Revised FCE Result Teacher's Book

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FCE Result develops the skills your students need to get the right result in the Cambridge English: First (FCE) exam. The lively content and vibrant design keep your students motivated. The new Online Skills Practice reinforces the work you do in class. This can be managed by you, or students can do it as self-study. Use the new FCE Result iTools on your interactive whiteboard to bring a fresh approach to teaching.

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Revised FCE Result Teacher's Book

  1. 1. 4Teacher’s PackDAVID BAKER1R E V I S E DTB.indb 1 21/01/2011 15:31
  2. 2. 1Great Clarendon Street, Oxford ox2 6dpOxford University Press is a department of the University of Oxford.It furthers the University’s objective of excellence in research, scholarship,and education by publishing worldwide inOxford  New YorkAuckland  Cape Town  Dar es Salaam  Hong Kong  Karachi Kuala Lumpur  Madrid  Melbourne  Mexico City  Nairobi New Delhi  Shanghai  Taipei  TorontoWith offices inArgentina  Austria  Brazil  Chile  Czech Republic  France  GreeceGuatemala  Hungary  Italy  Japan  Poland  Portugal  SingaporeSouth Korea  Switzerland  Thailand  Turkey  Ukraine  Vietnamoxford and oxford english are registered trade marks ofOxford University Press in the UK and in certain other countries© Oxford University Press 2011The moral rights of the author have been assertedDatabase right Oxford University Press (maker)First published 20112015  2014  2013  2012  201110  9  8  7  6  5  4  3  2  1All rights reserved. No part of this publication may be reproduced,stored in a retrieval system, or transmitted, in any form or by any means,without the prior permission in writing of Oxford University Press (withthe sole exception of photocopying carried out under the conditions statedin the paragraph headed ‘Photocopying’), or as expressly permitted by law, orunder terms agreed with the appropriate reprographics rights organization.Enquiries concerning reproduction outside the scope of the above shouldbe sent to the ELT Rights Department, Oxford University Press, at theaddress aboveYou must not circulate this book in any other binding or coverand you must impose this same condition on any acquirerPhotocopyingThe Publisher grants permission for the photocopying of those pages marked‘photocopiable’ according to the following conditions. Individual purchasersmay make copies for their own use or for use by classes that they teach.School purchasers may make copies for use by staff and students, but thispermission does not extend to additional schools or branchesUnder no circumstances may any part of this book be photocopied for resaleAny websites referred to in this publication are in the public domain andtheir addresses are provided by Oxford University Press for information only.Oxford University Press disclaims any responsibility for the contentisbn: 978 0 19 481738 7Printed in ChinaThis book is printed on paper from certified and well-managed sources.TB.indb 2 21/01/2011 15:31
  3. 3. 3ContentsStudent’s Book Contents 4Introduction6Unit 111Unit 217Unit 324Unit 430Unit 536Unit 642Unit 748Unit 854Unit 960Unit 1066Unit 1172Unit 1279Unit and Progress Tests 85Unit and Progress Tests Key 123Answer sheets 131TB.indb 3 21/01/2011 15:31
  4. 4. 4Reading1 Part 1 Multiple choiceThe Jim twinsVocabularyDescribing personalityGrammarTalking about thefuture2 Part 3 Multiple matchingBorn to be wildWildpage 21Describing naturallandscapesVerb patterns3 What’s so funny?page 334 Inspiredpage 455 Real or fake?page 576 Journeyspage 697 I get the messagepage 818 A matter of tastepage 939 Going to extremespage 10510 All in the mindpage 11711 Man and machinepage 12912 Make a differencepage 141The circle of lifePart 2 Gapped textStrange but true …Extreme adjectives Talking about the pastPart 2 Gapped textWhen the musictakes youFilms Simple and continuoustensesPart 3 Multiple matchingImpostorsVerbs connected withspeechReported speechPart 1 Multiple choiceCoast to coastTravel Modal verbs: advice,ability, prohibitionand obligationPart 3 Multiple matchingSOSThe verb get PassivesPart 2 Gapped textThe great tastesensationFood Speculating about thepresent and pastPart 1 Multiple choiceAgainst all oddsCompound adjectives Relative clausesPart 2 Gapped textSwitch off your mindand become a geniusMental activities Comparatives andsuperlativesPart 1 Multiple choiceThe gadget generationGadgets and theirpartsConditionalsPart 3 Multiple matchingPerforming protestsAchievement andsuccessCausative verbs: have,make, let and getLead inat the start of every unitReviewat the end of every unitExam Overviewpage 4Student’s Book ContentsTB.indb 4 21/01/2011 15:31
  5. 5. 5ListeningPart 4 Multiple choiceSpeakingPart 1Use of EnglishPart 4 Key wordtransformationsVocabularyUsing a dictionaryWritingPart 2 An informal letterPart 2 Collective nouns Part 1 A formal emailPart 1 Multiple choice Parts 3 and 4 Part 1 Multiple-choiceclozePhrasal verbs withputPart 2 A storyPart 1 Multiple choice Part 2 Part 2 Open cloze Phrasal verbs withtakePart 2 A reviewPart 4 Multiple choice Part 1 Part 3 Word formation Idioms connectedwith speechPart 2 An essayPart 1 Multiple choice Part 3 Part 4 Key wordtransformationsIdioms with comeand goPart 1 An informal emailPart 3 Multiple matching Parts 3 and 4 Part 1 Multiple-choiceclozePhrasal verbs Part 1 An informal emailPart 3 Multiple matching Parts 3 and 4 Part 3 Word formation Word pairs Part 2 A reportPart 2 SentencecompletionPart 2 Part 4 Key wordtransformationsBody idioms Part 1 A letterPart 3 Multiple matching Part 2 Part 3 Word formation Expressions withmindPart 1 A letterPart 4 Multiple choice Parts 3 and 4 Part 2 Open cloze Compound nouns Part 1 A letter ofcomplaintPart 2 SentencecompletionPart 2 Part 1 Multiple-choiceclozeCompoundadjectivesPart 2 An articleAppendixpage 153Writing Guidepage 155Grammar Referencepage 163Student’s Book ContentsTB.indb 5 21/01/2011 15:31
  6. 6. Introduction6IntroductionCourse overviewFCE Result (revised edition 2011) is a contemporaryand attractively designed course with unusual, eye-catching artwork. It covers the major language skills,and provides students with comprehensive preparationfor the Cambridge First Certificate in English at theCouncil of Europe B2 level. Its lively, up-to-date textsare taken from authentic sources, such as newspapers,magazines, brochures and books, and includeinterviews and radio programmes. Its engagingtopics are designed to stimulate interest and provokediscussion.Each unit of the course has a general topic heading,but each section within the unit is free-standing andhas a different angle on the overall topic. This givesteachers flexibility in planning lessons and providesvariety for students. There is an emphasis on grammarand vocabulary work throughout the course and areview section at the end of each unit which allowsstudents to check what they have learned. Dictionaryskills work is integrated throughout the Student’s Bookand Workbook, with additional support in the Using adictionary for exams booklet in the Teacher’s Pack (seepage 10 of this Introduction).As well as being encouraged to consolidate, improveand activate their knowledge of the English language,students are given extensive training in all FCEexamination skills and task types. The How to do itboxes offer general help in tackling these task types,and in building on their language skills, while the Tipboxes give additional helpful hints on how to approachindividual tasks.The flexibility, organisation and additional componentsof the course enable it to be used with studentsstudying several hours a week throughout theacademic year, or with students on shorter, moreintensive courses.The course consists of a Student’s Book with orwithout Online Skills Practice plus online FCE practicetest, two class audio cds, a Teacher’s Pack, WorkbookResource Packs (with or without key), and iTools(classroom material for use on interactive whiteboards).Course componentsThe Student’s BookThe course consists of 12 units, each of which isdivided into these sections:• Lead in• Reading• Vocabulary• Grammar• Listening• Speaking• Use of English• Vocabulary• Writing• ReviewThe Lead in sections are designed to introduce,through a variety of skills input and activities, thevarious sub-topics and key vocabulary of the unit.The Reading sections deal comprehensively withall the Reading task types. There is a short lead inquestion before students tackle the exam task andsometimes a short exercise based on the vocabularyin the text itself, although students are not encouragedto find out the precise meaning of all the words in thetext. The last exercise often invites students to react towhat they have just read.The Vocabulary sections draw on and expand topicor lexico-grammatical vocabulary from the Leadin, Reading or Use of English pages, and encouragestudents to use the vocabulary in context. As well astopic-related vocabulary, there are functional phrases,useful expressions, easily confused words, wordformation tasks and phrasal verbs. Many of thesesections encourage students to refer to a dictionary,and a number of exercises are designed to showstudents how a dictionary can help specifically withexam tasks, as well as generally supporting theirlanguage learning, and helping them to become moreindependent learners.The Grammar sections adopt a holistic approach togrammar, tackling general areas by checking whatstudents already know, and then inviting them toTB.indb 6 21/01/2011 15:31
  7. 7. Introduction 7practise newly acquired knowledge. The sections arecross-referenced to the Grammar Reference at the backof the Student’s Book.The Listening sections introduce the topic in questionand encourage students to react to what they haveheard. The tasks cover all the FCE Listening task typesand students are encouraged to build on their listeningskills in a variety of ways, e.g. by deciding whyanswers are wrong. The revised edition of the Student’sBook includes five replacement Listening tasks.The Speaking sections focus on a particular part of theSpeaking test. Many units have recorded models of thetasks for students to listen to, either to analyse themor to use as a model before doing the task themselves.As well as the How to do it boxes, help is also given inthe form of groups of phrases which students can usewhen doing the tasks. Colourful artwork also appearsin the form of illustrations or pictures used for theexam tasks. Wherever possible, the pictures have beengiven a prominent position on the page to facilitatetheir use for exam tasks.As well as highlighting the individual task types, carehas been taken to make the Use of English sections asinteresting and stimulating as possible. Each sectioncovers one or more of the five task types and most alsofocus on another aspect of language, e.g. spelling andpunctuation, grammar or vocabulary. Dictionary skillswork, similar to that in the vocabulary sections, alsofeatures here.The Writing sections deal comprehensively with thecompulsory Part 1 question and all the choices in thePart 2 examination task types. Models of good andless effective writing styles are given and students areinvited to analyse these, practise their writing skills atsentence or paragraph level, then produce a completepiece of writing of their own.The Review sections mainly test the key vocabularyand grammar studied in the unit. Several shortexercises invite students to revise this material andidentify any areas requiring further study. Theyprovide a valuable progress check at regular intervalsand can be done in class or set for homework,depending on the time available.The Exam Overview outlines comprehensively whateach part of the FCE exam consists of, how long eachpaper lasts and the number of marks awarded, andexplains the grading system or criteria for assessment,where applicable. Each paper is broken down into thefollowing:• the number of items, sections or task types ineach part• what you do in each part• what each part testsCross-references to the How to do it boxes on therelevant pages of the Student’s Book are given here.The Appendix contains additional material for certainpages of the Student’s Book.The Writing Guide gives students additional supportwith further questions, model answers and guidancefor writing letters and emails, magazine articles,reviews, essays, and reports.The Grammar Reference provides comprehensive rulesand explanations for the usage of individual grammaritems, namely: articles, simple and continuous tenses,present tenses, talking about the future, talking aboutthe past, verb patterns, reported speech, modals,passives, so and such, relative clauses, comparativesand superlatives, conditionals, and causatives.Online Skills PracticeThe Student’s Book is also available with access toOnline Skills Practice and an online FCE practice test.Using the Online Skills PracticeThe Online Skills Practice is accessed via a unique‘unlock’ code. This can be found on the card at theback of the Student’s Book, in the Student’s Book withOnline Skills Practice Pack. The exercises and tasks inthe Online Skills Practice allow students to continue todevelop the skills and sub-skills they need for the FCEexam outside class time.The Online Skills Practice can be:• teacher-managed via a free Learning ManagementSystem (follow the instructions for Option 1 orOption 2 on the card at the back of the Student’sBook.)OR• used by individual students for self-study (refer yourstudents to the instructions for Option 3 on the cardat the back of the Student’s Book).Teacher-managed Online Skills PracticeIf teaching the Student’s Book in class, we recommendchoosing this option in order to assign exercises andtasks from the Online Skills Practice and the onlineTB.indb 7 21/01/2011 15:31
  8. 8. Introduction8practice test via the free Learning Management System(LMS), where it’s easy to:1 manage what exercises and tasks your students doand when they do them.2 see your students’ results in an online markbookso that you can identify areas of class or individualweakness, allowing you to focus on what studentsreally need to work on.3 read, comment on and mark your students’extended writing tasks online, with an option toreturn work to students for them to improve andresubmit. A marking guide and sample answer areprovided.4 listen to, comment on and mark your students’recorded responses to Speaking tasks online.You can choose whether to assign the exercises andtasks in the Online Skills Practice ‘without help’ (forassessment) or ‘with help’ (for supported learning).For exercises and tasks you set ‘with help’, studentsare allowed to:1 mark their answers, have another attempt atanything they got wrong, and see the correctanswers with explanatory feedback.2 look up the meaning of words in questions andtexts in the integrated online Oxford AdvancedLearner’s Dictionary, 8th Edition. This saves timeand helps students improve their vocabulary.3 read tips and strategies to help them prepare for theexam.4 see sample answers for the writing tasks and usefullanguage for the Speaking tasks.If you assign exercises ‘without help’, these supportfeatures will be disabled.You could choose the sections or exercises of theOnline Skills Practice you wish students to do, andassign them first ‘without help’, i.e. with all supportfeatures disabled. This will allow you to assess howwell prepared your students are at any stage of thecourse. You can then assign any problematic exercisesagain ‘with help’, i.e. all support features enabled, sothat individual students can benefit from the learningsupport features. You can assign all the Online SkillsPractice, or one unit, or a selection of sections orexercises.If you choose to use the LMS, we recommendfollowing instructions for Option 1 on the card in theStudent’s Book. If you would prefer to register studentsyourself, you will need to collect their cards withunlock codes and follow the instructions for Option 2.Self-study Online Skills PracticeYou may prefer your students to work through thematerial in the Online Skills Practice and FCE practicetest at their own pace, using the ‘self-study’ option.Students will need an email address to register. Theywill need to follow the instructions for Option 3 on thecard in their books. For this option, students will haveaccess to all the learning support features (see below),but you will not be able to track their progress, seetheir results or do any marking online.Note!It is very important that you tell your studentswhich access option you want to use. For moreinformation about Online Practice Skills and theLMS go to www.oxfordenglishtesting.com.Students have 1 year to complete the Online SkillsPractice and FCE Practice Test from the time theyregister.Online Skills Practice contentEach of the 12 units in the Student’s Book has fourcorresponding sections in the Online Skills Practice.Each of these sections starts with one or two sub-skills training exercises, and concludes with practiceof an exam-type task for that skill/paper. Thesesections extend and build on the Tip and How to do itboxes, and the parts of each paper that are covered inthe Student’s Book units. The training exercises focuson the sub-skills and strategies that will help studentswith specific exam tasks.Learning support featuresThese learning support features are available tostudents for assignments set ‘with help’ or if studentsare using the self-study option.Feedback Students get answers andexplanatory feedback onautomatically marked questions.If they can understand why theyanswered a question incorrectly itwill help them to think more clearlyabout a similar question the nexttime.Dictionarylook-up:OxfordAdvancedLearner’sDictionary,8th EditionAllows students to look up themeaning of words in exercises andtexts.TB.indb 8 21/01/2011 15:31
  9. 9. Introduction 9iToolsFCE Result (revised) iTools provides teachers withnew material for use on interactive whiteboards(IWBs). This aims to develop and extend material inthe Student’s Book. Please note that this iTools is notthe Student’s Book on screen. Each unit in the iToolscorresponds to the topic and lexical/grammaticalcontent of the Student’s Book. The FCE Skills sectionprovides further opportunities for students to developtheir FCE Reading, Use of English and Listening skills.ContentCourse-specific contentThree or four new exercises develop and expand onmaterial in the corresponding Student’s Book unit.These include vocabulary and grammar extensiontasks, PowerPoint presentations of grammar points,additional reading and listening tasks for additionalexam practice, photos for Speaking activities withadditional tasks, and video clips.The Writing Guides from the Student’s Book areincluded for class use.FCE skills practice• Four interactive Reading skills tasks – focusing onsub-skills for Reading.• Four interactive Use of English tasks (one for eachpart of the FCE exam).• Four interactive Listening tasks (one for each part ofthe FCE exam).ResourcesThe following are available via the Resources tab:• Teacher’s Book answer key• Speaking and Writing Assessment Booklet (in PDFformat)• Teacher’s DVD• Using a dictionary for exams booklet (in PDF format)• Student’s Book audio• Unit and Progress Tests – please note that these areadditional to those printed in the Teacher’s Book,and both versions of these tests are applicable to therevised Student’s Book material.Tips Tips are available on how to answerexam questions and other generallanguage learning tips. Studentsneed to click ‘Show Tip’ on the leftof their Online Skills Practice screen.Audio scripts Students can read audio scripts inthe Listening and Speaking sections.They can view these by clicking the‘Audio script’ link at the bottom oftheir Online Skills Practice screen.SampleanswersStudents can see sample answersin the Writing sections and readcomments on them to see what isexpected in the exam. Students canthen improve their own answer.UsefullanguageLists of useful language are providedin the Speaking sections, accessedby clicking the ‘Useful language’link at the bottom of the screen.Change youranswers andtry againStudents can click the ‘Change’button to try an exercise or answera question again. If students areusing the self-study option or youhave set them the assignment ‘withhelp’, they can change their answersas many times as they wish beforesubmitting their assignment.Online FCE practice testThe unlock code for the Online Skills Practice alsoincludes access to a complete oxfordenglishtesting.comFCE practice test. If you are using the LMS option youcan assign this test to your students as a whole test, orby paper or part using Test mode (= ‘without help’) sothat you can assess how well-prepared your studentsare, or in Practice mode (= ‘with help’) for practiceand familiarisation with the exam task types.TB.indb 9 21/01/2011 15:31
  10. 10. Introduction10The Workbook Resource PackThe Workbook Resource Packs (not revised for 2011)consist of a Workbook (with or without key) and aMultiROM. The MultiROM at the back of the Workbookcontains audio material linked to the ListeningSections in the Workbook. Students can play the audioin a CD player or on a computer. There is also a linkwhich launches students to www.oxfordenglishtesting.com where they get access to two interactive onlineFCE practice tests. The tests offer authentic FCEpractice, automatic marking for instant results andan online dictionary look-up facility. For furtherinformation, visit the website itself.The Workbook consists of the same number of units asthe Student’s Book and mirrors the examination tasktypes. The umbrella topics are the same as those inthe Student’s Book but the section topics are different,although they have some connection to those in theStudent’s Book. Each unit consists of five sections:Reading, Vocabulary, Grammar, Listening and Use ofEnglish.Vocabulary and Grammar are given a high profile.The Vocabulary sections pick up on and extend thevocabulary introduced in the Reading texts.Grammar both consolidates what has been taught inthe Student’s Book, e.g. a review of verb patterns, andintroduces further mini-grammar sections in theGrammar Extra sections.The Listening and Use of English sections give studentsfurther practice in exam task types. Please note that inthe Workbook, the listening tasks are not repeated onthe MultiROM as they would be in the exam.Dictionary skills work also features in the Vocabularyand Use of English sections.Workbook Review sectionsAfter every three units, i.e 1–3, 4–6, 7–9, 10–12, thereis a two-page review of the vocabulary and grammarin the three previous units. These enable studentsto check their own progress at regular intervals andidentify any areas requiring further study.Website materialsAdditional materials are available on the ResultTeacher’s site www.oup.com/elt/teacher/result and onthe Student’s site at www.oup.com/elt/result .The Teacher’s PackThe Teacher’s Pack consists of a Teacher’s Book withDVD, a Writing and Speaking Assessment Booklet anda Using a dictionary for exams booklet, updated in therevised edition to refer to the OALD 8th Edition.The Teacher’s Book contains procedural notes and afull answer key, including suggested answers, for theactivities in the Student’s Book. It also includes thetapescripts for the listening sections with highlightedanswers, as well as optional activities for classroomuse. There are 12 Unit Tests and four Progress Testswith answer keys, which can be photocopied forclassroom use.The 32-page Writing and Speaking Assessment Bookletis divided into two sections. The Writing sectioncontains information about the assessment criteriaused by Cambridge ESOL for marking Paper 2 answers,and has an authentic sample answer, written by astudent studying at FCE level, for each of the tasksin the Writing sections of the Student’s Book. Eachanswer is accompanied by notes on the requirementsof the task, and an assessment of the answer accordingto the exam criteria.The Speaking section specifically supports the DVD,which contains footage of real students doing Paper5 tests under exam conditions, with commentariesand analysis by experienced oral examiners. The DVDis designed to help teachers in a number of ways:to familiarise them with the format of the SpeakingPaper; to explain the requirements of each Part and theassessment criteria used by the examiners; to enablethem to assess their own students and be able to trainthem to give a good performance. Sections of theDVD can also be shown in class to students, using thephotocopiable worksheets in the booklet at the sametime.The 32-page Using a dictionary for exams bookletcomplements the dictionary work that featuresthroughout the Student’s Book and Workbook.Aimed at teachers of PET, FCE and CAE, it containsideas for classroom activities for each of the mainpapers in these exams, showing how dictionaries canhelp with specific exam tasks. The 11 worksheets arephotocopiable for use in class.TB.indb 10 21/01/2011 15:31
  11. 11. 111Unit  1    The circle of lifeLead in  p91 Ask students to do exercise 1 individually and towrite down their answers.2 Before students compare their answers in pairs,check they understand the physical featuresmentioned, especially the more difficult ones(tanned, hazel, bushy, hooked). Prepare examplesor be ready to draw diagrams, if necessary.3 Get the different pairs to report back their answers(and the reasons for them) to the rest of the classbefore checking. You could do a similar activityusing photos of famous people from the students’own country, if you think the ones in the bookmight be unfamiliar.KeyScarlett Johansson (photo 1) and Hunter Johansson(photo 6) are twin sister and brother.Ben Affleck (photo 2) and Casey Affleck (photo 7)are brothers.Goldie Hawn (photo 3) and Kate Hudson (photo 8)are mother and daughter.Charlie Sheen (photo 4) and Martin Sheen (photo5) are son and father.Background informationScarlett Johansson is an American actress andsinger; her twin brother, Hunter, is younger thanher by three minutes.Ben Affleck is an American actor, film director,writer, and producer; his younger brother, Casey, isan actor and film director.Goldie Hawn is American actress, film director,producer, and singer; her daugher, Kate Hudson, isan actress.Charlie Sheen is an American actor; his father,Martin Sheen, is an actor.4 For the first two points, you might need to elicitand/or pre-teach some more vocabulary forphysical descriptions: dimples, freckles, etc. Becareful with this activity if you suspect that anyof your students might be sensitive about theirphysical appearance. For the last point, personality adjectives will becovered in Vocabulary exercise 1 page 12. At thisstage, just elicit and/or pre-teach a few examples,perhaps in terms of opposites, e.g. calm/quicktempered, funny/serious, patient/impatient, etc.Reading  p101 Students should discuss this in pairs or smallgroups. Give them a time limit of about threeminutes for this warm-up discussion.2 Give students a time limit of approximately fiveminutes to help them with speed reading, andencourage them not to get stuck on unknownvocabulary, as they may not need it to answer thequestions.Keyc3 Key1 A ✓ By studying … twins who have not grownup together, researchers can see … (l. 14–16) B ✗ It’s already known that all identical twinshave identical DNA (l. 13–14), so this isnot what scientists are interested in. C ✗ There is no reference to this. D ✗ Scientists are interested in whichsimilarities remain as well as whichdisappear. (l. 16–17).2 A ✗ The twins were finally reunited at age 39(l. 46): long after they had grown up. B ✓ Springer learned of his twin at age eight.(l. 34) but had no contact with him. C ✗ See sentence in B above. D ✗ Like Jim, his adoptive parents believed thebrother had died. (l. 35).3 A ✗ The opposite is true: they were amazedby the similarities. (l. 37). B ✗ There is no reference to this. C ✗ There is no reference to this. D ✓ The similarities the twins shared ...amazed one another … . (l. 37–38). Thismeans: ‘They were both amazed by thesimilarities between each other.’TB.indb 11 21/01/2011 15:31
  12. 12. Unit 1124 A ✗ We don’t know whether this is true ornot. B ✓ Each Jim had been married twice. (l. 42) C ✗ As youngsters, each Jim had a dog named‘Toy’. (l. 41). D ✗ There is no reference to this.5 A ✗ Other cases are referred to as not as eerilysimilar as the Jim twins. (l. 53). B ✓ While not as eerily similar as the Jimtwins (l. 53) means ‘Although they areless surprising …’. The remainder of theparagraph contains examples of otherinteresting coincidences. C ✗ Other cases are referred to as not as eerilysimilar as the Jim twins. (l. 53). D ✗ The text does not say this.6 A ✗ The text does not say this. B ✗ This means that our character traits … are… determined before we are born. (l. 65–66) C ✗ There is no reference to this. D ✓ … research so far indicates thatcharacteristics such as personality aremainly related to genes. (l. 63–65).Vocabulary  p121 Ask students if any of the personality adjectivesthey used in the last part of exercise 4 page 9 arethe same as those here. In some cases, studentsmay not necessarily agree about which adjectivesare positive or negative. Encourage them to givereasons why, with examples.Suggested answersa easy-going, honest, loyal, open-minded, sensibleb argumentative, arrogant, bossy, narrow-mindedc eccentric, sensitive2 Ask students to note down the key phrases ineach description. These are marked in bold inthe Tapescript below. Compare answers (and keyphrases) as a class.KeySpeaker 1: narrow-mindedSpeaker 2: arrogantSpeaker 3: eccentricSpeaker 4: bossySpeaker 5: honestTapescript 1Speaker 1I don’t really get on with my uncle – we disagree aboutalmost everything! We rarely argue, though, becausethere’s no point. He never changes his mind! Whatreally annoys me is that he won’t even listen to otherpoints of view. He doesn’t realise that other people seethings from other perspectives – and might actually beable to teach him something new!Speaker 2I love my brother, of course, but sometimes he reallyannoys me. He’s always talking about how popular heis, and how good he is at sport. I’m not saying that heisn’t – I’m just saying he shouldn’t talk about it! Peopledon’t want to hear him boasting. He should learn somemodesty!Speaker 3It’s always fun being with my friend Lulu – she’sdifferent from anyone else I know. And it’s impossible tobe bored when you’re with her. I suppose it’s becauseshe doesn’t really care what anybody else does – shedoes her own thing. For example, she wears old dressesthat she buys in second-hand shops – whereas we allwear jeans and T-shirts. And the music she listens to isreally unusual. She’s a bit unusual in lots of ways, butshe’s good fun to be with.Speaker 4We go to visit our aunt and uncle in Brighton aboutonce a month. They’ve got one daughter – Vanessa.She’s a year younger than I am, but for some reason,she imagines that she can tell me what to do all thetime! ‘Put your coat on, we’re going for a walk,’ she’llsay. Or if her mum asks her to wash the dishes, she tellsme that I have to help! I don’t argue much, because I’msuch an easy-going person, but I don’t really like it.Speaker 5My dad has got loads of friends, but he’s lost a fewfriends over the years too, because he’s got this habit ofspeaking his mind. Whatever he thinks, he says – andsometimes, people get offended. So, for example, he’llask one of our neighbours why she’s put on so muchweight. He isn’t exactly rude – well, he doesn’t mean tobe, anyway. He’s just says things as he sees them, really.3 Go through the tip box with the students andensure that they use the modifying adverbscorrectly in their descriptions.Grammar  p121 Key1 c  2 b  3 b  4 c  5 a  6 c  7 c2 Keya present continuous (sentence 5)b going to future (sentence 7)c will future (sentence 3)d future continuous (sentence 6)e future perfect simple (sentence 1)TB.indb 12 21/01/2011 15:31
  13. 13. Unit  1     13f present simple (sentence 2)g future perfect continuous (sentence 4)3 Encourage students to use complete sentencesso you can check they use tenses correctly andconsistently.4 Check that students understand the sense of gethold of the story (= find out a story that is beingkept hidden). Sometimes there is more than onepossible answer, but students only need to give oneanswer for each item.KeyMartin  Hi, is Jacqui there?Lucy  Yes, she is. Wait a moment, I’m just gettingher. I’ll just get her.Martin Thanks!Jacqui  Hi, it’s Jacqui here.Martin  This is Martin. Listen carefully, I haven’tgot much time. Can you meet me at the port inone hour? The next boat to Tripoli will leaveleaves (or is leaving) at 7.35.Jacqui  I can’t! I’ll have I’m having dinner withsome people from work this evening. I’ve justarranged it.Martin  But we must leave tonight! By tomorrowmorning, the newspapers are going to gethold will have got hold of the story. We won’thave been able won’t be able to move withoutattracting attention.Jacqui  What story? Are you telling going to tellme what’s going on? (or Will you tell me … ?).Martin  I explain I’ll explain everything as soon aswe’ll get we get to Tripoli. Trust me.Jacqui  Can’t you explain now?Martin  There’s no time. But if you don’t doas I say, then by this time tomorrow, everyjournalist in town will knock will be knocking atyour door.5 Encourage students to use complete sentenceswhen giving their reasons, so you can check theyuse tenses correctly and consistently.6 Allow 10–15 minutes for the discussion. Then getthe pairs to report their ideas back to the wholeclass.Listening  p141 Limit this warm-up activity to five minutes.2 The phrases in bold in the Tapescript show wherethe answers can be located.Key1 C  2 A  3 C  4 C  5 ATapescript 2P=Presenter A=AdamP Welcome to the programme. Today, I’m joined byjournalist Adam Clark, who has been researchingcurrent theories of immortality. Am I right inthinking that scientists are currently working ontechnology that will allow people to live for ever?A Yes, indeed. That’s exactly right. And somescientists believe that this technology is not veryfar in the future – perhaps less than 30 yearsaway – although there is still a lot of disagreementabout that. But basically, the first person to live forhundreds, possibly thousands, of years could alreadybe alive today. Perhaps some of the people listeningnow will live for thousands of years. It’s certainlyvery possible.P What makes it possible? It’s never been possible inthe past, has it? Although people have often talkedabout it.A I think the situation now is really different from atany time in the past. New medical and scientifictechniques mean that it’s becoming possible to repairthe human body. Gradually, scientists are coming tounderstand why our bodies deteriorate with age –what happens to the cells in our bodies – and they’restarting to find ways of stopping this. In short, they’refinding ways to stop the ageing process.P It’s an exciting idea, isn’t it?A Well, yes and no! Some people actually think it’s avery worrying idea – they aren’t in favour of it at all.P Why not?A Well, they argue that there are already too manypeople in the world. Our planet is very crowded,and we’re finding it difficult to feed all of themalready. So imagine a situation in which people startliving for hundreds of years. They’ll be alive to seenot only their grandchildren, but their great-great-great-great-grandchildren too. You’ll have nine, tenor more generations of the same family all alive atthe same time. Population will spiral out of control!P And Christmas will be a nightmare!A Absolutely. People have thought about this problem,of course. They have two main suggestions fordealing with it. Firstly, they say that we’ll have to gointo space and colonise other planets. And secondly,they say that people who want to live for ever willhave to agree to only have one or two children. ButI’m not sure that these suggestions would reallysolve the problem entirely.P Are there any other disadvantages to the idea ofbeing able to live for ever?TB.indb 13 21/01/2011 15:31
  14. 14. Unit 114A Yes, perhaps. There might be a problem withmotivation. Why get up in the morning, if we knowthat there will be thousands of other mornings justthe same? In fact, why do anything today, if we’vegot a thousand years in which to do it?P Interesting.A Other people argue that it would be pointless to livefor ever because you wouldn’t be able to remembermore than, say, 100 years of your past. So in a way,you wouldn’t really know that you’d lived longerthan that.P Your past would be like another life.A Yes, that’s right. And there are other possibledisadvantages. Some people believe that living forever would completely change what it means to behuman. They argue that our time is only importantto us – that everything, in fact, is only important –because we know it won’t last for ever. So if weknew we were going to live forever, we might neverbe able to experience the most powerful humanemotions, like falling in love.P So, in a way, if we developed technology whichallowed us to become immortal, we’d stop beingcompletely human.A That’s right. You could argue that the longersomebody lives, the less interesting life becomes forthat person.P Adam, thank you.3 Elicit/pre-teach vocabulary for talking aboutdifferent age groups before starting the discussion,e.g. (I’d like to be …) a teenager/in my twenties/middle-aged, etc.Speaking  p151 Keya 4  b 1  c 5  d 2  e 6  f 3Optional activityAsk students to suggest more words that can beadded to each of the pairs of words in 1–6. Forexample, extra words for 1 could include: playinggames, socialising, shopping online.2 Key1 d  2 c  3 a  4 f  5 b  6 eTapescript 31 Two years ago, I went on holiday in the Italian Alps.We stayed at a resort called Cortina. The scenerywas amazing. There were snow-capped mountains,pine forests, rivers and streams. I love the Alps.Theyre as spectacular as any mountain range in theworld – in my view, anyway. Although I’ve neveractually been to the Himalayas.2 Shes called Emma. She’s got short, dark hair andgreen eyes. She’s about the same height as me. Weget on well because we’re both really easy-going.She’s a little bit eccentric, but as a friend, she’s veryloyal. That’s my opinion, anyway.3 I wouldn’t say that I like being by myself all thetime. I mean, it’s often more fun doing things whenyou’re with a friend, because you can share theexperience and talk about it. But on the other hand,I think I need some time for solitary activities –reading or listening to music, for example. It helpsme to relax. So in short, yes, I enjoy being alone, butnot all the time!4 Let me see. Its probably a series called Lost. I likeit because the plot is really exciting and the specialeffects are great. In general, I like dramas morethan any other kind of programme. But at the sametime, I enjoy watching comedies like The Simpsonsoccasionally.5 I mainly go online when I need to do research forschoolwork – a project, for example. I find it muchquicker and easier than using reference books.Although I must admit, information on the Internetis not always reliable! I also use the Internet fordownloading music. And that’s about it, really.6 That’s a difficult question to answer, because I enjoyboth kinds. I find it satisfying when I do well in anexam, for example. Having said that, I also reallylike the feeling of achievement you get from doingsomething like climbing a steep hill. So all in all … Idon’t really know which I like more.3 Suggest to students that they learn a selectionof these ‘signalling’ expressions by heart, butalso point out that they should try to use themappropriately and avoid over-using them.Keya in (end of answer)b opinion (end of answer)c the other (contrast)d in (end of answer)e same (contrast)f admit (contrast)g it (end of answer)h that (contrast)i in (end of answer)4 Ask individual students to volunteer examples ofquestions they have written, and review them withthe whole class. You may need to do some extrawork on question forms, as well as on the specificvocabulary needed for each topic.TB.indb 14 21/01/2011 15:31
  15. 15. Unit  1     15Use of English  p161 Suggest that students start by matching thephrases they know, then use their dictionary forthe others.Keya 5  b 2  c 6  d 1  e 4  f 32 This question is designed to prepare students forexercise 3, by giving them practice in turningexpressions into single-verb equivalents. (Theywill do the reverse in exercise 3.) Other answersmay be possible here, but students only need tofind a single answer for each item.Suggested answers1 help (out)2 forgets3 told her4 contacted5 apologise6 promised3 All the vocabulary practised here has alreadybeen covered in exercises 1 and 2. To make thisactivity more challenging for stronger students,ask them to cover up the left-hand column andthen uncover it to check their answers.Keya take part inb to say sorry forc take into account howd get in touche make fun off gave (her) our wordVocabulary  p171 Keya tear (meaning ‘move very fast’): The car belteddown the road = The car tore down the road. shut up (synonym of belt up (meaning ‘stoptalking’)b dark/deepc below the belt/belt and braces/have sth underyour belt/pale beside (or next to) sth/pale in (orby) comparison/pale into insignificance/beyondthe paled belt up, meaning to fasten your seatbelt/belt up,meaning to be quiete buckle up (= belt up)f belt = the act of hitting sth/belt and braces/have sth under your belt/belt = to hit/belt = tomove very fast/belt sth out/belt upg belt sth out/belt uph belt up = shut up2 Keya (belt) noun 3b (pale) adjective 1c (pale) adjective 3d (belt) verb 2e (belt) noun 4f (pale) adjective 23 Keya Drivers and passengers should belt up even forshort journeys.b Just belt up! I can’t hear myself think!c His salary pales in comparison with the amountof money his wife earns.d Some of the comedian’s jokes were beyond thepale.e The van was belting along the motorway at 140kph.f As the last song of the concert, the band beltedout America the Beautiful.Writing  p181 Remind students that a good learner’s dictionarywill normally say whether a word is formal, andwill also give an informal equivalent.Suggested answersFormal Informalexaminations examstherefore soresides livessufficient enoughpurchase buy/getemployment work/a jobcommence start/beginencountered met2 Keyb, d, gTB.indb 15 21/01/2011 15:31
  16. 16. Unit 1163 KeyParagraph a ends with ‘ … absolutely nothing!’Paragraph b ends with ‘ … to myself!’Paragraph c ends with ‘ … replace him!’The remainder of the letter is Paragraph d.4 KeyFormal Informalassist helpinformed toldresembles looks likefunds money/cash5 Keysentence a end of paragraph bsentence b end of paragraph asentence c end of paragraph dsentence d after first or second sentence inparagraph cOptional activityOnce students have matched the sentences to theparagraphs, you could discuss exactly where theextra sentences should go. (The most obvious placeis at the end of each paragraph, except for sentenced, which could also go after ‘… I’m going to look foremployment/a job’.)6 Students might need some help with ideas. Youshould encourage them to adapt the categoriesto fit their personal experience, and/or add newcategories of their own.7 Give students an example of a paragraph plan,pointing out what information needs to beincluded. For example, Megan’s paragraph plan forher letter might look like this:Immediate future• 15-21 June: A week doing nothing. (I’ve toldfriends I don’t want to go out.)A trip abroad• Visiting my uncle in Italy (2 weeks?)• He bought my ticket (I don’t have enough money.)• He will be working so I’ll have house to myself.(House has swimming pool!)• Just have to help with houseworkGetting a job• Need to earn money before next school year.• Take over my brother’s job at the leisure centre?(He’s going to university.)Questions for Chloe• What are her plans for summer?• Is she visiting the Spanish girl she met at Easter?(She looks like Penelope Cruz.)8 When checking students’ answers, pay particularattention to correct use of linking expressions andinformal vocabulary. There is an assessed authentic answer to this taskon page 6 of the Writing and Speaking AssessmentBooklet.Review  p201 Keya 5 d 6b 1 e 4c 2 f 32 Keya starts d won’t be playingb correct e I’m going to standc I’m having/Ill be f Will you have lefthaving/Im going tohave3 Keya arrive d knowb will lose e will havec will be f will help4 Key1 play 4 have2 make 5 say3 make5 Keya took everybody’s opinion into accountb give me your wordc got in touch withd to take part inTB.indb 16 21/01/2011 15:31
  17. 17. 172Unit  2    WildLead in  p211 Once they have done the task, explain to studentsthat there were two different kinds of keyexpressions: (1) ones that showed whether the speakers live inthe city or the countryside (mainly nouns); and (2)ones that showed whether or not they are happywith where they live (mainly verbs and adjectives).In Tapescript 4 below, type (1) key expressions arein bold, and type (2) are underlined. Also, check that students understand the twodifferent meanings of used to/be used to as used bySpeakers 3 and 4.KeySpeaker 1 lives is in a city and is happy with it.Speaker 2 lives in the countryside and is happywith it.Speaker 3 lives in the countryside and is not happywith it.Speaker 4 lives in the city and is not happy with it.Speaker 5 lives in the countryside and is happywith it.Tapescript 41I just love the feeling of space. The view from mybedroom window is fantastic – I can see for miles overthe rooftops, all the way to the river in the distance. Butwhen I go down to street-level, I’m right in the middleof everything, so it’s convenient too.2For the kinds of hobbies we enjoy doing, this is theperfect place to live. The scenery around here isamazing. And there’s no need to put the bikes on theback of the car and drive for ages just to find an openroad – we just go out of the front door and set off. I’dfeel trapped if I couldn’t do that.3I’ve been here for nearly a year now. I used to live inLondon and I moved here because property prices areso much lower – but it’s not for me. I feel so isolatedhere! I mean, my next-door neighbour is five kilometresaway. There are no facilities nearby – you have to getin the car and drive somewhere else even if you justwant a loaf of bread.4I grew up in a village, so I’m used to knowing myneighbours. It’s weird living here. There are twohundred people living in this building, and I don’tknow any of them! Most of them don’t even say hellowhen you get into the lift with them. There’s no senseof community. That’s why I don’t like it. When I was aboy, we didn’t even lock our front door. Now I’m nervousevery time I open it.5I love the peace and quiet. Before I moved here, I wasso stressed the whole time – I never stopped to listento the birds, or look at the horizon. But now I do. It’sa slower pace of life, and that suits me really well.The air is cleaner, too – fewer busy roads means lesspollution.2 Get students to compare answers in pairs, using adictionary if necessary.Keya view e facilitiesb right f communityc scenery g quietd isolated3 Encourage students to compare the photos as inPaper 5 Part 2. The first two points in the how todo it box on page 123 may be useful. Check thatthey understand all the adjectives provided, andwhich are normally used for the city and whichfor the countryside, and get them to add others oftheir own.4 Remind students to use a range of the liking anddisliking expressions in the listening activity, andnot just to say I like and I don’t like.Reading  p221 Check that students understand herd, roots,herbivore, palms, shepherd before answering.Keya all of them d antelope (and possiblyb antelope monkey, though somec monkey may eat meat) e monkey f dogTB.indb 17 21/01/2011 15:31
  18. 18. Unit 2182 Tell students that they need to scan the text tofind this information. The exercise is harder thanit looks, especially because the children’s ages atthe time they were found are not always givendirectly, but sometimes need to be inferred(see Key). This highlights the importance ofreading each question carefully in the exam.Keya A in a forest in UgandaB the Spanish SaharaC the North Cachar Hills in IndiaD in a cardboard box in a forest in Romaniab A five or six: i.e. he was found in 1991 and wasthree years older than when he was last seen in1988 at the age of two or three. (l. 10)B about 10 (l. 24)C five: who was now five means ‘who was five atthe time he was found’. (l. 45)D about seven: he was lost three years earlier at theage of four. (1. 67–68). (Also check that they’veunderstood that actual age (l. 64) means‘real age’.)3 The most obvious way to label the four sections isprobably by the relevant animal, i.e.A monkey boyB gazelle boyC leopard boyD dog boy Adding headings may help students to rememberwhich paragraph they have read key informationin.Key  1 B (l. 33–34)  2 D (l. 63–65)  3 A (l. 11–13)  4 B (l. 25)  5 D (l. 70–71) B is ruled out as a possible answer(l. 37–39): see question 9 below.  6 C (l. 47–48)  7 D (l. 65–66)  8 A (l. 15)  9 B (l. 37–39)10 C (l. 50–51)11 A (l. 14)12 C (l. 44–45) The children in A and D were nottaken by a wild animal, but were lost.13 B (l. 30–31). Refer students back to exercise 1 d,explaining that herbivorous is the adjective andherbivore is the noun.14 B (l. 27–28).15 A (l. 16–18).4 See if students are able to match any of the phrasalvebs before they refer back to the text. Theycan then use the context provided in the text toconfirm their answers.Keya 4  b 1  c 5  d 2  e 6  f 35 Get students to prepare in pairs, making notesunder each of the headings. Then have a whole-class discussion. Encourage students to use appropriate verbstructures as part of the discussion, e.g. They would/might find it hard to eat normal food. They will have missed a lot of education. They won’t be able to make friends easily.Vocabulary  p241 Students can discuss the photos in pairs or as aclass. If they do this in pairs, get them to make anote of any vocabulary they have problems with,and review it with the rest of the class.2 Students may know the difference between thewords but find it difficult to explain in English.If you have a monolingual class, you could allowthem to try to explain the difference in their ownlanguage before they refer to their dictionary.Keya valley (the only one which is a lower area ofground, not a raised area) A mountain is taller and often rockier than ahill. A dune is a hill of sand.b desert (the only one which is not a body ofwater – a desert is a large, inhospitable areawithout much vegetation) A lake is larger than a pond. Ponds are oftenman-made and found in gardens and parks,whereas lakes are usually natural. A lagoon isan area of the sea which is separated by a long,thin piece of land or a coral reef, forming a kindof lake.c field (the only one which is not an area of trees– a field is a cultivated area of grass or crops)TB.indb 18 21/01/2011 15:31
  19. 19. Unit  2     19 A forest covers a larger area than a wood. Ajungle contains very dense vegetation and isusually found near the equator in regions with avery wet climate.d plain (the only one not related to the sea orwater – a plain is a large, flat area of land) A beach is a thin strip of sandy or stony landbordering the sea. Shore is another word forbeach, but can also refer to the land aroundthe edge of a lake or other large body of water.Coast is a more general term for the area of landnear the sea.e waterfall (the only one not related to vegetation– a waterfall is a steep drop in the level of ariver or stream) A bush is a plant with woody branches andleaves, but unlike a tree, it has no trunk. Ahedge is a border or fence created by plantingbushes close together in a line.3 Suggested answers1 mountain, beach, shore, coast, bush2 plain, tree3 dune, desert4 valley, hill, field, wood, hedgeGrammar  p251 KeyImagine findinghope to be rescuedrisk gettingspend time searchingpostpone worryingmanaged to find or build a shelterkeep reading2 Show students how they can use their dictionary tofind out whether a verb is followed by an infinitive,an -ing form or both and explain that they shouldnote which whenever they learn a new verb.KeyGroup A imagine, risk, spend time, postpone, keepGroup B hope, manage3 Key 1 making 2 enlarging  3 to be  4 to build (Explain that the verb stop can befollowed by both forms, but that each has adifferent meaning. Stop to build means ‘stopmoving and build your shelter’. Stop buildingwould mean ‘don’t build your shelter any more’.)  5 to find  6 walking (Explain that try walking is used forsuggestions, and means ‘One thing you coulddo is …’. Try to walk would mean that the writerthought that walking would be difficult for somereason.) 7 drinking  8 eating (Make sure that they understand If youcan’t face … meaning ‘to be unable or unwillingto deal with something unpleasant’.)  9 to approach10 looking (Check that they know that give upmeans ‘abandon’ here.)11 eating12 doing4 Point out that both a and b forms are possible, butthat the meaning is different. You can demonstratethis by showing an alternative context for theoption they don’t select. e.g. question 3: He tried toopen the window. But it was completely stuck.Key1 b  2 a  3 b  4 a5 Suggested answersa … to study at university./… seeing my old friends.b … to let other people pass./… ignoring me.c … to give up smoking./cycling to college insteadof driving.d … to send my mother a card on her birthday./…going on a plane for the first time.Listening  p261 Tell students to speed read the text and explain themeaning in a single sentence.Suggested answerWilderness therapy is a way of helping young peoplewho have problems, by sending them on a survivalcourse in a remote area.2 Tell students to justify their answers by referring tospecific phrases. For example, Rachael’s comment:‘you might as well make it a positive experience,rather than being negative’. And Rachael’s mother:‘I think Utah and RedCliff have worked magic.’ Ed’sexperience was less positive; this comes at the end:(‘For Ed, the RedCliff has not been such a successstory … its benefits were short-lived.’)TB.indb 19 21/01/2011 15:31
  20. 20. Unit 220KeyRachaelTapescript 5Presenter  Some people call it ‘Brat Camp’ – becausemany of the young people who go there have, atsome time or other, been in trouble with the law.All of them have personal or social problems whichRedCliff Ascent in Utah, USA, aims to resolvethrough what is known as Wilderness therapy.Many of the teenagers who attend the programmesat RedCliff are almost impossible to control –and their parents are out of ideas. One teenageboy who recently completed the programme wasdescribed as abusive, arrogant, foul-mouthed andill-disciplined – and that was by his mother. Inthis programme we meet two of these teenagers,and find out how successful the camp has beenfor them. Rachael was happy at school with lotsof friends and was very good at long-distancerunning. She was even enjoying being in thepolice cadets. But everything seemed to changewhen she became a Goth. She was told to leavethe cadets for failing to remove the 18 earrings,nose rings and other piercings she wore, and shebegan staying out all night, never letting her mumknow where she was. Immediately after her timeat RedCliff Ascent, Rachael returned to Englandand decided she wanted to plan a career workingwith animals. One year after the camp, Rachaelis studying for a course in animal management ina top North London college. As part of her studiesshe is planning a study trip working with animalsabroad this year. Things are still good betweenRachael and her mum. This is how Rachaeldescribes the change.Rachael  You can look at me and say, you know,she hasn’t changed, but inside I feel like I’m acompletely different person now. You just realisethat you’re at RedCliff and you might as well makeit a positive experience, rather than being negativeall the time about it.Presenter  Helen, Rachael’s mum, is even more positive.Helen  She looks beautiful, really beautiful. There’s aglow to her face that brings tears to my eyes. Thatwas what Rachael was like two or three yearsbefore, and now she’s back to being that Rachael. Ithink Utah and RedCliff have worked magic.Presenter  Another teenager who was sent toRedCliff is Ed. The situation for Ed and his familywas terrible. Ed has an older brother and sister. Hehas always argued with them and has stolen fromthem both, as well as stealing a laptop computerfrom his mother, Jane. On two occasions he had tobe found and brought home by the police. To stophis family falling apart he had to move out andfind a new home. Ed’s mother, Jane, did not knowwhat she could do to help him.Jane  When Ed was born my mum looked into the cotand said, ‘That one is going to be an archbishopor an arch criminal.’ He can be really lovely to hisbrother and sister and then walk out with theirCDs and mobile phones. However much moneyyou make available to him it’s never going to beenough.’ When I threw him out I told him, ‘I’vegot to throw you out, you are not living here anymore. The fact that I am doing this shows you howdesperate I am.’ I’ve got a comfortable home andI’ve failed, I’ve failed my son and he is going toend up in the gutter. That’s how desperate I am.To admit all that is pretty horrible.Presenter  For Ed, the RedCliff has not been such asuccess story. He attended the programme there,but its benefits were short-lived. He went back tohis old ways more or less as soon as he got back toEngland.Jane  The camp made some difference at first, butEd started stealing again after just two weeks athome. He has low self-esteem and he has made apoor choice of friends.Presenter  But despite these setbacks, Jane hasnot given up hope. Recently, Ed went back to thecamp in Utah for a further course of therapy. Hismother hopes that this time it will prove moresuccessful. In many ways, she regards it as Ed’slast chance.3 The phrases in bold in the Tapescript show wherethe answers can be located. Key1 law 6 beautiful2 control 7 home3 running 8 money4 animals 9 stealing5 mother 10 successful4 Encourage students to use vocabulary andstructures from this section in their discussion.Focus on key expressions such as it helps themto… ; they learn how to … ; it stops them from …-ing, which you can also use to revise the topicof infinitive and -ing structures after verbs that iscovered in the Grammar section of this unit.Speaking  p271 Get students to look ahead to the how to do it boxfor describing photos on page 123. Check that they understand the more difficultexpressions used in the sentences, e.g. a remotelandscape, dense vegetation, snow-cappedmountains.TB.indb 20 21/01/2011 15:31
  21. 21. Unit  2     21Keya photo 2 (and probably 1)b photo 2c photo 1d photo 2e photo 2f photo 2Optional activityFind out if students have visited places with similarlandscapes or can suggest countries where suchlandscapes might be found.2 Check that students understand in single file andside by side.Suggested answersa The people in photo 1 are walking through thejungle.b The people in photo 2 are in the middle of amountain range.c The people in photo 2 are (travelling) on/ridingmountain bikes.d The people in photo 1 are exploring on foot.e The people in photo 1 are walking in single file.f The people in photo 2 are cycling side by side.g The people in photo 2 are wearing long-sleevedjackets.h The people in photo 1 are wearing short-sleevedT-shirts.i The people in in photo 2 are surrounded byspectacular scenery.j The people in photo 1 are surrounded by densevegetation.3 Suggested answersSpeaker 1 is talking about photo 2. Key wordscould include: steep, drop, heights.Speaker 2 is talking about photo 2. Key wordscould include: top, climbing, high.Speaker 3 is talking about photo 1. Key wordscould include: gloomy, branches, leaves.Speaker 4 is talking about photo 2. Key wordscould include: excited, mountain range, Himalayas,top, spectacular, views.Speaker 5 is talking about photo 1. Key wordscould include: humid, jungle, insect.Tapescript 6Speaker 1I think the people could be feeling quite nervous,because it looks as though they’re really near theedge. It’s probably a very steep drop. Personally, Iwould be terrified in their situation, because I’ve got aphobia about heights.Speaker 2I imagine that they might be feeling quite tired. Itlooks as if they’ve reached the top, more or less, sowe can assume that they’ve already covered a lotof distance. At the same time, they must be feelingreally pleased with themselves for having reachedthe top. I love that sense of achievement you get fromclimbing up really high.Speaker 3It looks as if they’re quite bored. They aren’t lookingaround, just at the person in front. That’s becausethey can’t see very much. It’s very gloomy, and thereare too many branches and leaves in the way. I don’tthink I’d enjoy this kind of trek. I hate the idea of notbeing able to see very far ahead!Speaker 4They must be feeling excited. It looks like a hugemountain range – possibly the Himalayas – so theymust feel as though they’re on top of the world! I’dimagine the air to be really fresh and clean. I’d feelreally excited in that situation. I’ve always lovedmountains and spectacular views.Speaker 5They’re probably feeling a bit hot and sweaty, becauseit’s usually very humid in the jungle. I expect they’reitching from all the insect bites too! I would hatebeing in that kind of climate. I’d feel as though Icouldn’t breathe.4 When they have finished, focus on examples ofhypothesising language, e.g. I think the peoplecould be …; … it looks as though …; It’s probably …,etc. (This is something students need to be able todo in Paper 5 Part 2, where they will get credit forspeculating about the photos.) Also, point out the use of would by the speaker:Personally, I would be …; I don’t think I’d enjoy… . Finally, when checking the answer for g,you could mention that when must is used inhypothesising, it’s normally stressed in speech:(They must be feeling exhilarated.)Keya nervous e ifb terrified f ideac imagine g mustd sense h probably5 Students can discuss these points in pairs or smallgroups. Ask them to take turns in asking andanswering the questions.TB.indb 21 21/01/2011 15:31
  22. 22. Unit 222Use of English  p281 Draw students’ attention to the tip box beforebeginning the activity. Encourage them to try toanswer all the questions before they look at theirdictionaries.Key1 a to b on2 a in b at3 a of b with4 a for b of5 a in b of6 a of b about2 Keya at f byb on g onc in h atd on i overe to3 Tell students to answer the question using no morethan two sentences.Suggested answerSome people think Cute Knut should have beenallowed to die because raising him by hand is sounnatural. In the wild, he would have died.4 Tell students there may occasionally be more thanone possible alternative (although they only needto find one word). Also remind them that not allthe missing words will be prepositions.Key1 all 7 of2 with 8 too3 in 9 have4 would 10 he5 by 11 as6 with (or among) 12 with (or in)5 The discussion can be done either in pairs or as aclass, depending on how much time is available.Vocabulary  p291 Get students to work in pairs and encourage themto do as much as they can before consulting theirdictionaries.Keya birds, sheepb cows, elephantsc cards, dogsd bananas, flowersOptional activityTell students to add one or two other nouns toeach list, e.g. b goats, cattle d grapes. Elicit othercollective nouns. You could also tell them to use aset of for groups of items that need a fixed numberto be complete, e.g. dishes, cutlery, tyres, etc.2 Point out that, in writing or speaking activities,students can use the expressions in 1–8 (peoplewho … ; a group of people who …) when they don’tknow – or can’t remember – the correct collectivenoun.Keya 4b 1c 7 (A film crew or TV crew are the peopleworking on the productions who are not actors,e.g. lighting and sound engineers, cameraoperators, etc.)d 6e 8f 5g 3h 23 Keya gangs e castb flock f bunchc herd g crowdd staff h audienceTB.indb 22 21/01/2011 15:31
  23. 23. Unit  2     23Writing  p301 Remind students that this is a formal email sotheir answers should rephrase the language into aless formal style.Suggested answerHow long are volunteers expected to stay in Peru?How physically challenging is the expedition?2 Remind students that they will normally be ableto find less formal equivalents in a good learner’sdictionary.Suggested answersa asking forb happening soonc haved managed to gete ideaf difficultyg answer3 Keya 4 request = ask for : further = moreb 2 most = very : respond to = answer;queries = questions; swiftly = quicklyc 5 prompt = fastd 1 hearing = getting a replye 3 further to = following : clarify= make clear;require = need4 Remind students that in Paper 2 Part 1 they needto use grammatically correct sentences withaccurate punctuation in a style appropriate to thesituation. Elicit that the style of the email is fairlyformal (point to the use of formal words in thetext such as: therefore, is desirable, is required); so,a formal style of response is appropriate here. There is an assessed authentic answer to this taskon page 7 of the Writing and Speaking AssessmentBooklet.Review  p321 Keya waterfall, valleyb lagoon, junglec coast, beachesd dunes, deserte pond, bushes2 Keya smoking e goingb relaxing f eatingc to study g to arrived seeing h walking3 Keya to do d to moveb playing e to tiec tapping f talking4 Key1 on 4 at2 of 5 on3 aboutTB.indb 23 21/01/2011 15:31
  24. 24. Unit 3243What’s so funny?Lead in  p331 Keya amusing comical funny hilarious humoroushystericalb bizarre mysterious funny unusual peculiar oddstrange weirdFunny belongs in both groups.Reading  p341 Encourage students to describe the photos and tospeculate about the abilities the two men have.Compare answers as a class before students checktheir ideas in 2.2 Mr Magnet (Liew Thow Lin), shown on page 34,can ‘stick’ metal objects to his skin. MonsieurMangetout (Michel Lotito), shown on page 35,can eat objects made from metal, glass, rubber,and plastic. Hai Ngoc hasn’t slept since 1973. BenUnderwood was blind but could find his wayaround using a form of sonar.3 Key1 H The sentence explains what Mr Lin does asan entertainer. The words now and recentlyalso show a connection. The sentence afterthe gap gives more information about whathe did.2 E The word curious relates back to themagazine article which he read, and whichmade him try sticking the metal objects tohimself.3 F The phrase on the contrary shows a contrastwith the evil plans of Gustav Graves; HaiNgoc uses his time positively and anexample of this is given after the gap.4 B The phrase In fact shows a contrast betweenthe idea that his health may be damaged andthe fact that he is physically strong. Thisalso contrasts with however after the gap.5 A The answer refers to the question before thegap. The sentence after the gap explains howBen used sound to navigate.6 G However and sixteen show a contrast withwhen he was a child.7 C The word also shows something inaddition to stomach acids; go down showsa connection with digest, and all shows aconnection with some of the metal. Waterand oil contrast with surprisingly, bananasand eggs.4 KeySee the references in the key to exercise 3.Vocabulary  p361 Get students to answer as many as they can, thencheck their answers in pairs.Keya gorgeous g astoundedb hideous h hilariousc filthy i furiousd spotless j exhaustede boiling k ancientf freezing l starving2 You could show students how to use a thesaurus.Explain that some of these synonyms are lesscommonly used than others and that they shouldtry to learn them in context.Suggested answersa huge, enormous, massive, giant, vast, gigantic,mammothb tiny, minute, miniature, microscopicc great, fantastic, fabulous, amazing, excellent,incredible, wonderful, superb, super, brilliantd awful, terrible, dreadful, appallingTB.indb 24 21/01/2011 15:31
  25. 25. 253 Explain that this activity depends on recognisingtwo kinds of adverbs or adjectives. One group(totally, completely, absolutely, utterly) is used whenyou want to say that something is totally the wayyou’re describing it. The other group (extremely,rather, quite, a bit) is used when you want todescribe how much something is the way you’redescribing it. Spotless means ‘as clean as you can get’. So acooker can’t be a bit spotless or very spotless. Onthe other hand, a train can’t be completely, utterly,or totally late; instead, you need to say how late itwas.Keya totally d quiteb extremely e veryc absolutelyGrammar  p361 Keya I’ve been doing (incomplete action)b hadn’t arrived (an event which took place beforeanother event in the past)c I’ve had (an experience at a non-specific time inthe past)d found (a short action which interrupts a longeraction)e had been running (explaining a situtation in thepast)f ridden (used after ‘Have you ever …?’ to refer toan experience at a non-specific time in the past)g had closed (used after ‘When…’, ‘By the time …’,etc. to refer to an event which took place beforeanother event in the past)h wasn’t wearing (a background event)2 Explain to students that some verbs are not usedwith continuous tenses and then refer them tothe list of non-continuous verbs in the GrammarReference (see p.164).Keya I’ve never believed in Santa Claus.b I’ve asked him three times ...c Rita and Ahmed arrived two minutes ago.d ... the fire had been burning for over an hour.e How long have you been studying Chinese?f ... the thieves left the country ...g How often have you travelled by plane?h ... my uncle arrived last night.3 Check answers with the whole class. Write thestudents’ different answers to the same questionon the board, pointing out how more than onetense can sometimes be appropriate.Suggested answersa … I’d like to try.b … she had been swimming.c … it started raining.d … it had closed.e … have been working …f … has been on holiday …g … got into the car.h … was still wide awake.4 Suggested answers 1 had gone 2 was sitting 3 had been crying 4 ’ve been waiting 5 ’ve phoned 6 hasn’t come 7 offered 8 accepted 9 were walking (‘walked’ is equally acceptable) 10 touched 11 ’ve been thinking 12 ’ve met5 Tell students you will be giving credit for good useof vocabulary, spelling, punctuation, etc. as well asfor correct use of tenses. When you have markedthe stories, go through some of them in class as away of revising this topic. You could also offer aprize for the most original/entertaining story.Unit  3    TB.indb 25 21/01/2011 15:31
  26. 26. 26Listening  p381 This exercise is intended to encourage students toread the exam task carefully, and to think aboutthe situations they are going to hear. Trying topredict the type of vocabulary they might hearfor each one is good preparation for the task,especially as the situations are unconnected.2 Keya 3b 5c 7d 2e 1f 6g 4Tapescript 71It started on 30th January 1962 when three girlsin a boarding school in Tanzania began laughing– and couldn’t stop. The symptom spread to otherstudents, although apparently the teachers were notaffected. Eventually, the school had to close and thestudents went home. But that wasn’t the end of it.The epidemic spread to one of the villages that thegirls went home to – and from there, to other schoolsand villages in the region. People affected by theepidemic suffered from frequent attacks of laughterwhich made them unable to work or study.2For a start, I asked for a room with a sea view. Thisone overlooks the street. But I could live with that ifthe room itself wasn’t such a disaster. The TV doesn’twork. The alarm clock is broken too. Not that I couldsleep, of course – not in that hard, lumpy old bed.I even tried the armchair instead, but that was nobetter. You know, I wouldn’t have cared about the TVor the clock – if only I’d been able to sleep!3Interviewer  Steve. How’s it going in there?Steve  Fine. I’ve been training for months, but nothingcan prepare you for the real thing.Interviewer  How do you train for something like this?Steve  Well, a lot of it’s mental. Spending hours insuch a small space can do strange things to yourmind!Interviewer  So how do you prevent that?Steve  I’ve been learning to meditate – and trying torelax.Interviewer  It must be hard to relax with 200 snakesin the box.Steve  It doesn’t help! But I’m not giving up now.Interviewer  You’ve got 24 hours to go. Can you makeit?Steve  I’m sure I can.4Yes, I heard you lost your job, Martin. I was sorryto hear that. Really sorry. But you’re still young.What, thirty-one? You’ve got good qualifications andexcellent people skills. I’m sure you won’t have anyproblem finding something else. And anyway, youdidn’t like your job, did you? Hang on – look, sorry,Martin. I’ve got a call waiting – I think it’s important.Can I call you back later? Actually, why don’t I callyou this evening? OK – must go. But look, don’t letthis get you down, will you? OK. Bye.5Really exciting, it was. Best holiday ever. Wetravelled most of the way by coach – it took us over24 hours. We didn’t stop for the night, just sleptin our seats. That wasn’t very comfortable! Thenit was an exhausting three-day walk through theheat of the jungle. We all had backpacks with tentsin them – spent two nights sleeping in the jungle!It was terrifying – all those weird noises at night.But fascinating too. And waking up in the jungle isamazing …6The most important thing is to work out what peoplereally want – because they often don’t know. Theythink they know. But they haven’t really consideredall the angles. For example, one couple asked me tocome up with a new house for them in the country.We talked about what kind of property they wantedand I suggested a few ideas for what it could looklike. But as we talked about it, it became clear thatthey hated the countryside! What they should havedone is just buy an apartment in central London, notbuild a house in the middle of nowhere!7Jo-Anne Bachorowski of Vanderbilt University asked97 volunteers to watch various film extracts, andsecretly taped their laughter. This left the researcherswith more than a thousand bursts of laughter toanalyse. ‘One of the biggest surprises was the varietyof sounds that constitute laughter,’ she says. Laughtercan be ‘voiced’ or song-like, such as giggles andchuckles, or unvoiced, like grunts and snorts. Mostof the subjects produced a wide range of laughtertypes. But women produce voiced, song-like burstsof laughter more often than men, Bachorowski found,while men are more likely to grunt and snort.3 The phrases in bold in the Tapescript show wherethe answers can be located.Key1 B2 C3 A4 B5 A6 C7 BUnit 3TB.indb 26 21/01/2011 15:31
  27. 27. 27Speaking  p391 KeyPhoto 1 is modern dance. Photo 2 is an entertainer/performer who eats lightbulbs, and probably otherobjects, and may do other tricks. Photo 3 is a fashionshow. Photo 4 is a photography exhibition.2 KeyThe photos are mentioned in this order: photo 1 con-temporary dance ‘The Impossibility of Being’; photo 4photography exhibition ‘Photo Dreams’; photo 3 fash-ion show; photo 2 novelty act.You could ask students what kind of show is men-tioned in the tapescript but is not shown in the photos– modern sculpture made out of rubbish.Tapescript 8Man  Do you fancy going to see something in town?Woman  Sure! Great idea! What’s on?Man  I’ve got the paper here. I’ll have a look. There’sa contemporary dance performance called ‘TheImpossibility of Being’. I love dance, don’t you?Especially modern dance.Woman  I don’t find modern dance very interesting. Inever have.Man  Oh, OK. Well, let’s forget that then. I know. Whatabout this – ‘Photo Dreams’. It’s an exhibition ofweird and unusual photos. I read a review of it in amagazine. It’s supposed to be brilliant. Shall we goand see that?Woman  I’m not really into photography. Is thereanything else on?Man  Sure. There’s an art exhibition.Woman  What kind of art?Man  It’s modern sculpture – really clever. It’s all madeout of rubbish.Woman  Oh, right. Modern sculpture isn’t my favouritekind of art. In fact, I really don’t like sculpture atall.Man  No problem. There are lots of other things on.For example, there are a few tickets available forthe final day of fashion week. Do you like fashionshows?Woman  To be honest, most modern fashion justmakes me laugh!Man  Fine. Let’s forget that, then. How about a talentshow?Woman  I’m not sure. Pop music isn’t really my thing.Man  It isn’t just pop music. There are comedians,dancers – and novelty acts. Like this guy in thephoto who eats light bulbs and keys and thingslike that.Woman  I’m not a big fan of novelty acts. But Isuppose I could give it a go …Man  Great! Well, why don’t we go to that? I’ll phoneup and see if they’ve got any tickets left.Woman  All right.3 KeyPhrases h, f, d and b are heard, in that order.4 Keya findb supposedc intod facte honestf thingg big5 Encourage students to use some of the expressionsfrom exercises 3 and 4.Use of English  p401 Students can discuss this in pairs or as a wholeclass. Allow about five minutes.2 Check that students understand the term sibling(= a brother or sister). The answer to the questioncan be found in the first sentence of the report, butstudents should read the whole text to check theiranswer.Keyc3 Remind students that clues to the answers mightbe before or after the gap.Key1 B2 A3 A only children have no brothers or sisters.4 D5 A6 C7 C8 B Remind students that to go on to dosomething means ‘to do something in laterlife’ (not ‘to continue to do something’).9 D findings = ‘the things you find out’ (from ascientific study).10 B11 A12 C tends to = ‘is likely to’Optional activityYou could follow this up with a brief discussion(based on students’ personal experience) of whatit’s like being an only/youngest/oldest/middlechild, and how this has affected them.Unit  3    TB.indb 27 21/01/2011 15:31
  28. 28. 28Vocabulary  p411 If students are having difficulty, refer them toexercise 2 as the meanings may help.Keya up withb downc upd down toe downf upg uph up to2 Explain that the alternative words are correct,but normally sound more formal than the phrasalverbs. (An exception is c, where accommodatesounds unnaturally formal in this context and thenormal choice would be put me up (as here) or giveme a room, let me stay, etc.)Keya I must find a new apartment. I can’t tolerate mynoisy neighbours any longer!b It’s not surprising she lacks confidence. Herolder siblings are always humiliating her.c I couldn’t find a hotel room, so my friend agreedto accommodate me for the night.d He was finding it difficult to sleep at night. Atfirst, he explained this as being the result ofstress.e Armed rebels tried to overthrow thegovernment, but the army soon suppressed therevolt.f I need several thousand euros to pay for ayear abroad before university. Fortunately, myparents have agree to provide half the amount.g Because of a shortage of oil and gas, energycompanies have increased their prices.h He admitted vandalising the bus stop, butclaimed his friends had persuaded him to do it.3 You could use this activity to anticipate some ofthe phrasal verbs covered in exercise 4.4 Keya in e throughb across f forwardc out g away/backd on h offWriting  p422 Check that students know what reported speechis before they do this. Refer them to the GrammarReference (p.168) for further information.Suggested answersa My dad replied that we hadn’t made a decision.‘We haven’t made a decision.’b ‘Are you going to buy my house?’ he asked.He asked (us) if we were going to buy his house.3 Students may know the difference between thewords but find it difficult to explain in English.If you have a monolingual class, you could letthem explain the difference in their own languagebefore they refer to their dictionary.Suggested answersa When you explain something, you make itclear. When you admit something, you agreethat it is true, but unwillingly.b When you remark on something, you often doso spontaneously. When you state something,you say it clearly and carefully.c When you warn somebody, you tell them abouta danger. When you advise somebody, you saywhat you think they should do.d To reply means to answer. To add means to saysomething extra.e To promise means to say that you will definitelydo something. To claim means to say thatsomething is true, even if other people do notbelieve it.The story contains replied, promised and explained.Unit 3TB.indb 28 21/01/2011 15:31
  29. 29. 294 Refer students to the table of tense changes inthe section on reported speech in the GrammarReference (see p.168).Suggested answersa Sarah claimed that she’d seen a UFO.b Tom promised that he would always be a loyalfriend.c Beth warned that the alarm would go off if theyopened the door.d Denis added that it was much too late to go out.e Claire explained that her clothes were dirtybecause shed been cleaning her bike.5 Key1 happened2 was sitting3 had been playing4 was just finishing5 had parked6 had6 Get students to read the tip box before they do thisexercise.Keya The last sentence could be changed to: ‘I have aparcel for you,’ he said.b very funny = hilarious; very good = great,brilliant, etc. (See Vocabulary 2c.); very tired= exhausted; very big = enormous, huge,massive, etc. (See Vocabulary 2a.)7 Ask students to make sure they follow all the tipsin their story. Remind them that the second tip,about using appropriate reporting verbs and notjust said, was covered in exercise 3. There is an assessed authentic answer to this taskon page 8 of the Writing and Speaking AssessmentBooklet.Review  p441 Suggested answersvery dirty = filthyvery clean = spotlessvery tired = exhaustedvery surprised = amazedvery attractive = gorgeousvery hungry = starvingvery bad = dreadfulvery small = tiny2 Key1 b 4 b2 a 5 b3 a3 Keya put me offb putting me downc put upd Put awaye put acrossf putting it ong put inh put you up4 Key1 C 7 A2 C 8 D3 B 9 C4 B 10 B5 C 11 C6 A 12 AUnit 3TB.indb 29 21/01/2011 15:31
  30. 30. Unit 4301InspiredLead in  p451 This can be a whole-class discussion. Pre-teachor elicit some relevant adjectives, e.g. talented,energetic, creative, physically fit, etc. as well assome of the specific language in the Suggestedanswers below. Elicit or explain the differencebetween talent (which you are born with) and skill(which you can learn and develop).Suggested answersSinger-songwriter:a ability to play musical instruments and readmusic, a good voice, artistic creativity andimaginationb listening to music, artistic talentc learning to sing and play a musical instrument,practising and rehearsing, trying out lots ofideas for songsAuthor:a ability to express themselves clearly, possiblyto write imaginatively, use language well andaccuratelyb reading other books and sources of information,talking to people, travelling, news storiesc probably many hours a day of writing overmany months, re-reading, checking andimproving what they have writtenInventor/scientist:a academic ability, especially in maths andscience, ability to visualise objects in threedimensions, imaginationb frustration at not having the right tool fora particular job, the example of other greatinventorsc probably years of academic study, lots of trialand errorFilm director:a artistic creativity and imagination, visualability, leadership and motivational skills, abilityto work in a teamb watching films, artistic talentc long days spent filming short scenes, having toorganise lots of other people2 Students can discuss this in pairs and then reportback to the class. See which are the most popularchoices for each category.Suggested answers:artist, designer, composer, musician, conductor,writer (e.g. poet, novelist), journalist, photographer,publisher, etc.Reading  p461 Keya Franz Ferdinand and David Gray b Franz Ferdinand: Albums: Franz Ferdinand, Youcould have it so much better; Songs: Take me out,The dark of the matinée, Michael, Do you wantto, Walk away, etc. David Gray: Albums: Foundling, Draw the line,White Ladder, A new day at midnight, Life inslow motion, Sell, sell, sell; Songs: Fugitive,Babylon, This year’s love, Sail away, The otherside, Be mine, The one I love, etc.3 Before looking at the text, ask students to readthe how to do it box for Gapped texts on page94. Encourage them to follow the stages whenapproaching this task. They should specificallybe looking out for conjunctions that either followon from (e.g. at the same time, similarly, also) orcontrast with (but, however, nevertheless, etc.) theprevious sentence.Key1 C This develops the idea of ‘the first time you abicycle or ride a car’ in the previous sentence.2 F This links the sentences before and after, inwhich Alex explains how it doesn’t matter to himwhere he writes his songs.3 A it in sentence A refers to ‘a story you’ve neverheard before’. The idea of ‘los[ing] your senseof where you are’ is developed in the followingsentence.4 G But at the beginning of sentence G suggeststhat the idea of when ‘a song just seems to comeout of nowhere’ is being contrasted with havingto work on turning ideas into songs The idea ofa song coming from nowhere is developed in thesentence immediately after the gap.4TB.indb 30 21/01/2011 15:31
  31. 31. Unit 4 315 H The metaphor of ‘open[ing] a door in yourbrain’ refers to the role of the unconscious mind.This follows on from the sentence before (‘youshut down conscious thought’) and links with thefollowing one.6 E This contrasts with the sentence before.Taken together, the sentences mean: ‘not all songsyou’re inspired to write are good, but you knowwhen they are good, because they are so moving.’The idea of emotions is continued in the followingsentence.7 B The reference to ‘not (being) a particularlyeasy person to live with’ is developed in thefollowing sentence: ‘I find it really hard to get backinto normal life.’The extra sentence is D.4 a 3  b 7  c 1  d 6  e 4  f 5  g 25 Explain to students that in a separable phrasalverb, the object can go either between the verb andthe particle or after the particle, e.g. She tore theletter up OR She tore up the letter.). Phrasal verbswhere you can’t do this are called inseparable(e.g. I ran into Joe yesterday but not I ran Joe intoyesterday.)KeyBy the use of this symbol between the object andthe particle:6 Keypick up (separable), turn into (inseparable), shutdown (separable), think up (separable), start off(separable)Vocabulary  p481 Get students to answer individually, then compareanswers as a class. Encourage them to includelocally produced films as well. There might besome interesting discussion if they can’t agreewhich category a specific film falls into.2 a funny, gripping, powerfulb boring, slow, terriblec moving, scary, serious, violent3 If you have limited time, choose two or three ofthe film types and have a class discussion.4 Ask each pair to report back on anydisagreements. Get them to note down relevantvocabulary not included in exercise 2.Grammar  p481 Keya past continuous/past simple had dinnerb present continuous/present simple tastesc past continuous/past simple was risingd present continuous/present simple are playinge present perfect continuous/present perfect simple Have you been sittingf present perfect continuous/present perfect simple has playedg future continuous/future simple ’ll be sittingh present continuous/present simple don’t believei present perfect continuous/present perfect simple ’ve been walkingj future continuous/future simple ’ll regretk present simple/present continuous ’m alwaysleaving2 Keya you haveb I remember, stoodc I rememberd don’t understande sleep, seemOptional activityGet students to find other quotations of their own,either by looking at a dictionary of quotations or bytranslating well-known quotations or sayings fromtheir own language. They should identify the use ofsimple and continuous forms in the examples.3 Tell students that the best way to explain themeaning is to give a synonym.Keya see means understand in the first sentence andhave a relationship with in the second.b think means have an opinion in the firstsentence and intend/have a plan in the second.c feel means think/have an opinion in thefirst sentence and experience an emotion in thesecond.d have means possess in the first sentence andgive birth to in the second.4 Key  1 ’ve been sitting  2 are you doing/have you been doing  3 are always doing  4 enjoy  5 ’ll finish/ll have finishedTB.indb 31 21/01/2011 15:31
  32. 32. Unit 432  6 let  7 ’ve never liked  8 ’m thinking  9 ’m having/’ve been having10 means11 doesn’t fit12 know13 bites14 ’ve done5 Suggested answersa What are you doing this evening?b How long have you been learning English?c What do you usually do on Saturday evenings?d Where do you think you’ll be/you’ll be livingin ten years time?e What were you doing/did you do/had you beendoing when the teacher came into the room?Listening  p501 KeyBThe phrases in bold in the Tapescript show wherethe answers can be located.Tapescript 9A Right, how many places have we been to in thehospital?B Let’s think. When we left the ward, I still hadmy bag. So the first place was … I know … wewaited beside the lifts for a while, didn’t we? Thelift took ages to arrive.A Then we went to the cafeteria. Did you have itthen?B Yes, I paid for the coffees. Then we went to thechemist’s.A And you still had it?B Not sure. I’ve only just realised it’s missing …A Hang on. I paid for the coffees! And I don’tremember seeing your bag then.B Really? Let’s go back to the first place, then …2 The phrases in bold in the Tapescript show wherethe answers can be located.Key1 C2 A3 B4 B5 C6 A7 CTapescript 101Emma  Luke, I don’t get this. Can you explain?Luke  Yes, look. Just move that equation over to thisside, then the numbers come out equally.Emma  Oh, why don’t I understand numbers?Luke  Well, everybody’s different, Emma. I can’t drawlike you can, for example.Emma  But art’s different. I just wish I were better atmaths. It’s not that I don’t want to do it. I reallyconcentrate when Miss Phipps is talking, but afterten minutes I just don’t follow any more. I’m notsure that Miss Phipps understands people whodon’t understand maths.Luke  Well, after the exam you don’t have to do mathsany more.Emma  That doesn’t help me now!2Gerard Sullivan isn’t your average scientist, having asomewhat adventurous nature. Not for him the confinesof a laboratory where he can study quietly with hismicroscope. Instead, he’s a microbiologist who isfascinated by what can survive in extreme conditions.He’s been in the Atacama desert, the driest place onearth, and in Antarctica, the coldest place, in searchof the tiny microbes that survive in these inhospitabletemperatures. They not only give us information aboutour amazing natural world, but also vital clues abouthow life started on earth billions of years ago.3A Sally! I’m stuck. I can’t do this one. And I need it tohelp me with this one across. I’m nearly finished,but …B OK, what’s the clue? Oh, that’s tricky.A Have you any idea? I don’t know why I do thesethings. They’re supposed to be good for the brain.They end up giving me a headache.B You love them, really! Oh, wait a minute … isn’t it‘housework’?A Well, that’s what I thought, but then five downdoesn’t fit anymore.B I see what you mean.A Oh I need a break.4Ladies and Gentlemen, welcome. I hope that you havemanaged to pack some inspiration along with yourbrushes! If not, don’t worry. We are here to inspireyou! Ladies and gentlemen, think about how a childpaints. Imagine a very young boy or girl with a pieceof paper, a big brush and bright colours. See howthey take delight in mixing new colours, applying thepaint, experimenting with shape and design. See howfearless they are. They are totally absorbed in theprocess of painting, not the result. It is the fun of thecreative process that is the important thing. This isour aim for these classes.TB.indb 32 21/01/2011 15:31

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