Professional Documents
Culture Documents
Spotlight 11 is an English course based on the relevant unit in the Student’s Book. It aims to
Common European Framework of Reference and consolidate the language presented in the
designed for B2 level students. Student’s Book through a variety of exercises,
incorporating all four skills.
Spotlight 11 develops all four skills (listening,
speaking, reading and writing) through a variety of My Language Portfolio
communicative tasks, and systematically recycles My Language Portfolio contains material to be used
key language items. Above all, it is designed to in a variety of tactile tasks throughout the course.
promote active (activating all new vocabulary and This material is printed on pages which students
structures in meaningful, everyday situations), may then cut out and file in their individual
holistic (encouraging the creative collective use of Language Portfolios (see Students’ Language
students’ brains as well as the linguistic analytical Portfolios).
use of their brains) and humanistic (acquiring and
practising language through pleasant tasks and Teacher’s Book
topics, paying attention to their needs, feelings The Teacher’s Book contains detailed Teacher’s
and desires) learning. notes, which provide:
ñ objectives of each unit in a clear and concise
The coursebook consists of eight modules of nine way
lessons each. Each module is designed to be ñ step-by-step lesson plans and suggestions on
taught in nine 50-minute lessons. Each module how to present the material
ends with a Spotlight on Exams section as well as a ñ a full Key to the exercises in the Student’s Book
Progress Check section. and Workbook
ñ tapescripts of all listening material
COURSE COMPONENTS
Student’s Book Class Audio CDs
The Student’s Book is the main component of the The Class Audio CDs contain all the recorded
course. Each module is based on a single theme material which accompanies the course.
and the topics covered are of general interest. All
modules follow the same basic structure (see Student’s Audio CD
Elements of a Module). The Student’s Audio CD contains the recorded
dialogues and the main texts in the Student’s Book,
Workbook and may be used for the purposes of homework,
The Workbook is in full colour. preparation and practice.
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reinforce students’ understanding and mastery of
ELEMENTS OF A MODULE
each item. There is a Grammar Reference Section
Each module starts with a module presentation at the back of the Student’s Book which offers
page to familiarise students with the language and detailed explanation of each grammar point.
patterns in the module. The module presentation Further practice is provided in the Grammar Check
pages also whet students’ appetites by section at the back of the book.
familiarising them with some of the text types,
pictures and activities found in the coming Listening
module. Each module contains the sections Students develop their listening skills through a
described below. variety of tasks which employ the vocabulary and
grammar practised in the module in realistic
Vocabulary contexts. This reinforces students’ understanding
Vocabulary is introduced in a functional and of the language taught in the module. Many tasks
meaningful context, and is practised through a included in the Student’s Book are multi-sensory,
variety of exercises such as picture-word enabling students to practise all four language
association and completing set phrases in order to skills as they complete the task.
help students use everyday English correctly.
Further Practice is provided in the Word Perfect Speaking
section at the back of the book. Controlled speaking activities have been carefully
designed to allow students guided practice before
Reading leading them to less structured speaking activities.
Dialogues
In each module there is a situational dialogue set Pronunciation/Intonation
in an everyday context in order to familiarise Pronunciation/Intonation activities help students
students with natural language. This dialogue also to recognise the various sounds of the English
presents useful expressions so that students can language, distinguish between them and reproduce
practise everyday English. them correctly.
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Songs Culture Corner section
There are song sheets at the back of the Student’s In these interesting and informative pages,
Book containing songs connected to the theme of students are provided with cultural information
the modules as well as related tasks. Listening to and read about aspects of English speaking
lively, high quality songs is a humanistic activity countries which are thematically linked to the
which lowers the students’ affective filters and module. The section also contains related tasks
allows them to absorb language more easily. and creative projects, which give students the
chance to process the information they have learnt
Games and compare it to the culture of their own country.
These sections use the format of a team competition
to consolidate the learning of vocabulary, Literature section
expressions and grammar presented in the module. This section enables students to familiarise
Games enable students to use new language in an themselves with literature extracts from various
enjoyable way and promote humanistic learning. authors in English.
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SUGGESTED TEACHING TECHNIQUES ñ Use of (bilingual/monolingual) dictionary.
Encourage students to guess the meaning of a
A ― Presenting new vocabulary word, then use their dictionaries to check if
Much of the new vocabulary in Spotlight 11 is their guess is correct.
presented through pictures, or by encouraging ñ Sketching. Draw a simple sketch on the board to
students to refer to the Word List or their illustrate the word(s) to be explained. For
dictionaries. Vocabulary is always presented in instance:
context, and emphasis is placed on collocations,
phrasal verbs, idioms and word association, since tall
memorising new words is easier when they are
presented in lexical sets. short
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ñ Make sure that students understand they are Alternatively, indicate the error and ask other
writing for a purpose. Go through the writing task students to correct it.
in detail so that students are fully aware of why ñ Oral fluency. In pairwork or free speaking
they are writing and who they are writing to. activities allow students to finish the task
ñ It would be advisable to complete the task without interruption, but make a note of the
orally in class before assigning it as written errors made and correct them afterwards.
homework. Students will then feel more ñ Written work. Do not over-correct; focus on
confident about producing a complete piece of errors that are directly related to the point of
writing on their own. the exercise. When giving feedback you may
write the most common errors on the board and
C ― Assigning homework help the class to correct them.
It is recommended that homework is regularly
assigned and routinely checked according to the Remember that praising students and rewarding
specific needs of the class. good work is of great importance. Post written work
on a notice board in the classroom or school, or give
When assigning writing tasks, prepare students as ‘reward’ stickers. Praise effort as well as success.
well as possible in advance. This will help them avoid
errors and get maximum benefit from the task. E ― Class organisation
Commonly assigned homework tasks include: ñ Open pairs. The class focuses its attention on
ñ Vocabulary. Students memorise the meaning of two students doing the assigned task together.
words and phrases. Use this technique to provide an example of
ñ Spelling. Students learn the spelling of how the task should be done.
particular words without memorising the text in ñ Closed pairs. Pairs of students work together on
which they appear. a task or activity, while the teacher moves
ñ Reading aloud. Assisted by the Student’s CD, around the classroom offering assistance and
students practise at home in preparation for suggestions. Ensure the task is clearly
reading aloud in class. understood before closed pairwork begins.
ñ Writing. After thorough preparation in class, Stages in pairwork:
students are asked to produce a complete piece – Organise students into pairs
of writing. – Set the task and time limit
– Rehearse the task in open pairs
D ― Correcting students’ work – Ask students to do the task in closed pairs
All learners make errors; they are part of the – Go around the class and help students
process of learning. The way errors are dealt with – Pairs report back to the class
depends on the activity. ñ Groupwork. Groups of three or more students
ñ Oral accuracy. In drill work correct students on work together on a task or activity. Class
the spot, either by providing the correct answer projects or role play are often most easily done
and asking them to repeat it, or by indicating in groups. Again, ensure students clearly
the error but allowing students to correct it. understand the task in advance.
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ñ Rolling questions. A student answers a the class; video cassettes with the students’
question, then proceeds to ask a question favourite story, filmed performances of songs,
directed at the next student in turn. This school plays, Evaluation Sheets and reports from
continues around the class. teachers, various realia or pictures and so on. In
short, it is a collection of what the learners want
F ― Using the Student’s Audio CD to keep as evidence of what they are learning
All dialogues and texts in the Culture Corner and through the medium of the English language.
Extensive Reading sections are recorded on the This Language Portfolio is the student’s property. It
Student’s Cassette or CD. Students have the is a tool to accompany the students’ language
chance to listen to these recordings at home as learning throughout the course and is suitable for
many times as they want in order to improve their documenting their learning both inside and outside
pronunciation and intonation. The suggested the classroom. The main emphasis is on the
stages of such self-access study are: process of learning, so that while compiling their
Language Portfolios, learners develop the skill of
ñ The student listens to the recording and follows working independently.
the lines in the text or dialogue.
ñ The student listens to the recording with pauses The aim of the Language Portfolio is to develop the
after each sentence or exchange. The student learners’ autonomy. However, they should be
repeats as many times as needed, trying to guided at first on how to organise their work, keep
imitate the speaker’s pronunciation and records, access their own information, etc.
intonation. Learners are usually willing to experiment and try
ñ The student listens to the recording again, then new things, but at the same time, can be
reads aloud. discouraged if they are not sure what is required of
them. Once a routine has been established and
STUDENTS’ LANGUAGE PORTFOLIOS learners begin to develop their autonomy, they can
At the beginning of the course, students should be be given more responsibility and freedom.
asked to obtain a suitable folder, or sectioned Learners will still appreciate feedback and
document wallet, which they will bring to each appraisal though, so it is important that their
lesson and which will hold their personal Language efforts are monitored and facilitated.
Portfolio.
First Steps
This will be used to store not only the material cut It is suggested that work on the Language Portfolio
out of the printed supplement, My Language is started a few weeks into the course once
Portfolio, but also a wide variety of other students have made some progress in the English
documents and material. Language. At this level a letter can be sent home
to parents to inform them that the students will
In practice, Language Portfolios may include need a folder, plastic envelopes, etc. At the
projects or other written work; computer diskettes beginning of the first session, ask the students to
with work or drawings completed inside or outside turn to page three of their Language Portfolio. Go
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through the letter together, making sure that the – My World of English: By updating the record,
students have a thorough understanding of the students get a sense of achievement in the
concept of the Language Portfolio. Encourage target language.
them to ask questions about anything they do not – Now I can: Students have the opportunity to
understand. Then give the students some time to assess their own learning. If a student moves
arrange their Language Portfolio. Go around, to a new school his/her teacher will also be
providing any necessary help. able to gauge this student’s level.
– Future Plans: Students record their
Once the students have arranged their Language intentions and ambitions concerning their
Portfolio, go through each page together, improvement in the target language.
commenting on the layout and pictures, and giving
a brief explanation of the content of each page. III) Dossier
Spend some time going through the Language The activities have been designed to reinforce
Biography section, providing any necessary help. the language covered in each module. They can
Once this has been completed, encourage the be done upon completion of each module or at
students to do the activities in the Dossier section. a time convenient to the teacher, provided that
How to approach each section students have covered the corresponding
I) Language Passport module.
Read out the introductory paragraph as the It is suggested that teachers participate in the
students follow silently. Answer any questions activities by bringing in a completed version of
they may have. Each time they are given an activity to be presented. Students need to
something for this section, remind them to be motivated and inspired, and the following is
make a record and file it in the appropriate a suggestion on how to approach each activity.
section of their Language Portfolio. Every time students present an activity, give
II) Language Biography them due praise and attention, reward them
Spend some time on each section, making sure with stickers, etc. In general, make them feel
the students know what is required of them. that they have done something special; in this
Here is a brief explanation of the rationale of way, all the class will be encouraged to do
each section: likewise.
– All about me: Students fill in their personal
information and record their exposure to the TYPES OF LEARNING STYLES
English language. Experienced teachers will be aware that some of
– How I learn: Go through the section along with their students learn best by listening to new
students, providing any necessary help. The information, some prefer to read about it, whereas
purpose of this section is for both students and other students need to do something with the new
teacher to be able to determine each information. There is no absolute ‘best’ method of
student’s individual learning style (i.e. visual, learning; these are all valid learning styles, as
auditory, tactile/kinaesthetic) and needs. different people learn in different ways.
Consequently, a coursebook should offer a variety
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of exercises and material which stimulate all types
ABBREVIATIONS
of learning style in order to help the learners learn
according to their personal learning styles. The following abbreviations are used in the
ñ Visual Learners need to see the teacher’s body Student’s Book and Teacher’s Notes:
language and facial expression to fully
understand the content of the lesson. They T teacher
think in pictures and learn best from visual S(s) student(s)
displays, including diagrams, illustrations, HW homework
transparencies, videos, flashcards and hand- L1 students’ mother tongue
outs. Ex. exercise
ñ Auditory Learners learn best through verbal p(p). page(s)
explanations, discussions, talking things e.g. for example
through and listening to what others have to i.e. that is
say. Written information may have little etc et cetera
meaning until it is heard. They often benefit sb somebody
from reading a text aloud and using a tape sth something
recorder.
ñ Tactile/Kinaesthetic Learners learn best
through a hands-on approach, actively
exploring the physical world around them. They
may find it hard to sit still for long periods and
may become distracted by their need for
activity and exploration. These learners express
themselves through movement. They have a
good sense of balance and hand-eye co-
ordination. By interacting with the space
around them, they are able to remember and
process information. Involve them in role play,
pairwork and other classroom activities.
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Module 1 Relationships
Before you start … an extract from a tale (p. 16)
Direct Ss’ attention to the title of the module, (a tale is a story, often about magic or exciting
Relationships. Explain that in this module they will learn events) What is the title of the tale? What do you
about families, relatives and relationships as well as how think it will be about? Who wrote it? When was it
to describe people’s appearance, personality and written?
behaviour.
a pie chart (p. 21)
Look at Module 1 (a pie chart is a graph in the form of a circle in
In order to stimulate discussion and interest, ask Ss which which relative quantities are shown by the
page each picture is from. Then elicit other information different sizes of the sectors) What do the pie
(e.g. what the picture shows and what they think the unit charts show? What do they tell us about Britain?
might be about).
Go through the rest of the sections with your Ss and
Suggested Answer Key point out that by the end of the module they will know
Focus Ss’ attention on picture 1. how to perform the tasks listed.
T: What page is picture 1 from? Explain that the module has:
S1: It’s from page 10. ― a Literature section
T: What can you see in picture 1? ― a Culture Corner
S2: A couple with their family. ― an Across the Curriculum section
T: What do you think this section will be about? ― a Going Green section
S1: Probably about how people get on with
members of their family. etc Ask Ss to look at the relevant pages and elicit what each
section is about.
Pic 2 (p. 23)
What does this picture show? Are there lots of trees Suggested Answer Key
in your neighbourhood? Why is it good to have trees The Literature section seems to be about authors,
around us? Have you ever planted trees or flowers? books and literature extracts. This one (pp. 16-17)
Where? is about Oscar Wilde and an extract from one of his
Pic 3 (p. 24) tales The Devoted Friend.
What can you see in the picture? Which city do you The Culture Corner (p. 21) contains an article
think it is? What are the advantages/disadvantages about multicultural Britain.
of living in a big city? Which big cities have you
visited? The Across the Curriculum section (p. 22) looks at how
different families lived during Victorian times.
Pic 4 (p. 25)
Who is this a picture of? What is she famous for? The Going Green section looks at different green
issues. This particular one (p. 23) is about how we
can make our neighbourhood cleaner and greener.
Find the page number(s) for
Allow Ss time to browse through the units and find the Listen, read and talk about …/Learn how to …/
relevant information. Then ask them to explain what each Practise …/Write/Make …
one is, and elicit simple information about each item.
Select Ss to read through the list of items that will be
covered in the module. Ask questions and give examples
Suggested Answer Key as appropriate. If necessary, explain any new vocabulary.
a letter (p. 14) Ask Ss to go through the list and put a tick next to the
(a long note to a friend) Who is this letter from? items that they think they know or can do, a cross next
What is the letter about? Who is it written for? to the ones they don’t know or are nor sure about, and a
star next to the ones they think will be the most useful.
Select Ss to report each item they have ticked or put a
star next to.
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1 a
Reading Skills
Objectives ñ Ask individual Ss to share their answers to
Vocabulary: families correct with the class.
Reading: an article about families in various
parts of the world (multiple matching) Answer Key
Skills ― scanning
cultural traditions ― customs
― reading for specific information
policy ― scheme
Speaking: giving information about your family
honour ― good reputation
Writing: a short text about your family
elders ― seniors
only child ― no brothers or sisters
dull ― boring
1 Focus ➤ Imagining a scene dropped ― become less
ñ Ask Ss to close their eyes and imagine that they takes priority ― is the most important thing
are at home on a cold winter’s evening as they stroll ― walk
listen to the recording. remain ― continue to be
ñ Select individual students to describe what they maternal ― mother’s
imagined. Encourage them to describe all of hierarchy ― ranking
their senses. concept ― idea
support ― help
(Ss’ own answers) obey ― comply with
Reading
Vocabulary
2 Focus ➤ Reading for specific information
4 a) Focus ➤ Providing male/female equivalents
ñ Explain to Ss that they are about to learn about
families in different parts of the world. Play the ñ Complete item 1 together as a class and then
recording to Ss and ask them to follow the text allow Ss time to complete the rest of the
on pp.10-11. task individually.
ñ Allow Ss some time to reread the text and ñ Ss check their answers using dictionaries.
answer the questions.
ñ Check Ss’ answers around the class. Answer Key
1 stepmother 6 granddaughter
Answer Key 2 sister-in-law 7 great-grandmother
1 Takumi (Japan) 3 niece 8 ex-wife
2 Cheung (China), Aalia (Jordan), Takumi (Japan) 4 half-brother 9 widower
3 Cheung (China), Natasha (Russia) 5 father-in-law 10 twin brother
4 Aalia (Jordan)
5 Thomas (England) b) Focus ➤ Finding out who your partner is
6 Natasha (Russia) related to
ñ Ask Ss to work in pairs and explain the task.
3 Focus ➤ Matching synonyms ñ Monitor the task.
ñ Focus Ss’ attention on the vocabulary in the (Ss’ own answers)
exercise and check comprehension.
ñ Explain the task and allow Ss time to match the
words and their meanings.
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1a Reading Skills
Writing
5 Focus ➤ Practising vocabulary
8 Focus ➤ Writing a short text about your
ñ Focus Ss’ attention on the sentences and the
family for a magazine
vocabulary items in brackets. Explain/Elicit the
difference in their meanings. ñ Ss read the rubric. Check comprehension by
ñ Ss work in pairs to select the correct answers. asking Ss: What are you going to write? ( a short
ñ Check Ss’ answers around the class. text) What will it be about? (your family)?
ñ Allow Ss time to complete their texts. Select
Answer Key some Ss to read out their writing to the class.
1 marriage, wedding
2 immediate, extended Suggested Answer Key
3 elderly, old My Family
4 relations, generations My immediate family consists of my mother, my
5 relatives, ancestors father and my baby brother. My grandparents
6 nuclear, single parent live in another part of the country so I don’t
get to see them very much. I get on well with
my parents and they encourage me to express
6 Focus ➤ Practising vocabulary to describe myself. They say that my life is my own and
people that I have to take responsibility for the
ñ Explain the task and ask Ss to complete it choices I make. I wouldn’t want to live without
individually. my family as they are the centre of my life.
ñ Check Ss’ answers.
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1 b
Listening & Speaking Skills
Objectives
Vocabulary: relationships; idioms related to
2 Focus ➤ Choosing the correct word
people ñ Complete item 1 together as a class, then allow
Listening: filling in a form Ss some time to complete the rest of the task
Skill ― listening for specific information individually.
Reading: a dialogue (comprehension questions) ñ Ss check their answers using their Word List.
Skill ― reading for specific information
Speaking: making a complaint, apologising Answer Key
Writing: about relationships
1 interfering, concern 9 relationship,
2 picking, make have
3 gets 10 makes, breaks
Vocabulary 4 showing 11 let
1 Focus ➤ Describing pictures of people 5 typical, blame 12 relies
6 pleased 13 approve
ñ Ask Ss to look at the pictures and ask: Who do
7 popular 14 object
we see in the pictures? Where are they and
8 takes, close 15 know, say, keep
what are they doing? How are the people
related?
ñ Allow Ss a few minutes to discuss in pairs and 3 Focus ➤ Discussing relationships
then invite a few pairs to report back to the
class. ñ Direct Ss’ attention to the language boxes.
Explain that there are many different ways to
describe our relationships with people ― some
Suggested Answer Key
of it positive (the blue box) and some negative
In the first picture we can see five people
(the yellow box).
around a table ― two children and three
ñ Select a pair of Ss to read the example
adults. They are in someone’s house. It looks
exchange.
like it is the girl or boy’s birthday as there are
ñ Ss work in pairs, describing their relationships
presents in front of them. I think the boy and
with family members, friends and neighbours.
girl are brother and sister and their parents
Remind Ss to use ideas from Ex. 2. Monitor the
and grandmother are with them. In the second
activity.
picture there are also five people ― three
children and two adults. They are standing
outside someone’s house and talking. One of Suggested Answer Key
the boys, a girl and a man are standing on one S1: I think a lot of my grandmother who died
side of the fence; the woman and the other boy three years ago. She was very special to
are on the other side. I think they are two me.
different families and that they are S2: I’m not very close to my grandparents as
neighbours. In picture three we can see two they live far away.
young people – a girl and a boy. They sitting S1: I have a really good relationship with my
outside in a park. The girl is looking at the boy. little sister.
Maybe she is trying to talk to him but he is S2: My brother and I often don’t see eye to eye
looking away. Maybe they are boyfriend and and constantly argue. etc
girlfriend.
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1b Listening & Speaking Skills
Listening any other trouble in a diary. If you can’t resolve the
problem in a friendly way, you may need to involve the
4 Focus ➤ Listening for specific information
police and the more information you have, the better.
ñ Direct Ss’ attention to the form. Elicit what it is Woman: Ok. I’ll start doing that right away.
for (to record a complaint made by a member Volunteer: And please call us any time. We are there to
of the public about a neighbour) and explain support and help in any way we can.
what a 24-hour Help line is (a number you can Woman: Thank you very much.
call at any time of day or night to get help with
a problem). Everyday English
ñ Play the recording. Ss listen and fill in the gaps.
5 Focus ➤ Acting out exchanges
ñ Check Ss’ answers.
ñ Brainstorm with Ss some of the problems people
Answer Key can have with their neighbours. Write them on
the board.
1 Smythe 4 3
ñ Read through the language boxes for making a
2 visitors 5 diary
complaint/apologising. Invite a pair of Ss to
3 rubbish 6 the police
read the example exchange.
ñ Ss practice acting out exchanges in pairs.
TAPESCRIPT Monitor the activity. Invite some pairs to
Volunteer: Hello. ‘Neighbours From Hell’ help line. reenact their exchanges to the class.
Who’s calling, please?
Woman: My name is Mary Smythe. Suggested Answer Key
Volunteer: Mary Smith? S1: Do you think you could do something about
Woman: No, Smythe. It’s S-M-Y-T-H-E. the children making so much noise in the
Volunteer: Ok, Mrs. Smythe. How may I help you? early morning?
Woman: Well, I’ve been having some serious problems S2: I’m really sorry. We’ll try to do something
with my new neighbours and I just don’t know what to about it.
do. S2: I was wondering if you could stop your dog
Volunteer: What kind of problems? from digging up my plants.
Woman: Well, my main complaint is that they are so S1: Oh I do apologise. It won’t happen again. etc
noisy. They play their music full blast and always have
lots of visitors coming round to their house and making a
lot of noise. There is so much noise that I can’t sleep at Reading
night, and I can’t work during the day. I can’t even
watch TV quietly in my own home!
6 Focus ➤ Reading for specific information
Volunteer: I see. Any other complaints? ñ Ask Ss to read the questions.
Woman: Unfortunately, yes. Lots of rubbish has also ñ Play the recording. Ss listen and follow the text
appeared in my back garden recently. I’m sure they in Ex. 6.
have been throwing it there. It looks so untidy! What ñ Allow a few minutes for Ss to answer the
can I do? questions individually.
Volunteer: How long as this been going on? ñ Select individual Ss to read out their answers.
Woman: For about three months now. ñ Ss explain the underlined phrases. Ask Ss to
Volunteer: Have you tried talking to them and infer meaning from the context first and then
explaining how you feel? check in their dictionaries.
Woman: Yes, I spoke to them the first week they moved
in and explained that this was a quiet neighbourhood,
but they just laughed.
Volunteer: Well then, I suggest you do the following.
Write down the dates, times and causes of the noise and
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Listening & Speaking Skills 1b
Answer Key Suggested Answer Key
1 John is Phil’s new neighbour. A: Hi, I’m Paula Jenkins from next door. I don’t
2 John has been having problems sleeping think we’ve met yet.
because of Phil’s loud music/the noise B: Oh, hi. I’m Carla. Pleased to meet you.
coming from Phil’s house. Would you like to come in?
3 to make less noise in future A: Oh, no thanks. I’m on my way to town. I just
4 Phil wondered if I could have a quick word.
B: Sure, go ahead.
A: Well, it’s just that your dog has been
Suggested Answer Key coming into my garden and has dug up a few
I’m on my way: I’m going of my plants.
have a quick word: speak briefly B: Oh dear, I’m sorry. I’ll make sure that he
going on: happening stays at home in future.
keep it down: make less noise A: Thanks so much, Carla, I appreciate that.
B: You’re welcome! Oh, by the way, I’m going
to a dog show this weekend! You could come
Speaking too!
A: Oh, err.. well, Ok then. That would be fun!
7 Focus ➤ Acting out a dialogue
ñ Tell Ss to imagine that they have a problem with
a new neighbour. Say it right
ñ In pairs Ss act out their dialogues, using the 8 Focus ➤ Listening for specific information
dialogue in Ex. 6 as a model. Write the dialogue
plan on the board to help Ss. ñ Direct Ss’ attention to the list of exchanges.
ñ Elicit/explain the meaning of any new
A B vocabulary. Explain the task. Ss complete the
Introduce yourself Reply. Invite him/ task.
to your new her in. ñ Play the recording for Ss to check their answers.
neighbour ñ Play the recording again with pauses.
ñ Ask various pairs to repeat the exchanges
Decline invitation Tell him/her to go following the intonation patterns in the
and explain why. Say on. recording.
you want a
quick word. Answer Key
Explain the Apologise. Promise 1 a 2 b 3 b 4 a
problem. to change behaviour
in future.
Idioms
Say thanks. Inivite him/her 9 Focus ➤ Learning idioms
somewhere at the
ñ Read out the rubric and allow Ss time to
weekend.
complete the idioms, using their Word List.
Accept invitation. ñ Check Ss’ answers. Elicit/explain what the
idioms mean. Elicit from Ss whether there are
similar expressions in their language.
ñ Ss record their dialogues. Play a few dialogues
to the class.
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1b Listening & Speaking Skills
1 c
Grammar in Use
Objectives
13 have been looking
Grammar: present tenses, future tenses, past
14 have not found
tenses, used to ― be/get used to ― would;
15 get (future meaning)
phrasal verbs with come
Vocabulary: time expressions, dependent
ñ Present simple is used for facts and
prepositions
permanent states; general truths and laws
of nature; habits and routines; timetables
and programmes; feelings and emotions.
1 Focus ➤ Revising present tenses
ñ Present continuous is used for actions
ñ Explain the task, reminding Ss of the basic rules taking place at or around the moment of
for using the present tenses. Ask Ss to refer to speaking; temporary situations; fixed
the Grammar Reference section if they require arrangements in the near future; currently
further assistance. Ss complete the task changing and developing situations; with
individually. adverbs such as always to express anger or
ñ Check answers with the class. irritation.
ñ Present perfect is used for an action that
Answer Key happened in an unstated time in the past;
1 have been an action that started in the past and
2 seems continues up to the present, especially with
3 like stative verbs; a recently completed action;
4 feel personal experiences or changes.
5 rushes/is rushing ñ Present perfect continuous is used to
6 always get/am always getting emphasise the duration of an action that
7 is getting started in the past and continues up to the
8 start (future meaning) present.
9 am staying
10 has helped The present simple tense can be used with a
11 really enjoy future meaning. Present simple is used for
12 chat timetables and programmes (e.g. My lectures
at the university start next Tuesday).
18
Grammar in Use 1c
2 Focus ➤ Practising present tenses 3 will have finished (future perfect for an
action that will have been completed by a
ñ Do the first item as an example.
fixed time in the future)
ñ Ss complete the task individually and then
4 won’t be late (future simple for a promise)
compare answers with a partner.
5 will be lying (future continuous for an
ñ Check answers with the class.
action that will be happening at a stated
time in the future)
Answer Key 6 will come (future simple for a decision
1 A: are you smelling (action) made at the moment of speaking)had bee
B: smells (state) 7 will make (future simple for a prediction
2 A: am seeing (action) based on what we believe)
B: see (state) 8 are visiting (present continuous for a fixed
3 A: are looking (action) arrangement)
B: looks (state) 9 will be working (future continuous to
4 A: are thinking (action) emphasise the duration of an action that
B: think (state) will be completed by a stated future time)
5 A: is (state)
B: is being (action)
4 a) Focus ➤ Reading about future events
Actions are thinks that are happening at the
Read the example sentences with Ss around the
moment of speaking and are described using
class. Explain that they express different kinds
the present continuous tense (this tense can
of future events, some more formal/ certain or
also be used for fixed arrangements e.g. 2A: I
nearer in the future than others. Ask Ss to
am seeing my niece tonight).
provide similar examples of their own using the
language presented.
States describe how something/someone is at
the moment of speaking (e.g. 1B: It smells
wonderful) or what something/someone is Suggested Answer Key
usually like (e.g. 5A: He is usually so cheerful) I think she is about to cry.
and are described using the present simple Karen is on the point of going to the police if
tense. her neighbours don’t stop making noise.
The film is certain to be a success.
Her baby is due in January.
3 Focus ➤ Reviewing future tenses
ñ Review with the Ss when it is appropriate to use
b) Focus ➤ Completing a text using new
future simple, future continuous, future perfect
vocabulary
and other tenses with future meaning. Offer
examples if necessary. ñ Explain the task. Allow Ss a few minutes to
ñ Ss complete the task. Remind Ss to explain the complete it individually.
uses of each. ñ Ss compare answers with a partner.
ñ Check Ss’ answers.
Answer Key
Answer Key 1 on the point of 4 bound to
1 are going to trip over (Are going to for a 2 are to 5 are about to
prediction based on what we can see) 3 is due to
2 is starting (present continuous for a fixed
arrangement)
19
1c Grammar in Use
ñ Set a time limit of 8 minutes for Ss to write
5 Focus ➤ Reviewing past tenses their sentences. Check which team has the most
ñ Review with the Ss when it is appropriate to use correct answers. The winning team reads out
the various forms of the past tense. Offer their sentences to the class.
examples if necessary.
ñ Ss complete the task. Remind Ss to explain their Suggested Answer Key
choices. I have not spoken yet with my teacher about
ñ Check Ss’ answers. the exam as she was sick today.
You still have time to talk to her before we
Answer Key must leave.
1 A: happened (past simple) They have already notified all the applicants of
B: was walking (past continuous), their acceptance.
stole (past simple) They had been waiting for two hours before we
2 A: Did you go (past simple) arrived.
B: had been working (past perfect She started teaching at the school five years
continuous), stayed (past simple), ago.
watched (past simple) I am going to a friend’s house after school
3 A: Did you see (past simple) today.
B: had already left (past perfect), Now is not a good time to talk.
woke (past simple) She is talking on the phone at the moment, can
4 A: were you running (past continuous), I take a message?
saw (past simple) The children had been playing in the garden for
B: had been chatting (past perfect a long time, so they were very tired.
continuous), realised (past simple) They have known each other since primary
5 A: called (past simple) school.
B: didn’t hear (past simple)
Past simple is used for an action completed at 7 a) Focus ➤ Matching sentences and their
a stated time in the past. meanings
Past continuous is used for an action that was ñ Instruct Ss to close their books.
happening in the past and was interrupted by ñ Write the following sentences on the board
another action. and draw Ss’ attention to the different
Past perfect is used for an action that structures. Check their meanings using Ss’
happened in the past before another past L1.
action. I’m getting used to the cold, wet weather in
Past perfect continuous is used to emphasise England. (an action in progress now)
the duration of a past action that happened I’ve been jogging for so long that I’m used to
before another action. getting regular exercise. (an action that has
become a habit)
I used to like eating fish but I don’t any
Speaking more. (a past state that is no longer true)
6 Focus ➤ Composing sentences using time As a child I would always look forward to my
expressions birthday.(a repeated action in the past)
ñ Ask Ss to match the sentences in Ex. 7a with
ñ Divide the class into teams of four/five Ss. Ask their meanings.
one student from each group to be the ‘scribe’ ñ Check Ss’ answers.
for the group.
ñ Explain the task, drawing Ss’ attention to the
time expressions. If necessary check their
meanings using Ss’ L1.
20
Grammar in Use 1c
Answer Key 8 Focus ➤ Practising dependent prepositions
1 c 2 a 3 d 4 b
ñ Explain the task. Ss work individually.
ñ Ss check their answers using Appendix 1.
b) Focus ➤ Consolidating the use of used to,
be/get used to and would Answer Key
1 to 2 for 3 of 4 to 5 about
ñ Allow Ss time to fill in the gaps and compare
answers with a partner.
ñ Select a S to read out the text to the class.
9 Focus ➤ Phrasal verbs (come)
Answer Key ñ Explain the task. Ss work individually.
1 used to 6 would/used to ñ Ss check their answers using Appendix 2.
2 used to 7 wasn’t used to
3 would 8 got used to Answer Key
4 used to 9 got used to 1 across 3 down with 5 up with
5 would 2 over 4 over 6 into
21
1 d
Literature
Objectives ñ Ss read the entire text again and complete the
Vocabulary: adjectives to describe character; task. Remind Ss to read the text one more time
collective nouns to ensure that their answers are correct.
Reading: an extract from The Devoted Friend ñ Ss listen to the recording and check their
(gapped text) answers.
Skill ― reading for detailed comprehension
Writing: a dialogue Answer Key
Speaking: discussing friendship, acting out a
1 E 3 H 5 B 7 D
dialogue
2 A 4 C 6 G
22
Literature 1d
Answer Key Hugh: selfish (he would always take things
… the most devoted friend of all was big Hugh from Hans and never thought about giving him
the Millar. (lines 1-2) anything), vain (he thought his friendship
… so devoted was the rich miller to little Hans, towards Hans meant everything and that being
… .(lines 2-3) able to give him things made him happy)
“Real friends should have everything in
common,” (line 7) the Miller’s youngest son: compassionate (he
… and felt very proud of having a friend with understood that Hans might be in trouble and
such noble ideas. (lines8-9) offers to give him half of his porridge/to show
..nothing gave him greater pleasure than to him his white rabbits)
listen to all the wonderful things the Miller
used to say about the unselfishness of true
friendship. (lines 14-16) 7 Focus ➤ Developing vocabulary (collective
… and he will be able to give me a large basket nouns)
of primroses and that will make him so happy.
ñ Revise the concept of collective nouns by
(lines 28-29)
holding up various items, e.g. a bunch of keys, a
“It is quite a treat to hear you talk about
pile of books. Explain that sometimes the same
friendship.” (line 32)
noun can be used to describe a few different
“You are certainly very thoughtful about others
things (‘bunch’ is also used to describe grapes).
…, very thoughtful indeed. (lines 30-32)
ñ Ss complete the task and check their answers
“I am sure the clergyman himself could not say
using a dictionary.
such beautiful things as you do. (lines 33-34)
“I am his best friend, and I will always watch
over him, and see that he is not led into any Answer Key
temptations.” (lines 43-45) 1 sack (of coal)
“How well you talk!” (line 49) 2 handful (of sand, of coins)
“Lots of people act well, … “but very few 3 set (of drums, a chess set)
people talk well, which shows that talking is 4 pack (of wolves, of cards, of lies)
much the more difficult thing of the two, and 5 flock (of birds, of goats)
much the finer thing also;” (lines 51-53) 6 gang (of youths, of criminals)
7 herd (of elephants)
8 swarm (of insects, of people)
6 Focus ➤ Describing the characters in the 9 bunch (of bananas, of keys)
story
ñ Write up the adjectives to describe the 8 a) Focus ➤ Discussing friendship
characters on the board. Explain/Elicit what
they mean. ñ Allow Ss a few minutes to reread the text
ñ Explain the task. Ss work in pairs. Remind Ss to individually to find statements about
provide reasons for their answers. friendship.
ñ Check Ss’ answers around the class. ñ Ss compare their quotes in groups of 3 and
discuss. Monitor the activity.
Answer Key
Hans: lonely (the miller didn’t visit him in the
winter), kind-hearted (he gave the Miller
things and never thought about whether he
would have enough for himself), polite/well-
mannered (Hans nodded and smiled)
23
1d Literature
24
Literature 1d
Miller: A plank of wood! Why, that is just what I want
b) Focus ➤ Listening to the next section for the roof of my barn. There is a very large hole in it,
of the story
and the corn will all get damp if I don't stop it up. How
ñ Play the recording to the class. Ss say how it lucky you mentioned it! I have given you my
compares to their versions. wheelbarrow, and now you are going to give me your
plank. Pray get it at once, and I will set to work at my
(Ss’ own answers)
barn this very day.
Hans: Certainly.
TAPESCRIPT
Miller: It is not a very big plank, and I am afraid that
Miller: Good morning, little Hans.
after I have mended my barn-roof there won't be any
Hans: Good morning.
left for you to mend the wheelbarrow with; but, of
Miller: And how have you been all winter?
course, that is not my fault. And now, as I have given
Hans: Well, really, it is very good of you to ask, very
you my wheelbarrow, I am sure you would like to give
good indeed. I am afraid I had rather a hard time of it,
me some flowers in return. Here is the basket, and mind
but now the spring has come, and I am quite happy, and
you fill it quite full.
all my flowers are doing well.
Hans: Quite full?
Miller: We often talked of you during the winter, Hans,
Miller: Well, really, as I have given you my
and wondered how you were getting on.
wheelbarrow, I don't think that it is much to ask you for
Hans: That was kind of you. I was half afraid you had
a few flowers. I may be wrong, but I should have
forgotten me.
thought that friendship, true friendship, was quite free
Miller: Hans, I am surprised at you. Friendship never
from selfishness of any kind.
forgets. How lovely your primroses are looking, by the
Hans: My dear friend, my best friend, you are welcome
way!
to all the flowers in my garden. I would much sooner
Hans: They are certainly very lovely, and it is a most
have your good opinion than my silver buttons, any day.
lucky thing for me that I have so many. I am going to
Miller: Good-bye, little Hans.
bring them into the market and sell them to the
Hans: Good-bye.
Burgomaster's daughter, and buy back my wheelbarrow
with the money.
Miller: Buy back your wheelbarrow? You don't mean to
say you have sold it? What a very stupid thing to do!
Hans: Well, you see the winter was a very bad time for
me, and I really had no money at all to buy bread with.
So I first sold the silver buttons off my Sunday coat, and
then I sold my silver chain and lastly I sold my
wheelbarrow. But I am going to buy them all back again
now.
Miller: Hans, I will give you my wheelbarrow. It is not in
very good repair; indeed, one side is gone, and there is
something wrong with the wheel-spokes; but in spite of
that I will give it to you. ..I think that generosity is the
essence of friendship, and, besides, I have got a new
wheelbarrow for myself.
Hans: Well, really, that is generous of you. I can easily
repair it, as I have a plank of wood in the house.
25
1 e
Writing Skills
Objectives
Suggested Answer Key
Reading: an article describing a good friend
(matching) para 1: School was boring until a new girl with
Skill ― reading for detailed comprehension a strange name joined the class.
Vocabulary: physical appearance, character para 2: Everyone agrees that Sunny is very
adjectives attractive.
Grammar: linking words and phrases para 3: Sunny is a really sociable character.
Writing: an article describing someone you para 4: She always makes sure she has plenty
admire to do.
para 5: Sunny is the best friend I have.
26
Writing Skills 1e
Suggested Answer Key
7 She is very ambitious as she wants a better
1 Jane is quite good looking. She’s slim with a
standard of life.
round face and brown curly hair. She’s pale-
8 John is too selfish to share his CDs.
skinned with an upturned nose. She always
9 He is extremely hot-tempered and
looks well-dressed in fashionable clothes.
frequently gets into arguments.
2 Bob is tall with short red hair. He is in his
10 She is so popular that she is never at home
mid-thirties with a freckled face and a long
at the weekend.
nose. He loves to dress in formal clothes.
3 Megan is in her fifties and has shoulder-
length grey hair. She has a heart-shaped
face and sad eyes.
b) Focus ➤ Practising character adjectives
4 Steve is tall and well-built. He shaves his ñ Explain the task. Allow Ss some time to
head because he is going bald but he keeps complete the task.
a goatee because he says his chin is too ñ Elicit answers from Ss around the class.
pointy.
5 Laura is short for her age and quite petite. Answer Key
She has an oval face with a cheeky grin that 1 hard-working 5 cheerful
is framed by her long brown hair usually in 2 aggressive 6 generous
a ponytail. 3 out-going 7 arrogant
4 pessimistic 8 sensitive
4 a) Focus ➤ Understanding character
adjectives 5 Focus ➤ Rephrasing sentences using milder
ñ Read through character adjectives 1-10 with language
the class and check Ss’ comprehension. Remind Ss why it is important when we write to
ñ Complete item 1 together as a class and then describe negative qualities using mild language (so
allow Ss a few minutes to complete the rest as not to offend anyone).
of the task individually.
ñ Ss compare answers with a partner.
Suggested Answer Key
1 Andy can sometimes be rather proud.
Answer Key
2 My sister tends to behave immaturely.
1 e 3 b 5 c 7 i 9 j 3 He seems to be quite disorganised.
2 g 4 h 6 a 8 d 10 f
27
1e Writing Skills
28
Writing Skills 1e
Suggested Answer Key Moreover, she is good at giving advice.
A Person I admire However, she does tend to take ages to make
Alison and I went to secondary school together, decisions and in that way she is very different
but we didn’t become friends until she left from me. But, I think that she is wise not to
school and I moved to the same town as her. I rush into things. In her free time she likes to
always thought she was different and admired take up new hobbies. She is far more
her for not caring about what people thought adventurous than I am and I often wish I was
of her. Suddenly, we found ourselves spending a more like her. There seems to be nothing she
lot of time together and we became really can’t turn her hand to ― she designs jewellery,
close. I have always admired her individuality makes her own clothes and paints landscapes.
and her sense of style. As you enter a room you She is very creative. But the most important
notice her unique clothes ― bright garments thing of all is that she makes an effort to keep
that have a sense of fun. She is a qualified our friendship going. She regularly writes,
hairdresser, so she is always experimenting calls and comes to visit. I think we will be very
with her hair! You never know from one day to good friends for a long time to come. I
the next what she will look like! She is far from sincerely hope so.
boring! Another thing I admire about Alison is
her calm personality. She never seems to be in
a hurry. She is both patient and caring.
1 Culture Corner
Objectives
Answer Key
Vocabulary: related to ethnicity
Reading: an article about multicultural Britain The pie chart tells us about the variety of races
(matching) that have found a home in Britain. Half of
Skill ― reading for specific information Britain’s ethnic population is Asian, a quarter is
Speaking: role play ― acting out an interview Black, 15 % is of mixed race, 5 % is Chinese and
Writing: a short article about ethnic groups in 5% is something else.
your country
2 Focus ➤ Reading for specific information
(matching)
1 Focus ➤ Understanding a pie chart
ñ Allow Ss time to read the text and complete the
ñ Focus Ss’ attention on the pie chart. Explain task individually.
that a pie chart is used to illustrate the relative ñ Check answers around the class. Ss justify their
proportions of a group of things. answers.
ñ Ss work in pairs. Allow Ss some time to look at
the pie chart and discuss how Britain’s Answer Key
population is made up.
1 Jerome 3 Rupa 5 Rupa
ñ Invite pairs to comment to the class.
2 Li 4 Jerome
29
1 Culture Corner
30
Culture Corner 1
5 Focus ➤ Writing a short article for an The North Koreans are a recently new minority
international school magazine group to Russia. In 1992 North Korea allowed
many Koreans to migrate to Russia due to poor
ñ Explain the task and organise Ss into groups. Go
economic conditions in their own country. They
through the questions and elicit answers from Ss
immigrated to Russia and concentrated working
around the class.
in commercial activities. There is a history of
ñ Allow Ss time to write their articles. Ss may
racism suffered by the North Koreans due
need access to the Internet/library.
mainly to their threat to local merchants.
ñ Select some groups to present their work to the
The Roma people are a very detached minority
class.
group in Russia whose origins date back to the
1800s when they migrated into Russia from
Suggested Answer Key Europe. They live in small separate
Russia is a diverse multicultural society. More communities and tend to sell items in street
then 120 ethnic groups, many with their own markets. They have yet to integrate into
national territories make up the population of Russian society and are often discriminated
Russia. Post-soviet Russia has evolved with against.
three distinct minority ethnic groups in the Russia struggles with racial discrimination due
country. to its vast ethnic diversity. However, this
Germans are the largest of these minority diversity helps create a culturally rich society
groups with a population of one million. with much to offer for everyone.
Germans first came to Russia in 1682 and
settled along the Volga River. The Germans
came to Russia to provide essentials skills as
craftsman and as traders. They became an
autonomous republic that was dissolved in
World War II.
Objectives
Reading: texts describing Victorian families Answer Key
(gap-fill) 1 An upper class family as they are wearing
Skill ― word formation good clothes and appear to be posing in
Project: comparing families from different eras front of their own house.
2 In front of a house, possibly in the country.
3 They are dressed in their best clothes
1 Focus ➤ Gathering information from a because in Victorian times having your
photograph picture taken was an important event.
ñ Focus Ss’ attention on the photograph. Explain 4 The man in the middle seems to be the head
that it was taken during the Victorian era in of the household as he is older than the rest
Britain. and is the only man sat down.
ñ Ask the questions around the class. Accept any
reasonable answers.
31
1 Across the Curriculum – Science
32
Across the Curriculum – Science 1
Suggested Answer Key
My family has only two children whereas the
Victorian family has twelve children. The
Victorian family is dressed very formally while
my family is dressed casually. My family is
smiling and appears happy in the photo
whereas the Victorian family is very serious
and they are not smiling. Both my family and
the Victorian family had their picture taken in
front of their house. etc
Going Green 1
Objectives
ñ Describe your neighbourhood to the class, giving
Listening: describing a scene; listening for reasons.
specific information ñ Allow Ss time to describe their neighbourhoods
Vocabulary: adjectives to describe your individually.
neighbourhood ñ In pairs Ss describe their neighbourhoods to
Reading: a leaflet about how to make your each other.
neighbourhood greener
Skills ― reading to understand purpose (scanning) Suggested Answer Key
― reading for specific information
My neighbourhood is busy as many people live
Portfolio: organising a ‘Clean, Green Neighbourhood’
in the area. It is somewhat polluted and noisy
day; giving a presentation
because of all the traffic. There is however a
quiet green park nearby that we can go to
when we want to escape the crowed street. I
1 Focus ➤ Describing a scene like my neighbourhood as it is lively and never
ñ Read the rubric to Ss. Eyes closed, Ss listen and boring. etc
imagine the scene.
ñ Ss compare what they imagined with a partner. 3 Focus ➤ Reading to understand purpose
Direct Ss’ attention to the leaflet. Remind Ss that
Suggested Answer Key
we can understand the purpose of a leaflet by
I see children rushing to the bus stop,
1)looking at the pictures and 2) reading the
deliveries being dropped off at he local stores
headings. Elicit from Ss what the purpose of the
and people rushing about to get to work. I
leaflet is.
smell bread baking in the local bakery. I hear
lots of noise from the traffic in the streets. I
feel alert and tense as the busy day is about to Answer Key
begin. etc ñ The leaflet is about helping the environment.
ñ Its purpose is to get the local community to
do something to improve the area.
2 Focus ➤ Describing your neighbourhood
ñ Focus Ss’ attention on the adjectives. Elicit/
explain their meanings.
33
1 Going Green
34
Going Green 1
Suggested Answer Key 7 Focus ➤ Explaining a quotation
Clean, Green Neighbourhood Day Thursday,
Write up the quotation on the board. Invite Ss to
September 8th, 2008
rephrase it into their own words and discuss to
Come Out and Join Your Fellow Neighbours to what extent they agree with it.
Make Our Home a Better Place!
Suggested Answer Key
Don’t Miss: I think the quote is talking about not being so
― the green parade at 9 am selfish and thinking only about ourselves and
― the green exhibits on the lawns of the what we want and rather to think about what
houses on James Street. we must do in our daily lives to help others and
― the green café at 9 Pelican Street (all the world around us.
proceeds go to Save Your Planet
environmental group)
Day’s Activities:
10-12 pm: Clean up walk around the
neighbourhood (everyone meet at Charleston
bakery to start the street rubbish collection).
12-3 pm: Tree planting in Percy Park.
3-5 pm: The great recycle and reuse round up
(drop off recyclable items and reusable items
at the parking lot of Kelly’s Supermarket)
3-5pm: The car hospital (have your car or
motorcycle checked for proper emissions by
George’s Garage-no cost)
Spotlight on Exams 1
Reading Listening
Focus ➤ Reading for detailed understanding Focus ➤ Listening for specific information
ñ Explain the task. ñ Explain the task.
ñ Remind Ss that there is one phrase they do not ñ Play the recording.
need to use. ñ Ss complete the task.
ñ Set a time limit for Ss to complete the task. ñ Select individual Ss to read out the correct
ñ Check Ss’ answers. answer.
35
1 Spotlight on Exams
TAPESCRIPT ñ Ss check their answers.
Rep: Good Morning, Neighbourhoods in Bloom, how can
I help you? Answer Key
Man: Good Morning, I’d like to find out if I’m eligible 1 A 3 B 5 A 7 C
for the Neighbourhoods in Bloom project please. 2 B 4 D 6 C
Rep: Certainly, Sir. Which area do you live in?
Man: I live in East Swinton.
Rep: Ok, that’s fine. That area is included in the Writing
project. Can I have your name, please? Focus ➤ Writing a letter
Man: Mike Browne. That’s B-R-O-W-N-E
ñ Ask a S to read out the extract.
Rep: Ok, and for our records, could I ask where exactly
ñ Elicit/Explain any new vocabulary.
you are going to plant the bulbs?
ñ Explain the task.
Man: Well, the members of our neighbourhood
ñ Check Ss’ understanding by asking questions:
gardening group are going to plant them in their
What are you going to write? (a letter) Who is
gardens and then we’re going to get together and plant
the letter for? (my pen-friend Sue) What do you
them in the local park too, under the trees.
need to include? (a question about her
Rep: That sounds like a great idea, Mr Browne. Now, we
neighbourhood, three questions about her new
usually send out a variety of bulbs but are there any
friends).
that you’d like in particular?
Man: Oh…errr…well, I’d be happy with a mixture but
perhaps you could include some tulips in different Suggested Answer Key
colours? Oh, and perhaps some daffodils and snow Dear Sue,
drops? It was great to hear that you are doing well in
Rep: Yes, that should be fine. We have plenty of all of your new town and I’m glad you like your new
those types. Now, we’ll send you 500 to begin with and neighbourhood. What’s it like where you live?
if you need any more just contact us. And to which I miss you a lot too! But, you must have made
address should we send the bulbs? some new friends by now! What are they like?
Customer: You can send them to 51, Green Road. That’s Do your new friends love going to the cinema as
my address. much as you do? Do they go to the same school
Rep: OK, I think that’s everything then. You should be as you? And what about sports ― are your
receiving the bulbs within the next week. We’ll also friends as sporty as you are?
send you some leaflets to hand out to friends. We have Well, I’ve got to go now. Mum’s calling me!
1 million bulbs to give away altogether!
Best wishes,
Man: Wow! Well, it’ll be great to see the city looking
more colourful! Francine
Rep: Yes, that’s our aim. Thank you for signing up and
happy planting!
Man: Thank you! Goodbye. Speaking
Focus ➤ Giving a 2-minute talk about your
Use of English family
Focus ➤ Answering multiple choice cloze ñ Explain the task.
questions ñ Allow Ss time to prepare their talks. Remind Ss
ñ Explain the task, reminding Ss of the to include information about all the prompts.
importance of using contextual clues when ñ Working in pairs, Ss take it in turns to give their
determining answers. talks/listen and ask and answer questions.
ñ Ss complete the task individually and then
compare answers with a partner.
ñ Read out the text.
36
Spotlight on Exams 1
Suggested Answer Key
My family has five members and we are all very
close. My mother, father, and grandmother
take good care of my little sister and myself.
Even though my parents work long hours, they
always find some time to spend with my sister
and me. We try to eat together every night
when it is possible. I am proud that I can talk
about anything with my parents and
grandmother. I really think my grandmother is
great, as she has lived such an interesting life
and always gives great advice. We all think
family is very important and enjoy spending
time together. We often go to the beach or for
a picnic on Sundays. We also play card games
together or spend an evening talking and
laughing. etc
Progress Check 1
Progress Check 1 and Look at Module 2 should be done in one lesson.
Answer Key
1 1 essential 6 accommodate 4 1 up with 3 over 5 down with
2 supportive 7 devoted 2 across 4 into
3 ambitious 8 priority
4 overweight 9 appreciate 5 1 of 3 to 5 to
5 potential 10 secure 2 about 4 for
2 1 leaves 4 went 6 1 d 2 c 3 a 4 e 5 b
2 have been getting 5 was doing
3 will buy
3 1 is bound to
2 am not used to
3 are going to buy
4 haven’t seen Mary since
5 have been learning French
37
Module 2 Where there’s a will,
there’s a way
Before you start … Suggested Answer Key
ñ Revise one or two points from the previous module a biography (p. 34)
(e.g. families, relationships, personality and (an account of someone’s life written by someone
behaviour, etc). else) Whose biography is this? When did she live?
ñ Direct Ss’ attention to the title of the module Where was she born? What is she famous for?
Where there’s a will, there’s a way. Explain that in a diagram (p. 40)
this module they will learn about stressful (a drawing which explains how something works)
situations, peer pressure, how to express negative What does the diagram show? Which parts of the
feelings, how to sympathise, encourage and body does it explain? What do you know about how
persuade, etc. they work?
a dictionary extract (p. 30)
Look at Module 2
(the definition of a word or phrase in a dictionary)
In order to stimulate discussion and interest, ask Ss which What phrase is given? What does it mean? Have you
page each picture is from. Then elicit other information ever experienced this?
(e.g. what the picture shows, what else Ss can see on the
an email (p. 38)
page and what they think the unit might be about).
How many emails can you see on this page? What
are they about? What style are they written in?
Suggested Answer Key
Focus Ss’ attention on picture 1.
Go through the rest of the sections with your Ss and
T: What page is picture 1 from? point out that by the end of the module they will know
S1: It’s from page 30. how to perform the tasks listed.
T: What can you see in picture 1?
Explain that the module has:
S2: Two teenage girls talking to each other.
― a Literature section
T: What do you think they are talking about?
― a Culture Corner
S3: They might be talking about someone in their
― an Across the Curriculum section
class at school.
― a Going Green section
Pic 2 (p. 36)
What does the picture show? What celebration is it Ask Ss to look at the relevant pages and elicit what each
for? Do you bake things at home? What other things section is about.
do people eat and drink at that time of the year?
What is your favourite celebration? Why? Suggested Answer Key
The Literature section is about an author and a
Pic 3 (p. 43) literature extract. This one (pp. 34-45) is about
What can you see in the picture? Where is it? Do you Charlotte Brontë and has an extract from her novel
like eating fast food? Why (not)? What are the good Jane Eyre.
things about living in a big city? Are there any
The Culture Corner (p. 39) contains a text about
disadvantages?
Childline, a free 24-hour helpline for children.
Pic 4 (p. 32) The Across the Curriculum section (p. 40) looks at
Who is in the picture? Which country is it from? the nervous system and how the brain works, a
What’s happening in the picture? Have you ever topic in Science.
seen anything like this before?
The Going Green section looks at different green
issues. This one (p. 41) is about how we can cut
Find the page number(s) for down on packaging.
Allow Ss time to browse through the module and find the
relevant information. Then ask them to explain what each
one is and elicit simple information about each item. Listen, read and talk about …/Learn how to …/
Practise …/Write/Make …
As described in the relevant section in Module 1.
38
2 a
Reading Skills
Objectives
Reading: a poem and a text about stress
b) Focus ➤ Identifying the purpose of a text
Skill ― reading for specific information Ask Ss why the text was written and who it was
Speaking: giving a two-minute talk about stress written for. In other words, to name the purpose
Vocabulary: words related to pressure and of the text. Confirm the correct answer.
stress; body language
Answer Key
The purpose of the text is to give advice to
1 Focus ➤ Discussing a poem teenagers about how to handle stress.
ñ Ss’ books closed, write the title of the poem on
the board. Ask Ss to predict some of the
vocabulary they expect to find in the poem.
3 Focus ➤ Matching words/phrases and their
meanings
Write words on the board.
ñ Ss’ books open, play the recording. Ss follow the ñ Draw Ss’ attention to the words/phrases in the
text and listen. text that are underlined and read through the
ñ In pairs Ss discuss whether they agree with what list of meanings. Check Ss’ comprehension.
the poem says. ñ Allow Ss time to complete the task. Check
answers around the class.
Suggested Answer Key ñ Once Ss have finished matching, tell them to
S1: I agree with the poem that stress is a write a sentence for each item of vocabulary.
natural reaction and that it is a normal
part of our lives. Answer Key
S2: I agree that change is what usually brings mounts ― increases
on stress, but I do think that it is unique run-up ― time just before
that some people handle it better then lowdown ― important information
others. in a nutshell ― basically
S1: Stress is the way our bodies cope with the keep you on your toes ― cause you to remain
environment. I guess there is also alert/ready
emotional stress as well as physical stress. in the long term ― over a long period of time
etc out of hand ― uncontrollable
lighten the load ― make a difficult situation
better
Reading grin and bear it ― accept it without complaining
2 a) Focus ➤ Reading for specific information overwhelmed ― unable to manage
keep things in perspective ― judge how important
ñ Allow Ss time to read the text.
something really is
ñ Ss complete the multiple choice task and
pulling your hair out ― going crazy
compare answers with a partner.
ñ Ss listen and read to confirm the correct
answers.
Answer Key
1 A 3 C 5 A 7 B
2 B 4 D 6 C 8 D
39
2a Reading Skills
40
Reading Skills 2a
7 Focus ➤ Expanding vocabulary 8 Focus ➤ Choosing the correct verb
ñ Explain the task. ñ Explain the task. ? Allow Ss time to read through
ñ Allow Ss time to read through the items, filling the items, filling in the gaps.
in the gaps. ñ Ss check their answers using the Word List.
ñ Check Ss’ answers around the class.
ñ Allow Ss time to explain the phrases in bold by Answer Key
giving a definition or synonym. 1 snarled 3 sighed 5 groaned
2 stammer 4 whisper
Answer Key
1 tired 5 temper
2 getting 6 strain
9 Focus ➤ Practising vocabulary to describe
3 take 7 building
body language
4 proportion 8 giving
ñ Complete the task as a class, eliciting the
answer to each and miming the body
Suggested Answer Key movements with Ss.
1 sick and tired of: extremely bored of ñ Elicit the equivalent phrases in Ss’ L1.
2 getting me down: depressing me
3 can’t take it any more: the pressure is too Answer Key
much for me
1 b 3 d 5 c 7 h
4 get things out of proportion: exaggerate
2 a 4 f 6 e 8 g
5 lost my temper: suddenly became angry
6 feeling the strain of: come under pressure
from
Words of Wisdom
7 building up: gradually increasing
8 giving me a hard time: causing problems ñ Write the quotation by Harris on the board.
for me ñ Arrange Ss in groups of 5 or 6 to discuss. Monitor
the activity.
ñ A spokesperson from each group reports back to the
class.
2 b
Listening & Speaking Skills
Objectives
Vocabulary
Vocabulary: peer pressure; language to sympathise/
1 Focus ➤ Introducing the topic
encourage/persuade; idioms with numbers
Listening: a radio interview ñ Direct Ss’ attention to the picture. Ask the
Skill ― listening for specific information questions to the class. Invite Ss to justify their
Reading: a dialogue between two friends answers.
Speaking: acting out short exchanges ñ Invite a S to read the definition.
ñ Check Ss’ comprehension by using Ss’ L1.
41
2b Listening and Speaking Skills
ñ Confirm the correct answers.
Suggested Answer Key
In the picture there are two teenage girls
whispering to themselves while another Answer Key
teenage girl stands, arms crossed, in the 1 D 2 A 3 F 4 E 5 B
background. It seems that the two girls are
talking about the other girl. The picture is
TAPESCRIPT
ripped in two to show separation. The girl in
Interviewer: I spoke to some young people about their
the background is obviously unhappy and might
views on peer pressure. Here’s what they had to say.
even be angry because the other girls are
Speaker 1: I wanted to just get a job last year when I
teasing her or excluding her.
finished school, but all my friends were going to
university and I started to feel like the odd one out. I
2 a) Focus ➤ Choosing the correct word ended up applying to go to university too. It was the
best thing I ever did!
ñ Explain the task.
Speaker 2: It’s really difficult to say no when you are
ñ Allow Ss time to complete the task and
with a crowd of friends – you don’t want to be different.
check their answers using the Word List.
But don’t be weak. Stand up for yourself and say no if
you don’t want to do something!
Answer Key Speaker 3: I gave up playing the violin when I started
1 A: committing 4 A: influence secondary school because it was taking up too much
B: out, rough B: missing time and I was missing chances to go out with my
2 A: tell 5 A: come friends. Now I really wish I could play a second
B: made B: fit instrument because I’m hoping to go to music college
3 A: on next year.
B: regret, made Speaker 4: There was a new girl in my class and all my
friends were horrible to her. She tried to be my friend
but I ignored her. I know she was upset but I was scared
b) Focus ➤ Practising vocabulary of what the others would say if I was nice to her.
ñ Direct Ss’ attention to the verbs given. Speaker 5: Last year I started hanging out with a new
ñ Explain the task and complete item 1 as an group of friends. They were into punk music and crazy
example. Allow Ss a few minutes to complete hairstyles. So, I decided to get my hair dyed purple! I
the rest of the task. thought I looked cool, but now when I look back at old
ñ Check Ss’ answers. photographs I can’t believe I did such a thing! I looked
absolutely ridiculous!
Answer Key
4 Focus ➤ Learning idioms
1 influence 4 give in
2 persuade 5 discourage ñ Read out the rubric and allow Ss time to
3 dissuade 6 resist complete the idioms.
ñ Check Ss’ answers. Elicit/Explain what the
opposites: persuade and dissuade idioms mean. Elicit from Ss whether there are
resist and give similar expressions in their language.
Answer Key
Listening
1 hundred and one 4 sixes
3 Focus ➤ Listening for specific information 2 two 5 six
ñ Explain the task. 3 million
ñ Play the recording. Ss listen and complete the
task. Play the recording again for Ss to check
their answers.
42
Listening and Speaking Skills 2b
Reading Suggested Answer Key
5 Focus ➤ Reading to understand structure, A: I can’t stand it any more.
sequence and content B: What’s wrong?
ñ Ask Ss to read the gapped dialogue, then allow A: I have just found out that Suzie has been
Ss time to complete the task. lying to me. I thought she was my best
ñ Play the recording for Ss to check their answers. friend.
B: I’m sorry to hear that, but I’m sure
everything will be all right. You should
Answer Key
speak to her ― ask her why she didn’t tell
1 E 2 A 3 C 4 B 5 F 6 D you the truth.
A: You’re right, I should.
6 Focus ➤ Matching words/phrases and their
A: Are you alright? You look a bit worried.
meanings
B: Well, I could be better. You see, Lucy and
ñ Draw Ss’ attention to the words/phrases in the Hannah want me to go shopping with them
text that are underlined and read through the this afternoon and miss Art class. I want to
list of meanings. Check Ss’ comprehension. go with them but I know I shouldn’t.
ñ Allow Ss time to complete the task. Check A: I know what you mean. It’s difficult to do
answers around the class. what your friends want you to do
sometimes. I think you should do what you
Suggested Answer Key think is right for you.
bumped into ― met unexpectedly B: Thanks for listening. I know you’re right.
the odd one out ― the person who is different
from everyone else A: Nothing’s going right in my life right now.
It’s no big deal ― it’s nothing to worry about B: What’s up?
it’s your loss ― you’ll regret not doing something A: I got really poor marks in all my exams and
suit yourself ― do whatever you want I’ve fallen out with nearly all of my friends.
let them down ― disappoint them B: Cheer up! Things can’t be all that bad! I’m
sure you’ll do better next time. As for your
friends, I’m sure everything will be all right
Everyday English soon. etc
43
2b Listening and Speaking Skills
b) Focus ➤ Practising language to persuade A: Please wash the dishes for me!
ñ Explain the task. B: Well, I suppose I could.
ñ Ss work in pairs, practising the language in
Ex. 8a. A: Come on holiday with me! Come one, it’ll
ñ Monitor the activity. be fun!
ñ Invite some pairs to act out the exchanges B: Well, I suppose I could. etc
for the class.
2 c
Grammar in Use
Objectives
Answer Key
Grammar: relative clauses; clauses of purpose;
clauses of result; clauses of reason 1 Do you know the company (which) she works
Vocabulary: phrasal verbs with put; dependent for?
prepositions 2 The boys (who) we went out with were my
brother’s classmates.
3 The office (where) she works in is nearby.
4 He’s the man (who) we gave the parcel to.
1 Focus ➤ Rewriting sentences using informal
style 5 Tomorrow is the day (when) I go on holiday.
44
Grammar in Use 2c
ñ Write up the following examples. Ask Ss to
Answer Key
say which is defining (sentence 1) and non-
1 who 4 when 7 whose
defining (sentence 2):
2 which 5 who
The woman who lives at number 14 has been
3 where 6 which
arrested.
Mr Jenkins, who is very friendly, lives near
the park. 3 Focus ➤ Understanding clauses of purpose
ñ Draw Ss’ attention to the commas in
sentence 2. ñ Select 5 Ss to read the sentences.
ñ Draw Ss’ attention to the Grammar ñ Ask Ss to say which words express purpose.
Reference section and the different types of
relative pronouns and adverbs. Answer Key
ñ Ss complete the task individually. 1 so 3 in case 5 for
ñ Check Ss’ answers. 2 to 4 with a view to
Answer Key
4 a) Focus ➤ Practising clauses of purpose
1 Buckingham Palace, where the royal family
live, is a popular tourist attraction in ñ Direct Ss’ attention to the words in brackets.
London. (non-defining) ñ Explain the task.
2 Jenny, whose brother is in my class, won ñ Ss complete the task individually.
the beauty contest. (non-defining) ñ Check answers with the class.
3 The boys who were sitting behind us are in
the same class as me. (defining) Answer Key
4 The suit (that/which) he wore to the party 2 He’s going to bed early so that he won’t be
was very expensive. (defining) tired tomorrow.
5 People who dress smartly make a good 3 He is whispering so as not to wake his
impression. (defining) brother up.
6 London, which has a population of over 7 4 We’re trying to save up some money with a
million, is a multi-cultural city. (non- view to buying a house.
defining) 5 These are nail clippers for cutting toenails.
7 The woman who just entered the room is
our new teacher. (defining)
8 The office where my mother works is in the b) Focus ➤ Consolidating clauses of purpose
centre of the city. (defining)
ñ Draw Ss’ attention to the fact that there are
The relative pronoun/adverb could be omitted many ways of expressing purpose which have
in sentence 4. the same meaning.
ñ Read out the example sentences.
Who, which, where and that can be omitted ñ Ss work in pairs to complete the task.
when they are the object of a relative clause. ñ Invite some pairs to read out their sentences
to the class.
Whose is never omitted.
Suggested Answer Key
2 He’s going to bed early so as not to be tired
b) Focus ➤ Completing a text using relative tomorrow.
pronouns and adverbs 3 He is whispering so that he won’t wake his
ñ Explain the task. Ss work individually to fill in brother up.
the gaps. 4 We’re trying to save up some money so that
ñ Ss compare answers with a partner. we can buy a house.
5 These are nail clippers to cut toenails. etc
45
2c Grammar in Use
46
Grammar in Use 2c
Suggested Answer Key 2 The concert has been put off because the
2 She didn’t enjoy the party due to/since/ singer has caught a cold.
because/because of the fact that it was 3 A baby needs help to put on its clothes.
crowded. 4 It’s hard to put up with mobile phones
3 Ann couldn’t walk due to/ because of a going off all the time when you are
broken leg. travelling on public transport.
Ann couldn’t walk because/ since/ due to 5 My sister is always putting her husband
the fact that/ because of the fact that she down.
had broken her leg.
4 He couldn’t sleep due to/ because of the
9 Focus ➤ Revising dependent prepositions
noise.
He couldn’t sleep because/ since/ due to ñ Direct Ss’ attention to Appendix 1.
the fact that/because of the fact that there ñ Explain the task.
was a lot of noise. ñ Allow Ss time to complete the task.
5 The road was closed due to/because of an ñ Ss make sentences about themselves using the
accident. phrases.
The road was closed due to the fact that
there had been an accident. Answer Key
6 The trains were cancelled due to/because 1 on 3 on 5 about
of the strike. 2 to 4 on
7 He didn’t go to school as/because/because
of the fact that he was ill.
Suggested Answer Key
8 He gave up his job due to/because of bad
health. 1 My mother likes my new friend Jane
He gave up his job due to the fact that he because she’s a good influence on me.
was suffering from bad health. etc 2 If you don’t pay attention to the teacher,
you won’t learn anything.
3 In order to make a good impression on my
8 Focus ➤ Practising phrasal verbs (put) new boss I worked long hours.
4 Garry insisted on paying for the meal at
ñ Explain that each sentence can be completed
the restaurant.
using a phrasal verb.
5 I don’t like people who boast about how
ñ Ss complete the task individually.
much money they have.
ñ Check Ss’ answers, eliciting the meaning of each
phrasal verb.
ñ As an extension activity ask Ss to choose a 10 Focus ➤ Practising sentence transformations
phrasal verb and draw a picture to illustrate its
ñ Read out the rubric, stressing that the second
meaning. Play in teams. Ss from each team
sentence must have the same meaning as the
show their drawings in turn. The other team
first and that Ss must not use more than five
guesses what the phrasal verb is.
words.
ñ Do the first item with Ss. Ss complete the task
Answer Key individually.
1 up 3 on 5 down ñ Check Ss’ answers on the board.
2 off 4 up with
Answer Key
1 is the house in which
Suggested Answer Key 2 a good time
1 My grandparents always put me up when I 3 such a heavy suitcase
visit their country cottage. 4 in case it gets
5 put off because of the
47
2d Literature
Objectives
Answer Key
Vocabulary: adjectives to describe people
Reading: a short biography; an extract from 1 F (He bullied and punished me …
Jane Eyre (T/F/DS statements) continually)
Skill ― reading for detailed comprehension 2 T (Mrs Reed was blind and deaf on the
Writing: a modern version of the story subject)
3 T (she never saw him strike … though he
did … behind her back)
4 F (That is for your impudence … your
1 Focus ➤ Reading for specific information
sneaking way … and the look … in your
ñ Ask Ss what they know about Charlotte Brontë eyes)
and her novels. Explain that they will be reading 5 DS
an extract from Jane Eyre. 6 F (You are like the Roman emperors)
ñ Ss read the biography to find out what Jane Eyre 7 F (Eliza and Georgiana had run for Mrs
is about. Reed)
8 T (How disgraceful to fly at Master John!)
Answer Key
Jane Eyre is about an orphaned girl who is
3 a) Focus ➤ Expanding vocabulary
brought up by her unkind aunt and then sent to
an awful school. It is the story of Jane’s ñ Ask Ss to look at the underlined words and
difficult life and her search for love and phrases in the text. Elicit their meanings.
happiness. ñ Ss match the underlined words to the
meanings in Ex. 3a.
ñ Check Ss’ answers.
2 a) Focus ➤ Listening for specific information
ñ Play the recording. Answer Key
ñ Ask Ss to identify the narrator. affection ― feelings of love/fondness
ñ Confirm the correct answer. bewildered ― confused
taking my side ― supporting me
Answer Key dreading ― feeling anxious/unhappy about sth
Jane Eyre is narrating the story. that will/may happen
shortly ― soon
sneaking ― doing sth without being seen or
b) Focus ➤ Reading for detailed comprehension heard
ñ Ask Ss to read the text again. accustomed to ― used to
ñ Explain the task and allow Ss time to rummage ― search for sth in a careless/hurried
complete the exercise. way
ñ Check answers with the class. trickle ― flow slowly
bellowed ― shouted in a deep, angry voice
48
Literature 2d
b) Focus ➤ Expanding vocabulary b) Focus ➤ Rewriting sentences using
hyperbole
ñ Ask Ss to try to guess the meaning of the
words from the context before checking in ñ Explain the task and read the example.
their dictionaries. ñ Ss complete the task pairs.
ñ Ss then explain the words in bold using their ñ Check Ss’ answers.
dictionaries by giving synonyms, explanations,
antonyms or examples. Answer Key
2 She’s so forgetful (that) you have to remind
Suggested Answer Key her of her name.
threats: statements of intent to hurt 3 I’ve already told you a million times.
inflictions: harm or damage 4 He’s so funny (that) I nearly died laughing.
obedient: following orders
tottered: almost fell over
dependant: someone who relies on others for 6 Focus ➤ Listening for detailed understanding
financial support ñ Explain the task and play the recording to Ss
predominated: became most important again.
ñ Elicit answers from the class.
4 Focus ➤ Completing sentences using the
correct verb form Answer Key
John: cruel (He bullied and punished me), bad-
ñ Explain/Elicit the meaning of the verbs and
mannered (thrusting out his tongue at me),
explain the task.
arrogant (You ought to beg, and not to live
ñ Ss complete the task individually and then
here with gentlemen’s children like us)
compare answers with a partner.
Jane: educated (I had read Goldsmith’s History
Answer Key of Rome), lonely (an assumption based on how
1 hurled 2 grasped 3 trickled she must feel living in a house where no one
wants her)
5 a) Focus ➤ Understanding the use of
hyperbole 7 Focus ➤ Matching visual stimuli and language
ñ Read through the study skills box with Ss. ñ Focus Ss’ attention on the picture. Invite
Clarify Ss’ understanding, using Ss’ L1 if individual Ss to describe it.
necessary. ñ Allow Ss some time to find an appropriate
ñ Allow Ss a couple of minutes to find the sentence from the extract.
example in the extract.
ñ Confirm the correct answer.
Answer Key
‘I returned to the window and fetched it’.
Answer Key
It refers to the book that Jane was reading and
he spent some three minutes in thrusting out
in the picture she is handing it to John.
his tongue at me as far as he could, without
damaging the roots
49
2d Literature
8 Focus ➤ Writing a modern version of the story irritate me. He used to grab my mobile phone
and hide it somewhere. Just because he was
ñ Ss read the rubric.
Sharon’s little ‘golden boy’, he thought he
ñ Check comprehension of the task by asking Ss:
could do anything. He hated sharing his house
What are you going to write? (a modern version
with me as much as I hated being there. He
of Jane Eyre) What will it be about? (the
wanted all of the attention to himself.
characters, what they wear, how John mistreats
And he did get more attention than me ― and
Jane and why, what happens in the end).
more pocket money too. He spent it all on
ñ Allow Ss time to complete the task.
clothes. He liked to wear designer stuff
ñ Select some Ss to read out their stories to the
whereas I had to make do with second-hand.
class.
Many years later, when I got married to my
true love and had my own family, I vowed to
Suggested Answer Key treat my children equally and make our home
I often remember relaxing on the sofa and my full of happiness. I am glad to say things are
step-brother Danny would storm in and disturb working out really well for me now. etc
me. How I hated living in that house! Ever since
mum died and dad married Sharon my life had
been hell. Danny always found new ways to
2 e
Writing Skills
Objectives
Reading: informal and semi-formal letters
2 Focus ➤ Understanding the style of informal
and semi-formal letters
Writing: an informal/semi-formal letter or email
ñ Ask Ss what makes a letter formal or informal
(the choice of language). Elicit some examples
1 Focus ➤ Reading for gist of formal/informal language and write them on
the board under two columns.
ñ Direct Ss’ attention to descriptions A –F. Explain
ñ Select a S to read out the theory box to the
that each piece of writing usually has a purpose.
class.
ñ Elicit the vocabulary we would expect from such
ñ Ss’ books closed, Ss explain the theory to a
letters/emails.
partner using their own words.
ñ Allow Ss some time to scan the extracts and
ñ Explain the task. Ss work in pairs.
complete the matching task.
ñ Invite pairs to share their answers with the
ñ Check Ss’ answers.
class.
Answer Key
Answer Key
A 6 C 5 E 2
1 semi-formal (Looking forward to meeting
B 1 D 4 F 3
you)
2 informal (Hi Sally!)
50
Writing Skills 2e
3 semi-formal (Regarding our recent telephone b) Focus ➤ Understanding the structure of a
conversation …) letter
4 informal (Lots of love)
Read the questions in the rubric to the class and
5 semi-formal (Dear Mrs Carter, I am writing
elicit the answers from Ss around the class.
on behalf …)
6 informal (Hi Megan)
Answer Key
A begins with Dear Sarah and ends with Lots
3 Focus ➤ Identifying the possible recipient of a of love
letter B begins with Dear Dr Kelly and ends with
Diana Smith
ñ Focus Ss’ attention to the list of people in Ex. 3.
ñ On the board draw a scale marked ‘most formal’ There are 4 paragraphs in each letter.
➝ ‘least formal’. With Ss, place the people in Paragraphs 2 and 3 contain the main subject(s)
the right position on the scale (e.g. a good of the letter.
friend = least formal). Paragraph 4 contains the closing remarks.
ñ Explain the task and allow Ss some time to Paragraph 1 contains the reason for writing/
complete it individually. opening remarks.
ñ Ss check their answers with a partner.
51
2e Writing Skills
52
Writing Skills 2e
Suggested Answer Key what information to include in each
Dear Mrs Jacobs, paragraph A & B:
para 1 opening remarks/reason for writing
I think it would be an excellent idea to have a
paras 2, 3 main subject(s) of letter/ email
party for Steve. I would be happy to help you
para 4 closing remarks
out.
Maybe it would be a good idea to invite Steve’s
friends from his class at school and his football
team too. I would be pleased to send you a list 11 Focus ➤ Writing a semi-formal/informal letter/
of all their email addresses. email
It would be a good idea to have the party on a ñ Ask Ss to select any of the rubrics in ex. 10 and
Friday or Saturday night because it would be write a letter/email. Allow Ss time to complete
difficult for everyone to come on a Thursday. the task.
In addition, you needn’t worry about all the ñ Allow Ss time to review and revise their work.
preparations. I would not mind coming earlier ñ Ss correct their partner’s writing using the
to help you. checklist.
Regards,
Matthew Summers Suggested Answer Key
A Dear Miss Jones,
10 Focus ➤ Understanding rubrics I am writing on behalf of my class at
Offerton High School where you recently
ñ Read out the rubrics one at a time and ask Ss to
gave an excellent talk on peer pressure.
underline the key words.
I would like to express our gratitude for
ñ Then elicit answers to the questions in the
what we felt was an informative and
rubric from various Ss around the class.
enjoyable afternoon. In particular, the
members of my class were impressed by the
Answer Key useful advice that you gave regarding how
A key words: talk on peer pressure, write to deal with peer pressure. Many of my
letter, on behalf of class, thank her classmates have problems in this area and
reason for writing: thank and invite I’m sure they found your comments very
who will read the letter/email: visiting helpful.
speaker I would also like to ask you is it would be
how to begin/end: Dear Mrs + (surname)/ possible for you to come again in the future
Regards, (full name) and talk to another class. Several teachers
what style to write in: semi-formal expressed a desire to share your good
advice with other classes in the school as
B key words: English friend, Tom, request, the problem is one that all pupils may face.
email, notes We would be most grateful if you could find
reason for writing: invite and give the time to visit us again in the near future
information and look forward to your reply
who will read the letter/email: Tom (a
Regards,
friend)
Peter Quinn
how to begin/end: Hi Tom!/Lots of love,
Paula
what style to write in: informal
53
2e Writing Skills
2 Culture Corner
Objectives
Suggested Answer Key
Vocabulary: the helpline ChildLine
Skills ― reading for specific information 1 When can I call?
― reading for detailed understanding 2 Who will I speak to?
Reading: an informative text from ChildLine’s 3 How many calls do you get every day?
homepage
Writing: a few sentences about ChildLine
2 Focus ➤ Reading for detailed understanding
Speaking: giving a summary
Project: a presentation about a helpline or a ñ Allow Ss time to read the text and complete the
charity task individually.
ñ Play the recording while Ss listen/read and
check their answers.
1 a) Focus ➤ Introducing the topic
ñ Select a S to read Sophie’s words. Answer Key
ñ Elicit from the class what ‘ChildLine’ is. 1 trained 6 pressure
2 have been saving 7 most common
3 living 8 listening
Answer Key
4 thought 9 donation
‘ChildLine’ is a telephone helpline that offers
5 more
advice to children who have problems.
54
Culture corner 2
Answer Key Suggested Answer Key
confidential ― private Yes, I would like to get involved with ChildLine.
bullying ― terrorising I would like to help them put an end to bullying
shelter ― protection/somewhere to live and also help young people help each other.
fundraise ― collect money Young people can learn important skills such as
further ― extra listening to each other, empathy and problem-
volunteering ― offering unpaid help solving skills. I think it is an important
organisation. etc
55
2 Across the Curriculum – Science
Objectives
Reading: a text about the nervous system
3 Focus ➤ Making up and answering a quiz
about the nervous system
Skill ― reading for specific information
Portfolio: a quiz about the nervous system ñ Explain the task.
ñ Allow Ss time to reread the text and make up
their quiz.
1 Focus ➤ Matching headings to paragraphs ñ Ss swap quizzes with a partner and answer.
ñ Read the text aloud with Ss.
ñ Elicit/explain any new vocabulary, Suggested Answer Key
ñ Ss match the paragraphs with the headings. The Nervous System Quiz
ñ Check Ss’ answers. 1 Name the three parts of the nervous
system. (3)
Answer Key 2 Which part of the body controls the nervous
1 C 2 D 3 E 4 A system? (1)
3 What is the biggest part of the brain called?
(1)
2 Focus ➤ Recalling new information 4 What does the cerebellum do? (3)
ñ Play the recording of the text to Ss. Ss listen 5 Which part of the brain carries messages
and read. from the sensory organs? (1)
ñ Ss’ books closed, Ss note down 5 things they
have learnt about the brain and the nervous 6 Which part of the brain is responsible for
system. metabolism? (1)
ñ Ss take it in turns to tell their partner what they 7 What is another name for ‘nerve cells’? (1)
have learnt. 8 How many nerve cells does the human brain
contain? (1)
Suggested Answer Key
1 The nervous system consists of the brain,
the spinal cord and a network of nerves.2
The brain works as the ‘central computer’
for the nervous system.
3 The biggest part of the brain is called the
cerebrum.
4 The brain contains about a billion nerve
cells.
5 The Thalamus carries messages to the
sensory organs.
56
Going Green 2
Objectives
weight: heaviness
Reading: a text about packaging
solid waste: rubbish that is not liquid
Skills ― reading for gist
dumped: placed somewhere carelessly
― reading for detailed understanding
landfills: areas where rubbish is buried
Portfolio: designing green packaging for a
manufacture: mass production
product
cut back: reduce in number
minimal: the least
biodegradable: breaks down naturally when
1 Focus ➤ Reading for gist
buried
ñ Focus Ss’ attention on the title of the text. concentrated: made stronger by removing water
Elicit from Ss what they think the text is about. from it
ñ Ss read to check if they are correct. delivered: sent to a particular address
ñ Confirm the correct answer.
57
2 Going Green
2 Spotlight on Exams
Listening already have a very poor body image.
Now, I would like to make a distinction between the
Focus ➤ Listening for specific information
two types of plastic surgery and I think we need to be
ñ Explain the task. clear about this. First, there’s what we call
ñ Play the recording. ‘reconstructive’ surgery which is done to correct
ñ Ss complete the task. defects on the face and body. Examples of this include
ñ Select individual Ss to read out the correct physical birth defects and injuries like dog bites or
answer. burns. This kind of surgery repairs parts of the body.
The other type of plastic surgery is called ‘cosmetic’.
Answer Key This kind of surgery involves changing a part of the
1 B 3 B 5 A 7 C body simply because a person isn’t completely satisfied
2 B 4 C 6 A with it, for example nose jobs or liposuction (the
removal of fat from the body.)
Of course, the well-being of our patients is always our
TAPESCRIPT most important concern. There is some concern that
Presenter: With us in the studio today is Dr Edmond the glamorous image of cosmetic surgery as seen on TV
Hunt, a very experienced plastic surgeon. He is here to can encourage people to change themselves without
speak about teenagers and plastic surgery. Dr Hunt, reason. Teenagers may suffer from low self esteem and
welcome to the programme. choosing plastic surgery is not always the answer to
Doctor: Thank you. Plastic surgery is becoming more their problems. Often talking to a therapist, dieting
and more popular nowadays and many young people are and exercise are the solution, for example. We must
using it to change the way they look. Of course, body judge each case individually and help people make the
image and physical appearance have always been right decision. We must also make sure that the
important to teenagers, but now it seems we live in a individual has finished growing and is mature enough
society where even more importance is placed on being emotionally to cope with the stress of the operation.
beautiful ― in the media, in advertising for example – All potential patients go through a series of interviews
which does nothing to help teenagers, many of whom and those under the age of eighteen need a parent’s
signature. It is essential that we talk to parents as cost
58
Spotlight on Exams 2
is also a main factor. If the patient is suitable, we then Writing
help to find a suitable surgeon to perform the
Focus ➤ Writing a letter to a pen-friend
operation. He or she must find a certified surgeon, that
is to say, one who is qualified to perform the operation ñ Ask a S to read out the extract.
well. After all, these operations are expensive and ñ Elicit/Explain any new vocabulary.
there is some risk involved. ñ Explain the task.
Another word of warning, if I may. No amount of money ñ Check Ss’ understanding by asking questions:
can buy you happiness. The most expensive cosmetic what are you going to write? (a letter) Who is
surgery does not have the power to change who you are the letter for? (my pen-friend Fiona) What are
inside. A common myth is that we can make people like you going to write about? (anti-bullying
us more by changing our appearance. Our teenage years week/ask about the party).
are a time of development, of personal discovery. It
takes time to understand who you are. Remember, Suggested Answer Key
people cannot and should not judge you on your looks Dear Fiona,
alone. If they do, they are not worth knowing. It was great to hear from you. You must be
Some would say, on the other hand, that today we have pleased that your exams are over and now it’s
the power to make ourselves happier with our time to enjoy yourself.
appearance and we should take that opportunity if we The anti-bullying week was a huge success
can. Ultimately, the decision to have plastic surgery is a and I believe we have really reduced the
personal choice. If you have any concerns, speak to your amount of bullying that goes on in our school.
parents, or your doctor. One thing is certain - you There were talks by experts and films that
should think carefully before you decide. showed the effects and how to deal with
bullying. There was also a confidential helpline
for kids who were being bullied.
Reading Anyway, what about the party you
Focus ➤ Reading for specific information mentioned? Where is it and who are you going
with? More importantly, who is going to be
ñ Explain the task. there? Is Robbie from next door going?
ñ Go through the headings (A-H) with Ss. Got to go now. My exams are next week so
ñ Allow Ss time to complete the task. there’s still a lot of studying for me!
ñ Select individual Ss to read out the answers. Lots of love,
Fran
Answer Key
1 D 3 G 5 E 7 C
2 B 4 A 6 H Speaking
Focus ➤ Deciding what to buy someone as a
Use of English present/role play
Focus ➤ Using word derivatives ñ Explain the task.
ñ Read out the prompts and explain/elicit that
ñ Explain the task.
the conversation will be informal.
ñ Allow Ss time to complete the task.
ñ Ss work in pairs.
ñ Read out the text with Ss.
ñ Go around the class monitoring the task.
Answer Key ñ Select some pairs act out their dialogues.
1 architecture 5 designer
2 widen 6 development
3 residential 7 construction
4 entertainment
59
2 Spotlight on Exams
2 Progress Check
Progress Check 2 and Look at Module 3 should be done in one lesson.
Answer Key
1 1 offend 6 attitude 4 1 up 3 off 5 down
2 dramatic 7 trust 2 up 4 on
3 symptom 8 tricky
4 tempted 9 disgusting 5 1 to 3 on 5 on
5 persuade 10 pressure 2 about 4 on
60
Responsibility Module 3
Before you start … a poem (p. 48 )
ñ Revise one or two points from the previous module (a piece of writing, often in short lines which
(e.g. ask Ss what they do to relieve stress, whether rhyme) Who wrote the poem? What is it about? Do
they would volunteer for a charity, etc). you like reading poetry? Why (not)? Which famous
ñ Direct Ss’ attention to the title of the module poets do you know?
Responsibility. Explain that in this module they will
a biography (p. 52 )
learn about crime and the law, rights and
(a factual article about a person) Whose biography
responsibilities, etc.
is this? What era did he live in? What does the
biography tell us about his life?
Look at Module 3
a quiz (p. 59 )
In order to stimulate discussion and interest, ask Ss which
(a game or competition in which sb tests your
page each picture is from. Then elicit other information
knowledge by asking you questions) What is the
(e.g. what the picture shows, what else Ss can see on the
quiz about? Do you like doing quizzes? Why (not)?
page and what they think the unit might be about).
Where do we normally find quizzes?
Suggested Answer Key Listen, read and talk about …/Learn how to …/
a proverb (p. 47) Practise …/Write/Make …
(a short sentence which gives advice or tells you sth As described in the relevant section in Module 1.
about life) What does the proverb say? Do you
agree with it? Why (not)? What other proverbs do
you know?
61
3 a
Reading Skills
Objectives ñ Ss then provide meanings for the words in bold.
Vocabulary: crime and the law; words often
confused Answer Key
Reading: text about victims of crime petty ― small/minor
Skill ― matching (skimming) out of the blue ― unexpectedly
Speaking: a crime story fell for it ― was deceived
gullible ― trusting/easily tricked
broke into ― got into by force
Reading shaken up ― in shock
wipe it off ― remove it with a cloth
1 Focus ➤ Predicting the content of a text
lately ― recently
ñ Direct Ss’ attention to the title and headings A- distract ― take someone’s attention away from
E. Explain any new vocabulary and elicit what something
they think the text is about.
ñ Play the recording. Ss listen and read through
the text and check their answers. Suggested Answer Key
taken for a ride: tricked
Suggested Answer Key lottery: gambling game with numbered tickets
The text is about people who have been the contacted: communicated with
victims of crime. fee: payment for a service
process: series of actions to achieve sth
winnings: amount of money won
2 Focus ➤ Matching headings to text idiot: foolish person
ñ Read these together and explain they will match scam: trick
these to the paragraphs in the article. came out of nowhere: suddenly appeared
ñ Ask Ss to read the article again. threatened: stated an intention to hurt
ñ Tell Ss to identify and underline key words/ grabbed: took suddenly by the hand
phrases in the text that help them match the identify: be able to formally recognise sb or sth
appropriate heading to each paragraph. bird mess: organic material from a bird’s body
ñ Allow Ss time to complete the task and check so-called: incorrectly/unsuitably named
the answers together. reached for: tried to get
realised: understood a situation
means: way(s)
Answer Key
1 C (These terrible fraudsters are just trying
to trick gullible people …) Vocabulary
2 D (The police caught them red-handed)
4 a) Focus ➤ Completing a table
3 A (The attacker just came out of nowhere)
4 E (this has been happening a lot lately) ñ Explain the task.
ñ Allow Ss time to complete the table.
ñ Ss check answers with a partner.
3 Focus ➤ Eliciting meaning from text
ñ Focus Ss’ attention on the underlined words/ Answer Key
phrases in the text. burglary burglar
ñ Ss explain the meaning of each by giving a mugging mugger
synonym, example or explanation before theft thief
checking in their dictionaries. pickpocketing pickpocket
62
Reading Skills 3a
Speaking
b) Focus ➤ Matching crimes with a suitable
punishment 7 Focus ➤ Continuing a story
ñ Draw Ss’ attention once more to the crimes ñ Read the beginning of the story aloud to the
listed in Ex. 4a. class and explain the task. Draw Ss’ attention to
ñ Ask Ss to rank them from most ― least the vocabulary given.
serious. ñ Ss complete the task in small groups.
ñ Read through the punishments listed in Ex. 4b ñ Select some groups to tell the whole story to
and check comprehension. the class.
ñ Ss match the crimes and punishments
individually then compare answers with a Suggested Answer Key
partner. Then out of the blue someone jumped out in
front of me and started to threaten me, saying,
“Hand over your purse, or I’ll hurt you.” I was
Suggested Answer Key
in a state of shock as it was the first time
ñ go to court: burglary, mugging, theft
anyone had tried to mug me. At first I didn’t
ñ pay a fine: pickpocketing
want to give him what he wanted, but when he
ñ go to prison: bank robbery, kidnapping
attacked me with a knife I knew I had to do as I
ñ get off with a warning: shoplifting
was told. I held out my purse and he grabbed it
ñ do community service: vandalism
from me and ran away. Luckily, I was able to
give the police a good description of the
5 Focus ➤ Understanding words often confused criminal and they caught him soon after. I
identified him as the mugger and he was given
ñ Explain the task. a prison sentence.
ñ Work through the first example with the class
and write the second sentence on the board.
ñ Encourage Ss to guess first and then check their Words of Wisdom
answers using the Word List. ñ Draw Ss’attention to the proverb.
ñ Ask individual Ss to share their answers with the ñ Elicit whether Ss agree or disagree with the
class. proverb and ask Ss to justify their opinions.
ñ As an extension, Ss could suggest similar or
Answer Key other proverbs on the topic from their L1 and
1 offence 3 illegal 5 sentence translate them into English.
2 taken 4 found 6 witnesses
Suggested Answer Key
I agree with the proverb because although
6 Focus ➤ Completing exchanges
some crimes may have a financial gain, usually
ñ Explain the task. criminals end up in jail or living a violent and
ñ Ss work in pairs to complete the exchanges. unhappy life. Committing crime will not
ñ Select some pairs to act out the exchanges to improve your life but rather make it worse.
the class.
Answer Key
1 A: broken 4 A: find
B: pay B: let
2 A: confess 5 A: convicted
B: arrested, appearing B: sentenced
3 A: get
B: chased, make
63
3 b
Listening & Speaking Skills
Objectives
A: Yes.
Vocabulary: rights and responsibilities; expressing
B: And what are our responsibilities at home?
regret/outrage/disgust
A: To obey the law and to look after the
Listening: short exchanges (multiple choice)
environment. etc
Skill ― listening for specific information
Reading: a poem; a dialogue (gap-fill)
Skill ― reading for specific information 3 Focus ➤ Reading for specific information
Speaking: a dialogue (role play)
ñ Select a S to read out the poem to the class.
ñ Explain to Ss that Eduard Everett Hale was an
1 Focus ➤ Matching rights and responsibilities American clergyman who lived from 1822 -1909.
ñ Elicit answers to the questions in the rubric
ñ Select one S to read through the list of rights from the class and discuss.
and another S to read out the list of
responsibilities. Elicit/Explain any new vocabulary.
Suggested Answer Key
ñ Explain the task. Ss complete the task
individually and then compare answers with a ‘Responsibility’ for the author is being an
partner. active member of society who contributes and
helps by doing whatever he can.
Answer Key
T: Do you agree with Hale’s point of view?
to be educated ― not to bully/harm others S1: Yes, I think that if we all do as much as we
to be safe ― to obey the law can, then a lot can be achieved.
to live and work in a clean unpolluted T: What do you think?
environment ― to look after the environment S2: I agree. I know that we can only do so
to be treated with respect ― to respect others much, but we should think about doing
regardless of sex, age, ethnic origin, nationality whatever we can – it is our duty. etc
64
Listening & Speaking Skills 3b
all that he was leaving the school and moving to
Suggested Answer Key
another city. I always felt bad about that
1 Standing up for your rights is a afterwards.
responsibility in itself.
2 I had no right to talk to my mother like 2 A: Excuse me. May I ask about your views on
that. environmental protection, please?
3 The police have the responsibility to stop B: Sure.
crime and make the streets safe. A: Do you think the government is doing enough to
4 You have the right to remain silent. solve the problem?
5 I had to take the responsibility for the B: Well, the laws are there but they are just not
accident because it was all my fault. being enforced. I know that people are
6 In our house, everybody does their bit to becoming more aware of the issue but the
keep it clean. problems are still there.
A: What do you think should be done?
5 Focus ➤ Choosing the correct verb B: Well, I’ve just joined the local environmental
group. We do lots of things to help the
ñ Ss complete the task individually, using their environment. But the main thing is for everyone
dictionaries. to do a little bit every day.
ñ Ss listen and check their answers.
3 To tell you the truth, I wasn’t too keen on getting
Answer Key involved in the scheme when I first moved into the
1 violate 4 accepts 7 tolerate area. I don’t have a lot of free time and I usually
2 given 5 treats prefer to keep myself to myself. Anyway, I went
3 denied 6 defend along to one of their meetings, just to see what
they do, and I realised what a good idea it is. I
mean, our neighbourhood doesn’t have a really
Listening serious problem with crime, but if everyone keeps
6 Focus ➤ Listening for specific information ― an eye on things, we can help keep it that way. The
answering multiple-choice questions police can’t be everywhere all the time!
65
3b Listening & Speaking Skills
66
Listening & Speaking Skills 3b
Speaking Adam: Do you really think so?
10 Focus ➤ Acting out a dialogue Miss Yates: Of course, I do. You’re a smart boy,
Adam.
ñ Explain to Ss that they are going to act out a
Adam: Thanks, Miss. See you tomorrow.
dialogue based on Ex. 7b. Ss assign roles.
Miss Yates: Remember your promise!
ñ In pairs Ss act out their dialogues and record
Adam: I will!
themselves.
ñ Play some recordings to the class for feedback
3 c
Grammar in Use
Objectives
Vocabulary: phrasal verbs with keep; dependent
1 Focus ➤ Reviewing the use of –ing and
infinitive forms
prepositions
Grammar: -ing form/to-infinitive/infinitive without ñ Select a S to read the text to the class.
to; verbs taking infinitive or –ing form without/ ñ Draw Ss’ attention to the –ing and infinitive
with a change in meaning forms and the questions in the rubric.
ñ Allow Ss time to answer individually. Ss compare
answers with a partner.
ñ As an extension activity, Ss can compose their
own sentences.
67
3c Grammar in Use
68
Grammar in Use 3c
Answer Key b) Focus ➤ Choosing the correct form of the
1 to pay 5 reporting verb
2 to sign 6 notifying/to be notified
ñ Select a pair of Ss to read out the first
3 using/to use 7 to exceed
exchange to the class. Ask them to explain
4 being
why they used that form of the verb (with
infinitive of –ing form).
ñ Go through the remainder of the exercise,
5 a) Focus ➤ Discussing differences in meaning
inviting new pairs of Ss to read out the
ñ Write up the sentences from item 1 on the exchanges.
board.
ñ Invite Ss to comment on the difference in Answer Key
meaning between them. Refer Ss to the
1 A: using (after stop with meaning to give
Grammar Reference as necessary.
up permanently)
ñ Ss discuss the rest of the items with a
B: spending (after an expression)
partner. Collect feedback from the class and
2 A: to buy (after remember with meaning
clarify anything the Ss do not understand.
not to forget)
B: to do (after forget with meaning not to
Answer Key remember sth)
1 a) I have a memory of locking the front 3 A: going (after remember with meaning to
door. (refers to a memory) recall)
b) He did not forget to pick up his sister. B: calling (after try with meaning to do as
(expresses purpose) an experiment)
2 a) did not remember to do sth he was 4 A: to buy (after stop with meaning to
supposed to. (expresses purpose) briefly do sth else)
b) will always remember an event. (refers B: to call (after try with meaning
to a memory) attemption)
3 a) We stopped what we were doing to do 5 A: to study (after an expression)
sth else. (and then we might resume the B: learning (general preference with no
first action or we might not) time reference)
b) I am no longer doing sth.
4 a) Do sth to see what will happen as a
result. 6 Focus ➤ Practising phrasal verbs (keep)
b) Attempted to do sth difficult, usually ñ Review phrasal verbs and how they are used.
without success. ñ Allow Ss time to complete the exercise and ask
5 a) Specific preference with a time reference. individual Ss to provide answers to check with
b) General preference with no time the class.
reference. ñ Ss write their own sentences using the phrasal
6 a) Stopped doing one thing and then did verbs.
another.
b) Did not stop doing sth. (but maybe should
Answer Key
have stopped)
1 down 3 back 5 up with
2 on 4 away
69
3c Grammar in Use
3d Literature
Objectives
Vocabulary: language to describe actions
1 Focus ➤ Generating interest in the topic
Reading: extract from Great Expectations ñ Introduce the name Charles Dickens to Ss and
Skills ― reading for specific information ask them what they know about him.
― reading for detailed understanding ñ Then ask Ss to think of three things they would
Speaking: a dialogue based on the text (role like to know about him and to write them down.
play) ñ Ss read the biography. Ask if their questions
were answered.
ñ As an extension, Ss may do some research to
answer any questions they may have had that
were not answered in the biography provided.
70
Literature 3d
Suggested Answer Key Answer Key
I know that Charles Dickens is an English writer. coarse ― rough
I would like to know when he was born, where smothered ― covered completely
he grew up and how many books he has limped ― walked with difficulty
written. glared ― stared at angrily
seized ― grabbed
head over heels ― upside down
2 Focus ➤ Reading for specific information trembling ― shaking with fear or cold
ñ Focus Ss’ attention on the picture and ask the ravenously ― very hungrily
questions in the rubric. timidly ― shyly
ñ Read the text aloud as a class. Ask Ss whether tilted ― moved so that one end is higher/lower
their predictions were correct. than the other
71
3d Literature
72
Literature 3d
Show us where you live: Show me where you Pip: I only have this little piece of bread, sir.
live Convict: You young, dog. What fat cheeks you
Pint out the place: Point to the place ha’ got. I could eat ‘em – and I’ve half a mind
What fat cheeks you ha’ got: What fat cheeks to.
you have got Pip: Please don’t hurt me, sir.
I could eat ’em: I could eat them Convict: Now lookee here! Where’s your
Now lookee here!: Listen well mother?
Who d’ye live with ― supposin’ I kindly let you Pip: There, sir. Also Georgiana. That’s my
live, which I han’t made up my mind about?: mother.
Who do you live with ― assuming I generously Convict: Oh! And is that your father alongside
allow you to live, something which I still have your mother?
not decided Pip: Yes, sir. Him too, late of this parish.
And you know what wittles is?: And do you Convict: Ha! Who d’ye live with? Supposin’ I
know what wittles are? kindly let you live, which I han’t made up my
You bring ’em both to me: Bring them both to mind about?
me Pip: My sister, sir. Mrs Joe Gargery ― wife of
Joe Gargery, the blacksmith, sir.
Dickens was trying to show the different Convict: Blacksmith, eh? Now, lookee here ―0
backgrounds of the two characters and the the question being whether I let you live. You
different class of each character. (Magwich ― know what a file is?
lower working class criminal; Pip ― educated Pip: No, sir.
middle class) Convict: And you know what wittles is?
Convict: Do you want to live, boy?
Pip: Please don’t hurt me! I’ll help you. Follow
8 Focus ➤ Acting out a dialogue me to our house, sir and you can take what you
ñ Explain the task and allocate roles. need and then be on your way.
ñ Encourage Ss to imitate Pip’s and the convict’s Convict: Lead the way, boy! We ain’t got all day!
way of speaking.
ñ Ss prepare and practice their dialogues in pairs.
ñ Invite a few pairs to perform their dialogues in
front of the class.
Answer Key
Convict: Hold your noise! Keep still, you little
devil, or I’ll cut your throat!
Pip: Oh! Don’t cut my throat, sir! Please don’t
do it, sir!
Convict: Tell us your name! Quick!
Pip: Pip, sir.
Convict: Once more. Speak up!
Pip: Pip, sir.
Convict: Show us where you live. Pint out the
place.
73
3 e
Writing Skills
Objectives
Answer Key
Reading: an opinion essay
Skills ― reading to identify structure A 3 (second viewpoint with reasons/
― sequence and content examples)
Writing: an opinion essay B 1 (statement of topic and writer’s opinion)
C 5 (the writer’s opinion in other words)
D 2 (first viewpoint with reasons/examples)
E 4 (opposing viewpoint with reasons/
1 a) Focus ➤ Understanding rubrics
examples)
ñ Read out the rubric and ask Ss to underline
the key words.
ñ Then elicit answers to the questions from b) Identifying the writer’s opinion
various Ss around the class.
ñ Read out the questions in the rubric and
elicit answers from various Ss around the
Answer Key
class.
key words: teen magazine, opinions,
ñ Confirm the correct answers.
teenagers, part time job, article, stating your
opinion, giving reasons/examples
Answer Key
1 The editor/Readers of a teen magazine. You The writer’s opinion is that having a part-time
do not know this person/these people. job is an advantage for teenagers.
2 Ss’ Answers
3 Ss’ Answers The writer expresses this opinion in the 1st and
5th paragraphs using: In my view …, I believ e…
and the way I see it … .
b) Focus ➤ Understanding the theory of
writing opinion essays
3 a) Focus ➤ Identifying main ideas
ñ Direct Ss’ attention to statements 1-13 and
explain the task. ñ Ask Ss to read paragraphs 2-4 of the essay
ñ Ss work in pairs, then read the theory box to again.
check their answers. ñ Allow Ss time to decide what the main idea
of each paragraph is.
ñ Check Ss’ answers.
Answer Key
1 T 4 T 7 T 10 T 13 T Answer Key
2 T 5 F 8 T 11 F para 2 getting a job teaches young adults
3 T 6 T 9 F 12 F how to become reliable individuals
and citizens
para 3 teenagers who have a job earn their
2 a) Focus ➤ Reading to understand structure, own money
sequence and content para 4 some people argue that it is unwise
ñ Read the essay on p. 55 to the class and draw for teenagers to work while still
Ss’ attention to paragraphs A-E. studying
ñ Explain the task. Ss work individually.
ñ Ss listen to the recording and check their The main idea of each paragraph is expressed
answers. in the first sentence of each main body
ñ Elicit answers to the questions in the rubric paragraph. This sentence is a topic sentence.
from Ss around the class.
74
Writing Skills 3e
b) Focus ➤ Completing a table 5 Focus ➤ Suggesting suitable supporting
sentences
ñ Focus Ss’ attention on the table and the
headings. ñ Select two Ss to read out the two topic
ñ Explain the task. Ss answer individually. sentences to the class.
ñ Ss compare answers with a partner. ñ Explain the task. In pairs Ss prepare their
ñ Confirm the correct answers. answers.
ñ Invite Ss to share their ideas with the class and
Answer Key write suggestions on the board.
para
viewpoint/main reasons/examples
Suggested nswer Key
idea
1 They will learn how to be responsible for
2 a part-time job can such as learning to another person. Furthermore, they will see
teach valuable skills be on time, what it is like to be a parent and
handling money understand the work that being a parent
and dealing with involves.
customers 2 We are all safer on the streets and at home
3 teenagers who have parents no longer because laws create a social order. Besides
jobs earn their own need to find pocket this, criminals are faced with a range of
money money punishments according to the laws.
4 it’s unwise for having a job can
teenagers to work take up too much
6 a) Focus ➤ Understanding first and last
while studying time and cause a
paragraphs
student’s school
work to suffer ñ Draw Ss’ attention to the theory box and
seriously explain the task.
ñ Allow time for Ss to study the paragraphs
and prepare their answers.
ñ Ask individual Ss to provide answers to check
4 Focus ➤ Understanding the uses of different with the class.
linking words; suggesting alternative linking
words/phrases Answer Key
A ending (saying)
ñ Explain the task. B beginning (addressing the reader directly;
ñ Allow Ss time to reread the essay and decide on quotation)
the various uses of the linking words. C ending (rhetorical question)
ñ Check Ss’ answers.
ñ Allow Ss time to suggest alternative linking words/ In the model essay in Ex. 2, the writer has
phrases. given the reader something to consider at the
ñ Invite individual Ss to share their suggestions beginning (Is it a good idea for teenagers to
with the class have part-time jobs while they are still at
school?) and has ended with a quotation/saying
Answer Key (Today’s teenagers are tomorrow’s adults).
list/add a point: In addition to this,
Furthermore, To start with, Moreover
introduce an example/reason: for example, in b) Focus ➤ Writing a suitable introduction
this way, such as and conclusion
introduce an opposing viewpoint: On the ñ Write the essay title on the board. Explain
other hand the task.
conclude: To conclude
75
3e Writing Skills
ñ Allow Ss time to write their answers, working
Answer Key
in pairs. Remind Ss to use appropriate
A key words: magazine, opinions, teenagers,
techniques.
help, household chores, essay, giving
ñ Ss compare their answers with another pair
reasons/examples
Ending:
From my point of view, that of a teenager, we
Suggested Answer Key
should be given the opportunity to show that
A My opinion is that teenagers should help
we have the maturity and willingness to take
with household chores. It teaches them
care of the rest of the family. After all, ‘The
responsibility. Others in the family will rely
child is the father to the man.’
on the teenager to complete the chores and
they will learn the consequences if they
don’t complete them. In addition they learn
7 Focus ➤ Expressing viewpoints using milder
important living skills they will need as
language
adults. Cooking, helping with the shopping,
ñ Read the study skills box with Ss and draw Ss’ cleaning and maintaining the house are
attention to viewpoints 1-4. useful chores they will need to know when
ñ Explain the task. Ss complete the task they live on their own as adults.
individually.
ñ Invite Ss to share their answers with the class. B My opinion is that a child should look after
Suggested Answer Key a pet from a young age. They learn
1 I tend to believe that teenagers should help responsibility by caring and feeding the pet.
out at home. They also learn respect for animals by
2 In my view, teenagers shouldn’t have part- creating a special relationship with another
time jobs. living thing.
3 In my opinion, teenagers’ schoolwork
suffers if they take on a part-time job.
4 It seems to me that some video games b) Focus ➤ Matching and providing
should be banned. viewpoints and reasons
ñ Focus Ss’ attention on rubric A again and
explain the task.
8 a) Focus ➤ Analysing rubrics ñ Allow Ss time to complete the task in pairs.
ñ Explain the task and allow Ss time to identify ñ Monitor the activity.
the key words and prepare answers to the ñ Invite some pairs to share their answers with
questions. the class.
ñ Elicit answers from Ss around the class.
76
Writing Skills 3e
Answer Key Suggested Answer Key
1 C 2 A 3 B
viewpoints reasons/examples
The writer believes that teenagers should help The child learns By creating a special
with household chores as there are two points respect for friendship with the
in support and one against. animals. animal.
The child learns Taking care and feeding
responsibility. the pet teaches the
child to be responsible
Suggested Answer Key for another’s life.
Viewpoint 1 example: Cleaning, cooking, and
Animals are not The child could be
shopping are some of the valuable chores that
toys and should neglectful in caring for
teenager would learn that are useful as adults.
not be cared for the animal.
by children.
Viewpoint 2 reason: they should be allowed to
enjoy their free time.
Beginning: Many families enjoy having a
wonderful pet in their home, however should
Viewpoint 3 reason: By sharing chores they
a young child be allowed to take care of a
learn to work as a group and cooperate with
pet?
others.
Ending: Both small children and pets are
Additional viewpoint rewarded from the loving relationship they
It provides the opportunity for teenagers and create together.
parents to interact which so rarely happens
today.
reason/example: By discussing with the 9 Focus ➤ Writing an opinion essay
teenager the chores and agreeing on what will
ñ Allow Ss time to complete their essays. Remind
be done.
Ss to use their answers to Ex. 8 and to refer
back to the model essay in Ex. 3 as they write.
Beginning: Is it a good idea for teenagers to
ñ Draw Ss’ attention to the checklist. Remind Ss
help out with household chores?
to edit their work before completing their final
draft.
Ending: Isn’t it important to do everything
ñ Ss swap essays with a partner and check each
possible to prepare our teenagers for the
other’s work using the checklist.
challenges of adulthood?
77
3e Writing Skills
78
Culture Corner 3
Objectives
Answer Key
Vocabulary: Ellis Island and the Statue of Liberty
Reading: a poem and a text about the Statue of 1 historic 5 sight
Liberty 2 European 6 oppression
Skill ― reading for specific information 3 requirements 7 declaration
Speaking: giving a tour (role play) 4 immigrants 8 famous
Writing: a short text about a famous monument
79
3 Culture Corner
3 Culture Corner
Objectives
1 Focus ➤ Discussing Human Rights
Speaking: discussing human rights ñ Read out article 1 of the UDHR to Ss.
Reading: a text about human rights (matching) ñ In small groups, Ss discuss the questions.
Skills ― scanning ñ Invite groups to feed back to the class and
― eliciting meaning follow up with a whole class discussion.
Project: information about a charity or organisation
that protects human rights
80
Across the Curriculum – Citizenship 3
Suggested Answer Key Suggested Answer Key
S1: What are human rights? morally: based on principles that people
S2: They are things that we all should have. consider to be right, honest or acceptable
Like the freedom to be able to think what regardless of: despite
you like. race: a group of human beings according to
S3: So, they are for everyone, right? their physical features, such as the colour of
S1: Yes, I think so. their skin
S2: Why do you think they are important? value: worth
S3: They are there to make our lives better. dignity: sense of importance and value
S1: Yes, and they ensure that people are invented: thought up
treated with dignity. civilisations: human societies with highly
S2: So, The Declaration of Human Rights is a developed social organisations
law to protect everyone’s rights. cruelties: cruel actions that deliberately cause
S3: Yes, that’s how I understand it. pain or distress to people
injustices: unfair treatment
concern: sth that involves or affects you or is
2 a) Focus ➤ Predicting text content; matching important to you
headings to text adopted: began to have
agreements: written arrangements/decisions
ñ Read through headings A-E as a class and
violated: broken/disregarded
explain/elicit the meaning of any unknown
treated: dealt with
words.
slave: a person who is owned by someone and
ñ Elicit from Ss what they expect to read in
is forced to work for them
the paragraphs with these headings.
punish: make someone suffer for something
ñ Explain the matching task, stressing that
they have done
there is one heading that they do not need
torture: deliberately cause someone great pain
to use.
over a period of time, in order to punish them
ñ Ss answer individually.
or to make them reveal information
ñ Check answers around the class.
81
3 Across the Curriculum – Citizenship
Suggested Answer Key Suite 2). It was established in 1992. The Centre
The Human Rights House Foundation has offices monitors and protects the rights of soldiers,
in Oslo, Warsaw, Moscow, Sarajevo, Bergen, and prisoners, children, the disables, the mentally
London. Since 1989 it has been working to ill, and refugees. The Centre also facilitates
enhance co-operation between various human cooperation between different non-
rights groups. It helps provide free legal aid to governmental organizations in Russia by
victims of human rights abuses and improves providing financial, technical and educational
the security of human rights defenders. It hosts support for their activities.
meetings, seminars and offers training. The Centre conducts regular projects and holds
The Human Rights House in Moscow is located exhibitions to promote their work. If you are
at the Russian Research Centre for Human interested in finding out more information, or
Rights, 4 Luchnikov Lane (Building 4, Doorway 3, would like to participate in one of their
projects, contact: HYPERLINK "mailto:
hrcenter@hro.org" hrcenter@hro.org
3 Going Green
Objectives
Speaking: discussing how to become a ‘greener’
2 Focus ➤ Completing a quiz; expanding
vocabulary
citizen
Reading: a quiz ñ Ask a few Ss to tell the class how ‘green’ they
Skill ― reading for specific information are.
ñ Explain the task. Ss answer individually and find
out their result.
1 Focus ➤ Introducing the topic ñ Ask for a show of hands ― mostly As (‘green
citizens of the year’), mostly Bs (not bad but
ñ Write the term ‘green citizen’ on the board.
could do better), and mostly Cs (need to get
Explain that they are going to do a quiz to find
started).
out how ‘green’ they are.
ñ Allow Ss time to explain the words in bold by
ñ Select a S to read the introduction of the quiz to
providing a synonym, translation or example
the class.
sentence. Encourage Ss to use the context to
ñ Ss think of as many examples of being a ‘green
understand the meaning of the words, before
citizen’ as they can in small groups.
they check in their dictionaries.
ñ Invite a few groups to present their ideas to the
class. List Ss’ ideas on the board.
Suggested Answer Key
Suggested Answer Key rely on: need something to survive/carry on
in our best interests: good for us
A ‘green citizen’ is someone who tries to
reduce your impact: not create as many
reduce his/her impact on the environment as
problems
much as possible.
embarrassing shade: depth of colour that
shows you are shy
82
Going Green 3
vegetable peels: outer layers of types of edible 4 Focus ➤ Discussing a quotation
plant
ñ Draw Ss’ attention to the quotation.
rechargeable: able to be refilled with
ñ Elicit ideas for how to paraphrase the quotation
electricity
and build up a paraphrase on the board. Ss
disposable: can be thrown away after you have
discuss the meaning in pairs or small groups.
used it
ñ Elicit whether Ss agree or disagree with the
well on your way: almost there
quotation and ask Ss to justify their opinions.
survival: ability to stay alive
Ask various pairs or groups to report back to the
achievable targets: goals that can be reached
class.
Spotlight on Exams 3
Reading ñ Allow Ss time to complete the task.
ñ Check Ss’ answers.
Focus ➤ Reading for specific information
ñ Allow Ss time to read the text. Answer Key
ñ Ss complete the multiple choice task. 1 rulers 4 historic 7 architect
ñ Check Ss’ answers. 2 official 5 southern 8 building
3 residences 6 coloured
Answer Key
1 D 3 C 5 B 7 B
2 C 4 A 6 B Listening
Focus ➤ Listening for specific information
Use of English ñ Explain the task.
Focus ➤ Using word derivatives ñ Play the recording.
ñ Allow Ss time to complete the task.
ñ Explain the task. ñ Select individual Ss to read out the answers.
ñ Read out the text.
83
3 Spotlight on Exams
Answer Key A B
1 A 2 F 3 C 4 B 5 E Introduce topic & Reject 1st option
1st option. and give reason.
Writing
Speaking
Focus ➤ Writing a letter to a pen friend
Focus ➤ Practising informal conversations ―
discussing options and making a joint decision ñ Explain the task. Check Ss’ understanding by
asking questions: What are you going to write? (a
ñ Explain the task.
letter) Who is the letter for? (my pen friend Tanya)
ñ Read out the options.
Why are you writing? (to tell her about the
ñ Go through the conversation plan with Ss,
household chores you do and ask 3 questions about
explaining the process.
tree planning day).
ñ Allow Ss time to complete the task.
84
Spotlight on Exams 3
Suggested Answer Key I’m interested in the tree-planting day you
Dear Tanya, mentioned. What exactly do people do? Are
It was great to get your letter and I’m sorry they in teams or is it just you and one tiny
that you’re so busy but these jobs have to get tree? Where are you going to plant the trees?
done, don’t they? Please give me all the details in your next
My family shares the household chores so letter!
everyone does their little bit to keep the house Got to go now. It’s raining and my dad is
spick and span. I’m in charge of my room, back from walking the dog. The hall is a mess
which means I have to tidy it and take the so it’s time to get the mop out! Bye!
rubbish out as well as make my bed ― but I Edmund
don’t do it every day! I also sweep the hall and
do any mopping when it gets really dirty. It
doesn’t sound a lot, but there’s always
something to do!
Progress Check 3
Progress Check 3 and Look at Module 4 should be done in one lesson.
Answer Key
1 1 grabbed 6 fee 3 1 began learning to drive
2 disposable 7 witness 2 needs redecorating/to be redecorated
3 scam 8 identify 3 regret walking home alone
4 seized 9 glared 4 too late to apply
5 contacted 10 suspect 5 unusual for her to overreact
4 1 down 3 back 5 up with
2 1 walking 7 to thank
2 away 4 on
2 go 8 worked/has
3 watching been working
5 1 against 3 into 5 of
4 to buy 9 enjoy
2 with 4 for
5 to speak 10 having
6 saying
6 1 c 2 d 3 b 4 e 5 a
85
Module 4 Danger!
Before you start … a dialogue (p. 67)
ñ Revise one or two points from the previous module (a conversation between two people) Who is
(e.g. crime and the law, human rights, etc). speaking? What’s wrong with the patient? How
ñ Direct Ss’ attention to the title of the module, often do you visit the doctor?
Danger! Elicit that it refers to accidents and
a biography (p. 70)
emergencies, illnesses and injuries, etc.
(an account of someone’s life) Whose is this
Look at Module 4 biography? When did he live? What is he famous
In order to stimulate discussion and interest, ask Ss which for?
page each picture is from. Then elicit other information a sketch (p. 77)
(e.g. what the picture shows, what else Ss can see on (a drawing that is done quickly without a lot of
that page and what they think this unit might be about). details) Who is the sketch of? What was she known
as? How long did she live?
Suggested Answer Key
Focus Ss’ attention on picture 1.
Go through the rest of the sections with your Ss and
T: What page is picture 1 from? point out that by the end of the module they will know
S1: It’s from page 77. how to perform the tasks listed.
T: What can you see in picture 1?
Explain that the module has:
S2: A nurse and some patients in a hospital.
― a Literature section
T: What kind of hospital is it?
S3: It looks like a military hospital. There are a lot ― a Culture Corner
of men there with serious injuries. ― an Across the Curriculum section
T: Would you like to work in a hospital? ― a Going Green section
S4: No, I wouldn’t. I think it would be stressful.
Ask Ss to look at the relevant pages and elicit what each
Pic 2 (p. 72) section is about.
What can you see in the picture? Do you like
travelling by boat? Why (not)? Have you ever been Suggested Answer Key
on a long journey? Where did you go? The Literature section is about an author an a
literature extract. This one (pp. 70-71) is about
Pic 3 (p. 66)
Mark Twain and has an extract from his novel The
What is wrong with the man? What can he do to
Adventures of Tom Sawyer.
feel better? What do you do to relax? How is the
picture related to the module? The Culture Corner (p. 77) contains an article on
Florence Nightingale.
Pic 4 (p. 65)
What is the man doing? Are you sporty? What kinds The Across the Curriculum section (p. 78) looks at the
of sport do you like? Do you prefer winter or ‘Great Fire of London’, a topic in history.
summer sports?
The Going Green section (p. 79) looks at
environmental issues. This one looks at water
Find the page number(s) for pollution.
Allow Ss time to browse through the units and find the
relevant information. Then ask them to explain what each Listen, read and talk about …/Learn how to …/
one is, and elicit simple information about each item. Practise …/Write/Make …
As described in the relevant section in Module 1.
Suggested Answer Key
a joke (p. 74)
(sth said or done to make you laugh) What is the
joke about? Do you like reading or telling jokes?
What was the last good joke you heard?
86
4 a
Reading Skills
Objectives
Answer Key
Vocabulary: injuries
Reading: a story about survival (gapped-text) The text is about the miraculous survival of
Skills ― reading for confirmation two mountaineers and the painful choice one
― reading for detailed comprehension of them had to make.
Speaking: describing a scene; discussing ethical
questions raised in the text; speaking in role (a
3 Focus ➤ Completing a text
radio interview)
Writing: writing in role (a paragraph) ñ Ask Ss to look at sentences A-H. Read them and
explain that these sentences have been left out
of the text and must be put back into their
1 Focus ➤ Imagining and describing a scene appropriate position.
ñ Ss complete the task individually. When
ñ Focus Ss’ attention on the person in the picture. finished, ask Ss to read the text one more time
Ask them to imagine that they are in this to ensure the sentences have been replaced in
situation. the correct positions.
ñ Play the recording and ask Ss to imagine what ñ Ss listen to the recording and check their
they experience using all their senses. answers.
ñ Invite individual Ss to share their descriptions
with the class.
Answer Key
1 E 3 A 5 C 7 G
Suggested Answer Key 2 H 4 D 6 B
All around me I can see ice and mountains. The
sky is grey but I can see far into the distance.
Everything is grey and white. I hear the sound 4 Focus ➤ Developing vocabulary
of my heart beating ― otherwise there is ñ Elicit/Explain the meaning of the words in bold
silence. My feet touch the side of the mountain in the text by giving an example, explanation or
and I hang there. I feel the weight of my body synonym. Ss may check in their dictionaries
and I wonder how much longer I’ll be able to where necessary.
hold on. I taste the ice-cold water from the ñ Check Ss’ answers.
icicles around me. I smell the fresh mountain
air as it goes into my lungs. I feel exhausted
Suggested Answer Key
and extremely frightened.
agonising: extremely difficult
tale: story
Reading peak: top of the mountain
2 Focus ➤ Predicting text content bold: brave
irresistible: impossible to resist, highly attractive
ñ Read through the phrases with Ss and explain summit: top of the mountain
any unknown vocabulary. Explain that the crippled: severely injured
phrases come from the text. against all odds: despite all the problems
ñ Elicit from Ss what they think the text is about. rope: thick cord used for tying, pulling
Write Ss’ suggestions on the board. without knowing it: accidentally
ñ Ss read the text to check their predictions. pitch black: extremely dark, no light at all
edge: line where sth stops
cliff: high rock face
87
4a Reading Skills
Answer Key
b) Focus ➤ Speaking in role (a radio interview)
1 bone 5 waist 9 head
2 muscle 6 heel 10 nail ñ Arrange Ss in groups of three. Allocate roles.
3 lip 7 hair ñ Allow Ss time to prepare their questions and
4 throat 8 brain answers.
ñ Ss record their interviews.
ñ Select some recordings to play to the class.
Suggested Answer Key
Suggested Answer Key
add word
Interviewer: Welcome to the programme.
1 lip 5 knee 9 toe
Simon: It’s nice to be here.
2 elbow 6 back 10 leg
Interviewer: It’s quite a story you two have to
3 wrist 7 shoulder
tell.
4 knee 8 cheek
Joe: Yes, it’s truly amazing. We’re so lucky to
be alive after our climb up Siula Grande.
6 Focus ➤ Choosing the correct words Interviewer: What went wrong exactly?
Simon: Everything was fine on the way up the
ñ Explain the task.
mountain and we weren’t expecting to have
ñ Ss answer individually and then check using a
any problems at all on the way down. You see,
dictionary.
we chose an easier route for our descent.
Joe: But then I slipped and I broke my leg in
Answer Key three places.
1 hurts 5 treated Interviewer: That must have been painful!
2 nagging 6 narrow Joe: Extremely. So, Simon tried to get me down
3 severe/injury 7 internal the mountain using a rope. But that didn’t
4 painful 8 unconscious work very well as it was already getting dark
and before long, I was hanging over the edge of
a deep crevasse. I couldn’t climb back up the
rope as my fingers were so frostbitten. I called
out to Simon but he couldn’t hear me ― I was
too far away.
88
Reading Skills 4a
Words of Wisdom
Interviewer: Did you realise what was wrong, 9 Focus ➤ Discussing a quotation
Simon?
Simon: I knew something was wrong when I felt ñ Draw Ss’ attention to the quotation.
myself being pulled down towards the edge of ñ Elicit ideas for how to paraphrase the quotation
the crevasse. I tried to hold on but I felt myself and build up a paraphrase on the board. Ss
getting weaker and weaker. discuss the meaning in pairs or small groups.
Interviewer: So what did you do next? ñ Elicit whether Ss agree or disagree with the
Simon: I made the most difficult decision in my quotation and ask Ss to justify their opinions.
life. I cut the rope to save my own life. I just Ask various pairs or groups to report back to the
knew I didn’t have the strength to hold on to class.
Joe any longer. ñ As an extension, Ss could suggest similar or
Interviewer: So, you fell down the mountain, other quotations on the topic from their L1.
Joe.
Joe: Yes, that’s right. But miraculously, I Suggested Answer Key
wasn’t killed by the fall. I was in great pain and S1: I agree with the quote that in order to
had no food or water, yet I was determined to move forward we often have to let go of
stay alive. It took me four days but I managed our previous ways of thinking and be open-
to get down to safety. minded to new possibilities and ideas.
Interviewer: What an amazing story! What S2: Yes, It’s important to have courage and
courage and strength! So, for all of you look to the future. We should not forget
listeners out there ― anything is possible! the past, but be careful not to become
stuck there.
Writing
8 Focus ➤ Writing in role
ñ Explain the task.
ñ Allow Ss time to complete their writing and
swap with a partner for peer correction.
89
4 b
Listening & Speaking Skills
Objectives
Vocabulary: illness; idioms related to health
2 Focus ➤ Practising vocabulary to do with
illnesses
Speaking: offering/accepting/refusing help; role
play (at the doctor) ñ Read out the rubric and allow Ss time to
Reading: a dialogue (gap fill) complete the sentences.
Skills ― reading for text structure ñ Check Ss’ answers.
― cohesion and coherence
Listening: a telephone conversation (gap fill) Answer Key
Skills ― listening for confirmation
1 attack 6 rash, allergic
― listening for specific information
2 vomiting 7 wheeze
3 dizzy 8 breathing
4 hoarse 9 sore, blowing
Vocabulary 5 caught, running, 10 sneezing
1 Focus ➤ Forming collocations/describing aching
pictures
ñ Draw Ss’ attention to the words in columns A 3 Focus ➤ Working with idioms
and B and explain that we can put the
vocabulary together to make collocations. ñ Explain that the task is to complete the
ñ Ss check the meaning of the vocabulary by sentences with the right word so that it forms
checking in the Word List. an idiom.
ñ Read the example and elicit the symptoms of ñ Ss complete the task individually using their
the people in the pictures from the class. dictionaries if they wish.
ñ Check Ss’ answers and ask if there are similar
idioms in their language.
Answer Key
ñ As an extension ask Ss to choose an idiom and
runny/streaming/blocked ― nose
draw a picture to illustrate its meaning. In
splitting/thumping/bad/terrible ― headache
groups, Ss swap papers and guess which idiom
throat/chest/ear/eye ― infection
the drawing illustrates.
streaming/bad/stinking ― cold
stomach/ear/back ― ache
high/slight ― temperature Answer Key
sharp/dull/throbbing ― pain 1 flies 3 the weather 5 run
hacking/dry/tickly ― cough 2 colour 4 feet
90
Listening & Speaking Skills 4b
Suggested Answer Key Suggested Answer Key
S1: Sorry you’ re not well. Would you like me rash: lots of small red spots on the skin
to call a doctor? itchy spots: uncomfortable raised marks on
S2: Actually, I’ve already called one. Thanks the skin that you want to scratch
anyway! contagious: easily caught/passed on
prescription: written note from doctor
S1: You don’t sound very well at all. Shall I buy authorising treatment/medicine
some cough syrup? make a full recovery: become completely well
S2: Yes please. That would be a great help! again
fortnight: fourteen days/nights (two weeks)
Reading
5 a) Focus ➤ Identifying the speaker Listening
ñ Read out the rubric and allow Ss time to
7 Focus ➤ Listening for specific information
complete task individually. ñ Play the recording.
ñ Ss compare answers with a partner. ñ Ss complete the gaps individually and then
compare answers with a partner.
Answer Key ñ Play the recording again if necessary.
doctor: b, c, d, e patient: a, f, g ñ Check Ss’ answers.
Answer Key
b) Focus ➤ Reading to understand text 1 French 3 hearing 5 Tuesday
structure, cohesion and coherence 2 earache 4 two
ñ Explain that questions a-g from Ex. 5a come
from the dialogue.
ñ Allow Ss time to complete the gaps in the Suggested Answer Key
dialogue individually. The operator thinks James might have an ear
ñ Ss listen to the recording and check their infection.
answers.
TAPESCRIPT
Answer Key Operator: Good evening, 24-hour Telephone Health
Service. Patricia Brown speaking. Can I take your full
1 d 2 e 3 b 4 g 5 f 6 a
name first, please?
Caller: Yes, it’s James French.
6 Focus ➤ Developing vocabulary Operator: Is that spelt F-R-E-N-C-H?
Caller: Yes, that’s right.
ñ Explain the task. Operator: Ok. So, what seems to be the problem, Mr.
ñ Encourage Ss to guess the meaning from the French?
context before using a dictionary if necessary. Caller: Well, I’ve been feeling really unwell since
ñ Ss complete the task by giving an example, yesterday. I have really bad earache and a high
explanation or a synonym. temperature.
ñ Check answers with the class. Operator: I see. Have you got any other symptoms?
ñ In pairs, Ss read out the dialogue. Caller: Well, yes. My hearing has been affected. Both of
my ears are really blocked up and I can hardly hear
anything from the left one. I feel a bit dizzy too.
Operator: Ok, well for the moment you should take
some painkillers such as paracetamol or aspirin. This
will help to bring your temperature down, but don’t
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4b Listening & Speaking Skills
take more than two every four hours.
S1: It sounds like you may have an ear
Caller: Ok, I’ll do that.
infection. I will take a look.
Operator: Now, it sounds like you could have an ear
S2: Is there anything you can do to make it go
infection and if so you’ll need to see a doctor and get
away faster?
some antibiotics. I can ask the doctor-on-call to make a
S1: You can take two aspirin every two hours
house call if you like.
for the pain. If it is an ear infection you
Caller: Oh… yes, that would be great. Would he be able
will need to take antibiotics and within a
to come this evening?
few days you will feel much better.
Operator: Err… let’s see… Monday evening… no, I’m
S2: Do I need to come back and see you again.
afraid he’s already got too many other calls to make this
S1: Not unless you are not feeling better in
evening, but he could come and see you on Tuesday
three to four days. etc
morning – that’s tomorrow – at ten o’clock, or on
Wednesday at the same time.
Caller: No, Wednesday is too far away. Tuesday would Say it right
be better. Thank you so much.
Operator: You’re welcome. I hope you feel better soon. 9 Focus ➤ Speculating and responding
ñ Explain the task.
Speaking ñ Draw Ss’ attention to the statements and the
8 Focus ➤ Acting out a visit to a doctor possible responses.
ñ Read each prompt (1-4) and elicit the
ñ Ss work in pairs, take roles and prepare their appropriate response from Ss.
dialogues using the notes in Ex. 7 and the ñ Play the recording for Ss to listen and check
dialogue in Ex. 5. their answers.
ñ Ss record themselves.
ñ Select a few recordings to play to the class
Answer Key
1 a 2 a 3 a 4 a
Answer Key
S1: Good morning Mr. Jones. What can I do for
you? 10 Focus ➤ Consolidating the lesson
S2: Well Doctor For the past few days I have
been feeling very dizzy and I can’t seem to ñ Ss close their books and make a list of ten
hear very well. words/phrases they have learnt in the lesson.
S1: I see. Have you got a temperature? ñ Ss discuss what they have learnt with a partner.
S2: Yes and my ear are blocked. (Ss’ own answers)
92
4 c
Grammar in Use
Objectives
Vocabulary: phrasal verbs with go; dependent Answer Key
prepositions We use ‘by’ to introduce the agent.
Grammar: the passive; the causative; make/ ‘By’ + agent is omitted when it is obvious,
get/have unimportant, unknown or already mentioned
who/what is doing the action. For example,
‘The fire was still being fought’ (by
1 a) Focus ➤ Understanding the passive voice firefighters); ‘An investigation will be started’
ñ Read out the box to the Ss. Ask Ss to say why (by the police).
the passive is used (to emphasise the action
rather than the person who performed the with agent: ‘damage has been caused by a fire’
action). Write the two sentences on the (we need to know what caused the damage)
board and ask Ss to label them S (subject), V
(verb), O (object) and A (agent). without agent: ‘debris is being cleared away’
(by cleaners); ‘until the cause of the fire is
All employees (S) must sign (V) the form (O).
discovered’ (by the police); ‘reports had been
The form (S) must be signed (V) by all
made’ (by persons unknown); ‘characters were
employees (A).
seen’ (by persons unknown); ‘their identity has
ñ Draw Ss’ attention to how the passive is yet to be discovered’ (by the police)
formed:
subject + to be + past participle of main
verb + agent (by) 2 Focus ➤ Rewriting sentences in the passive
ñ Read the text to the class. Explain that it has
a total number of 8 passives in it. (Refer Ss ñ Explain that sentences 1-8 are all examples of
to the Grammar Reference section for all the the active voice.
forms of the passive). ñ Complete the first item as an example.
ñ Ss work in pairs to find all the passive and ñ Ss complete the rest of the task individually.
active forms in the text. ñ Check Ss’ answers by inviting individual Ss to
ñ Check Ss’ answers by eliciting answers from write the answers on the board.
various pairs and writing the answers on the
board. Answer Key
1 My brother’s bike was stolen yesterday.
Answer Key 2 This soup was made with carrots and
passive: has been caused; was still being coriander.
fought; is being cleared away; will be started; 3 Pam’s party is being catered by whom?
is discovered; had been made; were seen; has 4 Their house will have been finished by May.
yet to be discovered 5 The thieves were arrested (by the police).
6 Sam hates being told what to do.
active: broke out; said; was; had ever seen; 7 The ‘Fifi Fairy’ books are written by Maria.
are treating; has; may help; contact 8 An apology should be made by Jack.
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4c Grammar in Use
ñ Explain the task. Ss answer individually.
3 Focus ➤ Forming sentences using the passive ñ Ss compare answers with a partner.
ñ Explain the task.
ñ Ss answer individually. Answer Key
ñ Check Ss’ answers around the class. personal passive construction: subject +
passive verb + to infinitive (e.g. She is thought
Answer Key to be very ill)
2 He hates to be kept waiting.
impersonal passive construction: it + passive
3 Parking is not allowed.
verb + finite clause (e.g. It is thought that she
4 Something needs to be done immediately.
is very ill)
5 I want to be left alone.
6 The Mayor has been shot.
2 The doctor is reported to have made a
7 She was not invited.
mistake with the diagnosis.
8 No, thanks. I am being served.
It is reported that the doctor made a
9 It may have been sent to the wrong
mistake with the diagnosis.
address.
3 The tsunami is expected to hit at 8 am.
10 A cinema complex will have been built
It is expected that the tsunami will hit at 8
(there) by next May.
am.
4 She is known to have a difficult character.
It is known that she has a difficult
4 Focus ➤ Changing a text into the passive
character.
ñ Explain the task. 5 A monster is said to live in a lake in
ñ Ss write their answers individually. Scotland.
ñ Check Ss’ answers. It is said that a monster lives in a like in
Scotland.
Answer Key 6 Andrea is believed to have been treated
An unusual way of predicting earthquakes has very badly.
been discovered by scientists in China – snakes! It is believed that Andrea was treated very
Snakes at local snake farms are being observed badly.
(by experts) to see if their behaviour changes 7 The number of cases of asthma is thought to
before an earthquake. Cameras are linked to a be rising.
broadband Internet connection (by scientists). It is thought that the number of cases of
It is believed that earthquakes from 120 km asthma is rising.
away can be sensed (by snakes), three to four
days before they happen. Their nests are
abandoned or even walls are smashed into to 6 Focus ➤ Understanding the causative form
escape. Because China is struck frequently (by ñ Focus Ss’ attention on pictures 1 and 2 and
earthquakes), a reliable method of predicting write sentences a and b on the board. Elicit
them must be found (by scientists) to avoid the from Ss which means that someone is doing
terrible injury and loss of life that is caused something for someone else (sentence b).
(by them/earthquakes). Explain that this is called the causative form.
Underline its structure.
ñ Ss match the sentences and the pictures.
5 Focus ➤ Understanding personal and
ñ As an extension activity, ask Ss to write 2 similar
impersonal passive constructions
sentences of their own with pictures for their
ñ Read through the table with Ss and elicit how partner to match.
personal and impersonal passive constructions
are formed.
94
Grammar in Use 4c
Answer Key 9 Focus ➤ Practising dependent prepositions
1 a 2 b
ñ Explain the task. Tell Ss to try each preposition
She is having her hair done. in the gap until they find the one that makes
She is doing her hair. the most sense and then check in Appendix 1.
ñ Allow Ss time to complete the task.
ñ Select individual Ss to read out the sentences.
7 Focus ➤ Practising the causative form
ñ Read out item 1 and the example to the class. Answer Key
Draw Ss’ attention once more to the causative 1 of 3 from 5 for
form. 2 to 4 in 6 in
ñ Ss complete the remainder of the task
individually.
ñ Check Ss’ answers around the class. Suggested Answer Key
1 Anna is always complaining of headaches. I
Answer Key think she needs to get her eyes tested.
2 Sarah is having her hand examined. 2 Tom is allergic to nuts and has to be careful
3 Greg will have his jacket shortened. what he eats.
4 Sylvia is going to have her hair done for the 3 James still hasn’t recovered from the cold
wedding. he had at Christmas.
5 I had a bandage put on my ankle. 4 I would never get involved in anything
6 Liz has just had her eyes tested. criminal.
7 We have our lawn mowed once a week. 5 Mountaineers who are exposed to extreme
8 They had the roof repaired before they conditions sometimes have to be treated
moved in. for hypothermia.
6 I got covered in paint when I was
decorating the house.
8 Focus ➤ Rephrasing sentences using make/
get/have
10 Focus ➤ Practising phrasal verbs (go)
ñ Select three Ss to read out the example
sentences. Check Ss’ comprehension of the ñ Explain that each sentence can be completed
difference in meaning by eliciting translations with a phrasal verb from Appendix 2.
into Ss’ L1. ñ Ss complete the task individually.
ñ Allow Ss time to rephrase sentences 1-7 with a ñ Check Ss’ answers, eliciting the meaning of each
partner. phrasal verb.
ñ Check Ss’ answers around the class. ñ As an extension ask Ss to draw a picture for one
of the phrasal verbs.
Answer Key ñ Ss hold up their pictures and the class tries to
1 John got Ann to see the doctor. identify the phrasal verb.
2 Julie made Tony have a blood test.
3 The scientist had his assistant tidy up the Answer Key
laboratory. 1 into 3 away 5 ahead
4 The nurse got the patient to swallow the 2 through 4 on
medicine.
5 Madeline will have Mike take her to the
dentist.
6 Sam had the doctor look at his injured leg.
7 I’m hoping to get Sarah to lend me her
jacket.
95
4c Grammar in Use
4d Literature
Objectives
Vocabulary: ways to move 2 Focus ➤ Reading for detailed comprehension
Reading: an extract from The Adventures of
ñ Read the text aloud to the class, inviting
Tom Sawyer (multiple choice)
individual Ss to read the characters’ dialogue.
Skills ― reading for specific information
ñ Explain the task. Ss answer individually.
― reading for detailed comprehension
ñ Invite Ss to read out their answers.
Writing: a diary entry (writing in role)
Answer Key
1 Focus ➤ Introducing the author Mark Twain 1 D 2 B 3 B 4 D 5 B 6 D
96
Literature 4d
hailed: called
Writing
rowed: took by boat 5 Focus ➤ Writing a diary entry
tracked out: found
ñ Ask Ss to choose one of the characters and get
strung: hung
in role.
admitted: let in
ñ Ss prepare a list of thoughts and feelings for
drowned: pushed under water and died
their experience in the cave before they start
fetch: bring
writing.
ñ Allow Ss time to write their diary entries.
ñ Ss read their entries to a partner.
Suggested Answer Key
with an eager audience about him: a group of
Suggested Answer Key
people very interested to hear him
putting my many striking additions: adding Sunday
interesting and exciting details to the story Me an’ Becky found the entrance to the cave
were not to be shaken off: did not go away and I suggested goin’ in. Becky like a girl
easily resisted but after much persuasion stepped in
I’ve not the least doubt: believes it to be true an’ the adventure began.
Monday
Becky won’t stop cryin’ and I’m mighty hungry.
4 Focus ➤ Completing sentences using the I don’t know where we went wrong but that
correct verb entrance jus’ seemed to vanish like your
shadow at night. I can’t let Becky see how
ñ Ss books closed, write the word ‘move’ in the frighted I am cus’ that’s not how men are.
middle of the board and brainstorm verbs to We’ll just keep on and keep hopin’.
describe movement with the Ss.
ñ Ss’ books open, Ss read the list of verbs in Ex. 4
and compare.
ñ Explain the task. Ss answer individually.
ñ Check Ss’ answers.
Answer Key
1 sprinted 4 dawdle 7 wandering
2 stomped 5 crept
3 crawling 6 fumble
97
4 e
Writing Skills
Objectives
Vocabulary: related to the senses
3 a) Focus ➤ Reading for detailed
understanding
Grammar: adjectives/adverbs; linkers
Reading: a story (An Amazing Rescue) ñ Allow Ss time to read the text again. Ss
Skills ― reading for structure answer the questions in pairs.
― reading for specific information ñ Select individual Ss to present their answers
Writing: narrative techniques; a story to the class.
Answer Key
1 Focus ➤ Understanding the structure of a 1 The first paragraph sets the scene.
good story
2 The climax event is Greg rescuing the
ñ Ss’ books closed, ask Ss what a good story survivors. Before that, a helicopter had
consists of. Write Ss’ ideas on the board. crashed into the sea.
ñ Ss’ books open, read through the theory box 3 The story ends with Greg receiving a medal.
with Ss. 4 To begin the story in an interesting way, the
ñ In pairs, Ss tell each other how to write a good writer describes a quiet scene of Greg
story. relaxing before the adventure starts. The
story ends with an award for bravery that
Answer Key stresses the danger and excitement of what
happened.
A good story consists of: an introduction, a
main body and a conclusion.
b) Focus ➤ Reading to understand the use of
tenses
2 Focus ➤ Predicting the content of a story;
reading/listening for confirmation ñ Allow Ss some time to re-read the text and
ñ Focus Ss’ attention on the picture and the title find examples of different tenses.
of the story (An Amazing Rescue). Elicit from Ss ñ Ss explain how each tense is used with the
what they think the story might be about/what help of a partner.
might happen in the story. ñ Check Ss’ answers.
ñ Read the first paragraph to Ss. Elicit where the
story takes place (at sea) and who the main Answer Key
characters might be (Greg Gibson and other simple present: I’m (direct speech)
rescue workers). simple past: came in; started; was; rocked;
ñ Ss read and listen to the recording to check refuelled; went back; happened; hit; sent;
their predictions. watched; swallowed; sent; leapt; yelled;
lowered; was able; said; were
Suggested Answer Key simple past (passive): were airlifted; was
The story takes place at the sea. The main awarded
characters are Greg Gibson and perhaps other past continuous: was drinking; was going;
coastguard members. (was) recovering
I think a rescue is about to take place. past perfect: had just started; had run
aground
98
Writing Skills 4e
Simple present is used here to describe Greg’s Suggested Answer Key
feelings and emotions. Greg just started work when a distress call
Simple past is used for events that happened came in. The rescue operation started
once in the past of the story. immediately. At first the rescue mission was
Past continuous is used for an action that was going well. The helicopters refuelled and
interrupted by another action or to emphasise returned when suddenly a huge wave hit the
the duration of an action. ship. and a helicopter crashed into the sea.
Past perfect is used to for a past action that With in seconds Greg started to rescue the
happened before another past action or before survivors one at a time. The survivors then
a stated time in the past. went to the hospital. In the end Greg was
awarded a medal for his bravery.
99
4e Writing Skills
ñ Read through the adverbs in the box and look/see stare, peer
check comprehension. walk/run crawl, stumble, dash, rush
ñ Explain the task. Ss answer individually.
say threaten, yell, exclaim, roar,
ñ Check Ss’ answers.
whisper
smile/laugh giggle, grin, beam
Answer Key
eat swallow, gobble, munch
1 anxiously 5 eagerly
2 angrily 6 unbelievably take grasp, grab, snatch
3 nervously 7 happily
4 reassuringly
100
Writing Skills 4e
Suggested Answer Key 9 Focus ➤ Rewriting an extract using vivid/
descriptive vocabulary
look/see peep, glance, glare
ñ Select a S to read out the extract to the class.
walk/run limp, creep, sprint
ñ Ask how we can improve the writing (by using
say promise, mutter, mumble, more vivid/descriptive adjectives).
state ñ Ss complete the task with the help of a
smile/laugh titter, chuckle, snigger dictionary and the ideas from exercises 6 and 7.
eat gnaw, digest, feed (on), wolf ñ Ss compare their version of the text with a
(down) partner.
take seize, capture, clutch, get
hold of Suggested Answer Key
said happily ➝ shouted merrily; exclaimed
joyfully; remarked delightedly
b) Focus ➤ Completing sentences using the nice ➝ fine; pleasant; lovely; charming
correct verb walked fast ➝ dashed rapidly; ran speedily;
rushed
ñ Explain the task and complete item 1 with
happy ➝ pleased; joyful; over the moon;
the class as an example.
delighted
ñ Ss complete the rest of the task individually.
busy ➝ bustling; crowded; hectic
ñ Check Ss’ answers.
saw ➝ glimpsed; spotted; noticed
coming ➝ being driven; moving; screeching
Answer Key loud noise ➝ crash; bang; screech
1 threatened/yelled/exclaimed/roared went ➝ flew; sailed; soared
2 giggled falling ➝ crashing; slamming; dropping
3 grabbed/snatched
4 swallowed/gobbled
5 yelled/exclaimed/roared 10 Focus ➤ Matching words to form alliterative
6 grinned/beamed phrases
7 peering/staring
8 dashed/stumbled ñ Elicit from the class what ‘alliteration’ is and
9 whispered why it is used (the repetition of a sound at the
10 dashed/rushed beginning or ending of words in a sentence; it is
used to draw out attention to certain words).
ñ Draw Ss’ attention to columns A and B and
c) Focus ➤ Completing a joke explain the task.
ñ Ss answer individually and then compare
ñ Draw Ss’ attention to the picture. Elicit from
answers with a partner.
Ss what the boy is doing (crawling).
ñ Invite a pair of Ss to read out the joke to the
class. Answer Key
ñ As an extension activity, invite Ss to write feel ― free
their own joke using one of the verbs from right ― as rain
Ex. 8a. well worth ― the wait
live ― and learn
jump ― for joy
Answer Key
the more ― the merrier
crawling
101
4e Writing Skills
Answer Key
1 extremely upset
15 Focus ➤ Rewriting sentences to express
feelings
2 went quickly and with a lot of noise
3 unhappy expression ñ Read out the rubric and the example to the
4 explain class.
5 came to my notice ñ Ss complete the rest of the task individually.
6 unable to move ñ Check Ss’ answers.
102
Writing Skills 4e
Answer Key Suggested Answer Key
1 (Jim)’s mouth dropped open Beginning
2 (Jane)’s heart sank Why did I listen to Stan? We should never have
3 sighed heavily gone out on that windswept, stormy day. As we
4 felt my blood pressure rise got in the boat, the sea roared and raged.
5 shook/was shaking uncontrollably Shouting over the howling wind, I cried,
‘Perhaps we should stay on land?’ but Stan
carried on preparing the boat, unaware that
16 a) Focus ➤ Analysing beginnings and endings this day would be his last!
of a story
Ending
ñ Ss’ books closed, brainstorm ways to (i) start
Waking up on the cold, hard rocks, I looked
a story and (ii) end a story. Write Ss’ ideas on
around for Stan, but he was nowhere to be
the board.
found. I staggered home to the warm embrace
ñ Ss’ books open, read through the ways
of my worried parents. Stan was never found
suggested in the theory box.
and to this day, when I look out to sea, I think
ñ Write up the title Lost in a Blizzard and
of my friend and wonder if, somewhere,
explain it is the title of a story.
somehow, he managed to survive that fateful
ñ Draw Ss’ attention to the two suggested
day.
beginnings and endings and explain the task.
ñ Ss answer individually and then compare
ideas in small groups.
17 a) Focus ➤ Understanding rubrics
ñ Invite groups to feed back to the class.
ñ In pairs Ss read the rubrics, underline the
Answer Key key words and answer the questions.
ñ Elicit answers to the questions in the rubric
A is the most interesting beginning because it
from various pairs.
creates atmosphere, uses direct speech,
expresses someone’s feelings or mood and asks
a rhetorical question. Answer Key
B is the most interesting ending because it A key words: story called ‘Trapped!’
describes feelings and mood, creates atmosphere/ 1 Your teacher.
suspense/mystery and asks rhetorical questions. 2 It’s about someone being trapped
somewhere.
3 A young person out exploring.
b) Focus ➤ Writing a beginning and an ending 4 Four paragraphs. Para 1― set the scene;
for a story
paras 2 and 3 ― develop the story;
ñ Write the title ‘Disaster at Sea’ on the para 4 ― end the story by describing
board. Brainstorm ideas for the content of people’s feelings/the consequences.
the story as a class.
ñ Explain the task. Allow Ss time to write their B key words: short story competition,
answers individually. magazine, end with ‘What a miraculous
ñ Ss exchange work with a partner for escape!’
evaluation/peer correction. 1 Magazine readers.
2 It’s about someone who escaped disaster.
3 A magician.
4 Four paragraphs. Para 1― set the scene;
paras 2 and 3 ― develop the story;
para 4 ― end the story by describing
people’s feelings/the consequences.
103
4e Writing Skills
104
Culture Corner 4
Objectives
Reading: a letter; a text about Florence
2 Focus ➤ Practising word derivatives
Nightingale ñ Ss read the text through again and complete the
Skill ― reading for specific information gaps individually.
Speaking: giving a talk about Florence ñ Check Ss’ answers.
Nightingale
Writing: an article for the school magazine Answer Key
about someone who has helped improve 1 meaningless 6 properly
conditions in your country 2 Eventually 7 dedication
3 terrible 8 famous
1 a) Focus ➤ Introducing the topic (reading for 4 overcrowded 9 influencial
specific information) 5 clothing 10 consultant
105
4 Culture Corner
Objectives
Answer Key
Reading: a text about the Great Fire of London
Skills ― reading for confirmation The Great Fire of London happened about 350
― reading for lexico-grammatical accuracy years ago and destroyed a lot of London.
Speaking: describing a timeline
Writing: a diary entry from 1666 (writing in b) Focus ➤ Reading for confirmation
role)
ñ Ss’ books closed, ask the questions in the
rubric.
ñ Ss’ books open, read the first paragraph of
1 a) Focus ➤ Generating interest in the topic the text as a class and elicit the answers
ñ Focus Ss’ attention on the picture and play from the Ss.
the recording.
ñ Elicit from Ss information about the Great
Fire of London.
106
Across the Curriculum – History 4
Suggested Answer Key 4 Focus ➤ Preparing and describing the
I think the fire started because of an accident. timeline of events
It spread so quickly because the houses were
ñ Ss re-read the text and make a note of the main
made of wood.
events during the Great Fire of London with
their dates.
London burnt quickly because the houses were
ñ Invite Ss to summarise what happened to the
close together and they were made of wood. It
class using their notes.
had been a long, hot summer and so it was easy
for the fire to spread. The fire started because
the king’s baker hadn’t put out the fire in one Answer Key
of the ovens. Saturday, 1st September (evening)
Thomas Farynor (baker) forgot to put out the
fire in one of his ovens.
2 Focus ➤ Reading for lexico-grammatical Sunday, 2nd September (early morning)
accuracy A spark set fire to the straw on the floor of the
bakery. Flames quickly engulfed the house and
ñ Explain the task. began to spread.
ñ Remind Ss to try each answer provided and
Sunday, 2nd September, (early morning)
select the best option to complete the gaps.
Mayor was advised to demolish surrounding
houses so that the fire would not spread. The
Answer Key mayor did not listen to the advice.
1 A 3 D 5 C 7 C Sunday, 2nd September (morning)
2 B 4 C 6 D 300 houses were already on fire and the winds
were making the situation worse.
3 Focus ➤ Expanding vocabulary Wednesday, 5th September (evening)
Winds died down and fire brought under
ñ Draw Ss’ attention to the words in bold. control.
ñ Ss try to identify the meaning based on the
Thursday, 6th September
context before using a dictionary.
Fire totally extinguished.
ñ Ss compare answers with a partner.
107
4 Across the Curriculum – History
4 Going Green
Objectives
Answer Key
Reading: a text about how to minimise water
pollution We pollute the water by: using fertilisers that
Skills ― predicting text content allow weeds to grow; pouring water with
― reading for confirmation chemical substances into storm drains;
Speaking: giving a talk about water pollution allowing oil or anti-freeze to get into the
water system; allowing litter to get into rivers,
streams and oceans.
1 Focus ➤ Introducing the topic
ñ Focus Ss’ attention on the picture. Elicit what it 2 Focus ➤ Suggesting ways to minimise water
shows (a busy neighbourhood with people doing pollution; reading for confirmation; practising
jobs, many of which involve polluting water). vocabulary
ñ Brainstorm the different ways in which we ñ Allow Ss 3-4 minutes to brainstorm ways in
pollute water as a class and write Ss’ which we can minimise water pollution, working
suggestions up on the board. individually.
ñ Ss read the labels and check their ideas. ñ Ss compare answers with a partner and add any
new ideas to their lists.
ñ Play the recording. Ss read and listen to the text
and check.
ñ Allow Ss time to explain the meaning of the
words in bold. Encourage Ss to use the context
to work out the meaning before checking in a
dictionary.
108
Going Green 4
Suggested Answer Key
Answer Key
We must look after our most precious resource
ñ Never throw anything that could be toxic ― water. Without clean water humans and
down a drain or into soil. animals cannot live. The future of our plant
ñ Make sure no litter, grass clippings or leaves depends on us using water effectively ―
are allowed to get washed into storm minimising water pollution and cutting down
drains. on the amount of water we use.
ñ Reduce excess water runoff. Every day humans pollute water, often without
ñ Try not to use a hose to clean your path or realising it. We should think twice before we
car. pour anything down our drains or onto the soil –
ñ Use products that are not harmful to the it could be toxic. Also, we shouldn’t let grass
environment. clippings or leaves to get washed into storm
drains as this can harm acquatic life. In
addition, we should try to reduce the amount
of excess water we run off. Try sweeping your
Suggested Answer Key garden path rather than using a hosepipe. If we
resource: a useful or valuable possession all avoided fertilizers that contain harmful
spells bad news: is dangerous for chemicals, the environment would be in a
floats: moves in water better state. If we take action now, we can
restore: to return sth or sb to an earlier good minimise water pollution!
condition
drain: pipe that carries water or sewage away
from a place 4 Focus ➤ Discussing a quotation
grass clippings: small pieces of grass produced ñ Draw Ss’ attention to the quotation.
when cutting your lawn ñ Elicit ideas for how to paraphrases the
acquatic creatures: animals that live in water quotation and build up a paraphrase on the
excess water: extra water that is not needed board. Ss discuss the meaning in pairs or in
pavement: path at the side of the road which small groups.
people walk on ñ Elicit whether Ss agree or disagree with the
sweeping: cleaning by using a brush quotation and ask Ss to justify their opinions.
hosepipe: hose that people use to water their
gardens or wash their cars
Suggested Answer Key
fertilisers: substances spread on plants to
S1: I agree with the statement. We often don’t
make them grow well
appreciate something until we no longer
eventually: in the end
have it. This can be applied to almost
everything in life.
3 Focus ➤ Preparing and delivering a two- S2: Some people think this way but not
minute talk about water pollution everyone. There are people who do realise
the importance of something and work
ñ Explain the task.
hard to protect and care for it. Our
ñ Allow Ss time to prepare notes and practice
environment and natural resources are
their talks.
very important and more awareness is
ñ Invite individual Ss to give their talks to the
being created everyday about how to
class. Provide feedback.
protect and care for them.
109
4 Spotlight on Exams
Reading getting out of breath. I kept getting an awful cough. My
clothes and hair stank. But I managed to quit a couple
Focus ➤ Gap-filling
of years ago. I haven’t touched a cigarette since.
ñ Explain the task. Encourage Ss to try all of the Megan: So how did you do it?
phrases in order to select the best answer. Jim: Well, like you, I felt I had tried everything.
ñ Allow Ss time to complete the task and advise Nothing worked for me. I was really desperate. Then,
them to read the text again after they have my girlfriend said she was fed up with me smoking. She
completed the task to check their answers. told me to give up or she would break up with me!
ñ Check Ss’ answers. Megan: Wow! So what on earth did you do?
Jim: Well, I really didn’t want to lose my girlfriend, so I
Answer Key decided to give up smoking however hard it was! In the
1 C 2 B 3 A 4 F 5 E 6 G end, I went to an acupuncturist. There’s one at the
health centre in town and he’s really good. I had three
sessions and after that, I just didn’t feel the need for a
Listening cigarette any more.
Megan: Yuck! I can’t imagine having needles stuck all
Focus ➤ Listening for specific information
over my body! I don’t think I could do that.
ñ Allow Ss time to read the statements. Tell Ss Jim: Well, if giving up smoking means enough to you,
they will hear a recording and they are to you’ll try it. It was brilliant. It doesn’t hurt. In fact,
identify whether the statements provided are you hardly feel it at all.
true, false or not stated. Megan: Is it expensive?
ñ Play the recording twice; once so that the Ss Jim: Well, no if you think of all the money you’ll save
can answer and a second time so that they can by not buying cigarettes…
check their answers. Megan: You’re right. Have you got the number? I’ll call
ñ Confirm the correct answers. and make an appointment right away.
110
Spotlight on Exams 4
There are many advantages of working in such Suggested Answer Key
a profession: you get a great sense of When was the last time you were ill? Did you go
satisfaction working with the public. There are to the doctor’s? Did you spend time in hospital?
also good career prospects and the salary is Whenever we use the health system, and we
good too. use it a lot, the services we use have to be paid
However, there are also many disadvantages, for. The question is, should we pay for them
such as having to work long and unsociable ourselves or should they be free. I strongly
hours. It is also a highly stressful job as it believe that vital medical services should be
comes with great responsibility. free.
Personally, I admire people who go into the
To begin with, not everyone can afford
medical profession. I wouldn’t be able to do it
healthcare. There are people so poor that they
myself – I cannot stand the sight of blood!
can barely put enough food on the table
In my country there are many hospitals, both
without having to pay for extra treatments and
state-run and private. Generally, the standard
expensive medicine. A fair society looks after
of care offered in them is high – there are
the underprivileged.
many top surgeons in Russia and many members
of dedicated staff. On the other hand, medical services are not
cheap and eventually someone has to pay. The
number of elderly people is increasing and the
Use of English extra pressure on hospitals and doctors needs
to be funded from somewhere.
Focus ➤ Reading for detailed understanding
To conclude, there is no easy answer to this
ñ Allow Ss time to read the text carefully.
problem but if we want to consider ourselves
ñ Encourage Ss to read around the gaps.
as belonging to a society, we need to care for
ñ Elicit answers from around the class.
all the community regardless of how much they
have in their wallets.
Answer Key
1 B 3 D 5 A 7 D
2 C 4 C 6 A
Writing
Focus ➤ Writing an opinion essay
ñ Read out the statement and the rubric to the
class.
ñ Ss write their essays using the paragraph plan.
ñ Select certain Ss to read their essays to the
class.
ñ Collect in Ss’ work for correction/mark
allocation.
111
4 Progress Check
Progress Check 4 and Look at Module 5 should be done in one lesson.
Answer Key
1 1 bruised 6 internal 4 1 into 3 on 5 through
2 allergic 7 agonising 2 ahead 4 away
3 Miraculously 8 streaming
4 stiff 9 crippled 5 1 from 3 to 5 in
5 peak 10 rash 2 of 4 for
3 1 will be done
2 had her teeth cleaned
3 has been built
4 said/reported to have died
5 made them go
112
Who are you? Module 5
Before you start … a quotation (pp. 85, 97)
Direct Ss’ attention to the title of the module, Who are (a sentence or a phrase taken from a book or
you? Explain that in this module they will learn about someone’s speech repeated by someone else) Who
homes and neighbourhoods as well as homelessness, are the quotations by? What does it mean?
Feng Shui and green belts.
a cartoon (p. 94)
(a humerous drawing or series of drawings) What is
Look at Module 5
funny about the cartoon? Do you read cartoons?
In order to stimulate discussion and interest, ask Ss which Which ones?
page each picture is from. Then elicit other information
(e.g. what the picture shows and what they think the unit
Go through the rest of the sections with your Ss and
might be about).
point out that by the end of the module they will know
how to perform the tasks listed.
Suggested Answer Key
Explain that the module has:
Focus Ss’ attention on picture 1.
― a Literature section
T: What page is picture 1 from? ― a Culture Corner
S1: It’s from page 95. ― an Across the Curriculum section
T: What can you see in picture 1? ― a Going Green section
S2: A row of houses.
T: What do you think this section will be about? Ask Ss to look at the relevant pages and elicit what each
S1: Probably about where people live. etc section is about.
Pic 2 (p. 86) Suggested Answer Key
What does this picture show? Are there a lot of cars
The Literature section seems to be about authors,
where you live? How do you feel when you get stuck
books and literature extracts. This one (pp. 90-91)
in traffic? What can be done to reduce the number
is about Thomas Hardy and has an extract from one
of cars on the road?
of his novels, Tess of the d’Urbervilles.
Pic 3 (p. 96)
The Culture Corner (p. 95) contains an article
What can you see in the picture? Which country do about different types of homes in Britain.
you think it is? Can you imagine living in such bad
conditions? The Across the Curriculum section (p. 96) looks at
shanty towns – how they develop and what can be done
Pic 4 (p. 84) about them.
Who is this a picture of? What are they doing there?
Have you ever seen someone like this? How can we The Going Green section looks at different green
help them? issues. This particular one (p. 97) is about green
belts and whether we need them or not.
113
5 a
Reading Skills
Objectives
Vocabulary: homes and neighbourhoods;
3 Focus ➤ Reading for detailed comprehension
adjectives related to feeings ñ Remind Ss how to approach multiple-choice
Reading: a text about life on the streets questions. (Look at the first part of the question
(multiple-choice questions) and underline the key words and find the part of
Skill ― reading for detailed comprehension the text the question refers to before reading
Speaking: talking about what life is like as a options A-D).
homeless person; conducting an interview (role ñ Allow Ss time to read the text carefully and
play) answer the multiple-choice questions.
ñ Check answers with the class.
114
Reading Skills 5a
Answer Key Suggested Answer Key
1 industrial 6 cosmopolitan B: I agree. She doesn’t tell us about any
2 historic 7 overcrowded friends. I think she also feels abandoned
3 boom 8 market because no-one helps her.
4 new 9 shanty A: I think you’re right. It seems as if no-one
5 capital cares about her at all. She probably feels
anxious as well, not knowing what’s going to
happen to her.
b) Focus ➤ Composing similar sentences for B: I agree. Life on the streets is difficult and
towns/cities in your country dangerous. Maybe she also feels confused
ñ Explain the task. too.
ñ Allow a time-limit of 5 minutes for Ss to A: About her future?
prepare sentences individually. B: Yes, probably. etc
ñ Ss compare ideas with a partner.
7 Focus ➤ Conducting an interview (speaking in
Suggested Answer Key role)
Moscow is the capital city of Russia.
ñ Explain the task. Ss choose roles and work in
St. Petersburg is a historic city with lots of
pairs.
interesting monuments.
ñ Encourage Ss to plan and practice their
Vladivostok is an industrial city with a large
interviews before recording.
port.
ñ Play a few recordings to the class to provide
Moscow has become very cosmopolitan with
feedback.
lots of new immigrants. etc
115
5a Reading Skills
5 b
Listening & Speaking Skills
Objectives
Answer Key
Vocabulary: neighbourhood problems; idioms
related parts of houses cars/motorbikes parked on the pavements
Reading: a dialogue (comprehension questions) heavy traffic on the roads
Skill ― reading for specific information overcrowded public transport
Speaking: expressing annoyance; complaining graffiti
to a neighbour (role play) stray animals
Listening: three monologues; a conversation lack of parks/trees
between two neighbours (T/F statements) smells and noise
Skill ― listening for specific information rubbish on the streets
116
Listening & Speaking Skills 5b
TAPESCRIPT
Answer Key
Bob: It makes my blood boil when people throw rubbish
on the streets. In my area, it’s so messy! Sometimes, it Bob It makes my blood boil; It’s a disgrace!
seems as if there’s rubbish everywhere ― on the Helen It really gets on my nerves; I just can’t
pavements, in the gutters, even in people’s gardens. I put up with it anymore
mean, why can’t people just put their rubbish in a bin – Peter It really annoys me; It’s a disgrace!
there are plenty around! It’s a disgrace!
Helen: It really gets on my nerves that public transport
b) Focus ➤ Using phrases to express
is so crowded in my city. It’s impossible to drive into the
annoyance
city now, because there’s nowhere to park, so basically
everyone goes to work or school by bus. I guess that’s ñ Draw Ss’ attention to situations 1-5 and
good for the environment, but there should be more select a pair of Ss to read out the example
buses at peak times or they should build an underground exchange.
train system or something. It’s just so horrible standing ñ Ss complete the task in pairs. Monitor the
up all the way to school and sometimes I can’t even get activity.
onto the bus in the first place. I just can’t put up with it
anymore. Suggested Answer Key
Peter: It really annoys me that there are so many stray 2 A: It drives me crazy when people let their
dogs in the streets in my town. Apart from the fact that dogs foul on the pavement outside my
I feel very sorry for the poor animals that are left out on house.
the street, it’s a public health problem! Just the other B: Yes, it drives me crazy too. Why can’t
week, a child was bitten by a stray dog! I mean, surely they scoop it up?
it’s not difficult for the council to have the animals
picked up by an animal protection agency? It’s a 3 A: It’s a disgrace the stink that comes from
disgrace! all that rubbish.
B: Yes, it’s awful. Why can’t they clean the
streets more regularly?
3 Focus ➤ Learning idioms
4 A: It makes my blood boil when people ask
ñ Read out the rubric and allow Ss time to
me to buy pirate CDs and DVDs.
complete the idioms.
B: It doesn’t really bother me.
ñ Check Ss’ answers. Elicit/Explain what the
idioms mean. Elicit from Ss whether there are 5 A: It really annoys me when they allow too
similar expressions in their language. many people to board the bus.
B: Yes, it gets on my nerves too.
Answer Key
1 roof 2 sink 3 path 4 drain
Reading
5 a) Focus ➤ Predicting the content of a
Everyday English dialogue; listening/reading for confirmation
4 a) Focus ➤ Listening for phrases to express ñ Select a pair of Ss to read out the first two
annoyance exchanges of the dialogue to the class.
Play the recording from Ex. 2 again. Ss listen ñ Elicit where the conversation takes place
and note down the phrases used to express and what Bob wants.
annoyance. ñ Ss read and listen to the dialogue to check
their answers.
117
5b Listening & Speaking Skills
118
Listening & Speaking Skills 5b
A: I think it’s a good idea.
B: Well, are the other neighbours as nice as you? b) Focus ➤ Completing exchanges
A: Ha ha. Hmm. Well, the Smiths live on the other side
ñ Explain the task. Ss answer individually.
and they are a nice family although their dog
ñ In pairs Ss read out the exchanges.
sometimes barks at night. Then, the Greens live over
ñ Invite a few pairs to read out the exchanges to
the road. They’re a pleasant bunch and everyone
the class.
else is nice enough.
ñ As an extension activity, Ss may compose their
B: That sounds great. I think I’m going to like living
own exchanges using the exclamations.
here.
A: I hope so. Well, I’ll go now but if you need anything
remember I’m just next door. Answer Key
B: Thanks see you. 1 Yuk 3 Er … 5 Oh!
2 Phew! 4 Oi!
Say it right
8 a) Focus ➤ Matching interjections to
statements 9 Focus ➤ Revising the lesson
ñ Read through the exclamations and invite Ss to ñ Direct Ss to close their books and try to recall
repeat them chorally, paying close attention to ten words or phrases that they learnt in the
intonation and expression. Elicit from Ss when lesson.
we would be likely to use them. ñ Ss use them in sentences and then share their
ñ Ss complete the matching activity individually. sentences with a partner.
ñ Play the recording. Ss listen and check their (Ss’ own answers)
answers.
Answer Key
1 d 2 e 3 a 4 c 5 b
5 c
Grammar in Use
Objectives ñ Ss reread the text individually and complete the
Grammar: modal verbs; logical deductions task.
Reading: a text about Feng Shui ñ Check answers with the class.
Vocabulary: dependent prepositions; phrasal
verbs with do Answer Key
probability: should (attract)
possibility: may
1 Focus ➤ Revising modal verbs ability: can
ñ Read the text aloud to the class. necessity/obligation: must; have to
ñ Draw Ss’ attention to the verbs in bold. Elicit lack of necessity/obligation: don’t need to
what kind of verbs they are (modal verbs). advice: should (paint)
Explain that these verbs are used to express prohibition: mustn’t
possibility, intention, obligation and necessity.
119
5c Grammar in Use
Answer Key
2 You mustn’t tell anyone. 6 a) Focus ➤ Understanding logical deductions
3 You shouldn’t go out on your own.
ñ Read out sentence 1 to the class and
4 You mustn’t turn right here.
explain/ elicit what it means in the Ss’ L1.
5 Pete may/might not come to the party.
Repeat for sentences 2-6.
6 He may/might/could be going to Greece in
ñ Ss write out the translations in their exercise
August.
books. As an extension activity, Ss can
7 You shouldn’t have gone out. The weather
compose their own sentences for the class to
was awful.
translate.
8 Steve may/might not have been invited.
9 You should join a gym. (Answers in Ss’ L1)
10 You mustn’t/can’t ride a motorbike
without a crash helmet. b) Focus ➤ Rewriting sentences using must/
can’t/ might/may/could
4 Focus ➤ Describing situations using modal ñ Read out the rubric and select a pair of Ss to
verbs read out the example to the class.
ñ Allow time for Ss to write answers to items
ñ Explain the task and read out the example. 2-6 individually.
ñ Ss complete the task individually. ñ Check answers around the class.
ñ Ss compare answers with a partner.
120
Grammar in Use 5c
Answer Key 3 I’m to finish my report by tomorrow.
2 James must be telling the truth. 4 I’m supposed to continue the medicine for a
3 She might/may/could have forgotten about week.
the party. 5 I’m to clean my room today.
4 Kevin can’t have left yet.
5 Mrs Brown must have made these biscuits.
6 Adam can’t be cheating again. 8 Focus ➤ Practising dependent prepositions
ñ Explain the task. Tell Ss to try each preposition
in the gap until they find the one that makes
c) Focus ➤ Making assumptions about most sense and then check in Appendix 1.
pictures ñ Allow Ss to complete the task.
ñ Focus Ss’ attention on the first picture and ñ Select individual Ss to read out the sentences.
read out the assumption given as an
example. Answer Key
ñ Allow Ss exactly 2 minutes to think of as 1 of 3 in 5 at
many other assumptions as they can. 2 beyond 4 of
ñ The S with the most answers feeds back to
the class.
ñ Repeat the same procedure for the second 9 Focus ➤ Practising phrasal verbs (do)
picture.
ñ Explain that each sentence can be completed
Suggested Answer Key with a phrasal verb.
Picture 1 ñ Ss complete the task individually.
She must have fallen over. ñ Check Ss’ answers, eliciting the meaning of each
She might have sprained her ankle. phrasal verb.
She may need to go to hospital. ñ As an extension ask Ss to draw a picture for one
She might be in a lot of pain. of the phrasal verbs.
She could have been on her way home. etc ñ Ss hold up their pictures and the class tries to
identify the phrasal verb.
Picture 2
He must be feeling nervous. Answer Key
He might be sitting an exam. 1 in 2 without 3 up 4 up
He could be waiting for the results of some
tests.
He must be a business man. 10 Focus ➤ Transforming sentences
He can’t be feeling very relaxed. etc ñ Explain the task, reminding Ss that they can use
up to five words to complete each sentence.
ñ Ss complete the task individually and then
7 Focus ➤ Rewriting sentences using be compare answers with a partner.
supposed to/be to
ñ Check answers with the class.
ñ Read the theory box with Ss and explain the
task. Answer Key
ñ Ss answer individually and then compare 1 don’t have to come
answers with a partner. 2 didn’t need to
3 must have left
Answer Key 4 can’t have stolen
1 I’m supposed to pick up Sue from school. 5 should have arrived
2 Mark was supposed to call me yesterday.
121
5d Literature
Objectives ñ Ss read the entire text again and replace the
Reading: an extract from Tess of the d’Urbervilles missing sentences. Ask Ss to read the text one
(gapped text) more time to ensure the sentences have been
Skills ― reading for text structure replaced in the correct positions.
― cohesion and coherence ñ Check Ss’ answers, asking which words helped
Vocabulary: words to describe a house; types of them decide.
buildings
Speaking: presenting a modern version of the Answer Key
story
1 C 3 H 5 A 7 B
2 E 4 F 6 D
Answer Key
2 Focus ➤ Describing a house throw upon her young shoulders ― force on a
ñ Focus Ss’ attention on the picture and check Ss’ young person
understanding of the vocabulary items given. by hook or by crook ― in any way whatsoever
ñ Elicit from Ss the words which best describe the crimson ― red
house. in full view ― where everyone can see
ñ Invite Ss to suggest how this house is related to something
Tess of the d’Urbervilles. emerald ― green
ñ Ss read through the text to find out. dignified ― elegant
fallen in ― agreed with
Answer Key
red in colour, stables, huge lawn, pine trees,
Suggested Answer Key
evergreen oaks
fate: sth believed to control events leading to
The house belongs to her relatives. a fixed outcome
burdens: unpleasant responsibilities/worries
pastures: fields of grass for animals to eat
3 Focus ➤ Gap-filling grumbling: complaining
troublesome: causing problems
ñ Ask Ss to look at the eight sentences provided
tended: looked after
(A-H). Read them and explain that seven of
estate: important house and connected land
these sentences have been left out of the text
thriving: doing well
and must be put back into their correct
ornamental: for decoration only
position.
descendant: related
122
Literature 5d
5 Focus ➤ Matching definitions The taxi turned onto the Champs d’Elysee and
past all the designer shops and stylish cafes.
ñ Explain the task.
Aunt Celia’s penthouse flat was located just off
ñ Ss complete the matching activity individually
the Champs d’Elysse in an elegant
and then check their answers using a dictionary.
neighbourhood called the 8 eme. Manicured
ñ Instruct to read through the text one more time
lawns and perfect gardens lined the large
to find the buildings mentioned.
boulevard where her aunt lived, a far throw
ñ Check answers with the class.
from the provincial little town Ellie came
from. The taxi slowed and pulled off to the
Answer Key
side in front of a grand crimson brick
1 b 3 f 5 a 7 e
residence. The door to the taxi was swung open
2 d 4 c 6 h 8 g
by rather a well-dressed doorman, who greeted
her with a snobbish air. ‘Madame Goutard is
Manor, lodge, greenhouse and stables are
expecting you’ he announced. The doorman
mentioned in the text.
paid the taxi driver, retrieved her one suitcase
and proceeded up the granite stone path to the
6 Focus ➤ Presenting a modern version of the elaborate stain-glass and rot- iron entrance.
story Ellie followed him uncomfortably. Inside the
lobby of the building Ellie was taken back by
ñ Arrange Ss in groups and read out the rubric. the bleach white marble that seemed to cover
ñ Play the recording. Ss read and listen to the text everything except the massive gold gilded
again. mirrors that towered over her on each of the
ñ Allow Ss time to prepare their presentation. walls. As they entered the elevator and the
ñ Groups present their versions of the story to the doorman pressed the button for the penthouse,
class. Ellie admitted to herself the Madame Goutard
and her obviously affluent world was beyond
Suggested Answer Key anything Ellie has ever experienced or even
Ellie was excited at the thought of studying in could have imagined. etc
Paris at the famous Sorbonne University. At the
same time, she felt anxious about going to stay
with a distant aunt she had never met or even
heard of until recently. ‘There really is no
other option if you want to study in an
expensive city like Paris, as we can barely
afford the tuition let alone the cost of food
and a flat’ she reviewed her mother’s words of
wisdom in her head as she sat in the taxi
glancing out at the Paris street life.
Aunt Celia was a very distant cousin of her
mother’s. Growing up in the village of Bandol
in the south of France, Ellie had never heard
much about her mother’s family as they were
all back in Marseille or elsewhere in France.
Her mother had married her father and moved
with him to her village, where her father had
found a job as a tax auditor and her mother
eventually began teaching at the local school.
Ellie and her brother had lived all their lives in
Bandol and neither of them had ever been
much further then Marseille.
123
5 e
Writing Skills
Objectives
Reading: reports
3 a) Focus ➤ Matching headings to paragraphs
Skills ― reading for structure ñ Allow Ss time to read the report to
― gist and specific information understand the gist.
Vocabulary: linking words and phrases; formal ñ Ss match the paragraphs with the headings.
style ñ Ask Ss to give reasons for their choices.
Writing: a report making recommendations/ ñ Check Ss’ answers.
suggestions
Answer Key
1 Introduction 4 General Environment
1 Focus ➤ Identifying extracts from a report 2 Housing 5 Conclusion
ñ Select three Ss to read extracts A-C and elicit 3 Facilities
which are from a report. Ask Ss to say which
words helped them to decide.
ñ Allow Ss time to read the theory box and check. b) Focus ➤ Understanding the structure of a
ñ Ss’ books closed, Ss tell a partner all they can report
about writing reports. ñ Read out the questions in the rubric and
elicit answers from the class.
Answer Key ñ Confirm the correct answers.
C is from a report because it is written in
formal style with appropriate subheadings. Answer Key
A is from a leaflet advertising a clean-up say what information the report contains:
campaign. Subject (Suggested improvements to the area)
B is from a formal letter giving suggestions/ make suggestions/recommendations: paras 2,3,4
recommendations. (Housing, Facilities, General Environment)
say who will read the report: To (Ron Taylor,
Mayor of Newtown)
2 Focus ➤ Understanding a rubric say what the purpose of the report is: para 1
ñ Read out the rubric and explain the task. (Introduction)
ñ Ss find the key words and answer the questions summarise the main parts of the report: para
in pairs. 5 (Conclusion)
ñ Check Ss’ answers. offer a personal opinion: para 5 (I feel ...)
say who wrote the report: From (Samantha
Answer Key Murray)
key words: local council, large sum of money,
improve your area, encourage more young 4 a) Focus ➤ Suggesting alternative linking
professionals and families, asked the words/phrases
headmaster, reports, making suggestions
ñ Ss’ books closed, brainstorm linking words
1 The headmaster of the school and the local and phrases with the class and write them on
council. the board.
2 c. ñ Ss’ books open, read the table with Ss.
3 Introduction, Housing, General Environment, ñ Allow Ss time to reread the report and find
Conclusion, Facilities. examples of linking words and phrases as
well as to suggest alternatives.
ñ Conduct class feedback.
124
Writing Skills 5e
Answer Key 4 The flats are uninhabited and (therefore)
Therefore ― For this reason/In this way should be demolished.
Firstly ― To begin with/In the first place etc 5 Finally, I would strongly suggest that
Secondly ― Also/Furthermore language classes be held at the community
In addition ― Moreover/Also centre.
Doing this would ... ― This would mean ... /As 6 The library would attract more residents if
a result... it had a larger collection of books.
In particular ― particularly/especially
Another suggestion would be to ... ― It would
be a good idea to ...
6 Focus ➤ Understanding a report; rewriting a
report
All in all _ To summarise/To sum up/To
conclude ñ Read out the rubric to the class and allow Ss
I feel ― I (would) (strongly) suggest/ time to underline the key words.
recommend/It would be a good idea to ... etc ñ Check key words with the class.
ñ Select a S to read the student’s answer to the
class. Explain/Elicit what it wrong with it
b) Focus ➤ Choosing appropriate linking (information missing; language too informal;
words/phrases some information inappropriate; points not
ñ Explain the task. developed/explained; missing or inappropriate
ñ Allow Ss time to answer individually. headings; lack of linking words/phrases).
ñ Ss compare answers with a partner. ñ Allow Ss time to rewrite the report.
ñ Ss give their writing to a partner for peer
Answer Key correction.
1 Although/While/Despite the fact that;
Therefore/For this reason Answer Key
2 I (would) (strongly) suggest/recommend; so key words: the warden of your local park,
that report, making some suggestions, how the
3 Firstly/To begin with/In the first place; appearance of the park can be improved
Secondly/Also/Furthermore
4 especially/in particular/particularly
5 Another suggestion would be to/It would be Suggested Answer Key
a good idea to; By doing this, we could/ To: Mike Stephens, Shipton Park Warden
Doing this would/In this way, we would From: Stephen Grimes, Assistant Park Warden
Subject: Suggestions for improving Shipton Park
Date: 5th January
5 Focus ➤ Rewriting sentences using more
formal style Introduction
The aim of this report is to suggest ways of
ñ Explain the task and select a pair of Ss to read improving Shipton Park to make the park more
out the example. attractive and popular.
ñ Allow Ss time to complete the task individually.
ñ Invite individual Ss to share their answers with Appearance
the class. Provide feedback. The park is in need of more plants, flowers and
trees. Therefore, I suggest that more gardeners
Suggested Answer Key be employed by the council. In this way, the
park would look better for visitors. Also, there
2 Doing this would make the place more
is a lot of litter in the park. I strongly
appealing to students.
recommend an increased number of litter bins
3 The purpose of this report is to suggest
and fines for visitors who litter the park.
improvements to the school entrance hall.
125
5e Writing Skills
126
Writing Skills 5e
Suggested Answer Key Conclusion
1 Introduce new activities that will appeal to If these recommendations are implemented,
young people e.g. skateboarding, competition I strongly believe that the university
video-gaming. accommodation will be a better environment
2 Invite specialists to give talks on youth- for all the students who live there.
focused topics e.g. extreme sports
3 Improve toilets and introduce a snack shop
selling healthy alternatives to junk food. B To: Jack Jackson, Director, Offerton
4 Repaint, refurnish and rebuild anything Community Centre
that needs improvement. From: Charles Prussman, Evening Class
5 Build football pitch at the back of the Student
community centre. Subject: Making the centre more popular
6 Start a publicity campaign informing young with young people
people about the community centre. Date: 13th October
7 Have a community ‘Gardening day’ to help
improve the area in front of the centre. Introduction
The purpose of this report is to suggest
ways to make Offerton Community Centre
A To: William Porter, Warden of
more popular with young people.
University Accommodation
From: Sarah Walsh, Resident Activities
Subject: Making the flats safer and more Firstly, new activities that will appeal
pleasant specifically to youngsters should be
Date: 14th January introduced e.g. skateboarding, competition
video-gaming. Furthermore, specialists can
Introduction be invited to give talks about youth focused
The aim of this report is to suggest ways to topics. In this way, the centre will have a
make the university accommodation a safer range of activities appealing to all age
and more pleasant place to live. groups.
Security Facilities
To begin with, security doors with intercoms To start with, the toilets need improving
and burglar alarms could be installed. Also, and a ‘healthy option’ snack shop could be
security lights could be fitted for the car opened. Moreover, the entire centre needs
park. By doing this, the outside area of the to be repainted. In this way, the physical
flats would be much safer. appearance of the centre would be vastly
Facilities improved.
Firstly, new furniture would make the General Environment
communal areas more welcoming. In this To begin with, a football pitch could be
way, students would spend more time built at the back of the centre. Also, a
together. In addition, the exterior of the ‘’Gardening day’ could be held in which the
building should be repainted, making it a community helps to improve the gardens at
much more attractive building. the centre.
127
5 Culture Corner
129
5 Across the Curriculum – Geography
ñ Ss explain the vocabulary using their
dictionaries by giving synonyms, explanations,
4 Focus ➤ Preparing and presenting a proposal
antonyms or examples. ñ Arrange Ss in groups and explain the task.
ñ Ss prepare their proposals using the prompts
Suggested Answer Key and the information given in the text.
worthless: having no value ñ Invite groups to present their proposals to the
poverty: state of being extremely poor class. Vote for the most successful proposal.
conflict: fighting, battle or war
prospect: possibility Suggested Answer Key
vast: extremely big Conditions in our shanty town are terrible. We
decent: at an acceptable level live overcrowded, with no proper sanitation
affordable: inexpensive and we face crime and violence everyday. As
Malnutrition: physical condition caused by the city council it is your responsibility to
poor eating habits/lack of food improve and build up the infrastructure of our
sanitation: system from taking dirty/waste community.
water away from buildings to improve public First of all, proper sanitation and clean water
health facilities must be built to provide for the
loans: sums of borrowed money which must be entire community. In addition, housing needs
paid back drastic improving with proper apartments built
permanent: lasting forever and roads constructed. To prevent crime and
violence, streets and public area need to be
well-light and proper police protection services
3 Focus ➤ Reading for specific information need to be provided.
Furthermore services need to be provided, such
ñ Allow Ss time to reread the text. Ss answer the
as a community centre for youths that offers
questions.
activities for them, so they don’t turn to street
ñ Select individual Ss to present their answers to
life and gangs. An employment and job training
the class.
centre is a valuable service that would help in
solving the high levels of unemployment we
Answer Key suffer as a community. Finally small business
ñ Shanty towns start because governments in loan and development programs would be
the developing world cannot cope with the highly effective at creating businesses in our
large numbers of people who move to the community and decreasing poverty at the same
cities from the countryside. time.
ñ People living in shanty towns face terrible Our community is made up of good people that
conditions (overcrowding, lack of clean have the right to safe and clean living
water/sanitation); unemployment; poverty; conditions. We believe these suggestions if
malnutrition; child labour, crime and implemented will achieve this goal.
violence.
ñ Charities can offer residents loans so that
they can start up businesses and earn a
decent living; Governments can provide
these areas with electricity, water and
other amenities; communities can work
together to find solutions to their
problems.
130
Going Green 5
Objectives
Suggested Answer Key
Reading: a web page (comprehension questions)
Skill ― reading for specific information I agree most with Suzy because it is important
Speaking: class debate on Green Belts to have green, open spaces. Too much concrete
is ugly and unnatural. We also need to make
sure that wildlife has a home.
1 Focus ➤ Introducing the topic
ñ Focus Ss’ attention on the picture on the web 3 Focus ➤ Matching words and meanings;
page. Elicit from Ss what a Green Belt is. defining vocabulary
ñ Ss listen to the recording and read to confirm ñ Direct Ss’ attention to the highlighted words in
the correct answer. the text.
ñ Allow Ss time to match the words with their
Answer Key meanings.
A Green Belt is a zone of land around urban ñ Ss use their dictionaries to explain the words in
areas where all housing and other development bold.
is forbidden or severely restricted.
Answer Key
2 Focus ➤ Reading for specific information; alarmed ― afraid/anxious
expressing personal opinion restricted ― limited
to make way ― to create space
ñ Allow Ss time to reread the text and answer the derelict ― unused and in a bad state
questions individually. oppose ― disagree with/fight against
ñ Select individual Ss to present their answers to shortage ― inadequate amount
the class. beyond ― on the other side of
ñ Conduct a class poll, asking Ss to raise their
hands in order to agree with either Suzy’s or
Tim’s viewpoint. Invite individual Ss to explain Suggested Answer Key
why they agree with him/her.
established: brought into existence
spreading out: taking up space
Answer Key stretched: extended over a distance
that the country needs more of something: swallowing it up: making a smaller sth part of
Tim (England has a huge housing shortage) a bigger sth
the relationship between Green Belts and surrounded by: all the way around
conservation: Both (that is not why Green urban: of a city/town
Belts were created: Tim; these spaces provide under threat: faced with possible harm
habitats for wildlife – Suzy) enriched: made better
that some areas of Green Belts are ugly: Tom recreations: activities done for enjoyment
(some Green Belt land is very unattractive) when not working
the effect that Green belts have on pollution forced out: made to leave
levels: Both (produces a lot of polluting CO2 ― We should: it is our obligation to
Tim; trees and plants in these open spaces commuters: people who travel between home
clean city pollution from the air ― Suzy) and work every day
traffic congestion: lack of movement on the
roads due to too many cars
nature reserves: areas where animals are
protected from humans
131
5 Going Green
4 Focus ➤ Preparing and holding a class debate Group 2 ― Arguments against Green Belts
on Green Belts ñ There is too much land allocated for green
belts and should be freed up and used for
ñ Divide the class into two groups, one for and
the expansion of cities and towns.
one against Green Belts. Explain that an
ñ Some Green Belt land is not at all attractive
academic debate will follow and Ss may hold an
and should be developed.
opposite viewpoint but still argue successfully.
ñ Traffic congestion from commuters
ñ Allow a set time for Ss to prepare their
travelling over Green Belt land to get to the
arguments, using the text as necessary.
city causes a lot of pollution.
ñ Hold a class debate, inviting individual Ss from
ñ Nature reserves provide homes for wildlife,
both sides to present their arguments.
not green belts. etc
Suggested Answer Key
5 Spotlight on Exams
Reading Listening
Focus ➤ Reading for specific information Focus ➤ Listening for specific information
ñ Explain the task. ñ Explain the task.
ñ Go through headings A-H with Ss and remind ñ Play the recording.
them there is one heading they do not need to ñ Ss complete the task.
use. ñ Select individual Ss to read out the correct
ñ Allow Ss time to read the texts and complete answer.
the matching activity.
ñ Select individual Ss to read out the answers. Answer Key
1 A 3 B 5 B 7 C
Answer Key 2 C 4 C 6 A
1 C 3 A 5 D 7 E
2 F 4 H 6 B
TAPESCRIPT
I first got the idea of going to work in a primitive
village in Africa when my daughter decided to spend
her gap year in Uganda, teaching English to
132
Spotlight on Exams 5
schoolchildren. Her tales of the terrible poverty but We found it quite hard to settle back down in England
fantastic optimism of the people there really got under after we returned from Africa ― so much so that we are
my skin. I was in my mid-fifties, had worked for almost considering going abroad again. We are already in the
30 years in a stressful job and really wanted a change. I planning stages, but we are going to try another
realised that what my daughter had done was just the continent this time. I think once you get the travelling
kind of thing I was looking for. After discussing it with bug, it never leaves you.
my wife, Kay, I informed my boss that I would be
leaving at the end of the year. He thought I was mad of Use of English
course, just like everyone else. After all, I was giving
Focus ➤ Practising word derivatives
up a six-figure salary in the City of London and of
course he was a bit worried about finding someone else ñ Explain the task.
for the job. In the end though I think he understood ñ Read out the text.
that it was something that meant a lot to me. I think he ñ Allow Ss to complete the task.
even envied me in a way ... ñ Check Ss’ answers.
In the beginning, I thought it would be a lot harder to
give up all the luxuries I was used to. We lived in a Answer Key
beautiful house in Chelsea, regularly dined out in fancy 1 traditional 3 circular 5 inexpensive
restaurants and drove expensive cars. Things couldn’t 2 originally 4 wooden 6 variations
have been more different in Uganda. I will never forget
arriving at the village that was to be our home for the
Writing
next 12 months. Crowds of people came out to greet us,
cheering and smiling. It was the most unbelievable Focus ➤ Writing an email to a friend
welcome I have ever had. Then they proudly led us to ñ Check Ss’ understanding by asking: What are
our accommodation. Well, I’m telling you, it was no you going to write? (an email) Who is it to? (my
Chelsea townhouse! Basically, it was a mud hut with no friend Amy) Why are you writing? (to tell her
electricity which meant of course no lighting, heating, about your new home and to ask three
oven or fridge. It was extremely primitive, but that’s questions about gardening).
exactly what I’d expected. What I found shocking was ñ Allow Ss time to complete the task.
how much more cramped and unsanitary the homes
that the villagers lived in were. Our house was
Suggested Answer Key
regarded as quite luxurious compared to them!
Hi Amy!
Not having electricity was one of the most difficult It’s always good to hear from friends,
aspects of life there. It really brought home to us just especially now that I’ve moved away from the
how much we take for granted in the western world. old neighbourhood. Let me tell you all about
We had to use a big pot, like a bucket, for cooking. We my new area.
had to fetch all our drinking water from a well, then I live in a bungalow on the outskirts of the
boil it over a fire, as this was the only way we could city. The house is okay but I miss being able to
sterilise it. Then it was a race against time to cook run up and down the stairs. Never mind, we
before the sun went down and we could no longer see. have got a fantastic garden at the back and the
The house itself had a thatched roof with a hole in the park is really close, too.
middle for the smoke from the fire to escape. The walls You say in your email that you’ve been
were made of long sticks covered with mud. The floor gardening. I thought you hated gardening!
inside was just earth, patted down hard. We only had What changed your mind? Is that big tree which
piles of straw to sleep on but I can safely say that I we used to climb still there? Are there any
slept better than I ever had before while I was in frogs in the pond at the bottom of the garden?
Uganda. It was just so peaceful. You don’t realise how Got to go now because we’re going into the
much city noises disturb your sleep until they’re not town centre to do some shopping. Write back
there any more. soon!
Michael
133
5 Spotlight
Speaking Answer Key
Focus ➤ Giving a talk about your area I live in a friendly but crowded neighbourhood
ñ Direct Ss’ attention to the prompts. just outside the Garden Ring in Moscow. I have
ñ Allow Ss time to prepare their notes. lived there all my life and have a lot of friends
ñ Ss take it in turns to give their talks in pairs. and family that live nearby. Just off our street
Encourage Ss to ask questions and comment is a main street where I can find just about
after they have listened to their partner. anything from a flower shop to a food market.
My school is in walking distance and there is a
. small green park nearby. I like the convince of
my neighbourhood. We rarely have to travel on
the crowed metro or other transport. I wish
however, there was more space in my
neighbourhood and more parks and places to go
and enjoy the outdoors. The people are very
friendly and it definitely feels like home for
me. etc
5 Progress Check
Progress Check 5 and Look at Module 6 should be done in one lesson.
Answer Key
1 1 stained 6 slate 4 1 without 3 in 5 up
2 roof 7 market 2 up 4 without
3 warehouses 8 drain
4 full 9 rough 5 1 in 3 of 5 at
5 run-down 10 capital 2 beyond 4 in
134
Communication Module 6
Before you start … an essay (p. 110)
Direct Ss’ attention to the title of the module, (a short piece of writing on one particular subject)
Communication. Explain that in this module they will What kind of essay is this? What is the essay about?
learn about technology and the media as well as the How many paragraphs does it have? What style is it
languages of Britain, means of communication and written in?
ocean noise pollution.
newspaper headlines (p. 104)
(titles of newspaper stories) What are each of
Look at Module 6
these stories about? Which story would you like to
In order to stimulate discussion and interest, ask Ss which read most of all? Do you read a newspaper? Which
page each picture is from. Then elicit other information one(s)?
(e.g. what the picture shows and what they think the unit
might be about).
Go through the rest of the sections with your Ss and
Suggested Answer Key point out that by the end of the module they will know
how to perform the tasks listed.
Focus Ss’ attention on picture 1.
T: What page is 1 from? Explain that the module has:
S1: It’s from page 109. ― a Literature section
T: What can you see in picture 1? ― a Culture Corner
S2: Two young people and a wolf. ― an Across the Curriculum section
T: Where are they and what are they doing? ― a Going Green section
S3: They are outside sitting on the grass.
Ask Ss to look at the relevant pages and elicit what each
Pic 2 (p. 110) section is about.
What does this picture show? Where is she? How old
do you think she is? Is she enjoying what she is Suggested Answer Key
doing? The Literature The Literature section is about
authors, books and literature extracts. This one
Pic 3 (p. 103)
(pp. 108-109) is about Jack London and has an
What can you see in the picture? What are they
extract from one of his works, ‘White Fang.’
used for? In your opinion, how important is space
exploration? Do you believe that other civilisations The Culture Corner (p. 113) contains information
exist on other planets? about the different languages of Britain.
Pic 4 (p. 115) The Across the Curriculum section (p. 114) looks at
Who is this a picture of? Where do they live? How means of communication.
are they in danger? What is being done to help
The Going Green section looks at different green
them?
issues. This particular one (p. 115) is about ocean
noise pollution, how it occurs and why it is
Find the page number(s) for dangerous.
Allow Ss time to browse through the units and find the
relevant information. Then ask them to explain what each
Listen, read and talk about …/Learn how to …/
one is, and elicit simple information about each item.
Practise …/Write/Make …
Suggested Answer Key As described in the relevant section in Module 1.
a biography (p. 108)
(an account of someone’s life written by someone
else) Whose biography is this? When did he live?
What is he most famous for?
135
6 a
Reading Skills
Objectives
Reading
Vocabulary: Space technology; collocations
3 a) Focus ➤ Predicting the content of a text
Reading: an article about the search for other
life forms (gap fill) ñ Draw Ss’ attention to the title of the text
Skills ― reading to understand structure, (Hello… Is Anyone There?) and write it on the
sequence and content board.
― reading for confirmation ñ Select five Ss to read the first sentence of
Speaking: a two-minute talk about searching for each of the paragraphs. Elicit from Ss what
aliens; discussing SETI’s activities they think the text is about.
Writing: a description of making contact with ñ Ss read the text and check their predictions.
aliens (writing in role)
Suggested Answer Key
I think the text is about searching for
1 Focus ➤ Completing sentences with the extraterrestrial life and whether it exists.
correct word
ñ Focus Ss’ attention on the five incomplete
b) Focus ➤ Reading to understand structure,
sentences in the ‘Did you know?’ box. Explain
sequence and content
that they can be completed using the
vocabulary items above. ñ Ask Ss to read the gapped text, and then
ñ Allow Ss time to complete the sentences allow Ss time to complete the task.
individually. ñ Ss compare answers with a partner.
ñ Ss check their answers using the Word List.
Answer Key
Answer Key 1 F 3 D 5 C 7 E
1 planets, solar system 4 comet 2 A 4 B 6 G
2 moons 5 satellite
3 galaxy
4 Focus ➤ Matching words/phrases to their
meanings; defining vocabulary
2 Focus ➤ Describing an imaginary scene ñ Play the recording of the text. Ss listen and read
ñ Ask Ss to close their eyes and imagine they are the text again.
on a spaceship. ñ Draw Ss’ attention to the underlined words and
ñ Play the recording and ask Ss to silently imagine phrases in the text and their meanings.
the scene. Ask Ss what they are experiencing ñ Allow Ss time to match the meanings.
using the senses. What can you see? Can you see ñ Check Ss’ answers around the class.
millions of stars? How do you feel? Do you feel ñ Direct Ss’ attention to the words in bold. Ask Ss
amazed? etc to give a definition, synonym or an example
ñ Ss open their eyes and describe what they sentence, trying to guess the meanings from the
experienced to a partner. context before checking in a dictionary.
136
Reading Skilsl 6a
Answer Key 6 Focus ➤ Matching words to form collocations
abducted ― kidnapped
ñ Explain the task and complete item 1 as an
at some point ― at an unspecified time
example.
point out ― tell someone a relevant fact
ñ Allow Ss time to complete the rest of the
convinced ― certain
exercise individually.
intentionally ― on purpose
ñ Check Ss’ answers and invite individual Ss to
face the fact ― accept a possibly disappointing
share their sentences with the class.
situation
sit around ― wait (doing nothing)
shred ― small amount (of evidence) Answer Key
go on ― continue 1 g 3 f 5 b 7 a
2 d 4 e 6 c
137
6a Reading Skills
Words of Wisdom
b) Focus ➤ Expressing and justifying personal
opinions ñ Draw Ss’ attention to the quotation and build up a
paraphrase on the board.
ñ Explain the task and arrange Ss in pairs. ñ Ss discuss whether they agree or disagree with the
ñ Ss discuss SETI’s activities in pairs, giving quotation in small groups.
reasons for their opinions. ñ Invite groups to report back to the class.
138
6 b
Listening & Speaking Skills
Objectives
4 The article on famine is on page 7.
Vocabulary: newspapers & the media; idioms
5 The cake had a covering of icing sugar.
wiht talk & speak
6 The first day at university for students is
Reading: dialogue (sentence completion)
both exciting and scary.
Skill ― reading for specific information
Listening: short monologues (numbering statements)
Skill ― listening for order and gist 3 Focus ➤ Completing sentences using the
Speaking: breaking news ― reacting; role play correct word
ñ Read through the vocabulary items with Ss and
explain/elicit their meanings.
Vocabulary ñ Ss complete the gap-filling activity individually.
1 Focus ➤ Describing a picture; talking about ñ Check Ss’ answers.
newspapers
ñ Focus Ss’ attention on the picture. Elicit the Answer Key
type of newspaper the man is reading (a 1 comes 6 gutter
broadsheet). 2 updates 7 top
ñ Brainstorm names of different types of 3 shred 8 developments, unfold
newspapers in your country. 4 hit 9 running
5 broadcast
Suggested Answer Key
The man is formally dressed and he is reading Everyday English
his newspaper in what might be a train station
or and airport. The newspaper looks like it 4 Focus ➤ Breaking news ― Reacting/Acting out
carries serious political and economic news, so exchanges
it’s probably a broadsheet. We have both types ñ Draw Ss’ attention to the language box and
of newspaper in my country. review the language given.
ñ Explain the task and read out the example
exchange.
2 Focus ➤ Understanding easily-confused words ñ Allow Ss time to act out exchanges in pairs.
ñ Ss complete the task individually and then ñ Ask individual Ss to respond to similar prompts
check answers using the Word List. from you, in order to monitor progress.
ñ Ss write sentences to illustrate the meanings of
the other words. Suggested Answer Key
A: You’re not going to believe this but Aniston
Answer Key has quit after a blazing row with the
1 headlines 3 flash 5 coverage producer!
2 press 4 feature 6 front B: Really? You can’t be serious!
A: Guess what? Apparently Ronny Williams has
called his rival’s restaurant “shameful.”
Suggested Answer Key B: Are you sure? Where did you hear that?
1 Children’s books sometimes have chapter A: Did you know that Steve Mars is close to
headings. having a nervous breakdown?
2 News of his arrest was on all the media. B: No! I can’t believe it!
3 The news bulletin is broadcast at six o’clock
every evening.
139
6b Listening & Speaking Skills
TAPESCRIPT
Speaker 1: To be honest, I don’t really enjoy watching
the news. All those wars, disasters just get me down and
after a hard day at work, that’s something I don’t want.
140
Listening & Speaking Skills 6b
Okay, I watch the bulletins like everyone else but why
Answer Key
don’t they report something happy for a change,
something to brighten our mood? 1 approval 5 disapproval
Speaker 2: No, I always switch over. These things 2 disapproval 6 disapproval
happen so far away and anything that does affect me, 3 approval 7 approval
well, I’ll know about it soon enough. I don’t need to be 4 disapproval
warned in advance. I want entertainment on the
television not information; If I want information, I’ll
Suggested Answer Key
read a newspaper.
Speaker 3: Well yes, but only the first few minutes. If I 2 Did you know that Kassie has shaved off all
know it’s about to start, I’ll switch on. It’s all you need her hair?
to know really. I mean who needs to know all the 3 You’re not going to believe this, but I won
details? We fool ourselves that we’re informed but we the lottery!
never really get the complete picture. And anyway, I 4 Did you know that I finished with Fiona?
only have so much time in the day and there’s so much 5 Guess what? They’ve put up the price of
to get done at home. bread again.
Speaker 4: I watch it every night and sometimes in the 6 I heard John lost his job.
morning. It’s interesting to see how a story changes over 7 Did you know that I’m getting married next
the course of a single day. Information leaks out and at month?
the end we’re probably none the wiser. They tell us just
enough but that doesn’t cover it for me. Listen to what
10 Focus ➤ Practising idioms with talk and speak
they’re not telling us is what I always say!
Speaker 5: Well, I believe that it’s a sign of an educated ñ Explain the task.
mind to be ― and want to be ― informed. Society is not ñ Allow Ss time to complete the task. Refer Ss to
just me, my family and the people in my the Word List.
neighbourhood. What goes on out there has a very real ñ Check answers with the class and elicit any L1
impact on me and I’d be a fool to think it didn’t. If you equivalents.
don’t follow the events, you’re bound to get left
behind! Answer Key
1 talking 5 talks 9 speak
Say it right 2 Speak 6 talk 10 speaks
9 Focus ➤ Identifying phrases to express 3 speak 7 speaks
approval and disapproval 4 talk 8 speak
141
6 c
Grammar in Use
Objectives ñ Ss complete the task individually and then
Vocabulary: verbs to introduce reported speech; compare answers with a partner.
phrasal verbs with talk; dependent prepositions
Grammar: reported statements/questions/ Answer Key
commands; reporting modals
1 told 3 said 5 said
2 said 4 told 6 said
143
6c Grammar in Use
5 He told Tony that he could speak many 11 Focus ➤ Working with dependent prepositions
languages.
ñ Refer Ss to Appendix 1. Elicit/Explain the
6 She said that I shouldn’t have lied to him.
meaning of the dependent prepositions.
ñ Ss complete the task.
ñ Inivite Ss to read out the complete sentences.
10 Focus ➤ Using phrasal verbs with talk
ñ Explain the task. Answer Key
ñ Allow time for Ss to complete it.
1 on 3 about 5 to/for
ñ Ss check their answers in Appendix 2.
2 of 4 of
Answer Key
1 out of 3 around 5 back
2 down 4 into 6 over
6d Literature
Objectives
Reading: an extract from White Fang (gapped
2 Focus ➤ Predicting the content of a text
text) ñ Instruct Ss to look at the pictures again. Elicit
Skills ― reading for confirmation from Ss what the text could be about.
― reading for detailed comprehension ñ Ss read and check for confirmation.
Vocabulary: animal sounds
Writing: arguing the benefits of having a pet Suggested Answer Key
I think the extract is about a man getting hurt
and his wolf-dog goes to get help.
1 Focus ➤ Introducing the subject of a work of
literature
ñ Focus Ss’ attention on the picture. Ask Ss to 3 Focus ➤ Reading for comprehension and text
think which wild animal is shown. structure/completing a text
ñ Ss read the biography to confirm the correct ñ Ask Ss to look at the eight sentences and explain
answer. that seven of them have been removed from the
text and must be put back into their
Answer Key appropriate position.
The wild animal in the picture is a wolf-dog ñ Ss read the entire text again and begin to
(half wolf, half dog). replace the missing sentences. Ask Ss to read
the text one more time to ensure the sentences
have been replaced in the correct positions.
ñ Check Ss’ answers, asking which words helped
them decide.
144
Literature 6d
ñ Ss compare answers with a partner.
Answer Key
ñ Check Ss’ answers and ask Ss to provide
1 C 3 A 5 D 7 E
equivalents in their L1.
2 G 4 F 6 H
Answer Key
4 a) Focus ➤ Practising vocabulary 1 e 3 h 5 j 7 i 9 b
ñ Draw Ss’ attention to the verbs. Explain that 2 f 4 g 6 c 8 a 10 d
they are words to describe how animals and
people move/sound. Ss check their meanings
6 Focus ➤ Reading for detailed comprehension
using the Word List.
of White Fang’s character
ñ Ss complete the sentences with the
appropriate verb. ñ Brainstorm with Ss different qualities
ñ Check Ss’ answers. people/animals can have (e.g. (un)faithfulness)
and write them on the board.
Answer Key ñ Explain the task and check Ss’ understanding of
the qualities listed in the rubric.
1 barked 3 growl 5 shook
ñ Play the recording of the literature extract to Ss
2 stumble 4 panting 6 screamed
as they follow the text in their books.
ñ Allow Ss time to complete the task in small
b) Focus ➤ Developing vocabulary groups. Monitor the activity and encourage Ss to
justify their answers with close references to
ñ Ask Ss to try to guess the meaning of the the extract.
words from the context before checking in
their dictionaries.
Answer Key
ñ Ss provide a synonym, a definition or
example sentence to show their obedience ― He turned and trotted reluctantly
understanding. away; and this time he obeyed
determination ― he struggled with all his
body, shaking with the effort
Suggested Answer Key
anger ― He growled and tried to push by them;
whined: made a long, sad, high-pitched sound Growling savagely/fiercely
attention: concentration unwillingness ― White Fang didn’t want to
remainder: amount left over leave him
sharp: sudden and strong understanding ― White Fang knew the
turn upon them: change from being friendly to meaning of ‘home’ ..., he knew it was his will
being aggressive that he should go home
comforted: made someone feel emotionally faithfulness ― He regarded him sadly, started
better away, then returned and whined softly
breed: type of animal
dragged on it: pulled at something
twitched: made an uncontrolled movement 7 Focus ➤ Explaining a quotation and finding
decisively: in a quick, clear manner examples in the text
ñ Read out the quotation to the class and explain
5 Focus ➤ Matching animals to the noises they the task.
make ñ Ss look for examples in the text in small groups.
ñ Invite groups to feed back to the class.
ñ Explain the task and complete item 1 as an
example.
ñ Allow Ss time to complete the rest of the
exercise.
145
6d Literature
146
6 e
Writing Skills
Objectives
Reading: a for-and-against essay
2 a) Focus ➤ Reading for confirmation
Skills ― reading for specific information ñ Read the model essay aloud to the class.
― reading to understand cohesion ñ Ask students if any of their arguments were
― structure and style mentioned.
Writing: impersonal style; a for-and-against
(Ss’ own answers)
essay
b) Focus ➤ Reading for specific information
1 Focus ➤ Listing advantages and disadvantages ñ Read out the questions in the rubric.
ñ Allow Ss a few minutes to answer.
ñ Ss’ books closed, ask: What kind of essay is a
ñ Confirm the correct answers.
for-and-against essay? (an essay which discusses
the pros and cons of an issue) What should it Answer Key
include? (an introduction/main body/conclusion)
The writer has used a direct question to begin
What style are they written in? (formal,
the essay and a quotation to end it.
impersonal style) What techniques can we use
The writer’s opinion is in the final paragraph.
in for-and-against essays to make them more
interesting for the reader? (address reader
directly, include quotations and rhetorical 3 Focus ➤ Completing a table
questions) ñ Explain the task.
ñ Ss’ books open, read through the theory box. ñ Allow Ss time to complete the table.
ñ Write up the essay title ‘Should it be ñ Check answers with the class.
compulsory to learn a foreign language at
school?’ and explain the task. Answer Key
ñ Arrange Ss in pairs and allow Ss 3-5 minutes to Advantages Examples
write the advantages/disadvantages.
ñ improves future ñmore and more
ñ Ss swap lists with their partner so that they can
job prospects businesses work
share ideas.
closely with clients
in other countries
Suggested Answer Key ñ rewarding when ñavoids confusion;
advantages: travelling shows respect and
‘opens doors’ to another culture ― broadens Ss’ understanding for
minds other cultures
is fun to learn another language ñ improves pupils’ ñ helps in other
is very useful when travelling analytical skills subjects e.g. Maths
can be useful in future career
Disadvantages Examples
ñ pupils should spend ñ not all jobs require
disadvantages:
the time improving a foreign language
Some students may find it difficult enough to
learn their own language! their native
Students may feel embarrassed to speak in language
another tongue ñ some pupils may be ñ pupils may not
put off languages enjoy learning a
Students should learn foreign languages in a
for life language they are
more natural environment ― not in the
forced to do at
classroom
school
147
6e Writing Skills
4 Focus ➤ Analysing the use of linking words The sentences that support the topic sentences
and phrases in a model essay are in the paragraph that follows. They include
examples, details and reasons/justifications.
ñ Read through the table with Ss and clarify any
vocabulary as necessary.
ñ Ss reread the model essay and complete the b) Focus ➤ Constructing an effective
task individually. paragraph
ñ Ss compare answers with a partner.
ñ Explain the task.
Answer Key ñ Ss answer individually.
ñ Elicit answers from Ss around the class.
however ― to introduce contrasting points
To start with ― to introduce points
In addition ― to add more points Answer Key
Lastly ― to add more points A 5 B 2 C 1 D 4 E3
such as ― to introduce examples
On the other hand ― to introduce contrasting C is the topic sentence .
points
Taking everything into consideration ― to
conclude 6 Focus ➤ Writing topic sentences and
supporting sentences
ñ Draw Ss’ attention to the notes.
Suggested Answer Key
ñ Explain the task.
however ➝ in contrast
ñ Ss answer in pairs.
To start with ➝ First of all, Firstly, In the first
ñ Elicit answers from pairs around the class.
place
In addition ➝ Secondly, Furthermore, Not to
mention the fact that Answer Key
Lastly ➝ last but not least 1 However, there are some disadvantages to
such as ➝ for example, in particular, like the press having the freedom to print
On the other hand ➝ In contrast; However, whatever they want.
Nonetheless 2 On the other hand, there are some benefits
Taking everything into consideration ➝ In to using the Internet.
conclusion, All things considered, Taking 3 There are a number of arguments in favour
everything in account, All in all of text messaging.
4 There are several major disadvantages to
meeting new friends on the Internet.
5 a) Focus ➤ Identifying topic and supporting
sentences
Suggested Answer Key
ñ Read out the questions in the rubric and
ñ One disadvantage is that newspapers pry
allow Ss time to answer individually.
into people’s private lives and may not print
ñ Check answers with the class.
the truth.
ñ To begin with, the Internet has a huge
Answer Key amount of information that cannot be found
Topic sentences in a library. Furthermore, it is quick and
ñ There are many reasons why forcing students easy to use.
to learn a language is a good idea (para 2) ñ One major advantage is that it is cheap and
ñ On the other hand, some believe that there effective for short messages. Also, people
are some disadvantages to making a foreign can send and receive messages without
language compulsory (para 3) disturbing others.
148
Writing Skills 6e
ñ Ss choose one and write a suitable ending.
ñ One potential problem is that people can
Remind Ss to include the quotation together
give false information about themselves. As
with their opinion/a balanced summary.
a result, we do not know who we can trust.
Answer Key
7 Focus ➤ Rewriting sentences using a more A 2 B 3 C 1
impersonal style
ñ Read out sentences 1-4 with Ss and elicit what is
SuggestedAnswer Key
wrong with them (they are written in the wrong
style). To conclude, there are advantages and
ñ Draw Ss’ attention to the language in brackets disadvantages to watching the news on TV. It
and explain the task. probably comes down to a matter of personal
ñ Ss answer individually and then compare preference. However, we should not forget
answers with a partner. that, as someone once said, “99.99% of what
happens is not on the news.”
Answer Key
1 Studies have shown that students can 10 Focus ➤ Understanding a rubric
develop useful skills by learning an ancient
ñ In pairs, Ss read the rubrics, underline the key
language like Latin.
words and answer the questions.
2 Many are of the opinion that famous people
ñ Monitor Ss’ progress around the class and offer
have every right to live their private lives
assistance when necessary.
without the intrusion of the media.
ñ Invite a pair of Ss to answer for each rubric.
3 It can be argued that tabloid newspapers
are more interesting to read than
broadsheets. Answer Key
4 Some believe that English is not the only A key words: announcement; international
foreign language worth learning. student magazine; essays; pros and cons;
tell us what you think; 120-180 words
149
6e Writing Skills
3 Para 1 ― general topic introduction. B When was the last time you read a
Para 2 ― advantages/disadvantages. newspaper from front to back page? Not
Para 3 ― disadvantages/advantages. surprisingly, most people get what little
Para 4 ― conclusion and personal opinion. they know about the world from sound bites
4 See suggested Answer Key (Ex. 11). on the television. It is possible, however, to
5 See suggested Answer Key (Ex. 11). use a newspaper as a sole source of
information. As with most things though,
there are advantages and disadvantages.
11 Focus ➤ Writing a for-and-against essay
Many people consider a newspaper to be a
ñ Allow Ss time to complete the task and offer convenient source of information. Firstly, it
any necessary assistance. can go into depth on any subject. For
ñ Remind Ss’ to use the checklist to check their example, it can look at the background of
essay before they hand their work to their an issue from several perspectives. In
partner for evaluation. addition, a newspaper can accompany you
through the day. You can read it on the
Suggested Answer Key train, in the waiting room or even under the
A These days, it seems that wherever you desk in the office.
turn, you see or hear something in what has In contrast, there are other ways to get
become the world’s lingua franca, English. informed. To begin with, television gets you
Because of this, it has been suggested that the news far quicker than a day-old
all children should learn English from a newspaper. Moreover, television’s ability to
young age. There are, however, both pros present images means the news comes to
and cons to this complicated issue. life in a way it could not in dead-tree
There are many reasons why learning format.
English at a young age is a good idea. To To sum up, there are differing opinions on
begin with, children learn quicker and the validity of newspapers with strong
better than adults. There minds are still arguments both for and against. It is really
developing and are receptive to new a matter of how much you want to know
concepts. In addition, having another and how much time you have to learn it.
language when they leave school will be an
incredible advantage in the job market.
On the other hand, there are those that say
that learning another language as a child is
useless. Firstly, many children will not need
another language in their daily lives. Also,
that children should be concentrating on
their native reading and writing skills, not
those of a foreign country.
To conclude, there are two very different
sides to this controversial issue. It is very
much a matter for the individual parents
involved. But we should not forget the
Czech proverb, ‘Learn a new language and
get a new soul.’
150
Culture Corner 6
Objectives
A: Which language has regular radio
Reading: a text about the languages of the
broadcasts?
British Isles
B: Cornish has regular news broadcasts.
Skill ― reading for specific information
Writing: a short article about the languages A: Which language is the most recent to the
spoken in your country British Isles?
B: English, when the Anglo-Saxons invaded
Britain in the 5th century A.D.
1 Focus ➤ Reading for specific information
ñ Focus Ss’ attention on the language family tree.
3 Focus ➤ Defining and using new vocabulary
ñ Read out the questions in the rubric.
ñ Ss read the texts to find out the answers. ñ Draw Ss’ attention to the underlined words in
ñ Confirm the correct answers. the text.
ñ Ss explain the words by giving a synonym,
Answer Key example or explanation. Encourage Ss to try to
guess the meanings of the words from the
Six languages are spoken in the British Isles.
context before checking in their dictionaries.
Brythonic is the oldest.
ñ Ss compose sentences using the new vocabulary.
151
6 Culture Corner
153
6 Going Green
Objectives
Reading: a text on ocean noise pollution
2 Focus ➤ Matching headings to paragraphs
Skills ― reading for specific information ñ Instruct Ss to read the text again and match the
― reading for gist headings to the paragraphs. Remind Ss that
Speaking: a two-minute talk on ocean noise there is one heading they do not need to use.
pollution ñ Ss answer individually and then compare
answers with a partner.
Answer Key
4 Focus ➤ Preparing and giving a two-minute
Killer whales, dolphins and Baby seals can no talk on ocean noise pollution
longer hear and communicate with each other
as well as in the past. This makes it harder for ñ Explain the task.
them to find a mate and/or feeding grounds. ñ Instruct Ss to use ideas from the text.
They may also become stranded. Sound blasts ñ Allow Ss time to prepare and practise their
from military sonar cause bleeding to the eyes, talks.
ears and organs in whales and dolphins. ñ Invite individual Ss to give their presentations to
the class.
154
Going Green 6
Suggested Answer Key 5 Focus ➤ Discussing a quotation
Good afternoon and thank you for inviting me
ñ Draw Ss’ attention to the quotation.
to talk to you about ocean noise pollution and
ñ Elicit ideas for how to paraphrase the quotation
how to affects wildlife.
and build up a paraphrase on the board. ? Ss
You would probably be surprised to hear just
discuss the meaning in pairs or in small groups.
how badly wildlife is affected by noise. But,
ñ Elicit whether Ss agree or disagree with the
you see, ocean mammals, such as whales, seals
quotation and ask Ss to justify their opinions.
and dolphins need to be able to hear really
Ask various pairs or groups to report back to the
well. Whales, for example, communicate by
class.
using low-frequency sound waves. This
information is vital for them as it tells them
where they can find each other, where to get Suggested Answer Key
food and also helps with breeding! They often S1: I think it is often the case that man’s
communicate over hundreds or thousands of needs are in conflict with what is best for
kilometers and, as the ocean is now ten times the environment, especially with all the
noisier than it was fifty years ago, it has energy demands that new technologies are
become impossible for whales to hear each bringing today.
other if they are more than 100 miles away. S2: I think it is possible to expand our
And, marine mammals are in danger of technology and needs without harming
swimming far away from breeding grounds and nature but it requires a lot of
feeding grounds ― some mammals may find coordination and regulation by
themselves stranded. But, there are even governments and companies.
more serious consequences of ocean noise S3: We need to be more educated and less
pollution. For example, sound blasts from selfish about the quickest and easiest way
military sonar can cause bleeding of the eyes, to get what we want and also be
ears and organs in whales and dolphins. sympathetic to what is going on around us.
You may wonder what your company can do I think we can meet out demands and be
about all this. Well, one important thing we understanding of nature at the same time.
can do is to make sure ships and oil companies etc
stay away from areas where there are as lot of
sea mammals. You should also start monitoring
the level of noise produced, so that we remain
aware of the extent of the problem and can do
all we can to save sea life. etc
Spotlight on Exams 6
Reading Listening
Focus ➤ Reading for specific information Focus ➤ Listening for specific information
ñ Allow Ss time to read the text. ñ Explain the task.
ñ Ss complete the multiple choice task. ñ Play the recording.
ñ Ss complete the task.
Answer Key ñ Select individual Ss to read out the correct
1 B 3 D 5 C 7 D answer.
2 D 4 C 6 B
155
6 Spotlight on Exams
Answer Key
Speaking
1 A 3 C 5 C 7 B Focus ➤ Practising informal conversations ―
2 A 4 B 6 B discussing options and making a joint decision
ñ Read out the options.
ñ Go through the conversation plan with Ss
TAPESCRIPT
explaining the process.
Susan: ... Ok, so I’ll meet you at the café at six o’clock.
There’s a small chance that I might be a little delayed A B
but I’ll call you if that happens. Introduce the topic Reject 1st option
Mike: Oh, you can’t, Susan. I haven’t got a mobile & 1st option. and give reason.
phone, remember!
Susan: Oh yes, I always forget that. You know Mike, you Ask for another Suggest 2nd option.
really should get one. option.
Mike: Why should I? I’ve managed until now without
one! Reject 2nd option Reject 3rd option
Susan: Yes, but everyone has one these days, Mike. Even & suggest 3rd and suggest 4th
my grandparents send me text messages now. option. option.
Mike: Well, not me. I like to be a bit different, you
Agree on 4th Agree.
know that. And anyway, I can’t think of anything worse
option.
than being contactable all the time.
Susan: Yes, but it’s so inconvenient for everyone else.
We can only contact you at home. Sometimes it takes ñ Ss work in pairs.
me days to catch you when you’re in! ñ Go around the class monitoring the task.
Mike: Well, people managed without mobile phones in ñ Select individual Ss to present their dialogue to
the past, didn’t they? And you can always send me an the class.
email, remember. I check my mail every day.
Susan: Yeah, I guess so. But it would still be easier if Suggested Answer Key
you had a mobile phone. When I got my first one I A: So, we’re agreed that we both want to
wondered how I ever lived without it. And I just switch learn Spanish this year? How about spending
it off when I don’t want to be disturbed! a month in Spain this summer? We could
Mike: Well, I still think I have a right not to have a stay with a Spanish family.
phone if I don’t want one. B: I don’t think that would be the best solution
Susan: Sure, but if you ask me you’re being very for us. It would cost far too much to fly
stubborn. Mobile phones are a part of modern life over to Spain and I think we ought to learn
whether you like it or not! some language before we go to the
Mike: Ok, I understand the point you’re making. I tell country.A: Well, what else do you
you what, I’ll think about it, ok? suggest?
Susan: Cool! Hey, there’s a mobile phone shop right B: We could buy a ‘teach yourself’ pack and
next to the café we’re meeting at! We can have a look teach ourselves in our spare time.
tonight! A: But, I don’t think I would have the
Mike: Don’t get carried away, Susan! I said I’d think motivation to teach myself! Why don’t we
about it, remember! go to an evening class a few nights a week?
Susan: Ok, ok, no problem! See you tonight! B: I wouldn’t be able to attend a course like
that ― I also have football training, remember!
But we could find ourselves a private tutor
and get a couple of lessons together every
week.
A: That would be great!
156
Spotlight on Exams 6
Use of English Suggested Answer Key
Focus ➤ Reading for lexico-grammatical Wouldn’t it be great if we could speak every
accuracy language in the world? Scientists have
ñ Explain the task. suggested that in the future we might not have
ñ Ss read the entire text upon completion in order to learn a language at all but have a microchip
to check for correctness. planted in our brains. As with all technology,
this has pros and cons.
Answer Key
1 beginning 5 characteristic There are many advantages to such a chip. To
2 occasionally 6 preferable begin with, holidaying abroad would be made
3 nationalities 7 lucky much easier. Whichever language you needed
4 occupation could be implanted into you at the travel
agents. Secondly, business could be carried out
without fear of mistakes in interpretation.
Writing
On the other hand, there are plenty of
Focus ➤ Writing a for-and-against essay disadvantages. Firstly, this chip would be
ñ Direct Ss’ attention to the paragraph plan. available only to those who could afford to pay
ñ Advise Ss to review the relevant section on for it. Also, language is but the bricks for the
writing for-and-against essays in the module. house; being able to use it skillfully is the
ñ Allow Ss time to write their essays. home. Could the chip give us the ability to
ñ When Ss have completed their writing, they may express ourselves well enough?
exchange papers with a partner to proofread This is an issue that will have people arguing
and check. Ss make any necessary corrections for decades to come. There is no easy answer
and hand in their work. but perhaps the chip might help people like the
man who once said of a dictionary, ‘the plot
was terrible but at least they explained all the
words as you went along!’
Progress Check 6
Progress Check 6 and Look at Module 7 should be done in one lesson.
Answer Key
1 1 shrug 6 telescope 3 1 If I had called
2 satellite 7 human 2 suggested texting about
3 raised 8 wags 3 because she had been working
4 track 9 contain 4 could call
5 galaxy 10 air 5 asked if I was going
157
Module 7 In days to come
Before you start … a joke (p. 130)
Direct Ss’ attention to the title of the module, In days (something that people say or read that makes
to come. Explain that in this module they will learn them laugh) What is the joke about? Is it funny? Do
about and hopes and dreams, voluntary work and you often tell jokes?
university life as well as how to talk about plans and
a web page (p. 131)
ambitions and ask after friends.
(a set of information about a particular subject
which is available on the Internet) What is the
Look at Module 7
subject of this web page? Would you like to study in
In order to stimulate discussion and interest, ask Ss which the UK? Why (not)?
page each picture is from. Then elicit other information
a filmstrip (p. 133)
(e.g. what the picture shows and what they think the unit
(a length of film containing a series pictures for
might be about).
projection on a screen) What do you see in the
strip? What story does it tell? Do you prefer films or
Suggested Answer Key books? Why?
Focus Ss’ attention on picture 1.
T: What page is picture 1 from?
Go through the rest of the sections with your Ss and
S1: It’s from page 122.
point out that by the end of the module they will know
T: What can you see in picture 1?
how to perform the tasks listed.
S2: I can see a young girl and an elderly man.
T: What are they doing? Explain that the module has:
S1: It looks like they are studying something. etc ― a Literature section
― a Culture Corner
Pic 2 (p. 120)
― an Across the Curriculum section
Who can you see in the picture? What is a student’s
― a Going Green section
life like? Would you like to study there? Why (not)?
Pic 3 (p. 129) Ask Ss to look at the relevant pages and elicit what each
What can you see in the picture? Which country do section is about.
you think it is? What is the weather like there?
Suggested Answer Key
Pic 4 (p. 131) The Literature section seems to be about authors,
What is this person wearing? What is he celebrating? books and literature extracts. This one (pp.126-
How do you think he feels? 127) is about Rudyard Kipling and shows us one of
his poems, ‘If’.
Find the page number(s) for The Culture Corner (p. 131) contains a webpage
Allow Ss time to browse through the units and find the about university life in Britain.
relevant information. Then ask them to explain what each The Across the Curriculum section (p. 132) looks at
one is, and elicit simple information about each item. how small actions can change the world.
The Going Green section looks looks at different
Suggested Answer Key
green issues. This particular one (p. 133) is about
a poem (p. 126)
Dian Fossey and her work with mountain gorillas.
(a piece of writing often composed in short lines
which rhyme)
What is the title of this poem? What do you think it
Listen, read and talk about …/Learn how to …/
is about?
Practise …/Write/Make …
As described in the relevant section in Module 1.
158
7 a
Reading Skills
Objectives
Reading: an article about achieving your dreams
3 Focus ➤ Matching words with their meanings
Skill ― reading for detailed understanding
ñ Draw Ss’ attention to the underlined words in
Vocabulary: hopes and dreams
the text and their meanings in Ex. 3.
Speaking: discussing a quotation, talking about
ñ Ss complete the matching activity and then
the future
compare answers with a partner.
ñ Ss use the vocabulary in sentences of their own.
ñ Invite individual Ss to read out their sentences
Reading to the class
1 a) Focus ➤ Describing what people have in
common Answer Key
ñ Write the title ‘I have a Dream’ on the board 1 ran 6 insurmountable
and focus Ss’ attention on the pictures. 2 perseverance 7 inspiration
ñ Elicit from the class what the people might 3 come up against 8 failings
have in common. 4 initially 9 defeated
5 banish 10 rejected
Suggested Answer Key
I think they are all people who achieved their
dreams. Suggested Answer Key
1 If you ran for President, you would need a
lot of money to pay for the campaign.
b) Focus ➤ Predicting the content of a text 2 Perseverance is necessary if you want to
ñ Read the subheadings of the text aloud. learn a foreign language.
Invite individual Ss to say what they expect 3 Don’t worry if you come up against people
to read. criticising you. Ignore them!
ñ Ss read the text and check their predictions. 4 Initially, her ambition was to be a vet, but
now she wants to be an accountant.
5 Only a king can banish his subjects from
Suggested Answer Key
his country.
Believe in yourself ― I expect to read about
6 Lack of money was an insurmountable
how we can believe in ourselves more.
problem to their night out.
Take steps to achieve your dreams ― I expect
7 Writers get inspiration from just walking
to read advice about how to achieve my
down the street.
dreams.
8 He blamed his ??????????? as a person on his
Don’t give up ― I expect to read about why it is
unstable childhood.
important not to give up on dreams. etc
9 My team was defeated in the first round.
10 His marriage proposal was unexpectedly
2 Focus ➤ Reading for detailed understanding rejected.
Answer Key
Speaking
1 get your hopes up
2 in the hope that 7 Focus ➤ Discussing quotations
3 hope for the best ñ Instruct Ss to read the text again and find the
4 dashed, hopes quotations from famous people.
5 is pinning his hopes on ñ In small groups Ss discuss what the quotations
6 gave up hope mean and whether or not they agree with them.
7 has high hopes of ñ Invite groups to paraphrase the quotations and
comment on them.
160
Reading Skills 7a
S1: Sometimes we don’t believe in ourselves Suggested Answer Key
enough. I believe very much in the quote. Only those
S2: But if we listen to ourselves better, we can who believe in themselves and pursue their
learn to trust our instincts. etc dreams will make a difference in the future
and thus shape what the future will become.
For those that do not chase their dreams they
Words of Wisdom will be just living but not actually creating the
ñ Draw Ss’ attention to the quotation. future.
ñ Elicit ideas for how to paraphrase the quotation
and build up a paraphrase on the board.
ñ Ss discuss the meaning in pairs or in small groups.
ñ Elicit whether Ss agree or disagree with the
quotation and ask Ss to justify their opinions. Ask
various pairs or groups to report back to the class.
7 b
Listening & Speaking Skills
Objectives
Vocabulary: education (university) & training;
2 Focus ➤ Completing sentences using the
correct verb
idioms related to school
Reading: a dialogue (text completion) ñ Draw Ss’ attention to the verbs and elicit/
Skill ― reading for text structure, cohesion and explain their meanings.
coherence ñ Explain the task. Remind Ss to use the correct
Speaking: talking about plans and ambitions; form of the verb.
role play ñ Ss complete the task individually.
Listening: a telephone conversation (gap fill) ñ Check Ss’ answers.
Skill ― listening for specific information
Answer Key
1 dropped out 6 studying
1 Focus ➤ Describing pictures 2 handed in 7 graduated
3 won 8 do
ñ Focus Ss’ attention on the pictures. Invite
4 apply for 9 attend
individual Ss to describe the people. Ask the
5 completed 10 enrolled
questions in the rubric and elicit answers from
Ss.
ñ Ask Ss to justify their opinions.
3 Focus ➤ Understanding easily confused words
Answer Key ñ Ss complete the task individually, using their
dictionaries if necessary.
Bob is training to be a mechanic.
ñ Check answers with the class.
Mary is studying at university.
ñ Ss write sentences to illustrate the meanings of
Sue works as a cashier.
the alternative words.
ñ Check Ss’ answers around the class.
161
7b Listening & Speaking Skills
162
Listening & Speaking Skills 7b
ñ Ss complete the task in pairs. Monitor the task
Answer Key
and offer help as necessary.
1 the Education 4 30/thirty
ñ Record each pair of Ss as they perform their
2 loans 5 open day
dialogue for the class.
3 exam results 6 a month
163
7b Listening & Speaking Skills
A: Oh, so I have just over a month.
B: That’s right. I’ll look forward to receiving your
9 Focus ➤ Understanding idioms
application. Now let me take your details so I can ñ Explain that the task is to complete the
send you ... sentences with the right word so that it forms
an idiom.
Say it right ñ Ss complete the task individually.
8 Focus ➤ Asking after friends ñ Check Ss’ answers usign the word list and ask if
there are similar idioms in their language.
ñ Explain the task. ñ As an extension ask Ss to choose an idiom and
ñ Play the recording. Ss listen and choose the draw a picture to illustrate its meaning.
correct response. ñ Ss, in groups, swap papers and guess which
ñ Ss act out the exchanges in pairs. Monitor the idiom the drawing illustrates.
activity and provide assistance where necessary.
ñ Invite a few pairs to act out the exchanges for
Answer Key
the class
1 beats 3 carried 5 learn
2 dream 4 teach
Answer Key
1 b 2 a 3 b
7 c
Grammar in Use
Objectives
Grammar: conditionals type 1, 2 & 3; inversion
2 Focus ➤ Providing the correct form of the
verb (gap filling)
in conditional sentences; unreal past
Vocabulary: phrasal verbs with carry; dependent ñ Explain the task and complete item 1 as an
prepositions example.
ñ Ss complete the rest of the task individually.
ñ Check answers with the class and clarify any
1 Focus ➤ Identifying different types of points of difficulty.
conditionals
ñ Review different types of conditionals with Ss by Answer Key
eliciting/providing a few example sentences 1 would have done ― type 3
and writing them on the board. 2 would be ― type 2
ñ Allow Ss time to study the table. 3 hadn’t wasted ― type 3
ñ Focus Ss’ attention on the three quotations. Ss 4 were ― type 2
identify the types of conditionals used. 5 had remembered ― type 3
ñ Confirm the correct answers. 6 had ― type 2
7 won’t stand a chance ― type 1
Answer Key 8 will/should/ought to/must call ― type 1
9 are ― type 1
Bertrand Russell ― type 1
10 will/can/see ― type 1
Eubie Blake ― type 3
Mark Twain ― type 2
164
Grammar in Use 7c
3 Focus ➤ Rewriting sentences using inversion 5 Focus ➤ Practising the unreal past
ñ Select 3 Ss to read out the examples. ñ Read out the example sentences with the class
ñ Explain that the same meaning is expressed in and elicit/explain what they have in common.
brackets. Draw Ss’ attention to the form of the (They are all examples of ‘unreal’ situations).
sentences (the inversion of the verb). ñ Allow Ss time to complete the task. Remind Ss
ñ Explain the task and allow Ss time to rewrite to use the correct tense.
the sentences omitting ‘if’. ñ Check Ss’ answers.
ñ Check Ss’ answers around the class. ñ As an extension activity Ss draw a picture (e.g.
of a girl in the rain all wet). Ss hold up their
Answer Key pictures in front of the class and provide a
1 Had you asked me sooner, I would have been sentence using the unreal past. (If she had an
able to come. umbrella, she wouldn’t have got so wet.).
2 Were you to order all your books from us,
we would give you a 25% reduction. Answer Key
3 Should we go to the same college, we will 1 hadn’t passed 6 had saved
graduate together. 2 hadn’t stayed up 7 would get
4 Should my exam results come in the post, 3 had told 8 didn’t copy
call me straight away. 4 left 9 had got
5 Should you finish early, will you pick me up? 5 started 10 hadn’t borrowed
4 Focus ➤ Rewriting sentences using 6 Focus ➤ Describing people’s wishes and regrets
conditionals ñ Focus Ss’ attention on picture 1. Elicit from Ss
ñ Introduce the concept of mixed conditionals by how the woman is feeling and what she wishes/
reading out the examples in the table. regrets. Write answers on the board.
ñ Explain the task. ñ Ss complete the sentences for the other two
ñ Allow Ss time to complete the task in pairs. people in the pictures and then compare ideas
ñ Invite pairs to share their answers with the with a partner.
class.
ñ As an extension activity play a game around the Suggested Answer Key
class. (Tell each S a conditional sentence. The S 1 1 were/was
must say whether it is a standard or mixed 2 had more friends
conditional. If a S hesitates/produces the wrong 3 taken out a pension plan, I’d have more
answer, they are out of the game. Continue money
until there is a winner.)
2 I wish I were/was a better player.
If only I had more talent.
Answer Key If I had hit the ball, I wouldn’t be sitting on
2 If Paul listened to advice, he would have the benches now.
done what you suggested.
3 If Sue did her job well, she would have got 3 I wish I wasn’t so bored.
promoted. If only I had something interesting to do.
4 If you had handed in your project, you If I had gone to the party with my friends, I
would pass the course. would have had a fun time.
5 If the train had left on time, they would be
by now.
6 If Kate wasn’t studying all night, she
wouldn’t have been so exhausted now.
165
7c Grammar in Use
7d Literature
Objectives
Answer Key
Reading: Rudyard Kipling’s poem If
Skills ― reading for specific information Kipling addresses all of mankind/ people who
― reading to understand gist face difficulties in their lives.
― reading for detailed understanding
― reading to understand structure 2 Focus ➤ Reading to understand gist
Vocabulary: words related to character/personality;
opposites; similes; personification ñ Ask Ss the question in the rubric and draw Ss’
Writing: writing a new verse of the poem attention to messages a) and b).
ñ Play the recording. Ss read and listen to the
poem and choose their answer.
1 Focus ➤ Reading for specific information ñ Confirm the correct answer.
166
Literature 7d
ñ Ss read the poem again individually and
Answer Key
complete the task.
Verse 1
ñ Check Ss’ answers around the class.
ignore doubt: trust yourself
be patient: wait and not be tired by waiting
Answer Key be honest: don’t deal in lies
1 the common touch 6 stoop be courageous: can keep your head, when all
2 Twisted 7 keep your head about you are losing theirs
3 imposters 8 will be modest: don’t look to good, nor talk too
4 heap 9 virtue wise
5 worn-out 10 winnings
Verse 2
be imaginative: dream ― and not make dreams
b) Focus ➤ Explaining new vocabulary your master
be thoughtful: think ― and not make thoughts
ñ Tell Ss to try and guess the meaning of the
your aim
words from the context before using their
be understanding: can meet with triumph and
dictionaries. Ss then give an explanation,
disaster and threat those two imposters just
example or synonym for each of the words in
the same
bold in the text.
accept that people lie: bear to hear the truth
ñ Ss compare answers with a partner.
you’ve spoken twisted
ñ Select individual Ss to explain the words and
elicit L1 equivalents. Verse 3
take risks: risk it on one turn of ...
Suggested Answer Key be positive: And lose, and start again at your
master: someone/something that controls beginnings
someone/something else be uncomplaining: never breath a word of
aim: goal/target your loss
triumph: great success be determined: hold on when there is nothing
trap: something used to catch and prevent the in you/Except the will which says to them:
escape of someone/something ‘Hold on’
fools: silly, unthinking people Verse 4
tools: equipment used for building be polite: talk with crowds and keep your
turn: part of a game/competition virtue
loss: state of no longer having something be modest: nor lose the common touch
force: make someone do sth through pressure/ be tolerant: neither foes nor loving friends can
necessity hurt you
unforgiving: with no room for mistakes be respectful: all men count with you
worth: amount be productive: with sixty seconds’ worth of
distance run
167
7d Literature
ñ Explain the task.
Answer Key
ñ Allow Ss time to complete the task in pairs.
1 to 3 for 5 up 7 before
ñ Invite a pair to describe the structure of the
2 on 4 to 6 about 8 on
poem to the class.
Answer Key
6 Focus ➤ Reading for specific information If you can keep your head when all about you
ñ Read out the rubric and the example to the Are losing theirs and blaming it on you;
class. If you can trust yourself when all men doubt
ñ Ss complete the task in pairs. Remind Ss that you,
they need only to study one of the verses. But make allowance for their doubting too;
ñ Pairs who have studied the same verse compare
their answers.
9 Focus ➤ Explaining the mood of the poem
Answer Key ñ Read out the question in the rubric and
verse 1 lines 1/2 keep your head/losing (their elicit/explain the meaning of the adjectives
heads) given.
verse 2 line 11 triumph/disaster ñ Allow Ss time to answer individually.
verse 3 lines 17/20 winnings/losses ñ Invite individual Ss to express their personal
verse 4 lines 25/26 crowds/kings reaction to the poem. Encourage class
verse 4 line 27 foes/friends discussion. (N.B. stress that there is no ‘right’
answer as we all respond in our own way to the
language of a poem).
7 Focus ➤ Reading to understand structure (Ss’ own answers)
ñ Elicit from Ss words to describe poems (verse,
line, syllable, rhyme, rhyming pattern) and
write them up on the board. Explain/Elicit what
they mean.
168
Literature 7d
10 Focus ➤ Identifying literary techniques 11 Focus ➤ Writing a new verse of the poem
ñ Read the Study Skills box through with Ss and ñ Explain the task and draw Ss’ attention to the
clarify as necessary. suggested rhyming words.
ñ In small groups Ss find examples of these ñ Allow Ss time to write their verse(s).
literary techniques in the poem. ñ Invite Ss to recite their verse(s) to the class.
ñ Invite one or two groups to feed back to the
class. Suggested Answer Key
If you can feel sorrow yet never despair;
Answer Key If you can be kind to those without care;
Personification: If you’re always giving to those in most need,
‘Triumph and disaster’ are described as ‘two And turn the cold shoulder to those fed on
imposters.’ greed;
‘Dreams’ can become ‘your master.’ If your heart risks it all to always forgive,
‘A ‘minute’ is ‘unforgiving.’ For the bad for the good, to live and let live;
Through the day’s darkest moments, the giver
of pain;
You will rise above it and, what’s more, you’ll
gain.
7 e
Writing Skills
Objectives
Reading: a formal letter, extracts from an email Answer Key
Skill ― reading for structure A a course director/formal/letters of complaint
Writing: formal style, a formal letter/email are always formal
B your friend
C your aunt
1 Focus ➤ Identifying the style letters/emails D a hotel owner/formal/you do not know the
ñ Review with Ss the different styles we can write hotel owner and are asking him to do
in (formal, semi-formal, informal). Ask Ss why something for you so politeness is essential
we need to make this distinction (we might E your friend
know the person we are writing to well or not at F the organiser of an event/formal/you do
all; we may wish to be polite. It all depends on not know the speaker well and wish to be
the type of letter or email we are writing). polite
ñ Read through types of letters/emails A-G and G a visiting speaker/formal/you do not know
explain any unknown vocabulary. the speaker and are asking him to do
ñ Explain the task. something for you so politeness is essential
ñ Ss answer individually and then compare
answers with a partner.
ñ Select individual Ss to share their answers with
the class.
169
7e Writing Skills
2 Focus ➤ Identifying beginnings and endings of 4 Focus ➤ Reading for specific information
formal letters
ñ Instruct Ss to read the email again to check
ñ Explain that the extracts all come from formal what each paragraph is about and whether all
letters and that some of them are beginnings the points from the notes have been included.
and others endings. Elicit/Explain what we ñ Check Ss’ answers.
usually read in the beginning of a letter (reason
for writing) and in the end of a letter (a Answer Key
summary of what has been written, writer’s Paragraph 1 ― opening remarks (I have just
wishes and final comments). read your advertisement ...), reason for
ñ Ss complete the task and then compare answers writing (I have a few questions that I would like
with a partner. to ask first)
Paragraph 2 ― first note (I would like to know
Answer Key how much ...)
1 ending 4 e nding 7 ending Paragraph 3 ― second note (... the classes are
2 beginning 5 beginning 8 beginning small. How many students ...?)
3 beginning 6 ending Paragraph 4 ― third/fourth notes (I would be
very interested in ...)
1, 3 G 2, 6 F 2, 6 F 7, 8 A
All the notes have been included.
170
Writing Skills 7e
ñ Draw Ss’ attention to the formal words/phrases
given and explain the task.
8 Focus ➤ Understanding rubrics
ñ Ss complete the task individually and then ñ Explain the task. Read the rubrics with the class
compare answers with a partner. and read the questions provided.
ñ Ss underline the key words then discuss the
Answer Key answers to questions 1-6 in pairs.
1 We really appreciated your helpful advice ñ Monitor Ss’ progress around the class and offer
2 with regard to your participation in assistance when necessary.
3 we were served/was appalling ñ Ask individual Ss to offer answers for each
4 was very impressed by rubric.
5 Could you please send me some more
details Answer Key
6 will be unable to attend A key words: you are the leader of your
7 Would it be possible for you to arrange for school social committee, international
8 Thank you for your generosity in spending sports star, inviting, talk, school leavers,
9 am writing to enquire asking for more information, email, notes,
10 I would appreciate it if you could reply, 120-180 words
171
7e Writing Skills
172
Culture Corner 7
Objectives
Answer Key
Reading: a web page about university life
Skills ― predicting content of a web page scraping by: managing to live with very little
― reading for specific information money
Vocabulary: related to university life meager: very small
Speaking: a talk about life at Oxford University get carried away: be overenthusiastic
Writing: an article about the most prestigious interactive: allowing communication
university in your country one-on-one: involving only two people
gown: loose formal robe
going on: happening
1 Focus ➤ Predicting the content of a web page
ñ Focus Ss’ attention on the titles and picture on 4 Focus ➤ Practising vocabulary related to
the website. student life; giving a talk about Oxford University
ñ Elicit from Ss who the website is designed for
ñ Focus Ss’ attention on the headings and explain
and what they expect to learn from it.
the task.
ñ Play the recording. Ss read and listen to the text
ñ Ss complete the task with a partner.
to check their predictions.
ñ Check Ss’ answers around the class.
ñ Instruct Ss to read the section about Oxford
Suggested Answer Key University again (Sarah Miles’ entry) and explain
I think this website is for people who are the task.
interested in going to university in the UK. ñ Ss complete the task in pairs, taking it in turn to
I expect to learn a little about different British talk and listen.
universities.
Answer Key
2 Focus ➤ Reading for specific information places campus, Student Union,
ñ Explain the task and check Ss’ understanding of library, college dining hall
the vocabulary in questions 1-5. lessons lectures, essay deadlines,
ñ Allow Ss time to read the web page again and private research, seminars,
answer. tutorial
ñ Check Ss’ answers around the class. accommodation halls, student house
teachers tutor
Answer Key
after-school university newspaper, drama
1 Matthew Springer 3 Sarah Miles activities club, canoeing club, parties,
2 Sylvie LeGrange, 4 Sarah Miles concerts, hanging out, formal
Steven Howard 5 Steven Howard dinners, social life, band,
theme night
3 Focus ➤ Matching words with their meanings
ñ Draw Ss’ attention to the underlined words in
Suggested Answer Key
the text and the list of meanings.
University life at Oxford University is pleasant.
ñ Ss complete the matching activity individually.
I spend a lot of time on campus attending
ñ Check Ss’ answers around the class.
lectures, studying in the library or having
meals in the college dining hall. I meet my
friends in the Student Union when I don’t have
essays to write or exams to prepare for!
173
7e Writing Skills
ñ Allow Ss time to complete the task in class (with
Although I only have to attend ten hours of
access to the Internet). Alternatively, set the
formal lectures every week, I keep fairly busy.
task for HW and Ss may interview people to get
There are also seminars and tutorials to
information.
attend, private research to do and essay
deadlines to meet.
I live in student halls. This is good because you Suggested Answer Key
get to meet a lot of different people and we Moscow State University was established in
have formal dinners together in the college 1755. It is a highly popular university.
dining hall. But next year I’d like to live in a Currently, more than 40000 undergraduates
student house with my friends. and about 7000 postgraduates are studying
I get on well with my teachers, especially my there. There are more than 4000 professors
tutor as we meet one-to-one and discuss and lecturers and every year you will find
everything together. about 2000 international students coming to
There are plenty of after-school activities to study there from all over the world.
get involved in. You can join the university Many students live in Moscow with their
newspaper, drama club or canoeing club, just families but those who come from other parts
to mention a few. There are always parties you of Russia and overseas live in student halls.
can go to – or concerts. I like to just hang out Life in halls is fun. Students often socialise
with my friends or go and see a band. The with each other – enjoy a cup of tea or some
social life is very good ― I especially like the food together, play the guitar and sing popular
theme nights at the Student Union. songs. There are also many student clubs you
can join, like the ‘KVN’ where you perform
amusing sketches to entertain your lecturers
5 Focus ➤ Writing a short article about the and fellow students.
most prestigious university in your country Life is not all fun, though! There are plenty of
ñ Explain the task and check Ss’ comprehension lectures to attend (which start as early as 7:45
by asking: What are you going to write? (a short in the morning!) and lots of assignments to
article); What is the subject of your article? complete ― not to forget examinations!
(the most prestigious university in my country);
What must you include? (details about where
students live, academic life, social life and so
on).
Objectives
Reading: a case study about a community 1 Focus ➤ Explaining an equation
volunteer; a list of actions to change the world
ñ Draw Ss’ attention to equation at the top of the
(matching)
page. Select a S to read it out to the class.
Skill ― reading for specific information
ñ Invite Ss to suggest ways in which small actions
Speaking: discussing taking action to change
can change the world.
world
Writing: about an idea to change the world
174
Across the Curriculum – Citizenship 7
Suggested Answer Key 3 Focus ➤ Matching actions and reasons and
Small actions when done by lots of people build suggesting your own
up to become large actions and this leads to
ñ Focus Ss’ attention on the list of actions (Little
real change.
Ways to Change the World) and the reasons for
these actions.
2 a) Focus ➤ Reading for specific information ñ Explain the task.
ñ Ss answer individually and then compare
ñ Elicit/Explain the meaning of the words answers with a partner.
‘volunteer’ (someone who does work without
being paid for it, because they want to do it)
Answer Key
and ‘case study’ (writing that gives
1 B 3 A 5 D
information about a person, group, or thing
2 E 4 F 6 C
and their development over a period of
time).
ñ Allow Ss time to read about Jacob and
Suggested Answer Key
answer the questions.
ñ Check answers with the class. Encourage Ss Action ― Walk or use public transport on your
to comment on what it must be like to be a way to school/work.
volunteer. Why? ― You’ll not waste energy/pollute the
environment and you’ll get fit at the same time.
Action ― Plant one tree each.
Answer Key
Why? ― Trees help combat pollution, are a
Jacob volunteers at a retirement home for a home to animals/birds and are attractive to
few hours each week because he wants to do look at.
something to make the world a better place.
Jacob feels that he is giving something and
getting a lot back, too. 4 Focus ➤ Discussing the likelihood of taking
certain actions
175
7 Across the Curriculum – Citizenship
5 Focus ➤ Planning a project that could change (note ― you could also do this with leftover
the world and presenting it to the class food)
7 Going Green
Objectives
Reading: an article about Dian Fossey (gapped 2 Focus ➤ Building up a story from notes
text)
ñ Focus Ss’ attention on the pictures and select a
Skills ― reading for text structure
few individual Ss to describe them to the class.
― reading for cohesion and coherence
ñ Elicit from Ss possible ways in which Dian Fossey
Vocabulary: adjectives to describe people
could have made a difference to our world.
Speaking: a presentation about an environmentalist
ñ Read through sentences A-E and explain any
unknown vocabulary. Invite individual Ss to
guess her story from the information given.
1 Focus ➤ Describing a scene
ñ Instruct Ss to close their eyes and listen to the Suggested Answer Key
recording. I see Dian interacting with the gorillas in the
ñ As the recording is playing, ask Ss the questions pictures. She seems to be able to communicate
in the rubric (Where do you think you are? What with them. She made a difference by helping us
is happening? How do you feel?) understand better these amazing creatures and
ñ Invite individual Ss to share their answers with fighting for their rights against being killed by
the class. poachers.
Suggested Answer Key
I am in the jungle and I hear the gorillas. I feel
excited but also peaceful at the same time
with the sounds of water running and nature
all around me.
176
Going Green 7
3 Focus ➤ Completing a text; explaining new ñ To declare war on poachers, people who
vocabulary could and did kill her, shows how
determined she was to protect the gorillas.
ñ Ss read the text and complete the gap-filling
task. Remind Ss that there is one extra sentence
that they do not need to use.
5 Focus ➤ Preparing and giving a presentation
ñ Allow Ss time to explain the words and phrases
about an environmentalist
in bold.
ñ Check answers with the class. ñ Arrange Ss in groups and explain the task.
ñ Allow Ss time in class to prepare their
Answer Key presentations (providing Ss with access to the
Internet) and then invite groups to present their
1 D 2 E 3 B 4 A
information to the class. Alternatively, Ss
collect information for HW and prepare and
deliver their presentations in the next lesson.
Suggested Answer Key
worked miracles: was extremely effective
Suggested Answer Key
disabled: lacking a physical/mental ability
save up: keep money to use in the future Rachel Carson (1907 – 1964), an American
behaviour: way of acting marine biologist and nature writer, grew up on
earned their trust: became their friend a small farm near Springdale, Pennsylvania. An
met the same fate: ended up the same way avid reader at an early age, she began writing
declared war: stated intention to fight when she was just eight years old. She is best
outspoken: giving opinion(s) freely without known today for her work ‘Silent Spring’ which
worrying about offending people led to a nationwide ban on the use of DDT and
target: focus of attack other harmful pesticides.
murdered: unlawfully killed After studying biology at the Pennsylvania
buried: put under the ground after the death College for Women, she studied zoology and
endangers: puts at risk gained her master’s degree in 1934. In 1935 her
extinction: no longer in existence (as a species) father died suddenly and Carson was left to
take care of her aging mother. Rather than
study further (to obtain a doctorate), she took
4 Focus ➤ Choosing the best adjectives to on a job at the U.S. Bureau of Fisheries. Carson
describe Dian Fossey also began submitting articles on marine life to
newspapers and magazines. In 1952 she gave up
ñ Read through the character adjectives listed in her job to concentrate on her writing. Carson’s
the exercise and check Ss’ understanding. main subject was the dangers of pesticide
ñ Based on their reading of the text Ss tell each overuse. She investigated many cases of
other in pairs the adjectives which best pesticide exposure and found evidence to
describe Dian Fossey and give reasons. support the pesticide-cancer connection.
ñ Invite a few pairs to share their idea with the Unfortunately, she developed cancer herself
class. and died at the age of 56. In recognition for her
work, Carson was awarded the Presidential
Suggested Answer Key Medal of Freedom – the highest civilian honour
ñ Dian must have been a very caring person in the United States.
because she spent her life helping disabled
children and then wild gorillas.
ñ Dian must have been very patient because
gorillas do not trust humans easily and
gaining their trust must have taken a very
long time.
177
7 Spotlight on Exams
Reading meaningful. The issue I really care about is poverty. I
think it is so wrong that we in the developed world have
Focus ➤ Reading for specific information
so much, and those in the undeveloped world have so
ñ Read through the statements and check Ss’ little. I plan to join an organisation like the Red Cross to
comprehension. fight this injustice.
ñ Allow Ss time to complete the task and check Speaker 4: I am not exactly sure what it is I want to do
answers. in life. All I know is that I want it to involve travel.
Travelling is my one true passion. I think there is no
Answer Key better education in life and nothing more exciting than
1 F 3 D 5 B seeing other lands and cultures. I just can’t understand
2 G 4 A 6 E people who don’t want to see the world… who are quite
happy to never leave their own country. Maybe travel
writing or travel photography would be the perfect job
Listening for me.
Speaker 5: I love animals and it is my dream to be able
Focus ➤ Matching speakers to dialogue
to work for them. What I mean by ‘for them’ is I don’t
ñ Explain the task. want to be a vet or zookeeper or anything like that. I
ñ Instruct Ss to read the prompts and identify the mean I want to try to make their lives better or safer.
key words. We hunt animals, destroy their habitats, keep them in
ñ Ss listen to the recording and answer. cruel conditions. I want to do something that will stop
ñ Play the recoding a second time if necessary human abuse of animals. I would love to work for the
and then check Ss’ answers. World Wildlife Fund.
178
Spotlight on Exams 7
Suggested Answer Key Suggested Answer Key
One person I really admire is Madonna. Born Dear Pete,
into a large Italian family, she first trained as a It’s always good to hear from you. I see you’re
dancer. Today, she is best known for her success as glad as I am to be finishing school. It’s been
as a pop star, actress and producer. She has had a tough year but it’s all over now!
more number one singles than any other You can imagine how I felt as the school bell
female singer and she has won numerous rang on the last day. That night we all went out
awards for her work. She travels a lot, working and celebrated. I’ll miss some of my friends
in the USA and the UK and also finds time to do but now I’ve got the time to do some of the
charity work and be a mother! things I always wanted to do.
Madonna continues to be successful because of Next year, I’m going to university. I am studying
her ability to recreate her image. She is an Italian so my holiday is hopefully going to be in
important role model for teenagers. She keeps Rome. I can’t wait to walk those historic
trying new things and never gives up. I would streets and speak to the locals.
like to live such a full life as Madonna. She is How was your brother's graduation? Your
an inspiration! parents must be so proud. What did he
graduate from? What are his plans now?
Hope to hear from you soon. Take care.
Writing Samantha
Focus ➤ Writing a letter to a pen friend
ñ Review the rubric with Ss.
ñ Identify the information that must be included
and allow Ss time to complete their writing.
ñ Ss hand in their letters for correction.
Progress Check 7
Progress Check 7 and Look at Module 8 should be done in one lesson.
Answer Key
1 1 attend 6 worth 4 1 off 3 on 5 out
2 triumph 7 rejected 2 through 4 out
3 longs 8 meagre
4 dreamt up 9 achieve 5 1 into 3 from 5 in
5 overcame 10 drop out 2 in 4 to
179
Module 8 Travel
Before you start … a leaflet (p. 149)
Direct Ss’ attention to the title of the module, Travel. (a little book or a piece of paper containing
Explain that in this module they will learn about places, information about a particular subject) What is the
airports and air travel as well as how to seek leaflet about? Is it attractive? Have you ever been
permission, make a request and use emphatic phrases. to the USA?
an author’s biography (p. 144)
Look at Module 8
(an account of an author’s life) Whose biography is
In order to stimulate discussion and interest, ask Ss which this? When did he live? What did he write? Have you
page each picture is from. Then elicit other information read any of his book?
(e.g. what the picture shows and what they think the unit
might be about).
Go through the rest of the sections with your Ss and
point out that by the end of the module they will know
Suggested Answer Key
how to perform the tasks listed.
Focus Ss’ attention on picture 1.
Explain that the module has:
T: What page is picture 1 from?
― a Literature section
S1: It’s from page 151.
― a Culture Corner
T: What can you see in picture 1?
― an Across the Curriculum section
S2: I can see an ornate building.
― a Going Green section
T: What is it made of?
S1: It looks like it is made of stone. etc Ask Ss to look at the relevant pages and elicit what each
Pic 2 (p. 149) section is about.
Which flag is this? How many stars and stripes does
it have? Why? What does the Russian flag look like? Suggested Answer Key
The Literature section seems to be about authors,
Pic 3 (p. 144) books and literature extracts. This one (pp.144-
What can you see in the picture? Why is the man 145) is about Jonathan Swift and has an extract
tied down? What work of literature does this from one of his works, ‘Gulliver’s Travels.’
picture represent?
The Culture Corner (p. 149) contains a leaflet
Pic 4 (p. 138) giving advice about what we should consider when
What do you see in the picture? Why do you think we visit the USA.
someone built it? Would you like to visit such a
place? Why? Why not? The Across the Curriculum section (p. 150) looks at
Art & Design and Paul Cezanne’s paintings.
Find the page number(s) for The Going Green section looks at different green
issues. This particular one (p. 151) is about Eco-
Allow Ss time to browse through the units and find the
Tourism and why it is important to preserve the
relevant information. Then ask them to explain what each
places we visit on holiday.
one is, and elicit simple information about each item.
Suggested Answer Key Listen, read and talk about …/Learn how to …/
paintings (p. 150) Practise …/Write/Make …
(pictures which someone has painted) Which artist
As described in the relevant section in Module 1.
are these paintings by? What do you show? Which
one do you like best?
180
8 a
Reading Skills
Objectives
Answer Key
Reading: article about mystic places
Skill ― reading for detailed understanding 1 C 3 B 5 D 7 A 9 B
Speaking: describing a place 2 A 4 C 6 D 8 C 10 B
181
8a Reading Skills
ñ Invite individual Ss to share their answers with
ñ The Pythia was the high priestess of the
the class.
Temple of Apollo.
ñ Jacob Roggeveen was the Dutch explorer Answer Key
who discovered Easter Island.
1 inhabited 7 fail
2 carved 8 archaeological
3 mystery 9 known
Vocabulary 4 preserve 10 predict
5 Focus ➤ Listing words under correct headings 5 lost 11 praise
6 ruins
ñ Write up the two headings ‘Water’ and ‘Land’ on
the board and draw Ss’ attention to the
vocabulary items given. Suggested Answer Key
ñ Elicit from the class where the first word two 1 My grandfather lived in a tiny cottage in
words should go and write them under the Wales.
correct headings. 2 The trees were all cut down.
ñ Ss complete the rest of the task individually. 3 Her future was told by a travelling mystic.
ñ Check Ss’ answers. 4 We need to conserve supplies or we’ll run
ñ Allow Ss time to write their sentences. out soon.
ñ Invite individual Ss to read their sentences to 5 I got lost and didn’t know where I was.
the class. 6 Athens is full of the remains of a great
civilization.
7 Don’t miss the bus or you’ll be late for
Answer Key
work.
water land 8 The Celts are an ancient people.
9 The face is familiar, but the name I can’t
lake, stream, mountain range,
recall.
canal, pond, woods, valley,
10 What did the weather forecast say?
dam, waterfall, glacier, bay,
11 They honoured the winning football team
hot spring, desert, swamp, with a parade.
river, glacier grassland, forest,
cliff, plain, cave
Speaking
7 Focus ➤ Expressing personal opinion
Suggested Answer Key
ñ Read out the rubric to the class.
Barguzin mountain range is 280 kilometres of
ñ Ss answer in pairs.
mountains in Buryatia, Russia.
Nepristupny waterfall in the Altai region of Suggested Answer Key
Siberia is 150 metres in height.
A: I would like to visit Machu Picchu.
The Diuktai Cave is an archaeological site on
B: Why’s that?
the Alden river in Russia and was once occupied
A: I have always wanted to go to the Andes
by prehistoric man. etc
Mountains in Peru. I have seen it in
photographs and it would be so exciting to
6 Focus ➤ Understanding easily confused words see the ‘Lost City of the Incas’ and imagine
how they once lived.
ñ Explain the task by completing the first item B: Yes, that would be an excellent experience.
with the class. A: Which place would you like to visit?
ñ Ss complete the remainder of the task B: I think I would like to visit Delphi. I have
individually. Encourage Ss to guess first and then never been to Greece. If I went there, I
check their guesses in their dictionaries. could ask the Oracle a few questions!
182
Reading Skills 8a
Words of Wisdom Suggested Answer Key
ñ Draw Ss’ attention to the quotation. I agree with the quotation that mysteries keep
ñ Elicit ideas for how to paraphrase the quotation us alive and in search of knowledge. Mysteries
and build up a paraphrase on the board. ? Ss discuss make life interesting and more exciting. I
the meaning in pairs or small groups. would not want to know everything that has
ñ Elicit whether Ss agree or disagree with the happened as it is sometime fun using you
quotation and ask Ss to justify their opinions. Ask imagination to understand what happened.
various pairs or groups to report back to the class.
8 b
Listening & Speaking Skills
Objectives
Vocabulary: airports & air travel
2 Focus ➤ Matching words to form collocations
Reading: a dialogue ñ Remind Ss that we can form compound nouns by
Skills ― reading to understand text structure putting two nouns together or by putting an
― reading for cohesion and coherence adjective and a noun together. Elicit examples
Speaking: requesting/agreeing/refusing; from the class.
emphatic phrases ñ Draw Ss’ attention to the two columns and
Listening: short exchanges (multiple choice) explain the task.
Skill ― listening for specific information ñ Ss complete the task individually.
ñ Check Ss’ answers and elicit where we can find
all these things.
Vocabulary ñ Allow Ss time to write sentences using the
1 Focus ➤ Describing pictures related to collocationss.
transport
Answer Key
ñ Focus Ss’ attention on the pictures. Elicit the
1 b 3 c 5 e 7 f
means of transport shown.
2 d 4 a 6 g
ñ Ask individual Ss to state the means of transport
they prefer. Invite Ss to give reasons for their
choices and encourage discussion.
Suggested Answer Key
1 I handed in my ticket at the check-in desk.
Answer Key
2 My bag took hours to appear at baggage re-
1 aeroplane 3 bus claim.
2 train 4 boat 3 The departure board showed that our
flight had been delayed.
4 We settled down for a long wait in the
Suggested Answer Key departure lounge.
I prefer to travel by aeroplane. You can travel 5 I bought my wife some expensive perfume
long distances easily and it’s fun to fly. at the duty-free shop.
183
8b Listening & Speaking Skills
Answer Key ñ Explain the task and allow Ss time to reread the
dialogue and note the order of the information.
1 jet 5 take-off 9 cabin
ñ In pairs, Ss read out the dialogue.
2 aisle 6 air traffic 10 delayed
3 short 7 boarding
4 hand 8 poor Answer Key
ñ Where/when to board ― 7
ñ Who packed his bags ― 5
Everyday English ñ Where he would like to sit ― 2
4 Focus ➤ Acting out exchanges: requesting ― ñ To hand over his travel documents ― 1
agreeing/refusing ñ To say whether he is carrying any forbidden
items ― 6
ñ Ask Ss to focus on the language box on p.140.
ñ How much luggage he has ― 3
ñ Read through together and explain any new
ñ Where to put his suitcase ― 4
vocabulary.
ñ Review the example and explain the task.
ñ In pairs, Ss complete the task. 7 a) Focus ➤ Listening to improve
ñ Encourage Ss to use each prompt and allow each pronunciation
other to play both roles.
ñ Monitor progress around the class, providing any ñ Allow Ss time to read through sentences 1-6.
necessary assistance. Elicit what they mean in Ss’ L1.
ñ Allow each pair to perform one exchange each ñ Play the recording, pausing after each
for the class . utterance so Ss can repeat. Check their
pronunciation and intonation.
Suggested Answer Key ñ Ss listen again and check the words/syllables
A: Could you please tell me where Passport that are emphasised.
Control is? ñ Check Ss’ answers.
B: Yes, of course. Go down the escalator and
you will see it at the end of the corridor. Answer Key
A: Could you please help me pack my luggage? 1 our 3 time 5 Andrew
B: I’m sorry, but I am really bad at packing. 2 John 4 now 6 That’s
Anyway, I have to go out now.
A: Would it be OK if you collected my ticket?
B: Yes. That’s fine. I’m going to the airport
this afternoon anyway.
184
Listening & Speaking Skills 8b
2 You know, my husband is exactly the same as you.
b) Focus ➤ Practising emphatic structures He flies, because he wants to see the world, but
ñ Explain the task by completing item one as he’s scared stiff and feels nervous for days before
an example and writing the answer on the each flight. I keep telling him that flying is the
board. safest form of transport but it doesn’t make any
ñ Ss complete the rest of the task individually. difference. To tell you the truth, I used to love
ñ As an extension activity Ss role play the flying because it meant I was going somewhere
situations in pairs and expand on them. nice, but these days I have to fly so often for my
job that it really doesn’t thrill me anymore. I find it
Answer Key rather tedious in fact, especially when I’m flying
with one of those budget airlines that don’t even
1 Was it Mike who went to Paris last year?
show any movies or serve you a meal.
2 Ann didn’t get up early enough. That’s why
she missed her flight.
3 I’m been booking all of my business trips with this
3 It’s time we went on holiday together.
airline for years now simply because they have such
4 What I need now is a nap.
a good reputation, but quite frankly I’ve been a bit
disappointed with them lately. Don’t get me wrong
– I’ve never had a problem with the flights being
Listening
delayed or cancelled or anything, but I just get the
8 Focus ➤ Listening for specific information ― impression that their customers aren’t so important
answering multiple-choice questions to them any more. It all seems to be about money
ñ Play the recording. now. You know, serving a quick sandwich instead of
ñ Ss select the correct answer by circling A, B, or C. a hot meal, cutting down the leg room in economy,
ñ Play the recording again so Ss can check their only letting you take a small amount of luggage and
responses. then charging you more if you want to take more.
It’s a shame, because they’ll definitely start losing
customers if they carry on like this ...
Answer Key
1 C 2 C 3 B
Say it right
9 Focus ➤ Matching requests to responses
TAPESCRIPT
ñ Explain the task.
Student: “... so would you recommend that I get the ñ Draw Ss’ attention to the requests and possible
round-the-world ticket?” responses.
Travel Agent: Well, that depends on what’s important ñ Read each prompt (1-3) and elicit the
to you. It’s not necessarily the cheapest option, but it appropriate response from Ss.
allows the most flexibility. If you change your mind ñ Play the recording for Ss to listen and check
about where you want to go next, for example, or if you their answers.
want to stay where you are for a bit longer, you can,
without any extra cost - provided that there is a seat Answer Key
available on the flight you want, of course.
1 b 2 c 3 a
Student: Oh, right. Actually, that sounds like it might be
the best option for me because I haven’t really made up
my mind exactly where I’d like to go yet. So how much
is that ticket?
Travel Agent: Well, for an eight-destination open
ticket, it’s ...
185
8 c
Grammar in Use
Objectives ñ Allow time for Ss to complete the task in pairs.
Grammar: inversion; plural/singular nouns; ñ Check Ss’ answers around the class.
quantifiers; phrasal verbs with check;
dependent prepositions Answer Key
1 was 7 is 13 are
2 is 8 is/are 14 doesn’t
1 Focus ➤ Understanding how inversion is used 3 some 9 is 15 was
ñ Read the theory box with Ss. 4 is 10 was/were 16 are
ñ Elicit similar structures in Ss’ L1. 5 is/are 11 want 17 are
6 has 12 is
(Answers in Ss’ L1)
The cabin crew and the team can take wither
2 Focus ➤ Completing sentences using inversion a singular or plural verb because they are
ñ Explain the task. collective nouns referring to a group of people.
ñ Do the first item with Ss as an example.
ñ Ss complete the task. Check Ss’ answers.
5 Focus ➤ Completing sentences using singular
and plural nouns
Answer Key
1 you agree, can we go ahead and book the ñ Explain the task.
holiday. ñ Allow Ss time to complete the task in pairs.
2 does he take time off work. ñ Invite pairs to read out the exchanges to the
3 you paid in advance class.
4 did he take
5 did I expect that Answer Key
6 no circumstances are refunds given 1 a hair 4 a work
7 enjoyable was our b hairs b works
2 a experiences 5 a scales
b experience b scale
3 Focus ➤ Practising so, neither/nor 3 a woods 6 a customs
ñ Explain the task. b wood b custom
ñ In pairs, Ss complete the task.
ñ Invite pairs to answer each prompt to check
answers with the class. 6 Focus ➤ Choosing the correct quantifies
ñ Explain/Elicit what ‘quantifies’ are (words put
Answer Key before nouns to show how many there are).
1 Neither/Nor do 4 So did ñ Refer Ss to the Grammar Reference section for
2 So will 5 Neither/Nor do how quantifies are used in English. Clarify as
3 Neither/Nor could necessary.
ñ Explain the task.
ñ Allow Ss time to complete the task.
4 Focus ➤ Choosing the correct verb form ñ Check Ss’ answers.
186
Grammar in Use 8c
Answer Key Answer Key
1 A: any 4 A: a little 1 anybody/anyone, everywhere, nowhere
B: a few, some B: some 2 Nobody/No one
2 A: any 5 A: no 3 Somebody/Someone
B: none B: Few 4 anything; nothing
3 A: A lot of 5 anywhere
B: A few
ñ Several, (a) few, many, a (large/ 9 Focus ➤ Choosing the correct quantifiers
great/good) number of are followed by a
ñ Explain the task.
countable noun.
ñ Do the first item with Ss as an example.
ñ Much, (a) little, a great/good deal of, a
ñ Ss complete the task individually.
large/small amount/quality of are
ñ Check Ss’ answers.
followed by an uncountable noun.
ñ A lot of, lots of, hardly any, some, no,
plenty of are followed by a countable or Answer Key
uncountable noun. 1 every 4 whole 7 all
ñ Any is used in questions and negations. 2 each 5 both 8 Either
3 none 6 Neither
187
8 d
Literature
Objectives
Answer Key
Reading: biography; extract from Gulliver’s
Travels (text completion) 1 C 3 A 5 E
Skills ― reading for structure 2 G 4 F 6 D
― reading cohesion and coherence
― reading for detailed understanding Sentence D best describes the picture.
Vocabulary: words and idioms related to the
weather; adjectives to describe character
4 a) Focus ➤ Matching words and meanings
Listening: a summary of Part 1 of Gulliver’s Travels
Skills ― listening for detailed understanding ñ Draw Ss’ attention to the highlighted words
Writing: a modern-day summary of the story throughout the text.
ñ Read the definitions provided and
elicit/explain the meaning of any new
1 Focus ➤ Generating interest in the story vocabulary.
ñ Explain the task and match the first pair of
ñ Focus Ss’ attention on the title of the story and
words as an example.
the picture. Invite Ss to describe what they see.
ñ Allow Ss time to complete the task.
ñ Ask the class the questions in the rubric.
ñ Check answers with the class.
ñ Ss read the biography to find out the answers.
Answer Key
Answer Key
particulars ― details
Yes, I have/ No, I haven’t read this novel.
suffice ― be enough
The people who have caught Gulliver are the
driven ― blown
little people who live on the island of Lilliput.
spied ― spotted
split ― cracked or divided in two
became of ― happened to
2 Focus ➤ Imagining a scene from the beginning
assume ― imagine sth to be true
of the story
attempted ― tried
ñ Explain the task. fastened ― attached
ñ Play the recording. Ss listen and imagine what is slender cords ― thin ropes
happening at that point in the story. bending ― moving downwards and forwards
ñ Invite individual Ss to share their ideas with the
class.
b) Focus ➤ Paraphrasing literary expressions
Suggested Answer Key ñ Ask individual Ss to rephrase each underlined
He was in a sea storm and washes up on a phrase into everyday language.
beach. He is exhausted and confused. ñ Provide assistance as necessary.
188
Literature 8d
I was in the utmost astonishment: I was very 5 The room was lit by a single ray of sunshine
surprised coming through the blinds.
ran back in fright: moved away because of 6 He grabbed his hat as a sudden gust of wind
(their) fear whipped it off his head.
ventured so far: brave enough to get 7 The hailstones battered the roof of the car.
by way of admiration: in amazement
at length: after a while
the methods they had taken to bind me: the 7 Focus ➤ Understanding idioms
ways they had used to tie me ñ Read out the rubric.
ñ Allow Ss time to complete the task.
ñ Check Ss’ answers.
5 Focus ➤ Understanding easily confused words
ñ Elicit from Ss whether there are similar
ñ Ss complete the task individually, using their expressions in their language.
dictionaries.
ñ Check answers with the class. Answer Key
1 bolt 3 clouds 5 thunder
Answer Key 2 storm 4 rain
1 violent 4 hazy 7 howling
2 Strong 5 downpour
3 breeze 6 showers 8 Focus ➤ Reading for detailed understanding
ñ Read out the rubric.
6 Focus ➤ Practising vocabulary related to the ñ Ss answer individually and then compare
weather answers in small groups.
ñ Invite groups to share their answers with the
ñ Explain the task by completing item 1 as an class. Correct as necessary.
example.
ñ Ss complete the remainder of the task
Answer Key
individually.
ñ Ss check their answers using the Word List. ñ a conflict of man against nature ― the
ñ Allow Ss time to write their sentences. wind was so strong that we were driven
ñ Invite individual Ss to read their sentences with directly onto it (lines 9-10); I ... ws pushed
the class. forward by the wind and tide. (lines 18-19)
ñ an internal conflict ― I lay all this while, as
the reader may believe, in great uneasiness
Answer Key
(lines 47-48)
1 clap 3 flake 5 ray 7 stone ñ physical conflict ― I attempted to rise but
2 bolt 4 drop 6 gust was not able (line 29); struggling to get
loose (line 48); at the same time with a
violent pull, which gave me excessive pain,
Suggested Answer Key (lines 53-54)
1 The loud clap of thunder shook the
windows.
2 A bolt of lightning lit up the night sky. 9 Focus ➤ Characterising the Lilliputians and
3 She laughed as a snowflake settled on her Gulliver
nose. ñ Read out the rubric and draw Ss’ attention to
4 The first heavy raindrop splashed down in the adjectives given to describe character.
front of me and I knew we were in for a ñ Check Ss’ comprehension of the vocabulary given.
downpour. ñ Play the recording.
189
8d Literature
ñ Ss choose their answers individually and then
What happened to my crew and the space ship I
compare answers with a partner.
have no idea. I awoke from a very deep sleep to
ñ Invite pairs to feed back to the class, supporting
see what appeared to be bright laboratory
their opinions with references to the story.
lights above me. I attempted to rise only to
understand I was strapped down. I heard a
Suggested Answer Key strange noise like a buzzing and realised it
The Lilliputians ― proud (of their country), resembled some kind of language. It was then
cruel (wish to punish Gulliver, want to enslave that to my utter amazement I saw a small, not
their enemies), pompous (arrogant court) more then a few centimetres in size, human-
like creature that was hovering above me and
Gulliver ― helpful (helps them win a war); staring with its large colourless eyes at me. I
well-intentioned (doesn’t intentionally hurt bellowed out a moan and the creature flew
the Lilliputians: assures them of his good back in astonishment.
behaviour) Seconds later another of these human- like
things ventured carefully above me and spoke
with a gentle voice some bizarre sounds.
10 Focus ➤ Writing a modern day version of the Moments later other similar creatures
story in summary form appeared next to the first one and repeated
ñ Explain the task. this strange sound several times. I tried to
ñ Allow Ss time to complete their writing. break free from my restraints but understood
ñ Ss compare their versions with a partner. that there was no point. I was dealing with a
ñ Select individual Ss to present their summaries highly evolved alien species that probably
to the class. surpassed me in both intelligence and
technology.
Suggested Answer Key
We had been floating aimlessly in space for
days since losing communications with the
space centre. The crew was weak as food
supplies were running low. The worrisome part
was our oxygen supply was diminishing and I
had calculated only a day left before we ran
out. We had to establish contact soon with
home base or we would never find our way
back to the space station. One the 5th of
November, a strong gravitational force began
pulling the ship in a strange direction. We
could not fight it and the last thing I saw was a
flash of bright light before the ship crash
landed somewhere.
190
8 e
Writing Skills
Objectives
Vocabulary: phrases using the senses; static/
3 Focus ➤ Identifying the main ideas in an
article
moving features
Reading: a description of someone’s favourite ñ Read out the model article and the questions to
place the class.
Skills ― reading for gist ñ Ss answer individually.
― reading for specific information ñ Ss compare answers with a partner.
Grammar: the order of adjectives; past ñ Confirm the correct answers.
participles
Writing: an article describing a popular tourist Answer Key
destination/a letter recommending the perfect
Para 1 ― name (Osoyoos Lake); location
day for a day trip
(British Columbia, Canada); reason for choosing
the place (I spent many happy summer holidays
there as a child)
1 Focus ➤ Introducing descriptions of places Para 2 ― description (stunningly beautiful/
sandy shores/ cool, shady trees etc)
ñ Read out the two questions in the rubric to the Para 3 ― activities (water sports/ swimming/
class and elicit possible answers. camping); childhood experience
ñ Ss read the theory box and check whether their Para 4 ― final comments (unforgettable
answers were correct. memories); feelings (a very special place in my
heart)
Answer Key
We can read articles describing places in The place is special to the writer because of
newspapers, magazines or on websites. They the happy times he spent there as a child.
are usually written in the present tense but the
past tense is used to write about historical
facts or actions in the past. 4 Focus ➤ Reading for specific information
ñ Brainstorm a variety of adjectives and adverbs
2 Focus ➤ Understanding a rubric with the class and write them on the board.
Elicit why it is a good idea to use a variety of
ñ Select a S to read the rubric to the class. adjectives in our writing (to make our writing
ñ Ss list the key words and answer the questions vivid). Elicit what else we can do to make our
individually. writing come alive (use the senses in our
ñ Check answers with the class. writing).
ñ Select a S to read the theory box to the class.
Answer Key ñ Allow Ss time to find examples in Ex. 3.
key words: notice, travel magazine, articles, ñ Check answers with the class.
title, My Favourite Place, describe, what you
can see and do there, why you like it so much, Answer Key
120-180 words adjectives: happy, spectacular, exciting,
unique, beautiful, wonderful, interesting, fun,
You are the reader of a travel magazine and popular, long, hot, fantastic, unforgettable,
your article will be read by other readers of special
the magazine.
adverbs: truly, stunningly, particularly, loudly
You will write an article.
191
8e Writing Skills
senses: orchards stretching as far as the eye 7 Focus ➤ Understanding the order of
can see, scent of all kinds of fruit, listen to the adjectives
crickets chirping
ñ Ss’ books closed, brainstorm different categories
of adjectives with Ss (e.g. size/age/shape/
5 Focus ➤ Reading for specific information colour etc) and write them on the board and
provide example adjectives.
ñ Ss’ books closed, invite Ss to recall the things ñ Ss’ books open, read through the theory box
that are described in the article on p.146. (order of adjectives) with Ss. Elicit whether the
ñ Ss’ books open, read out the question in the same order is used in Ss’ L1.
rubric. ñ Explain the task.
ñ Encourage Ss to answer from memory/using ñ Ss answer individually and then compare
their own ideas before checking the text. answers with a partner.
ñ Elicit the correct answers from individual Ss
around the class.
Answer Key
1 spectacular ancient stone statues
Answer Key 2 beautiful long hot summer
ñ holidays ― happy 3 wide stony path
ñ lake ― spectacular, unique beautiful 4 cute little wooden huts
ñ shores ― sandy 5 huge brightly-coloured fields
ñ trees ― cool, shady 6 wonderful old French bakery
ñ water sports ― interesting, fun, popular
ñ afternoons ― long, hot
ñ memories ― unforgettable, exciting Suggested Answer Key
1 We gasped in amazement at the spectacular
6 Focus ➤ Practising using more interesting ancient stone statues.
adjectives 2 I will always remember that beautiful long
hot summer.
ñ Read through the list of simple adjectives with 3 The children ran along the wide stony path.
the class and check Ss’ comprehension. 4 The cute little wooden huts were hidden
ñ Explain the task. away in the heart of the forest.
ñ Ss answer individually and then compare 5 You can see the framers working in huge
answers with a partner. brightly-coloured fields.
ñ Invite a few Ss to read out their versions of the 6 The aroma of freshly-baked bread led us to
text to the class and comment on the effect of a wonderful old French bakery.
the new adjectives.
192
Writing Skills 8e
b) Focus ➤ Completing a text using the B: As you step out of the hotel, you can feel
correct adverbs the icy cold air burning your ears. Walking
along the street, you can feel the crunch of
ñ Focus Ss’ attention on the list of adverbs and
snow under your feet and see the melting
check Ss’ comprehension using Ss’ L1.
snow dripping from the rooftops as a clear
ñ Explain the task. Ss answer individually.
blue sky brings a little warmth to this
ñ Select a S to read out the text to the class
winter wonderland.
for correction.
193
8e Writing Skills
194
Writing Skills 8e
Suggested Answer Key I can whole-heartedly recommend Buxton
B Dear Editor, for a fantastically relaxing day trip away
from the worries and cares of office and
Having been an avid reader of your travel
work. Once you visit this warmly-inviting
supplement for many years now, I thought I
little town, you’ll have moments to cherish
would send in my recommendation for the
for the rest of your life.
perfect day trip, Buxton, an ancient spa
town where I have spent some of my most Yours faithfully,
pleasurable moments. Sarah Kingsley
Situated in the heart of the Cheshire
countryside, Buxton is delightful old English
town with beautiful tree-lined avenues and 14 Focus ➤ Checking your partner’s answer
the excitement of a big town combined with ñ In pairs, Ss read each other’s work and check
peacefulness of a country village. that steps 1-6 have been followed and also
Visit Buxton Opera House, home to an ever- check the grammar, punctuation and spelling.
expanding annual festival that almost every ñ Ss give each other feedback.
year gets more and more popular. Spend ñ Allow Ss time to make any necessary corrections
time in the Roman Baths and sweat off the to their work before handing in their final draft.
hustle and bustle of city life. Eat a
deliciously filling pub lunch and walk it off
in the nearby forests while relaxing to the
sounds of chirping birds in the trees and the
gently splashing water in the streams.
8 Culture Corner
Objectives
Reading: a leaflet
b) Focus ➤ Predicting the content of a leaflet
Skills ― reading to predict text content ñ Instruct Ss to read the parts of the leaflet in
― reading to understand gist bold.
Vocabulary: American English and British English ñ In pairs, Ss discuss what they expect to read.
Writing: a short paragraph about whether it is ñ Ss read and listen to the text to check their
important to learn about the customs of a country predictions.
you are visiting; a list of advice; a leaflet giving ñ Elicit from Ss the purpose of the author.
advice about good manners
Suggested Answer Key
I expect to read some advice about how to
1 a) Focus ➤ Introducing the topic behave as a visitor to the USA.
Focus Ss’ attention on the leaflet. Elicit answers
to the questions in the rubric.
Answer Key
Answer Key The author’s purpose is to give advice/
It is for people visiting the USA. “Mind your information about what is/not accepted in
manners’ means to behave correctly in society American society.
and avoid offending anyone.
195
8 Culture Corner
196
Culture Corner 8
Suggested Answer Key Drink and Be Merry: never refuse a drink or a
toast offered to you by a Russian as they will
Visiting Russia? A few things to keep in mind ... see it as a personal rejection.
Be Serious: excessive smiling or laughing in Stand up Straight: do not stand with your
public is seen by most Russians as strange as hands in your trouser pockets; it is considered
they are usually reserved and serious in public rude.
situations.
Keep your Feet on the Ground: try not to
Call Ahead: unexpected visits are not usually show the soles of your shoes, it is considered
done, so better to arrange appointments ahead impolite.
of time.
... and as in most countries saying ‘please’ and
Don’t be offended: Russian tend to yell and ‘thank-you’ is always appreciated and seen as a
become angry or upset in business meetings sign of politeness.
and negotiations, don’t take it personally.
197
8 Across the Curriculum – Art & Design
198
Across the Curriculum – Art & Design 8
Going Green 8
Objectives
Reading: an article about eco-tourism (gap-fill –
2 Focus ➤ Reading for lexico-grammatical
accuracy
word formation)
Skill ― reading for lexico-grammatical accuracy ñ Explain the task.
Writing: expressing personal opinion on eco- ñ Allow Ss time to complete the exercise
tourism individually and then compare answers with a
partner.
199
8 Going Green
ñ Ss answer individually, using a dictionary as
Suggested Answer Key
necessary.
Tourists might cause damage to a holiday
ñ Check Ss’ answers around the class.
destination by walking in places they shouldn’t
and damaging the surrounding area. They
Answer Key might also drop litter, write graffiti, or take
officially ― legitimately artifacts home with them. They might not
excavation ― digging realise what they are doing is wrong, nor
looting ― stealing understand the extent of the damage they are
fort ― stronghold causing.
sculpted ― carved It is very important to preserve places of
concentration ― collection natural beauty because we have an obligation
to look after them so that future generations
can appreciate them. The world is a beautiful
4 Focus ➤ Writing about the necessity for eco- place and it is a pleasure to look at it. Who
tourism
wants to live somewhere ugly? etc
ñ Explain to Ss that they will be given exactly
three minutes to write on two topics.
ñ Select two Ss to read out the topics to the class.
ñ Allow Ss exactly three minutes to complete
their writing. Remind Ss to give reasons for their
opinions.
ñ Invite individual Ss to read their writing to the
class.
8 Spotlight on Exams
200
Spotlight on Exams 8
In my senior year of high school, I applied to all the top
photography colleges on the east coast. I chose one in
Use of English
New York and started there immediately after I finished
school. In my final year there, I won a summer Focus ➤ Practising word formation
apprenticeship at the National Geographic Society. They ñ Explain the task.
must have liked my work because after I graduated, I ñ Allow Ss time to read the text as it is.
was offered a job with them. Next month, I will have ñ Check Ss’ comprehension of the words to be
been working for them for two decades! used in bold.
For me, photography is most definitely about art. Being ñ Ss complete the task and check their answers by
able to appreciate colour, lighting, shadow and texture, rereading the completed text.
for instance, will help you get the best shots. But ñ Check answers with the class.
equally as important are the technical aspects of
photography. It’s not just a case of point and shoot. You
Answer Key
need to know what type of camera, shutter speed,
exposure, and so on and so forth, is going to capture 1 powerful 4 farming
your subject and the moment best. If you don’t have 2 findings 5 disastrous
this technical knowledge, you can produce results you 3 virtually 6 invaders/invasions
really like but without knowing why they worked or how
to reproduce them.
Basically, professional photography is a lifestyle. It
Writing
involves weeks - sometimes months - of travel on the Focus ➤ Writing an opinion essay
road when you are on assignment. These long periods of
ñ Explain the task.
absence can cause a strain on family relationships,
ñ Read through the points in the plan with the
although I am happy to say that I have never particularly
class.
had any problems of that nature. And for me, the
ñ Remind Ss to write 120-180 words.
opportunity to travel the world, to see places and things
ñ Ss complete the task and exchange their piece
that most people can only dream of, makes up for any
of writing with a partner to proofread.
disadvantages. I never get bored in my profession. I
ñ Ss redraft and hand in the final copy.
have been in the deepest, darkest depths of the Amazon
rainforest, trekked across the deserts of Africa, sailed
Suggested Answer Key
the wild seas of Antarctica. I have stared into the eyes
of a snow leopard and watched in awe as a million When we talk about air pollution, we usually
wildebeest cross the African plains. But out of all the discuss the traffic on the roads. But what about
things I’ve seen and experienced, I think the most planes? Flying can be just as bad for the
important thing I’ve gained is a deep appreciation of environment and some people have suggested
the incredible wonders of nature and the beauty of our limiting flights. As with most issues there are
planet. Nothing compares to that.” both advantages and disadvantages.
If flights were limited then air quality would
Reading definitely improve. Because planes release a
Focus ➤ Reading for specific information lot of polluting CO2 into the atmosphere, there
should be some sort of control on the number
ñ Explain the task. of planes in the air. Also, flying uses up an
ñ Ss read through the texts and match them to incredible amount of fuel at a time when our
the headings. Remind Ss there is one text they supplies of fossil fuels are in danger of running
will not use. out.
ñ Check Ss’ answers. On the other hand, people say that we do not
limit the number of cars on the road, so why
Answer Key should we place restrictions on the air. In
1 C 3 A 5 B 7 F addition, recent campaigns have led to
2 G 4 E 6 H
201
8 Spotlight on Exams
8 Progress Check
Answer Key
1 1 symbols 6 remote 3 1 out 3 in 5 up
2 aisle 7 sculpted 2 off 4 out
3 unique 8 feat
4 1 with 3 of 5 with
4 excavation 9 conveyor
2 of 4 by
5 consults 10 boarding
5 1 much did we enjoy 4 did I expect to
2 1 none 6 So
2 you booked early 5 my dad agrees can I
2 both 7 each
3 do I go away
3 All 8 Every
4 nor 9 either 6 1 d 2 a 3 e 4 b 5 c
5 Neither/Nor 10 Neither/Nor
202
Word Perfect Key
Module 1 5 stand up for her rights
6 do our bit
1 1 priority 5 support
2 tradition 6 policy
3 1 shivered 4 rags
3 concept 7 child
2 growling 5 means
4 honour 8 stroll
3 pleaded 6 realise
2 1 c 3 h 5 g
4 1 chasing 4 convicted
2 d 4 b 6 a
2 arrested 5 confess
3 broken 6 sentenced
3 1 widowed 4 engaged
2 divorced 5 single
Module 4
3 married 6 elderly
1 1 c 3 a 5 e 7 f
4 1 stubborn 7 skinny 2 g 4 h 6 d 8 b
2 shy 8 pessimistic
3 almond-shaped 9 confident 2 1 under 6 hoarse
4 bun 10 nervous 2 dizzy 7 nose
5 casual 11 sheep 3 back 8 finger
6 dry 12 block 4 down 9 ankle
5 rash 10 pain
Module 2
3 1 severe 5 internal
1 1 caused 6 killing 2 irresistible 6 thumping
2 over 7 chest 3 narrow 7 agonising
3 essential 8 take 4 crippled 8 hacking
4 stamped 9 million
5 whispered 10 down 4 1 hailed 4 glimpsed
2 admitted 5 rowed
2 1 dissuade 5 resist 3 drowned 6 fetched
2 give in 6 persuade
3 discouraged 7 pick Module 5
4 influence 8 bumped
1 1 industrial 6 residential
2 fully-furnished 7 cosmopolitan
3 1 sick and tired 4 get you down
3 abandoned 8 posh
2 building up 5 take it anymore
4 well-lit 9 historic
3 lose your temper
5 shanty 10 rough
4 1 have been 3 broke
2 a) 1 b 3 e 5 c
2 Take 4 am losing
2 f 4 d 6 a
Module 3
b) 1 bird mess
1 1 pay 4 found 2 lack of trees
2 contacted 5 threatened 3 heavy traffic on the roads
3 confessed 6 shoplifting 4 stray animals
5 overcrowded public transport
2 1 had the right to 6 cars parked on the pavements
2 have no right
3 have the responsibility to 3 1 kitchen 3 heads 5 pedestrianised
4 take responsibility for 2 path 4 drain 6 beggar
203
Word Perfect Key
Module 7
1 1 overcome 5 achieve
2 change 6 come
3 face 7 reject
4 wait 8 make
3 1 position 4 lesson
2 qualifications 5 loan
3 fees 6 colleagues
4 a) 1 b 3 g 5 d 7 f
2 a 4 c 6 e
204
Grammar Check Key
Module 1 8 Did you have, had only been playing, started
9 Was your brother, arrived, had already gone out
1 1 are having 7 are visiting
2 are staying 8 are attending
8 Suggested Answers
3 have 9 aren’t
I had to work overtime yesterday.
4 go 10 Have you finished
I usually take a walk round the park in the
5 have gone 11 are leaving
afternoons.
6 haven’t done 12 reaches
We had dinner at my aunt’s two weeks ago.
I’m going to go away for the weekend next
2 1 am seeing, see
weekend.
2 are you smelling, smells
I haven’t gone swimming for six months.
3 am thinking, think
I joined the new gym last week.
4 is Annie, don’t know, is
5 looks, am looking
9 Suggested Answers
6 are you tasting, tastes
A: Did you use to play in the park when you were a
child?
3 Suggested Answers
B: Yes, I did. We had many parks in our
1 am studying for my exams
neighbourhood. How about you?
2 hasn’t called me
A: There were no parks near my house, so I used to
3 enjoy a good romantic comedy
play in the schoolyard.
4 approve of me staying out late
5 have ... been to France
A: Did you use to ride a bicycle when you were a
6 is feeling better
child?
7 has … corrected yesterday’s tests
B: Yes, I did. How about you?
8 mind my using his computer
A: Well, I did until it was stolen, and I didn’t get a
9 have read twenty pages
new one until much later.
10 work
A: Did you use to go to parties when you were a
4 2 is going to rain.
child?
3 are going shopping.
B: Yes, I did. There was a party nearly every
4 post a letter for me?
weekend. How about you?
5 leaves at 6 o’clock.
A: Oh, once in a while someone would have a party.
6 will be lying under the hot sun on a beach in the
Caribbean.
A: Did you use to own a pet?
B: No, I didn’t. My mother’s allergic to fur. How
5 1 am going to 4 ’ll
about you?
2 ’ll 5 are going to
A: I had two dogs and a cat.
3 are going to 6 ’ll
A: Did you use to make tree houses?
6 1 is visiting 4 will become
B: No, I didn’t. There weren’t many trees near our
2 is about to 5 going to be
house. How about you?
3 is going to/is due to
A: We had a tree house in our garden.
205
Grammar Check Key
10 1 C 3 B 5 B 6 1 because of 5 since
2 A 4 A 6 C 2 because 6 because
3 Since 7 Since
Module 2 4 due to 8 because
1 A kangaroo is an animal that lives in Australia.
7 1 so 4 such 7 such
A dentist is someone who fixes people’s teeth.
2 such a 5 so 8 such a
A cinema is a place where you can see films.
3 so 6 such an
A firefighter is someone who puts out fires.
A mobile phone is something that you can make
8 Suggested Answers
calls with.
1 of her behaviour in class.
A key is something to open and lock doors with.
2 you see something you like.
A dictionary is a book that helps you spell correctly.
3 that some people had to dance outside.
4 to build up his muscles.
2 1 The letter (which) he posted three days ago
5 that we all avoid sitting with her.
hasn’t arrived yet.
6 that we decided to go for a walk.
2 They are playing a song on the radio which is my
7 she was wearing a strange hat.
favourite.
8 more people came over for Christmas.
3 The football match, (which) my friend played in,
9 that she can’t even afford to take the bus.
was very exciting.
10 he is hard to reach.
4 Let’s go to Greece where the sun always shines.
5 The sweets (that) we bought yesterday are
Module 3
delicious.
6 Tom introduced me to Mr Smith who is his 1 1 having 9 repair
manager. 2 stay 10 trying
7 I am reading a book at the moment which is very 3 painting 11 be
interesting. 4 pay 12 to report
8 This is Jane whose sister is my coach. 5 to drive 13 to tell
9 He discovered a painting in the basement which 6 to feel 14 being told
is worth a lot of money. 7 watching 15 helping
10 My parents, who were born in a small village, 8 stay
moved to the capital to find work.
2 1 C 3 B 5 C
3 1 e 2 d 3 b 4 c 5 a 2 C 4 B 6 C
4 1 A 3 C 5 A 7 A 3 1 swimming 7 paying
2 B 4 A 6 C 8 C 2 to go 8 snowboard
3 go 9 go
5 Suggested Answers 4 trying 10 stay
She’s taking a beach umbrella so that she can sit 5 to like 11 study
under the shade on the beach. 6 to see 12 to try
She’s taking a swimsuit to go swimming in.
She’s taking her flippers in case she goes scuba diving. 4 1 to learn 7 to give
She’s taking her sunglasses to protect her eyes from 2 playing 8 going, stay
the sun. 3 help 9 to do, learning
She’s taking flip-flops so that she can walk on the 4 going 10 eating
sand. 5 not play 11 to play
She’s taking a straw hat to wear when the sun is hot. 6 watching 12 study
She’s taking a beach towel so that she can dry
herself off.
She’s taking a camera to take pictures with.
206
Grammar Check Key
5 1 purchasing 6 find Nineteen Bald eagles were found dead after being
2 having 7 rely trapped in fish nets.
3 find 8 to try Bangladesh was hit by a tsunami yesterday at noon.
4 using 9 to return A large quake was detected off the Oregon Coast.
5 to consider 10 to give A school official has been suspended from his
duties.
6 1 to buy, seeing 4 to be, adding Mr Jones was sentenced to six months.
2 visiting, to lock 5 making, to have Puerto Rico was beaten by the US volleyball team.
3 to tell, telling 6 to send, studying
4 Buckingham Palace is located in Westminster,
7 a) 1 working 6 travelling London. It was converted into a place in the 1820s
2 playing 7 travelling by John Nash. It was opened to the public in the
3 waiting 8 to study mid-1990s. Drawings by Leonardo Da Vinci are kept
4 study 9 dancing there. It is visited by millions of tourists every year.
5 to become 10 (to) do
The Taj Mahal is located in Agra, India. It was built
b) Suggested Answers by the Shah Jahan for his wife. It is set within
I don’t mind working overtime. gardens and is covered in marble. It is visited by a
I like visiting friends. lot of tourists every year.
I can’t stand waiting for the bus in the cold.
My brother makes me do his English homework. 5 1 A He is said to have escaped from prison.
I want to become an actress. B It is said that he escaped from prison.
I’m looking forward to meeting my friends
2 A She is thought to be a very gifted person.
tonight.
B It is thought that she is a very gifted person.
I hate travelling along.
I’d love to own a big house. 3 A The two film stars are reported to have been
I enjoy playing with my dog. married.
I always help my mother do the washing-up. B It is reported that the two film stars have
been/were married.
Module 4 4 A He is said to have donated all his money to
1 1 was built 4 must be done charity.
2 was designed 5 are being followed B It is said that he has donated all his money to
3 has been visited 6 is donated charity.
5 A The number of casualties is expected to rise.
2 1 A new hospital will be built next month. B It is expected that the number of casualties
2 The room was cleaned this morning. will rise.
3 We were not invited to her wedding.
4 Cameras cannot be used in the museum. 6 1 The museum was broken into last night.
5 The new hospital will be opened by the Prime 2 Ten paintings were stolen.
Minister on Monday. 3 I had the feeling that I was being watched.
6 Accidents can be caused by careless drivers. 4 This matter must be taken seriously.
7 They were woken up by a loud noise last night. 5 More and more cars are being bought every year.
8 In the USA, presidential elections are held every 6 The statue has been damaged.
four years. 7 The proposal was submitted in writing.
9 His book will be translated into Portuguese. 8 I’m afraid your camera cannot be used here.
10 The minister was found guilty of fraud.
7 1 Jane had her husband to wash the car.
3 The Prime Minister is to open a new museum next 2 Tom will have someone recycle all the paper
Friday. from his office.
A famous actress was taken to hospital.
207
Grammar Check Key
208
Grammar Check Key
4 They said that they would wait until we were 6 John called and said that he had got the tickets for
ready. the match and asked that you call him when you
5 He said that he thought I should talk to my were back.
parents. Laura called to remind you that you had basketball
6 She said that that had been / was the most practice. She also wanted to know if you would
difficult test she had ever written. come.
Sue called to ask if you had checked the report
2 1 She asked when did the last train for Liverpool because she will need it tomorrow.
leave. Tony called to say that he wouldn’t be able to come
2 She wondered whether I had ever been to China. because his sister fell /had fallen off the stairs and
3 She asked who was in charge of the project. sprained her ankle.
4 He wondered whether it would take long to
repair the engine. 7 1 me to go to the cinema on Saturday.
5 We asked how long the journey was going to 2 that she was taken ill.
take. 3 to complete the essays at home.
6 The policeman asked if the woman had seen the 4 never to lie to them again.
sign. 5 if she could lend me her car.
6 that no one had passed the test.
3 2 A The teacher told us to write our names at 7 if I could be late for practice.
the top of the paper. 8 that her grandma had passed away.
3 F The dentist told us to avoid eating
chocolates. 8 ... medical assistants. She said that they flew all
4 C The children’s nanny told them not to climb over the world, wherever their help was needed.
the fence. The year before, she said that they had been to
5 G The policeman warned us to always lock the Mozambique where they had stayed for six months.
doors. She said that they had set up a hospital and had
6 D My best friend asked me to help her with the trained people how to treat minor injuries and
exercise. illnesses. They had also vaccinated a lot of
7 E The traffic warden told us not to park there. children. That year, she said that they were in
Rwanda and that although they had been there for
4 2 I arrived here six days ago. only two months, their work was already
3 I am staying in a lovely hotel progressing. She said that she found her job really
4 I spent my morning at the beach rewarding.
5 I love the food
6 I am coming home on the 10th. 9 1 how old I was
2 I went
5 1 He warned us not to swim in the lake. 3 I lived
2 She asked how long we were going to stay. 4 if I had worked anywhere
3 She complained that she had got too much 5 if I had any
homework to do. 6 I had
4 He suggested going to the cinema. 7 if I could work
5 He denied stealing the money. 8 when I was available
6 She advised me to see a doctor. 9 how I would be coming to work
7 He reminded Ann to call them when she arrived. 10 if I had any other questions
8 He refused to do it.
9 She agreed to help them.
10 She begged us not to tell anyone.
209
Grammar Check Key
210
Grammar Check Key
7 1 a lot of 6 much
2 too much 7 many
3 much 8 a lot of
4 a lot of 9 much
5 much 10 a lot of
8 1 a little 6 a few
2 a few 7 few
3 few 8 little
4 little 9 a little
5 a little 10 a few
211
Song Sheets
Module 1 b) Focus ➤ Talking about what our parents
have taught us
1 Focus ➤ Predicting the content based on the ñ Allow Ss a few minutes to think about
title and picture what their parents have taught them
ñ Ask Ss to look at the picture and read the over the years and to note down the
title of the song. Elicit suggestions as to most important things.
what the song may be about. ñ In pairs, Ss share their thoughts.
Allow Ss some time to read the song again and ñ Read out the sayings and ask elicit
elicit answers from various Ss around the class. equivalents from Ss’ L1.
ñ In small groups Ss discuss whether they
Answer Key agree with the sayings. Monitor the activity
and encourage Ss to come up with examples
According to the singer, family is really
from their personal experience.
important. It is thanks to our ancestors that we
are here. Our family is always there for us ―
Suggested Answer Key
through good and bad times. We should
appreciate our family members and the special S1: I agree that you have to raise children
relationship we have with them. yourself to understand your parents’ love.
For if you are a parent, then you know how
hard it is to be a parent.
Focus ➤ Personalising the topic/Talking S2: And you know what it feels like. I mean,
3 a)
you understand what it means to have
about the importance of family
children and how much love you feel for
In pairs Ss discuss how important family is to them.
them. Ask some pairs to report back to the S3: I’m not sure. I think maybe we can
class. understand how much our parents love us
even without being parents ourselves.
Suggested Answer Key S1: Do you agree that ‘an ounce of blood is
worth more than a pound of friendship’?
My family is very important to me as they
S2: I think that family is important, but I also
always support and encourage me. I feel I can
think friendship is valuable too.
tell them anything and I know they will
S3: I think it is unfair to compare the two.
understand and help me.
S1: I love my family, but love my friends too.
S2: Sometimes I appreciate my friends more
than my family ― I disagree!
S3: So, is blood thicker than water?
S1: I definitely think blood means a lot, but it
isn’t everything. etc
212
Song Sheets
Proverbs
Suggested Answer Key
I think the song is about not giving in to peer 4 Focus ➤ Understanding English sayings
pressure. You can have more fun if you are Read out the sayings and elicit explanations
yourself and can be on your own sometimes. from various Ss around the class. Then ask Ss to
suggest similar sayings they know from their L1.
Allow Ss some time to come up with an example
ñ Play the recording. Ss listen and follow the from their personal experience that illustrates
song in their books and check. the meaning of one of the sayings and elicit a
variety of examples from Ss around the class.
2 Focus ➤ Reading for specific information
Allow Ss some time to read the song again and
elicit answers from various Ss around the class. Suggested Answer Key
If you can buy a person’s friendship, it’s not
Answer Key worth having.(People who are interested in
According to the singer, a good friend is you because of your money are not friends at
someone who lets you be yourself, an all.)
individual. True friends have hearts that beat as one. (If
you are really good friends with someone, then
you share the same joys and sorrows because
3 Focus ➤ Expressing personal opinion/ you really care about them.)
Discussing what makes us have good friends Make friends before you need them. (You
ñ Write out the statement on the board. never know when you will need help from
Underneath it, write two columns ‘Agree’ friends, so it is good to have as many friends as
and ‘Disagree.’ you can.)
ñ Elicit comments from the class, encouraging
Ss to give reasons. Write ideas up on the
board in the appropriate columns. Discuss as Module 3
a class.
213
Song Sheets
214
Song Sheets
215
Song Sheets
A rolling stone gathers no moss. (If you are 3 Focus ➤ Personalising the topic/Talking about
always travelling and changing jobs you have living on other planets
the advantage of not having many Ss discuss their ideas in pairs, giving reasons
responsibilities, but you also have the for their answers. Monitor the activity around
disadvantage of not having a permanent the class then ask individual Ss to report back
home.) to the class.
Beggars can’t be choosers. (People can’t
complain bout something they get for free.)
Suggested Answer Key
Charity begins at home. (You should take care
of your family and people who live close to you S1: I would like to live on Mars as I think it
before helping people who live far away.) would be very beautiful with its amazing
red landscape. Also it is close to earth so I
could visit often.
Module 6 S2: I would like to live on Saturn with all its
rings and it’s very large so there would be
a lot to explore.
1 Focus ➤ Predicting the vocabulary in a song
ñ Draw a spidergram on the board with the
word ‘space’ in the middle for Ss to copy. Proverbs
ñ Allow Ss one minute to add as many words 4 Focus ➤ Understanding English sayings
as they can.
ñ Ss compare their list with a partner. Read out the sayings and ask Ss if they can
guess what they mean. Elicit explanations
from various Ss around the class. Then ask Ss
Suggested Answer Key
to suggest similar sayings they know from their
galaxy, universe, planet, spaceship, comets, L1. Allow Ss some time to come up with an
stars, etc example from their personal experience that
illustrates the meaning of one of the sayings
and elicit a variety of examples from Ss
ñ Play the recording. Ss listen and follow the
around the class.
song in their books and check whether any
of their words are in the song.
Suggested Answer Key
2 Focus ➤ Understanding the writer’s attitude Seeing is believing. (We believe things when
we have seen them with our own eyes.)
Allow Ss some time to read the song again and
The more one knows, the less one believes.
elicit answers from various Ss around the
(Sometimes we can know too much information
class.
for our own good.)
There are two sides to every question.
Answer Key (There are counter arguments for everything.)
Yes, the writer seems to think that there could
be life on other planets. There are many
questions in the song, for example, ‘Can we Module 7
really be alone?’ The writer hopes that if there
are other people living on other planets that
1 Focus ➤ Predicting the content of a song
he/she will get to meet them one day.
based on the title
ñ Draw Ss’ attention to the title of the song
and elicit ideas from various Ss around the
class as to what the song could be about.
216
Song Sheets
ñ Play the recording. Ss listen and follow the Where there’s a will, there’s a way. (If you
song in their books and check. really want to do something, you will usually
find a way to do it.)
2 Focus ➤ Understanding the writer’s attitude Success has many fathers, while failure is an
Allow Ss some time to read the song again and orphan. (People are only interested if you win
elicit answers from various Ss around the ― no one cares if you lose.)
class.
Module 8
Answer Key
According to the singer, we should hang on to
our dreams because they bring us joy and hope. 1 Focus ➤ Predicting the context of phrases
If we believe in our dreams, they might come taken from the song
true. Explain the task and ask Ss to look at the title
and the phrases in the list. Elicit answers from
various Ss around the class.
3 Focus ➤ Personalising the topic/Talking about
the changes we could make in our lives
Suggested Answer Key
In pairs, Ss discuss the changes they would like I think the title of the song refers to places in
to make to their lives. Monitor the activity the world that we don’t fully understand and I
around the class then ask individual Ss to expect to hear the phrases within this context.
report back to the class on the changes their
partner would like to make and the reasons
why. 2 Focus ➤ Understanding the writer’s attitude
Allow Ss some time to read the song again and
Suggested Answer Key
elicit answers from various Ss around the
I would like to change the amount of time I
class.
have to be with my family and my friends. I
wish we didn’t have to study and work so hard
all the time and had more time to have fun and Answer Key
be together. The singer feels the magic of ancient places
and the mysteries and puzzles they hold.
Proverbs
3 Focus ➤ Personalising the topic/Talking about
4 Focus ➤ Understanding English sayings travelling back in time
Read out the sayings and ask Ss if they can Ss discuss the question in the rubric in pairs,
guess what they mean. Elicit explanations giving reasons. Monitor the task, then ask
from various Ss around the class. Then ask Ss some pairs to report back to the class.
to suggest similar sayings they know from their
L1. Allow Ss some time to come up with an
example from their personal experience that
illustrates the meaning of one of the sayings
and elicit a variety of examples from Ss
around the class.
217
Song Sheets
Quotations
4 Focus ➤ Understanding English sayings
Read out the sayings and ask Ss if they can
guess what they mean. Elicit explanations
from various Ss around the class. Then ask Ss
to suggest similar sayings they know from their
L1. Allow Ss some time to come up with an
example from their personal experience that
illustrates the meaning of one of the sayings
and elicit a variety of examples from Ss
around the class.
218
Hamlet Key
Before you start stepfather ― King Claudius becomes Hamlet’s
stepfather by marrying his mother.
The Author
old school friends ― Rosencrantz and Guildenstern
1 William Shakespeare are two of Hamlet’s old school friends. King Claudius
2 He was born in Stratford-upon-Avon, England, on asks them to spy on Hamlet in order to find out what
23rd April, 1564. troubles him, and, later in the play, they are
3 He went to the King Edward VI Grammar School in commanded to escort him to England.
Stratford. special play ― Hamlet asks a group of actors to put
4 He married Anne Hathaway. on a special play for the court, that features a king
5 He had three children: Susanna, Hamnet and Judith. being murdered in the same way Hamlet’s father was
6 His most famous plays are: Macbeth, Romeo and murdered.
Juliet, A Midsummer Night’s Dream, Hamlet, The murder ― One of the underlying themes of the play,
Merchant of Venice and Othello. as Hamlet seeks to take revenge for his father’s murder
7 He wrote about a wide variety of emotions such as: by murdering his own uncle.
greed, selfishness, revenge, kindness and love. tragic end ― The outcome of the story, which proves
8 He died on 23rd April, 1616. fatal for almost all the characters due to various plots
inside the castle.
Background
The Characters
1 winter ― summer
2 5―4 1 Claudius 4 Hamlet 7 Laertes
3 easy ― difficult 2 Gertrude 5 Polonius 8 Ophelia
4 straightforward ― very complicated and controversial 3 Horatio 6 Hamlet 9 Claudius
5 the same ― a different
6 television ― cinema, and another 16 for television
7 27 ― At least 26 Episode 1
8 old ― modern
Before Reading
219
Hamlet Key
2 There must be a serious reason for Hamlet’s 4 Claudius has told everyone that his brother was
dead father to appear as a ghost. He possibly bitten by a serpent while he was sleeping in his
wants to tell Hamlet about his death or about orchard.
something that happened before he died that 5 Claudius poured poison into the King’s ear while
no one knows about. he was sleeping in his orchard.
3 Hamlet must be feeling lonely because he has 6 The ghost wants Hamlet to avenge his murder.
lost his father, who was probably a stabilising 7 After Hamlet promises to take revenge for his
force in his life. He is probably also confused as father’s death, he decides to act like a madman
he finds it hard to understand why his uncle for a while so that no one will find out what his
took the throne. He must be angry with his real intentions are.
mother, even disgusted, since she betrayed him
and his father and got married so soon after her After Reading
husband’s death. Finally, he may be worried or
3 (Suggested Answers)
even scared about the future of Denmark now
1 Hamlet probably feels astonished, even shocked,
that his uncle has a lot of power in his hands.
to see his father as a ghost. He may also be
worried or afraid that something bad has happened
Think! Gertrude reveals no guilt in her marriage with
and is anxious to find out what it is.
Claudius after the sudden death of her husband,
2 Although astonished at first, Hamlet seems to be
King Hamlet. This suggests that she might have
very angry when he finds out the truth about his
been involved in the murder, especially since she
father’s death, and also assured of his original
hardly mourned her husband’s death before
suspicion that his father has been murdered.
remarrying. Her behaviour is open to various
3 Hamlet has actually started planning his revenge.
interpretations, though. The affection she shows
He thinks that if he pretends to be mad, he will be
towards her son, for example, makes one doubt
able to find out what really happened and avenge
whether she is evil. She might have married
his father’s death without anyone suspecting him.
Claudius to make up for the insecurity and
4 Hamlet might confront his uncle and his mother
instability King Hamlet’s death has caused her
about what happened, or he might confide in
and the country as a whole.
Horatio and ask him to help him. In any case, he
will certainly start pretending to be mad, as he
has planned.
Episode 2
Before Reading Think! Shocked at the sight of the ghost, the guard
accompanying Hamlet and Horatio expresses his
1 (Suggested Answers)
fears that “Something is rotten in the state of
1 The people in the first picture are Hamlet, the
Denmark”. Denmark is corrupt, infected by some
ghost of his father and his friend Horatio. They are
mysterious force, well-hidden and pending. The
on the battlements of the castle because this is
feeling of anxiety established in the first episode is
where the ghost appears. Hamlet probably wants
here confirmed by the appearance of the ghost,
to find out the truth about his father’s death.
whose words reveal corruption through an effective
2 Hamlet could be begging the ghost to talk to
symbolic image. The new King poured poison into
him. He may be feeling respect for or even fear
the old King’s ears sending him to death. Like the
of the ghost.
poison running through the old King’s body and
eating him away, corruption is now oozing through
While Reading
the state of Denmark making it a decaying body.
2 (Suggested Answers)
1 They meet on the battlements of the castle.
2 Horatio warns Hamlet to be careful because the
ghost might put Hamlet’s life in danger.
3 Hamlet ignores his friend’s advice because he
thinks his life is meaningless.
220
Hamlet Key
While Reading
Episode 4
3 1 No 3 Yes 5 No 7 Yes
2 Yes 4 No 6 Yes 8 No Before Reading
1 (Suggested Answer)
After Reading
The two men standing near Hamlet are probably
4 (Suggested Answers) Rosencrantz and Guildenstern. They’ve come to talk
1 Being a prince, Hamlet is by birth Ophelia’s to Hamlet and find out what troubles him after the
superior. His position and responsibilities make King commanded them to do so. There seems to be a
it almost impossible for him to marry a girl who more relaxed atmosphere in the second picture. The
belongs to the common people. As a prince and people Hamlet is talking with seem to be smiling and
a future king, he is responsible not only for his in good spirits, so Hamlet’s mood must be better too.
own well-being but also for the state’s well-
being. This means that it is not just his own While Reading
feelings that affect his choice of a wife but the
2 1 pleased 3 depressed 5 speech
state’s interests as well. In his case there are a
2 prison 4 delighted
lot of things that must be taken into account, of
political importance mostly. Therefore, he may
After Reading
not be allowed simply to marry the woman he
loves. This is Laertes’ and Polonius’ main 3 (Suggested Answers)
concern and the reason why they don’t want 1 Rosencrantz and Guildenstern find Hamlet in a
Ophelia to be involved with Hamlet. rather sour, bad mood. He confesses he is
2 Hamlet’s rude behaviour is part of his plan. He depressed and finds everything in this world
tries to behave madly to fool everyone in the meaningless. Although he is pleased to see his
castle so that he can take revenge for his childhood friends at first, he is also suspicious
father’s death without arousing suspicion. He of why they have come to see him.
probably doesn’t trust Polonius either since he 2 Hamlet wants the actors to perform a play whose
seems to be the King’s right-hand man. plot resembles Claudius’ murder. He also asks the
actors to perform an extra speech which he will
Think! Ophelia is a young girl who appears to be add to the play. Apparently he wants to see the
innocent and even naïve. She is easily led by the King’s reaction and find out if he is really guilty.
men she loves so she seems to have no control of 3 Hamlet is blaming himself because he cannot
her life. She is dependent on her father and find the courage to avenge his father’s death.
brother, who make decisions for her without Although he has a strong motive, he remains
taking her judgment into account. She obeys inactive, whereas the player has acted out his
both Polonius and Laertes to stay away from speech very passionately for no reason other
Hamlet, even though she has feelings for him, than the play.
221
Hamlet Key
222
Hamlet Key
any better as everyone seems to be more upset, but Gertrude has appeared rather weak, lacking a
perhaps Hamlet will become more decisive and finally personality of her own and conforming to her
fulfil the promise he has made to his father. new husband’s ideas and reactions.
While Reading
Episode 7
2 1 carefully 4 rushes 7 second
2 witnesses 5 disturbed 8 soul Before Reading
3 pours 6 remorse
1 (Suggested Answer)
In the first picture, Polonius seems to be running to
After Reading
hide, probably from Hamlet, who is about to enter
3 1 Hamlet wants someone else to see Claudius’ the room. In the second picture, Polonius is lying at
reaction for proof, evidence of the crime he Hamlet’s feet, killed by him, while Gertrude is
committed. He also wants someone on his side, kneeling shocked. Although Hamlet appears active
someone he can turn to for support when he for the first time in the play, he isn’t doing what he
decides to take action. Horatio seems to be the is supposed to do, that is to take revenge against
right person since he is Hamlet’s dear and Claudius.
trustworthy friend, whose judgment he can rely on.
2 Hamlet’s reflective nature makes him delay While Reading
action once again. His father died without
2 1 F 3 T 5 T 7 F
having been forgiven for his sins as he didn’t
2 T 4 F 6 T 8 F
have the chance to pray. Now that he is a ghost,
he is doomed to burn in fires until his soul is
After Reading
cleansed. If Hamlet kills Claudius while he is
praying for forgiveness, he will send his soul to 3 (Suggested Answers)
heaven. This is hardly adequate revenge for the 1 Hamlet might seem disrespectful to Gertrude
murder Claudius committed. Therefore, Hamlet but his reason for behaving this way is very
finds it wiser to postpone action once again and serious. He feels his mother has betrayed him
wait until the time is right. If he kills Claudius like she has betrayed his father by marrying so
while he is doing something bad, he will send soon after his death. Therefore, it is out of
his soul to hell and he will take his revenge. anger and despair that Hamlet appears
disrespectful and not because of lack of morals.
Think! The actors’ performance certainly triggers a His indignation is what makes him call Gertrude
number of different emotions in the members of “stepmother” showing her he no longer sees her
the audience. Gertrude’s reaction is of as his biological mother but as a stranger.
particularly great interest, as from the 2 After Hamlet’s accusations, Gertrude seems
beginning of the play it is not clear whether she regretful for what she has done. She can’t bear
is involved in Claudius’ crime. Therefore, her listening to Hamlet anymore, because deep
behaviour in this episode is open to various down she knows her son is telling the truth, and
interpretations. According to Rosencrantz and she promises not to reveal the secret
Guildenstern, Gertrude is “terribly upset”. concerning his madness. Her behaviour at the
Perhaps the performance brought about a sort end of the episode shows she is regretful and
of self-realisation for her. Maybe it made her willing to help Hamlet.
see through the man she married to the 3 Maybe Claudius will try to kill Hamlet, or Hamlet
murderer and villain he really was. Perhaps she will finally go after Claudius and kill him.
knew beforehand, and the performance now
made her realise her guilt and feel agitated. It Think! The fact that Gertrude does not see the ghost is
could also be possible that she is still ignorant pivotal to the plot and the outcome of the story.
and her feelings are once more guided and Gertrude thinks that Hamlet is mad talking to
shaped by Claudius’ feelings, since so far himself, and this prevents her from clearly
223
Hamlet Key
taking her son’s side and acting against the out a speech. Now, he is amazed by the
King. Although she promises not to reveal willingness of an entire army to risk their lives
Hamlet’s secret, she seems to be at a loss, for a worthless piece of land. He is impressed by
which serves Shakespeare’s intricately woven their decisiveness and determination to achieve
plot. If Gertrude saw the ghost, she would their goal, no matter how insignificant it is
believe Hamlet and become his ally. This means compared to his. Fortinbras’ army, like the
that Claudius would run a greater risk of being actor earlier, makes Hamlet blame himself for
revealed and the whole story would probably delaying to carry out the task he has to
turn out quite differently. perform. Twenty thousand men are prepared to
die for a tiny piece of land, and he, that has a
father killed, remains inactive. This realisation
Episode 8 is what finally strengthens him and makes him
at last promise to take revenge.
Before Reading
1 (Suggested Answers) Think! It is not the first time Shakespeare has used a
1 Hamlet appears to be leaving and saying goodbye. powerful symbolic image to get his message
Perhaps Claudius has finally decided to send him across. Here he chooses to use illness and
away with Rosencrantz and Guildenstern as a conveys the King’s agitation most vividly.
measure to keep his position as King safe. Hamlet is like a fever in Claudius’ blood
2 In the second picture, Hamlet is meeting with because, just as a fever burns and tingles and
some soldiers and talking to one of them. He causes one to feel uneasy and uncomfortable,
might be plotting something against Claudius. Hamlet is disturbing Claudius’ peace. After the
actors’ performance the King knows his secret is
While Reading revealed. His fears of Hamlet have now been
confirmed. Hamlet is no longer a potential
2 1 b 3 d 5 a 7 a
threat, but rather an imminent danger, rooted
2 c 4 d 6 c
in Claudius’ system and making him feverish.
After Reading
3 (Suggested Answers) Episode 9
1 After Polonius’ murder, Claudius is increasingly
Before Reading
agitated. His alarm turns into fear of Hamlet and
the only way to feel secure is to get rid of him. He 1 (Suggested Answer)
has to be careful, however, and not arouse In the first picture, Ophelia seems to be dancing;
suspicion, this is why he acts secretly once more. however, her expression is not a happy one. Laertes
He wants Hamlet executed abroad so that people and Claudius appear to be having a serious
in Denmark will not find out about the King’s crime conversation. In the second picture, Gertrude is
and turn against him. Claudius is again interested entering the room looking worried while Laertes is
in maintaining his status and public image. pulling out his sword as if to fight someone. Claudius
2 Hamlet obviously does not want to acknowledge seems to be trying to either calm him down or show
Claudius because he hates him, so he ignores support. It appears that the outcome of the episode is
him. Either he is still pretending madness, so he not positive as the whole atmosphere seems rather
affects not to notice Claudius, or he is too angry tense. Perhaps Laertes has found out about his father’s
that Claudius is still alive to speak to him. In death or another unfortunate event has happened.
any case, he is still trying to plan a way to kill
him, so his attitude towards his uncle can be While Reading
nothing but hostile.
2 1 Ophelia
3 Earlier in the play, Hamlet was amazed by the
2 Gertrude, Ophelia
actor’s passionate performance and expression
3 Laertes and Ophelia’s, Ophelia
of feeling for no apparent reason, just to act
224
Hamlet Key
4 the sailors, Horatio flower garlands, a branch broke and she fell
5 Horatio down into the river. However, judging from the
6 Claudius, the people’s, Hamlet story so far, the possibility of Ophelia’s death
7 Claudius, Laertes being accidental may not seem very strong.
8 Hamlet and Laertes Ophelia is very sensitive and emotional as a
9 Ophelia character, and all of a sudden she finds herself
10 Claudius, Hamlet’s confronted with two devastating facts ? her
father’s death and Hamlet’s rejection and exile.
After Reading These incidents are serious enough to lead her
to depression and suicide, especially because of
3 (Suggested Answers)
her fragile nature; therefore one cannot avoid
1 Laertes returns to Denmark because he has
thinking about this option when pondering on
found out about his father’s murder and wants
the matter of Ophelia’s death.
to take revenge by killing the perpetrator.
2 Ophelia loses her mind because of sorrow after
Hamlet kills her father. As illustrated earlier in
Episode 10
the play, Ophelia loved and respected her father
deeply so his death must have affected her Before Reading
greatly. Apart from that, she is already depressed
1 (Suggested Answers)
because Hamlet has rejected her recently and
1 Hamlet and Horatio seem to be walking in a
because he appears to have gone mad.
graveyard. They are walking up to a man digging
3 Claudius’ position as King has already started
a grave.
weakening. His main concern now is to maintain
2 Hamlet seems to be sad and troubled. He might
his power, and it is exactly this concern that
be lamenting his father’s death or be preoccupied
proves him to be most murderous. To start with,
with death, a matter that puzzled him earlier in
he is extremely worried about the people’s
the play as well.
reaction to all the recent tragic events. His
worry soon turns into fear when the people call
While Reading
out Laertes’ name and wish him to be the King.
Claudius’ first step is to calm Laertes down and 2 (Suggested Answers)
assure him he is not guilty of Polonius’ death. 1 Hamlet has just returned to Denmark and met
This way he makes him trust him and takes him Horatio. The two of them come across the
to his side as an ally. Previously, Claudius didn’t gravediggers while they are walking through a
hesitate to arrange Hamlet’s execution in graveyard on their way back to Elsinore castle.
England. Now that his plan has failed, he 2 The gravediggers think the woman’s death was
doesn’t hesitate to arrange Hamlet’s death suicide, and people committing suicide cannot
inside the castle. The King is so crafty that he have a proper burial. However, the fact that she
also draws up a back-up plan: if Hamlet does was someone important, that is of a wealthy or
not get killed by Laertes’ sharpened and influential family, is an advantage for her. The
poisoned sword, he will be killed by poisoned priest will overlook the suicide and give her a
wine. Claudius does not bother to worry about proper burial.
the victims that accumulate around him. He is 3 They find Yorick’s skull, who used to be the
only concerned about the threats to his power. court jester when Hamlet was a boy.
4 Hamlet will probably be invited to a duel with 4 Hamlet knew Yorick and he loved him dearly.
Laertes, but before that he will find out about Yorick used to carry him on his back and
Ophelia’s death. entertain him with jokes and songs. Hamlet
remembers him quite fondly and seems to miss
Think! The way Ophelia’s death is presented in this his jovial personality. On the other hand, he feels
episode creates the impression that it was an disgusted and appalled at how Yorick ended up,
accident. According to Gertrude’s account, pondering that this is every man’s fate.
while Ophelia was on a willow tree, hanging her
225
Hamlet Key
5 They come in a funeral procession. They are going wants to get rid of him. Sending him away to
to bury Ophelia. England was the King’s first measure of
6 Laertes does not like the priest’s comments protection, which failed to prove effective,
regarding Ophelia’s burial. The priest wants a since Hamlet managed to get back. The King is
shortened service as he thinks Ophelia committed bound to come up with another plan; therefore,
suicide. He believes that instead of having prayers Hamlet must be careful.
read to her, she should be hit with stones. Laertes
loved his sister too much to agree with the priest
and gets furious at his words. He cannot accept his Episode 11
beloved sister’s death, which happened right after
Before Reading
his father’s death. Laertes is angry with Hamlet,
whom he considers responsible, and he takes his 1 (Suggested Answers)
anger out at the priest. 1 Laertes seems to be attacking Hamlet. He must
be in great emotional distress because of his
After Reading sister’s death, and he probably thinks Hamlet is
responsible for it.
3 (Suggested Answers)
2 Hamlet and Horatio seem to be discussing a
1 The gravedigger is very precise and uses the
letter that Horatio is reading. Perhaps it has to
right word at the right moment. Although he is
do with Hamlet’s journey to England. Now that
socially inferior to Hamlet, his speech proves to
he is back, he probably wants to inform Horatio
be very witty.
about what happened while he was away.
2 Laertes is sending good wishes to his dead sister
because she was pure and virtuous, and violets
While Reading
are a symbol of these qualities. He hopes that
she will be as pure in death as she was in life. 2 (Suggested Answers)
3 From the moment Hamlet establishes eye contact 1 Gertrude is scattering flowers on Ophelia’s coffin,
with one of the gravediggers, he appears to be weeping. She wishes Ophelia were Hamlet’s wife
very respectful towards the dead as he does not and not dead.
approve of the gravedigger’s lightheartedness. He 2 Laertes loved his sister so much that he can’t
gets annoyed when he sees the man singing stand seeing her in a coffin. He thinks that the
merrily and throwing two skulls up in the air, as one to blame for her death is Hamlet, who is also
he thinks that this shows disrespect. He believes responsible for Polonius’ death. For this reason
that the dead deserve the same respect as the he becomes furious with Hamlet and attacks him.
living since they used to be among them once. 3 Hamlet is trying to prove his love for Ophelia,
Later on, when he sees Yorick’s skull, Hamlet which he claims is much deeper than Laertes’.
seems to be awestruck as he realises a universal 4 Hamlet becomes so passionate in his argument
truth: no one can escape death. with Laertes that Claudius thinks this is another
sign of his madness and asks the courtiers to
Think! The moment Hamlet sees the funeral procession, pull them apart. He then urges Laertes to be
he urges Horatio to hide and watch silently. His patient until they arrange their plan to kill
reaction is quite reasonable, if not expected, Hamlet. Even at a moment of grief and
since this is a crucial moment for him. He has mourning his mind is still preoccupied with the
just returned to Denmark from his short exile implementation of his plan.
and Horatio has gone to meet him. While Hamlet 5 On his way to England Hamlet feels there is
was away, there were new developments which something wrong since he knows that in reality his
he is not informed about, and he must find out two childhood friends are Claudius’ spies. What he
before he visits the castle. Moreover, the fact finds in their bags is Claudius’ letter to the King of
that Claudius is plotting against Hamlet is England, who is asked to have Hamlet executed.
something that Hamlet is aware of, so he must 6 Hamlet exchanges Claudius’ letter with another
be cautious. Now that the King’s crime has been one he has devised himself and sealed with his
revealed, Hamlet knows Claudius is afraid and father’s royal seal so that no one can tell the
226
Hamlet Key
difference. In the new letter the King of England is 2 Judging from the second picture, the play is
asked to have the messengers, that is Rosencrantz going to have a tragic end involving bloodshed.
and Guildenstern, executed instead of Hamlet. Everyone seems to be dead apart from Horatio,
who is kneeling beside Hamlet, probably trying
After Reading to share his agony.
3 (Suggested Answers)
While Reading
1 Although Rosencrantz and Guildenstern could
not have known about the content of Claudius’ 2 1 challenged 5 scores 9 plunges
letter to the English King, they are guilty of 2 shakes 6 instead 10 story
spying on Hamlet and of contributing, even 3 madness 7 exchange
without knowing it, to his death. This justifies, 4 sharpened 8 blame
in a way, Hamlet’s desire to take revenge on
them. On the whole, they are Claudius’ pawns After Reading
lacking a personality of their own, since they
3 (Suggested Answers)
always do as they are commanded.
When the play ends, it is not obvious whether
2 Hamlet’s attitude towards Laertes changes at
Fortinbras will restore public confidence in the
the end of the episode. He regrets having been
government and bring back a feeling of well-being
violent to him since he now feels they have
in Denmark. However, he clearly represents a
something important in common. They both
strong-willed leader. In contrast to weakened and
want to take revenge for their fathers’ deaths.
conniving Claudius lying dead before him,
This is what brings him closer to Laertes, whose
Fortinbras appears to be a strong character and,
determination strengthens Hamlet too and
therefore, a capable ruler. Also in contrast to
makes him ready to take action. Therefore,
corrupted Claudius, Fortinbras seems to have high
what Hamlet will probably do next is fulfil the
moral principles as he acknowledges Hamlet’s
promise he has given to his father.
ethics and pays a special tribute to him: he orders
Hamlet to be carried away like a soldier. On the
Think! A good friend is someone who is always willing to
whole, though the country’s future is still uncertain,
help and support you when you need them. A good
Fortinbras appears a promising king.
friend is a good listener, someone you can talk to
and seek advice. They are trustworthy and
Think! A good leader should be interested in his country’s
reliable, and would rather be sincere than make
progress and not use his position as a means to
things appear better than they are in order not to
achieve his personal aspirations. They must be
hurt you. A good friend must be sensitive to your
able to ensure the people’s well-being and safety
feelings and stand by you in difficult situations the
from external threats. A good leader must have
same way he must share your happy moments.
good judgment and foresight so that they can plan
ahead. Also, they must be in command, making
people not lose heart in times of crisis.
Episode 12
Before Reading
Final Comprehension Quiz
1 (Suggested Answers)
1 Hamlet and Laertes are fighting a duel.
1 B 4 C 7 A 10 B
Emotions vary. Laertes and Claudius must be
2 C 5 C 8 B 11 A
anxious to put their plan into practice and
3 A 6 A 9 C 12 C
achieve their goal, that is kill Hamlet. Gertrude
and Horatio must be worried about Hamlet,
even though this is supposed to be a friendly
fight. Hamlet himself may not be aware of
Laertes’ real intentions; still he will certainly
try to do his best to beat his opponent.
227
Hamlet Key
228
Hamlet Key
229
Hamlet Key
and Peter realised that the father’s death must have been Topics For Further Discussion
due to murder rather than natural causes, as it was first
(Suggested Answers)
believed. James started to contemplate who might have
done this to his father. He became very troubled and Episode 1
neglected his life and people around him. His depression
1 Claudius takes great pains to balance the situation
became so marked that one day his stepfather openly
to his benefit by using his words very carefully. On
questioned him about it and they got into an argument.
the one hand, he mourns his brother’s recent death
James rashly accused his stepfather of having a hand in
and on the other he celebrates his marriage to his
his father’s death and keeping what was rightfully due to
dead brother’s wife. These two contradictory facts
him. By the manner in which his stepfather spoke and
are likely to cause public disapproval. However,
treated him, it seemed obvious that he hadn’t been as
Claudius aims at two things: appealing to popular
innocent as he had made everyone believe.
sentiment, by remembering his brother, and
One night James had a dream in which he saw his
proving that he is ready to take on his new role as
stepfather murder his father. He told his friend, Peter,
King, by marrying the Queen. Moreover, he appears
who also didn’t trust the new person in James’ life. He
to take decisive action by securing Denmark’s
urged James to approach his mother with what he knew.
safety against Norway. Regardless of whether he
James’ mother brushed off his accusations, telling him
makes a good or bad impression, Claudius certainly
they were nonsense. Then one day a near fatal accident
appears to be confident and in command.
occurred on the farm, which almost killed James. When
his friend looked at the evidence at the scene
2 The kind of balance Claudius tries to achieve is
afterwards, he informed James and they both agreed
unnatural. Throughout his speech he uses
that something needed to be done quickly or James’
contradictory words and ideas. Even if the common
and his mother’s life might be in danger.
people are convinced, because they need something
James and Peter decided to go to the local
to believe in after their old king’s death, it seems
constable, who listened to them but also brushed it off
unlikely that Hamlet will be convinced too. To him, it
as nonsense, as James’ stepfather was a pillar of society
is unthinkable how the sorrow of losing a brother can
and they had no real evidence either. They realised that
be balanced with the happiness of marrying a dead
without something to connect the stepfather with the
brother’s wife. When Claudius assumes a fatherly role
death of the father they could do nothing. One evening,
toward him, Hamlet’s disbelief in the new king is even
as James’ mother began to contemplate the possibility
greater. He knows that the real motive behind
that her husband might have been murdered, she took
Claudius’ affection and advice is to keep Hamlet under
several sleeping pills to help her calm her nerves so she
control since he is the legitimate heir to the throne.
could sleep. The stepfather noticed this and slyly threw
extra pills in the water when she wasn’t looking; he
3 Hamlet feels devastated by his father’s death and
then woke her up to have her take more in the middle
betrayed by his mother’s remarriage. On the one
of the night, when she was too groggy to be aware of
hand, his deep sorrow and disgust make him feel
what was happening. James had a strange feeling and
that the world is not worth living in. On the other
went to his mother’s room, just in time to see what his
hand, his mother’s dishonesty affects his opinion
stepfather was doing. Catching him in the act, he
about womanhood in general. The way he reacts
rushed in to save his mother, but confronted his
reveals a highly intelligent and particularly
stepfather. They quarrelled, as the stepfather tried to
sensitive man, the only honest character in the
fake a story, but James carried his mother out of the
royal court and the only person of high morals, who
room and to the local doctor.
feels offended by injustice and dishonesty.
When the constable became aware of this new
evidence, he took action by accusing the stepfather of
4 The atmosphere presented at the beginning of the
attempted murder against the mother. While in custody,
episode is rather ominous. There is a general sense of
the stepfather admitted that he had murdered the
uncertainty and anxiety as a beloved king has died
father, remained in jail throughout his trial and was
and the throne has been inherited not by his son but
subsequently incarcerated for life. James’ mother
by his brother. There is still grief for the old king’s
recovered and returned to the family residence to see
death, and the presence of a new king who lacks
her son regain control of the family estate.
230
Hamlet Key
experience cannot guarantee a secure future for the because it believes that deep down she is aware of
country. This threatening atmosphere is heightened her fault, and this is adequate punishment.
at the end of the episode by the ghost’s appearance.
The ghost indicates that something about the old Episode 3
king’s death has upset the balance of things. It shows
1 Laertes respects and loves his father Polonius.
there is something wrong and unnatural in Denmark
Before he asked the King’s permission to return to
that makes the country’s future dark and frightening.
France, he had asked his father’s, and now that he
is leaving he has been given his father’s blessing
Episode 2
and advice. This proves a strong relationship
1 Hamlet strongly disapproves of Claudius’ behaviour between them. Similarly, Hamlet holds a great
and criticises it. The fact that the King is respect for his dead father, whose death he has
celebrating instead of mourning his brother’s death sworn to avenge. However, Laertes’ family state is
is humiliating not only for him but also for the healthier than Hamlet’s, as Laertes shares a strong
country he rules. It is a sign of thoughtlessness, bond with both his father and his sister. The death
which makes Denmark and its people seem of Hamlet’s father, on the contrary, has created a
shameless and corrupted. The bad impression state of loss and alienation. Hamlet’s attitude
Hamlet has of Claudius at the beginning of the towards his mother has changed dramatically and
story is gradually getting worse and eventually Claudius will never take the place of his real father.
turns into hatred when the ghost reveals that the
old king was murdered by the new one. It is only 2 As far as Ophelia is concerned, Polonius appears to
natural for a son who has lost a father so unjustly be caring and protective, proving that there is a
to have feelings like these. strong bond between father and daughter. However,
he is in a position of authority over Ophelia and
2 From the beginning, Horatio appears to be an treats her as though her judgment and her feelings
educated, intelligent person. He is realistic and has are irrelevant and insignificant. Polonius is an
good judgment, as he estimates things before taking influential and trusted person in the royal court, as
action, which contrasts with Hamlet’s tendency to his encounter with the King and Queen proves. He is
take rash decisions. Horatio warns Hamlet about the present when Claudius hears the good news about
possibility of danger when they see the ghost and Fortinbras and he does not hesitate to confide to
urges him to be careful. Moreover, he proves to be a the King and Queen that Hamlet is mad because of
loyal, reliable friend. He accompanies Hamlet to the his daughter. However, he takes care to be likeable
battlements as he is concerned about his friend’s to the King and Queen, and by doing so he appears
safety. When the ghost disappears, Horatio is very both intelligent and cunning. This is also obvious in
worried about Hamlet and takes an oath not to his encounter with Hamlet, whose speech makes
reveal anything to anyone. On the whole, Horatio Polonius doubt his madness.
seems to be more practical whereas Hamlet tends to
have a more romantic approach to things. 3 As the play develops, Claudius seems to lose his initial
composure. Underneath his façade of confidence lie
3 Hamlet seems extremely sensitive to the issue of his nervousness and fear. The King is deeply concerned
mother’s remarriage. The fact that it’s hardly been about Hamlet, who he sees as a threat since he is the
two months since his father’s death and she has legitimate heir to the throne. Therefore, Claudius’
married again, and to his uncle, makes Hamlet feel position as King is shaky, and he must take pains to
offended and betrayed. His special bond with his maintain his power. To accomplish this he does not
mother has broken and his hurt feelings have turned hesitate to use Rosencrantz and Guildenstern, two
into disgust and even hatred for her. He thinks his supposedly dear friends of Hamlet, and actually turn
mother is evil and he doesn’t seem to differentiate them into spies. Hamlet’s sudden change, now that
her from the villainous King. His father’s ghost, on he is pretending to be mad, can prove dangerous and
the other hand, appears more sympathetic towards must be dealt with.
Gertrude. It doesn’t want Hamlet to make her suffer
231
Hamlet Key
232
Hamlet Key
turns into fear and panic when her son raises his reason, her dependence on men, makes her break
voice threateningly. Immediately after that, she her promise the moment she sees Claudius. This
becomes shocked and upset when Hamlet kills time she shares the King’s point of view, according
Polonius, and then desperate when he criticises her to which Hamlet is dangerous, and she presents her
strongly for showing disrespect to his father by son as a madman who killed innocent Polonius.
remarrying. Next, Gertrude seems disbelieving when Gertrude seems to act according to her interest
Hamlet talks to the ghost, and, finally, she appears each time but by revealing her son’s secret she
regretful and willing to take her son’s part by pushes Claudius to plan Hamlet’s execution.
promising not to reveal his secret. This sequence of
different feelings indicates that Gertrude’s reactions 2 This episode highlights Claudius’ evil character, as he
and behaviour are strongly affected by the men proves to be a conniving king only interested in
surrounding her, a fact that makes her a rather weak fulfilling his political ambitions. The first thing he is
character and, therefore, not very trustworthy. worried about when Gertrude tells him about
Polonius’ murder is his own safety. Instead of
2 Gertrude’s encounter with Hamlet shows her worrying about his wife, who could have been in
inability to think and feel on her own, and her danger, he only cares about himself, thinking that if
tendency to let men guide her emotions and he had hidden instead of Polonius, he would be dead
actions. This has been obvious since the beginning now. Also, the moment he finds out about this
of the play. Whenever we see her express her incident, he starts thinking of a way to cover things
opinion, her words echo Claudius’ beliefs. She up so that it doesn’t look like a political crisis to his
seems not to have a personality of her own but, people. He immediately sends Rosencrantz and
instead, to exist through men. This makes her a Guildenstern to find Polonius’ body and loses no time
similar character to Ophelia, who is also heavily in getting everything ready for Hamlet’s journey to
dependent on men and led by them. However, England. The real reason why he sends Hamlet away
Ophelia’s much younger age makes her appear more is because he feels threatened by him, and not
innocent and naïve whereas Gertrude seems to be because he wants to protect him. However, what
more of a victim and much weaker as a character. mostly signifies Claudius’ wickedness is the command
he gives the King of England to kill Hamlet.
3 Hamlet’s thoughtful nature is what troubles him
throughout the play since it prevents him from 3 So far Hamlet has been considered a sensitive
taking action. His tendency to reflect on things and young man whose reflective nature prevents him
be passive rather than active is what determines his from taking action and, therefore, avenging his
personality. He is always faced with the dilemma of father’s murder. However, he now appears to have
thought and action and never manages to solve it. a violent side. Polonius’ death represents a rash,
He can be decisive and indecisive, kind and cruel, murderous action like Claudius’ one when he
calm and outraged at the same time. His trouble murdered Hamlet’s father. Hamlet, of course, did
choosing between thought and action is illustrated not commit murder out of ambition like Claudius,
in this episode by Polonius’ death. Hamlet hesitated and Polonius was not totally innocent like Hamlet’s
to take revenge and kill Claudius even when the father. However, the result is the same: death that
opportunity was before him. Now that things are costs someone their father. Even after the crime,
not so clear, he chooses to act without thinking and Hamlet does not seem to feel guilt or remorse.
ends up killing the wrong person. Instead, he behaves very excitedly and anxiously.
He fools Rosencrantz and Guildenstern, does not
Episode 8 hide his hostility toward Claudius and sounds happy
to be leaving for England. His ironic wit and his
1 As she is guided by men, Gertrude adopts Hamlet’s
excitement are combined in such a way that he
point of view in her encounter with him and
appears very close to real madness.
promises not to betray his secret. She seems willing
to take his side and help him after realising her
mistake to marry Claudius. Exactly the same
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Hamlet Key
234
Hamlet Key
Episode 11 Episode 12
1 Hamlet’s uncontrolled behaviour during Ophelia’s 1 Before his duel with Laertes, Hamlet seems to have
funeral is due to love. This is highly ironic if one undergone a mental transformation. He appears far
calls to mind Hamlet’s behaviour in his encounter more peaceful now and not obsessed with carrying
with Ophelia when she was alive. The passionate out his plan for revenge. He is even reconciled to
way in which he spoke to her then was also close to the idea of death, a matter that always seemed to
real madness. However, the end he wanted to trouble him earlier in the play. He now sees death as
achieve was different. In his encounter with something natural and unavoidable, so he is no
Ophelia, Hamlet deliberately appeared to be mad longer afraid of it. His anger and madness have given
and convinced her he didn’t love her. At Ophelia’s way to calmness and reasoning. As a result, Hamlet
funeral, Hamlet appears to be raving mad as well; appears sympathetic to others. He regrets being
he even threatens Laertes and turns violent on him. violent to Laertes and asks him for forgiveness. Even
However, this time he struggles to convince Hamlet’s death matches the ideal of morality he has
everyone of the opposite: that he loved Ophelia represented throughout the play. He killed Polonius,
more than anyone and he is willing to do anything so his death seems like a fair punishment.
to prove his love for her. This time his madness 2 Action in the final scene sharply contrasts with
seems genuine and not part of a plot. action in the rest of the play. All the tension
accumulated so far triggers a series of violent
2 What unites Claudius and Laertes is their desire to events, and justice finally prevails. Although the
kill Hamlet, each one for his own reasons. Claudius scene is rather macabre, with characters dropping
feels threatened by him. Despite the tragedies that one after the other, it only seems right that the play
are taking place in his kingdom, he remains should end this way. Everyone gets what they
interested only in maintaining his power, and the deserve according to their actions. Claudius is
only way to secure his position as King is to get rid of punished for his crimes, and Laertes is justly killed
Hamlet. Laertes wants to avenge his father’s death with his own wickedness after taking his revenge.
and, likewise, wishes Hamlet to be dead. These Likewise, Hamlet takes his revenge by killing
reasons are good enough for them to become Claudius but he is also punished with death for
partners in crime. On the other hand, Hamlet and killing Polonius. Meanwhile, he watches his mother
Horatio share the strong bond of deep friendship. die as well. However, even Gertrude’s death seems
Neither uses the other as a means to an end. Horatio fair since she betrayed her son and was instrumental
is Hamlet’s companion, the one he can rely on for in Hamlet’s death. Finally, Rosencrantz’s and
help, support and advice. In contrast to Laertes, who Guildenstern’s execution represents a harsh but fair
is Claudius’ pawn in his murderous game, Horatio is punishment, as the two of them were traitors.
regarded as a trustworthy friend of good judgment. Overall, the feeling created in the last scene is that
of balance and justice rather than distress.
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Workbook Tapescripts
Module 1 Ben: I guess I could. But how much does it cost?
Joseph: Nothing! It’s completely free to join. But you can give
1b ― Ex. 4 (p. 5) them a donation of course. I think I’m going to give them a
one-off donation of £50, but you can also sign up for monthly
Radio Host: Welcome back to ‘Family Troubles’ with me, your
donations. They accept these from as little as £3 per month.
tough-talking agony aunt, Aunt Alice. Caller 2, you’re on the air.
Ben: Wow. There’s no joining fee ... OK! You’ve convinced me!
Caller: Hi Alice. My name’s Holly. I’m calling from Richmond in
Stay on their webpage. I’m going to join up too.
South London.
Joseph: Great!
Radio Host: Hello Holly. Welcome to the programme. So ...
tell us about your problem.
Module 2
Caller: Well, it’s my little sister, Kelly. She’s always going into my
room without asking and taking my clothes. It’s driving me crazy!
2b ― Ex. 5 (p. 13)
Radio Host: Have you asked her to stop?
Caller: Of course! But she just doesn’t listen to me! Melanie: What’s up, Sally? You look really stressed!
Radio Host: You know, Holly, if your sister likes your clothes that Sally: I don’t know. I just feel like everything’s getting on top
obviously means she thinks you have great style and very good taste! of me at the moment. I’m really worried about the Science
Take it as a compliment. Why don’t you tell your sister that she can test next week ... I’m way behind in my Maths project ... and
wear some of your clothes but she has to ask for your permission things at home aren’t very good lately ...
first. That way, she won’t go into your room without asking you. Melanie: OK. First things first. We can study for the Science
Caller: I suppose I could. But I still don’t like that she wears test together if you want. We’ve got the whole weekend to
my favourite clothes! study which is plenty of time. And my older sister can help you
Radio Host: Well, let me tell you what I did with my sister with your Maths project. She’s really good at Maths. But
when we were young. We had a common drawer where we what’s happening at home? Can I help?
both agreed to put everyday clothes that we didn’t mind Sally: Well, I haven’t told anyone yet ... but I think my
sharing. But we agreed that anything that wasn’t in that parents are getting a divorce.
drawer was special and so totally off limits. Melanie: Oh Sally I’m sorry! You should have told me! I
Caller: I guess I could try that ... thought you had been looking a little sad, recently. How are
Radio Host: Yes, try it and tell me how it goes. you and your brother coping?
Caller: OK. Thanks Aunt Alice! Sally: Not very well. Neither of us wants Mum and Dad to split
Radio Host: My pleasure. And to all you other listeners out up. We’re trying to convince them to work things out ... but it
there with family troubles, keep those calls coming in! Caller doesn’t look like they’re going to.
3, you’re on the air ... Melanie: Oh Sally!, I know exactly how you’re feeling. When
my parents divorced, it was horrible. But the thing to
Vocabulary Practice ― Ex. 4 (p. 10) remember is, it doesn’t mean they love you any less or will be
any less a part of your life.
Ben: Hi Joe! What are you doing?
Sally: I know ... but the thought of not being able to see my
Joseph: Hi! I’m just filling out a form to become a member of
Dad every day is horrible ...
Greenpeace.
Melanie: But who says you won’t?! You don’t know what’s going
Ben: Greenpeace? They’re that environmental group, aren’t
to happen. Maybe your Dad will find a place really close to your
they?
house and then you’ll be able to see him any time you want.
Joseph: Yes. That’s right.
Sally: I guess you’re right ... You know, I’d forgotten your parents
Ben: I don’t know much about them to tell you the truth.
were divorced. I would have come to you earlier if I’d remembered
Joseph: Don’t you? Well, I’ve just been reading on their
because I really need to talk to someone who understands.
website that they’ve been around for over 3 decades, have
Melanie: Of course you do! Look, I have a music lesson after
almost 3 million members and have a presence in over 40
school today but why don’t you come round to my house
countries around the world.
tomorrow after school? That way, we can talk properly.
Ben: Really? Remind me what kind of campaigns they’re
Sally: Really? I’d love to.
involved in again.
Melanie: Great. I’ll see you in the cafeteria at lunchtime and
Joseph: Well, they campaign to protect the world’s oceans and
we can arrange it then.
forests, stop global warming, encourage sustainable trade ...
Sally: OK! Thanks, Melanie. You’re a great friend!
and campaign for peace and disarmament ... things like that.
Ben: Wow! Really worthwhile causes. Maybe I should think
Vocabulary Practice ― Ex. 5 (p. 18)
about becoming a member ...
Joseph: You definitely should. In fact ... why don’t you sign Helpline: Hello. Youth Helpline. You’re talking to Amanda.
up now? Caller: Hmm, Hello ... I ... I ... Oh, I don’t know if I can do this ...!
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Workbook Tapescripts
Helpline: It’s OK. Take a deep breath and relax. This call is So how can teens avoid bad peer pressure? Well, firstly, they
strictly confidential. You don’t even need to tell me your can start by learning to feel comfortable saying ‘no’. With good
name. I’m just here to help. So, relax. And just start speaking friends you should never have to explain why it is you don’t
when you are ready. want to do something. Secondly, there is no need to avoid
Caller: Thanks ... it’s just ... I’m calling because I don’t know situations where you’ll be asked by strangers to do things you
who else I can talk to ... don’t want. Simply think ahead of time about what you can say.
Helpline: That’s why I’m here. Do you want to tell me what’s For example, if you are going to a party and know you’ll be
wrong? offered alcohol there, a good line to have in your head is
Caller: I ... I ... I’m being bullied by a girl at school. something like, ‘Sorry, but I can’t. I’m in training”.
Helpline: Has it being going on for long? These days, teens have to deal with a lot more pressure than in
Caller: Yes. More than two months ... the past. This is because they are hit with unrealistic images of
Helpline: And why haven’t you wanted to tell anyone about it ? beauty, celebrity and success every single day on the TV, in
Caller: Because the girl who’s bullying me said if I tell anyone magazines, in newspapers etc. Trying to live up to these
she’ll give me real problems. I want to tell my parents ... but I impossible ideals and cope with peer pressure is very tough for
know it’ll just make things worse ... teens. But I tell the teens who come to see me that becoming an
Helpline: You know, the only way to stop bullies is to inform an adult means knowing when to go along with the crowd and when
adult. The best people to tell are your teachers at school because to be independent. I tell them not to worry. That sooner or later
they are all trained in this area. They know exactly how to stop they will have the confidence they need to listen to their inner
bullying. And what’s more, they know how to do it without the voice in difficult situations, rather than listen to others.
bully ever finding out that someone has told on them. Is there a I want to end by saying that one of the most important factors
teacher who you trust at school who you think you could talk to? in every young person’s life is their peers. This is especially
Caller: Well, I do like my French teacher a lot ... true during the teenage years because it is at this time that
Helpline: Well, why don’t you ask if you can talk to her after the influence of one’s peers begins to get greater than that of
school tomorrow? You can tell her exactly what’s happening, one’s family.
that you’re scared, and she will take matters from there. Presenter: Thank you, Dr. Smith.
Caller: OK, maybe I will ... Psychologist: My pleasure.
Helpline: Please do. And will you call me tomorrow to tell me
how things went? I would really like that. Module 3
Caller: OK, I will. Thanks for listening to me.
Helpline: My pleasure. And don’t worry. Everything will get 3b ― Ex. 4 (p. 21)
better once you tell your teachers. 1 Every day, we go to school, we learn, and then we go home.
Caller: Thanks Amanda. But I think it’s important for students to remember that,
while we’re there, we all share certain responsibilities. For
Spotlight on Exams ― Ex. 1 (p. 19) example, if we see somebody getting bullied, we should tell
Presenter: With us in the studio today is counselling a teacher. Bullying is horrible and we should never tolerate
psychologist Dr. James Smith. Dr. Smith is here to talk about peer it. People mustn’t be allowed to get away with something
pressure. Dr. Smith, welcome to the programme. so nasty. But, most important of all, we have an obligation
Psychologist: Thank you. Well, there are two types of peer to respect our teachers. They work really hard to give us a
pressure - good peer pressure and bad peer pressure. Good peer good education and prepare us for the rest of our lives,
pressure is when your friends persuade you to do something even if it does include doing a lot of homework ...
positive that you maybe didn’t have the courage to try. It can
2 I’ve just been to a lecture about how to be a ‘green’ citizen.
also be your friends convincing you not to do something because
It was full of tips about the little things all of us can do to
it is not in your best interest. Bad peer pressure, on the other
help the planet. Many of the tips ― such as taking shorter
hand, is when your peers persuade you to experience or do
something that you don’t want to do. showers and not leaving electrical appliances on standby ― I
Now, most of the time, our peers have an extremely positive knew already. But there were some interesting suggestions
influence on our lives. Their influence is not positive and such as eating less meat and planting shade trees in your
negative in equal measure. The trick is learning to reduce the garden. I now want to read about these things some more. I
negative impact they sometimes have. don’t know if I could ever reduce my meat consumption, but
Teens give in to bad peer pressure for many reasons. Perhaps if planting shade trees in my garden can cut down on my air
they want to be liked by a person they admire. Perhaps they conditioning use during the summer months, then I’d
don’t want to be the only person not doing something. definitely consider it. But first I need to get more
Sometimes it can just be because they don’t want to be information.
teased by the ‘cool’ crowd.
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Workbook Tapescripts
3 To be completely honest, I always thought that global ‘litter drive’ at our local lake where we spend the whole
warming wasn’t really a problem. It seemed to me that afternoon picking up rubbish. The good thing is, not only are
people were worrying about nothing. But, one day, my we helping to prevent water pollution but we’re keeping the
daughter came home from school and told me what she lake area nice and pretty!
had learned about it. Frankly, it worried me. I realised Radio Host: Caller 4, you’re on the air.
that global warming was a real problem that affects the Caller 4: I don’t wash my car in the street. I go to the car wash
air we breathe, the weather, and all life on the planet. at my local petrol station. It costs me a bit more, but I read
Since then, I’ve decided it’s my duty to do what I can to somewhere that petrol stations have to dispose of their waste
help the planet. So, every Sunday, my daughter and I go water carefully. If you wash your car on the street all the
on a beach clean-up. As she says, it’s the least we can do! detergent just ends up in a river or stream. Unfortunately, not
many people know things like this. I think the government has to
Module 4 do more to educate people.
Radio Host: Caller 5, you’re on the air.
4b ― Ex. 5 (p. 29) Caller 5: Hi. I do my best to stop water pollution so when I see
Nurse: Good morning, Waterston Surgery … people doing things like pouring hazardous chemicals or
Tanya: Oh, hello. My name is Tanya Holden. I’m a patient of detergents down a drain, it drives me crazy! I think anyone who
yours. I wonder if I could book an appointment to see my deliberately pollutes our environment should be taken to the
doctor, please. nearest police station.
Nurse: Of course, Miss Holden. What’s your doctor’s name?
Tanya: It’s Doctor Johnson. Spotlight on Exams ― Ex.2 (p. 35)
Nurse: Thompson? Jill: Good morning, doctor.
Tanya: No, Johnson. That’s J-O-H-N-S-O-N. Doctor: Good morning, Jill. What seems to be the problem?
Nurse: Ah, Ok! Thank you. And what is your reason for booking Jill: Well as you can see, my eyes are very red. They also feel
the appointment? We need to know if you are experiencing itchy. Oh, and I have a runny nose, too!
any symptoms. Doctor: Yes, indeed. Let me ask you a few questions while I
Tanya: Well, I have a slight temperature, runny nose and a examine you. When did your symptoms start? And would you
persistent cough that seems to be getting worse. I don’t know say you feel better or worse when you are outside?
if I should be taking any cough syrup or not. Jill: My eyes started bothering me last week. And my nose, ...
Nurse: It is a dry cough? well, it started running a few days ago. As for whether I feel
Tanya: No, I have a lot of mucous and I’m coughing up phlegm. better outside ... well, funny you should ask. I definitely feel
Nurse: Mrs. Holden, avoid cough syrup at the moment because worse when I am at home.
we do want you to cough up the phlegm and not have it build Doctor: Hmm. So that eliminates hay fever and seasonal
up inside. I was going to give you an appointment tomorrow, allergies. It sounds to me like there is something in your home
the 25th June, at 2 pm but I can squeeze you in between that is causing your symptoms. Have you moved house
patients in one hour. Can you make it by 3 pm? recently or bought any new carpets or pets?
Tanya: Yes, certainly. Thank you. Jill: Well, I did buy a puppy a couple of weeks ago. Do you
Nurse: My pleasure. See you then. think I’m allergic to it?
Doctor: Well, not the puppy itself. I suspect that what’s
Vocabulary Practice ― Ex.5 (p. 34) bothering you is not your dog, but the dead skin cells that fall
Radio Host: Welcome back, listeners. For those of you who off your dog.
have just joined us, we’re discussing water pollution. Caller 1, Jill: On no! Is there anything I can do? I don’t want to get rid
you’re on the air. of my puppy!
Caller 1: Hello. I know it’s only a small gesture but whenever I Doctor: You won’t have to. Just make sure your puppy stays out
mow my lawn, I always dispose of my grass clippings carefully of your bedroom and if you have carpets in your house, get rid of
because if they wash into a storm drain they can really affect them. Wooden floors are best and you must mop them regularly.
the quality of the water. Jill: OK. I’ll do what you say. I hope it works.
Radio Host: Caller 2, you’re on the air. Doctor: If it’s the dead skin cells that are causing your
Caller 2 I would do something to help but is there any point? I symptoms, it will work. And I am pretty sure it is. But just to
can’t stop water pollution on my own, so why should I bother be on the safe side I’d like to give you an allergy test to
to do anything? Change only happens if lots of people do the confirm that you are not allergic to anything else.
same thing. Jill: Oh. Will it hurt?
Radio Host: Caller 3, you’re on the air. Doctor: Not really. I will make a few tiny scratches on your skin
Caller 3: Hello. Every month, my class at school goes on a and place a different drop of liquid on each scratch. If you are
allergic to the liquid, your skin will develop a red, itchy area.
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Workbook Tapescripts
Jill: Oh. That sounds alright. What about cleaning? Well, in the future, people won’t need to
Doctor: Good. Do you have time to do it now? do it! Floors, windows and other household surfaces will be self-
Jill: Yes. I don’t have any other appointments to go to this cleaning, leaving people with more time to have fun. And how
morning. will clothes be washed? Well, not with water! Washing machines
will use sound waves to ‘shake’ dirt off clothes.
Module 5
What will bathrooms be like? Well, they will check for health
problems. When people brush their teeth, a tiny computer inside
5b ― Ex. 4 (p. 37)
their toothbrush will tell them if they have a bad tooth that needs
Bob: Good morning, Frank. Painting so early in the morning? repairing at the dentist. When people look in their bathroom mirror,
That’s a surprise! I was just coming round to see if you wanted a computer will tell them if they need to visit an eye doctor.
to join me for a jog.
Frank: Hi, Bob. Well, I wouldn’t call it a good morning. Some Kitchens of the future will have exciting new features, too. For
kids graffitied all over my garage door last night and that’s example, fridges and cupboards will ‘speak’ to the cook: their
why I’m standing here with a paint brush in my hand. I want to digital voices will suggest ideas for meals according to what food
paint over the mess before my wife sees it. It’ll only upset her. is inside them. And, when supplies of a product are running low,
Bob: Oh, I see. What bad luck. computers in fridges and cupboards will order replacements
Frank: Indeed! Has it happened to you, yet? from the supermarket using the Internet.
Bob: Yet? What do you mean ... ‘yet’?
Living rooms will be different too. For instance, the size and
Frank: Well, The Thompsons had their fence graffitied a
shape of living rooms won’t be fixed in the future. Sliding walls
couple of days ago. And I ran into Joe Smith last night at the
will enable people to make their living room larger or smaller.
petrol station and he told me that his garage door was
Curtains won’t be needed either, as windows will turn from clear
graffitied last week.
to dark at the touch of a button. And dual screen TVs will mean
Bob: Oh, that’s awful. I had no idea we had such a problem on
that people can watch different programmes at the same time
our hands!
from the same one TV screen.
Frank: Well, we do. And we’re going to have to think about
what we can do to stop it. What about bedrooms? Well, when bedroom wardrobes are
Bob: Hmm. Maybe we could install surveillance cameras ... opened, a computer screen will display the weather forecast and
Frank: Well, the same thought occurred to me this morning also images of what clothes each family member might like to
but I don’t think people in the street will go for the idea. It’ll wear. When people look into their bedroom mirror, messages will
be too costly. appear on the mirror telling them if it is time to get a haircut and
Bob: Yes, maybe you’re right. Well, what about a neighbourhood so on. And music systems will ask what piece of music people
watch scheme, then? My brother started one up in his street a want played whenever they walk into their bedroom.
few months ago and he tells me that it’s been quite effective in
Finally, when people go away on holiday they will be able to
cutting crime.
operate everything in their home via their laptop. They will be
Frank: Hey! That’s a great idea! Do you think the other
able to water their plants, feed their pets, open the garage door
neighbours would go for it?
for a delivery ― anything they want ― all just by pressing on
Bob: I don’t see why not. Look, why don’t we have a meeting
their laptop keypad.
at my place tonight to discuss the idea? I can pop round to the
Thompsons and Smiths now to tell them to come over to my
house about 6-ish.
Module 6
Frank: OK, great. And as soon as I’ve finished here, I’ll walk
6b ― Ex. 5 (p. 45)
round the rest of the street and tell everyone.
Bob: Good. That’s sorted then. Now … do you need a hand Speaker 1: The paper’s delivered to my doorstep each
painting that door? morning. I skim the headlines over my coffee and cereal.
Frank: Thanks, Bob, it’s fine. I’ve almost finished.
Speaker 2: I read the online versions of the newspapers sitting
Bob: OK. Well, see you tonight at 6, then.
at my desk during my lunch hour.
Frank: Great. Enjoy your jog.
Speaker 3: There isn’t one particular time of day. It’s just
Spotlight on Exams ― Ex.1 (p. 43) whenever I get a spare moment.
What will houses be like in the future? Well, to start with, Speaker 4: I go jogging every evening. I pick up a paper on my
people won’t need keys to get into them. They will simply place way home to read when I get in.
their hand on a panel on the front door and a computer will scan
their hand print. If the print is recognised, the front door will Speaker 5: Every Sunday, I meet my friends for breakfast in a
open and a voice will welcome them home. café. I arrive early and read the paper before they get there.
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Workbook Tapescripts
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Workbook Tapescripts
Module 8
8b ― Ex. 4 (p. 61)
1 A: Sir! My suitcase hasn’t come out on the conveyor belt.
What am I going to do? What if it’s been lost?
B: Don’t panic Madam. I doubt your suitcase has been
lost. It’s probably just been put on an incorrect flight, or
is still at the airport you departed from. If you go to the
‘Lost Baggage’ desk over there, you can give the lady all
the details. She will track down your suitcase and will
have it delivered to your hotel when it arrives.
A: OK. Thank you, Sir.
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