisingly close, in terms of human ability - it’s still a long way off. Breaking that barrier is now the focus of both the sporting and scientific worlds, as athletes and scientists try to discover just what it is that can make a human body surpass what would seem to be its natural abilities. But then no one believed that the four-minute mile barrier would be broken until Roger Bannister did it, either. That is the end of Section 4. You now have half a minute to check your answers. (pause for 30 minutes) That is the end of the Listening Test. You now have 10 minutes to transfer your answers to the Listening answer sheet. (pause for 10 minutes) Please stop writing.

IELTS Practice Test 2 You will hear a number of different recordings and you have to answer questions on what you hear. There will be time for you to read the instructions and you will have a chance to check your answers. The recordings will be played only once. The test is in four sections. Write all your answers in your test book. At the end of the test you will be given 10 minutes to transfer your answers to a special answer sheet. Now turn to Section 1. Section 1 In this section, you will hear someone asking for information about a running club. First you will have some time to look at questions 1 to 5. (pause for 30 seconds) You will see that there has been an example written for you. On this occasion only the conversation relating to the example will be played first. A: Hello. Layton Harriers Running Club. How can I help you? B: Hi. Um, yes. I was calling about applying for membership. Are you still taking new members? A: Absolutely. There’s no limit to who can apply or when. I

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Workbook audioscripts can fill out a membership application for you now. Hold the line for a minute. (pause for 3 seconds) Right. Here we are. So can I start with your name please? B: It’s Kate Holmes. The girl says her name is Kate, so Kate has been written in the gap in the example. Now we will begin. You should answer the questions as you listen as you will not hear the recording a second time. Listen to the first part of the conversation carefully and answer questions 1 to 5. A: Kate. OK. Got that. And do you spell your surname HO-M-E-S? Is that right for Homes? B: No. Actually there’s a silent ‘L’ in there so it’s spelt HO-L-M-E-S. Holmes. A: Ah. Right you are. Ok. H-O-L-M-E-S. Got it. So, could you give me your date of birth as well please? B: Yes, it’s 22/05/1983. A: 22/05/1983. Good. Now, would you like a full membership for the year or would you prefer to sign up for a trial period? You can sign up for a month’s trial period and if you decide to stay on you’ll pay the remaining fee to take you up to the full price for a year or you can sign up for the full year now. B: I’d like to go for the trial period first of all. Let’s see how it goes first. A: Right. That’s fine. Here at the club we have two coaches. One for morning training sessions and one for evening sessions. We also have a gym room and a sauna. I need to know if you’ll want coaching in the morning or evening. B: I’ll be attending the evening sessions after work. A: OK. And will you want to use the gym? B: Yes. But just at weekends. A: Right. So. You’ll pay 40 pounds for the month’s trial period and then, if you decide to join for the rest of the year you’ll pay a further 440 pounds to bring you up to the full membership fee of 480 pounds. B: Yes. I understand. Before the conversation continues you have some time to read questions 6 to 10. (pause for 20 seconds) Now listen carefully and answer questions 6 to 10. A: OK. I’ve got the details I need for processing your application but do you mind if I ask a couple of questions for our records? B: Not at all. A: Could you tell me the distances you train for in running? B: 10k, half marathon and full marathon. A: Do you train regularly for races at these distances?

B: Yes I do. I try to enter as many races as possible but obviously I usually only do one or two full marathons in a year. A: I see. Do you have any issues with injuries? B: I’ve had some issues with my knees but they’re better now. I had 3 months of physio and the doctor says I’m fit enough to start running again and I don’t have any other injury problems. A: OK. If the doctor has given you a clean bill of health, that’s fine with us. B: Yes, he has. A: Great. Right. Do you have any targets you are aiming for by joining the club? B: Indeed, I do. I’m trying to aim for a full marathon personal best of under 3 hours. At the moment I’m stuck at just over 3 hours. 3 hrs and 59 seconds to be precise. So I’m hoping that some decent coaching will help me to break that 3 hour barrier. A: Well, I think you’ll find the coaching here is excellent so if you put in the work the coach asks for, I’m sure you’ll get to a sub three hour marathon time. B: I hope so. A: Could you tell me about your job situation? What is your current employment? B: I’m a personal assistant to the managing director of a marketing firm. A: That sounds interesting! Just let me get that down. OK. So to wrap up, could you tell me how you heard about us? Was it a recommendation from someone you know, or did you find our website? B: It was neither of those. I actually saw a runner at one of the race meetings I attended wearing your club T-shirt and he was such a brilliant runner that I thought perhaps it would be good for me to get some club coaching too. So, basically it was advertising via a runner wearing your T-shirt and being such a good athlete that alerted me to you. A: That’s fantastic. Well, we look forward to meeting you in person sometime this week then. B: Yes, I’ll pop along for my first session this evening. A: Wonderful. See you then. Bye. B: Bye. That is the end of Section 1. You will have half a minute to check your answers. (pause for 30 seconds) Now turn to Section 2. Section 2 You will hear an announcement about a community centre. First you have some time to look at questions 11 to 14. (pause for 30 seconds) Now listen carefully to the first part of the announcement and answer questions 11 to 14.

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Workbook audioscripts Good morning and welcome to this week’s meeting at Gorstang Community Centre, which will be the final one before the Gorstang Summer Festival that starts on Friday in three days’ time. I know everyone has been rushed off their feet since the Book Festival only finished a week ago and we have the hiker’s group lunch in the community hall tomorrow but we still have a lot of work to do to get everything ready for Friday. The advertising campaign this year has worked very well because we have a large number of pre-bookings for the events. This tells me that the festival is building up a good reputation in the region. However, that doesn’t mean we should rest on our laurels. And of course, we won’t know how many visitors will turn up until the weekend because quite a lot of people just turn up on the day. So we need to ensure we are prepared for large numbers even if they don’t all materialise. If we aim to accommodate ten thousand people, then we’ll cope with 5 thousand if that’s the number that turn up over the weekend. Of course numbers may fluctuate over the weekend as well if people come for the day rather than staying the whole weekend. So I think we’ll have around 3½ thousand people on site during each of the days. So, let’s get down to brass tacks. First off, the first event for the festival is on Friday evening with the jazz concert. We had hoped to have the male choir on Friday but they will perform on Sunday instead with the Opera Society. The concert will begin at 7.30 pm but gates for the first arrivals to set up camp will open at 5 pm. All campers will be directed to the left field of the site. Anyone who’s just coming for the concert can be allowed into the main site to wander around the stalls and refreshment tents. This means that the site needs to be up and running by five. I’ve arranged for the sound engineers and the musicians to be allowed on site from midday to set up the stage. All other stall holders, food and drinks purveyors and information desks can start setting up from 9 am. No one will have access to the site before 9 am because that’s when security and volunteers will be arriving. If you get here before then, you’ll just have to wait in the car park until the gates open. You now have some time to read questions 15 to 17. (pause for 20 seconds) Now listen carefully and answer questions 15 to 17. OK. Now I’d like to finalise who will be in charge of each of the areas on Friday so there’s no confusion. Assad – I’d like you to be on duty on the gate to make sure everything runs smoothly with admitting people to the site. Make sure you have enough security with you and that the ticket offices are working well and there are volunteers to help direct people to where they need to go. Lisa – I want you to coordinate all the volunteers. They need to know what part of the site they’ll be working on Friday night, so you need to talk to the head of the volunteers to see that everyone knows where

they will be and what they’re expected to do. As campers come in they will need to be directed to a camping spot. I’ll leave that to you Tom, and watch out, they may try to take more space than they’ve been allocated, we’ve had problems with that in the past. That leaves Penny in charge of the stage area and Fiona to work the main site with the stalls and refreshment areas. Everyone will be issued with walkie-talkies so any problems that arise you’ll be able to communicate with whoever you need to talk to. As ever, I will be at my post in the main information tent, where the main first-aid station is as well, and I’ll be coordinating all operations from there. You now have some time to read questions 18 to 20. (pause for 20 seconds) Now listen carefully and answer questions 18 to 20. Some general instructions. Once people start coming in on Friday afternoon things can quickly get quite hectic so everyone will have to be on the ball. The main thing in the first few hours is to get everyone moving through the gate and either into the camping field or onto the main site. The last thing we want is a logjam at the gate of people who are lost or confused. So it’s imperative that volunteers and security keep people moving from the entrance area. Once people are on site, things will be a bit more settled and when the concert starts things tend to be a lot easier because most visitors will be in the stage area. Of course, we need to make sure that the camping area is secure and that all areas of the site are under patrol at all times. In the event of any problems at all, contact me in the main information tent on your walkie-talkie. If someone falls ill, contact the St John’s ambulance brigade who will be on site with volunteers at special first-aid areas. If anyone complains of feeling ill, but it’s just minor, then send them to the main information tent as that’s where the Brigade will be based and have their main first-aid station. There won’t be any police on the site as we have our own security but the local police are on standby should they be needed. They never have been in the five years we’ve been running the festival but there’s always a first time. Right. I think I’ve covered all the main points but I’ll be taking questions from the floor if anyone thinks I’ve missed out something. That is the end of Section 2. You will have half a minute to check your answers. (pause for 30 seconds) Now turn to Section 3. Section 3 You will hear a conversation between two students about working on an assignment together. First you will have some time to look at questions 21 to 25. (pause for 30 seconds)

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Workbook audioscripts Now listen carefully to the conversation and answer questions 21 to 25. Moya: Josh! So glad I caught up with you! Josh: Hi Moya. Yeah, I was going to call you later. Moya: About the assignment? I think we need to organise ourselves. Josh: Yes. I’m so glad I got teamed with you as I haven’t really grasped the process we have to write about. Moya: Well, I don’t think it’s as complicated as you think. We just need a flow chart to show the whole process. One side, the right hand side, can be about the export of fresh fruit and veg and its distribution to EU hubs and the other, left-hand side, can look at the distribution process in Britain. Josh: Brilliant! That will make it much easier. So on the top left we start with the exporters. We’ve got the exporters in developing countries and, of course, EU countries as well, who all sell their fresh fruit and veg in countries all around the EU. Moya: Right, but before they leave their country of origin, all the fruit and veg need to be sorted in terms of top or lower quality produce and then washed and packed in crates so they are ready for the export market. Josh: OK, so that’s the second step in our chart. Now, the next thing is that the produce is shipped to EU distribution hubs, such as Rotterdam port in the Netherlands or to Belgium. Only the highest quality most expensive produce is sent as air freight, that’s right, isn’t it? Moya: Yes. Most is shipped to ports like Rotterdam, where it can be easily distributed to wholesalers in various European countries for sale in shops. Most of it goes to Germany and the UK, as they’re the two biggest importers of fresh fruit and vegetables in the EU. Josh: Right, so now we’re on the top right hand side of our flow chart, aren’t we? Moya: Yes, from here we’re looking at how produce is shipped into British ports and then collected in large warehouses that act as distribution hubs for all the big supermarkets. Josh: Does anything happen to the produce before it’s sent out to the supermarkets? Moya: Yes, it does. Most of it is unpacked from the export crates and then packed into smaller retail packaging. So beans come in 200g packets, or avocadoes are packed in twos and so on and so forth. Josh: Is any of the produce processed in any way or is it just repackaged? Moya: Well, you might get things like salad leaves packaged in ready-to-use bags and of course, some other minimal processing, such as slicing. You know, like sliced mushrooms or carrots. Josh: Got that. So now we’re onto the final step and that’s getting all the produce delivered to supermarkets so that consumers can buy them.

Moya: Yes. The final stage is loading all the packaged fresh fruit and veg into refrigerated lorries so they can be transported by road to supermarkets, where people can buy them. You now have some time to read questions 26 to 30. (pause for 20 seconds) Now listen carefully and answer questions 26 to 30. Josh: Brilliant. This flow chart will definitely help us organise the assignment. So how do you think we should divide it up? Moya: Hhhmmm. I think the first thing we need to do is write an introduction. One that gives a good overview of the whole topic. Josh: I can start on that. I’ve got the bare bones of it all here with our chart. Moya: OK. I think we also need to do some more in-depth research on the various processes. We know what areas we want to write about but it would be good to have more information on them all. I think I might start with what the exporters do with produce. Josh: I think I’ll start from the other end and do some more research into how supermarkets get the goods into shops. If I get in touch with one of the supermarket managers in our area, I could get some first-hand information about some of the problems they face. Moya: That’s an excellent idea. Another thing we should think about is presenting the data. We don’t want it to look shoddy and unprofessional. Josh: You’re right. I think it’ll look really good if we get some of our facts and figures into graphs. That will make our data look really scholarly and it also has a good visual impact. Moya: Definitely. The good thing is that we’re not too pressed for time at the moment as we’ve got another four weeks before we have to hand the project in. I propose getting a plan together today. We should put it down on paper and then we can tick things off as we get them done. Josh: I agree. I think we should spend the next two weeks getting the first draft done. Moya: That’s pushing it a bit, I think. The hardest part is getting the first draft done so I’d prefer it if we gave ourselves three weeks to get it done. It’s a lot of work. Josh: Alright then. You’re probably right. It would be better to make sure the bulk of the work is done and that the first draft is up to scratch. I’m sure we can polish it all up and get it ready to be presented in a week. Moya: Before we write everything up into a final draft, though, I’d like someone to look over it to make sure we’ve got everything right. Have you got any ideas about who to ask? How about your dad? He’s a teacher, right? Josh: I don’t think this is really his field. He teaches art. Why don’t we ask someone taking the subject who’s in the year above us and knows what the tutors expect from this kind of assignment? Charles Fenn is really friendly. I’m sure he’d be a better choice than my dad.

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Workbook audioscripts Moya: The Head Prefect? You’re right. He would be a good choice. We’ll ask him as soon as we have the first draft ready then. Josh: Great. That’s settled then. So let’s get on with it! That is the end of Section 3. You will have half a minute to check your answers. (pause for 30 seconds) Now turn to Section 4. Section 4 You will hear a lecture about human biology. First you have some time to look at questions 31 to 38. (pause for 30 seconds) Now listen carefully to the talk and answer questions 31 to 38. Today’s human biology lecture will be on skin. Human skin is not simply the outer covering of the body. It is in fact the largest organ in the body and if you were to lay it out flat, it would cover between 16 and 21 square feet. Some of it is covered in hair follicles and parts of it are thicker than others. It also comes in quite a wide variety of pigments ranging from pinky white to almost black. The variations in colour are mainly due to the presence of melanin, the pigment that protects skin against the harmful rays of the sun and, in particular, from skin cancer. This is why the lighter in colour a person’s skin is, the greater they are at risk of developing a melanoma, or skin cancer. Skin is responsible for a wide range of functions such as protection against pathogens, insulation and prevention of excessive water loss. It holds in the other organs of the body and provides cushioning for muscles, ligaments and bones. It is also the organ of the body that gives us the sense of touch and every square inch of skin contains 1000 nerve endings, as well as 650 sweat glands and 20 blood vessels. And, although it is on the whole waterproof, it is semi-permeable in that it can absorb substances, such as medicines, and it can even ‘breathe’ as it absorbs small amounts of oxygen. Even when clean, skin has its own ecosystem of microorganisms, including bacteria and yeasts. Millions of bacteria live on every square inch of skin with the highest numbers on the more oily skin surfaces, such as the face. This ecosystem is in fact part and parcel of healthy skin and the yeasts and bacteria generally keep each other in check. If the balance is upset, for instance, due to antibiotic treatment, which can kill off microbes, it can result in the growth of a yeast infection as the balance of flora has been disturbed. Overuse of harsh cosmetic cleaning substances can also strip the skin of protective flora and result in skin damage, rashes and dryness. Aging also plays a huge role in the health and appearance of skin. As skin ages it thins and is more prone to damage and takes longer to recover, as its self-healing properties

gradually decrease. As the skin begins to lose its elasticity, it will show signs of sagging and wrinkles. The more exposed to UV light the skin is, the sooner it shows these signs of skin aging and it may also experience discolouration, commonly known as ‘liver spots’, abnormal growths and an uneven texture. There is some evidence that anti-aging preparations can delay some signs of skin aging and the use of sunscreens also protect against skin damage and aging signs, as well as against skin cancer. So, what about the structure of skin? There are three main components that make up the structure of skin. The first is the epidermis – the outer layer that forms a waterproof, protective, insulating wrap that acts as a barrier to infection. It contains no blood vessels and also acts to help regulate body temperature. Immediately beneath the epidermis is the dermis. It is connected to the epidermis with a basement membrane. Its function is to help cushion the body from stress and strain. It contains hair follicles, glands and blood vessels. It also contains nerve endings that make skin sensitive to touch and heat. While the hypodermis is not actually part of the skin itself it does serve to attach skin to bones and muscles. It also supplies skin with its blood vessels and nerves. It is mainly formed of connective tissue and adipose tissue. The hypodermis contains 50% of body fat. This fat is both a protective layer of cushioning for the body and also provides insulation. You now have some time to read questions 39 and 40. (pause for 20 seconds) Now listen carefully and answer questions 39 and 40. And just to round off today’s main points let’s briefly go over the impact of diet on skin health. A nutrient poor diet will show almost immediate signs on the skin in diseases such as scurvy from a lack of vitamin C. Skin health is very much dependent on a diet rich in vitamins. Fresh fruit and vegetables, particularly those that are green, orange and yellow in colour, foster good skin health. Other factors are protection from sun damage and ensuring the skins microflora remain intact by avoiding overuse of harsh cosmetic cleaning substances like detergents. So, to sum up ... [fade] That is the end of Section 4. You now have half a minute to check your answers. (pause for 30 minutes) That is the end of the Listening Test. You now have 10 minutes to transfer your answers to the Listening answer sheet. (pause for 10 minutes) Please stop writing.

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Grammar Bank key Module 1 1 1 B 2 A 2 1 G 2 E

3 A 4 B 3 I 4 K

5 C 6 D 5 C 6 F

5 are realising = have realised/realised 6 have been = have gone 7 has been raining = had been raining

7 B

7 J 8 D

9 L 10 H

11 A 12 B

3 Present Simple: always, usually, often Present Continuous: now, at the moment, at present, these days, nowadays Present Perfect: since, always, already, just, so far, lately, recently Present Perfect Continuous: since, all day, lately, recently Past Simple: yesterday, then Past Continuous: while, as, all day Past Perfect: before, already, just, since, till, by the time Past Perfect Continuous: since, before, till 4 1 have known 2 have been teaching 3 had given 5 1 have gone to 2 have been to 6 1 A B 2 A B 3 A B 4 A B 5 A B 6 A B

4 hadn’t let 5 is always picking 6 had been

3 has been in 4 has been to

5 has gone to 6 have been to

is attaching are the right size is performing seems possess am experiencing are taking a look appears to be believe am considering behaviour-temporary state character-permanent state

didn’t you call, was playing, lost know, have been carrying out didn’t Barney go, had already made has been studying, has come is getting/has got, was revising

11 1 2 3 4 5 6

have taken have been studying are making/have been making has been fascinating/has fascinated occur have been interviewing/have interviewed/interviewed

12 1 2 3 4 5

has been studying human behaviour for time I visited didn’t use to get hadn’t been in before he got accustomed to

13 1 a

2 b

3 a

4 b

14 1 the more appropriate 2 honestly as 3 the most confusing 15 1 the most important 2 the further 16 1 2 3 4 5

5 b

4 further 5 too hard 6 the least

3 the better 6 hard 4 the surest 7 as friendly 5 as beneficial as

was more demanding than they thought is getting bigger and bigger somewhat less outspoken than never met anyone as bold as the most laid-back of

Module 2

7 1 have experienced/ have been experiencing 2 have had 3 nurtured 4 protected

5 6 7 8

8 1 got used to 2 use to 3 used to/would

4 get used to 5 is used to 6 is used to

9 2 has asked = asked 3 would = used to 4 is tasting = tastes

10 1 2 3 4 5

have spent/spent have faced have been gave/has given

1 1 E 2 B

3 G 4 H

5 D 6 F

7 C 8 A

2 1 to be 2 is going to oversee 3 Will you be needing

4 ’ll be working 5 will have visited

3 1 enter 2 have updated 3 will David be installing

4 will visit 5 interviews

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Grammar Bank key 4 1 will have been designing 2 will recalibrate 3 will buy 5 1 am going to apply 2 will be meeting

4 will have installed 5 will you be paying

3 will have been employed 4 will finish

6 1 on the verge of 4 is due to 2 are to 5 sure to 3 are bound to/are certain to 7 1 2 3 4

no doubt certain are bound to on the point of

8 1 A 9 1 2 3 4 5

5 6 7 8

2 C

is sure to it’s possible are fairly sure suppose that

3 B

4 D

to find the/a cure for many are to submit their reports by positive (that) Tony will pass his be surprised if space travel becomes no way (that) Jeremy will

10 1 There 2 it

3 It 4 it

5 it 6 There

7 There 8 It

11 2 It is astonishing that scientists are creating bionic organs. 3 It’s no fun having an old mobile phone. 4 It fascinates me that there may be life on other planets. 5 It is pointless to complain about wanting a new laptop. 12 1 2 3 4 5 6

sure (that) people won’t looks like bionic limbs will be if we will be able way organ transplants will still if future technology will advance online education improves it will

Module 3

236

1 1 2 3 4

having sent to have reached to find to join

5 6 7 8

having fixed to be looking hire to have forged

2 1 2 3 4

… to be winding down now … to publish the report next week … to be sorted out … to be selling really well

5 … to have been handed over to the owner’s two nieces 6 … to have completed the survey by the end of the month 3 2 Generating profit isn’t the company’s only aim; it also cares about social issues. 3 Expanding the business as rapidly as you intend could be risky. 4 Knowing how to profit from mistakes is important. 5 Having a large salary isn’t my top priority, I want to do a job I enjoy. 6 Getting a promotion takes a lot of hard work. 4 1 2 3 4 5

balancing, to enjoy, spend advising, to set, causing creating, speaking, to halt to sign up, to be accepted, to be mentored to provide, to join, taking

5 1 2 3 4

setting up, giving, finding to be doing, to be assisted to start, finishing off, To tell, to put to have attracted, to have been looking

6 1 It’s not worth worrying about the deadline, I’m sure we can ask for an extension anyway. 2 Although I thought I’d rather work on my own than be tasked with explaining to everyone else how to do the job, I’m actually glad to have taken the challenge. 3 Peter was asked to provide the rest of the team with copies of all the data they had been planning to analyse. 4 Sheila has displayed a willingness to help with our project, despite having been snowed under with her own work for weeks. 7 1 Mike mustn’t be allowed to take on such a heavy workload, it’s not fair. 2 The invention appears to have achieved what was expected. 3 Sally regrets not turning up/not having turned up for the team building event. 4 We didn’t succeed in convincing the client of the plan’s benefits. 5 I would prefer not to cover the nightshift. 6 Sorry! I didn’t mean to interrupt your work. 8 1 2 3 4 5

a a a a a

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to contact calling informing to design disappointing

b b b b b

contacting to call to inform designing to disappoint

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Grammar Bank key 9 1 2 3 4 5 6 10 1 2 3 4 5

be faced to have been helped be found be paid to be hired sending

7 8 9 10 11 12

to be contacted to see to be shortlisted being assessed to improve visit

4 1 You don’t have to avoid carbohydrates to stay healthy. 2 You mustn’t enter the hospital without washing your hands. 3 Dan can swim for hours. 4 You ought to get eight hours of sleep every night. 5 I must focus on my running if I’m going to complete a marathon. 6 May I take one of these brochures for the nutrition seminar? 7 We should be able to run the 10K race in under an hour. 8 I could have a salad for lunch today.

… need will mean attending … … keeping an eye on … … to be completed before … … to be higher than … … on more resources being channelled …

11 1 fully 2 totally 3 greatly

4 absolutely 5 deeply 6 gravely

7 most 8 terribly

12 1 fully 2 downright

3 dead 4 painfully

5 greatly 6 1 had to 2 might 3 should

13 1 very/deeply/bitterly/particularly/utterly, very/particularly 2 absolute/total, entirely/utterly 3 very/deeply/particularly, real/total 4 very/particularly, particularly/entirely/utterly 5 perfect, real 14 1 b

2 a

3 f

15 1 widely acknowledged 2 absolutely perfect 3 completely elusive 16 1 C 2 B

3 B 4 A

5 D 6 B

4 d

5 c

6 e

4 quite wisely 5 universally acclaimed 6 truly great 7 C 8 A

9 D 10 A

11 C 12 A

Module 4 1 1 have to 2 doesn’t need to

3 Shall 4 could

2 1 A

3 A

2 B

5 2 Shall I help you prepare dinner? 3 You mustn’t speak loudly in the library. 4 You ought to/should exercise more. 4 ought to 5 couldn’t 6 must

7 didn’t have

7 2 3 4 5 6 7 8

might have, possibility should have, advice/criticism must have, positive logical assumption can’t have, negative logical assumption might not have, possibility needn’t have, absence of necessity had to, necessity

8 1 2 3 4 5 6 7 8

Lynn should have walked to work ... Mark couldn’t have been the winner ... I shouldn’t have eaten ... ... someone must have ordered ... You ought to/should have spent ... Chris might have ... Michele needn’t have brought ... We could use the Internet ...

5 shouldn’t 9 1 must have 2 may not have been 3 might have

4 B

3 2 possibility – It’s possible that Janet has a gluten allergy so she isn’t eating any bread. 3 necessity – It is necessary for Tom to take his medication every day for two weeks. 4 prohibition – You aren’t allowed to eat in the library! 5 ability – Jolene is able to run an eight-minute mile. 6 Absence of necessity – Doctors now say you don’t have to drink eight full glasses of water a day. 7 suggestion – Let’s go for a walk this afternoon. OR possibility – We have the possibility of going for a walk this afternoon.

10 1 2 3 4 5 6 7

4 couldn’t 5 would have 6 ought to have bought

must have recovered could/might have twisted should have/ought to have bandaged might have had couldn’t have spread didn’t have to change needn’t have taken

11 2 The football tournament should start at 10 am tomorrow.

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Grammar Bank key 3 Peter can’t have worked out as much as he said he did. 4 Might Jessica participate in the tai-chi workshop this year? 5 Their volleyball team may be competing in the Olympics next summer. 6 Sarah must have been cooking; the house smells great! 7 Could Terrence win the Tae Kwon Do championship?

3 1 with 4 2 3 4 5 6

2 by

entered was considered has met were chosen were declared

3 by 7 8 9 10

4 by

have had will be provided are found are interested

5 1 the world’s population is known to be illiterate. 2 is believed to be growing bigger and bigger. 3 is estimated that reptiles may hibernate in very cold conditions. 4 was thought to have taken action against vandalism in the school premises.

12 2 Becky must have been working on her dance moves; now she’s great! 3 George can’t have eaten all the hamburgers; he doesn’t eat meat! 4 Pauline may train for a marathon this spring. 5 Joel may have been taking karate lessons for over a decade. 6 Kate can’t have broken her wrist; she’s not wearing a plaster cast. 7 Darren must be at the gym; his gym bag is gone. 8 The doctor may not have diagnosed Tilly’s illness correctly.

6 1 2 3 4 5

permit spraying the walls with graffiti is said to take animal species will be wiped out the fire was averted will be made redundant

13 2 someone expects something, Krista should eat a diet rich in iron and protein for her training. 3 expressing certainty, Football practice will be cancelled due to the heavy storm. 4 possibility, Martin may slip and fall if he wears the wrong shoes while playing football. 5 permission, Patients can leave the hospital once a doctor signs off on their release.

7 1 2 3 4 5 6 7 8

had my purse stolen had not had it cleaned had her house broken into had our houses evacuated had leaflets distributed have our rubbish collected have had a wild animal refuge constructed having all the sheds pulled down

14 1 A

8 1 would like to have the government abolish the death penalty. 2 were having their car broken into while they were waiting at the bank. 3 to have natural resources conserved. 4 won’t have him going out late at night with the troublemakers in his area. 5 to have wild animals kept in captivity. 6 investigators had the police cross examine the witnesses.

15 1 2 3 4 5

2 C

3 A

4 B

5 D

chance you might want to eat is bound to make a have been allowed to receive free supposed to keep hydrated while being you mind scheduling a check-up

Module 5 1 1 has been charged 5 has been reduced 2 was held 6 would be saved 3 are needed/will be needed/ 7 had been burnt are going to be needed down 4 is being dumped 8 was given

238

4 Bottles should be thrown in recycling bottle banks. 5 Which newspaper was charged for libel?

2 1 The press wasn’t allowed to speak to the suspect/ The suspect wasn’t allowed to speak to the press. 2 Will they make all households recycle? 3 People think the criminal escaped.

9 1 Jack got Robert to volunteer for a good cause. 2 The police will have a forensic expert examine the fingerprints. 3 Linda got her parents to donate money to charity. 4 Emma had Jeff look for information on endangered species. 5 The attorney got the judge to reduce his client’s jail sentence. 6 I’ll have Owen take out the rubbish. 7 The police officer had the speeding driver pull over.

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Grammar Bank key 10 1 yourself 2 herself 11 1 2 3 4 5 6

3 each other 4 myself

5 himself 6 yourselves

going to have pipelines installed had his property trespassed got us to train hard had the demonstrators dispersed should have your car looked at himself ordered the release

12 1 it 2 so

3 not 4 he

5 did it 6 That

7 either

13 1 He always locks the door before he leaves for work but he doesn’t when he is at home. 2 I’m sorry I forgot to invite you to the clean-up event, I didn’t mean to. 3 I can’t show you around the park, but a designated guide can. 4 She asked me to take the plastic bottles to the recycling bin, but I had already. 5 The company said they wanted to reimburse us but they didn’t seem willing to. charity organisations = ones which put all charity administration’s (omit) (administration costs) most of the charity organisations = most of them Instead, of funding luxurious lifestyles and excessive salaries, donor’s money = Instead, donor’s money 5 In your workplace = There 6 run like profitable businesses = run like that 7 Dealing with disasters, poverty and injustice = That

14 1 2 3 4

15 1 I’d really love to. 2 We weren’t advised against taking photos of the rare bird species but I think we should have. 3 She said she’d write to the newspaper editor to complain about the libel article but she didn’t. 4 My sister doesn’t think we can help save our planet, but I do. 5 Do you think our house will be flooded after the heavy rainfall? I hope not. 6 We are going to fix the faulty battery – it keeps breaking down. 16 1 didn’t mean to 2 forgot to 17 1 2 3 4 5

3 wanted to 5 won’t be 4 would love to able to

if taxes were reduced is being held to provide the got my mum to make society are thought to affect /society affect proposal to increase spending

Module 6 1 1 If dad sees 2 Haven’t I been

3 Have you 4 Had John got

2 1 You can have a treat on condition that you behave in the supermarket./You can have a treat provided (that) you behave in the supermarket. 2 Should he offer the house to you, would you buy it?/ Were he to offer the house to you, would you buy it? 3 Suppose (that) Tom had the money, shall we invite him on the camping trip?/What if Tom had the money, shall we invite him on the camping trip? 3 1 Had we invested in the company, we would be seeing returns by now. 2 Should Stella happen to come by, tell her about the end-of-season sales. 3 Had the design been more attractive, the advertisement would have been more successful. 4 Were Fred better at business, he would see that this is a great deal. 5 Had the prices been lower, Jake would have bought the new app. 4 2 If they had any brochures left, I would have picked one up. 3 If the company hadn’t put a lot of resources into advertising, they wouldn’t be so successful. 4 If Susie was shopping all day, she will be tired. 5 If you saw the advert, you would know about this computer’s amazing features. 5 2 Even if you have a good salary, it doesn’t mean that unexpected expenses won’t happen./ It doesn’t mean that unexpected expenses won’t happen even if you have a good salary. 3 Mark couldn’t have opened the delicatessen if his parents hadn’t supported him./ If his parents hadn’t supported him, Mark couldn’t have opened the delicatessen. 4 Supposing (that) I bought the car on hire, how would I afford the payments?/ How would I afford the payments supposing (that) I bought the car on hire? 6 1 Mark wishes he had time to get another job in the evenings. 2 I wish/If only the shop accepted credit cards so I could pay with mine. 3 Oscar wishes the bank would give him a mortgage so he could buy the house. 4 Brian wishes he had taken his dream job when he had the chance.

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Grammar Bank key 5 I wish/If only the shops were not shut/were open so I could get some food to cook. 7 2 I wish it wasn’t a holiday and the shops weren’t closed. If it weren’t a holiday and the shops weren’t closed, I would go shopping. 3 I wish I had had enough money. If I had had enough money, I would have gone to the cinema tonight. 4 I wish I had enough experience. If I had enough experience, I would work in advertising. 8 1 didn’t leave 2 improve 3 would have become 9 1 2 3 4 5

4 5 6 7

opened had placed would try worked

8 could afford 9 to support

happen to go to the shops I would rather go left earlier, I wouldn’t have weren’t/hadn’t been for Vernon’s excellent wish I could buy

Module 7 1 1 says 2 told

3 told 4 tell

5 say 6 asked

7 tell 8 ask

2 2 Susan said (that) she loved the rain because the sound was incredibly relaxing. 3 Tom asked Janet if she was coming because everyone was waiting in the car. 4 Mary told Jack she had gone parasailing years before and that it had been an incredible experience. 5 Martha told James (that) she wished he hadn’t booked the flight and that she would have preferred to have discussed it first. 6 Jerry said (that) he couldn’t talk then because his flight to Japan was about to take off. 7 Rhonda said (that) the sunset was beautiful and she would take a picture for her scrapbook. 8 Karen said (that) they should get to the evacuation centre because there was a tornado headed that way. 3 “I did and it was terrifying,” said Chris. “Yes, it was and I’m glad no one was injured,” agreed Jake. “I heard that when part of a wall collapsed, one family was trapped in their house for three days, but they are OK now fortunately because they had an emergency earthquake kit in their house,” said Chris. “That’s an excellent idea. I will prepare one to keep at my house,” said Jake.

4 2 The engineer said that if the dam hadn’t burst, the flood wouldn’t have wiped out the entire village. – (no tense changes because of unreal past – 3rd type conditional.) 3 Megan told Kelly that she would rather go sand surfing than ride a camel. – (no tense changes with use of ‘would rather’.) 4 Don said to the tour guide that he couldn’t believe he was actually hiking up the slop of an active volcano. – (tense changes from present tense modal can’t to past tense-couldn’t and present continuous – am hiking to past continuous – was hiking.) 5 The environmentalist said that he had recently completed a two-year study of the impact of the forestry industry in the Amazon. – (tenses change from past simple to past perfect.) 6 Professor Miller told his students that if they had worked harder, they could have preserved the ecosystems of more endangered animals. – (no tense changes unreal because of unreal past – 3rd type conditional.) 5 2 Mark asked his cousin who he had gone backpacking through Europe with. 3 Jane asked Molly if (whether) she could pass her the canteen of water. 4 The instructor asked Paula if (whether) it was her first time skydiving. 5 She asked the airline representative what time flight 827 left. 6 2 I wonder when the bus is going to arrive. 3 She doubted that I had gone backpacking across Australia. 4 Could you tell me what I should bring for the camping trip? 7 2 She advised us to wear the proper type of shoes when hiking. 3 Mary suggested helping her set up the tent./ Mary suggested to us that we could help her set up the tent. 4 The tour guide ordered us not to swim in the hot springs. 8 2 He said (that) I/we didn’t have to/needn’t pack so much gear as we were only going camping for a week. 3 The meteorologist said (that) we must be in the eye of the hurricane. 4 He said the earthquake might/could not be powerful enough to trigger tsunamis.

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Grammar Bank key 9 2 Lucy suggested (that) I (should) try surfing while I am in Hawaii. 3 The instructor demanded (that) we (should) have the proper equipment to go cave diving. 4 Aunt Patty recommended (that) I (should) see the Great wall of China. 10 2 informed, would conduct, claimed, would ensure, would be protected 3 encouraged, had passed, warned, had stopped 11 2 She apologised for forgetting to purchase/for not having remembered to purchase the group’s plane tickets to Nicaragua in time. 3 Mark ordered/commanded me to take her to hospital immediately/at that moment because she had broken her arm. 4 Jon suggested going skiing in Aspen instead of Switzerland that winter. 5 He denied being/having been the one who had left rubbish along the hiking trail. 6 She complained that the weather was too miserable and the path was too muddy for her to keep going. 7 Joe refused to take a dip in the hot spring the next/ following morning. 8 Mary begged me to go snorkelling with her. 12 1 2 3 4

accused Richard of forgetting boasted about being the nation’s threatened to leave advised her friend to go

13 1 Some 2 an

3 Some 4 a

14 2 –, the 3 The, –, the 4 –, –, the 15 1 a b 2 a b 3 a b 16 1 2 3 4 5

5 some 6 a

17 2 this

6 7 8 9 10

3 All 4 no

19 2 another 3 the others

4 every other 5 the other

21 1 A

– an – the the

3 These

11 12 13 14 15

4 a b 5 a b

the court court college the college

– an a – a

16 17 18 19 20

4 those

5 That

2 D

3 C

4 B

5 C

22 1 every 2 Each 3 Each

4 Every 5 every 6 each

7 Every 8 Each 9 Each

10 every

23 1 much 2 A lot 3 many

4 little 5 a little 6 many

7 few 8 little 9 much

10 lots of

24 1 by 2 until

3 Should 5 Under 4 Nor 6 after

25 1 2 3 4 5 6

7 one 8 an

5 None of 6 Neither

20 2 Both James and Robert are going to Ecuador for the month of July. /Not only James but also Robert is going to Ecuador for the month of July. 3 Neither Maria nor Karen will ever try hang gliding. 4 Either Erica or Morgan will teach the kids swimming lessons at camp. 5 Not only Carol but also Victoria is having her hair braided on the beach. /Both Carol and Victoria are having their hair braided on the beach.

7 had

do we hear from politicians that after he had photographed the sunset did I travel abroad when did he know that a holiday had he arrived in Argentina when surprised was Maureen by the beauty

5 –, the, the, – 8 The, –, the, – 6 the, –, – 9 the, –, –, – 7 the, –, – 10 –, the, the

hospital the hospital bed the bed prison the prison

– an the – the

18 1 Every 2 each

Module 8 1 2 which/that, who/that 5 (that/which), (that/when) 3 (that/which), who/that 6 whose, which/that 4 who, which/that 2 2 who/that, D, (not omitted – no commas) 3 which/that, ND (not omitted – put commas after festival and before went off) 4 where, D, (not omitted – no commas) 5 which/that, D, (omitted – no commas)

the the the – the 6 This

3 2 The magician who/that my sister is speaking with does magic tricks. The magician my sister is speaking with does magic tricks. 3 The gallery which/that the artist displayed his latest works in is downtown. The gallery the artist displayed his latest works in is downtown.

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Grammar Bank key 4 This is the film which/that he received an Academy Award for. This is the film he received an Academy Award for. 5 This is the man who/that the painting was commissioned for. This is the man the painting was commissioned for. 4 1 2 3 4 5

who is the owner of the three of whom were given the city where Shakespeare was born of which only two were chosen me who wrote the book

5 1 ever since 2 before 3 until

4 By the time 5 now that 6 After

13 1 which 2 that 3 as soon as

7 while

6 2 We bought our concert tickets early in case they sold out. 3 The editor cut a lot of scenes from the film for fear that it would be too long. 4 Eating in the museum is forbidden lest the artefacts (might/should) be damaged by the food. 7 1 such 2 so 8 1 2 3 4 5

3 such a 4 such

such a lot of tickets as soon as he finished reading in order not to forget them such a good actor (that) so (that) he could enter

9 1 Despite 2 While

3 though 4 in spite of

5 such a 6 such an 6 has been acting (ever) since

5 nevertheless 6 However

10 2 Despite never having been in a play before, Fiona went to the audition. Although/Even though Fiona had never been in a play before, she went to the audition. In spite of the fact that Fiona had never been in a play before, she went to the audition. 3 Despite the film being excellent, the plot is complicated. Although/Even though the film is excellent, the plot is complicated. Excellent as the film is, the plot is complicated. 11 2 wherever/everywhere 3 where

3 Due to the fact that his first book was successful, Harry became famous./Harry became famous due to the fact that his first book was successful. 4 The production got great reviews as it was captivating. 5 They rehearsed the songs again, for they didn’t want to make any mistakes. 4 so that 5 although 6 such a

7 considering 8 wherever

14 2 Aren’t these paintings colourful! These paintings are so colourful! What colourful paintings! How colourful these paintings are! They are such colourful paintings! 3 What fantastic actors! How fantastic these actors are! They are such fantastic actors! The actors are so fantastic! 4 How beautiful her voice is! Doesn’t she have a beautiful voice! Isn’t her voice beautiful! She has such a beautiful voice! 15 1 singing 2 Seen 16 2 3 4 5

applied playing Having worked being admitted

17 2 3 4 5 6

3 having read 4 chosen 6 7 8 9

5 planning

Having been rejected wandering Asked viewed

It was Beethoven who wrote this symphony. What Nina loves best of all are adventure films. It wasn’t us who were talking during the film. It was William who booked the tickets. The place where they performed was the music festival. 7 Was it a rock concert that Jessica went to last night? 8 The first place I want to visit is the National Gallery.

4 Wherever/Everywhere 5 anywhere

12 2 Since Chris is in the band, he doesn’t have to pay to get into the festival.

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Practice Tests Key Practice Test 1

Passage 3

Listening Section 1 1 6/six 2 cakes 3 £10/ten pounds

4 3 o’clock 5 £1/one pound 6 ballroom dances

7 homemade sandwiches 8 washing up

9 Carol Weekes 10 280 318 6780

Section 2 11 vistas 12 eighteenth/18th century fort

13 Poulton 14 centre

15 student card 16 light mobility

19 sturdy walking 20 full refund

17 online 18 turn up

Section 3 21 C

22 C

23 C

27 senior management 28 department heads

24 A

25 C

26 B

29systems report 30 full proposal

Section 4 31 32 33 34 35

Olympic sport 200 km expired ever existed water carrier

36 37 38 39 40

under three 1926 Boston Marathon 57 seconds natural abilities

Reading 1 formal 2 structures

3 natural 4 dramatic

7 not given

10 during Tudor times 11 the Arcadian style

5 flowers

8 false

9 true

12 the 20th century 13 flowers

Passage 2 14 C

28 B

29 A

30 D

31 F

32 C

33 B

34 D

35 D

36 B

37 A

38 E

39 C

40 C

Writing Writing task 1 This chart presents information on the holiday destinations of British people over two years, 2014 and 2015. It includes data on percentages of people who took holidays in the UK and abroad, as well as people who did not take holidays. The most common holiday behaviour by far, during both 2014 and 2015, was taking holidays both in the UK and abroad. In both years, 41 percent of the population did this. It is striking that this did not change. In terms of the rest of the data, there were slight differences between years. In 2014, 27 percent of Britons took holidays in the UK only, while 12 percent travelled abroad only. The following year, the number of people holidaying only in the UK fell to 23 percent while those who only travelled abroad rose slightly to 13 percent. The percentage of people who didn’t go on holiday at all rose from 20 percent in 2014 to 23 percent in 2014. Overall, the data is quite similar across years. The numbers of Britons who travelled more than once, or not at all, show little change. While more people chose to stay in the UK rather than go abroad in 2014, this difference became smaller in 2015. This could reflect political or financial anxiety in 2014 that abated in 2015. Writing task 2

Passage 1

6 true

27 C

15 G

16 G

17 A

18 E

19 lactase persistence 20 (the) microorganisms

21guaranteed quality 22 prevent diseases

23 ill health 24 (rapid) expansion

25 (some) cheeses 26 mass market

While few people would argue about the value of education, the question of who should pay for it is often contentious. Should governments use taxpayers’ money to subsidise university education, or should it be down to students and their parents to find a way to pay? It is not an easy question to answer. In some ways, it can be unfair for all taxpayers to contribute to paying for university students’ education. This is especially true because people who did not have the benefit of going to university usually earn lower salaries than the university educated. Why should they have to sacrifice part of their meagre salaries so that someone else can have an advantage they did not have? In addition, some say that students who do not pay for their education take it less seriously and fail to appreciate the opportunity that they have been given. On the other hand, there are some convincing reasons why it’s a good idea, as a society, to subsidise higher education. When a government makes money available for students to

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Practice Tests Key go to university, this makes attending university only a matter of intelligence and hard work, rather than the financial situation of a student’s family. Some say that this results in a much fairer system. Furthermore, since everyone in society benefits from the services of highly educated people such as doctors, teachers and scientists – and don’t forget writers and artists – it can make sense for us to encourage more people to obtain these special skills. In conclusion, as long as taxes are scaled in relation to what people earn, so that no one has to carry a disproportionate amount of the burden, contributing through our taxes to education seems a small price to pay. After all, it’s important for rich and poor children alike to achieve their potential.

Speaking (Suggested Answers) Part 1 Let’s talk about your school days. What can you tell me about your secondary school? My Secondary School was a large comprehensive with around 2000 students from years 7 through to 11. It also had a sixth form college where students could study for their A level exams before university. Did your school have extra-curricular activities? Yes, there were numerous extra-curricular activities available for students to try. The school had lots of sports clubs, such as the football team, basketball team and rugby team. These all practised on school playing fields and courts in the afternoons, usually twice a week. They also had matches against other schools in local leagues. Would you change anything about your school? Yes, I would change the variety of extra-curricular activities available to students. Why? Because while sport was very well supported by the school, other hobbies and interests weren’t. For example, we didn’t have any drama clubs, or music clubs. If you wanted to learn an instrument you could only do it during the school day, which became a problem for other lessons and classes as the timetables were not very flexible. If you wanted to learn an instrument outside of school hours the only choice was to have private lessons. This wasn’t possible for some students, as private lessons can be very expensive. What did you enjoy the most about being a school student? I enjoyed making and keeping so many friends from different areas and walks of life. For me, the real pleasure of school, apart from learning of course, was the social aspect. Most of the friends that I made in school I have kept for life. I think that’s really amazing and isn’t something that you get the chance to encounter in a lot of other areas of life.

Part 2 I’m going to give you a subject to talk about. You have to talk about it for about two minutes. Before you start talking I’ll give you about one minute to think and to write down some notes. Do you understand what you are going to do? Yes, that’s fine. Here’s a pen and some paper to write on. This is your subject. I’d like you to talk about a trip to an interesting museum you have visited. You only have a short time to speak, so I will stop you after a while. Don’t worry about that. You can start talking now. I’d like to talk about the time I visited the Science Museum with my friends in South Kensington, Central London. We went to the Science Museum because they had a special exhibition about the Lord of The Rings film trilogy. It was for a limited time and we were all very excited to see the exhibition before it closed. The exhibition featured lots of costumes, suits of armour, props and swords from the films. We also saw models of the orcs and trolls, as well as sets from Hobbiton, the home of Bilbo and Frodo Baggins. The most amazing thing, though, was the large green screen where you could pose for them to use special effects to shrink you down to hobbit size for photographs! I thought that the museum exhibit was interesting because it offered fans of the films the chance to get up close to the items and costumes of their favourite characters, and learn more about the fascinating technology behind film making and special effects. Thank you. Part 3 You’ve been telling me about a museum you have visited. I would like to talk to you about museums and visitors to museums generally. Are museums important? Why or why not? Yes, I think museums are very important, for lots of reasons. Firstly, they play an important role in educating people about all sorts of topics. Science, nature, culture, history and even sports and entertainment. Secondly, museums give people a chance to see and have access to things and materials that they might not ever get the chance to see. This is especially true for historical or cultural items. Lastly, I think museums play and important role in protecting and maintaining rare and very old artefacts and relics. Museums are vital in preserving our history and culture in this way.

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Practice Tests Key Should people pay to visit museums? Why or why not? I don’t think that people should pay to visit museums. Many museums hold rare items that are very important to a country’s culture and history. National treasures like these should be available for everyone to enjoy, and not be limited to only those who can afford it. For this reason, I think that governments should fund museums and make the entry to them totally free to visitors. Perhaps there could be some special exceptions, like special temporary exhibits that have additional expenses, but on the whole, I don’t agree with visitors paying an entry fee. How important is it for governments to look after artefacts in museums? As I said, since many items in museums are national treasures, I feel that it is very important for governments to look after artefacts found in museums. I believe that in addition to covering the entrance fees for visitors they should also provide funding to put towards the conversation and preservation of relics and historical items. Another important way that governments can help to look after artefacts is to protect them legally, and by controlling the ownership and trade of such items very carefully in order to keep them safe for future generations. How should museum visitors behave when in a museum? It’s important for museum visitors to behave well when in a museum. They must be respectful and careful around exhibits, and follow the rules carefully about the eating of food and drinking as well as photography. People should also not be selfish, and remember that the exhibits are there for everyone to experience and enjoy. So it’s important not to spend too much time hogging an exhibit for yourself when other people also want to see it. What do people learn by visiting museums? People can learn a lot of things. They can learn about the facts and history of a specific place, person or thing. They can also learn about their own culture and society, and how to appreciate the heritage of their own people. Visitors can also learn about other countries as well and other nations from history. Do museums appeal to younger people or mainly older people? Why? I think that museums appeal to all age groups not just younger people or older people. This is because nowadays museums are very interesting and stimulating, with interactive exhibits and all kinds of technology. This means that they are not boring for young people as perhaps, they might have been in the past. Likewise, museums still have the traditional exhibits and artefacts inside them that continue to attract older visitors as well. Thank you. The Speaking Test is now finished.

Practice Test 2 Listening Section 1 1 Holmes 2 1983 3 trial period

4 evening 5 £40/forty pounds

6 10 k 7 knees 8 under three/3

9 personal assistant 10 (club) T-shirt

Section 2 11 C

12 C

13 C

15 B

16 D

17 E

18 a logjam

14 A

19 under patrol

20

on standby

Section 3 21 developing countries 22 distribution hubs 23 retail packaging

24 minimal processing 25 refrigerated lorries

26 the introduction 27 supermarket manager 28 graphs

29 three weeks 30 Head Prefect

Section 4 31 32 33 34

21 pathogens 1000/a thousand antibiotics

35 36 37 38

39 vitamins

elasticity waterproof follicles cushioning

40 detergents

Reading Passage 1 1 T

2 F

7 D

3 F

4 DS

5 DS

8 B

10 filter out 11 (actively) look

6 T

9 E 12 key questions 13 prejudicial

Passage 2 14 iii

15 vi

19 energy 20 reservoir

16 i

17 viii

18 iv

21 windless 22 hydraulic

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Practice Tests Key 23 emissions 24 succeed in

25 financial contribution 26 economic regeneration

Passage 3 27 NOT GIVEN 28 NO 29 YES

30 YES 31 NOT GIVEN 32 YES

33 34 35 36

37 38 39 40

storm artefacts/findings/finds decompression sickness gear wheel

clockwork mechanism 14th century predict eclipses precision

Writing Writing task 1 The diagrams show Clifton Municipal Park at three different stages of its development: 1960, 1990 and 2010. In 1960, small local shops and a children’s play area lined the road and behind them was a large nature reserve, a boating lake and picnic area. By 1990, the park had acquired the property where the shops used to be, and built a large building there that housed an indoor sports complex. Part of the play area was also used for this building, resulting in a smaller outdoor play area. However, the nature reserve, lake and picnic area remained largely unchanged. In 2010, big changes had taken place. The part of the nature reserve adjacent to the sports complex was developed, and a running track was built there. In addition, the children’s play area was demolished and a football field was built in its place. A small play area for children was constructed in the picnic area, resulting in a reduced area of grass and picnic tables close to the boating lake. Over this period of time, there was an overall increase in developed land and a decrease in natural vegetation and undeveloped space. However, more sports facilities are now available for park visitors. 203 words Writing Task 2 It seems to be an unfortunate fact that house prices have increased in most of the world’s large cities to the degree that ordinary people cannot even dream of owning their own home, due to a number of social and economic factors. However there are measures that governments can take to help solve the problem and ensure housing is affordable for all. House prices in big cities around the world have skyrocketed for a number of reasons. One of the most important factors influencing this is the movement of people from rural areas into the cities, usually for purposes of finding work. As a result of this migration, the populations in

cities have increased rapidly, and there are simply not enough houses to go around and prices are pushed up. In addition, investors see this as an opportunity to profit, so they scramble to buy up property and rent it out at high prices. This has the unfortunate effect of making the wealthy even richer while people with less means are trapped in a situation that they cannot escape. If governments were to put certain policies in place, it could do much to solve this problem of unaffordable housing. Firstly, investors should be discouraged from buying properties purely as money-making opportunities. This could be accomplished by heavily taxing people when they own second or third properties, which would make it a less profitable investment option and put more homes on the market for first-time buyers. In addition, where possible, more affordable housing should be built in city centres; for example, disused industrial buildings could be converted into flats. As a result, supply would more closely match demand and prices would drop. In conclusion, the high demand for housing in cities, along with investors purchasing property to make money, means that ordinary people have a very hard time buying their own homes. However, if investors were discouraged and more homes were created, the situation could surely be improved. 327 words

Speaking (Suggested Answers) Part 1 Let’s talk about what you do. Do you have a job or are you studying? I’m a student. What subjects are you studying and why? I’m studying Biology because I want to become a doctor one day. Specifically, I’m taking classes in anatomy and biochemistry and mathematics. What methods of study do you prefer to use? Well, we have a lot of reading to do. We read text books and journal articles. I enjoy reading in order to learn things; I prefer it to memorising facts. In lectures, I prefer just to listen and get an understanding of the topic, rather than taking a lot of notes. Then I read on the subject on my own, to fill in the details. Is there anything you dislike about your studies? Some of my classes are really big and I’d say that’s what I dislike most. For example, when there are two hundred students in an auditorium, it can be hard to concentrate. I had one class where there were so many students that half had to watch the lectures on live TV because there weren’t enough seats in the auditorium!

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Practice Tests Key What do you think of the teaching staff at your college? They are very good, for the most part. Most are accessible and friendly, and so it’s easy to go and ask for help. Some lecturers are better than others, of course, but that’s to be expected. My favourite teacher is my biochemistry professor; she can explain complicated topics very clearly, and her lectures are always interesting. Let’s go on to talk about leisure activities. What leisure activities are most popular in your country? Let’s see. Most people like to meet up with their friends in a cafe, or go for a meal. Going to the cinema is popular too. Are cultural activities seen as a way to enjoy free time? Yes, I think so. Lots of people like to play or just go and listen to traditional music, for example. Going to all kinds of concerts is very popular here. Other cultural activities like going to museums are popular with some people, but not everyone. Lots of young people would rather go shopping or play sports. I enjoy going to the Museum of Modern Art, for example, but I don’t go very often. Do you participate in any cultural activities? Well, as I said, I do go to museums once in a while. I like going to the theatre, too, but I don’t go often. I go and see live music whenever I can. Let’s see ... really, I only participate as a spectator. What do you enjoy doing most in your free time? I enjoy meeting up with my friends; sometimes we go for a walk, or to a café. I also like going to the gym, or going running. When I have more free time in the summer I love to read, but I don’t read much while I’m studying. Part 2 I’m going to give you a subject to talk about. You have to talk about it for about two minutes. Before you start talking I’ll give you about one minute to think and to write down some notes. Do you understand what you are going to do? Yes, I understand. Here’s a pen and some paper to write on. This is your subject. I’d like you to describe an important event that takes place in your country. You only have a short time to speak, so I will stop you after a while. Don’t worry about that. ... You can start talking now. I’m going to talk about New Year’s Eve celebrations, which are very important in my country. I guess the reason they take place is to mark the passage of time, and celebrate the new year, and wish everyone good luck and good fortune in the next year that’s ahead. The celebration takes place on the night of December 31st and the morning of January 1st each year. It’s traditional for everyone to stay awake until midnight, when the year changes over. Lots of people go

out, because there’s a huge party in the city centre, and they have a concert and an amazing fireworks display. Some people have parties or go to parties at their friends’ homes, and then they will usually watch the fireworks display on TV. Wherever people are, when the clock strikes midnight, they start wishing everyone around them ‘Happy New Year!’ I think it’s an important celebration because it’s a time to be with friends and family, and have a good time. It’s usually cold and dark at this time of year, so it lifts everyone’s spirits to have a big celebration. It is also a kind of a symbolic fresh start, and a lot of people think about what they want to change or achieve in the coming year. Some people make new year’s resolutions, things like going to the gym, or going on a diet, which they usually break rather quickly! Thank you. Part 3 You’ve been telling me about a celebration. Now I would like to talk to you about family events and celebrations generally. What sort of events and occasions do families enjoy celebrating? I think families enjoy celebrating all the major holidays, of course, like Christmas and Easter, but also personal celebrations like birthdays, graduations, anniversaries and weddings. Why are celebrations significant events in people’s lives? Basically, all of these events are chances for everyone in a family to meet up and spend time together. Or, sometimes, they mark important life stages. People often travel from far away to be there for celebrations, particularly weddings which are relatively rare events. But I think every family is different. For some, special occasions are extremely important, and for others they are less important. Should people be allowed to take important events as time off work? I think they should be allowed to, if they want to, but they shouldn’t have to. Not everybody celebrates the same things in the same ways, so I think it makes sense to let people choose the times that are important for them to take off work. For example, if somebody needs to travel for a wedding, they should be allowed to take time off to do that, as much as possible. But that doesn’t mean they should get more time off than somebody who doesn’t have a wedding to go to!

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Practice Tests Key Now I would like to talk to you about national events and celebrations. What makes national events and celebrations popular with people? I guess these kinds of events are often things like parades or military displays, or fireworks for an independence day celebration. I suppose they could be popular with people because they make people feel patriotic towards their country. It is like a celebration of identity. People feel like they belong, and they are safe, because their country is powerful and important. Are these kinds of events as popular now as they were in the past? No, I don’t think they are as popular these days. There are a lot of political and economic problems nowadays, and it’s not very common to feel patriotic. Also, most countries aren’t involved in wars, to the extent that they were in the past, so currently it often seems that the government is giving people trouble rather than protecting them. We could say protests are more popular than national celebrations these days.

What kinds of events will countries celebrate in the future? I’m not sure. Perhaps in the future we will have some kind of new hero, perhaps someone will find a way to solve the financial troubles the world is having at the moment, or someone will manage to redistribute wealth in a fairer way. Then countries can have new national events celebrating what these people achieved. Or perhaps there will be more organised protests, or events like Earth Day, which will serve to remind governments what people are concerned with, rather than celebrating some kind of victory. On the other hand, I think we will still have celebrations to honour people who fought in past wars, because their contributions will always be significant, however much time has passed. Thank you. The speaking test is now finished.

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