4-1

FOCUS
4
FOUR
MOTIVATION
MEMORY
MEANING
o Language is brought to life
o The unique approach to
o English is made
o Learning is tracked via
o Language acquisition is
o Meaningful practice
o Development of language
o Exam skills are reinforced by
through grammar animations,
interactive videos and
culturally relevant clips
personalised reporting in the
online Gradebook
vocabulary acquisition via the
Word Store helps new words
stick in students’ memories
driven by careful recycling of
vocabulary and grammar
and exam strategies are
carefully levelled to the GSE
STUDENTS’ BOOK
4
10
4
TEACHER’S BOOK
Workbook
20
30
MyEnglishLab
40
50
60
70
4
Teacher’s Book
80
90
Level 5
MultiROM
Class CDs
ActiveTeach
www.english.com/focus
A TKACZ
GSE
is provided by the
extensive selection of
editable worksheets,
assessment programme
and tests
FOR TEACHERS
WORKBOOK
Students’ Book
relevant to students’
own lives by frequent
personalisation
Cambridge and PTE General
practice booklets
FOR STUDENTS
TEACHER’S BOOK
Focus is a rich, varied, carefully levelled course for upper secondary
students. Specially designed to motivate older teens, it helps them to
track their level and achieve the exam results they need. With its unique
blended learning package, Focus is the flexible course that gets results.
Level 4
Level 3
Progress
Level 2
Level 1
CEFR
<A1
A1
A2 +
B1 +
B2 +
C1 C2
Learn more about the Global Scale of English at english.com/gse
COV_FOC_TB_04GLB_BR_8372_CVR.indd 1
Progress accurately measures
student progress in English,
highlighting strengths and
weaknesses to inform teaching.
TEACHER’S BOOK
AREK TKACZ
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Contents
Introduction
4
Focus unit walkthrough
5
Focus Assessment Package
11
Assessment for learning
13
Components
14
Students’ Book
Contents
16
Starter unit
18
Unit 1
26
Unit 2
40
Unit 3
54
Unit 4
68
Unit 5
82
Unit 6
96
Unit 7
110
Unit 8
124
Grammar focus
138
Culture notes
157
Students’ Book audio script
167
Workbook answer key
181
Photocopiable resources
189
Grammar animations
286
+ Students’ Book Word Store booklet with answers
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Introduction
Dear Teacher,
We are writing to you to introduce Focus, our new
course for upper secondary students. This course
is the fruit of our many years’ teaching, writing and
developing materials. Our aim has been to produce
a set of materials that will help you to be the best
teacher you can be. In other words, we want to
help you to create the optimum conditions for your
students to learn English.
Of course, we accept that everybody’s teaching
context is unique and the perfect English course is an
unattainable dream. That said, our own experience
in the classroom has taught us to value three things
above all when using teaching and learning materials:
reliability, flexibility and credibility.
Reliability
Quite simply, we want the materials to work.
We don’t want the course to let you down in the
classroom. So we’ve gone for a clean design, clear,
easy-to-understand instructions and a wide variety
of engaging topics, texts and tasks that have been
combined in a logical way that will make sense to you
and to your students.
Needless to say, the course covers all the necessary
language work appropriate for the level and follows
the Common European Framework of Reference
(CEFR). We hope you will appreciate the stimulating
and memorable way in which each carefully selected
grammar structure and vocabulary item is presented.
But we are well aware that presenting language is
not even half the story. We have designed these
materials so that they systematically recycle the
language that has been presented. ‘Use it or lose it’
is our motto. You will discover that this course, with
all its supporting print-based and digital materials,
provides your students with the repeated exposure
and practice they require. Reliability = trust. We are
confident you will be able to trust Focus.
Flexibility
One of the things we learnt early on in our careers is
that you teach the students, not the lesson plan. There
is no point in slavishly following a prescribed ‘teaching
path’ through a set of materials if the students are not
with you. Your ability to react to emerging classroom
situations and adapt your lesson accordingly is a vital
teaching skill. We strongly believe that a rigid unit
structure does NOT have to be a teaching straitjacket.
The lessons themselves are brimful of different ideas,
task types and interesting information. Then the
supplementary material we have developed, both
print-based and digital, offers you almost limitless
flexibility. You can give extra multiple choice grammar
exercises, do a communicative A/B information-gap
activity or watch a video clip. Flexibility = choice. We
think you will appreciate the range of choice in Focus.
Credibility
So, while we are sure that a reliable and flexible
course will help you, it’s this third characteristic that
really counts. We’d like to take this opportunity to
summarise our thinking on this and explain what lies
at the heart of Focus. We can do this by grouping
our thoughts under three words beginning with M:
Motivation, Memory and Meaning.
Motivation
Then the other one percent has to do with your
methods. This is our starting point: students learn best
when they are interested in the material. It’s as simple
as that. We may not have got it right every time for
your particular teaching context, but our overriding
concern has been to select topics, texts and tasks that
engage students both emotionally and intellectually.
Memory
Systematic recycling of new language is a core feature
of Focus. There is a particular emphasis on vocabulary.
In the process of building their own ‘Word Store’,
students using Focus will devote valuable time to new
vocabulary, as well as learning a variety of ways of
recording it.
Meaning
We are strongly opposed to mechanistic practice and
drills where form dominates and meaning is irrelevant.
Don’t practise language for the sake of it. Language
exists to make meanings and our learning materials
should reflect this.
These are some of the more important ideas that we
hold dear. Over the years, they have influenced our
teaching and our writing. Credibility = belief. We want
you to believe in Focus.
So now it’s over to you. We’d like to take this
opportunity to wish you and your students every
success.
Our warmest regards,
Sue and Vaughan
4
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Photocopiable Resources – Instructions
Focus unit walkthrough
Vocabulary lesson
Every unit begins by focusing on vocabulary, which is then recycled throughout the unit.
1
2
3
Real life quotations can be used
as a conversation starter for
introducing the unit or as a tool
to find out what students already
know.
The UNIT LANGUAGE AND SKILLS
menu describes the flow of the
unit. It highlights the language
skills practised, as well as the extra
resources available.
A PLACE
TO LIVE
Dependent prepositions • Collocations •
Useful phrases to describe cities
I can describe cities and talk about city life.
SHOW WHAT YOU KNOW
3
1 In pairs, tick the townscape and landscape features you can find near
A POPULAR SAYING, ATTRIBUTED
TO SAINT AMBROSE
UNIT LANGUAGE
AND SKILLS
a river bank
a ruined castle
a housing estate
a dense forest
a busy harbour
a steep hill
an industrial area
a famous monument
a market square
a breathtaking view
10
2
• Show what you know – landscapes and
cityscapes
The SHOW WHAT YOU KNOW box
reviews vocabulary students should
already know, to ensure they all
begin the unit at the same level.
Exercise 1. Which is the nearest? Which is the furthest?
CD•1.40 MP3•40
Listen to four teenagers talking about what makes
a city a good place for young people. Which things are important
to them?
• clean air
• job opportunities
2 Gudrun
• street art and fashion
• dependent prepositions
• expensive designer shops
• cheap public transport
• word families – adjectives ending in -able
• safe cycle lanes
• prepositions at, in, on
• Word in focus – to
Grammar:
• future forms
• quantifiers
Listening:
• news reports and a conversation about
20
4 Josh
• quaint little backstreets
• leafy neighbourhoods
• a run-down, inner-city area
with lots going on
• a young, multi-cultural
population
25
in a city. Choose from the things in Exercise 3 or add
your own ideas.
The FOCUS EXTRA section directs
students to additional practice
materials such as the WORD
STORE booklet, the Workbook
or MyEnglishLab and the Focus
website, where they can find the
audio recordings for the unit.
Berlin
Toronto
Speaking:
• suggesting, agreeing to and objecting
the text again and answer the questions.
1 What do Toronto students benefit
?
2 What does Toronto pride itself
?
3 What sort of people are Berlin nightclubs packed
4 What is Berlin steeped
?
5 What problem is New York renowned
?
6 What are New York’s living costs offset
?
?
WORD STORE 3B
8
CD•1.42 MP3•42 Complete WORD STORE 3B with
adjectives from the underlined collocations in the text
and in Exercise 3. Then listen, check and repeat.
9
CD•1.43 MP3•43 In pairs, put the lines of a teenager’s
views into the correct order. Then listen and check.
1
At the moment I’m living in a leafy
skyline of gleaming skyscrapers. I’d live in an inner-city
city with a multi-cultural population and an iconic
food, modern art, good music and vibrant
2
neighbourhood of a picturesque town with quaint
little backstreets. It’s so boring! I dream of a bustling
area where I could enjoy mouth-watering
nightlife. I’ll go mad if I stay here!
10 Use the collocations in WORD STORE 3B to give your
own views – negative or positive – about where you live.
WORD STORE 3C
11 CD•1.44 MP3•44 Complete WORD STORE 3C with more
adjective-noun collocations. Then listen, check and
repeat. Write an example sentence for one collocation in
each pair.
WORD STORE 3D
12 CD•1.45 MP3•45 Complete WORD STORE 3D with the
highlighted phrases in the text. Then listen, check
and repeat.
13 In pairs, complete the sentences about places in your
New York
to a course of action
CD•1.41 MP3•41 Complete WORD STORE 3A with the
phrases in red in the text. Then listen, check and repeat.
7 Complete the questions with prepositions. Then read
30
city is most suitable for you and explain why.
Reading:
• true/false
Berlin could be the coolest city in the world! People
are open-minded and easy-going, and Berliners welcome
visitors with open arms. The city boasts an incredible arts and
music scene – the nightlife starts late and never ends. There
are hundreds of nightclubs, packed with partygoers every
night of the week. Nightlife is affordable, as is accommodation
and transport. The city is flat and easy to get around by bike.
But there is also a state-of-the-art public transport system.
Berlin is steeped in history, and the historical heart of the
city is the area called Mitte. Most of the main sights are
within walking distance of the centre. Finally, Berlin’s
best kept secrets are the beautiful lakes, canals and parks.
Located at the mouth of the Hudson River, there is no
place like New York with its iconic skyline. There’s a firstclass music scene: hip-hop was invented here! There is a huge
number of theatres: more than 400 in total. In summer, this
cosmopolitan city is full of free cultural activities like public
art installations, museum nights and live music. The bustling
city of New York is renowned for its traffic jams, but unlike
35 other cities where the subway closes at night, the NY subway
runs twenty-four hours a day. New York isn’t the cheapest
place to live, but this is offset by high salaries and good youth
employment.
5 Read The Youthful Cities Index. In pairs, decide which
places to live
4
In first place is Canada’s largest city, with a population
of 2.7 million. The city’s most famous landmark is the CN
Tower, which, at 553 metres tall, is one of the world’s tallest
buildings. In Toronto there’s a large student population who
benefit from the vibrant nightlife. Toronto prides itself on its
wide range of cultures, languages, food and arts. Almost half
of its population are immigrants, so you can find world-class
restaurants serving mouth-watering food from every country
you can think of. Public transport is great, with a reliable
network of buses, streetcars (trams) and underground.
3 New York
4 In pairs, discuss the five most important things for you
• multiple choice
• a text about the International Space Station
6
2 Berlin
• gleaming skyscrapers
• adjective-noun collocations
• useful phrases to describe cities
15
3 Liang
1 Lisa
• open spaces and cheap
sports facilities
• great nightlife
• affordable things to do
WORD STORE 3A
1 Toronto
your school.
3
Go to WORD STORE 3 page 7.
The Youthful Cities Index have ranked the biggest cities
in the world according to how youth-friendly they are.
‘Youth’ is defined as people aged fifteen to twenty-nine and
over 1,500 participants from around the world helped
to compile the list.
2 Discuss how far you need to go to see an example of each feature in
in Rome, do as
1 When
the Romans do.
Vocabulary:
3
The Youthful
3.1 Vocabulary
Writing:
• a ‘for and against’ essay
4 FOCUS EXTRA
country. Then compare your sentences with other pairs.
Do they agree with your opinions?
1
is my local city’s best kept secret.
2 The most famous landmark in my area is
.
3
has a very reliable network of
.
4
is within walking distance of this school.
5
is easy to get around by bike.
6 The most youth-friendly city in my country is
.
• Grammar Focus pp. 133–135
• WORD STORE booklet pp. 6–7
• Workbook pp. 36–49 or MyEnglishLab
• MP3s – www.english.com/focus
41
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Vocabulary and Word store
In the WORD STORE booklet attached to the back of the Students’ Book, there are additional vocabulary exercises
which accompany the Vocabulary, Listening and Reading lessons in the unit.
1
When students reach the WORD
STORE section of a Vocabulary
lesson, they flip open the booklet
at the back of the Students’ Book
and leave it open alongside the
main Students’ Book page.
The Youthful
1
10
2
3
Students use Exercises A, B, C
and D in the Vocabulary lesson to
practise key topical vocabulary and
collocations. Students can use the
WORD STORE page to complete
additional supporting exercises,
which provide students with a
personal mini dictionary they can
refer to as and when necessary.
The WORD IN FOCUS section takes
specific words or language from the
unit and shows students different
collocations and uses of it. This can
be used to practise dictionary skills.
Go to WORD STORE 3 page 7.
The Youthful Cities Index have ranked the biggest cities
in the world according to how youth-friendly they are.
‘Youth’ is defined as people aged fifteen to twenty-nine and
over 1,500 participants from around the world helped
to compile the list.
15
20
25
New York
Located at the mouth of the Hudson River, there is no
place like New York with its iconic skyline.
skyline There’s a first30 class music scene: hip-hop was invented here! There is a huge
number of theatres: more than 400 in total. In summer, this
cosmopolitan city is full of free cultural activities like public
art installations, museum nights and live music. The bustling
city of New York is renowned for its traffic jams, but unlike
35 other cities where the subway closes at night, the NY subway
runs twenty-four hours a day. New York isn’t the cheapest
place to live, but this is offset by high salaries and good youth
employment.
New York
2
WORD STORE 3A
Dependent prepositions
WORD STORE 3E
Word families – adjectives ending in -able
1 benefit from = get help or an advantage from
VERB
2
= balanced by
the text again and answer the questions.
3
= extremely crowded with
?
1 What do Toronto students benefit
2 What does Toronto pride itself
?
3 What sort of people are Berlin nightclubs packed
4 What is Berlin steeped
?
5 What problem is New York renowned
?
6 What are New York’s living costs offset
?
4
= feels happy about its special quality
2 dispose
5
= well-known for
3 profit
6
= have a lot of a particular quality
4 rely
?
Complete WORD STORE 3B with
adjectives from the underlined collocations in the text
and in Exercise 3. Then listen, check and repeat.
9
CD•1.43 MP3•43 In pairs, put the lines of a teenager’s
views into the correct order. Then listen and check.
CD•1.42 MP3•42
1
At the moment I’m living in a leafy
skyline of gleaming skyscrapers. I’d live in an inner-city
city with a multi-cultural population and an iconic
food, modern art, good music and vibrant
2
neighbourhood of a picturesque town with quaint
little backstreets. It’s so boring! I dream of a bustling
area where I could enjoy mouth-watering
nightlife. I’ll go mad if I stay here!
10 Use the collocations in WORD STORE 3B to give your
own views – negative or positive – about where you live.
EXAMPLE
We need more
affordable homes.
6 suit
Complete WORD STORE 3C with more
adjective-noun collocations. Then listen, check and
repeat. Write an example sentence for one collocation in
each pair.
MP3•44
WORD STORE 3D
12 CD•1.45 MP3•45 Complete WORD STORE 3D with the
highlighted phrases in the text. Then listen, check
and repeat.
7 sustain
1 inner-city area (= near the city centre)
2
city (= busy)
3
food (= delicious)
4
little backstreets (= charming)
5
neighbourhood (= full of trees)
6
nightlife (= lively)
7
skyline (= famous)
WORD STORE 3F
country. Then compare your sentences with other pairs.
Do they agree with your opinions?
each floor
the horizon
EXTRA Adjective-noun collocations
area backstreets city food
neighbourhood nightlife skyline
an altitude of …
2
28,000 km per hour
least
a hurry
1 cosmopolitan/sprawling city ➝ There are so
many different cultures in London. It’s
the most cosmopolitan city I know.
2 dramatic/impressive
➝
➝
5 cobbled/narrow
➝
6 exotic/plain
➝
Useful phrases to describe cities
the Hudson River.
by bike.
4 Toronto has
7 The main sights are
is the CN Tower.
the centre
of Berlin.
8 Toronto is the most
3
to after certain verbs, adjectives and wh- words
They’re planning to build a huge ship.
I’m afraid to use my bike.
We didn’t know where to go.
to + verb = infinitive of purpose
We stopped the car to admire the view.
to as a preposition (= as far as a particular
point/limit)
buses.
Berlin is called Mitte.
6 Toronto’s
the night sky
TO
WORD STORE 3D
3 Berlin is
time
WORD IN FOCUS
➝
7 respectable/run-down
2 New York is
awe of …
3
➝
4 built-up/urban
5 The
.
board
1
1 Berlin’s best kept secrets are the lakes.
13 In pairs, complete the sentences about places in your
Prepositions – at, on, in
WORD STORE 3C
3 dull/hectic
WORD STORE 3C
1
is my local city’s best kept secret.
2 The most famous landmark in my area is
.
3
has a very reliable network of
.
4
is within walking distance of this school.
5
is easy to get around by bike.
6 The most youth-friendly city in my country is
ADJECTIVE
affordable
5 respect
Adjective-noun collocations
8
CD•1.44
1 afford
WORD STORE 3B
WORD STORE 3B
11
A place to live
WORD STORE 3
1
Complete WORD STORE 3A with the
phrases in red in the text. Then listen, check and repeat.
CD•1.41 MP3•41
7 Complete the questions with prepositions. Then read
Berlin
Berlin could be the coolest city in the world! People
are open-minded and easy-going, and Berliners welcome
visitors with open arms. The city boasts an incredible arts and
music scene – the nightlife starts late and never ends. There
are hundreds of nightclubs, packed with partygoers every
night of the week. Nightlife is affordable, as is accommodation
and transport. The city is flat and easy to get around by bike.
But there is also a state-of-the-art public transport system.
Berlin is steeped in history, and the historical heart of the
city is the area called Mitte. Most of the main sights are
within walking distance of the centre. Finally, Berlin’s
best kept secrets are the beautiful lakes, canals and parks.
3
6
Toronto
In first place is Canada’s largest city, with a population
of 2.7 million. The city’s most famous landmark is the CN
Tower, which, at 553 metres tall, is one of the world’s tallest
buildings. In Toronto there’s a large student population who
benefit from the vibrant nightlife.
nightlife Toronto prides itself on its
wide range of cultures, languages, food and arts. Almost half
of its population are immigrants, so you can find world-class
restaurants serving mouth-watering food from every country
you can think of. Public transport is great, with a reliable
network of buses, streetcars (trams) and underground.
2
WORD STORE 3A
city.
People aged fifteen to twenty-nine.
The transition from daytime to night-time.
to in phrases
To be honest, I’m not sure.
face to face, back to back.
to in three-part phrasal verbs
He looks up to me.
Let’s get down to work.
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Focus unit walkthrough
Grammar lessons
The second and fifth lessons of every unit are both grammar lessons. These lessons are supported by grammar
animation videos, which make them more attractive and motivate students to focus on the grammar being covered.
1
The grammar in each lesson
is presented in context and
highlighted, to make it easily
identifiable.
3.2 Grammar
1
Future forms
3.2 Future forms
I can use a variety of forms to talk
about the future.
Then think about your life three years
from now and decide which alternative is
more likely.
In three years’ time:
1 I’ll have moved to another part of the country.
2
I won’ t have moved to another part
of the country.
The GRAMMAR FOCUS box gives
students explanations of how to
use the grammar, as well as clear
examples. This is followed by a
variety of exercises which provide
practice with new structures in
contexts relevant to students’ lives.
2 I’ll have been studying at university for a year.
3 I’ll still be living at home with my parents.
4 I’ll have saved up enough money to go
travelling.
5 I’ll have been driving for over a year.
6 I’ll be sailing across the Pacific Ocean with
my family.
2 In pairs, read the GRAMMAR FOCUS and
follow the instructions.
1 Translate example sentences 1–3 into your own
language.
2 Discuss the difference in meaning between
each sentence.
3 Look at Exercise 1 and name the future verb
forms in blue.
GRAMMAR FOCUS
2
Future forms
• You use the Future Continuous to talk about
3
4
unfinished actions in progress at a time in the
future. It often refers to future events that are
fixed or expected.
1
At 11 a.m. tomorrow, I’ll be doing an exam.
Each lesson ends with a production
exercise, where students actively
use the grammar from the lesson.
• You use the Future Perfect Simple to talk about
We use the Future Perfect Continuous to talk about actions
or states which will have been in progress for some time by a
certain time in the future:
an action that will be completed before a certain
time in the future.
By 11 a.m. tomorrow, I’ll have done an exam.
THE VOYAGE
OF A LIFETIME
I
n a few weeks’ time, the Franklin family will 1
embarking on a threeyear sailing voyage. We asked the children how they felt about the adventure.
Billy, fifteen, said, ‘We’ll 2
missing a lot of school, but I think that by
the end of this trip we’ll 3
learnt more than in a classroom. We’ll have
4
travelling for three years and we 5
have seen places with
our own eyes. We won’t 6
just read about them in books.’
Mandy, twelve, had a few worries: ‘The worst thing is that I’ll 7
spending
three years in a small space with my untidy brothers.’
Finally, Jake, seventeen, was less keen than his younger brother: ‘By the time we go,
I’ll have 8
playing basketball for my school for seven years, and I want
to be a professional. I’ll 9
practising whenever I can, but it’s not easy
on a boat.’
4 Complete Part 2 of the article with the Future Continuous, Future
We use the Future Continuous:
• to talk about actions which will be in progress at a particular
time in the future:
This time tomorrow we’ll be flying to the Maldives.
• to talk about planned or routine future events, actions or
situations:
I’ll be going to the supermarket after work.
• to form polite questions or requests:
Will you be doing the first aid course this month?
Will you be using your car tomorrow? (because I’d like to
borrow it)
By the end of the year we will have been living in Toronto for
eight years.
Affirmative
Negative
Will
I/You/He/ ’ll
She/It/
(will) sleeping.
We/They be
I/You/
He/
She/
It/We/
They
Yes/No questions
Short answers
Will
Perfect Simple or Future Perfect Continuous form of the verbs in
brackets. Would you like to go on a voyage like this? Why?/
Why not?
I/you/
he/she/it/ be
we/they
sleeping?
Wh- questions
Eileen Franklin told us, ‘We’re not in a hurry, so after leaving San Francisco
we 1
(travel) down the coast of Mexico for a few weeks. After that we
2
(sail) across the Pacific and we 3
(end) our journey in
Indonesia. It’s a long voyage, but by the time we leave, we 4
(plan) for
several years, so I think we’re as prepared as we can be.’
‘Yes,’ added Bob. ‘And by the time we set off, we 5
(do) everything
possible to make this a safe trip: Mandy 6
(learn) how to swim and Eileen
7
(do) an advanced first aid course. On the boat, we 8
(use)
top-of-the-range technology to chart our route. It’s the trip of a lifetime, so we
9
(not take) any chances!’
How
will
long
won’t
(will
sleeping.
not)
be
Yes, I/you/he/she/it/we/
they will.
No, I/you/he/she/it/we/
they won’t.
Subject questions
I/you/he/
be
she/it/
sleeping?
we/they
Who
will
• You use the Future Perfect Continuous to talk
be
sleeping?
Future Perfect Simple
We use the Future Perfect Simple to talk about actions or
situations which will be completed before a certain time in
the future:
They will have crossed the border by five o’clock.
3 Read Part 1 of an article. For each gap,
choose from options A–D. Then discuss the
questions below in pairs.
A ‘ll
B be
C been
D have
1 What problems do the children predict?
2 Which child seems most positive about
the voyage?
3
5 Read REMEMBER THIS. Then rewrite the questions in the Future
Continuous to make them more polite.
R E M E M B E R T H IS
You can also use the Future Continuous to make polite enquiries.
Compare:
Will you be staying in tonight? = I just want to know. (polite)
Are you going to stay in tonight? = I’d like a decision. (more direct)
Affirmative
Negative
I/You/
’ll
finished by
He/She/
(will)
10 o’clock.
It/We/
have
They
won’t
I/You/
finished
He/She/ (will
by 10
It/We/ not)
o’clock.
have
They
Yes/No questions
Short answers
Will
1 Are you going home straight after school?
2 Are you doing anything interesting this evening?
3 Who do you plan to see at the weekend?
4 When will you go on your next holiday?
5 Are you going to have a party for your 18th birthday?
6 Do you think you’ll leave home permanently before you’re 25?
I/you/he/
finished
she/it/we/ have by 10
they
o’clock?
Yes, I/you/he/she/it/we/
they will.
No, I/you/he/she/it/we/
they won’t.
Wh- questions
Subject questions
I/you/he/
have
When will she/it/we/
finished?
they
Who
will
have
Affirmative
Negative
I/You/
He/She/ ’ll
It/We/ (will)
They
I/You/
have
He/ won’t have been
been working
She/ (will
working for
for
It/We/ not)
10 hours.
10 hours.
They
Yes/No questions
Short answers
have
I/you/
been
he/she/
working
it/we/
for
they
10 hours?
Wh- questions
How
long
2
about how long an action will have been in
progress before a certain time in the future. The
form is: will + have been + -ing form.
3
By 11 a.m. tomorrow, I’ll have been doing
an exam for an hour.
The GRAMMAR FOCUS reference
can be used for review at the end
of a Grammar lesson or during unit
review. It can also be used by fastfinishers or students who require
extra practice. Each structure
presented in Grammar lessons
has its own section in GRAMMAR
FOCUS, which includes a detailed
explanation of the structure and
additional practice exercises.
Future Perfect Continuous
4
Future Continuous
1 Rewrite the sentences in the negative.
will
Yes, I/you/he/she/it/we/they
will.
No, I/you/he/she/it/we/they
won’t.
Subject questions
I/you/
have
he/she/
been
Who will
it/we/
working?
they
have been
working for
10 hours?
Typical time expressions used with the Future Perfect Simple
and Future Perfect Continuous are:
• by 2030/next month/next year
• by then
• by the time
• in two days/three weeks/one month’s time/ten years’ time
Complete the sentences with the correct future form of the
verbs in brackets.
1 This time next week I
(work) here for three years.
Doesn’t time fly?
2 Robert can’t meet us at 6 p.m. He
(not finish) his
homework by then.
3
(you/read) that book by Friday? I promised to
lend it to George.
4 Tomorrow Magda
(visit) her grandfather, so we
can’t meet for coffee as we usually do.
5I
(be) couch surfing three years in a row after
this summer.
6 This article says we
(not live) in space for at least
another 200 years.
7
(you/collect) Marge from the train station
tomorrow or do I need to go?
finished
by 10
o’clock?
6 In pairs, ask and answer the rewritten questions in Exercise 5.
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Grammar animation videos
Grammar animation videos are used to support new structures through lively animations. The animated videos can
be used for presenting new structures, for reinforcement after the teacher has presented the grammar point or as a
general tool for review.
1
Key language and structures from
the Grammar lessons are used in
context in the videos, showing
students how they are used in
real-life situations.
1
3.5 Grammar
Quantifiers
4
I can use a range of different quantifiers correctly.
1 In pairs, take turns to describe your bedroom. On a scale
of 1 to 10 (1 = extremely tidy and 10 = extremely untidy),
what score is your bedroom?
2
CD•1.51 MP3•51 Read and listen to Part 1 of a vlog post.
Why does the vlogger want to tidy her room?
Welcome, fellow teens, to my video blog. Today’s vlog is
called ‘How to tidy your room in ten minutes!’ I’m sure
2
all of you know what I’m talking about – your room’s a total
There are two animations per unit.
Further teacher’s notes on how to
use the grammar animations are
available on pages 286–287 of the
Teacher’s Book.
CD•1.52 MP3•52 Read Part 2 of the vlog post
and choose the correct options. Then listen
and check.
nightmare. It looks as if a bomb has exploded. There’s
loads of dirty washing – in fact, the whole floor is covered.
There’s no space anywhere. You have plenty of clothes
but you don’t wear half of them because you can’t find them.
Most of them are in a pile because there are not enough
drawers to put them in. You’ve had
a number of opportunities to tidy
• Find a laundry basket and put 1all / each the clothes
on the floor into it. Too 2 much / many clothes? OK, get
3
a couple / a few of bin bags and put the rest in there.
Then hide 4 both / either of the bags in the wardrobe.
If the cool friend sees 5 plenty / either of the bags, just
say it’s 6 a few / few things you’re collecting for charity.
• The whole place smells of snacks, so take 7every /
some half empty drink and stale half-eaten crisp
packet to the kitchen immediately. There’s a big
difference between messy and disgusting.
• There are 8 a number / several of things that would
give the wrong impression – things like your huge pink
teddy bear. Hide them.
• Make the bed. There’s 9 no / any excuse for an
unmade bed.
your room but you haven’t, and now
• Open 10 plenty / all the windows – now!
the very cool new friend you like
You’re ready! Just one more thing: – check your
computer and delete any messages that say
something like, ‘OMG, I’m so excited! I can’t believe X is
coming over!’
is coming round. Very few of
your friends know what a
slob you are and you want
2
to keep it like that. You don’t
5 Complete the sentences with of where
have much time, so here are
3
necessary. Tick the sentences that are true
for you. Then add other quantifiers to the
rest of the sentences to make them true
for you.
a few speed-cleaning tips.
Each video is accompanied by a
teacher’s commentary, where the
grammar point is clearly explained.
Students can use the video
and commentary to analyse the
grammar point at their own pace.
3 Read the GRAMMAR FOCUS.
Then match the examples in blue
in the vlog post with rules 1–3.
all of you = rule 2
GRAMMAR FOCUS
Quantifiers
1
You can use a wide range of different expressions to talk about quantity:
100%
Countable nouns
Uncountable nouns Both
every, each
all
most
much, a great deal of* a lot of*, lots of*,
loads of*, plenty of*
some
a little
(very) little
many
0%
a number of*, several
a few
(very) few
both, a couple of*, either
neither
no, none of*
1 Use quantifiers without of before nouns: most people
2 Use quantifiers with of before determiner + noun: most of the
people, and before pronouns: most of them
3 * Always use these quantifiers with of: a lot of people
Note: All the people and all of the people are both possible.
You can’t use of after no and every. Use none of and every one of.
1 A couple
my friends are quite tidy.
2 Some
classmates are very untidy.
3 Several
people I know share a
bedroom.
4 Very few
my neighbours have big
gardens.
5 Many
the buildings in my street
are old.
6 Every
room in my house has wi-fi.
7 None
my friends have a TV in their
room.
8 Most
rooms in my house have
paintings on the walls.
3
6 Write three sentences about yourself – two
true and one false. Use a different word from
the box in each sentence.
all couple every little loads
lots most none plenty
All of my music is on my phone.
7 In pairs, take turns to read your sentences
from Exercise 6 to your partner. Can he/she
guess which one is false?
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Focus unit walkthrough
Listening lesson
The Listening lesson offers varied tasks and opportunities for students to practise listening skills with new vocabulary,
as well as with exam task types.
1
EXAM FOCUS exercises are examspecific tasks, which help students
prepare for the Cambridge English:
First exam.
3.3 Listening
I can understand distinguish between fact and opinion..
B
smart house
3
The PRONUNCIATION FOCUS
boxes in the Listening lessons focus
students’ attention on different
aspects of pronunciation, such as
long and short vowel sounds or
shifting stress in word families.
WORD STORE 3E
Dependent prepositions
Word families – adjectives ending in -able
VERB
2
= balanced by
3
= extremely crowded with
4
= feels happy about its special quality
2 dispose
5
= well-known for
3 profit
6
= have a lot of a particular quality
4 rely
1 afford
ADJECTIVE
affordable
EXAMPLE
We need more
affordable homes.
5 respect
WORD STORE 3B
co-housing
Freedom Ship
domestic household housing
multi-storey residential second
self-contained tower
1
In the
of the future all appliances will be
connected through wireless networking systems. The house
and car would use power that is collected through solar panels
and stored.
1 My least favourite
chore is …
2 The nearest
car park is …
3 The one
appliance I couldn’t live
without is …
4 The newest
development in my
neighbourhood is …
5 The tallest
block in my city is …
6 The
area I’d most like to live in is …
7 I’d love to have a
home in …
8 I’d prefer to live in a small
flat than …
2
is a housing development where each
household has a self-contained house or flat. People have
the opportunity to eat together and meet regularly in a large
communal house.
The
is designed to be twenty-five storeys
high. If the concept became reality, it would feature a casino, an art
gallery, a park, a shopping centre and accommodation for 50,000
people. It would cost $10 billion to build.
2 In pairs, discuss which place in Exercise 1 you would most/least
PRONUNCIATION FOCUS
6
like to live in. Give reasons for your answers.
3
CD•1.46 MP3•46
photos (A–C).
A
B
C
4
1
Listen again and choose the correct
answer, A, B or C.
CD•1.46 MP3•46
city (= busy)
3
food (= delicious)
4
little backstreets (= charming)
5
neighbourhood (= full of trees)
6
nightlife (= lively)
7
skyline (= famous)
WORD STORE 3F
Prepositions – at, on, in
board
1
area backstreets city food
neighbourhood nightlife skyline
an altitude of …
2
many different cultures in London. It’s
the most cosmopolitan city I know.
2
2 dramatic/impressive
least
a hurry
➝
4 built-up/urban
➝
5 cobbled/narrow
➝
6 exotic/plain
the night sky
TO
➝
➝
WORD STORE 3D
7
the Hudson River.
3 Berlin is
by bike.
4 Toronto has
Complete the chants in
Exercise 6 with you and the correct future
forms. Then listen again and check.
Practise saying them again and focus on
stress and rhythm.
CD•1.47 MP3•47
WORD STORE 3E
8
1 Berlin’s best kept secrets are the lakes.
2 New York is
5 The
Berlin is called Mitte.
7 The main sights are
is the CN Tower.
the centre
of Berlin.
3
8 Toronto is the most
city.
They’re planning to build a huge ship.
I’m afraid to use my bike.
We didn’t know where to go.
to + verb = infinitive of purpose
We stopped the car to admire the view.
People aged fifteen to twenty-nine.
The transition from daytime to night-time.
to in phrases
To be honest, I’m not sure.
face to face, back to back.
to in three-part phrasal verbs
Complete WORD STORE 3E.
Add the suffix -able to make adjectives from
the verbs. Then listen, check and repeat.
Write example sentences.
CD•1.48 MP3•48
He looks up to me.
Let’s get down to work.
43
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to after certain verbs, adjectives and wh- words
to as a preposition (= as far as a particular
point/limit)
buses.
6 Toronto’s
time
WORD IN FOCUS
7 respectable/run-down
learning?
learnt?
earning?
earned?
awe of …
3
➝
3 dull/hectic
doing?
seen?
living?
been?
How long
How much
How long
How much
28,000 km per hour
1 cosmopolitan/sprawling city ➝ There are so
Useful phrases to describe cities
1 Which statement is an opinion and NOT a fact?
A Over a third of British people don’t know their neighbours.
B In Denmark a small percentage of the population live in
co-housing developments.
C The neighbourly relations at Springhill will be
100 percent better.
2 The speakers think that the Freedom Ship project is
A unlikely to happen.
B not big enough for 50,000 people.
C a good investment opportunity.
3 Choose the most appropriate headline for this news report.
A Smart homes mean less shopping
B Smart homes save time and money
C Smart homes need smartphones
each floor
the horizon
EXTRA Adjective-noun collocations
Listen and repeat the chants.
What
What
Where
Where
B
2
WORD STORE 3C
A
Listen and match the extracts (1–3) with the
EXAM FOCUS Multiple choice
CD•1.47 MP3•47
7 sustain
1 inner-city area (= near the city centre)
with the adjectives in the box. Then complete
the sentences to make them true for you.
to complete the texts.
6 suit
Adjective-noun collocations
5 Complete the collocations from the recording
1 Match photos A–C with descriptions 1–3. Use the photo captions
3
WORD STORE Exercise E at
the end of the Listening lesson
consolidates new language.
Students can also access the audio
from the unit at English.com/focus
to review and practise.
3
WORD STORE 3A
1 benefit from = get help or an advantage from
A
2
A place to live
WORD STORE 3
C
Multiple choice
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Reading lesson
The Reading lessons feature a variety of reading texts, which also present factual information that is interesting and
relevant to teenagers.
1
Audio files accompany each text,
allowing additional listening practice
to support reading.
1
3.4 Reading
True/False
3 Read the article and check your ideas in Exercise 2.
I can find details in a text about the International
Space Station.
4 Read the article again. Are the statements true (T) or
false (F)?
1 Hardly anybody bothers to look out for the
International Space Station (ISS).
2 Astronauts get used to weightless conditions
before they go on the ISS.
3 Lack of gravity prevents astronauts from using
fresh water to wash themselves.
4 The transition from daytime to nighttime lasts
a few minutes.
5 Attaching sleeping bags to the wall solves
the problem of falling asleep.
6 Spacewalkers can’t sense the speed at which
the space station is flying around the world.
1 In pairs, read some facts about living on the
International Space Station (ISS) and discuss
the questions.
2
• Astronauts change their clothes every day – they don’t
wash them but throw them away.
WORD STORE Exercise F is a
language extension activity, linked
to the end of the Reading lesson.
• Astronauts often lose their sense of smell and taste, so
everything tastes like cardboard.
• To use the computer, astronauts have to sit in mid air,
holding onto a wall-strap with their toe.
• In space, astronauts lose muscle power quickly, so they
have to exercise at least two hours a day.
• When repairs are necessary on the outside of the ISS,
astronauts have to do spacewalks.
• Astronauts’ urine is recycled as drinking water.
1 Which facts do you find most surprising?
2 What would you like about living on board the ISS?
3 What would you find most difficult about it?
16
90
350
an appropriate heading.
Light
Speed:
2
kilometres per hour
Power source:
solar panels
3
Sleep
word or phrase from Exercise 5.
7 Read the article again and answer the questions in
body clocks, so a bedtime schedule is imposed by mission
In total, the living space on the station is the equivalent of
roughly one and a half Boeing 747s. This living space is made 40 controllers: the crew are told when to put the shutters
down on the windows and go to bed. Each of the crew
up of different ‘modules’ built by Russians, Americans and
has a cabin where they can attach a sleeping bag to the
other nations. There are sixteen solar panels attached to the
wall and settle down for the night. Unsurprisingly, falling
station and they provide electrical power. The space station
asleep can be difficult. Just as you are nodding off, the lack
has a permanent crew of six. Although they have some
15 training in how to live in weightlessness, when they first 45 of gravity can make you feel as though you’ve fallen off
a ten-storey building. In place of an alarm clock, sleeping
arrive on board the ISS, they take a while to get used to living
crews are woken by music played over the communication
without gravity, crashing into things as they try to move from
system controlled by staff on the ground.
one room to another. In time, people learn to fly down the
length of the station without touching anything.
When astronauts first arrive at the space station, they’re
Exercise 6.
As they live so close together, personal hygiene is essential, 50 in awe of the views. It is the sight of our planet that takes
the breath away. On board, you can get a panoramic view
but the weightless conditions make washing difficult. Many
of Earth. But for the really exceptional views, you need to
astronauts use moist wipes. Hair-washing is trickier. Sunita
step outside for a spacewalk. One astronaut describes the
Williams, who spent 195 days on the space station, explains
experience: ‘Sometimes you feel that you are on this big
how she managed: ‘Washing hair took time. I’d put a little
25 water under my hair, pat it down with my hand so it wasn’t 55 flying building and it’s going round the world, but most
commonly you feel that someone is rolling this huge ballsplashing everywhere, then put some shampoo in my hand and
shaped map beneath you. You have no feeling of motion.’
move it around. Then I’d wet a towel and try to soak it up.’
20
8 Think about the idea of living on a space station for
a year. What would you miss most about living on
Earth? What would you miss least? Discuss in pairs.
WORD STORE 3F
9
so blinding that astronauts reach for their sunglasses. But
Few people will notice and even fewer will care, but for
after forty-five minutes of daylight, a dark line appears on
a handful of people, that light on the horizon is a place
the planet, dividing Earth into night and day. For a couple
called home. What looks like a wandering star in the
of seconds, the space station is bathed in light which is a
heavens is sunlight reflecting off the International Space
Station. To get to the space station takes two days. The 35 coppery colour, and then complete darkness. Another
forty-five minutes later, the sun rises to fill the station with
station flies at an altitude of about 350 kilometres (that’s
brilliant light again.
more than thirty times the cruising height of a jumbo jet)
and travels at an incredible 28,000 kilometres per hour.
The short days and nights would disrupt the astronauts’
10
1 What does it look like when the sunlight’s
off
the ISS?
2 What do the astronauts use
wipes for?
3 How do the astronauts
the water and shampoo
after washing their hair?
4 What do the astronauts wear when the light is
?
5 What colour light is the ISS
in when day turns
into night?
6 Where do the astronauts attach their
when
they go to bed?
7 What sensation do the astronauts get just as they are
?
8 What is used to wake the astronauts up in place of
an
?
ISS
Altitude:
1
kilometres above the Earth
5
Water
reflecting
28,000
Fact sheet
1
6 Complete the questions with the correct form of a
fact sheet about the International Space Station.
16
At 6.41 p.m. this Thursday, a small
bright light will appear low in the
night sky before disappearing
in the darkness.
5 Put the words and phrases in blue in the article under
2 In pairs, guess which numbers in the box complete the
6
CD•1.49 MP3•49
LIFE ON BOARD
THE INTERNATIONAL
SPACE STATION
30
2
Those who have visited the space station can look at it
It takes the space station one and a half hours to fly around
shooting across the sky at night. They can imagine the
the planet, meaning that it circles the globe sixteen times
a day. For those on board, the visual effect is spectacular. 60 astronauts in their sleeping bags and think, ‘My goodness,
I was there’!
If the covers on the windows are opened, the light can be
CD•1.50 MP3•50 Complete WORD STORE 3F. Add at, in
and on to the diagram. Then listen, check and repeat.
Permanent crew:
astronauts
4
Time to orbit the Earth:
minutes
5
Number of orbits:
per day
6
Science News
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Focus unit walkthrough
Speaking lesson
The Speaking lessons prepare students for everyday interactions such as asking for and giving advice, giving an
opinion or asking for information.
1
These lessons are supported by
interactive speaking videos, which
give students opportunities to
practise functional language.
1
3.6 Speaking
Organising a place to live
I can suggest, agree to and object to
a course of action.
1 In pairs, put these factors in order of
importance when looking for a flat to share
with friends.
decoration/furniture
location
rent
size
security
privacy
2
3
4
2 Compare your ideas from Exercise 1 with
The SPEAKING FOCUS box
highlights useful functional language
from the unit and also presents
additional useful phrases.
another pair. Agree on a final order.
3
CD•1.53 MP3•53 Listen to a conversation
between two friends who are looking for
a flat to share. Which two factors from
Exercise 1 are not mentioned?
4
CD•1.53 MP3•53 Read the SPEAKING FOCUS
and complete the conversation with one word
in each gap. Then listen again and check.
Zoe: I can’t believe we’ve both been accepted
into the same university!
Amy: Isn’t it great? I’m so excited! And we’ll be
living together.
Zoe: I know. I can’t wait!
Amy: What do you think 1
living in halls
of residence? To be honest, I’m not sure.
Zoe: No, me neither. Do you know Jay?
Amy: Yep, why?
Zoe: Well, his brother studies there and he
says the halls are really old and noisy.
Maybe we ought to just look for a place
of our own.
Amy: You’re 2
right.
Zoe: The question is, do we want to share
with other people? It would probably
be cheaper.
3
Amy: Well, yeah, but
it be better to
get our own place? Obviously, it depends
how much it costs, but if we could find
the right flat at the right price, I think
I’d prefer not to share.
Zoe: I know what you mean, but I’m not 4
we’ll be able to afford it. Why don’t we
5
half way and look for shared
accommodation, but in a place where we
could have our own rooms?
Amy: I suppose that could 6
. That
way we might even be able to afford
something near the university. Given the
choice, I’d 7
be within walking or
cycling distance. And you?
Exercises in the Speaking lesson
focus students’ attention on how
functional language is used.
Pairwork activities encourage
students to use the functional
language from the lesson and
increase their confidence in using
the language.
Zoe: Totally. I don’t even mind if it’s a small
room as long as it’s close to the campus.
Amy: That’s 8
then. So, let’s have a look
online and see what we can find.
Grammar Focus page 134
SPEAKING FOCUS
Suggesting a course of action
What do you think about (+ -ing)?
Maybe we ought to (just) …
What would you say if we (+ Past Simple)?
Given the choice, I’d rather … And you?
2
Objecting
No way!/Absolutely not!/You must be joking! (informal)
Fair? I think it’s completely unfair.
(Well, yeah, but) wouldn’t it be better to … ?
I know/see what you mean/what you’re saying, but …
I’m not convinced (we’ll be able to afford it/that’s a good idea/
that’ll work).
Compromising
If you agree to (pay more), I’ll (take the smaller room).
We could (split the cost/go halves/share).
Why don’t we compromise/meet half way (and agree that …)?
I guess so./I suppose that could work.
OK, that seems like a fair compromise.
Agreeing
True./Right./Absolutely./Totally.
I fully/completely agree.
You’re absolutely right.
OK, that’s settled then.
5 Three teenagers are going to share a flat. Here are some possible
rules that could make sharing a flat easier. Look at each rule
and decide if you think it’s a good or bad idea. Note down your
opinion about each rule (with reasons). Then think of one more
rule of your own.
3
1 We need to have a plan for cleaning the flat every week. We
should write down exactly who is doing what and when.
2 We need to have a cooking rota so that we all cook for the others
on different days.
3 We should have a rule about noise! Like, after a certain time we
should keep our noise down so others can sleep or work.
4 Parties! We can have parties but we need to tell the others and
always invite them!
5 The bathroom – we need a timetable for who uses the shower and
bathroom at different times in the morning.
6 We all need to give the same money to decorate the living room
and choose the colours and do the work on it together.
7 We DON’T eat our flatmates’ food in the fridge or use their things
without asking.
6 In pairs, compare your ideas from Exercise 5 and then decide
whose extra rule is better. When you disagree, try to reach a
compromise. Then look at all the rules again and choose the two
best ones.
4
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Interactive speaking video
Interactive speaking videos accompany most of the Speaking lessons, making them more attractive and dynamic.
The goal of these videos is to help students focus on and practise functional language in everyday situations.
1
The interactive speaking videos
have three parts. First, the
complete conversation is acted out,
setting the context for students to
see the language in use.
Organising a place to live
I can suggest, agree to and object to
a course of action.
1 In pairs, put these factors in order of
importance when looking for a flat to share
with friends.
decoration/furniture
location
rent
size
security
privacy
2 Compare your ideas from Exercise 1 with
2
3
another pair. Agree on a final order.
Then, while character A acts out a
shorter version of the conversation,
the other half remains silent and
timed. This gap in the conversation
gives students an opportunity to
play the role of character B by
performing their lines.
Students then switch roles and
repeat. It is recommendable to
use the interactive videos at the
end of the Speaking lesson, once
the other speaking activities have
been completed. Students can
practise either in pairs, as a group
or individually and can repeat the
exercise as many times as they like.
Grammar Focus page 134
1
3.6 Speaking
3
CD•1.53 MP3•53 Listen to a conversation
between two friends who are looking for
a flat to share. Which two factors from
Exercise 1 are not mentioned?
4
CD•1.53 MP3•53 Read the SPEAKING FOCUS
and complete the conversation with one word
in each gap. Then listen again and check.
Zoe: I can’t believe we’ve both been accepted
into the same university!
Amy: Isn’t it great? I’m so excited! And we’ll be
living together.
Zoe: I know. I can’t wait!
Amy: What do you think 1
living in halls
of residence? To be honest, I’m not sure.
Zoe: No, me neither. Do you know Jay?
Amy: Yep, why?
Zoe: Well, his brother studies there and he
says the halls are really old and noisy.
Maybe we ought to just look for a place
of our own.
Amy: You’re 2
right.
Zoe: The question is, do we want to share
with other people? It would probably
be cheaper.
3
Amy: Well, yeah, but
it be better to
get our own place? Obviously, it depends
how much it costs, but if we could find
the right flat at the right price, I think
I’d prefer not to share.
Zoe: I know what you mean, but I’m not 4
we’ll be able to afford it. Why don’t we
5
half way and look for shared
accommodation, but in a place where we
could have our own rooms?
Amy: I suppose that could 6
. That
way we might even be able to afford
something near the university. Given the
choice, I’d 7
be within walking or
cycling distance. And you?
Zoe: Totally. I don’t even mind if it’s a small
room as long as it’s close to the campus.
Amy: That’s 8
then. So, let’s have a look
online and see what we can find.
SPEAKING FOCUS
Suggesting a course of action
What do you think about (+ -ing)?
Maybe we ought to (just) …
What would you say if we (+ Past Simple)?
Given the choice, I’d rather … And you?
Objecting
No way!/Absolutely not!/You must be joking! (informal)
Fair? I think it’s completely unfair.
(Well, yeah, but) wouldn’t it be better to … ?
I know/see what you mean/what you’re saying, but …
I’m not convinced (we’ll be able to afford it/that’s a good idea/
that’ll work).
2
Compromising
If you agree to (pay more), I’ll (take the smaller room).
We could (split the cost/go halves/share).
Why don’t we compromise/meet half way (and agree that …)?
I guess so./I suppose that could work.
OK, that seems like a fair compromise.
Agreeing
True./Right./Absolutely./Totally.
I fully/completely agree.
You’re absolutely right.
OK, that’s settled then.
5 Three teenagers are going to share a flat. Here are some possible
rules that could make sharing a flat easier. Look at each rule
and decide if you think it’s a good or bad idea. Note down your
opinion about each rule (with reasons). Then think of one more
rule of your own.
1 We need to have a plan for cleaning the flat every week. We
should write down exactly who is doing what and when.
2 We need to have a cooking rota so that we all cook for the others
on different days.
3 We should have a rule about noise! Like, after a certain time we
should keep our noise down so others can sleep or work.
4 Parties! We can have parties but we need to tell the others and
always invite them!
5 The bathroom – we need a timetable for who uses the shower and
bathroom at different times in the morning.
6 We all need to give the same money to decorate the living room
and choose the colours and do the work on it together.
7 We DON’T eat our flatmates’ food in the fridge or use their things
without asking.
3
6 In pairs, compare your ideas from Exercise 5 and then decide
whose extra rule is better. When you disagree, try to reach a
compromise. Then look at all the rules again and choose the two
best ones.
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Focus unit walkthrough
Writing lesson
Each Writing lesson begins with a motivating text, based on the lesson’s writing goal, providing a model for students’
own writing.
1
Useful language for the writing task
is presented through varied and
relevant texts.
3.7 Writing
A ‘for and against’ essay
4 In pairs, discuss the questions.
3 Read the essay and underline the
advantages and disadvantages from
Exercise 2 that the writer mentions.
Which one is not mentioned?
I can use a range of formal language when arguing for
and against an issue.
1 Read UK TODAY. How similar or different do you think the
3
4
The WRITING FOCUS box includes
exercises which help students to
focus, develop and organise their
ideas.
The LANGUAGE FOCUS box
directs students’ attention to
language they may find useful
in their writing (e.g. expressing
contrast, using descriptive
language, expressing cause and
effect), giving tips on how they can
improve their written English.
UK TODAY
A ‘for and against’ essay
You can increase the variety in your written English by
including sentences that express concession.
• Although/Even though + clause
Although halls of residence are not always the
cheapest option, many students prefer them.
Many students prefer halls of residence even though they
are not always the cheapest option.
• Most UK universities provide accommodation for first-year
students in university-owned halls of residence, on or near
the campus.
• There is often a supervisor, whose job it is to maintain order
and support students with everyday issues.
• Rooms in these halls are generally small but private and in most
cases, bills are included in the rental price. Kitchen facilities are
usually shared.
• In 2014 the average cost of renting a room in halls of residence
in the UK was £123.96 per week.
1
2 Read the comments from first-year university students. Are
they advantages (A) or disadvantages (D) of living in halls of
residence? Compare your answers with a partner.
1 Freedom! (Ammar, Newcastle)
2 It’s impossible to get any studying done. (Ian, Edinburgh)
3 I’m exhausted. There are parties every night. (Nick, Hulll)
4 There’s a supervisor we can talk to if we have any problems.
(Emma, Durham)
5 Rules, rules, rules! Keep quiet, clean up, no visitors.
(Ollie, Oxford)
6 We all help each other out. I’ve made so many new friends.
(Abigail, Liverpool)
7 Someone stole my sausages! (Jason, Manchester)
8 Our halls are on campus. I fall out of bed and into my
lectures. (Anahita, London)
9 My room is OK but it’s tiny. (Richard, Nottingham)
2
Introduction
• Begin with general or factual comments on the topic.
Many young people beginning university choose to live in
halls of residence.
• End with a statement that mentions both sides of the issue.
Although there are several potential 1
to … , there
are also numerous upsides.
Halls of residence
S
ome university students prefer to live
with their families until they graduate
and can earn their own living. However,
it is also very common for young people
5 beginning university to choose to live
together with other students in halls of
residence. Although there are several
potential downsides to this communal way
of living, there are also numerous benefits.
for halls of residence is that they allow
students to experience independent living
in a safe place with a strong sense of
community. Having never lived alone, most
15 new students appreciate this supportive
environment. In the same way, the
presence of an official supervisor is likely
to be reassuring for students and their
parents. Yet another plus is that halls of
20 residence are usually very convenient
because they are located on, or close to,
university campuses. This allows residents
to save time and money.
In spite of the cost, many students prefer halls of
residence.
Many students prefer halls of residence despite the cost.
Despite living cheaply, many students still find themselves
short of money.
8 Rewrite the sentences using the words in capitals.
1 Although there are numerous arguments for living
with your parents while at university, there are also
considerable drawbacks. DESPITE
Despite the numerous arguments for living with
your parents while at university, there are also
considerable drawbacks.
Conclusion
• Make a summarising statement.
All things 7
, /All in all,/On balance, there are pros
and cons to …
• End with your personal opinion.
Personally, I think/feel/believe/8
…
Despite these clear advantages, there are
25 also considerable drawbacks. The first
6
downside is that the rooms tend to be
very small and bathrooms may sometimes
have to be shared. Being full of young
people, halls can also be very noisy. This
30 can make them difficult places in which to
study. Likewise, parties and late nights are
common, and can interfere with students’
academic progress. Other minuses are that
food can ‘go missing’ from shared fridges
35 and cupboards, and communal kitchens are
often busy and sometimes dirty.
Exam-style writing tasks provide
students with realistic opportunities
to practise their writing skills.
• In spite of/Despite + noun/-ing
Main paragraphs
• Present arguments for in one paragraph and arguments
against in another.
The first/One/A further/Another/2
another benefit/
drawback of …
There are numerous/potential/clear/considerable pluses/
3
to …
One of the most 4
/most persuasive/strongest
arguments for/against … is …
• Develop and support some of your arguments with
additional comments or examples.
This allows residents to save time and money.
• Make comparisons.
In the same 5
,…
Similarly,/Equally,/6
,…
10 One of the most convincing arguments
2 Many students live at home with their parents, even
though there are minuses. SPITE
3 In spite of the cooking facilities in halls of residence,
students often survive on fast food only. ALTHOUGH
4 Although some student accommodation offers good
value for money, it is still likely to be cheaper for
students to live with their parents. DESPITE
5 Many teenagers have plenty of freedom despite living
with their parents. THOUGH
9 Read the writing task and follow the instructions below.
4
Choose the correct options.
1 One of the most persuasive / potential arguments
for living at home is the amount of money that can
be saved.
2 There are also several numerous / clear upsides to living
independently while at university.
3 The daily commute is one of the drawbacks of / for
living a long way from the university campus.
4 Living alone, students learn to cook and clean for
themselves. On balance / Equally, they gain experience
in managing their money.
5 All in all / Personally, there are pluses and minuses to
remaining in the family home while at university.
All things considered, there are pros and
cons to living in halls. Certainly, residents
need to be self-disciplined in order to
3
Expressing concession
phrases in purple in the essay.
WRITING FOCUS
Read the LANGUAGE FOCUS. Then find two sentences
in the essay which express concession.
LANGUAGE FOCUS
5 Complete the WRITING FOCUS with the words and
situation is in your country?
2
7
1 What is the writer’s opinion of halls of residence?
2 Would you like to live in this type of student
accommodation? Why?/Why not?
Many young people who enter higher education choose
to study in their hometown and continue living with their
parents throughout their university years.
Write an essay of 200–250 words, in which you present
arguments for and against this arrangement.
1 Think about general or factual comments you could
make on the topic.
2 Write down arguments for and against the statement
and choose the ones you want to use. Decide which
ones you will develop and support, and how.
3 Think about your personal opinion on the topic and
where you will include it.
4 Choose sentences from Exercises 6 and 8 to adapt for
your essay.
10 Complete the writing task in Exercise 9. Use the WRITING
FOCUS and the LANGUAGE FOCUS to help you.
40 successfully balance study and social life.
Personally, I imagine the benefits of living
closely with other students outweigh the
drawbacks.
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Language in focus and Use of English
The Language in focus lesson and USE OF ENGLISH section in the WORD STORE booklet can be used as part of the
unit review.
1
The Language in focus lesson
includes a mini presentation and
practice of areas that are common
in Use of English exam tasks.
3.8 Language in focus 1
Determiners – special cases
I can use all, both, each, every, whole, another, other and
others correctly.
1 Read the information and choose the correct options in the
example sentences from this unit.
all, both, each, every and whole
2
The USE OF ENGLISH section
in the WORD STORE booklet
provides opportunities to practise
useful language, key phrases and
expressions from the current and
the previous unit. These exercises
help students to analyse meanings
of language and structure, as well as
various collocations.
+ noun
+ of + my/the, etc.
+ noun
+ pronoun
all
all the relatives
all (of) the relatives
all of them
both
both (my) parents
both (of my) parents both of them
each
each twin
each (one) of the
twins
every
every relative
every one of the
relatives
every one of
them
whole
the whole flat
the whole of my flat
the whole of it
each (one) of
them
another, other and others
Another friend means ‘a different friend’ or ‘an additional friend’.
Other friends means ‘different friends’, but not usually ‘additional
friends’. (Use more friends.)
The others refers to people/things that have already been mentioned.
1 Every / All of you know what I’m talking about.
2 Unlike another / other subways, the NY subway runs twenty-four
hours a day.
3 Each / Every of the crew members has a cabin.
4 The whole / All the place smells of snacks.
5 Both / Every country you can think of.
2 Complete the questions with the words in the box. Then answer
the questions.
all
3
Tips help students with more
difficult language items, helping
them to become more independent
as learners.
both
each
every
whole
1 Can you write your name with
hand?
2 Have you got earrings in
ears?
3 Do
your relatives look like you?
4 Does
one of your Facebook friends know you personally?
5 Are you off school for the
month of August?
3 Match sentences 1 and 2 with meanings a and b. In which case
is there no difference in meaning?
A 1 Have another biscuit.
2 Have the other biscuit.
a There is one biscuit available.
b There are several biscuits available.
B 1 Here’s one photo, where’s
2 Here’s one photo, where are
the other?
the others?
a There’s one photo missing.
b There are several photos missing.
C 1 We text each other every day. 2 We text one another every day.
a I text him and he texts me.
b I text her and she texts me.
D 1 Could I have another coffee? 2 Could I have the other coffee?
a I’d like the same coffee again.
b I’d like the alternative coffee you offered.
03 WORD LIST
USE OF ENGLISH 3
Townscape and landscape, describing cities
at the mouth of a river /ət ðə ˌmaʊθ əv ə ˈrɪvə/
benefit (from) /ˈbenəfɪt (frəm)/
breathtaking view /ˌbreθteɪkɪŋ ˈvjuː/
built-up/urban area /ˌbɪlt ʌp/ˌɜːbən ˈeəriə/
bustling city /ˌbʌsəlɪŋ ˈsɪti/
busy harbour /ˌbɪzi ˈhɑːbə/
canal /kəˈnæl/
casino /kəˈsiːnəʊ/
city’s best kept secret /ˌsɪtiz best kept ˈsiːkrət/
cityscape /ˈsɪtiskeɪp/
clean air /ˌkliːn ˈeə/
cool /kuːl/
cosmopolitan /ˌkɒzməˈpɒlətən/
dense forest /ˌdens ˈfɒrəst/
designer shop /dɪˈzaɪnə ʃɒp/
dramatic/impressive/iconic skyline /drəˌmætɪk/ɪmˌpresɪv/
aɪˌkɒnɪk ˈskaɪlaɪn/
dull/hectic/vibrant nightlife /ˌdʌl/ˌhektɪk/ˌvaɪbrənt ˈnaɪtlaɪf/
famous monument/landmark /ˌfeɪməs ˈmɒnjəmənt/ˈlændmɑːk/
gleaming skyscrapers /ˌɡliːmɪŋ ˈskaɪˌskreɪpəz/
historical heart of the city /hɪˌstɒrɪkəl ˌhɑːt əv ðə ˈsɪti/
immigrant /ˈɪməɡrənt/
industrial area /ɪnˈdʌstriəl ˌeəriə/
inner-city area /ˌɪnə ˌsɪti ˈeəriə/
job opportunities /ˈdʒɒb ˌɒpəˌtjuːnətiz/
leafy neighbourhood /ˌliːfi ˈneɪbəˌhʊd/
living costs /ˈlɪvɪŋ kɒsts/
main sights /ˌmeɪn ˈsaɪts/
market square /ˈmɑːkət skweə/
mouth-watering food /ˌmaʊθ ˌwɔːtərɪŋ ˈfuːd/
multicultural population /ˌmʌltiˌkʌltʃərəl ˌpɒpjəˈleɪʃən/
narrow/cobbled/quaint backstreets /ˌnærəʊ/ˌkɒbəld/ˌkweɪnt
ˈbækˌstriːts/
nightclub /ˈnaɪtklʌb/
open spaces /ˌəʊpən ˈspeɪsɪz/
packed with partygoers /ˌpækt wɪð ˈpɑːtiˌɡəʊəz/
population /ˌpɒpjəˈleɪʃən/
pride yourself on sth/boast sth /ˈpraɪd jəˌself ɒn/ˈbəʊst/
renowned for /rɪˈnaʊnd fə/
river bank /ˈrɪvə bæŋk/
ruined castle /ˌruːənd ˈkɑːsəl/
sports facilities /ˈspɔːts fəˌsɪlətiz/
sprawling /ˈsprɔːlɪŋ/
steep hill /ˌstiːp ˈhɪl/
steeped in history /ˌstiːpt ɪn ˈhɪstəri/
welcome visitors with open arms /ˌwelkəm ˌvɪzɪtəz wɪð ˌəʊpən
ˈɑːmz/
wide range of (cultures/languages/food/arts) /ˌwaɪd ˌreɪndʒ
əv (ˈkʌltʃəz/ˈlæŋɡwɪdʒɪz/ˈfuːd/ˈɑːts)/
world-class restaurant /ˌwɜːld ˌklɑːs ˈrestərɒnt/
youth employment /ˈjuːθ ɪmˌplɔɪmənt/
youth friendly /ˌjuːθ ˈfrendli/
youthful /ˈjuːθfəl/
City transport
cycle lane /ˈsaɪkəl leɪn/
easy to get around (by bike) /ˌiːzi tə ˌɡet əˌraʊnd (baɪ ˈbaɪk)/
multi-storey car park /ˌmʌlti ˌstɔːri ˈkɑː pɑːk/
reliable network (of buses) /rɪˌlaɪəbəl ˌnetwɜːk əv (ˈbʌsɪz)/
(state-of-the-art) public transport system
/(ˌsteɪt əv ði ˌɑːt) ˌpʌblɪk ˈtrænspɔːt ˌsɪstəm/
streetcar/tram /ˈstriːtkɑː/træm/
subway/underground /ˈsʌbweɪ/ˈʌndəɡraʊnd/
traffic jam /ˈtræfɪk dʒæm/
Katowice
Katowice is not 0 exactly a popular tourist destination, but it has some interesting
things to do and welcomes all 1
with open arms. Don’t expect to see
medieval cathedrals or royal palaces, since Katowice is the capital of the 2
region of Upper Silesia. However, there are some unique buildings, where you can see
some 3
nineteenth-century architecture.
A4
network of buses, trams and trains makes getting to and around the city
really easy, both for tourists and those who have to make a 5
commute
from their homes. The city is fast gaining in 6
as a business centre, too.
A number of international companies believe that Katowice offers some great
7
opportunities and have opened their offices in the city. That means
there are lots of job vacancies and 8
unemployment is relatively low.
EXACT
VISIT
INDUSTRY
WONDER
RELY
DAY
IMPORTANT
INVEST
YOUNG
TIPS:
Question 1: You need to form a plural noun from the verb to describe a type of person.
3
Question 5: The adjective you need looks like an adverb.
Question 7: You need a noun here.
2 For questions 1–6, complete the second sentence so that it has a similar
meaning to the first sentence, using the word given. Do not change the word
given. You must use between two and five words, including the word given.
There is an example.
0
I haven’t got enough money to buy a new laptop.
CAN’T
I can’ t afford to buy a new laptop.
When we went on holiday, we always started our
journey early to avoid the traffic.
1
3
Both Paul and Tina were unaware of the situation.
4
NEITHER
were aware of the situation.
The hotel is a short walk from the convention centre.
SET
When we went on holiday, we used
early 5
to avoid the traffic.
James, do you think you’ll travel to Mexico before
you’re twenty?
6
2
BEEN
James, will
twenty?
to Mexico by the time you’re
WITHIN
The hotel
the convention centre.
Olga got sick and couldn’t go on holiday as planned.
PREVENTED
Sickness
on holiday as planned.
Our dinner will be over by 8.30.
FINISHED
We
our dinner by 8.30.
TIPS:
Culture
art gallery /ˈɑːt ˌɡæləri/
art installation /ˈɑːt ɪnstəˌleɪʃən/
fashion /ˈfæʃən/
incredible/first-class arts and music scene
/ɪnˌkredəbəl/ˌfɜːst ˌklɑːs ˌɑːts ənd ˈmjuːzɪk siːn/
live music /ˌlaɪv ˈmjuːzɪk/
modern art /ˌmɒdn ˈɑːt/
museum night /mjuːˈziəm naɪt/
street art /ˈstriːt ɑːt/
Question 1: You need a phrasal verb that means ‘start a journey’.
Question 2: Which verb form do we use to say that something will be completed before a certain time in
the future?
Question 5: Think about the verb pattern that follows prevent.
Types of houses and estates
Freedom Ship /ˈfriːdəm ʃɪp/
hall of residence /ˌhɔːl əv ˈrezədəns/
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1 For questions 1–8, read the text below. Use the word given in capitals at the
end of some of the lines to form a word that fits in the gap in the same line.
There is an example at the beginning.
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1.7 Writing
A report
I can write a report that summarises information from a meeting.
1 Read Mandy’s post on the school website. Then, in pairs, discuss
4 A report is usually divided into sections
with headings. Match these headings with
the paragraphs in Mandy’s report.
the questions.
1 What is the next school meeting about?
2 What does Mandy want students in her year to do?
3 What does a student representative do?
2 Now read Mandy’s report and choose the best answer.
When writing a report of a meeting, the writer needs to
A write down exactly what people said.
B summarise the main points to inform the readers.
1 Summer charity event
2 Conclusion
3 End-of-year parties
4 Introduction
5 Summer barbecue
D
E
B
A
C
5 Complete the WRITING FOCUS with the
examples in purple in Mandy’s report.
3 Read the report again and answer the questions.
1 What are the three types of event that Mandy writes about?
end-of-year parties, summer barbecue, charity event
2 Which two of these events also happened last year?
barbecue, charity event
3 What was Mandy’s impression of the meeting?
It was informative.
4 What action do students need to take?
post suggestions for the charity event on the website
Stoneberry
S
Secondary
School
Latest news
Student representatives meeting
About
Students
School’s programmes
Parents
News
Diary
Contact
Posted on 9 January at 9:03 AM
Hi everyone,
As you know, I’m your Student Representative for this year and I’m going to a big meeting on Thursday,
where we’ll be discussing school social events for the summer term. One of these will be an important
charity event to raise money for the local children’s hospital.
If you’ve got anything you’d like me to say at the meeting, please email me and I’ll try to mention it on
Thursday.
I’ll upload my report of the meeting next week.
Remember: my job is to represent you, so let me know what ideas you’ve got!
Mandy
School meeting about summer social and charity events
Report by Mandy Collins, Year 10 Student Representative
A The aim of this report is to inform Year 10 students of the summer social events that were discussed at the recent school meeting
and to recommend action that needs to be taken.
B The school will fund end-of-year parties for each year group. These will be organised by students in those classes. The parties
should be held at school in the week before the end of term and could take place at lunchtime, after school or in the evening.
C We have decided to hold another summer barbecue near the river. Any ideas for a theme for the barbecue from students would
be welcome.
D There will be another charity event in June to raise money for Belford Hospital. It is hoped that this year the school can raise even
more money than last year. Each year group is asked to put forward an idea that they can organise for the day.
E The meeting was very informative and several of Year 10 students’ ideas were considered. Students should now think about what we
can do for the charity event. Any suggestions should be posted on the website.
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WORKBOOK
p. 16–17
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5 13:38
WRITING FOCUS
A report
Overall structure
• Organise your report clearly. Divide it into different
sections, each with a heading.
• Include an introduction, sections giving different
information and a conclusion with suggestions or
recommendations.
• Use a semi-formal style.
Introduction
In your introduction, explain the purpose of your
report. It doesn’t need to be long or detailed.
The purpose of this report is to describe …
1 The aim of this report is to inform
Main sections
• Divide your report into different sections relating
to different types of information. Give each section
a heading.
• Give factual statements using simple active and
passive verb forms.
The school will fund …
2 We have decided to
It is hoped/advised that …
3 These will be organised by
Conclusion
In your conclusion, summarise your findings in a
summary sentence.
4 The meeting was very informative
A lot of points were discussed.
There are still a number of decisions to be made.
Make recommendations/suggestions.
I would recommend/suggest that …
We hope that students will …
One suggestion/idea would be to …
We should consider …
It would benefit everyone if …
5 Students should now think about
Use a semi-formal style.
• Use full forms, not contractions: it is, not it’s.
• Don’t leave out words or have one word sentences:
I shall write a new report later, not new report later.
• Don’t use exclamation marks: It was very
informative, not It was very informative.
• Don’t use idiomatic expressions: They appreciated
our ideas, not They loved our ideas.
6 Rewrite the sentences using language from the
WRITING FOCUS.
1 In this report I want to describe some changes to
the school timetable.
2 I learned a lot from the lecture.
3 Let’s think about some alternatives.
4 It would be a good idea to go on the website and
look at the plans.
5 Some of the ideas were absolutely brilliant!
M01_FOCUS_SB_04GLB_8310_U01.indd 21
7 Read the LANGUAGE FOCUS and choose the correct options.
1 The students suggested to have / having a big end-of-term party.
2 The people at the meeting recommended to reconsider / that
we reconsider the proposals.
3 We intend to discuss / discuss the subject again next month.
4 The suggestions caused us to have / that we had some concerns.
5 It was decided to have / having a fashion show.
6 Everyone is advised to wear / wearing warm clothes.
LANGUAGE FOCUS
Verb patterns
You can use these verbs in reports to make recommendations and
suggestions. Note the verb patterns.
• advise + person + to-infinitive
You are advised to check the website.
• intend + to-infinitive
The committee intends to contact all members.
• cause + noun/pronoun + to-infinitive
Poor weather caused us to reconsider our plans for a barbecue.
• suggest + that + a person + to-infinitive/-ing
The head teacher suggests that we donate the money to charity.
The head teacher suggests donating the money to charity.
• recommend + that + noun + infinitive without to
We recommend that the barbecue takes place in August.
• decide + to-infinitive
It was decided to delay the plans until next term.
8 Read Jack’s email about a meeting he attended. Note down
points for his report under these headings.
1 Introduction
2 Where and when
3
4
Facilities
Conclusion and recommedations
Hi Ella,
Just got back from my student rep meeting – all about the new
school sports building. It’s going to be at the back of the school
where the old car park used to be. The builders say that they’ll
start work in the summer holidays. So, who knows – it might be
ready for the new term!
The facilities are going to be great. There’s going to be a new
6 indoor
Rewrite
these sentences
using language
fromtothe
WRITING
swimming
pool with changing
rooms. Next
that,
they
FOCUS.
hope
to have a big room for indoor games like table tennis and
1 In this report
I want to describe some changes to the school
badminton.
Brilliant!
timetable.
The school’s got the money for the building, but they need us to
2 I some
learned
a lot from
the lecture.
raise
money
for equipment.
We talked about having a talent
3
Let’s
think
about
some
alternatives.
competition and maybe a sponsored
walk. We’re hoping students
4 give
It would
be a more
goodideas
idea to
on the website
and
will
us some
forgo
fundraising
and we
canlook
talkat the
plans.
about
those at the next meeting.
5 Some of the ideas were absolutely brilliant!
Must write up my report now,
Exercise 6
(Example
answers)
1 The aim of
Jack
this report is to
describe some
changes to the
school timetable.
9 Write Jack’s report for the school website in 140–190
2 The lecture was
words. Use the WRITING FOCUS and the LANGUAGE FOCUS
very informative.
to help you.
3 We should
consider some
alternatives.
4 One idea would
21
be to go on the
website and look
at the plans.
5 Some very
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good ideas were
put forward.
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1.8 Language in focus
-ing forms
Education and schoolwork
I can use -ing forms in a range of different contexts.
1 Read the information about -ing forms and match uses 1–6 with
examples a–f from this unit.
All -ing forms express some sense of ‘ongoing activity’. -ing forms can
be used as verbs (I’m learning Spanish.); as adjectives (The lessons are
boring); or as nouns (Reading is easier than listening).
1
2
3
4
5
6
Use -ing forms in continuous tenses.
Use -ing forms after certain verbs.
Use -ing forms in certain adjective/noun constructions.
Use -ing forms after prepositions.
Use -ing forms to describe people or things.
Use -ing forms as the subject or object of a sentence.
a Learning is remembering. 6 d ideas worth spreading
3
2 e She’s always disturbing people. 1
b Nadal keeps winning.
c a shocking piece of news 5 f I’d be good at recognising
4
criminals.
2 Translate examples a–f in Exercise 1. What are the differences
between your language and English?
Exercise 3
2 Taking exams is
very stressful.
3 Watching TV is
a waste of time.
4 Copying your
friend’s homework
is cheating.
5 Always being
late is an
annoying habit.
6 Not having
breakfast is bad
for you.
3 Use the prompts to write sentences with the -ing form. Which
sentences do you agree with?
1 know how to type / useful skill
Knowing how to type is a useful skill.
2 take exams / very stressful
3 watch TV / waste of time
4 copy your friend’s homework / cheat
5 always be late / annoy habit
6 not have breakfast / bad for you
words in brackets. Add but and any other words necessary.
R E M E M B E R TH I S
no good
1 It’s talking (no/good/talk) to her – she never listens.
worth
2 Is it buying (worth/buy) that textbook? All the information is online.
no use
3 It’s complaining (no/use/complain) about your exam results. You
didn’t revise!
no point
4 There’s discussing (no/point/discuss) this any more. I’ve made up
my mind.
5 Complete the questions with the correct form of the words in the
box. There are two extra words. Then answer the questions.
forget
pass
cheat /tʃiːt/ oszukiwać, ściągać
complain about sth /kəmˈpleɪn əˌbaʊt ˌsʌmθɪŋ/ skarżyć się na coś
disruptive behaviour /dɪsˌrʌptɪv bɪˈheɪvjə/
disturb /dɪˈstɜːb/ przeszkadzać
fidget /ˈfɪdʒət/ wiercić się
get into trouble /ˌɡet ˌɪntə ˈtrʌbəl/ popadać w kłopoty
keep still /ˌkiːp ˈstɪl/ siedzieć spokojnie
pay attention in class /ˌpeɪ ˌətenʃən ɪn ˈklɑːs/ uważać na lekcji
unsupervised /ˌʌnˈsuːpəvaɪzd/ bez nadzoru
Abilities and learning styles
Certain adjective/noun constructions begin with it or there.
It’s nice being here. Is there any use trying to explain?
fail
attend university/a lesson /əˌtend ˌjuːnɪˈvɜːsəti/ə ˈlesən/
do research (into sth) /ˌduː rɪˈsɜːtʃ (ˌɪntə ˌsʌmθɪŋ)/
do well (in exams) /ˌduː ˌwel (ɪn ɪɡˈzæmz)/
drama school /ˈdrɑːmə skuːl/ szkoła aktorska
drop a course/a subject /ˌdrɒp ə ˈkɔːs/ə ˈsʌbdʒɪkt/
education model /ˌedjʊˈkeɪʃən ˌmɒdl/ model edukacji
educator /ˈedjʊkeɪtə/ pedagog, nauczyciel
fail an exam/a subject /ˌfeɪl ən ɪɡˈzæm/ə ˈsʌbdʒɪkt/
get good/top marks /ˌɡet ɡʊd/tɒp ˈmɑːks/
handwriting /ˈhændˌraɪtɪŋ/ charakter pisma
have/pursue a career /ˌhæv/pəˌsjuː ə kəˈrɪə/
(high) standard of education /(haɪ) ˌstændəd əv ˌedjʊˈkeɪʃən/
learn in an active way /ˌlɜːn ɪn ən ˌæktɪv ˈweɪ/ uczyć się aktywnie
learner /ˈlɜːnə/ osoba ucząca się
learning disorders /ˈlɜːnɪŋ dɪsˌɔːdəz/ trudności w uczeniu się
mentor (n, v) /ˈmentɔː/ mentor; być dla kogoś mentorem
pass an exam /ˌpɑːs ən ɪɡˈzæm/ zdać egzamin
peer-teaching /ˌpɪə ˈtiːtʃɪŋ/
period /ˈpɪəriəd/ lekcja
problem-solving /ˈprɒbləm ˌsɒlvɪŋ/ rozwiązywanie problemów
revise for exams /rɪˌvaɪz fər ɪɡˈzæmz/ uczyć się do egzaminów
revision timetable /rɪˈvɪʒən ˌtaɪmˌteɪbəl/
school management /ˌskuːl ˈmænɪdʒmənt/ dyrekcja szkoły
skip an exam/a lesson/a subject /ˌskɪp ən ɪɡˈzæm/ə ˈlesən/ə
ˈsʌbdʒɪkt/
spokesperson (for a class) /ˈspəʊksˌpɜːsən (fər ə ˈklɑːs)/
spread ideas /ˌspred aɪˈdɪəz/ rozpowszechniać idee
student representative /ˌstjuːdənt ˌreprɪˈzentətɪv/
take a course/an exam/a lesson/a subject /ˌteɪk ə ˈkɔːs/ən ɪɡˈzæm/ə
ˈlesən/ə ˈsʌbdʒɪkt/
take part in interactive activities /teɪk ˌpɑːt ɪn ˌɪntərˌæktɪv
ækˈtɪvətiz/ brać udział w ćwiczeniach (interaktywnych)
tap into a resource /ˌtæp ˌɪntə ə rɪˈzɔːs/ wykorzystywać źródło wiedzy
teach yourself sth /ˈtiːtʃ jəˌself ˌsʌmθɪŋ/ nauczyć się czegoś samemu
teamwork /ˈtiːmwɜːk/ praca zespołowa
train hard /ˌtreɪn ˈhɑːd/ intensywnie się uczyć
volunteer /ˌvɒlənˈtɪə/ wolontariusz/wolontariuszka
School discipline
4 Read REMEMBER THIS. Then complete the sentences using the
do
01 WORD LIST
speak
write
1 Have you been doing much exam revision recently?
2 Have you ever listened to yourself speaking English?
3 Do you think speaking is more difficult than writing ?
4 Has the thought of failing your English exams ever entered
your head?
3D perception /ˌθriːˌdiː pəˈsepʃən/ postrzeganie przestrzenne
analytic /ˌænəˈlɪtɪk/ z podejściem analitycznym
brainy/bright/sharp/intelligent /ˈbreɪni/braɪt/ʃɑːp/ɪnˈtelədʒənt/
competitive /kəmˈpetətɪv/ ambitny, lubiący rywalizację
curiosity /ˌkjʊəriˈɒsəti/ ciekawość
curious/interested /ˈkjʊəriəs/ˈɪntrəstəd/ zaciekawiony
deep thinker /ˌdiːp ˈθɪŋkə/ intelektualista
determined/single-minded /dɪˈtɜːmənd/ˌsɪŋɡəl ˈmaɪndɪd/
diligent /ˈdɪlədʒənt/ pilny, staranny
do your best /ˌduː jə ˈbest/ dawać z siebie wszystko
dominance (of the left hemisphere) /ˈdɒmənəns (əv ðə ˌleft
ˈheməsfɪə)/ dominacja (lewej półkuli mózgu)
eager to learn /ˌiːɡə tə ˈlɜːn/ żądny wiedzy
enthusiastic /ɪnˌθjuːziˈæstɪk/ pełen entuzjazmu
excel at /ɪkˈsel ət/ wyróżniać się w czymś
gift for /ˈɡɪft fə/ talent do czegoś
hard-working /ˌhɑːd ˈwɜːkɪŋ/ pracowity
incapable of doing sth /ɪnˌkeɪpəbəl əv ˈduːɪŋ ˌsʌmθɪŋ/
inquisitive /ɪnˈkwɪzətɪv/ dociekliwy
(innate) ability to do sth /(ɪˌneɪt) əˌbɪləti tə ˈduː ˌsʌmθɪŋ/
logical way of thinking /ˌlɒdʒəkəl ˌweɪ əv ˈθɪŋkɪŋ/
motivate /ˈməʊtəveɪt/ motywować
natural inclination /ˌnætʃərəl ˌɪŋkləˈneɪʃən/ naturalna skłonność
self-motivated /ˌself ˈməʊtəveɪtəd/ z silną wewnętrzną motywacją
struggle with (Maths) /ˌstrʌɡəl wɪð (ˈmæθs)/
studious /ˈstjuːdiəs/ pilny, sumienny
22
EXTRA ACTIVITIES
NEXT CLASS
Photocopiable
resource 5 (-ing22 forms –
M01_FOCUS_SB_04GLB_8310_U01.indd
15 mins) p. 193, 215
• Ask students to study the Word list on
p. 22–23.
• Ask students to revise for Focus
review 1.
WORKBOOK
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/ə
zy
mu
5 13:38
DO YOUR BEST
Personality
communicator /kəˈmjuːnəkeɪtə/ osoba elokwentna
cooperative /kəʊˈɒpərətɪv/ lubiący współpracę
fair-minded /ˌfeə ˈmaɪndɪd/ bezstronny
fun to be with /ˌfʌn tə ˈbi wɪð/ fajny, wesoły
fun-loving /ˈfʌn ˌlʌvɪŋ/ lubiący zabawę
gregarious/sociable /ɡrɪˈɡeəriəs/ˈsəʊʃəbəl/
level-headed /ˌlevəl ˈhedɪd/ zrównoważony
persistent /pəˈsɪstənt/ uparty, wytrwały
popular /ˈpɒpjələ/ lubiany
self-confident /ˌself ˈkɒnfədənt/ pewny siebie
sensible/rational /ˈsensəbəl/ˈræʃənəl/ rozsądny
sporty /ˈspɔːti/ lubiący sport
tactful /ˈtæktfəl/ taktowny
team-player /ˌtiːm ˈpleɪə/
well-organised /ˌwel ˈɔːɡənaɪzd/ zorganizowany
Feelings and emotions
be relieved /ˌbi rɪˈliːvd/ odczuć ulgę
confused /kənˈfjuːzd/ zdezorientowany
frustrated /frʌˈstreɪtəd/ sfrustrowany
lose one’s temper /ˌluːz wʌnz ˈtempə/
scared /skeəd/ przestraszony
terrified /ˈterəfaɪd/ przerażony
thrilled /θrɪld/ podekscytowany
trust /trʌst/ ufać
upset (at the thought of doing sth) /ˌʌpˈset (ət ðə ˌθɔːt əv ˈduːɪŋ ˌsʌmθɪŋ)/
Social life
be supportive /ˌbi səˈpɔːtɪv/ wspierać
charity/social/environmental event /ˈtʃærəti/ˈsəʊʃəl/ɪnˌvaɪrənˈmentl ɪˌvent/
chat /tʃæt/ rozmawiać, gawędzić
circle of friends /ˌsɜːkəl əv ˈfrendz/
form relationships /ˌfɔːm riˈleɪʃənʃɪps/
interaction with other people /ˌɪntərˌækʃən wɪð ˌʌðə ˈpiːpəl/i
Memory
(earliest) memory /(ˌɜːliəst) ˈmeməri/
keep a good memory /ˌkiːp ə ɡʊd ˈmeməri/
lose your memory /ˌluːz jə ˈmeməri/ stracić pamięć
memorable /ˈmemərəbəl/ pamiętny
memorise /ˈmeməraɪz/ nauczyć się na pamięć
recall/remember sth vividly/in detail /rɪˌkɔːl/rɪˌmembə ˌsʌmθɪŋ ˈvɪvɪdli/ɪn
ˈdiːteɪl/
remember/forget doing sth /rɪˌmembə/fəˌɡet ˈduːɪŋ ˌsʌmθɪŋ/
remember/forget to do sth /rɪˌmembə/fəˌɡet tə ˈduː ˌsʌmθɪŋ/
slip one’s mind /ˌslɪp wʌnz ˈmaɪnd/
Speculating and recommending
admire /ədˈmaɪə/ podziwiać
appear to be /əˈpɪə tə bi/ wydawać się być…
assume /əˈsjuːm/ zakładać
based on/judging by /ˈbeɪst ɒn/ˈdʒʌdʒɪŋ baɪ/
be regarded as /ˌbi riˈɡɑːdɪd əz/ być uważanym za
clear/obvious /klɪə/ˈɒbviəs/ oczywisty
clearly /ˈklɪəli/ ewidentnie, najwyraźniej
conclude /kənˈkluːd/ wywnioskować
conclusion /kənˈkluːʒən/ wniosek
confirm /kənˈfɜːm/ potwierdzić
considering /kənˈsɪdərɪŋ/ biorąc pod uwagę
contribute to a discussion /kənˈtrɪbjuːt tə ə dɪˈskʌʃən/
(dis)agree /(ˌdɪs)əˈɡriː/ (nie) zgadzać się
hesitate /ˈhezɪteɪt/ wahać się
it looks/seems as if/as though … /ɪt ˈlʊks/ˈsiːmz əz ɪf/əz ðəʊ/
nominate /ˈnɒməneɪt/ nominować
nominee /ˌnɒməˈniː/ osoba nominowana
notice /ˈnəʊtɪs/ zauważać
point of view /ˌpɔɪnt əv ˈvjuː/ punkt widzenia
prove /pruːv/ udowodnić
realise /ˈrɪəlaɪz/ zdać sobie sprawę
suggest /səˈdʒest/ sugerować
the chances are that … /ðə ˈtʃɑːnsɪz ɑː ðæt/
Phrasal verbs
catch up /ˌkætʃ ˈʌp/
do away with /ˌduː əˈweɪ wɪð/ zlikwidować coś
do up /ˌduː ˈʌp/ wyremontować coś
fall behind with (your homework) /ˌfɔːl bɪˈhaɪnd wɪð/
get on with (your homework) /ˌɡet ˈɒn wɪð/
go on to (further studies) /ˌɡəʊ ˈɒn tə/
hand in (an assignment) /ˌhænd ˈɪn/
hang out (with) /ˌhæŋ ˈaʊt (wɪð)/
look forward to (new challenges) /ˌlʊk ˈfɔːwəd tə/ c)
put forward /ˌpʊt ˈfɔːwəd/ proponować coś
put off /ˌpʊt ˈɒf/ odkładać coś na później
set off /ˌset ˈɒf / wyruszyć do
set up /ˌset ˈʌp/ zaaranżować coś
soak up (knowledge) /ˌsəʊk ˈʌp/ chłonąć wiedzę
Other
access to /ˈækses tə/ dostęp do czegoś
accurately /ˈækjərətli/ dokładnie, precyzyjnie
adjoining /əˈdʒɔɪnɪŋ/ sąsiedni, przyległy
asset /ˈæset/ atut, plus, zaleta
avoid doing sth /əˌvɔɪd ˈduːɪŋ ˌsʌmθɪŋ/
be involved in /bi ɪnˈvɒlvd ɪn/
current /ˈkʌrənt/ obecny, aktualny
do harm /ˌduː ˈhɑːm/ robić krzywdę
drama /ˈdrɑːmə/ dramat
dramatic /drəˈmætɪk/ pełen napięcia
dramatise /ˈdræmətaɪz/ udramatyzować
enable sb to do sth /ɪˈneɪbəl ˌsʌmbɒdi tə ˌduː ˌsʌmθɪŋ/ś
expect sb to do sth /ɪkˈspekt ˌsʌmbɒdi tə ˌduː ˌsʌmθɪŋ/i
familiar /fəˈmɪliə/ znany, znajomy
familiarise /fəˈmɪliəraɪz/ zaznajomić, zapoznać
familiarity /fəˌmɪliˈærəti/ zażyłość, poufność
force sb to do sth/make sb do sth /ˈfɔːs ˌsʌmbɒdi tə ˌduː ˌsʌmθɪŋ/ˈmeɪk
ˌsʌmbɒdi ˌduː ˌsʌmθɪŋ/
fulfil one’s wish /fʊlˌfɪl wʌnz ˈwɪʃ/
initiate /ɪˈnɪʃieɪt/ zapoczątkować, zainicjować
inspiration /ˌɪnspəˈreɪʃən/ inspiracja
inspired /ɪnˈspaɪəd/ inspirowany czymś
keep doing sth /ˌkiːp ˈduːɪŋ ˌsʌmθɪŋ/
left-handed /ˌleft ˈhændɪd/ leworęczny
left-hander /ˌleft ˈhændə/ osoba leworęczna
let sb do sth /ˈlet ˌsʌmbɒdi ˌduː ˌsʌmθɪŋ/
manage to do sth /ˈmænɪdʒ tə ˌduː ˌsʌmθɪŋ/
minimally invasive /ˌmɪnɪməli ɪnˈveɪsɪv/
outdated /ˌaʊtˈdeɪtəd/ przestarzały
personal /ˈpɜːsənəl/ osobisty
personalise /ˈpɜːsənəlaɪz/ spersonalizować
personally /ˈpɜːsənəli/ osobiście
piece of news /ˌpiːs əv ˈnjuːz/ wiadomość
reach one’s goal /ˌriːtʃ wʌnz ˈɡəʊl/ osiągnąć cel
recognisable /ˈrekəɡˌnaɪzəbəl/ rozpoznawalny
recognise /ˈrekəɡnaɪz/ rozpoznać
recognition /ˌrekəɡˈnɪʃən/ uznanie
replace /rɪˈpleɪs/ zastąpić
represent /ˌreprɪˈzent/ reprezentować
revolutionary work /ˌrevəˌluːʃənəri ˈwɜːk/
shake-up /ˈʃeɪk ʌp/ restrukturyzacja
surprisingly /səˈpraɪzɪŋli/ o dziwo
swap /swɒp/ wymienić, zamienić
tackle sth /ˈtækəl/ zmierzyć się z czymś
tend to do sth /ˌtend tə ˈduː ˌsʌmθɪŋ/
threat /θret/ zagrożenie
urge sb to do sth /ˈɜːdʒ ˌsʌmbɒdi tə ˌduː ˌsʌmθɪŋ/ł
vessel /ˈvesəl/ naczynie
vision /ˈvɪʒən/ wizja
visual /ˈvɪʒuəl/ wizualny
visualise /ˈvɪʒuəlaɪz/ wizualizować
waste time doing sth /ˌweɪst taɪm ˈduːɪŋ ˌsʌmθɪŋ/
23
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37
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FOCUS REVIEW 1
VOCABULARY AND GRAMMAR
LANGUAGE IN USE
1 Choose the correct options.
5 Complete the text with the correct form of
the words in brackets.
1 She’s always had a positive outlook / approach / goal on life.
2 Would you say that girls have a natural thirst / attention / gift for
languages because they’re more talkative than boys?
3 Do you think that success at school is down to being diligent /
gregarious / persistent and spending hours studying?
4 Will you memorise / recognise / familiarise your school friends
when you meet them at a school reunion?
5 Only those who have some kind of inquisitive / sharp / innate ability to
get on well with people should become teachers.
Book reviews
MAKING SCIENCE POPULAR
By Nicholas Booker
Science is one of the most difficult subjects and even
the most 1 studious (study) students sometimes
struggle to solve scientific problems. If you want a book
that makes science more 2 accessible (access),
I can recommend Bill Bryson’s A Short History of
Nearly Everything. Full of amusing anecdotes and
stories
about quantum mechanics, evolution,
astronomy and chemistry, it’s a book that will satisfy
your thirst for 3 knowledge (know) and help you to
4
visualise
(vision) certain scientific processes.
The author brings science to life by, for example,
giving a graphic and entertaining description of the
universe. This is both a well-written book and
a highly enjoyable one. Not 5 suprisingly (surprise), it is
considered a must-read by many.
2 Match verbs from box A with prepositions from box B to make
phrasal verbs. Then use them to complete the sentences.
A
set fall put
hand soak
+
B
up
off
in up
behind
1 The principal may hand in his resignation if many students fail.
2 Don’t put off doing your assignments until the last minute.
You may miss the deadline.
3 Recently, several students wanted to set up a committee to
organise a charity event.
4 I was ill for three weeks and have fallen behind with school work.
5 It’s often said that children will soak up information very quickly
if they are left to discover things for themselves.
3 Complete the text with one word in each gap.
23
6 Complete the second sentence so that it
Last week I went to a school reunion and I was amazed at how different
to have
the school looks now. For a start, the building where we 1 used
PE classes has been demolished and a new sports centre has been built
beg our sports teacher
instead. I clearly remember how we 2 would
to allow us to play games every afternoon.
was
always having arguments
Then I bumped into Caroline, who I 3
use
to wear such elegant
with. I hardly recognised her. She didn’t 4
is
always
clothes. But one thing hasn’t changed about her. She 5
talking about others behind their back. It’s so unpleasant!
The reunion also reminded me of the importance of discipline and
punctuality that our head teacher talked about so often. I got used to certain
will
arrive at meetings at least
things so much that even now I 6
fifteen minutes earlier than necessary!
4 Complete the sentences with the correct form of the verbs
in brackets.
1 If you can’t find a prospectus, try looking (look) online for the
information you need.
2 The Music Academy exam board first listened to us all
sing
(sing) and then they announced who was admitted.
3 I’m sorry, sir. I forgot to check (check) if my essay is within the
word limit you required.
4 Do you think our Chemistry teacher will let us use (we/use) the
lab to carry out our own experiments?
5 We were warned not to touch (not touch) any of the exhibits.
6 My sister spent the whole night checking (check) her students’
homework and then she left it on her desk at home.
has a similar meaning to the first, using the
word in capitals. Do not change the word
in capitals.
1 I was in the habit of skipping early morning
classes. USED
I used to skip early morning classes.
2 Does it make sense to apply to university or
should I take a gap year? WORTH
Is it worth
applying to university or should I take a
gap year?
3 Our English teacher took us to the cinema to
watch foreign films once a month. WOULD
would take
us to
Our English teacher
the cinema to
watch foreign films once a month.
4 Mark won’t help me with my homework, so
why should I ask him? USE
It’s no use
asking
Mark to help me with my
homework. He won’t help me anyway.
5 My best friend has a very irritating habit of
chewing gum loudly. ALWAYS
is always
My best friend chewing gum loudly.
6 I’m not sure if I’ve told my parents about the
school trip. REMEMBER
don’t remember
telling
I
my parents about the school trip.
24
REFERENCES
AUDIO
SCRIPT ››› p. 168
M01_FOCUS_SB_04GLB_8310_U01.indd
24
EXTRA ACTIVITIES
38
• Photocopiable resource 58 (word
building – 20 mins) p. 208, 274
M01_FOCUS_TB_04GLB_BR_8372_U01.indd 38
• Photocopiable Resource 60A
(transformations – 20 mins) p. 209, 277
• Photocopiable resource 6
(Speaking – 15 mins) p. 193, 216
• Photocopiable resource 7
(Writing – 15 mins) p. 193, 217
WORKBOOK
Use of English 1.9, p. 18–19;
Self-assessment 1.10, p. 20
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29/02/2016 19:01
M01_F
ws
5 13:39
READING
LISTENING
7 Read the text and choose from the sentences (A–E) the
8
one which fits each gap. There is one extra sentence.
Listen to four people talking about classes
they attend. Choose from the list (A–F) what each speaker
says. Use the letters only once. There are two extra letters.
CD•1.25 MP3•25
AT THE BEIJING DANCE
ACADEMY
Speaker 1: C
Speaker 2: B
The speaker:
A wants to develop a professional goal.
B is struggling with the amount of work on the course.
C is motivated by feedback from the tutor.
D is concerned about other students’ motivation.
E is thinking of quitting the course.
F is surprised by the attitude of the tutor.
from Mao’s Last Dancer, by Li Cunxin
T
hose first few weeks at the Beijing Dance Academy were an agony
of loneliness. Nights were the worst. I couldn’t wait to get to bed
so I could clutch onto my niang’s* quilt, my only security.
I knew I had no choice but to stay in Beijing. My parents, my brothers,
relatives, friends, my old school teachers and classmates, my village
and commune, all of their wishes and expectations made it impossible
C My success was my parents’ only hope of
for me to go back. 1___
breaking that vicious cycle of poverty. I couldn’t let them down, even if
I did feel trapped in a cage of rules and routines. Every day I couldn’t
wait for the year to end so I could return home to see my family and
roam the streets and fields once more.
SPEAKING
9 In pairs, complete the speaking task.
Student A, your photos show people of different
ages learning new things. Compare the photos and say
how difficult it can be to learn new things at
these ages.
B
I wasn’t alone in missing home. I witnessed many teary eyes among my
D The boys
fellow classmates. The girls sobbed more than the boys. 2___
would be told that crying was a sign of weakness. […]
Our first weeks weren’t made any easier when a virus swept through the
school. I was among those who had the severe cough, sore throat and
A I offered to share it with some of my classmates but it
high fever. 3___
was as though I’d offered them poison. I lost a few friends over that, but I
did notice that their symptoms lasted much longer than mine. […]
Speaker 3: A
Speaker 4: E
A
One of the treats at the academy once a month was watching
documentaries and occasionally a movie. All the foreign films were
from other communist countries. A North Korean movie I remember
particularly well was about a young man who had lost his ambitions
for the communist cause, and a beautiful girl, a Communist Youth Party
member, who helped him and fell in love with him. What I enjoyed most
E I imagined
about this movie wasn’t the politics but the love story. 4___
that if I performed badly enough in class, the political head might send
this girl to help me, but the longed-for love never materialised.
Student B, do you prefer to learn by studying or by doing?
*niang: grandmother
10 Now go to WORD STORE page 23 and complete
A Naturally, I did what my niang would have done – I took
out a few pieces of my precious dried snakeskin and
wrapped a green onion in them.
B We knew what we had to do – and there was a great
determination amongst every boy and girl to succeed.
C The loss of face would be unbearable. It would damage
my family’s reputation forever.
D Our political heads and teachers showed more
tenderness towards the girls.
E For the next couple of weeks I started to behave
differently towards the captain of the girls’ class, a pretty
Qingdao girl with big, bright eyes.
another speaking task.
WRITING
11 Complete the writing task.
You are the student representative for your class. You
recently attended a meeting about plans for a new cafeteria
for the school. Write a report of the meeting for the website.
Your report should:
• include some information you learned about the plans.
• ask for suggestions from the students for the new
cafeteria.
Write your report in 140–190 words.
25
NEXT CLASS
• Ask students to do
M01_FOCUS_SB_04GLB_8310_U01.indd
25 Self-check 1.11 in
the WB, p. 21.
• Ask students to do Show what you
know 2.1 in the WB, p. 22.
M01_FOCUS_TB_04GLB_BR_8372_U01.indd 39
• Ask students to prepare for Unit test
1 (Focus Assessment Package).
16/10/2015 13:39
39
29/02/2016 19:01
2
2.1 Vocabulary
Family • Celebrations • Religious ceremonies •
Verb-noun collocations • Common phrases
I can talk about families and describe ceremonies.
SHOW WHAT YOU KNOW
IT TAKES
ALL SORTS
1 Cross out the family word which cannot be used with the underlined
part-word.
4 single mother / daughter / parent
5 step father / children / husband
6 god mother / cousin / son
1 ex- wife / boyfriend / nephew
2 great- child / uncle / grandson
3 half brother / niece / sister
2 In pairs, form other words with the underlined part-words in
Exercise 1. Choose words to describe different people in your family.
Everybody knows how to raise
children, except the people
who have them.
My great-grandmother lives in Cardiff. She is ninety and …
3 Look at the photos and read the title and introduction of the article.
What does coming of age mean?
a getting married
P.J. O’ROURKE (B. 1947),
AN AMERICAN SATIRIST
Vocabulary:
• Show what you know – compound
nouns – family
• family, celebrations and religious
ceremonies
• verb-noun collocations
• common phrases
• dependent prepositions
ceremonies
Most countries have customs that celebrate
young people’s journey into adulthood. This is how
they do it in two very different cultures.
In Japan, we have a festival
Seijin-no-hi and
it takes place on every
second Monday of January.
Anyone who has their
twentieth birthday in that
10 year celebrates on that day.
5 called
• word families
• Word in focus – take
Grammar:
• Past Perfect Simple and Continuous
• relative clauses
Listening:
• a talk by a neuroscientist
• sentence completion
Reading:
• a literary extract and a news report
about mysterious events
• multiple choice
Speaking:
• telling a personal anecdote
Writing:
• an article
FOCUS EXTRA
• Grammar Focus pp. 131–132
• WORD STORE booklet pp. 4–5
• Workbook pp. 22–35 or MyEnglishLab
• MP3s – www.english.com/focus
26
Aki
from
Japan
For the young men and
women
taking
part,
it’s a once in a lifetime
experience. The highlight
15 of everyone’s day is seeing
the young women in their
kimonos. Women wear Seijin-no-hi
a special kimono made
of brightly coloured silk,
20 with long sleeves. Men get dressed up in formal suits.
The day is divided into several stages. First, everyone goes to the town hall to
listen to speeches made by government officials. After that, people usually go to
a shrine with members of their family. On my coming-of-age day, there were
three generations of my family there, including distant relatives and great25 grandparents who were in their nineties. I was showered with gifts and by the end
of the day, my wallet was full of money – I’m an only child, so I was really spoilt.
After the formalities are over, the rest of the day is for fun. I had a meal with
my extended family,, and then I met up with my friends for a big party. I had
the time of my life.
EXTRA ACTIVITIES
WORKBOOK
• Photocopiable
resource 8 (collocations
M02_FOCUS_SB_04GLB_8310_U02.indd
26
related to parties – 10 mins) p. 194, 218
• Photocopiable resource 9 (Test
yourself pairwork activities – 10 mins),
p. 194, 219
p. 22–23
M02_FOCUS_TB_04GLB_BR_8372_U02.indd 40
c having a party
Coming-of-age
UNIT LANGUAGE
AND SKILLS
40
b becoming an adult
16/10/2015 13:56
NEXT CLASS
Ask students to do Show what you
know 2.2 in the WB, p. 24.
01/03/2016 08:26
M02_F
5 13:56
Go to WORD STORE 2 page 5.
4 Read the article and make notes about the ceremonies.
Country
Age
Guests
Formal
part
Japan
20
extended
town hall,
speeches,
shrine
family
and
friends
Mexico
15
family and
friends
Informal
part
meal with
family then
party with
friends
WORD STORE 2A
6
CD•1.26 MP3•26 Complete WORD STORE 2A with the
words in red in the article. Then listen, check and
repeat. Add a translation.
7 Complete the sentences with names of people you
know. Then, in pairs, take it in turns to tell each other
something interesting about each person.
church,
special mass
and blessing
reception,
dinner,
danced all
night
1
is an only child.
2 In my extended family,
is the oldest relative
I have and
is the youngest.
3
is one of my distant relatives.
4
is the first person I’d invite to a small gathering
for my birthday.
5 I sat next to
at the last reception I went to.
6 The people in my immediate family are
.
5 In pairs, discuss the questions about your country.
1 At what age are you legally allowed to:
• buy alcohol and tobacco?
• vote?
• join the army?
• drive a car?
• have children?
• leave school?
2 What customs are associated with coming of age?
3 When do you think people really come of age?
WORD STORE 2B
8
Quinceañera
Quincea
CD•1.27 MP3•27 Complete WORD STORE 2B with a noun
from the underlined collocations in the article. Then
listen, check and repeat. Add a translation.
9 In pairs, match the sentence halves. Then tick the
statements that are true for your country.
Ana
from
Mexico
30
35
I’m Mexican and one of our customs is a celebration for
young girls on their fifteenth birthday called Quincea
Quinceañera. In
the past, the Quincea
Quinceañera ceremony signified that girls were
ready for marriage. That’s definitely not the case today!
My mum had a small gathering for her Quinceañera, just the
immediate family and some close friends. Nowadays there’s a
lot of pressure to put on a big party with DJs and fireworks. So
we did, and it was worth the effort. It was unforgettable.
My family’s very modern, but we didn’t want to lose sight
of the spiritual side of the celebration. So first we went to
40 church for a special mass and a blessing. The priest and my
godparents talked to me about my new responsibilities, and
I read a letter thanking my parents for everything. It was very
moving – I had a lump in my throat and I could see my parents
had tears in their eyes.
After the mass, we went on to the reception. Towards the
end of the meal my father proposed a toast and he got very
emotional when he talked about his hopes for my future.
After blowing out the candles on my birthday cake, I danced
all night. Everyone made a fuss of me and I enjoyed being
50 the centre of attention all day.
45
M02_FOCUS_SB_04GLB_8310_U02.indd 27
1 Parents sometimes have a lump in their
2 The bride’s father always proposes
3 People have lost
4 Most families don’t put on
5 Couples are often showered
6 It’s important to make
d
e
a
f
b
c
a sight of what’s important in life.
b with gifts on their engagement.
c a fuss of people on their eighteenth birthday.
d throat when their children leave home.
e a toast at his daughter’s wedding.
f a big coming-of-age party.
WORD STORE 2C
10 CD•1.28 MP3•28 Complete WORD STORE 2C with more
verb-noun collocations. Then listen, check and repeat.
Write example sentences.
WORD STORE 2D
11 CD•1.29 MP3•29 Complete WORD STORE 2D with the
highlighted phrases in the article. Then listen, check
and repeat.
12 In pairs, complete the questions with one word in each
gap. Then ask and answer the questions.
1 What has been the highlightof your day so far today?
2 Have you ever been the centre ofattention?
3 Were you really spoilt on your last birthday?
4 Do you think big parties are worth the effort?
5 Which once in a lifetime experience would you most like
to have?
6 When was the last time you had the time of your life?
27
16/10/2015 13:56
41
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01/03/2016 08:27
3.5 Grammar
Quantifiers
4
I can use a range of different quantifiers correctly.
CD•1.52 MP3•52 Read Part 2 of the vlog post
and choose the correct options. Then listen
and check.
1 In pairs, take turns to describe your bedroom. On a scale
of 1 to 10 (1 = extremely tidy and 10 = extremely untidy),
what score is your bedroom?
2
CD•1.51 MP3•51 Read and listen to Part 1 of a vlog post.
Why does the vlogger want to tidy her room?
Because a friend she likes is coming over.
Welcome, fellow teens, to my video blog. Today’s vlog is
called ‘How to tidy your room in ten minutes!’ I’m sure
all of you know what I’m talking about – your room’s a total
nightmare. It looks as if a bomb has exploded. There’s
loads of dirty washing – in fact, the whole floor is covered.
There’s no space anywhere. You have plenty of clothes
but you don’t wear half of them because you can’t find them.
Most of them are in a pile because there are not enough
drawers to put them in. You’ve had
a number of opportunities to tidy
• Find a laundry basket and put 1all / each the clothes
on the floor into it. Too 2 much / many clothes? OK, get
3
a couple / a few of bin bags and put the rest in there.
Then hide 4 both / either of the bags in the wardrobe.
If the cool friend sees 5 plenty / either of the bags, just
say it’s 6 a few / few things you’re collecting for charity.
• The whole place smells of snacks, so take 7every /
some half empty drink and stale half-eaten crisp
packet to the kitchen immediately. There’s a big
difference between messy and disgusting.
• There are 8 a number / several of things that would
give the wrong impression – things like your huge pink
teddy bear. Hide them.
• Make the bed. There’s 9 no / any excuse for an
unmade bed.
your room but you haven’t, and now
• Open 10 plenty / all the windows – now!
the very cool new friend you like
You’re ready! Just one more thing: – check your
computer and delete any messages that say
something like, ‘OMG, I’m so excited! I can’t believe X is
coming over!’
is coming round. Very few of
your friends know what a
slob you are and you want
to keep it like that. You don’t
5 Complete the sentences with of where
have much time, so here are
necessary. Tick the sentences that are true
for you. Then add other quantifiers to the
rest of the sentences to make them true
for you.
a few speed-cleaning tips.
Exercise 3
no space/much
time/a few
speed-cleaning
tips = rule 1
Most of them/
Very few of your
friends = rule 2
loads of dirty
washing/plenty of
clothes/a number
of opportunities =
rule 3
3 Read the GRAMMAR FOCUS.
Then match the examples in blue
in the vlog post with rules 1–3.
all of you = rule 2
GRAMMAR FOCUS
Quantifiers
You can use a wide range of different expressions to talk about quantity:
100%
Countable nouns
Uncountable nouns Both
every, each
all
most
much, a great deal of* a lot of*, lots of*,
loads of*, plenty of*
some
a little
(very) little
many
0%
a number of*, several
a few
(very) few
both, a couple of*, either
neither
no, none of*
1 Use quantifiers without of before nouns: most people
2 Use quantifiers with of before determiner + noun: most of the
people, and before pronouns: most of them
3 * Always use these quantifiers with of: a lot of people
Note: All the people and all of the people are both possible.
You can’t use of after no and every. Use none of and every one of.
of
1 A couple
my friends are quite tidy.
–
2 Some
classmates are very untidy.
–
3 Several
people I know share a
bedroom.
of
4 Very few
my neighbours have big
gardens.
of
5 Many
the buildings in my street
are old.
–
6 Every
room in my house has wi-fi.
of
7 None
my friends have a TV in their
room.
–
8 Most
rooms in my house have
paintings on the walls.
6 Write three sentences about yourself – two
true and one false. Use a different word from
the box in each sentence.
all couple every little loads
lots most none plenty
All of my music is on my phone.
7 In pairs, take turns to read your sentences
from Exercise 6 to your partner. Can he/she
guess which one is false?
Grammar Focus page 134
46
REFERENCES
WORKBOOK
CULTURE
NOTES ››› p. 161 46
M03_FOCUS_SB_04GLB_8310_U03.indd
p. 42
16/10/2015 13:53
EXTRA ACTIVITIES
60
Photocopiable resource 18 (Test
yourself pairwork activities – 10 mins),
p. 197, 229
M03_FOCUS_TB_04GLB_BR_8372_U03.indd 60
01/03/2016 08:36
M03_F
5 14:00
Go to WORD STORE 4 page 9.
4 Read the article again and match comments a–g with
places 1–4. Which comments do you agree with?
WORD STORE 4A
a ‘I had my first fish pedicure and I didn’t have to
pay through the nose for it. It only cost £10.’
b ‘This place is for people who have money to burn.
It’s ridiculous to pay for something you can get out
of a tap for free! They’re ripping people off!’
c ‘I don’t understand this craze for vintage fashion.
They’re making a fortune out of old rubbish!’
d ‘This sounds disgusting! Anyway, I’m broke, so I’m
not forking out £10 to have my skin eaten by fish!’
e ‘They’ve uncovered a niche market – clearly it’s for
affluent, health-conscious New Yorkers who are not
struggling to make ends meet.’
f ‘These clothes are great value for money – they
don’t cost an arm and a leg and they’re fun.’
g ‘I can’t imagine anything worse – having to send
my coffee back because it’s got cat hairs in it!
6
2
4
3
2
4
3
1
5 What’s the best, worst or most unusual shopping
experience you’ve ever had?
TO HANG OUT
IN TOWN
JUNK SHOP UK,
Manchester
3
Junk Shop UK is the place to
snap up a bargain from a range of
vintage jewellery and sustainable
fashion. This unusual boutique
was set up to fill a gap in the
market for fun, original and, most
35 importantly, affordable clothes.
They don’t only sell one-off
vintage pieces, but have recently
brought out their own labels. You
can also sign up for dressmaking
40 courses, which don’t cost
a fortune.
30
4
MOLECULE WATER
CAFÉ, New York
The range of products on sale in
this fashionable New York café is
somewhat limited: the only drink
customers will be sipping here is
45 filtered tap water costing $2.50
a bottle. Molecule Water Café
claims to filter water to its purest
form before selling it to customers.
To keep costs down, you can fill up
50 your own bottle for a discounted
price, and then you can splash
out on some extras like vitamin
A, electrolytes, calcium and
magnesium.
M04_FOCUS_SB_04GLB_8310_U04.indd 55
7
Exercise 7
1 shopping
around
2 knock money
off
Replace the underlined phrases with phrasal verbs from
3 snap up
WORD STORE 4A.
4 brought out
1 Why are young people looking in different places for
5 splash out on
new shopping experiences?
6 ripping their
2 How can you reduce the price of your fish pedicure?
customers off/
3 Where can you find and immediately buy a bargain?
ripping off their
4 What new items has Junk Shop UK released recently?
customers
5 What extras can you spend a lot of money on in Molecule 7 fork out
Water Café?
6 Which place is cheating their customers?
7 Why is one person unwilling to spend £10 on a fish pedicure?
Complete WORD STORE 4A with the
base form of the phrasal verbs in red in the article and
Exercise 4. Then listen, check and repeat.
CD•2.1 MP3•54
8 Read the article and comments in Exercise 4 again and
answer the questions in Exercise 7.
Exercise 8
1 because they
are bored with
WORD STORE 4B
overpriced malls
2 by bringing
9 CD•2.2 MP3•55 Complete WORD STORE 4B with the
in one or two
underlined idioms in Exercise 4. Then listen, check and
friends
repeat. Do you have similar idioms in your language?
3 at the Junk
10 Complete the idioms. Then, in pairs, discuss whether
Shop
you agree or disagree with the statements.
4 clothes under
their own labels
1 People pay through the nose for popular brands of
5 vitamin A,
trainers.
2 Most university students struggle to make ends meet . electrolytes,
calcium and
Some end up in debt.
magnesium
3 It costs an arm and a leg to study English in the UK.
6 the Water Café
Few people can afford it.
4 Footballers are paid too much. They have money to burn . 7 because they
are broke and it’s
5 It’s better to be poor and happy than rich and unhappy.
disgusting
WORD STORE 4C
11 CD•2.3 MP3•56 Complete WORD STORE 4C with nouns
from the highlighted collocations in the article and
Exercise 4. Then listen, check and repeat.
12 Complete the questions for a supermarket survey with
collocations from WORD STORE 4C. Then, in pairs, ask
and answer the questions.
Supermarket survey
1 What’s the biggest
in your country?
2 What sort of advertising do supermarkets do to
3 Which supermarket is the best
?
4 Which supermarket has the lowest
?
5 Which supermarket stocks the widest
?
6 Would a new supermarket fill a
in your area?
?
WORD STORE 4D
Exercise 12
1 chain of
supermarkets
2 attract
customers
3 value for
money
4 discounted
prices
5 range of
products
6 gap in the
market
13 CD•2.4 MP3•57 Complete WORD STORE 4D with more
verb-noun collocations. Then listen, check and repeat.
Write example sentences.
55
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69
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4.2 Grammar
Question tags and reply questions
I can use question tags and reply questions.
buying tickets online, Jamie driving, the fact that Laura is wearing her earrings
CD•2.5 MP3•58 Read GRAMMAR FOCUS I and complete the
examples from the conversation with auxiliary verbs. Then listen
again and check.
questions in the conversation in Exercise 3. Is it?
GRAMMAR FOCUS I
Question tags
You form question tags with an auxiliary/modal verb + a pronoun.
Positive statement + negative tag
I’m always careful when I borrow your things, 1aren't I?
You know it’s risky buying tickets online, 2 don’t you?
Negative statement + positive tag
He hasn’t passed his driving test, 3 has
But you never wear them, 4 do
you?
Exercise 6
Suggested
answers:
2 A: My dad gave
me money for my
last birthday.
B: Did he?
3 A: I went
shopping
recently.
B: Did you?
4 A: I think I’m a
very lucky person.
B: Do you?/Are
you?
5 A: My mum
usually does the
shopping online.
B: Does she?
6 A: I’ve got a
credit card.
B: Have you?
he?
Note: Pay attention to these special cases:
Don’t lose them, 5 will
you?
That’s Jamie at the door, isn’t it?
Let’s go, shall we?
Everybody had a good time, didn’t they? Nothing happened, did it?
3
CD•2.6 MP3•59 Complete the conversation between Laura and
Jamie with appropriate question tags. Then listen and check.
What was Laura concerned about?
Laura: This is the place he told you to meet him, 1isn’ t it ?
Jamie: Yes, it is. He said he’d be waiting at the main entrance.
Laura: Did he? So why are we waiting at the staff entrance?
Jamie: Oh no, you’re right! Come on, we’d better hurry.
Laura: Let’s call him, 2 shall we ? I’m sure he’ll wait ten minutes. You
didn’t
took his phone number, 3 you ?
Jamie: No, but he’s got mine. If he’s wondering where we are, he’ll
call me, 4 won’t he ?
Laura: Yes – I suppose he wants his cash. Don’t lose it, 5 will you ?
Jamie: What cash?
Laura: For the tickets! You haven’t paid him yet, 6 have you ?
Jamie: Yes, I have – I transferred the money to his account online.
Laura: Did you? Hey, that’s him over there, 7 isn’t it ?
Jamie: Is it? How do you know?
Laura: He’s holding up a piece of paper with your name on it.
GRAMMAR FOCUS II
Reply questions
You use reply questions to react to what somebody
has said and to show interest. They usually have
rising intonation.
Positive statement + positive reply question
‘We’re going to a concert.’ ‘Are you?’
Negative statement + negative reply question
‘Beyoncé hasn’t played here before.’ ‘Hasn’t she?’
6 Write true sentences about you. Then, in
pairs, take turns to read your sentences to
your partner for him/her to respond with a
reply question.
1 I / need / a new phone
A: I don’ t need a new phone.
B: Don’ t you?
2 my dad / give / me money for my last birthday
3 I / go / shopping recently
4 I / think / I’m a very lucky person
5 my mum / usually / do / the shopping online
6 I / have got / a credit card
7 Write four more true sentences about you.
Then, in pairs, take turns to read them to
your partner for him/her to respond with a
reply question.
A: I’m saving up to buy a new laptop.
B: Are you?
8 You are going to write a conversation
between a teenager and a parent. In pairs,
follow the instructions.
• Think of a situation. Choose from the box or
Complete some things Jamie said at the concert
with question tags. Then listen, check and answer the questions.
use your own ideas.
1 We can go in now, can’ t we ?
2 There’s a support band on first, isn’t there ?
3 This is a great concert, isn’t it ?
4 Beyoncé toured the UK last year, didn’t she ?
5 Don’t forget where we’re sitting, will you ?
6 Excuse me, nobody’s seen a silver earring, have they ?
form a band
get a tongue piercing
give up a sport or a musical instrument
get more pocket money
go to a music festival
go abroad with friends
open a bank account
CD•2.7 MP3•60
The teenager wants to:
) and show you expect the
• Include at least five different question tags
listener to answer your question’?
• Which tags have a falling intonation (
listener to agree with you?
• Practise your conversation and then act it out.
1
• Which tags have a rising intonation (
1
1
4
Did he?
5 Read GRAMMAR FOCUS II. Find three reply Did you?
1
2
CD•2.5 MP3•58 Listen to a conversation between Laura and her
mum. What is Laura’s mum concerned about?
1
1
and/or reply questions in the conversation.
) and show you expect the
Grammar Focus page 135
56
REFERENCES
WORKBOOK
AUDIO
SCRIPT ››› p. 171 56
M04_FOCUS_SB_04GLB_8310_U04.indd
p. 52
16/10/2015 14:01
EXTRA ACTIVITIES
70
Photocopiable resource 23 (question
tags – 10 mins), p. 198, 235
M04_FOCUS_TB_04GLB_BR_8310_U04.indd 70
01/03/2016 08:42
M04_F
5 14:01
4.3 Listening
Multiple choice
EXAM FOCUS Multiple choice
I can understand specific details in
an interview.
4
Listen again and choose the correct answer, A, B
1 In this episode the interviewer wants to focus on the
A increased size of the markets that sell second-hand goods.
B increased earnings of people involved in second-hand selling.
C increased interest in buying second-hand goods.
2 How does Martin get hold of the second-hand goods he sells?
A He buys them from the owners.
B He gets them at a special sale.
C He claims them from the airport.
3 What kind of things can Martin find in the suitcases he buys?
A designer clothes
B electrical goods
C rotten food
4 The thing that surprises Martin most is that people
A check in bags in advance.
B forget something important.
C come to the airport at the last minute.
5 What is Martin most likely to say about the way he earns
his living?’
A ‘It makes me feel sad.’
B ‘It’s just a way to earn a living.’
C ‘It’s very strange.’
1 In pairs, read UK TODAY and discuss the
questions.
1 Do you have similar types of market in your
nearest town or city?
2 When did you last go to a market? What did
you buy there?
3 What sort of pre-owned goods would or
wouldn’t you buy?
UK TODAY
Where do British people go to buy and
sell second-hand/pre-owned goods?
• Flea markets – Camden market is the biggest
one in London. It sells both second-hand
clothes and reasonably-priced new fashion.
• Car boot sales – Every weekend thousands
of people take their unwanted domestic
clutter to car boot sales around the country.
One person’s rubbish is another person’s
treasure.
• Online auctions – More than 17 million
people log on to sites like eBay each month
to bid for a bargain.
• Antiques markets – London’s Portobello
market is located in fashionable Notting Hill.
It specialises in antiques and bric-a-brac
(old-fashioned ornaments).
CD•2.8 MP3•61
or C.
5 Complete the sentences with the words in the box. Then number
the sentences in the correct order to explain what can happen to
lost luggage at an airport.
auction auctioneers belongings bid
high missing off stall unclaimed
checked
off
1 Auctioneers throw away things that have gone
. 3
2 Unclaimed bags go for auction at the auction house. 2
3 Personal belongings from lost luggage end up on a market
stall
. 5
Checked
4
bags go missing at the airport. 1
bid
5 Market stallholders
for high quality bags. 4
PRONUNCIATION FOCUS
6
CD•2.9 MP3•62 Listen and repeat the words in the box.
Then put them in the correct column depending on the
vowel sound.
auction boot bought could gone goods
lose put rotten stall through watch
1 /ɔː/
auction
2 Have you ever been to an auction or bid for
3
bought
stall
2 /ɒ/
gone
rotten
watch
something online? Discuss in pairs.
7
CD•2.8 MP3•61 Listen to an interview. What
does Martin do for a living?
WORD STORE 4E
Martin buys lost luggage and sells the contents on
his market stall.
8
CD•2.10 MP3•63
3 /u:/
boot
lose
through
4 /ʊ/
could
goods
put
Listen, check and repeat.
CD•2.11 MP3•64 Complete WORD STORE 4E. Add the adjectives
in the box to complete the collocations. Then listen, check and
repeat. Check the meaning of the other collocations.
57
REFERENCES
CULTURE NOTES ››› p. 161
AUDIO SCRIPT ››› p. 172
M04_FOCUS_SB_04GLB_8310_U04.indd 57
16/10/2015 14:01
WORKBOOK
p. 53
M04_FOCUS_TB_04GLB_BR_8310_U04.indd 71
71
01/03/2016 08:42
4.4 Reading
Multiple matching
EXAM FOCUS Multiple matching
I can find specific details in short texts.
3 Read the texts about jeans. For questions
1
1–8, choose from the texts (A–D). You can
choose each text more than once.
In pairs, discuss whether you think these ‘jean
facts’ are true (T) or false (F). Then read and listen to Jeaneology
and check your ideas.
CD•2.12 MP3•65
1 ‘Denim’ and ‘jeans’ are named after two European cities.
2 Blue jeans were invented in Germany.
3 Jeans were mainly worn by cowboys until World War II.
4 During the 50s and 60s jeans were accepted by
mainstream society.
5 Every American owns about seven pairs of jeans.
Which text mentions that:
1 jeans can cause health problems for the
people making them? B
2 some people think it’s worth paying extra for
traditionally-made jeans? A
3 a lot of water is wasted in the after-care
of jeans? D
4 the fabric of the jeans can make a difference
to the health of the wearer? C
5 we need to change our habits to make our
jeans last a long time? D
6 most countries today use modern methods
of denim production? A
7 new ways of fading jeans require the use of
unnatural substances? B
8 people should avoid a particular type
of jeans? C
T
T
F
F
T
Jeaneology
1800s
1850s
Denim was a kind of cotton made in
Nîmes (‘de Nimes’). The first blue denim
trousers were worn by sailors in Genoa –
‘Genes’ in French. ‘Bleu de Genes’ became ‘blue jeans’.
Nîmes
Genoa
Blue jeans as we know them originated
during the 1849 Californian Gold Rush.
German storekeeper Levi Strauss and Latvian tailor Jacob Davis
developed a stronger design using copper rivets.
1930s
and 40s
At first jeans were only popular in western USA and worn by
cowboys. Their popularity spread after World War II.
1950s
and 60s
Young people started wearing jeans to imitate young Hollywood
stars like James Dean. But jeans became associated with rebellious
behaviour and were banned in schools.
4 Add the nouns in the box to the lists to make
collocations from the texts.
cloth colours dyes jeans
methods (of production)
1 dense/mass-produced/stiff cloth
2 deep/intense/rich colours
methods (of
3 labour-intensive/modern/traditional production)
4 chemical/toxic/natural dyes
5 affordable/fashionable/hard-wearing jeans
Exercise 5
2000s Today jeans are worn by everyone. Every American owns, on
average, seven pairs of jeans!
1 a They make
it stiffer, denser
but also more
comfortable.
2 Label the pictures with the words in the box. Then discuss the
questions in pairs.
b It’s more
expensive
baggy bootcut cropped distressed
because it’s more
D
flared skinny straight-leg
labour-intensive.
2 a To dye the
B
C
denim and give it
a vintage look.
A
b To artificially
age the material.
3 a Loss of
straight-leg
feeling by
compressing a
flared
baggy
G
major nerve on
your thigh.
F
E
bootcut
b Pressure on
your stomach
making it difficult
to digest food.
4 a Use less
water./Wash
skinny
our jeans less
distressed
cropped
frequently.
b Soak them in
1 What style of jeans do you like best?
cold salt water;
2 When do you wear jeans and when don’t you wear jeans?
don’t dry in
3 Where can you buy the cheapest/most expensive jeans in your city?
sunlight; wash in
vinegar.
58
72
REFERENCES
WORKBOOK
CULTURE
NOTES ››› p. 162 58
M04_FOCUS_SB_04GLB_8310_U04.indd
p. 54–55
EXTRA ACTIVITIES
NEXT CLASS
Photocopiable resource 24 (word
formation – 8 mins), p. 199, 236
Ask students to do Show what you
know 4.5 in the WB, p. 56.
M04_FOCUS_TB_04GLB_BR_8310_U04.indd 72
B
5 Read the texts again and answer the questions.
Give reasons for your answers.
1 What effect do Japanese production
techniques have on:
a the colour of the denim?
b the cost of the denim?
2 Why are these products used in modern
methods of production?
a chemicals
b sand
3 In what ways can skinny jeans have a harmful
effect on:
a your legs?
b your digestive system?
4 What can we do to
a help the environment?
b keep our jeans looking good?
WORD STORE 4F
6
CD•2.14 MP3•67 Complete WORD STORE 4F
with nouns and adjectives from the texts.
Mark the stress. Then listen, check and
repeat.
16/10/2015 14:01
01/03/2016 08:42
M04_F
5 14:01
Lifestyle
CD•2.13 MP3•66
A
B
J
apanese denim has a reputation among enthusiasts as being the best
in the world. It has a cult following in Europe and America because
of its amazing look and feel. The cloth is stiffer, denser but far more
comfortable than the mass-produced denim used in other countries.
5 Japanese denim is different because they use traditional production
techniques that have been abandoned elsewhere. Most denim today is
produced using chemical dye, but Japanese denim uses natural dye and
the material is dipped up to thirty times to produce a deep, intense and
rich colour that fades with time. These traditional methods are more
10 labour-intensive, which makes the product more expensive, but Tokyo’s
trendsetters are willing to splash out on the perfect pair of jeans.
1
W
e’re hooked on jeans! In the UK alone, three
pairs are sold every second of every day. But
recently, modern methods of production have been
15 causing environmental concerns. Demand for jeans
has increased so much that cotton farmers have
to rely more and more on pesticides and fertilisers
to raise their crops. Traditionally, jeans were dyed
with a natural indigo dye. Nowadays, though, the
20 dye is chemical and toxic and even more chemicals
are used to give the denim a vintage appearance.
Distressed jeans are increasingly popular and to
achieve this look – the jeans are blasted with sand.
Factory workers complained of breathing problems
25 and as a result, some brands of jeans have banned
the process. Another issue is that it takes 6,000 litres
of water to produce one pair of jeans. Jeans are
fashionable, affordable and hard-wearing, but at
what cost to the environment?
D
R
ecent reports have suggested that skinny
jeans enthusiasts may be damaging their
health. Wearing jeans that are too tight
could compress a major nerve on the outside
of your thigh. This can lead to pain or loss of
35 feeling in your legs. In most cases, the nerve
damage can be reversed simply by taking the
tight jeans off. Jeans that are tight around
the waist can also make it difficult to digest
your food. Health experts are urging young
40 people who are committed to the skinny
jeans look to choose a pair that have some
stretch in them and are less likely to have a
negative effect on the body. If you notice a
45 strange sensation in your legs, it may be time
to change your style.
C 30
S
o, you’ve got that top quality pair of jeans you wanted. How can you keep them
looking good and stop them from fading? Well, perhaps you’re washing them too
often. The CEO of Levi’s caused a stir when he mentioned in public that he hadn’t
50 washed his jeans for over a year! He wanted to show how we can help the environment
by using less water. Apparently, by washing our jeans in the machine once a week for
two years, we use over 3,500 litres of water. His view is supported by other professionals
who believe that it isn’t necessary to wash jeans very often because the material is thick
55 and it’s the top of our bodies that sweats and makes clothes smelly, not the bottom! So,
to help the environment and also keep our jeans looking good, wash less frequently,
soak in cold salt water, turn them inside out and don’t dry in sunlight. Oh yes, and you
could wash them in vinegar.
59
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16/10/2015 14:02
73
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4.5 Grammar
Present and past modal structures
5 Complete the GRAMMAR FOCUS with the past modal
I can give advice, criticise past actions and talk
about past necessity.
GRAMMAR FOCUS
1
Listen to James talking to his sister Ellie.
What is James’ problem?
CD•2.15 MP3•68
structures in blue in Exercise 4.
Past modal structures
• You can use should/shouldn’t have + past participle or
He hasn’t got a present for his girlfriend’s birthday yet and doesn’t know what
to get.
ought to/ought not to have + past participle to criticise
a past action or show regret.
I 1should have listened to your advice.
ought to
I 2 have asked if it was real gold.
• You use had to/didn’t have to + infinitive to say a past
action was necessary/unnecessary.
We 3 had to go to the doctor’s.
• You can also use didn’t need to + infinitive or needn’t
Exercise 2
Reasons:
1 size problems
2 A bracelet
doesn’t have the
same ‘meaning’
as a ring.
3 in case you
split up
4 Teenagers
and mums
wear different
perfumes.
5 Her friends will
know what she
likes.
2
have + past participle to say a past action was
unnecessary. There is a slight difference in meaning:
I didn’t need to bother = I didn’t bother because it
wasn’t necessary.
needn’t have
I 4 bothered = I bothered, but it wasn’t necessary.
CD•2.15 MP3•68 Listen again and choose the advice that
Ellie gives. What reasons does she give?
1 You shouldn’t / should buy her clothes.
2 With a bracelet you need to / needn’t worry about
giving the wrong message.
3 You ought to / ought not to get her tickets in advance.
4 You mustn’t / must buy her the same perfume as Mum.
5 You had better / had better not ask her friends for advice.
6 Choose the correct meaning for the underlined forms.
1 I needn’t have revised last night – my exam
was cancelled.
A I revised.
B I didn’t revise.
2 I didn’t need to buy a phone – I got one for my birthday.
A I bought a phone.
B I didn’t buy a phone.
3 I’m tired. I should have gone to bed earlier last night.
A I went to bed early.
B I didn’t go to bed early.
4 I ought not to have spent so much money last weekend.
A I spent a lot of money. B I didn’t spend much money.
5 It’s a lovely day. I needn’t have brought my umbrella.
A I brought my umbrella. B I didn’t bring my umbrella.
3 In pairs, complete the advice with the affirmative or
negative form of the verbs in brackets. Then discuss
whether you agree with the advice.
1 You shouldn’ t (should) leave present buying till the
last minute.
ought
2 You not to (ought to) buy a present unless you are
sure about it.
3 You mustn’t (must) give your credit card details to
a stranger.
4 You need to (need to) check if you can take the
item back.
5 You had better (had better) remember your dad’s birthday
this year!
4
7 Complete the second sentence so that it has a similar
meaning to the first, using the word in capitals. Use no
more than four words, including the word in capitals.
Do not change the word in capitals.
1 It’s a pity we didn’t stay at home. SHOULD
We should have stayed at home.
2 It’s a shame he didn’t tell her. TO
He ought to have told her.
3 It was unnecessary to do what he said. HAVE
didn’t have to
You
do what he said.
4 That was a silly thing for me to say. SHOULD
I shouldn’t have said that.
5 It wasn’t necessary for her to come. BOTHERED
She needn’t have bothered coming.
Read and listen to a second
conversation between James and Ellie. Did James
choose a good birthday present for his girlfriend? no
CD•2.16 MP3•69
Ellie: How was the birthday?
James: Oh, a bit of a disaster, actually. I should have
listened to your advice, but I didn’t. I got a bracelet.
I thought it was such a bargain – €15 for a gold
bracelet. I ought to have asked if it was real gold.
Ellie: You should have realised you couldn’t get real
gold for €15. But anyway, didn’t she like it?
James: She’s allergic to metal – she can only wear real
gold. She put it on and got a big rash on her arm.
We had to go to the doctor’s.
Ellie: Oh dear! Did you have to take the bracelet back?
James: Yes, but I needn’t have bothered. They refused
to exchange it because I didn’t have the receipt.
Here you are – you can have it.
Ellie: Oh, thanks!
8
CD•2.17 MP3•70 Listen to three conversations. Choose
a sentence from the ones you wrote in Exercise 7 to
complete each conversation.
A
1
B
4
C
5
9 In pairs, choose a sentence from Exercise 7 and
write your own conversation. Then practise and act out
your conversation.
Grammar Focus page 136
60
REFERENCES
WORKBOOK
AUDIO
SCRIPT ››› p. 172 60
M04_FOCUS_SB_04GLB_8310_U04.indd
p. 56
16/10/2015 14:02
EXTRA ACTIVITIES
74
Photocopiable resource 25 (Test
yourself pairwork activities – 10 mins),
p. 199, 237
M04_FOCUS_TB_04GLB_BR_8310_U04.indd 74
01/03/2016 08:42
M04_F
5 14:02
4.6 Speaking
Making and justifying choices
4 In your opinion, which of these is the best place to
shop?
I can evaluate options and justify choices.
1 In pairs, look at two ways of shopping for food and
answer the questions.
• shopping mall
• charity shop
• online auction
• street market
• high street shop
• car boot sale
5 Complete the sentences about places to shop using the
1 What are the pluses and minuses of each option?
2 If you were university students doing your own food
shopping, which option would you prefer? Why?
1
2
words in brackets.
1 It is (much) more likely (likely) that you can find what you
want in a shopping mall.
2 I would opt for (opt) the charity shop because you can
help other people.
(main) reason not to
3 The pick/I wouldn’t pick (reason/not pick) the online auction
is because you can end up paying more than you had
planned!
4 If you want something unusual and cheap, a street
is definitely
market
(definitely/better) option.
the better
5 A high street shop is clearly the best (clearly/best) place
to go shopping if you’re looking for good quality.
is not the best choice
6 A charity shop if you consider (not/best/choice/
consider) the quality of the things there.
6 In pairs, complete the speaking task. Use the
SPEAKING FOCUS to help you.
2
CD•2.18 MP3•71 Listen to Emma and Oscar discussing
the options above. Do they mention any of the pluses
and minuses you discussed in Exercise 1?
3
Complete the SPEAKING FOCUS with
the words in the box. Then listen again and check.
CD•2.18 MP3•71
Here are some things that can influence people when
they are choosing where to buy clothes. Talk to each
other about how important these things are when you’re
deciding which shop to buy clothes from.
stock of most
recent fashion
trends
changing
rooms
but choice choose compare
likely opt reason simply
How important are
these things when
you’re deciding
which shop to buy
clothes from?
SPEAKING FOCUS
Comparing and contrasting options
(Going to the market) is … 1 but
X is the only one/option that …
(shopping online) is …
When you 2compare the two/X and Y, …
It is (much) more 3 likely that …
X is definitely the cheaper/better/more suitable option.
good
customer
service
sales or
special offers
Choosing an option and justifying the choice
That’s why I’d 4
opt
for X.
… and therefore, it’s probably/clearly the best 5 choice .
The main/Another 6 reason (that X would be my choice)
is that …
I prefer X mainly/7 simply because …
This option is (clearly) the most/least + adjective … because …
Explaining reasons for rejecting other options
X might (require less effort), but I wouldn’t 8 choose it because …
X isn’t the best choice if you consider …
The reason I wouldn’t go for/pick/choose X is because …
range of prices
and sizes
Now decide which of these things is most important when
you are deciding where to buy clothes.
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REFERENCES
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WORKBOOK
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4.7 Writing
A formal email
I can describe an incident and make a complaint
about it in writing.
1 Would you hang out with your friends in the places
mentioned in the box? Why?/Why not? Discuss in pairs.
coffee shop empty building park
fast-food restaurant shopping centre
skate park street corner
2 Read the posts on the website. Do you think Jude and
his friends were treated unfairly? What is the advice
given by YCN?
YCN
Youth City News
YCN message board
Got comments? Need advice?
This is the place ...
Author
C
Jude
write to the centre management and explain the situation
3 Read Jude’s email below and answer the questions.
1 Are the main events described in the email the same as
those in Jude’s message to YCN? yes
2 How does the style of the email differ from the style of
the message? more formal
3 How do you think the manager will react?
Dear Sir or Madam,
I am writing on 1 behalf of myself and my friends to
2
draw your attention to an incident that took place at
the Queen Plaza Shopping Centre last Saturday. I would
like to 3 make a formal complaint about the way we were
treated by staff at the centre.
Last Saturday, some friends and I met in the centre
at Plaza Café. We had bought some drinks and were
enjoying ourselves when the manager of the café
approached our table and accused us of being too
noisy. When we tried to reason with him, he immediately
called security. A moment later, two guards arrived and
forced us to leave the café and the shopping centre. To
make 4 matters worse, they threatened to call the police
and told us not to return in the future.
We are particularly upset because the 5truth/fact is we
were no noisier than some of the other people in the
café. To be honest, we are amazed that the centre
security guards are allowed to treat customers in this way.
Without doubt, the worst 6 part of this whole incident
was being thrown out of the busy shopping centre like
criminals. We were so humiliated that we decided to
contact you and complain.
As you are the manager of the centre, we 7 urge you
to reconsider your policies towards teenage customers.
It is simply unfair to discriminate against young people
in this way. We have contacted the local media about the
incident and look forward to your response.
Yours faithfully,
Jude Seaborne
C
YCN
Post
Last Saturday, my friends and I were kicked out
of Queen Plaza Shopping Centre for … no good
reason! We were having a coffee at Plaza Café
when the manager came over and told us to be
quiet. We honestly weren’t being that loud and
my friend explained this to the manager. Next
thing, two security guards arrived and told us to
leave or they’d call the police! They walked us to
the exit and told us not to come back. It was so
embarrassing and a total overreaction. What can
we do?
If you really weren’t disturbing anyone, then it
does seem unfair, Jude. Why don’t you write
to the centre management and explain the
situation? Be sure to let us know their reaction.
4 Read the WRITING FOCUS and complete Jude’s email.
Sometimes more than one answer is possible.
WRITING FOCUS
A formal email – describing an incident and making
a complaint
Introduction
• Say why you are writing and summarise your complaint.
I am writing on behalf of myself and my friends …
I am writing to draw your attention to …
I would like to make a formal complaint about …
Main paragraphs
• Use narrative tenses to describe the incident you are
complaining about (see REMEMBER THIS p. 5).
• Give your reaction to the incident.
We are particularly upset because …
To make matters worse, …
The truth/fact is (that) …
Without doubt, the worst part of this whole incident was …
… I/we decided to contact you and complain.
Conclusion
• Say what you would like to happen.
I/We urge you to (reconsider your policies).
I/We ask/demand that you (investigate the matter).
• Make a final statement.
It is simply unfair to discriminate against young people in
this way.
• Mention that you expect a reply.
I/We look forward to your response.
62
WORKBOOK
p. 58–59
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M04_F
5.2 Grammar
Reported Speech
I can report speech naturally and fluently, making
appropriate grammatical changes.
Exercise 4
2 (that) he would
never get a job if
he didn’t have his
hair cut.
3 (that) he had
forgotten to
clean his shoes
last time and
that they always
looked at shoes.
4 (that) he should
buy a new suit.
5 (that) he
mustn’t drink
too much coffee
beforehand
because he would
be nervous.
6 not to worry
if he didn’t get
it. They told him
(that) something
better might
come up.
Exercise 5
2 not to call
them, they would
call me.
3 (that) he’ll
be contacting
my references
tomorrow.
4 if/whether I’ll
be available to
start there next
month.
5 (that) I’m
exactly the
person they’re
looking for.
6 if/whether they
could give me
some advice.
1
CD•2.24 MP3•77 Listen to three people in job interview
situations. Would you employ them? Why?/Why not?
2
CD•2.24 MP3•77 Read the reports of the interviews
in Exercise 1. Rewrite the underlined parts in Direct
Speech. Then listen again and check.
1 We were interviewing someone to be a part-time
4
postman. We asked him to tell us about his weaknesses.
1
He told us that he wasn't a morning person. In fact, he
1
4
said he had struggled to get up that morning. He said
3
he would like to start work after lunch.
A: Tell us about your weaknesses .
’m not a morning person.
In fact, I struggled to get
up this morning. I’d like to
B: I start work after lunch .
4 Harry is preparing for a job interview. Report his parents’
comments. Don’t change the tense if it isn’t necessary.
2 We interviewed two young men for jobs as waiters. We
1
said it was a pity that they hadn’t had any experience of
6
restaurant work. They told us not to worry. They were
very good at eating and that was why they thought they
3
should get the job.
pity you haven’t had
any experience of
A: It’s a restaurant work
.
worry. We’re very
good at eating and
that’s why we think we
B: Don’t should get the job.
.
3 We’re currently interviewing somebody for a receptionist
5
position. We’ve just asked her whether she likes the job
2
she has now. She says she doesn’t because she has to
answer the phone a lot, and she hates that.
you like the job you
A: Do have now?
?
I don’t because I have
to answer the phone a
B: ‘No, lot, and I hate that
.
3 Read the GRAMMAR FOCUS. Then look at the way
Direct Speech is reported in Exercise 2 and find
examples for each rule. See numbers in Exercise 2.
GRAMMAR FOCUS
Reported Speech
When you report someone’s words, remember these rules:
• You usually move the verbs ‘one tense back’ when your
reporting verb is in a past tense (She said …).
• You don’t change the verb form if your reporting verb is in
a present tense (She says … or He has told me …).
• You don’t change verbs in the Past Perfect or modal verbs
such as would, should, could, might.
• You change pronouns, possessive adjectives and words for
time and place as necessary.
• You change the word order in questions and don’t use do,
does or did.
• You use told + sb + to-infinitive to report orders and ask +
sb + to-infinitive to report requests.
1 ‘You didn’t prepare well enough for your last interview.’
They said that he hadn’ t prepared well enough for
his previous interview.
2 ‘You’ll never get a job if you don’t have your hair cut.’
They said …
3 ‘You forgot to clean your shoes last time and they always
look at shoes.’ They said …
4 ‘You should buy a new suit.’ They said …
5 ‘You mustn’t drink too much coffee beforehand because
you’ll be nervous.’ They said …
6 ‘Don’t worry if you don’t get it. Something better might
come up.’ They told him …
5 Report the interview questions. Don’t change the tense
if it isn’t necessary. Which questions would you be
happy with/worried about? Why?
1 ‘Did you write this CV?’
They asked me whether I had written that CV.
2 ‘Don’t call us, we’ll call you.’ They told me …
3 ‘I’ll be contacting your references tomorrow.’ He says …
4 ‘Will you be available to start here next month?’ They’ve
asked me …
5 ‘You’re exactly the person we’re looking for.’ She says …
6 ‘Could we give you some advice?’ They asked me …
6 Complete the reported statements to make them true
for you.
1 The last time my friends gave me good advice, they
told me …
2 My brother/sister annoys me when he/she tells me …
3 I think I’m pretty good/bad at English. My teacher says …
4 I heard something interesting recently. Somebody
told me …
5 I don’t know what I want to do when I leave school. My
parents say …
6 The last person who spoke to me was
. He/She
said …
Grammar Focus page 136
70
REFERENCES
WORKBOOK
AUDIO
SCRIPT ››› p. 174 70
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EXTRA ACTIVITIES
84
Photocopiable resource 30 (Reported
Speech – 12 mins) p. 200, 242–243
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5 14:11
THE WORLD AT YOUR FEET
sense of adventure /ˌsens əv ədˈventʃə/
stable profession /ˌsteɪbəl prəˈfeʃən/
(successful) applicant /(səkˌsesfəl) ˈæplɪkənt/
suit your qualifications /ˌsuːt jə ˌkwɒlɪfɪˈkeɪʃənz/
target the youth market/the college sector /ˌtɑːɡət ðə ˈjuːθ ˌmɑːkət/
ðə ˈkɒlɪdʒ ˌsektə/
terms and conditions /ˌtɜːmz ənd kənˈdɪʃənz/
tourism industry /ˈtʊərɪzəm ˌɪndəstri/
training /ˈtreɪnɪŋ/
unemployment /ˌʌnɪmˈplɔɪmənt/
VIP event /ˌviː aɪ ˈpiː ɪˌvent/
weaknesses /ˈwiːknəsɪz/
work freelance /ˌwɜːk ˈfriːlɑːns/
work from home /ˌwɜːk frəm ˈhəʊm/
workforce /ˈwɜːkfɔːs/
working hours /ˈwɜːkɪŋ ˌaʊəz/
Adjectives to describe jobs
challenging/demanding /ˈtʃæləndʒɪŋ/dɪˈmɑːndɪŋ/
fulfilling/rewarding /fʊlˈfɪlɪŋ/rɪˈwɔːdɪŋ/
high-powered /ˌhaɪ ˈpaʊəd/
lucrative/well-paid /ˈluːkrətɪv/ˌwel ˈpeɪd/
monotonous/tedious /məˈnɒtənəs/ˈtiːdiəs/
part-time /ˌpɑːt ˈtaɪm/
poorly-paid /ˌpɔːli ˈpeɪd/
secure/stable /sɪˈkʊə/ˈsteɪbəl/
unsatisfying /ʌnˈsætɪsˌfaɪɪŋ/
University courses
Accountancy /əˈkaʊntənsi/
Architecture /ˈɑːkətektʃə/
Business studies/Management /ˈbɪznəs ˌstʌdiz/ˈmænɪdʒmənt/
Economics /ˌekəˈnɒmɪks/
Engineering /ˌendʒəˈnɪərɪŋ/
Law /lɔː/
Medicine /ˈmedsən/
Nursing /ˈnɜːsɪŋ/
Philosophy /fəˈlɒsəfi/
Primary School Teaching /ˈpraɪməri skuːl ˌtiːtʃɪŋ/
Gender roles, family issues
abandon /əˈbændən/
be engaged in sth /bi ɪnˈɡeɪdʒd ɪn/
childcare/child-rearing duties /ˈtʃaɪldkeə/ˈtʃaɪld ˌrɪərɪŋ ˌdjuːtiz/
disagreement /ˌdɪsəˈɡriːmənt/
do the housework/domestic work/domestic duties/household tasks
/ˌduː ðə ˈhaʊswɜːk/dəˈmestɪk wɜːk/dəˌmestɪk ˈdjuːtiz/ˈhaʊshəʊld tʃɔːz/
ˈhaʊshəʊld tɑːsks/
dual-income/two-income family /ˌdjuːəl ˌɪŋkʌm/ˌtuː ˌɪŋkʌm ˈfæməli/
family counselling /ˌfæməli ˈkaʊnsəlɪŋ/
fund /fʌnd/
homemaker /ˈhəʊmˌmeɪkə/
neglect /nɪˈɡlekt/
overworked /ˌəʊvəˈwɜːkt/
primary breadwinner /ˌpraɪməri ˈbredˌwɪnə/
privacy /ˈprɪvəsi/
put pressure on sb /ˌpʊt ˈpreʃər ɒn/
quarrel /ˈkwɒrəl/
reject sb’s demands /rɪˌdʒekt ˌsʌmbɒdiz diˈmɑːndz/
relax the house rules/household rules /rɪˌlæks ðə ˌhaʊs ˈruːlz/
ˌhaʊshəʊld ˈruːlz/
run late /ˌrʌn ˈleɪt/
run the home /ˌrʌn ðə ˈhəʊm/
sacrifice /ˈsækrəfaɪs/
siblings /ˈsɪblɪŋz/
socioeconomic background /ˌsəʊsiəʊekəˌnɒmɪk ˈbækɡraʊnd/
spoilt brat /ˌspɔɪlt ˈbræt/
take sb/sth to court/sue sb (for sth) /ˌteɪk ˌsʌmbɒdi/ˌsʌmθɪŋ tə ˈkɔːt/
ˈsjuː ˌsʌmbɒdi fə ˌsʌmθɪŋ/
turn (eighteen) /ˌtɜːn (ˌeɪˈtiːn)/
Phrasal verbs
carry out (a study) /ˌkæri ˈaʊt/
come across as (polite) /ˌkʌm əˈkrɒs əz/
cut out /ˌkʌt ˈaʊt/
deal with /ˈdiːl wɪð/
draw up (a list) /ˌdrɔː ˈʌp/
embark on (household tasks) /ɪmˈbɑːk ɒn/
fall out /ˌfɔːl ˈaʊt/
get away with /ˌɡet əˈweɪ wɪð/
get on /ˌɡet ˈɒn/
get out of /ˌɡet ˈaʊt əv/
give in /ˌɡɪv ˈɪn/
hang on /ˌhæŋ ˈɒn/
keep sb on (as …) /ˌkiːp ˈɒn/
kick/throw out /ˌkɪk/ˌθrəʊ ˈaʊt/
lay off /ˌleɪ ˈɒf/
lead to /ˈliːd tə/
look down on /ˌlʊk ˈdaʊn ɒn/
look up to /ˌlʊk ˈʌp tə/
make up /ˌmeɪk ˈʌp/
make up for /ˌmeɪk ˈʌp fə/
pick up (new skills) /ˌpɪk ˈʌp/
put off /ˌpʊt ˈɒf/
step down (from a job) /ˌstep ˈdaʊn/
take off /ˌteɪk ˈɒf/
take on /ˌteɪk ˈɒn/
take in /ˌteɪk ˈɪn/
take off /ˌteɪk ˈɒf/
take up (a post) /ˌteɪk ˈʌp/
try out /ˌtraɪ ˈaʊt/
turn down /ˌtɜːn ˈdaʊn/
work (things) out /ˌwɜːk ˈaʊt/
Other
at dawn /ˌət ˈdɔːn/
at last /ˌət ˈlɑːst/
at once /ˌət ˈwʌns/
at present /ˌət ˈprezənt/
at risk /ˌət ˈrɪsk/
attract /əˈtrækt/
be immersed in sth /bi ɪˈmɜːst ɪn/
be short of money /bi ˌʃɔːt əv ˈmʌni/
benefit (n, v) /ˈbenəfɪt/
blame /bleɪm/
campaign (n, v) /kæmˈpeɪn/
campaigner /kæmˈpeɪnə/
collective responsibility /kəˌlektɪv rɪˌspɒnsəˈbɪləti/
congratulate /kənˈɡrætʃəleɪt/
consequently/in consequence/as a consequence /ˈkɒnsəkwəntli/
ɪn ˈkɒnsəkwəns/əz ə ˈkɒnsəkwəns/
dull /dʌl/
fortunate /ˈfɔːtʃənət/
indigenous culture /ɪnˌdɪdʒənəs ˈkʌltʃə/
memoir /ˈmemwɑː/
miserable /ˈmɪzərəbəl/
object /əbˈdʒekt/
outcome /ˈaʊtkʌm/
persuade /pəˈsweɪd/
phenomenon /fɪˈnɒmənən/
provide reassurance /prəˌvaɪd ˌriːəˈʃʊərəns/
stimulating /ˈstɪmjəleɪtɪŋ/
tough /tʌf/
warn /wɔːn/
well-off /ˌwel ˈɒf/
Statistics
average /ˈævərɪdʒ/
be unchanged/remain constant /ˌbi ʌnˈtʃeɪndʒd/rɪˌmeɪn ˈkɒnstənt/
gradual decline/drop in the number of
/ˌɡrædʒuəl dɪˌklaɪn/ˌdrɒp ɪn ðə ˈnʌmbər əv/
marked increase/sharp rise in sth /ˌmɑːkt ˈɪŋkriːs/ˌʃɑːp ˈraɪz ɪn/
recent figures /ˌriːsənt ˈfɪɡəz/
sharp drop/rapid decline in sth /ˌʃɑːp ˈdrɒp/ˌræpəd dɪˈklaɪn ɪn/
steady rise in/growing number of sth /ˌstedi ˈraɪz ɪn/ˌɡrəʊɪŋ ˈnʌmbər əv/
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6.5 Grammar
Mixed conditionals
5 For each sentence, tick the explanations (a
I can use mixed conditionals to talk about hypothetical
situations in the past or present.
1 Read the article and find out what these two British actors think
about their screen characters.
Radcliffe doesn’t mind being called Harry Potter. Pattinson hated Edward Cullen.
ACTORS LIKE THEIR SCREEN
CHARACTERS. OR DO THEY?
Daniel Radcliffe doesn’t mind being called
Harry Potter. If he hadn’t played the part
of Harry Potter, he wouldn’t be one of the 1c
richest young stars in cinema today. But
5 there have been times when his fame has been
difficult for him to deal with. If he was less
famous, he would have gone out dancing 2a
with his friends more, but sadly, he’s never
had that freedom.
Daniel Radcliffe
10 Robert Pattinson
didn’t like the character he played in the
Exercise 6
Twilight series. He says that if Edward
1b I don’t know Cullen wasn’t a fictional character,
3d
who Edward
he would have been an axe murderer.
Cullen is.
15 Pattinson understands that he wouldn’t
4a Pattinson
be so mega-famous if he hadn’t played 4d
and Radcliffe are the role of Edward Cullen
Cullen, but he says it’s
enjoying success. really weird being famous for a character he
Robert Pattinson
doesn’t like.
Exercise 7
2 I wouldn’t
be reading
this book if my
friend hadn’t
recommended it.
3 If I liked
football, I would
have watched the
game last night.
4 I wouldn’t have
passed all my
exams if I wasn’t/
weren’t a good
student.
5 If I had had a
big breakfast,
I wouldn’t be
hungry now.
6 I wouldn’t be
learning how
to drive if my
parents hadn’t
paid for some
lessons.
2 Read the article again and match the situations with the results.
Situations
1 Radcliffe played Harry Potter.
2 Radcliffe is very famous.
3 Edward Cullen is fictional.
4 Pattinson played
Edward Cullen.
Results
a He didn’t go out dancing
much.
b He is very famous.
c He is very rich.
d He wasn’t an axe murderer.
c
a
d
b
3 Match the conditional sentences in blue in the article with the
situations and results in Exercise 2.
See text in Exercise 1.
4 Read the GRAMMAR FOCUS and complete the gaps with past
or present.
Mixed conditionals
You use a mixed conditional to describe certain imaginary situations
and their imaginary results. There are two main types:
1 imaginary 1present condition
➞
imaginary 2 past result
would/wouldn’t have + past participle
If he was less famous, he would have gone out dancing with his
friends more.
2 imaginary 3 past
condition
if + Past Perfect,
1 If I’d watched the Twilight films, I’d know who
Edward Cullen was.
✓
a I didn’t watch the Twilight films.
b I know who Edward Cullen is.
2 If I was interested in Harry Potter,
I’d have read the books.
✓
a I’m not interested in Harry Potter.
b I haven’t read any of the books.
✓
3 If Robert Pattinson was ugly, I might
not have watched Twilight.
✓
a Robert Pattinson is handsome.
b I watched Twilight.
✓
4 Pattinson and Radcliffe wouldn’t be
enjoying so much success if they hadn’t
worked hard on these roles.
a They aren’t enjoying success.
b They worked hard on these roles.
✓
6 In pairs, compare your answers to Exercise 5
and correct the explanations that are wrong.
7 Use the prompts to write mixed conditional
sentences. Begin with the words in brackets.
Then tick the sentences that are true for you.
1 It’s cold today, so you came to school by bus.
(if)
If it wasn’t cold today, I wouldn’t have
come to school by bus.
2 You’re reading this book because your friend
recommended it. (I)
3 You don’t like football, so you didn’t watch
the game last night. (if)
4 You passed all your exams because you’re
a good student. (I)
5 You didn’t have a big breakfast, so you’re
hungry now. (if)
6 You’re learning how to drive because your
parents paid for some lessons. (I)
8 Complete the sentences to make them true
for you. Then compare with a partner.
GRAMMAR FOCUS
if + Past Simple,
and b) that are correct.
➞
imaginary 4 present result
would/wouldn’t + infinitive
If he hadn’t played the part of Harry Potter, he wouldn’t be one of
the richest young stars in cinema today.
Note: As well as would, you can also use could, might and should in
mixed conditional sentences.
1 If I didn’t have a smartphone, (imaginary past
result) …
2 If antibiotics hadn’t been invented, (imaginary
present result) …
3 If I had been born in the USA, (imaginary
present result) …
4 If I could fly, (imaginary past result) …
5 If I was a better student, (imaginary past
result) …
6 If my dad hadn’t woken me up this morning,
(imaginary present result) …
7 If my parents were famous actors, (imaginary
past result) …
Grammar Focus page 138
88
REFERENCES
WORKBOOK
CULTURE
NOTES ››› p. 163 88
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EXTRA ACTIVITIES
102
Photocopiable resource 38 (mixed
conditionals – 10 mins) p. 202, 251
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5 14:15
6.6 Speaking
Ethical issues
I can express tentative opinions and add comments
using adverbials.
1 Which of these ways of highlighting ethical issues is the
A
IVE
I CAN’T SURV
COAT.
Y
WITHOUT M
CAN YOU?
B
most effective and why? Discuss in pairs.
handing out leaflets posts on social media
the involvement of public figures
protest marches petitions
2 Look at the posters. Which one do you think would be
most effective in an anti-fur campaign? Why?
3
CD•2.44 MP3•97 Listen to three extracts from an
interview with an anti-fur campaigner. For each extract,
choose the question the campaigner is answering.
1 a Do awareness-raising campaigns and protests really
make a difference and if so, how?
b How important is it to stop the fur trade?
2 a Why do you think fur is still popular with fashion
designers and wealthy consumers?
b What are the advantages of getting public figures
involved in anti-fur protests?
3 a Apart from avoiding fur products, what else can
members of the public do to help?
b If you could send any message to people who
wear fur, what would it be?
4
CD•2.44 MP3•97 Complete the SPEAKING FOCUS with
the words in the box. Then listen again and check.
argued emphasise firmly
obvious particularly
SPEAKING FOCUS
Beginning your answer
I 1 firmly believe / I’m not convinced they do because …
1a
One 2 obvious /clear advantage/disadvantage is that …
2b
I think I’d 3emphasise/explain that/how …
3b
It’s absolutely vital/quite important, I think, because …
As well as (avoiding fur products), other (things that
can help) include …
1b
3a
I think the main/one/a significant reason is that …
2a
Expressing tentative opinions
It could be 4 argued that …
I don’t feel 5particularlystrongly about …
I don’t have a strong opinion about …
I suppose you could say that …
5 Match the questions in Exercise 3 with appropriate
ways to begin answers to them in the SPEAKING
FOCUS. See Exercise 4.
6 Read the extracts from the interview and complete
REMEMBER THIS with the words in orange.
1 Sadly, fur seems to be fashionable again these days …
2 Obviously, protesting is a good way to promote
awareness …
3 Frankly, I find some of the pictures extremely difficult to
look at.
REMEMBER T HIS
You can use comment adverbials to add your opinion
to statements you make.
• You use clearly/1 obviously to introduce something
that can easily be noticed or understood.
• You use to be honest/2 frankly to show that you are
saying what you really think about something.
• You use regrettably/3 sadly to show you wish
something was not true.
7 In pairs, follow the instructions.
• Decide who is A and who is B.
• Read the questions below and make notes on how you
will answer them.
• Use the SPEAKING FOCUS and REMEMBER THIS to
help you.
• Ask and answer the questions.
Student A: Ask Student B the questions below.
1 How important is it to stop the practice of testing
cosmetics on animals?
2 If you could send any message to the governments of
countries that still test cosmetics on animals, what
would it be?
Student B: Ask Student A the questions below.
1 Why do you think hunting animals for sport is still
popular with certain groups and individuals?
2 How important is it to stop the practice of hunting
animals for sport?
89
REFERENCES
AUDIO SCRIPT ››› p. 176
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6.7 Writing
An opinion essay
I can explore an issue in writing from
different aspects or viewpoints.
1 In pairs, discuss whether you enjoy celebrity
gossip magazines and websites.
2 Read the extract from a website. In pairs,
discuss which of the opposing opinions you
agree with. Give reasons.
IMHO
IN MY HUMBLE OPINION
?
o YES o NO
Today’s question: should the media have greater respect for the private lives of public figures?
77% say YES
23% say NO
Latest comment:
Latest comment:
YES! Politicians, sports personalities and
entertainers do their jobs in the public eye, but they
have the same rights to privacy and fair treatment
by the media as you or me. Working life and private
life are separate and the media should respect this.
NO! Public figures use the media to increase their
popularity and sometimes to earn large amounts of
money. Dealing with media attention is part of being
famous. You can’t have it both ways.
3 Read the writing task and the essay below. Which of the opinions in Exercise 2 do you think
the author would agree with? probably ‘Yes’
The private lives of public figures are often reported
1
in the media. Personally, I think this should only be
allowed when there is a clear benefit to society.2To
justify this point of view, it is necessary to consider
public figures’ responsibility as role models as well as
their rights to privacy.
Magazines, newspapers and websites often report on the
personal lives of politicians, sports stars and entertainers.
In your opinion, should the media be allowed to print
stories about the private lives of public figures? Write an
opinion essay on this topic, analysing the two aspects
below:
• public figures’ responsibilities as role-models
• public figures’ rights to privacy.
In terms of public figures as role models, I believe that
those with influence should take responsibility for the
3
example they set. Politicians, for example, are chosen as representatives and lawmakers, and so have a duty to
behave as model citizens. Likewise, entertainers and sports stars should be aware that their behaviour influences
their fans. With this in mind, I feel the media should be allowed to report unacceptable behaviour such as racism
or drug abuse among public figures, even if this means looking into their private lives.
It is also important to consider this issue with regard to public figures’ rights to privacy. Whereas certain stories
may expose unacceptable behaviour, others are really only printed to satisfy people’s curiosity and make money.
3 Articles concerning celebrities who have gained or lost weight or left their house without make-up, for instance,
serve no useful purpose. Unless permission is given, I personally don’t think such articles should be allowed.
4
All in all, I am of the opinion that public figures’ private lives should only be reported if this benefits society by
exposing irresponsible behaviour. Otherwise, I think it is unfair unless the person has specifically given permission.
5 I certainly would not like my own private life to be reported on in this way.
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4 Read the WRITING FOCUS. Then find these
5 Read the LANGUAGE FOCUS. Then join each pair of sentences in
things in the essay.
two different ways. Begin with the words in brackets.
1 a sentence which states the writer’s main
opinion
2 a sentence that says which two aspects will
be discussed
3 two sentences which expand the discussion
by giving examples
4 a sentence which restates the writer’s main
opinion
5 a final comment
1 Some people claim we should always tell the truth. Others feel
there are times when it is acceptable to lie. (some people claim,
while others feel)
WRITING FOCUS
An opinion essay
Introduction
• Introduce the topic and state your main opinion.
• Say which two points of view or aspects will be
discussed.
To explain the reasons for my opinion, I will
explore this issue from the viewpoint of (an old
person) and (a teenager).
It is my intention to examine this issue in terms
of (freedom of speech) and (public safety).
This essay will look at this question from the
perspective of (both) (customers) and (shop
owners).
Main paragraphs
• Discuss different aspects of the issue and
support the main opinion you stated in the
introduction.
In terms of (public figures as role models),
I believe …
It is also important to consider this issue with
regard to (public figures’ rights to privacy).
Another important angle on this issue is
(public safety).
From the perspective/viewpoint of (a teenager), …
• Expand the discussion by giving examples.
Conclusion
• Use a linking phrase to introduce
a conclusion.
In conclusion, …
To sum up, …
All things considered, …
All in all, …
• Restate your main opinion.
• Include a final comment.
Some people claim we should always tell the truth, while
others feel there are times when it is acceptable to lie.
While some people feel …
2 Some lies are told for the benefit of the liar. Others are told to
avoid hurting someone else’s feelings. (whereas, some lies)
3 Pretending to like a gift may be acceptable. Lying about your
qualifications is clearly wrong. (while, pretending )
4 A white lie can sometimes protect someone’s self-esteem. The
truth may hurt them. (a white lie, whereas)
LANGUAGE FOCUS
Expressing contrast
You can use the conjunctions while and whereas as more advanced
alternatives to but when expressing contrast. Note the position of the
commas and the different word order patterns.
While/Whereas certain stories may expose unacceptable behaviour,
others are really only printed to satisfy people’s curiosity and make money.
Certain stories may expose unacceptable behaviour, while/whereas
others are really only printed to satisfy people’s curiosity and make money.
6 You are going to write an essay about honesty. In pairs, discuss
what you would say to a friend in these situations and why.
What might the consequences be for you and your friend?
1 A friend has cooked a meal for you. The food is tasteless and looks
awful. However, they seem to be enjoying it and ask for your opinion.
2 You saw your friend’s new girlfriend/boyfriend on a date with
someone else. Your friend is clearly falling in love and asks what
you think of their new partner.
3 A friend has spent a lot of money on a new outfit which, in
your opinion, doesn’t fit well and doesn’t suit them. They ask
if you think they should wear it for the first date they are
going on tonight.
7 Complete the writing task. Use the WRITING FOCUS and the
Exercise 5
2 Whereas some
lies are told for
the benefit of
the liar, others
are told to avoid
hurting someone
else’s feelings./
Some lies are told
for the benefit of
the liar, whereas/
while others are
told to avoid
hurting someone
else’s feelings.
3 While
pretending to
like a gift may
be acceptable,
lying about your
qualifications is
clearly wrong./
Pretending to
like a gift may
be acceptable,
whereas/while
lying about your
qualifications is
clearly wrong.
4 A white lie
can sometimes
protect
someone’s selfesteem, while/
whereas the truth
may hurt them./
Whereas a white
lie can sometimes
protect
someone’s selfesteem, the truth
may hurt them.
LANGUAGE FOCUS to help you.
In your English class you have been talking about telling the truth.
Now your English teacher has asked you to write an essay. Write an
essay using all the notes and give reasons for your point of view.
Some people say that it’s not always a good idea to be completely
honest. Do you agree?
Notes
Write about:
• friends and family
• people in positions of authority
•
(your own idea)
Write your essay in 140–190 words.
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06 WORD LIST
6.8 Language in focus
Word families – suffixes
Appearance
I can recognise and form a wide range of words using suffixes.
1 Read the information and complete the table. Mark the stress.
Words are formed and word families are created by adding different suffixes
to the same ‘root word’. Root words can be nouns, verbs or adjectives. The
table lists the most common suffixes for each part of speech.
NOUN
(concept)
NOUN
(person)
VERB
ADJECTIVE
-al -ance/-ence
-cy -dom -ful
-hood -ing -ion
-ism -ity -ment
-ness -ship -y
-ant -ee -ess
-er -ian -ist -or
-ate -en -ify
-ise
-able/-ible -al
-ary -ed -ent
-ful -ic -ing
-ish -ive -less
-like -ly -ous -y
1
employment
3
employer/employee
employ
8
2
perfection
4
perfectionist
6
perfect
perfect
sympathy
5sympathiser
7sympathise
9sympathetic
employable
2 Translate the word families in Exercise 1. How are new words
Exercise 3
formed from a root word in your language?
1 qualifications,
employable
2 sympathise,
terrorists
3 pointless,
perfection
4 strengthen,
leadership
3 Complete the statements using the root words in the box. Make any
Exercise 4
4 Form words from the ‘person’ nouns in the box and write them in
NOUN (concept):
belief, creation,
dependence,
peace, purity
NOUN (person):
believer, creator,
dependant,
pacifist, purist
VERB: believe,
create, depend,
pacify, purify
ADJECTIVE:
believable,
creative,
dependent,
peaceful, pure
Exercise 6
1 friendship
2 freedom
3 honesty
4 trust
5 understanding
6 communication
necessary spelling changes. Which statements do you agree with?
employ lead perfect point
strong sympathy terror
qualify
1 The more
ions you get, the more
able you become.
2 You should never
ise with
ists. Violence is always wrong.
3 It’s
less looking for
ion; it’s unattainable.
4 There is a need to
en the political
ship in our country.
the table. Mark the stress.
applicant
believer
creator
dependant
pacifist
purist
NOUN
(concept)
NOUN
(person)
VERB
ADJECTIVE
application
applicant
apply
applicable
5 Complete the sentences with the correct form of the words in
brackets. Then tick the sentences that are true for you.
1 We should never justify (just) biased or dishonest journalism
(journal).
2 I think most fast food is disgusting (disgust) and very fattening (fat).
3 I’d like to deepen (deep) my knowledge (know) of British rock music.
4 I have no idea what the secret to a successful (success) artistic (art)
career is.
6 Complete the quote with the noun form of the words in brackets.
Do you agree with the quote?
Six keys to a good relationship: 1
(honest), 4
(trust), 5
6
(communicate).
3
(friend), 2
(free),
(understand) and
acne /ˈækni/
bags under the eyes /ˈbæɡz ˌʌndə ði aɪz/
bleach/dye your hair /ˌbliːtʃ/ˌdaɪ jə ˈheə/
(blue-/hazel-/wide-)eyed /(ˌbluː/ˌheɪzəl/ˌwaɪd) ˈaɪd/
change your hairstyle /ˌtʃeɪndʒ jə ˈheəstaɪl/
colour-change contact lenses /ˌkʌlə tʃeɪndʒ ˈkɒntækt ˌlenzɪz/
features /ˈfiːtʃəz/
fine lines /ˈfaɪn ˈlaɪnz/
furrowed brow /ˌfʌrəʊd ˈbraʊ/
greying hair /ˌɡreɪɪŋ ˈheə/
imperfection /ˌɪmpəˈfekʃən/
mole/beauty spot /məʊl/ˈbjuːti spɒt/
outfit /ˈaʊtfɪt/
scar /skɑː/
(pale-/olive-/dark-)skinned /(ˌpeɪl/ˌɒlɪv/ˌdɑːk) ˈskɪnd/
plastic surgery /ˌplæstɪk ˈsɜːdʒəri/
(thin-/round-)faced /(ˌθɪn/ˌraʊnd) ˈfeɪst/
(untidy-)looking /(ʌnˌtaɪdi) ˈlʊkɪŋ/
(wavy-/ginger-/grey-/fair-)haired /(ˌweɪvi/ˌdʒɪndʒə/ˌɡreɪ/
ˌfeə) ˈheəd/
wear a wig /ˌweər ə ˈwɪɡ/
(well-/elegantly-)dressed /(ˌwel/ˌelɪɡəntli) ˈdrest/
wrinkle-free skin /ˌrɪŋkəl friː ˈskɪn/
wrinkle /ˈrɪŋkəl/
Truth, falsehood and manipulation
adopt a new identity /əˌdɒpt ə njuː aɪˈdentəti/
airbrushed /ˈeəbrʌʃt/
authentic/inauthentic /ɔːˈθentɪk/ˌɪnɔːˈθentɪk/
authenticate /ɔːˈθentɪkeɪt/
be in no doubt that … /ˌbi ɪn ˌnəʊ ˈdaʊt ðæt/
be taken in/be deceived /bi ˌteɪkən ˈɪn/ˌbi dɪˈsiːvd/
believable /bəˈliːvəbəl/
claim/pretend to be sb /ˌkleɪm/prɪˌtend tə ˈbi ˌsʌmbɒdi/
create an illusion /kriˌeɪt ən ɪˈluːʒən/
deceive (the public) /dɪˌsiːv (ðə ˈpʌblɪk)/
deception /dɪˈsepʃən/
digital alteration /ˌdɪdʒətl ˌɔːltəˈreɪʃən/
digitally improved /ˌdɪdʒɪtəli ɪmˈpruːvd/
discover /dɪsˈkʌvə/
disguise /dɪsˈɡaɪz/
distort/hide the truth about sth /dɪˌstɔːt/ˌhaɪd ðə ˈtruːθ
əˈbaʊt/
doctored /ˈdɒktəd/
fake /feɪk/
false identity /ˌfɔːls aɪˈdentəti/
far-fetched /ˌfɑː ˈfetʃt/
genuine /ˈdʒenjuən/
honest /ˈɒnəst/
honesty /ˈɒnəsti/
imposter /ɪmˈpɒstə/
in reality /ˌɪn riˈæləti/
invent a story /ɪnˌvent ə ˈstɔːri/
liar /ˈlaɪə/
lie (to) /ˈlaɪ (tə)/
make sb aware of sth /ˌmeɪk ˌsʌmbɒdi əˈweər əv/
manipulate the truth/public opinion /məˌnɪpjʊleɪt ðə ˈtruːθ/
ˌpʌblɪk əˈpɪnjən/
misleading image /mɪsˌliːdɪŋ ˈɪmɪdʒ/
mysterious /mɪˈstɪəriəs/
mystery /ˈmɪstəri/
objective /əbˈdʒektɪv/
sensationalise /senˈseɪʃənəlaɪz/
solemn promise /ˌsɒləm ˈprɒmɪs/
solemnly promise /ˌsɒləmli ˈprɒmɪs/
suspicion /səˈspɪʃən/
swear under oath /ˌsweər ˌʌndə ˈəʊθ/
take sth at face value /ˌteɪk ˌsʌmθɪŋ ət ˌfeɪs ˈvæljuː/
take sth out of context /ˌteɪk ˌsʌmθɪŋ ˈaʊt əv ˈkɒntekst/
tell lies/the truth /ˌtel ˈlaɪz/ðə ˈtruːθ/
trick /trɪk/
white lie /ˌwaɪt ˈlaɪ/
Personality, emotions, attitude
admit one’s mistake /ədˌmɪt wʌnz mɪˈsteɪk/
appear unamused /əˌpɪər ʌnəˈmjuːzd /
approve /əˈpruːv/
become worldly-wise /bɪˌkʌm ˌwɜːldli ˈwaɪz/
convinced /kənˈvɪnst/
embrace/hug /ɪmˈbreɪs/hʌɡ/
92
EXTRA ACTIVITIES
NEXT CLASS
Photocopiable
resource 39 (word
M06_FOCUS_SB_04GLB_8310_U06.indd
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formation – 15 mins) p. 202, 252
• Ask students to study the Word list on
p. 92–93.
• Ask students to revise for Focus
review 6.
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TRUE OR FALSE?
express your views /ɪkˌspres jə ˈvjuːz/
kind-hearted /ˌkaɪnd ˈhɑːtəd/
loyal /ˈlɔɪəl/
loyalty /ˈlɔɪəlti/
naive /naɪˈiːv/
perfect (adj) /ˈpɜːfɪkt/
perfect (v) /pəˈfekt/
perfection /pəˈfekʃən/
perfectionist /pəˈfekʃənɪst/
puzzled by sth /ˈpʌzəld baɪ/
reject /rɪˈdʒekt/
role model /ˈrəʊl ˌmɒdl/
self-esteem /ˌself ɪˈstiːm/
self-image /ˌself ˈɪmɪdʒ/
sombre /ˈsɒmbə/
stony-faced /ˌstəʊni ˈfeɪst/
strong belief /ˌstrɒŋ bəˈliːf/
stupid /ˈstjuːpɪd/
stupidity /stjuːˈpɪdəti/
sympathetic /ˌsɪmpəˈθetɪk/
sympathise /ˈsɪmpəθaɪz/
sympathiser /ˈsɪmpəθaɪzə/
sympathy /ˈsɪmpəθi/
take pride in sth /ˌteɪk ˈpraɪd ɪn/
take responsibility (for) /ˌteɪk rɪˌspɒnsəˈbɪləti (fə)/
take sth for granted /ˌteɪk ˌsʌmθɪŋ fə ˈɡrɑːntəd/
take sth with a pinch of salt /ˌteɪk ˌsʌmθɪŋ wɪð ə ˌpɪntʃ əv ˈsɔːlt/
trust /trʌst/
trustworthy /ˈtrʌstˌwɜːði/
two-faced /ˌtuː ˈfeɪst/
wise /waɪz/
worldly-wise /ˌwɜːldli ˈwaɪz/
Ethical issues
anonymity /ˌænəˈnɪməti/
anti-fur protest /ˌænti ˈfɜː ˌprəʊtest/
anti-war /ˌænti ˈwɔː/
authorities /ɔːˈθɒrətiz/
avoid fur products /əˌvɔɪd ˈfɜː ˌprɒdʌkts/
awareness-raising campaign /əˈweənəs ˌreɪzɪŋ kæmˌpeɪn/
benefit society /ˌbenəfɪt səˈsaɪəti/
benefit to society /ˌbenəfɪt tə səˈsaɪəti/
break the law /ˌbreɪk ðə ˈlɔː/
drug abuse /ˈdrʌɡ əˌbjuːs/
equal /ˈiːkwəl/
equality /ɪˈkwɒləti/
expose unacceptable behaviour /ɪkˌspəʊz ˌʌnəkˌseptəbəl bɪˈheɪvjə/
fair treatment /ˌfeə ˈtriːtmənt/
fairness /ˈfeərnəs/
freedom of speech /ˌfriːdəm əv ˈspiːtʃ/
get public figures involved /ɡet ˌpʌblɪk ˈfɪɡəz ɪnˌvɒlvd/
hunt animals for sport /ˌhʌnt ˌænɪməlz fə ˈspɔːt/
involvement of public figures /ɪnˌvɒlvmənt əv ˌpʌblɪk ˈfɪɡəz/
member of the public /ˌmembər əv ðə ˈpʌblɪk/
peaceful protest /ˌpiːsfəl ˈprəʊtest/
petition /pəˈtɪʃən/
pro-(anonymity/fairness) /ˌprəʊ (ˌænəˈnɪməti/ˈfeərnəs)/
promote awareness /prəˌməʊt əˈweənəs/
protest (v) /prəˈtest/
protest march /ˈprəʊtest mɑːtʃ/
public safety /ˌpʌblɪk ˈseɪfti/
racism /ˈreɪsɪzəm/
respect (v; n) /rɪˈspekt/
right to (privacy) /ˌraɪt tə (ˈprɪvəsi)/
stop the practice of sth /ˌstɒp ðə ˈpræktəs əv/
test cosmetics on animals /ˌtest kɒzˌmetɪks ɒn ˈænɪməlz/
violence /ˈvaɪələns/
wrong /rɒŋ/
see through /ˈsiː θruː/
settle in /ˌsetl ˈɪn/
stand for /ˈstænd fə/
take in /ˌteɪk ˈɪn/
turn up /ˌtɜːn ˈʌp/
zoom in (on) /ˌzuːm ˈɪn (ɒn)/
Other
assumed to be dead / əˌsjuːmd tə bi ˈded/
be reunited with sb /bi ˌriːjuːˈnaɪtɪd wɪð/
clearly /ˈklɪəli/
conversely/in contrast /kənˈvɜːsli/ɪn ˈkɒntrɑːst/
crew /kruː/
deepen your knowledge /ˌdiːpən jə ˈnɒlɪdʒ/
distinct /dɪˈstɪŋkt/
employable /ɪmˈplɔɪəbəl/
enigma /ɪˈnɪɡmə/
enigmatic /ˌenɪɡˈmætɪk/
explore/examine/consider an issue /ɪkˌsplɔːr/ɪɡˌzæmən/kənˌsɪdər ən ˈɪʃuː/
fame /feɪm/
far-reaching consequences /ˌfɑː ˌriːtʃɪŋ ˈkɒnsɪkwənsɪz/
get in the way /ˌɡet ɪn ðə ˈweɪ/
grant /ɡrɑːnt/
have a flat tyre /ˌhæv ə ˌflæt ˈtaɪə/
ill-advised /ˌɪl ədˈvaɪzd/
ill-timed /ˌɪl ˈtaɪmd/
in terms of /ɪn ˈtɜːmz əv/
in the public eye /ɪn ðə ˌpʌblɪk ˈaɪ/
lawmaker /ˈlɔːmeɪkə/
leadership /ˈliːdəʃɪp/
light-hearted /ˌlaɪt ˈhɑːtəd/
long-lost /ˌlɒŋ ˈlɒst/
missing person’s flyer /ˌmɪsɪŋ ˈpɜːsənz ˌflaɪə/
(model) citizen /(ˌmɒdl) ˈsɪtəzən/
obviously /ˈɒbviəsli/
orphan /ˈɔːfən/
orphanage /ˈɔːfənɪdʒ/
oversleep /ˌəʊvəˈsliːp/
pointless /ˈpɔɪntləs/
pose (for) /ˈpəʊz (fə)/
private investigator /ˌpraɪvət ɪnˈvestɪɡeɪtə/
question a fact /ˈkwestʃən ə fækt/
regrettably/sadly /rɪˈɡretəbli/ˈsædli/
representative /ˌreprɪˈzentətɪv/
reunion /riːˈjuːnjən/
right from the start /ˌraɪt frəm ðə ˈstɑːt/
satisfy people’s curiosity /ˌsætəsfaɪ ˌpiːpəlz ˌkjʊəriˈɒsəti/
sb’s flesh and blood /ˌsʌmbɒdiz ˌfleʃ ənd ˈblʌd/
serve a useful purpose /ˌsɜːv ə ˌjuːsfəl ˈpɜːpəs/
shot /ʃɒt/
significant /sɪɡˈnɪfɪkənt/
sinister /ˈsɪnəstə/
streetwise /ˈstriːtwaɪz/
strengthen /ˈstreŋθən/
tax-free /ˌtæks ˈfriː/
trauma /ˈtrɔːmə/
unanswered question /ʌnˌɑːnsəd ˈkwestʃən/
unattainable /ˌʌnəˈteɪnəbəl/
underlying message /ˌʌndəˌlaɪɪŋ ˈmesɪdʒ/
unlikely to happen /ʌnˌlaɪkli tə ˈhæpən/
unprepared /ˌʌnprɪˈpeəd/
viewpoint/point of view /ˈvjuːpɔɪnt/ˌpɔɪnt əv ˈvjuː/
vital /vaɪtl/
with regard to /wɪð rɪˈɡɑːd tə/
working life /ˌwɜːkɪŋ ˈlaɪf/
Phrasal verbs
blend into /ˈblend ˌɪntə/
come across /ˌkʌm əˈkrɒs/
cover up /ˌkʌvər ˈʌp/
end up /ˌend ˈʌp/
go through /ˈɡəʊ θruː/
hand out /ˌhænd ˈaʊt/
keep up (a lie) /ˌkiːp ˈʌp/
look into /ˌlʊk ˈɪntə/
pass yourself off as sb /ˌpɑːs jəˌself ˈɒf əz/
pick up /ˌpɪk ˈʌp/
run away /ˌrʌn əˈweɪ/
93
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FOCUS REVIEW 6
VOCABULARY AND GRAMMAR
LANGUAGE IN USE
1 Match words from box A with words from box B to make
5 Complete the text with the correct form of
compound adjectives. Then use them to complete the sentences.
A
far-
illtwo-
light- taxworldly-
+
B advised faced fetched
free hearted wise
1 The mayor’s plan to raise taxes is rather ill-advised . It’ll make
him unpopular.
2 Tessa’s articles are never serious mainly because she chooses
rather light-hearted topics.
3 Peter is extremely worldly-wise – he’s been a peace negotiator in
war zones and created several international companies.
4 How can you be so two-faced , praising your brother when you
see him and criticising him behind his back?
5 Suggesting that John committed the crime is a bit far-fetched .
He’s just not capable of breaking the law.
6 Whenever I fly abroad, I buy gifts at the airport because they’re
tax-free , which means they’re cheaper.
2 Complete the sentences with words from the unit. The first letter
of each word is given.
1 Journalists should never d istort
the truth when reporting a story.
2 Teenagers often take it for g ranted
that they'll have Internet
access wherever they go.
3 You really shouldn’t take all her explanations at face v alue
.
She is rarely truthful.
4 I’m sure the photos of the model have been d octored
– her
waist doesn't look natural.
5 My neighbour claims he’s climbed Mt Everest, but I took his story
with a p inch
of salt.
3 Choose the correct options.
Exercise 6
1 wouldn’t have
told/wouldn’t tell
2 had listened to
the advice
3 you had missed
4 wouldn’t be
standing
5 unless the
company releases
6 were he not
1 Would / Should you need any further information, please don’t
hesitate to ask.
2 Had the government not / Hadn’t the government acted, there
would soon have been more riots.
3 I would ask people for their IDs before letting them in providing /
unless I knew them personally.
4 We wouldn’t get involved in your project weren’t we / were we not
enthusiastic about it.
5 Imagine / Provided you were offered a job as a foreign affairs
correspondent, would you accept it?
4 Complete the sentences with the correct form of the verbs
in brackets.
had
1 If Karen checked (check) her sources before submitting her article
last week, she would not be (not be) in trouble with the editor today.
would
2 John have told (tell) us the truth about the school incident
if he was/were (be) an honest person.
took
3 If Jerry generally
(take) his job seriously, his manager
would have
promoted (promote) him a long time ago.
4 If my grandparents were not (not be) such generous people, they
would not
have helped (not help) me financially at university.
would not
5 Of course, we have to (not have to) take them to court now if
they had paid (pay) the loan back on time.
the words in brackets.
THE SECRET KEEPER
Do you know stories that could harm
someone if the media tried to 1 sensationalise
(sensation) them? Have you ever been told
a secret and asked to keep it quiet?
Are there any secrets that we shouldn’t
even try to 2 deepen (deep) our
knowledge about?
D
ilemmas like this are part of Laurel Nicholson’s
life, a character in Kate Morton’s The Secret
Keeper. At the age of sixteen, Laurel witnesses an act
of shocking 3 violence (violent) committed by her
mother, Dorothy. Even as a teenager, Laurel
realises that there is more to the story. She wants to
know what is really behind her mother’s actions but
at the same time she feels it’s 4 pointless (point) trying
to discover the truth. Her mother would never share
a secret with her teenage daughter.
As a mature woman, Laurel has to take care of her
terminally ill mother. One day prompted by the
discovery of a long forgotten photo, she decides to
unearth the 5 hidden (hide) family secret. She
knows it’s the last chance to find out the truth before
her mother dies.
6 Complete the sentences using the words in
brackets.
1 I
(not tell) Christie my secret if she
were not a trustworthy person.
2 I’m pretty sure that if you
(listen/
advice) which I gave you last time, you
wouldn’t be in such a terrible situation now.
3 Suppose
(you/miss) your flight last
night, what would you have done?
4 If you hadn’t forgotten the keys, we
(not stand) outside our house in the cold now.
5 I’m sure there will be an investigation
(unless/company/release) its financial report.
6 Tim wouldn’t be giving you any free lessons
(be/he/not) your good friend.
94
EXTRA ACTIVITIES
108
• Photocopiable
resource 61B (sentence
M06_FOCUS_SB_04GLB_8310_U06.indd
94
formation – 12 mins) p. 209, 282
• Photocopiable resource 62
(mini-test 1 – 15 mins) p. 209, 283
M06_FOCUS_TB_04GLB_BR_8372_U06.indd 108
• Photocopiable resource 40
(Speaking – 10 mins) p. 203, 253
• Photocopiable resource 41
(Writing – 15 mins) p. 203, 254
WORKBOOK
Use of English 6.9, p. 88–89;
Self-assessment 6.10, p. 90
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01/03/2016 08:52
M06_F
5 14:16
READING
SPEAKING
7 Read the article. Choose from the sentences (A–E) the
8 In pairs, complete the speaking task.
one which fits each gap. There is one extra sentence.
Student A, your photos show people doing different things
to protest against something. Compare the photos and say
how useful these ways of protesting are.
THE CONMAN WHO FIGHTS FRAUD
Frank Abagnale, the former identity thief who inspired the
Leonardo DiCaprio film Catch Me If You Can, is now
working for the FBI.
A
T
here was a time when Frank Abagnale would have come to
London having deceived his way onto a plane, engineered a free
room for himself at a five-star hotel, and then spent the rest of his
time coming up with scams to cheat people out of their money. But
those days are well and truly over. 1 B He has now been associated
with the US crime-fighting agency for more than three decades.
B
No longer the slick young man portrayed on screen in the film Catch
Me If You Can by Leonardo DiCaprio, Abagnale is now in his midsixties, with receding white hair and heavy bags under his eyes.
2
E Despite a lifestyle of crime and running from the law, time it
would appear has been rather kind to him.
Recently, Abagnale was in London once again involved in fraud –
only this time he was there as a good guy. As the chief executive
of Abagnale & Associates, he was helping to launch a verification
system that promises to authenticate financial transactions with
greater security than ever before. 3 C ‘The crooks are now targeting
where the real big money is,’ he says. His job is to combat the latest
craze in cyber crime: the theft of corporate identities in order to steal
millions of pounds from well-stocked bank accounts.
So far, the attacks have mostly been in the States, particularly in
government-backed enterprises. But large companies, especially
banks, have also recently been targeted. Last year, nearly 90
million dollars was drained from a corporate account held in one
of America’s best-known Wall Street banks. 4 D ‘Identity theft has
become a big problem in the US and elsewhere and so it will happen
in Great Britain. It’s just a matter of time.’ Only now the challenges
are bigger than ever.
A Fifteen years ago he set up a company to facilitate
electronic payments over the Internet – an ‘early version
of PayPal’, as he describes it.
B After being locked up in a US prison on multiple
accounts of forgery, America’s legendary imposter was
eventually freed by the FBI on the basis that he taught
them everything he knew.
C For years, he explains, identity theft has been the
problem of individuals and small businesses. But now
modern-day criminals are developing the taste and the
technology for far bigger sums.
D Abagnale believes that Britain is likely to start being hit
too and that UK bosses are being far too complacent
about the risks.
E There is, however, still very much an air of
mischievousness in the warm smile and light-hearted
laugh of this smartly-dressed and charismatic
elderly man.
Student B, have you ever taken part in a protest march?
9 Now go to WORD STORE page 24 and complete
another speaking task.
10 In pairs, discuss the questions.
1 Should young people get involved in campaigns that
concern their local areas? Why?/Why not?
2 Is it better to express one’s opinion on a controversial
issue or to keep quiet? Why?
3 What’s the most effective way to persuade somebody to
change their opinion? Why?
4 What are the advantages of using social media to
organise an event?
WRITING
11 Complete the writing task.
In your English class you have been talking about
journalists and the press. Now your English teacher has
asked you to write an essay. Write an essay using all the
notes and give reasons for your point of view.
Should journalists use information they got illegally when
writing about politicians?
Notes
Write about:
• informing the public
• politicians’ privacy
•
(your own idea)
Write your essay in 140–190 words.
95
NEXT CLASS
• Ask students to do
M06_FOCUS_SB_04GLB_8310_U06.indd
95 Self-check 6.11 in
the WB, p. 91.
• Ask students to do Show what you
know 7.1 in the WB, p. 92.
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• Ask students to prepare for Unit test
6 and Review test 3 (Focus Assessment
Package).
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109
01/03/2016 08:52
7
7.1 Vocabulary
Collocations to do with Internet use • Health issues •
Collocations in set phrases
I can talk about technology and the effects it has on people.
SHOW WHAT YOU KNOW
LOG ON
1 Write four sentences – three true and one false – about things you
have/haven’t done. Use verbs and nouns from the boxes.
verbs
attach click download
follow open save send
surf text visit
One machine can do the
work of fifty ordinary men. No
machine can do the work of
one extraordinary man.
ELBERT HUBBARD (1856–1915),
AN AMERICAN WRITER AND PHILOSOPHER
UNIT LANGUAGE
AND SKILLS
Vocabulary:
• Show what you know – using computers
• collocations to do with Internet use
• health issues
nouns
attachment e-book email file
+ icon Internet music photo
somebody (on Twitter) website
I have never visited this school’s website.
2 In pairs, take turns to read your sentences to each other. Guess
which of your partner’s sentences is false.
3 Look at the title and the headings in the article. Do you agree with
the statements? Discuss in pairs. Then read the article and compare
your ideas.
TECHNOLOGY:
DANGER OR
USEFUL
TOOL
TOOL?
USE
1 Technology makes you lonely.
• collocations in set phrases
• electronic communication
AGREE
Constant access to social media means teens are always aware of
what everyone is doing. When they compare themselves to their online
friends, they think that everyone else is having more fun, and this can
lead to anxiety.
• what the body does
• Word in focus – on
Grammar:
• advanced passive forms
• passive reporting verbs
2 Technology makes you dependent.
Listening:
• a news report and conversations about
problems with technology
• multiple choice
AGREE
Parents who have trouble tearing their teens away from their device
they’re addicted to technology. Withdrawal symptoms
may think they
experienced by young people deprived of gadgets and technology is
similar to those felt by drug addicts who need their drugs.
Reading:
• an article about wearable technology
• multiple choice
3 Technology makes you ill.
Speaking:
The number of obese and overweight children is rising due to their
lifestyle. This can lead to health problems such as
sedentary lifestyle
diabetes, high blood pressure and insomnia, as well as physical
diabetes
problems such as eye strain, joint pain or new ailments like
WhatsAppitis, a repetitive strain injury caused by using thumbs
for texting.
• clarification
Writing:
• a ‘for and against’ essay
FOCUS EXTRA
• Grammar Focus pp. 138–140
4 Technology makes you stupid.
• WORD STORE booklet pp. 14–15
• Workbook pp. 92–105 or MyEnglishLab
• MP3s – www.english.com/focus
96
EXTRA ACTIVITIES
WORKBOOK
CULTURE
NOTES ››› p. 163 96
M07_FOCUS_SB_04GLB_8310_U07.indd
AUDIO SCRIPT ››› p. 176
• Photocopiable resource 42 (technology
and its effects – 10 mins) p. 203, 255–256
• Photocopiable resource 45 (Test
yourself pairwork activities – 10 mins),
p. 204, 259
p. 92–93
M07_FOCUS_TB_04GLB_BR_8372_U07.indd 110
AGREE
Technology is making us lazy: why would we think for ourselves
when we can google it? Why would we try to work out how to get
from A to B when the GPS will plan a route? Our attention span is
getting shorter.
REFERENCES
110
AGREE
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NEXT CLASS
Ask students to do Show what you
know 7.2 in the WB, p. 94.
01/03/2016 08:54
M07_F
7.2 Grammar
Advanced passive forms
I can use a range of advanced passive forms.
1 In pairs, discuss what would happen in your home if all
screens were banned for six months. Then read what
happened to the Maushart family and compare.
WHAT HAPPENED WHEN MUM
PULLED THE PLUG ON TECHNOLOGY
Susan Maushart with children
S
usan Maushart unplugged her
teenagers and for six months the
family lived without their devices.
Family rooms were no longer lit up by
5 the light of screens and no electronic
noises could be heard through the night.
Maushart decided to unplug the family
because nothing was ever properly
switched off. She’d constantly told
10 her children to turn their devices off
when doing their homework but even
when they should have been switched
off, they were bleeping away in the
background.
15 So what happened? Once the children
had been made to turn off their
technology, the family rediscovered
small pleasures like board games,
books and listening to music together.
20 Susan Maushart’s son was given a
2 Read the GRAMMAR FOCUS. Complete the examples with the
4 Underline the indirect object in each
correct form of be. Then check your answers in the text.
GRAMMAR FOCUS
sentence. Then rewrite the sentences in
the Passive using by if necessary. Which
sentences are true for you?
Advanced passive forms
1 Yesterday, people sent me fifty messages.
• Passive forms with present or past modal verb structures
Exercise 3
2 The importance
of the Internet
could not have
been predicted
back in the 1970s.
3 Your computer
must be
protected by
using anti-virus
software.
4 Bill Gates’s
house may have
been designed
on an Apple
computer.
5 The volume of
a YouTube video
can be controlled
with the up/down
arrows on your
keyboard.
6 Albert Einstein
should have
been given a
Nobel Prize for
his theory of
relativity.
saxophone and took up music seriously.
If the Internet was needed for homework,
her older daughter just went to the
library. The youngest daughter hated
25 being unplugged but Susan Maushart
believes her children became more
focused thanks to being less dependent
on technology. She now believes all
families need to be encouraged to
30 unplug periodically.
… no electronic noises could 1 be
heard through the night.
… even when they should 2 have been switched off, they …
• Passive forms with verbs that take two objects, i.e. a person and a thing
(give sb sth, send sb sth, show sb sth, etc.)
Her son 3 was given a saxophone. (the ‘person’ is the topic –
more common)
A saxophone was given to her son. (the ‘thing’ is the topic – less common)
• Verbs followed by passive infinitives or passive -ing forms
The youngest daughter hated 4 being unplugged.
… all families need 5 to be encouraged ...
Note: make sb do sth ➞ be made to do sth
Once the children had been made to turn off their technology ...
Yesterday, I was sent fifty messages.
2 My parents might give me a new laptop for
might be given a new laptop for
my next birthday. Imy
next birthday.
3 They have promised us some new computers
have been promised some new
for the school. We
computers for the school.
4 People owe me lots of money. I am owed lots of money.
father should be
5 They should offer my father a new job. My
offered a new job.
6 Today a temporary teacher is teaching us IT.
Today we are being taught IT by a temporary teacher.
5 Use the prompts to write sentences using the
passive infinitive or -ing form. Then, in pairs,
discuss the statements.
Most teenagers:
1 don’t enjoy / shout at
Most teenagers don’ t enjoy being
shouted at.
3 Rewrite the sentences in the Passive starting with the
underlined object.
2 can’t stand / ignore can’t stand being ignored.
3 would prefer / not criticise would prefer not to be criticised.
4 would like / take / seriously would like to be taken seriously.
5 get tired of / judge get tired of being judged.
6 just want / love just want to be loved.
8 dislike / tell / what to do dislike being told what to do.
7 aren’t interested in / compare / to other
interested in being compared
teenagers aren’t
to other teenagers.
1 You can buy absolutely anything on the Internet these days.
Absolutely anything can be bought on the Internet
these days.
2 Nobody could have predicted the importance of the Internet back
in the 1970s.
3 You must protect your computer by using anti-virus software.
4 Architects may have designed Bill Gates’s house on an Apple computer.
5 You can control the volume of a YouTube video with the up/down
arrows on your keyboard.
6 They should have given Albert Einstein a Nobel Prize for his theory
of relativity.
Grammar Focus page 138
98
REFERENCES
EXTRA ACTIVITIES
CULTURE
NOTES ››› p. 164 98
M07_FOCUS_SB_04GLB_8310_U07.indd
Photocopiable resource 43 (advanced
passive forms – 15 mins) p. 204, 257
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WORKBOOK
112
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p. 94
01/03/2016 08:55
M07_F
uld be
job.
5 14:19
7.3 Listening
Turn left now.
Multiple choice
I can understand the main points in news
reports and conversations.
Exercise 1
1 Look at the cartoons. What problems do
they illustrate? Have you had any similar
problems?
2
A
Listen and match three of the
cartoons (A–D) with the situations (1–3).
B
CD•3.6 MP3•103
1 D
2 B
It’s the best model for you.
Technical Support. Sorry, we only
support top-of-the-range laptops.
3 A
But I can’t
afford it.
EXAM FOCUS Multiple choice
3
CD•3.6 MP3•103 Listen again and choose the
correct answer, A, B or C.
1 The shop assistant wants to
A warn the girl against buying cheap
laptops.
B persuade the girl to increase her planned
budget.
C encourage the girl to store films and
music on a laptop.
2 Which sentence best describes the situation?
A The sat-nav has taken them the wrong way.
B The man wants to avoid the motorway.
C The woman thinks that the man should
trust the sat-nav.
3 What does the report say about mobile
phones?
A Mobile phone theft is on the rise in
the UK.
B Mobile phones are a risk to children’s
safety.
C Mobile phone thieves target male
teenagers.
4
C
D
5 Match the phrasal verbs in green in Exercise 4 with
these definitions.
1 persuaded = talked into
2 consider it = think it over
3 introduce = bring in
4 annoy, irritate = wind up
5 been released or published = come out
6 understand = figure out
7 cope without = do without
6 Complete the sentences to make them true for you. Then
compare with a partner.
1 I couldn’t do without my phone because …
2 The last time I wanted to buy something expensive and I had to
think it over was …
3 I always find it difficult to figure out …
4 I can’t talk my parents into buying me …
5 The person who winds me up most is …
6 The government should bring in new laws to …
7 The next new book/film/album/game I want to buy is coming out …
CD•3.6 MP3•103 Listen again and choose the
correct options.
1 a The shop assistant thinks / doesn’t think
the girl will be able to do without a big
hard drive in future.
b The girl decides that she needs / doesn’t
need to think it over.
2 a The couple can / can’t figure out which
way to go.
b The man is happy / unhappy that he was
talked into buying a sat-nav.
c Sat-navs wind the man / the women up.
3 a Figures have come out that show a sharp
fall / rise in mobile phone thefts.
b The government want companies / the
police to bring in new security measures.
A phone theft
B following your
sat-nav to the
wrong place
C computer
freezing/
unreliable
support service
D not having
enough money/
not being tech
savvy
PRONUNCIATION FOCUS
7
Listen and complete the table. Then listen
again and repeat.
CD•3.7 MP3•104
NOUN
1 science
2 technology
3 electronics
4 electricity
8
ADJECTIVE
scientific
technological
electronic
electric
ADVERB
scientifically
technologically
electronically
electrically
CD•3.8 MP3•105 Mark the stress in the words in Exercise 7.
Then listen, check and repeat.
WORD STORE 7E
9
CD•3.9 MP3•106 Complete WORD STORE 7E. Match the words in
the box with the photos. Then listen, check and repeat.
99
REFERENCES
AUDIO SCRIPT ››› p. 177
M07_FOCUS_SB_04GLB_8310_U07.indd 99
16/10/2015 14:19
WORKBOOK
p. 95
M07_FOCUS_TB_04GLB_BR_8372_U07.indd 113
113
01/03/2016 08:55
7.4 Reading
CD•3.10 MP3•107
Rise of the
Multiple choice
I can understand the main points in an article.
‘inner-net’:
1 In pairs, discuss the questions.
1 Which five apps on your phone or tablet do you use most?
2 What does each one do and how does it work?
3 Which is your favourite app? Why?
meet the most
connected man
2 Decide if the statements below are true (T) or false (F). Then read
US TODAY and check your ideas.
on the planet
T
T
F
US TODAY
• The wearable technology market grew from $6.3 million in 2010
to $5.1 billion in 2014 and continues to grow rapidly.
• Sixty-one percent of all devices in the wearable technology market
are activity or fitness trackers.
• Sixty percent of Americans who own wearable technology devices
say that it helps them feel more in control of their lives.
• Fifty-one percent of people reported that privacy is the main thing
preventing them from using wearable technology.
For most people, keeping track of emails and
staying on top of their calendar might be hard
enough, but for American software developer
Chris Dancy life doesn’t feel complete without
5 being connected to several hundred devices
and applications that collect data about his
life at all times. ‘I’ve been called the most
connected human on Earth,’ he says.
“
10
3 In pairs, discuss the infographic. What do you think the function
of each wearable gadget is?
I’ve spent the last four years
connecting all the devices that I wear to
all the smart technology in my home and
transmitting all that data through to a single
online platform, so I can search my entire
life. I call it my “inner-net”.
On a normal day, Dancy ‘travels light’, only wearing
six devices: above his eyes sits a headset, which
records everything he sees. Around his neck hangs
a narrative camera, which requires no photography
skills because it takes a picture automatically
20 every thirty seconds. On his wrist is a smart watch,
which sends him alerts from his two smart phones,
while around the upper arm is a fitness armband,
tracking his movement and sleep patterns twentyfour hours a day. And then there’s the stuff you
25 can’t see: a heart-rate monitor strapped to his
chest to measure his heart beats and beneath his
waistband, a posture sensor,‘which vibrates when
I get tired and I forget my posture and slouch,’
he beams.
15
1 headset
records everything
2 narrative camera
takes a photo every thirty
seconds
3 fitness armband
tracks your movement and
sleep patterns
4 heart-rate monitor
measures your heart beat
5 posture sensor
checks your posture
6 smart watch
sends you alerts from
your phones
100
114
REFERENCES
WORKBOOK
CULTURE
NOTES ››› p. 164 100
M07_FOCUS_SB_04GLB_8310_U07.indd
p. 96–97
EXTRA ACTIVITIES
NEXT CLASS
Photocopiable resource 44 (word
formation – 12 mins) p. 204, 258
Ask students to do Show what you
know 7.5 in the WB, p. 98.
M07_FOCUS_TB_04GLB_BR_8372_U07.indd 114
“
1 The number of Americans interested in wearable technology
is growing fast.
2 More than half of wearable devices in use are used
in sport activities.
3 The majority of people are not worried about privacy issues.
Back in Denver, Colorado, all the data from these
devices feeds directly into his home environment,
which automatically adjusts according to his
mood and needs. ‘The house knows my moods,’ he
says. ‘If I’ve been dashing around all day and get
35 really stressed out so that I don’t sleep well, when
I wake up, the light is a certain colour, the room
a particular temperature and certain music plays.’
30
Design and technology
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01/03/2016 08:55
M07_F
4 Read the article and check your ideas from Exercise 3. Which
gadget would you most like to own? Why?
’:
5 14:19
EXAM FOCUS Multiple choice
5 Read the article again. For questions 1–6, choose the correct
answer, A, B, C or D.
1 Dancy is called the most connected man because he
A checks his emails and calendar regularly.
B uses technology to track every detail of his life.
C wears smart clothes all the time.
D has a personal online platform at home.
2 One of the devices that Dancy wears
A helps him to travel without too much luggage.
B improves his photography skills.
C wakes him up when he’s falling asleep.
D alerts him when he isn’t standing or sitting up straight.
3 Dancy maintains that technology has enabled him to
A improve the quality of his sleep.
B live in a more secure environment.
C find out what other people think of him.
D de-stress and lose weight.
4 Dancy thinks that in the future wearable technology will
C be worn in the shoes.
A disappear.
D look stupid.
B be less visible.
5 Dancy thinks people should
A share their data with others online.
B create more data to give away.
C protect personal data from big companies.
D improve the economy by sharing data.
6 Which is the best summary of Dancy’s attitude to wearable
technology?
A You can use personal data to improve the quality of your life.
B It’s difficult to use personal data to your own advantage.
C Wearable technology can be used to control your environment
and people around you.
D It’s only large companies that benefit from data analysis.
Chris Dancy
Dancy claims this connected environment, which
40 he calls ‘data-assisted living’, has revolutionised
his life, helping him to lose 100 pounds in
eighteen months and letting him live in a state
of Zen-like calm, safe in the knowledge that his
every moment is being archived. He can cast an
45 eye over this personal data any time he needs to
remember something that happened in the past:
‘I was at a restaurant in Denver, and I was like,
“What did I eat here last time?” So I browsed all
the photos from that day and could see exactly
50 what meal it was,’ he says. He goes on to give
another example: ‘When I have a meeting with
someone on my calendar, instead of scanning a
LinkedIn* profile, I can access information about
how they made me feel the first time I met them.’
55 So, when you’re as connected as Dancy, what’s
the next frontier? ‘All this stuff has to go away,’ he
says. ‘It all needs to be in my clothing. Why can’t
your shoes have sensors in them, so if you’re
wandering around trying to find a location, you
60 don’t need a GPS – your shoe just vibrates left
or right. I think this kind of personalised data is
really the future, but for now we have to fix all
this stuff onto our clothes, and people stare at
you because it looks silly.’
6 In pairs, complete the questions using the phrases in blue in the
article. Then, in pairs, ask and answer the questions.
life
1 Has any technology ever revolutionised your
?
2 Do you shop online safe in the knowledge that your personal data
is protected?
top
3 Do you manage to stay on
of your homework?
4 Can your smartphone track your movements ?
5 Does buying things online line the pockets of big corporations?
6 Do you think that shoes and clothing with built-in technology is the
next frontier ?
65 But what about the issue of ownership of data
and privacy? A lot of data is fed back on the web
and a lot of companies now hold huge amounts
of data on their customers. Dancy frowns: he is
concerned, but is optimistic about the beneficial
70 power of mastering our data, as long as we stop
giving it away. ‘It’s urgent that people look at the
data they are creating and giving away – so much
of it can be used to make our lives better, rather
than lining the pockets of mega corporations.’
*LinkedIn is a networking service for professional
people.
7 In pairs, discuss your thoughts on wearable technology and say
whether you agree or disagree with the statements.
1 Chris Dancy is a weirdo! It’s not for me.
2 I really want my life to be recorded like this. It’s cool!
3 It’s dangerous to have too much personal data online.
4 It will help people become healthier and happier.
WORD STORE 7F
8
CD•3.11 MP3•108 Complete WORD STORE 7F. Match the verbs in
the box with their definitions. Then listen, check and repeat.
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Exercise 4
2 is said to have
prepared
3 is thought that
Archimedes
4 is believed to
have made
5 are not thought
to have been
interested
6 are known to
have contributed
Exercise 5
2 The
seventeenth
century is
considered to
have been a
high point in
the history of
Mathematics./It is
considered that
the seventeenth
century was a
high point in
the history of
Mathematics.
3 It was thought
that calculators
could harm
students’ Maths
skills./Calculators
were thought to
be able to harm
students’ Maths
skills.
4 There are
estimated to be
over 10,000 new
Maths graduates
every year in
the UK./It is
estimated that
there are over
10,000 new Maths
graduates every
year in the UK.
7.5 Grammar
Passive reporting structures
4 Complete the sentences using the words in brackets.
Don’t change the order of the words provided but add
any other necessary words.
I can use passive reporting structures to talk
about general feelings or beliefs.
1
CD•3.12 MP3•109
In pairs, discuss the Maths facts and
choose the option you think is correct. Then listen and
check your answers.
Maths facts
1 It is thought that numbers and counting began with
the number zero / one.
2 Arithmetic is considered to have originated around
20,000 / 6,000 years ago in Sumeria.
3 The Egyptians / Romans are known to have invented
the numbers one thousand and one million.
4 Before 1500, the term Mathematics was understood
to mean Astrology / Physics.
5 There are said to be limited / unlimited opportunities
for mathematicians.
6 An increasing / A decreasing number of students are
expected to be doing Maths at university in the future.
2 Read the GRAMMAR FOCUS and find examples of each
pattern in the text.
GRAMMAR FOCUS
You can use the Passive to talk about general feelings or
beliefs with reporting verbs like believe, know, think, etc.
These structures are usually used in more formal contexts.
• it + passive verb (present or past) + that clause 1
• subject + passive verb (present or past) + to-infinitive (to
do/to have done/to be doing, etc.) 2, 3, 4, 6
• there + passive verb (present or past) + to be/to have been 5
CD•3.13 MP3•110 Read the text and find one missing
word in each of the underlined phrases. Then listen
and check.
1
5 Rewrite each sentence in two ways. Begin with the
words in brackets.
1 We know that most mathematical symbols were
invented in the 1500s. (It … / Most …)
It is known that most mathematical symbols
were invented in the 1500s.
Most mathematical symbols are known to have
been invented in the 1500s.
2 Historians consider the seventeenth century to be a
high point in the history of Mathematics. (The
seventeenth … / It …)
3 Many teachers thought that calculators could harm
students’ Maths skills. (It … / Calculators …)
4 They estimate that there are over 10,000 new Maths
graduates every year in the UK. (There … / It …)
Passive reporting structures
3
1 It is understood that Pythagoras came up with
(understand/Pythagoras/come up) the idea of odd and
even numbers.
2 Pythagoras
(say/prepare) the way for many
famous Greek mathematicians.
3 It
(be/think/Archimedes) is one of the greatest
mathematicians of all time.
4 Archimedes
(believe/make) his most famous
discovery in the bath.
5 The Romans
(not/think/be interested) in
Maths.
6 Several other civilisations
(be/know/contribute)
to the advancement of Mathematics.
a
m
6 List the school subjects you study in order from most
important to least important. Discuss your list with
a partner. How important is Maths?
Grammar Focus page 139
Where do our numbers come from?
Around 500BC, the Greek
1
philosopher
Pythagoras
is
understood to have come up
with the ideaisof odd and even
numbers. 2It said that Pythagoras
prepared the way for many famous
Greek mathematicians, including
Archimedes. to 3Archimedes is
considered be one of the greatest
mathematicians of all time and
discovered how to measure
the volume of an object with an
4
irregular
have shape. He is believed
to been taking a bath when he
made the discovery, and leapt out
shouting, ‘Eureka!’ (‘I have found
it!’). Unfortunately, Archimedes
was killed by a Roman soldier in
212BC and Mathematics
entered
is
a dark age. 5It thought that the
Romans just weren’t interested in
Mathematics.
have
6
There are known to been several
other civilisations, including the
Maya people in Mexico and
scholars in ancient China, who
contributed to the advancement
of Mathematics. However, the
next big breakthrough was
probably in 500AD, when the
Indians invented ‘zero’. They had
already created symbols for the be
numbers 1–9. In fact, 7it could
argued that our ‘Arabic numerals’
should rather be known as
‘Indian numerals’. After all, it was
actually the Indians who invented
them.
1
2
3
4
5
6
7
8
9
Brahmi numerals around 300AD
102
REFERENCES
EXTRA ACTIVITIES
CULTURE
NOTES ››› p. 164 102
M07_FOCUS_SB_04GLB_8310_U07.indd
AUDIO SCRIPT ››› p. 177
Photocopiable resource 45 (Test
yourself pairwork activities – 10 mins),
p. 204, 259
116
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WORKBOOK
p. 98
01/03/2016 08:55
M07_F
5 14:20
7.6 Speaking
Clarification
5
I can ask for and give clarification.
1
1 Put ✓ next to the machines you would trust in place of a human
and ✗ next to the ones you would not. Then, in pairs, discuss
your choices.
1 a self-driving car
2 a robotic surgeon
3 a computer-generated online friend
4 a virtual teacher
5 a robot police officer
2 Imagine you are going to a technology fair. In pairs, read the
adverts and discuss which exhibition you would rather visit.
From Mario
to Minecraf t
1
2
an interactive history
of games, gaming
machines and gaming
culture
Mind-blowing
machines
From self-driving cars
to robo-cops
The latest developments
in robotics and artificial
intelligence
3
CD•3.14 MP3•111 Listen to a conversation at the Mind-blowing
Machines Exhibition. What type of machine is the ‘Explainer’
describing? a robotic surgeon
4
CD•3.14 MP3•111 Listen again and tick the phrases in the
SPEAKING FOCUS that you hear.
SPEAKING FOCUS
Signalling confusion
Sorry, I’m not with you.
I’m not sure I follow (you).
I’m afraid you’ve lost me there.
✓
I don’t know what you mean by …
SPEAKING FOCUS to help you.
So, in other words, …
✓
If I understand correctly, you mean … , right?
Giving clarification
Yes, precisely/exactly.
Yes, (that’s) pretty much (it).
No, that’s not (quite) what I meant.
What I meant was …
A: Not many people agree with me, but I think
computer games are a bit of a waste of time.
I’d rather kick back with my friends than stare
at a screen for hours on end.
B: Er … sorry, but I don’t know what you mean
1
by
‘kick back’.
A: What I 2 meant was ‘spend time together’ –
you know, hang out, chat, relax.
2
A: I think I’d die without my phone.
B: ‘And this year’s Oscar for best actress
goes to …’
A: Ha, ha, very funny. Are you 3 saying I’m
being dramatic?
B: Yes, 4 exactly . I think you’d survive without it.
3
A: Dan, I have to answer this question for
homework. Can you help, please?
B: Sure, what’s the question?
A: ‘In what ways might socially-intelligent robots
benefit human society?’
B: Hmm. Well, I suppose the ability to have
conversations with our machines will make
a big difference.
A: I’m not sure I 5 follow you.
B: Well, we interact with today’s machines
mostly by typing or pushing buttons, but
some phones and tablets already understand
voice commands, right? Imagine they and
other machines could react to what you say
and talk back to you properly.
A: Hmm, OK. If I understand 6 correctly , you
mean we’ll be able to have a conversation
with our television or our fridge, right?
B: Yes, that’s 7 pretty much it.
A: I’m not sure I’d want to have a conversation
with a fridge.
B: Why not?
A: Well, they have a reputation for being
rather cold.
B: Oh, very funny!
6 In pairs, discuss the questions. Use the
Checking your understanding
Are you saying … ?
CD•3.15 MP3•112 Complete the conversations
with words from the SPEAKING FOCUS. Then
listen and check.
✓
1 In what ways are computer games good or
bad for the people who play them?
2 What do you think has been the most
important technological development during
your lifetime?
3 Have social media made us more or less
sociable? Explain your opinion.
4 In what ways might socially-intelligent
machines benefit human society?
103
REFERENCES
CULTURE NOTES ››› p. 164
AUDIO SCRIPT ››› p. 178
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WORKBOOK
p. 99
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117
01/03/2016 08:55
• We use feel, hear, see, watch + infinitive without to when we
want to say that we saw the whole action from beginning
to end:
I watched Mary paint a picture. (I saw Mary start on the
painting, paint it and finish painting.)
• We use feel, hear, see, watch + -ing form when we witness
only a part of the action:
I watched Mary painting a picture. (Mary was painting a
picture when I saw her.)
Complete the second sentence so that it has a similar
meaning to the first, using the word in capitals. Do not
change the word in capitals.
1 You’re looking for volunteers? You could put a poster up in
the school. TRIED
Have you
a poster in the school?
2 It’s really important that you hand in your assignment on
Friday. REMEMBER
You must
your assignment on Friday.
3 Would John like to come to the concert on
Sunday? FANCY
Does John
the concert on Sunday?
4 I told him that dropping Spanish was a bad idea.
ENCOURAGED
I
Spanish.
5 Those boots are much too expensive for me to buy.
AFFORD
I
those boots.
6 Jake has been forbidden from using his dad’s computer.
ALLOWED
Jake
his dad’s computer.
7 Janice doesn’t go to dance class anymore. She quit two
weeks ago. STOPPED
Janice
two weeks ago.
1.5
1 tried putting up
2 remember to hand in
3 fancy coming to
4 encouraged him not to drop
5 can’t afford to buy
6 is not allowed to use
7 stopped going to dance class
Past Perfect Simple
2.2 and Continuous
Past Perfect Simple
We use the Past Perfect Simple:
• to talk about actions that happened before a particular time
or event in the past (for which we usually use the
Past Simple):
When I arrived at the wedding reception, the bride’s father
had already made his speech.
By the age of sixteen, he had learnt to speak three
foreign languages.
• to talk about states that were true or happening before a
particular time in the past:
When my parents got married, they had known each other
for fifteen years.
Past Perfect Continuous
We use the Past Perfect Continuous to talk about actions that
were in progress up to a particular time in the past (or finished
shortly before it):
The guests had been waiting in front of the church for forty
minutes before the bus picked them up.
We hadn’t been thinking about selling the house, but then we
got this great offer.
How long had you been watching me before I woke up?
Affirmative
Negative
I/You/He/
had
She/It/
been
We/They
I/You/ hadn’t
He/
been
She/ (had
sleeping.
It/We/ not
They been)
sleeping.
Yes/No questions
Had
I/you/he/
she/it/we/ been
they
Short answers
sleeping?
Wh- questions
How
long
I/you/he/
had she/it/we/
they
Yes, I/you/he/she/it/we/they
had.
No, I/you/he/she/it/we/they
hadn’t.
Subject questions
been sleeping?
Who
had
been sleeping?
Past Perfect Simple vs Past Perfect Continuous
• We use the Past Perfect Simple:
• to talk about finished actions:
My father had visited his Scottish relatives twice before he
finally went to live with them.
• to talk about states using stative verbs, e.g. be, have,
know, see, believe:
I had never seen such a magnificent church before I
visited St Paul’s Cathedral.
• We use the Past Perfect Continuous to talk about actions but
not states. We stress the duration of the action rather than
the result:
We had been waiting for three hours when they
finally arrived.
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GRAMMAR FOCUS
Complete the sentences with the Past Perfect Simple or
Continuous form of the verbs in brackets.
1 Robert watches a lot of French cinema but fortunately, he
hadn’t seen (not see) that film before. He loved it!
2 I didn’t speak to Janet at the reception. By the time I arrived,
had
she already left (already/leave).
had been
3 It was such a shame. She decorating (decorate) the
Christmas tree for an hour and then it fell over!
4 I was really tired when I arrived. I had driven (drive) all the
way there without stopping.
5 Mike locked the cat in the wardrobe by mistake. The poor
had been
thing
(cry) for ages before he finally let it out.
crying
knew
6 Barbara
(know) that Alex was going to be at
the concert.
2.5 Relative clauses
Defining relative clauses
• Defining relative clauses provide information integral to the
sentence (without which the sentence makes no sense):
A stepfather is a man who is married to your mother but
isn’t your father.
• We do not use commas to separate a defining relative
clause from the rest of the sentence:
The girl who is sitting next to the bride is her sister Kerry.
• Defining relative clauses can start with:
• who or that, when talking about people:
Mrs Wilkes is the person who/that moved in last week.
• which or that, when talking about things:
Would you like to see the house which/that is for sale?
• whose, when talking about possession or ownership:
I know a girl whose parents own a yacht.
You shouldn’t drive a car whose bumper is about to
fall off.
• where, when talking about places:
This is the place where my parents first met.
• We can leave out the relative pronouns who, which and that
when they are followed by a noun or a pronoun:
He is the man (who/that) I want to marry.
BUT: This is the man who/that wants to marry me.
Non-defining relative clauses
• Non-defining relative clauses always include a
relative pronoun:
Hector, who is a brilliant actor, took the main role.
• They give additional information, without which the
sentence still makes sense:
Jill, who used to be my neighbour, is going to marry
my nephew.
• They are separated by commas from the rest of the
sentence:
The new film, which stars Leonardo DiCaprio, will be a
huge success.
• They start with the same relative pronouns as defining
relative clauses, with the exception of that:
Ed, who lives in Montreal, couldn’t come to the funeral.
Joyce’s new Lexus, which she bought last month, cost
a fortune.
St Mary’s Church, where the wedding is going to be held,
was built in 1645.
Yesterday I bumped into Angus White, whose brother is
studying Medicine.
• Non-defining relative clauses can also comment on the rest
of the sentence, beginning with the pronoun which:
Tom was late for Thanksgiving dinner again, which made his
mother furious.
The bartender continued to stare at me, which I found
extremely annoying.
Reduced relative clauses
• We use the present participle (in the active voice) or the
past participle (in the passive voice) instead of the relative
pronoun and the verb:
Elderly people living alone (= who live alone) should have
friends or family to care for them.
Children raised (= who were raised) in a bilingual
environment may begin to speak a little later.
• They can be both defining and non-defining:
Do you know the man talking (= who is talking) to
Mr Schwartz? (defining)
Rich people, accustomed (= who are accustomed) to
luxurious living, will never understand poor people.
(non-defining)
Choose the correct answer, A, B or C.
1 Kim’s the one
likes to be the centre of attention the
whole time.
A who
B whom
C which
2 There’s a new magazine on the market
you how to
play guitar.
A what teaches
B taught
C teaching
3 Barbara is an only child,
a lot about her behaviour.
A explaining
B which explains C that explains
4 Isn’t this the same place
we saw on the way here?
A what
B –
C where
5 The wedding I went to,
was in Riga, was very nice.
A where
B that
C which
6 According to some parents, children
to break rules
become more independent.
A taught
B teaching
C that taught
7 That’s the priest
conducted the wedding ceremony.
Doesn’t he look different in casual clothes?
A –
B that
C which
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Z01
Future Perfect Continuous
3.2 Future forms
We use the Future Perfect Continuous to talk about actions
or states which will have been in progress for some time by a
certain time in the future:
Future Continuous
We use the Future Continuous:
• to talk about actions which will be in progress at a particular
time in the future:
This time tomorrow we’ll be flying to the Maldives.
• to talk about planned or routine future events, actions or
situations:
I’ll be going to the supermarket after work.
• to form polite questions or requests:
Will you be doing the first aid course this month?
Will you be using your car tomorrow? (because I’d like to
borrow it)
By the end of the year we will have been living in Toronto for
eight years.
Affirmative
Negative
Will
I/You/He/ ’ll
She/It/
(will) sleeping.
We/They be
I/You/
He/
She/
It/We/
They
Yes/No questions
Will
I/you/
he/she/it/ be
we/they
sleeping?
I/you/he/
be
she/it/
sleeping?
we/they
Yes, I/you/he/she/it/we/
they will.
No, I/you/he/she/it/we/
they won’t.
Subject questions
Who
will
be
sleeping?
Future Perfect Simple
We use the Future Perfect Simple to talk about actions or
situations which will be completed before a certain time in
the future:
They will have crossed the border by five o’clock.
Affirmative
Negative
I/You/
’ll
finished by
He/She/
(will)
10 o’clock.
It/We/
have
They
won’t
I/You/
finished
He/She/ (will
by 10
It/We/ not)
o’clock.
have
They
Yes/No questions
Short answers
Will
I/you/he/
finished
she/it/we/ have by 10
they
o’clock?
Wh- questions
I/you/he/
have
When will she/it/we/
finished?
they
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Yes, I/you/he/she/it/we/
they will.
No, I/you/he/she/it/we/
they won’t.
Subject questions
Who
will
have
finished
by 10
o’clock?
Negative
I/You/
He/She/ ’ll
It/We/ (will)
They
I/You/
have
He/ won’t have been
been working
She/ (will
working for
for
It/We/ not)
10 hours.
10 hours.
They
Yes/No questions
Short answers
have
I/you/
been
he/she/
working
it/we/
for
they
10 hours?
Wh- questions
How
long
Short answers
Wh- questions
How
will
long
won’t
(will
sleeping.
not)
be
Affirmative
Yes, I/you/he/she/it/we/they
will.
No, I/you/he/she/it/we/they
won’t.
Subject questions
I/you/
have
he/she/
been
Who will
will
it/we/
working?
they
have been
working for
10 hours?
Typical time expressions used with the Future Perfect Simple
and Future Perfect Continuous are:
• by 2030/next month/next year
• by then
• by the time
• in two days/three weeks/one month’s time/ten years’ time
Complete the sentences with the correct future form of the
verbs in brackets.
1 This time next week I
(work) here for three years.
Doesn’t time fly?
2 Robert can’t meet us at 6 p.m. He
(not finish) his
homework by then.
3
(you/read) that book by Friday? I promised to
lend it to George.
4 Tomorrow Magda
(visit) her grandfather, so we
can’t meet for coffee as we usually do.
5I
(be) couch surfing three years in a row after
this summer.
6 This article says we
(not live) in space for at least
another 200 years.
7
(you/collect) Marge from the train station
tomorrow or do I need to go?
3.2
1 will have been working
2 won’t have finished
3 Will you have read
4 will be visiting
5 will have been
6 won’t be living
7 Will you collect/Will you be collecting
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3.5 Quantifiers
Quantifiers
Countable nouns
every, each, all
each/every
Each/Every book cost £10.
most
Uncountable nouns
all
All the books were quite cheap.
All the furniture was quite cheap.
most
Most books were quite cheap.
Most of the furniture was quite cheap.
whole
whole
I’ve read the whole book.
many, much, a great
deal of, a lot of,
lots of, loads of,
plenty of
many
Have you got many books?
I haven’t got many books.
much/a great deal of
Have you got much/a great deal of furniture?
I haven’t got much/a great deal of furniture.
a lot of/ lots of/loads of/plenty of
I’ve got a lot of/lots of/loads of/plenty of books.
I’ve got a lot of/lots of/loads of/plenty of
furniture.
a number of, several, a number of/several/a few/a couple of
I’ve got a number of/several/a few/a couple of books.
a few, a couple of,
a little, some
some
I’ve got some books.
a little
I’ve got a little furniture.
few, little
few
I’ve got very few books.
little
I’ve got little furniture.
both
both
Both these books are mine.
either
either
You can buy either book.
neither
neither
Neither book was expensive.
no, none of
no
I’ve got no books.
none of
None of the books belongs to me.
• A few and a little have a similar meaning to some, whereas
few and little mean ‘not as many or as much as we’d like’.
We’re staying in London for a few days.
He has few interests outside his work.
Don’t worry, we still have a little time left.
Unfortunately, there is little hope of success.
• The following quantifiers are always used with the
preposition of: a number of, a couple of, a great deal of,
a lot of, lots of, loads of, plenty of, none of.
I’ve got some furniture.
I’ve got no furniture.
None of the furniture belongs to me.
• All other quantifiers (except no and every) can be used with
the preposition of, if it is followed by a personal pronoun, a
pronoun (possessive or demonstrative) + noun or the
article the.
Most shops/Most of the shops were open.
John spent most of his life on a farm.
Most research/Most of the research was carried out in
the USA.
A few of us took a taxi home.
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another/other/others
another
+ singular countable noun or the
pronoun one
Can I have another cup of tea?
We’re visiting one museum today and another one tomorrow.
other
+ plural noun or the pronoun ones
I’ve got other doubts, too.
These rolls are stale. Have you got any other ones?
the others
-
Are you alone? Where are the others?
• Use another when you mean one more person of the same
thing, additional.
• Use other when you mean different people or things to the
ones you’ve already mentioned.
• Use the other when you refer to the second of two people or
things, the one you haven’t already mentioned.
• Use the others to refer to all the people or things in a group
apart from the one you have already mentioned.
Choose the correct answer, A, B, C or D.
1 I’m afraid only
people decided to come, so we
won’t be putting on the show.
A a few
B little
C few
2 I hear that
people are unaware of the plans to
build a car park in the city centre.
A most of
B most
C none of
3 The head said that
of the students that caused
the fire will be allowed to go on the trip.
A none
B no
C very little
4 This flat has a slightly bigger living room than the other
one we saw, but I’m afraid
of them have cable TV.
A either
B both
C neither
5 Why is there only
water left? Barbara bought
three bottles for the trip.
A any
B a few
C a little
6 We have decided that
students that contribute to
the school website will receive a small prize.
A each
B all
C every
7 There is very
nightlife in Richmond so you’ll have
to provide your own entertainment.
A little
B a little
C few
8 A
of people think New York City is the best place
to live.
A lot
B lots
C loads
9 We’ve got
bread left. We need to buy
some more.
A little
B few
C loads of
10
dogs are very friendly.
A Neither
B Either
C Both
11 This cake is delicious! Can I have
piece?
A other
B others
C another
12 I’m sorry we are fully booked. You can try
hostels
in town.
A other
B another
C others
4.2 Question tags and reply
questions
Question tags
• Question tags are short questions added at the end of the
sentence to ask for confirmation (falling intonation) or ask a
question (rising intonation).
• We form question tags using an auxiliary (e.g. be, do,
have) or modal verb (e.g. can, should) and the pronoun
corresponding to the subject (e.g. I, you, she, they).
• Question tags for affirmative sentences are usually negative:
You’ve already been to this café, haven’t you?
They made a formal complaint, didn’t they?
• Question tags for negative sentences are usually affirmative:
She can’t swim, can she?
You aren’t going to reduce the price, are you?
• The question tag for I am is aren’t I?
I’m late, aren’t I?
• In imperative sentences we use the question tag will you?:
Wait for me here, will you?
Don’t spend too much, will you?
• The question tag for let’s is shall we?:
Let’s meet for a coffee later, shall we?
• In sentences where the pronoun something or nothing is
the subject, we use a question tag with the pronoun it. If the
subject is nothing, we always use an affirmative question tag:
Something is wrong, isn’t it?
Nothing can be done, can it?
• In sentences with adverbs such as never, rarely, seldom,
hardly or barely we use an affirmative question tag:
I hardly know you, do I?
They never listen to you, do they?
• In sentences with everybody, everyone, no one or nobody
as the subject, we use a question tag with the pronoun they
and the plural form of the verb. If the subject is no one or
nobody, we always use an affirmative question tag:
Everybody/Everyone will ask questions, won’t they?
Nobody/No one signed up for the dressmaking course,
did they?
• In sentences with the pronoun that as the subject, we use a
question tag with the pronoun it.
That’s your new car over there, isn’t it?
• In sentences with there is/there are (in all tenses), we repeat
the pronoun there in the question tag:
There was a security alarm in the store, wasn’t there?
There won’t be any problems with the complaint, will there?
Reply questions
We use reply questions to show interest in what somebody is
saying and to signal that we want more details.
• With affirmative sentences, we use affirmative
reply questions:
‘I went to the gym yesterday.’ ‘Did you?’
‘Your dad lent me some money.’ ‘Did he?’
• With negative sentences, we use negative reply questions:
‘Chris and Lisa aren’t flying to Japan after all.’
‘Aren’t they?’
‘I never buy shoes online.’ ‘Don’t you?’
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Complete the sentences with the correct form of the verbs
in brackets and a modal structure. Sometimes more than
one answer is possible.
Complete the sentences with question tags or
reply questions.
1 You’ve forgotten to post my letters, haven’t you ?
can’t he
2 Frank can lend you some money,
?
will it
3 No matter what we do, nothing will change,
will you
4 Don’t get lost,
?
5 A: I’m not going to the theatre tomorrow.
B: Aren’t you ?
6 A: My brother never buys anything online.
B: Doesn’t he ?
7 Everybody decided not to visit the museum, didn’t they
shouldn’t
?
?
Present and past modal
4.5 structures
The present
To give advice or express necessity/lack of necessity, we use:
• should/shouldn’t and ought to/oughtn’t to:
You should/ought to eat more fruit and vegetables.
You shouldn’t/oughtn’t to spend so much on clothes.
• must/mustn’t:
You must try fish spa – it’s really wonderful!
You mustn’t spoil me like this – you’re too generous!
• need to/needn’t/don’t need to:
You need to study harder to pass this exam.
I can hear you, you needn’t/don’t need to shout.
• had better/had better not:
You’d better check the price online before you buy a
phone here.
You’d better not be late this time.
The past
• To say that something was or wasn’t necessary, we use
had to/didn’t have to:
Ella’s car broke down, so she had to take a taxi.
Luckily, I didn’t have to wait long.
• To express regret or criticism about something that
happened or didn’t happen, or to give advice, we use ought
(not) to/should (not) + have + past participle:
We should have booked/ought to have booked a different
hotel. This one is terrible.
My parents shouldn’t have sold/oughtn’t to have sold their
camper van.
• To say that an action was not necessary, we can also use
didn’t need to + infinitive or needn’t have + past participle.
There is a difference in meaning:
I didn’t need to cook dinner for the children yesterday
because they were away. (So I didn’t cook it.)
I needn’t have cooked dinner for the children yesterday
because they weren’t hungry and didn’t touch anything.
(I cooked it but didn’t have to.)
• Must and had better are not used in the past.
have told
1 You really
(tell) her that I was leaving. I thought
I could trust you not to say anything.
didn’t have
to wait
2 My train was cancelled but fortunately, I
(wait)
long for another.
3 It wasn’t until they got to the auction that they realised they
needn’t have
bought
(buy) tickets in advance. There were still plenty
on sale on the door.
4 Apparently, Patty had to return (return) the shoes the next
day because the sole came off.
must/should
5 Simon was very upset. You
(apologise) for the
apologise
mistake yesterday.
6 I didn’t realise we had to dress (dress) smartly. No wonder
they wouldn’t let me in wearing these baggy jeans!
shouldn’t/don’t
7 You really need to worry (worry) about the driving test. I’m
sure you’ll be fine.
5.2 Reported speech
• In Reported Speech we change the following:
• time expressions and words referring to places
(depending on the context).
• demonstrative pronouns, personal pronouns, object
pronouns and possessive adjectives (depending on the
context).
• most tenses in affirmative sentences and in questions, but
only when the reporting verb is in the past tense (e.g. he
said, she told me, he asked).
• If the reporting verb is in the present tense (e.g. Present
Simple or Present Perfect), we do not change the tense in
Reported Speech:
‘I’m not satisfied with your performance.’ ➞
The teacher has said she is not satisfied with my
performance.
‘How do you handle stress?’ ➞
She wants to know how I handle stress.
• Even when the reporting verb is in the past tense, we do not
change the following in Reported Speech:
• verbs in the Past Perfect Simple and Past Perfect
Continuous:
‘Before my resignation I had been working on an
environmental project.’ ➞
The candidate said that before his resignation he had
been working on an environmental project.
‘Had you ever been to a job interview before that last
one?’ ➞
I asked my neighbour if she had ever been to a job
interview before that last one.
• modal verbs would, should, could, might and must.
‘During the interview you should try to make eye contact.’
➞ The advisor told me that during the interview I should
try to make eye contact.
‘We must all try harder.’ ➞ The manager said that we must
all try harder.
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Report the statements and questions.
1 ‘You need to fill out an application form.’
She says (that) you need to fill out an application form
.
2 ‘Can you wait here for a few minutes?’
She wants to know if/whether you/we can wait here for a few minutes.
3 ‘I really love my new job.’
Ben’s told me (that) he really loves his new job
.
4 ‘I’d like to express my interest in this vacant post.’
He said (that) he would like to express his interest in that vacant post .
5 ‘Could you give me the report by noon today?’
John asked (me) if I could give him the report by noon that day
.
6 ‘I had never had a job interview before.’
Paula said (that) she had never had a job interview before
.
7 ‘Did you get the job?’
She asks if/whether I got the job
.
5.5 Reporting verbs
say and tell
We usually use the verbs say or tell to report what
someone said:
• say
He said (that) he was getting married.
• say + to + object
He said to me (that) he was getting married.
• tell + object
He told me (that) he was getting married.
Verbs without a direct object
• verb + (that) (e.g. add, admit, agree, claim, complain, deny,
explain, insist, promise, propose, recommend, regret,
suggest):
‘I wasted a lot of money.’ ➞
Sue complained (that) she had wasted a lot of money.
• verb + to-infinitive (e.g. agree, claim, decide, offer, promise,
refuse, threaten):
‘I’ll hire two new employees.’ ➞
The manager decided to hire two new employees.
• verb + -ing form (e.g. admit, deny, propose, recommend,
regret, suggest):
‘I didn’t take the money.’ ➞
The cashier denied taking the money.
• verb + preposition + -ing form (e.g. apologise for, insist on,
object to):
‘I’m sorry I was rude.’ ➞
I apologised for being rude.
• verb + object + to-infinitive (e.g. advise, ask, beg, convince,
encourage, invite, order, persuade, recommend, remind, tell,
warn, urge):
‘You really should apply for this job.’ ➞
Everybody encouraged me to apply for that job.
• verb + object + preposition + -ing form (e.g. accuse sb of,
blame sb for, criticise sb for, congratulate sb on, praise sb
for, suspect sb of, thank sb for):
‘It’s your fault that the car was damaged.’ ➞
Joe’s boss blames him for damaging the car.
Complete the sentences with the correct form of the verbs
in brackets.
to fulfill
1 She reminded me
(fulfil) my duties.
2 Jonathan suggested
(hire) an interior designer.
hiring
3 She persuaded me not to step down (not step down).
4 I was blamed for causing (cause) unnecessary problems.
to tell
5 He threatened
(tell) the boss about my lack
of experience.
6 She congratulated me on winning (win) first prize.
to do
7 Would you advise me
(do) a course in
accountancy?
Conditional clauses –
6.2 alternatives to if
To form Zero, First, Second and Third Conditional sentences,
we can use the following words and structures:
• if
If we had retouched the photo, you would have looked
younger.
• unless
I won’t tell you what happened if you don’t promise to keep
it secret. ➞
I won’t tell you what happened unless you promise to keep
it secret.
• provided (that)/providing (that)
You can go with us if you pay for your own meals. ➞
You can go with us, provided that you pay for your own
meals.
• Imagine … or Suppose/Supposing … (in questions):
If someone published a private email from you on
Facebook, would you be angry? ➞
Imagine/Suppose/Supposing someone published a private
email from you on Facebook, would you be angry?
Verbs with a direct object
• verb + object + (that) (e.g. advise, assure, convince, inform,
persuade, promise, remind, tell, warn):
‘The meeting will start in an hour.’ ➞
The secretary reminded them (that) the meeting would
start in an hour.
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Inversion
• We use inversion in formal language, mostly in writing, to
emphasise the rhetorical effect of the sentence.
• We can use inversion in sentences with the auxiliary verbs
were and had. The verb were is also used with the first and
third person singular:
If it were my photograph, I wouldn’t let anyone publish it. ➞
Were it my photograph, I would not let anyone publish it.
If I had considered all the aspects more carefully, I would
probably have made the right decision. ➞
Had I considered all the aspects more carefully, I would
probably have made the right decision.
• We can also use inversion with should if we want to say that
the condition is rather improbable. Note that should in these
types of sentences doesn’t imply obligation:
If you are dissatisfied with the product, you are entitled to
a refund. (the least formal) ➞
If you should be dissatisfied with the product, you are
entitled to a refund. (more formal) ➞
Should you be dissatisfied with the product, you are entitled
to a refund. (the most formal)
• When using inversion, we do not use contractions with
negatives in the dependent clauses:
If I hadn’t told the police the truth, an innocent person
would have been arrested. ➞
Had I not told the police the truth, an innocent person
would have been arrested.
Choose the correct options.
1 I won’t help you if / unless you stop misleading me.
2 I’ll lend you the book providing / supposing you give it back
to me on Friday.
3 You would never have met her unless / if you hadn’t come
with us that night.
4 Providing / Supposing I refuse to doctor the picture, what
would you do?
5 Imagine / Provided you won the lottery, what would you buy?
6 Had I not / Hadn’t I distorted the truth, there would have
been even more trouble.
7 Should / If you be unhappy with the portrait, you can always
get a photo taken.
6.5 Mixed conditionals
We can mix Second and Third Conditional forms, creating
mixed conditional sentences Type I or Type II.
Mixed conditionals Type I: if + Past Simple,
would/wouldn’t have + past participle
We use Type I mixed conditionals to speculate about
permanent states or situations which had a result in the past:
If Sergio didn’t speak English with an Italian accent, he
wouldn’t have been recognised and arrested last month.
(But because he speaks with an accent, he was arrested.)
If I was taller, I would have got the main role in the school
play. (But I didn’t get the role because I’m not taller.)
Mixed conditionals Type II: if + Past Perfect,
would/wouldn’t + infinitive
We use Type II mixed conditionals to speculate about past
events which didn’t happen, and this has certain effects or
consequences in the present:
If she hadn’t split up with Harold two years ago, Gina
wouldn’t be so unhappy now. (But she did and now she is
unhappy.)
He would be a free man now if the police had stopped
looking for him then. (But the police didn’t stop looking and
he isn’t free.)
As with all types of conditionals, we can use could, might or
should instead of would in mixed conditional sentences.
Complete the sentences with the correct form of the verbs
in brackets.
1 If she
(not have) plastic surgery, she
(not look) so good now.
would be
2 Jared
(be) a much better actor today if
he had taken (take) lessons when he was younger.
wouldn’t have
helped
3 I hope she appreciated your help. I
(not help)
were
her if I
(be) you.
4 If you hadn’t eaten (not eat) so much, you wouldn’t feel
(feel) sick now.
5 She wouldn’t be (be) angry with you now if you
had told
(tell) the truth this morning.
might have
was/were
believed
6 If Gina
(be) a better liar, they
(might/believe) the story she told them.
hadn’t had
wouldn’t look
7.2 Advanced passive forms
Passive forms with modal structures
We can use the Passive:
• with modal verbs in the present (modal verb + be + past
participle):
The project must be completed by tomorrow.
Mobile phones may be used as directed by the staff.
• with modal verbs in the past (modal verb + have been +
past participle):
The competition should have been cancelled after the
accident.
The server couldn’t have been repaired properly yesterday.
Her Facebook profile must have been removed because
I can’t find it.
Passive forms with verbs that take two objects
Some verbs, e.g. ask, bring, buy, give, hand, offer, pay,
promise, sell, send, show, teach, tell, etc. can take a direct
and an indirect object:
The general manager promised John (direct object) a pay
rise. (indirect object)
The pupils gave the teacher (direct object) a bunch of
flowers. (indirect object)
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Depending on what we want to emphasise, we can begin
with either the direct or the indirect object:
A pay rise was promised to John by the general manager.
(indirect object becomes the subject, with emphasis on a
pay rise)
John was promised a pay rise by the general manager.
(direct object becomes the subject, with emphasis on John)
A bunch of flowers was given to the teacher by the pupils.
(indirect object becomes the subject, with emphasis on a
bunch of flowers)
The teacher was given a bunch of flowers by the pupils.
(direct object becomes the subject, with emphasis on
the teacher)
Passive infinitive and -ing forms
• After verbs and phrases followed by an -ing form (e.g. be
interested in, can’t stand, don’t mind, enjoy, get tired of,
hate, like/dislike, love, miss) we form the passive -ing form
with being + past participle:
My teacher doesn’t mind being asked millions of questions.
I got tired of being criticised for my ideas.
• After verbs and phrases followed by a to-infinitive (e.g. can’t
afford, choose, decide, hope, need, prefer, pretend, refuse,
want, would like) we form the passive infinitive with
to be + past participle:
Millions of people hope to be cured of the disease.
At some point your son will need to be told the truth.
The Passive of make sb do sth
In the Passive we use the to-infinitive after make:
My mum made me clean my room. (Active)
I was made to clean my room (by my mum). (Passive)
Complete the second sentence so that it has a similar
meaning to the first, using the word in capitals. Do not
change the word in capitals.
1 It’s a bad idea not to address all the issues. OUGHT
ought to be
All the issues
addressed.
2 Everybody could hear the music despite my closing the
windows. COULD
could be heard
The music
despite my
closing the windows.
3 She had shown me the password the previous day. HAD
had been shown
I
the previous day.
4 They said that I mustn’t surf the Internet. TOLD
was told not to
I
surf the Internet.
5 I don’t like it when someone orders me around. BEING
don’t like being ordered
I
around.
6 The babysitter made the children go to bed early. MADE
were made to go to
The children
bed early
by the babysitter.
7 I’m sure somebody stole my sunglasses. MUST
must have been stolen
My glasses
.
7.5 Passive reporting structures
Impersonal passive structures
To talk about general opinions and views, we use verbs such
as agree, believe, claim, consider, expect, feel, hope, know,
report, say, think, understand, etc. and the following structures:
• it + passive verb (present or past) + that:
People generally claim that optimists live longer. ➞
It is generally claimed that optimists live longer.
People believed that mathematics was the link between God
and the world. ➞
It was believed that mathematics was the link between God
and the world.
• subject + passive verb (present or past) + to-infinitive:
People consider wearable technology to be the future of
computing. ➞
Wearable technology is considered to be the future of
computing.
People know that almonds protect against diabetes and
high blood pressure. ➞
Almonds are known to protect against diabetes and high
blood pressure.
• subject + passive verb (present or past) + to have + past
participle:
People believe that the earthquake has killed more than
1,000 people. ➞
The earthquake is believed to have killed more than
1,000 people.
The press previously reported that the company’s profit had
reached £100 million. ➞
The company’s profit was previously reported to have
reached £100 million.
• there + passive verb (present or past) + to be:
People expect that there will be a rise in the number of jobs
offered across the UK. ➞
There is expected to be a rise in the number of jobs
offered across the UK.
• there + passive verb (present or past) + to have been
People think that there were over twenty inventors who
invented various light sources before Edison. ➞
There are thought to have been over twenty inventors who
invented various light sources before Edison.
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Workbook answer key
Workbook answer key
Starter unit
0.1 Diet
1
1 dried
2 bitter
3 ripe
4 fresh
5 greasy
6 raw
7 sour
8 stale
9 fattening
2
1 doesn’t cook
2 ‘ve become
3 aren’t working
4 ‘ve been waiting
5 have you been
cooking?
3
1 a ’ve never heard
b see
c eat
2 a are you doing
b ’m making
c Do you think
d have you been
boiling
e think
0.2 Fun and
games
1
1 broke
2 scored
3 beat
4 win
5 keeping
6 going
7 throwing
2
1 completed
2 were watching
3 reached
4 had climbed
5 was shining
6 pulled
3
1 ’d already scored
2 Did you remember
3 Were you watching
4 threw
5 ’d forgotten
6 wasn’t concentrating
0.3 Teenage types
1
1 assertive
2 fussy
3 spoilt
4 selfish
5 cheeky
6 immature
2
1 wouldn’t make
2 I had
3 would call
4 there was/there were
5 I wasn’t
6 wouldn’t tap
3
1 ’ll never remember
2 would’ve bought
3 saw
4 ’d known
5 sit
6 wouldn’t behave
0.4 Visitors from
space
1
1 explore
2 observations
3 analysed
4 concluded
5 research
6 evolved
7 preserved
8 destruction
2
1 B
2 A
3 B
4 B
5 A
3
1 must’ve missed
2 might’ve got/may
have got/could’ve got
3 can’t be
4 might arrive/may
arrive/could arrive
5 might not even have
posted/may not even
have posted
6 can’t have left
0.5 Advertising
1
1 box
2 bunch
3 can
4 jar
5 packet
6 pair
7 tube
2
1 to taste the drink and
describe the flavour
2 I would like to try their
new service for free
for a month
3 to contact them and
let them know what I
thought
4 I had ever thought
of trying a different
brand of lipstick
5 not to forget to
take one pill before
breakfast and the
other one before bed
6 who was going to pay
for the damage to her
computer
3
1 would be there the
following/next day
if I could come back
then
2 the advertising
executives were
arriving that night
3 he had seen the new
advert on television
for the first time that
day
4 they were going to
open the new branch
of their coffee shop
the following/next
week
5 she was sorry but my
doctor’s appointment
for that day had been
cancelled
6 she couldn’t promise
anything right then
0.6 Performers
1
1 novel
2 watercolour
3 ballet
4 screen
5 action
6 costume
2
1 a
2 Ø
3 The
4 Ø
5 the
6 a
7 the
8 the
3
1 the place
2 a
3 lunch
4 a
5 The swimming pool
6 the only music
0.7 UK vs USA
1
1 holiday
2 underground
3 lift
4 pavement
5 wardrobe
2
1 the best-paid
2 than
3 far
4 healthy
5 The
6 best-dressed
3
1 the ugliest
2 not as good as
3 not as far from us as
4 more you practise
singing
5 healthier than
0.8 USA vs UK
1
1 d
2 e
3 f
4 b
5 a
6 c
2
1 am never asked for
my opinion
2 was told (by my
teacher) that I spoke
with an American
accent (by my
teacher)
3 was added to my cup
of tea
4 was sent to America
(by my parents)
for the summer to
learn English (by my
parents)
5 am being met (by my
American friend) at
the airport in New
York (by my American
friend)
6 will always be
remembered as the
only American in my
school
3
1 had your phone fi xed
yet
2 doesn’t have his hair
cut
3 didn’t have her teeth
whitened
4 has her toenails
painted
5 is having the tattoo
removed
6 had her hair cut
3
1 is always talking
2 were always playing
3 ‘re always putting
4 are you always
hanging
1 Do your best
5
1 ‘s always/constantly
biting
2 used to be
3 will leave
4 was always/constantly
stealing
5 ‘d pick and eat
1.1 Vocabulary
1
1 a course
2 university
3 a subject
4 a course
5 a test
6 a career
7 a lesson
8 a subject
2
1 study/take
2 pursue
3 skipped
4 drop
5 failed
6 attend
3
1 catch
2 put
3 fallen
4 handed
5 went
4
1 deep – P
2 attention – P
3 eager – A
4 gift – A
5 soak – P
6 reached – A
5
1 bright
2 single-minded
3 analytic
4 curious
5 studious
6
1 single-minded
2 studious
3 curious
4 analytic
5 bright
7
1 diligent
2 fun-loving
3 inquisitive
4 rational
5 persistent
8
1 C
2 B
3 B
4 A
5 C
9
1 C
2 A
3 A
4 B
5 C
1.2 Grammar
1
1 use
2 not
3 would
4 use
2
2
4
1 are
2 performed
3 used
4 didn’t use to
5 would
6
1 A
2 C
3 B
4 A
5 B
1.3 Listening
language practice
1
1 vividly
2 accurate
3 have
4 lose
5 recall
6 remember
7 manages
2
1 photographic
2 jog
3 vague
3
1 no
2 vague/distant
3 photographic
4 painful
4
1 personal
2 recognition
3 visualise
4 familiarise
5 memorable
1.4 Reading
1
3
2
A 4
B 2
C D 5
E 1
F 3
3
1 F
2 T
3 F
4 T
5 T
6 F
7 F
4
1 put e
2 make c
3 have f
4 read d
5 see b
REMEMBER
BETTER
1 make eye contact with
2 put her bilingualism
to good use
3 had an effect on
4 take electricity for
granted
5 see the big picture
5
1 form
2 high
3 setting up
4 innate
1.5 Grammar
1
1 a
2 a
3 b
4 a&b
5 b
2
1 to laugh
2 to meet
3 to recycle
4 working
5 talking
3
1 a ii
b i
2 a i
b ii
3 a i
b ii
4 a ii
b i
4
1 hearing Mum and
Dad talking
2 trying to get
3 stop thinking
4 forgotten to do
5 tried counting
5
1 meeting
2 to leave
3 to have
4 running
5 turning
6 switch
1.6 Speaking
language practice
1
1 c
2 a
3 b
4 f
5 d
6 e
2
1 frustrated
2 thrilled
3 relieved
4 terrified
5 enthusiastic
6 confused
3
1 e
2 d
3 a
4 b
5 c
6 f
4
1 tell
2 by
3 Clearly
4 chances
5 looks
6 definitely
7 might
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Workbook answer key
5
1 For this reason I feel
2 To be honest
3 a In my opinion
b That’s why I think
4 a intend
b Actually
A=3
B=2
C=1
D=4
1.7 Writing
1
A Introduction
B Refreshments
C Events
D Charity fundraising
E Conclusion
2
1 C
2 E
3 D
4 A
5 B
3
1 It is hoped that
2 A lot of points were
discussed
3 The purpose of this
report is
4 It would benefit the
organisers if
5 there are still a
number of decisions
to be made
4
1 to wear
2 to invite
3 are
4 having
5 we give
6 to announce
5
1 F
2 T
3 T
4 F
5 F
6 T
1.8 Language in
focus
1
1 is always complaining
2 Not answering the
phone
3 Keep practising
4 stopped watching
5 is tired of dieting
6 has been barking
7 waste time worrying
2
1 looking
2 eating
3 handing
4 Being
5 terrifying
6 taking
3
1 There
2 It
3 There
4 there
5 It
6 it
1.9 Use of English
1
1 C
2 B
3 A
4 B
5 D
6 D
7 C
8 D
2
1 knowledge
2 priority
3 sporty
4 visitor
5 competitions
6 representative
7 enthusiastically
8 motivated
1.11 Self-check
1
1 gregarious
2 pursue
3 catch
4 recognisable
5 thinker
2
1 personalised
2 memorable
3 studious
4 visual
5 familiarise
3
1 will draw
2 is always playing
3 use
4 would ask
5 used to
4
1 spends (too) much
money buying
2 do not (don’t) fancy
staying up
3 urged us to pay
4 remember to bring
5 heard him talking
about
5
1 was always speaking
2 reminded me to set a
date
3 there any point in
starting
4 take free education
for granted
5 caught up on each
other’s
6
1 thirst
2 let
3 no
4 being
5 go
2 It takes all sorts
2.1 Vocabulary
1
1 great granddaughter
2 ex-husband
3 stepmother/stepmum
4 half brother
5 godparents
6 stepson
2
1 ceremony
2 immediate/extended
3 extended/immediate
4 reception
5 gathering
6 shrines
3
1 a blessing
b bless
2 a massive
b masses
3 a children
b childish
4 a receptionist
b receptions
5 a distant
b distance
4
1 showered
2 made
3 throats
4 proposed
5 lose
5
1 a frog
1 b lump
2 a toast
b motion
3 a fool
b fuss
4 a praise
b gifts
5 a sight
b count
6
1 worth the effort
2 a centre of attention
b highlight
3 a once in a lifetime
b time of my life
7
1 immediate
2 reception
3 shrines
4 of
5 fuss
6 lumps
7 effort
8 time
9 lifetime
10 only
2.2 Grammar
1
1 had run out a
2 had fallen c
3 had stolen b
4 hadn’t brought e
5 had never used d
6 hadn’t booked g
2
1 b had been feeling
c had done
d had failed
e hadn’t worked
2 a had been cycling
b had he set off
c had been
d had been looking
forward to
e had done
3
1 a had been living
b had known
2 a had been sneaking
b had sneaked
3 a had received
b had been receiving
4 a had been sleeping
b had slept
4
1 had loved
2 had always started
3 had done
4 had put up
5 had been receiving
6 had correctly
predicted
7 had heard
8 had been looking
forward
9 had snowed
10 had gone off
5
1 had attempted
2 had left
3 had been revising
4 had been drinking
5 had finished
6 had been planning
2.3 Listening
language practice
1
1 a lot
2 the most
3 similar
4 like
5 compared
2
1 A
2 B
3 C
4 A
5 B
3
1 The faster the car, the
more petrol
2 The longer the hike,
the more water
3 The bigger the
barbecue, the more
sausages
4 The steeper the ski
slope, the more falls
and injuries
5 The cuter the dog,
the more chance
4
1 a passionate
b about
2 a focus
b on
3 a take part
b in
4 a associated
b with
2.4 Reading
1
1 F
2
1 C
2 B
3 C
4 A
5 D
REMEMBER
BETTER
1 competitor
2 darken
3 response
4 triumphant
5 protectiveness
6 dedication
3
1 triumphant
2 dedicated
3 responsive
4 protective
5 competitive
4
1 concept
2 disappearance
3 explosion
4 illustrate
5 abduction
6 suppressed
2.5 Grammar
1
1 A
2 B
3 B
4 A
5 A
2
1a, 3a & 4a
3
1 b
2 c
3 d
4 a
4
1 Ø
2 who/that
3 whose (Alison,
whose boyfriend
was arrested for
shoplifting, has
decided …)
4 Ø
5 which (She called us
selfish, which we think
was …)
5
1 Prince William Bridge,
built in 2012, is the
newest in the city.
2 There’s a Japanese
death metal band
playing at the club on
Saturday.
3 Most of the buildings
destroyed in the war
have been rebuilt.
4 Pupils living in the
hills have to walk
several hours to get
to school.
5 Cannot be rewritten
6
1 Ø
2 which
3 who
4 Ø
5 whose
6 that
2.6 Speaking
language
practice
1
2 expected, the mass was
lengthy and tedious
3 I look back on that
day now, I always
smile to myself
4 of a sudden we
turned a corner and
there she was
5 of the blue a car
appeared on the
horizon
6 turned out to be
worth all the effort in
the end
7 soon as we left, it
started snowing
heavily
2
b 4, 7
c 5,2
d 6,3
3
1 Suddenly, d
2 Unexpectedly. b
3 Out of the blue, d
4 While, b
5 All of a sudden, c
4
1 place
2 Just
3 predictably
4 Fortunately
5 When
6 unexpectedly
7 enough
8 Without
5
A 4
B 2
C 1
D 5
E 3
2.7 Writing
1
1 attention
2 Define, introduction
3 develop, question
4 personal, think
5 concerned, opinion,
shouldn’t
2
1 d, ii
2 a, iii
3 e, iv
4 c, i
5 b, iv
3
in any order …
1 b followed by f
2 h followed by d
3 g followed by e
4
b followed by f
5
2 I had
3 mistakenly
4 returned
5 thanked him
6 nearly a year later
7 we had
8 the best of friends
6
1 Having never had a
female friend before,
2 Spending so much of
their time together,
3 Having gained each
other’s trust,
4 Being interested in
the same things,
2.8 Language in
focus
2
1 a personal
b person
2 a proud
b pride
3 a faith
b faithfully
4 a loss
b loser
3
1 vivid
2 disappointed
3 acquaintance
4 secrets
5 expecting
2.9 Use of English
1
1 was
2 it
3 who
4 got
5 had
6 which
7 worth
8 out
2
1 didn’t use to
2 should avoid eating
3 let us leave early
4 after we had made
5 told me off
6 had been planning
the wedding
2.11 Self-check
1
1 distant
2 propose
3 fool
4 enthusiastic
5 take
2
1 disappearance
2 illustrations
3 suppression
4 concept
5 spoilt
3
1 had been seeing
2 were just leaving
3 had never been
4 had been painting
5 had learnt
4
1 whose
2 which
3 who/that
4 which
5 which
5
1 was told off by
2 had known each other
for
3 fell for her
4 the author whose
book
5 had been preparing
the party
6
1 A
2 C
3 D
4 B
5 D
3 A place to live
3.1 Vocabulary
1
1 market square
2 famous monument
3 breathtaking view
4 busy harbour
5 ruined castle
6 steep hill
7 industrial area
8 dense forest
9 river bank
1
1 middle
2 good
3 true
4 softly
5 ate
6 stayed
7 head
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Workbook answer key
2
1 b for
2 a offset
b by
3 a benefiting
b from
4 a steeped
b in
5 a packed
b with
6 a prides itself
b on
3
1 A
2 B
3 C
4 B
5 A
6 C
7 B
4
1 l
2 j
3 c
4 g
5 h
6 b
7 d
8 k
9 e
10 a
11 i
5
1 the historical heart of
2 main sight and most
famous landmark
3 a reliable network of
buses and trains
4 easy to get around
5 within walking distance
6 youth-friendly place
7 best kept secrets
6
1 C
2 B
3 A
4 C
5 C
7
1 in
2 inner
3 plain
4 run-down
5 with
3.2 Grammar
1
1 ‘ll be watching
2 ‘ll have found out
2
1 ‘ll have finished
2 won’t have been
3 will have started
4 ‘ll have been waiting
5 will have been living
6 ‘ll be eating
3
1 b In July people will
be shopping there.
1 c By Christmas the
centre will have
been operating for
6 months.
2 a At 11 p.m. the first
horror film will have
finished.
2 b By midnight the
audience will
be watching the
second film.
2 c By 4 a.m. the
audience will have
been sitting in the
cinema for 8 hours.
4
1 will be living
2 will have constructed
3 will be designing
4 will have been using
5 will have become
6 will be recycling
5
1 A
2 C
3 B
4 A
5 A
6 B
3.3 Listening
language practice
1
Welcome to the Lifestyle
Programme. Let’s start
with the shocking results
of a recent survey: 35%
of British people do
not know any of their
neighbours. Well, it’s not
a problem for residents
of Springhill cohousing project in the
southwest of England.
Springhill is a new
housing development
of 35 homes in a typical
residential area.
2
1 affordable
2 latest
3 daily
4 well-established
5 neighbourly
6 communal
3
1 well-established
2 latest
3 affordable
4 sustainable
5 daily
6 neighbourly
5
1 extravagant,
overpriced
2 infrequent,
occasional, irregular
3 hostile, unsociable,
cold
4 temporary, damaging,
wasteful
6
1 disposable
2 profiting
3 reliable
4 respect
5 suitable
6 sustain
3.4 Reading
1
3
2
1 F
2 F
3 T
4 T
5 T
6 F
3
a London becomes the
most popular tourist
destination in the
world. 7
b The Black Death kills
many Londoners. 4
c The population of
London is roughly
8,000. 1
d London has become
the biggest and
richest city in
England. 3
e London hosts the
Olympic Games. 6
f Three-storey houses
have become
common in London. 2
g The Great Fire of
London destroys 80%
of the city. 5
4
1 highly flammable
2 three-storey dwellings
3 common practice
4 cramped conditions
5 sewerage system
6 striking architecture
7 thatched roofs
5
1 striking architecture
2 cramped conditions
3 thatched roofs
4 financial hub
5 sewerage system
6 Three-storey houses
Z04_FOCUS_TB_04GLB_BR_8372_WBA.indd 183
6
1 in
2 on
3 on
4 in
5 on
6 in
3.5 Grammar
1
1 very little
2 many
3 A lot
4 too much
5 too many
2
1 A couple of my
friends are deep
thinkers, which makes
them interesting to
talk to about life’s ups
and downs.
2 Though normally
confident, many of
the people on the
stage that night were
actually very nervous.
3 4 5 Elsa’s pen broke but
luckily none of the ink
spilled out into her
handbag.
6 3
1 there are several only
children
2 so you can borrow
either of
3 All (of) the people
who attended
4 Every student
5 No animals
4
1 B
2 A
3 C
4 B
5 B
6 A
7 C
8 B
5
1 A
2 the
3 of
4 the
5 very
3.6 Speaking
language practice
1
1 joking
2 half
3 settled
4 choice
5 convinced
6 agree
7 compromise
8 saying
2
1 O
2 C
3 A
4 S
5 O
6 A
7 C
8 O
3
1 not convinced
2 Given the choice
3 completely
4 what you’re saying
5 why don’t we meet
halfway
6 must be joking
4
1 No way!
2 I know what you mean
3 could split/share
4 I guess so
5 What would you say if
6 You are absolutely
right
7 If you agree to do the
kitchen, I’ll do the
bathroom.
8 why don’t we
compromise
9 that’s settled
10 fully
3.7 Writing
1
1✗_
2✓_
3✗_
4✓_
5✓_
6✗_
7✓_
8✗_
2
1 urbanites
2 urban
3 rural
4 shrunk
5 disposable income
6 enrich
3
1 Equally
2 further
3 persuasive
4 minuses
5 considered
6 Personally
4
a 4
b 5
c 3
d 2
e 6
f 1
5
1 e
b 2b
3 c
4 f
5 a
6 d
6
Although this suggests
that life in the city may
be superior in some
ways, there are definitely
pros and cons to
metropolitan living.
… despite the fact
that cities can be
lonely and dangerous
places to live, I feel the
benefits outweigh the
drawbacks.
7
1 Although
2 Even though
3 in spite of
4 Although
5 despite
3.8 Language in
focus
1
1 both
2 whole
3 each
4 every
5 others
6 another
2
1 all the
2 both of them
3 a The whole
b every one of
4 a the others
b one of them
c another one
5 all of them
6 each of the
3.9 Use of English
1
1 C
2 B
3 D
4 A
5 D
6 B
7 C
8 C
2
1 tested each other
2 look up to
3 stopped us (from)
flying
4 will have received
5 whole of my flat
6 will have been
working
3.11 Self-check
1
1 within
2 in
3 on
4 in
5 from
2
1 run-down
2 mouth-watering
3 disposable
4 hectic
5 quaint
3
1 will be enjoying
2 will have painted
3 will be installing
4 will have been
resurfacing
5 will have owned
4
1 neither
2 no
3 deal
4 either
5 some
5
1 will have married
2 within walking
distance
3 will have been
building
4 great deal
5 at an altitude of
6
1 B
2 A
3 C
4 C
5 D
4 The cost of
living
4.1 Vocabulary
1
1 charity shop
2 greengrocers
3 department store
4 bakers
5 chemists
6 hardware store
7 butchers
8 florists
9 jewellers
10 bookstore
11 pet shop
12 newsagents
2
1 around
2 out
3 out
4 off
5 up
6 off
3
1 bring out
2 forking out
3 knock (a considerable
amount) off
4 shop around
5 snap up
6 ripped off
4
1 paid through the nose
2 you are broke
3 make ends meet
4 money to burn
5
1 f a wide range of
products
2 d a chain of stores
3 a attract customers
4 e cost a fortune
5 g value for money
6 b discounted prices
7 c niche market
6
1 attract
2 niche
3 fortune
4 chain
5 discounted
6 value
7 range
7
1 launch
2 make
3 attract
4 fill
5 spend
6 serve
8
1 make
2 cutting
3 launch
4 deal
5 supplying
9
1 off
2 splash
3 burn
4 ends
5 money
6 filled
7 market
8 owe
9 monopolised
10 raised
4.2 Grammar
1
1 you
2 he
3 they
4 you
5 it
6 we
2
1 d
2 a
3 b
4 f
5 c
6 e
3
1
1
2
2
3
3
4
4
5
5
a is
b Are you
a weren’t
b Were they
a will
b Are they
a have
b Aren’t you
a won’t
b Can’t you
4
b shall 3
c did 6
d isn’t 5
e don’t 1
f didn’t 4
g isn’t 2
5
1 do
2 will
3 shall
4 did
5 Are
6 Are
4.3 Listening
language practice
1
1 A
2 C
3 B
4 C
5 A
6 B
7 B
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Workbook answer key
2
1 even
2 slim
3 million
4 stand
5 take
6 jump
7 lifetime
8 half
3
1 Given half a
2 doesn’t stand
3 the chance of a
lifetime
4 Now’s your
5 jumped at
6 a one in a million
7 in with
8 take
4
1 have gone
2 flights
3 property
4 dresses
5 goods
4.4 Reading
1
1 B
2 C
3 A
2
1 Text C
2 Text A
3 Text C
4 Text B
3
1 B
2 B
3 C
4 A
5 B
6 C
7 C
8 A
4
1 Australia
2 they are carefully
locked away
3 their durability
4 6 months
5 agricultural compost
6 58 billion pounds
5
1 shred
2 conceal
3 switch
4 issue
5 compact
6 manufacture
7 sidestep
6
1 shred
2 issuing
3 compact
4 manufactures
5 switch
6 sidestep
7 concealed
7
1 a production
b traditional
2 a enthusiasm
b expertise
c environment
3 a producer
b perfect
4 a enthusiasts
b tradition
5 a perfection
b experts
c productive
6 a perfectionist
b traditionalist
4.5 Grammar
1
1 should
2 need to
3 mustn’t
4 ought not to
2
1 High taxes need
to be offset by
improvements in
education and
healthcare.
2 You’d better to avoid
the dark backstreets
late at night unless
you want to get into
trouble.
3 If you have a sensitive
stomach you ought
not to eat hot chillies.
4 Visitors simply must
to experience the
vibrant nightlife of
Rio during carnival
week.
5 With our affordable
design ideas you
needn’t to spend
a fortune to make
your living room look
stylish.
6 We ought to set off
early in case there are
traffic jams.
2
1 c
2 f
3 a
4 b
5 d
6 e
3
2 ought not to have
worked
3 ought to have had
4 should not have lost
touch
5 should have let
5
1 accused us of
2 a disappointment
3 Fact
4 urge
5 We were so
humiliated
6 on behalf
4
1 had to go
2 needn’t have
splashed out
3 didn’t need to cancel
4 didn’t need to bother
5 needn’t have spent
6 didn’t need to bother
5
1 need
2 didn’t have to
3 shouldn’t have
4 needn’t have
5 ought not to propose
6 didn’t need to
4.6 Speaking
language practice
1
1 is definitely the more
suitable choice
because
2 main reason that X
would be my choice
3 is much more likely
that
4 is clearly the least
suitable option
because
5 might be cheaper but
I wouldn’t choose it
because
6 isn’t the best choice if
you consider
2
1 a choice
b opt
2 a compare
b likely
c go for
3 a but
b simply
3
1 the best choice
2 why I’d opt for
3 might be cheap, but I
wouldn’t
4 main reason is that
5 Another reason I
wouldn’t pick
6 the only option that
4.7 Writing
1
1 begin
2 summarising
3 narrative tenses
4 reaction
5 happen
6 reply
3
1 took place
2 approached
3 accused
4 reason with
5 make matters worse
6 humiliated
7 decided to contact
you and complain
8 ask that you
investigate the matter
9 simply unfair to treat
10 look forward to your
reply
4
1 such
2 so
3 such a
4 such an
5 so
4.8 Language in
focus
1
1 forbidden
2 certain
3 obliged
4 sure
5 unable
6 succeeded in
2
1 wearing
2 to use
3 hitting
4 to report
5 to visit
6 entering
3
2 obliged
3 permitted
4 bound
5 unlikely
6 aren’t able
7 supposed
4.9 Use of English
1
1 B
2 D
3 A
4 C
5 B
6 D
7 B
8 D
2
1 Personally
2 fashionable
3 designer
4 affordable
5 stylish
6 quirky
7 assistant
8 enables
4.11 Self-check
1
1 cost
2 off
3 pick
4 arm
5 chain
2
1 niche
2 broke
3 launch
4 shop
5 burn
3
1 Does he
2 Is she
3 hasn’t she
4 will you
5 didn’t he
4
1 obliged
2 have brought
3 banned
4 unlikely
5 should
5
1 have
2 treat
3 for
4 knock
5 had
6
1 ought not to have
wasted
2 was supposed to have
3 are not allowed to
withdraw
4 snap up
5 am not forking out
5 The world at
your feet
5.1 Vocabulary
1
Tourism
tour guide
tour leader
travel agent
Law enforcement
judge
police officer
prison guard
Music / TV / Film
entertainer
presenter
Medicine
physiotherapist
psychologist
surgeon
2
1 qualifications
2 training
3 experience
4 terms
5 salary
6 working
7 place
3
1 stepped
2 taking
3 drawn
4 taking
5 picked
4
1 expressing
2 filled
3 expenses
4 responsibilities
5 process
6 youth
7 sense
5
1 the terms and
conditions
2 salary
3 positions
4 train
5 a date
6 qualifications in
something
7 accommodation
8 employment
6
1 sense of achievement
2 passport expired
3 express concern
about
4 living standards
5 application process
6 collective
responsibility
7 created a vacancy
8 target the pre-school
market
7
1 a campaign
b campaigners
2 a employees
b employers
3 a interviewee
b Interviewers
4 a recruits
b Recruitment
5 a review
b reviewers
8
1 B
2 C
3 B
4 A
5 C
6 B
7 C
8 A
9 A
10 C
5.2 Grammar
1
1 was babysitting
2 worked
3 had left
4 had been
2
1 is
2 you are
3 he was
4 should look
5 not to
6 you
7 loves
8 to wait
3
1 him whether the
company had filled
2 me if I had
3 us whether we had
both applied
4
1 the company had
been attempting
to target the youth
market since the year
before.
2 whether/if he could
interview me there
and then.
3 she gets a real sense
of achievement from
her job.
4 he might miss the
meeting the following
day.
5 to wait there.
6 not to forget to renew
my passport the
following month.
7 how long I had been
campaigning for a
change in the law.
5
1 to be
2 the month before
3 had voted
4 had been chosen
5 might
6 will
5.3 Listening
language practice
1
1 a drop
2 sharp
3 constant
4 rapid
5 growing
2
1 gradual decline
2 marked increase
3 unchanged
4 sharp drop
5 steady rise
4
2 rewarding
3 lucrative
4 monotonous
5 important
6 no synonym
7 stable
5.4 Reading
1
2 Technology news
3
1 D
2 C
3 A
4 B
5 C
4
1 F
2 F
3 T
4 F
5 T
6 T
5
1 at, e
2 at, d
3 on, a
4 in, b
5 to, c
6
1 in bulk
2 to the highest bidder
3 at a mark-up
4 his eye on
5 is back in the news
7
1 contrary
2 rule
3 fact
4 top
5 circumstances
5.5 Grammar
1
1 suggested
2 pointed out
3 explained
5 replied
2
1 being
2 to pay
3 them to give
4 that he would
increase
5 of
6 wearing
3
1 The sergeant ordered
his men not to shoot
unless they were shot
at.
2 I begged her not to
contact my parents
but she ignored me
and called my mum
there and then.
3 They haven’t invited
us to the mass so we
will just go straight to
the reception.
4 Taylor apologised for
being so grumpy and
explained that she
was very tired.
5 I only had a couple of
pounds but thankfully
the manager insisted
on paying for my taxi
home.
6 Jasmine didn’t
object to spicy food
as long as it wasn’t
ridiculously hot.
3
1 A
2 B
3 C
4 B
5 C
6 A
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4
1 advised us not to
work for free/that we
shouldn’t work for
free.
2 congratulated me on
getting the job.
3 urged her to visit us
again the following/
next month.
4 reminded them to
count the money
that night/that they
should count the
money that night.
5 admitted forgetting
to place the order
the day before/that
he had forgotten to
place the order the
day before.
5
1 of taking
2 to continue
3 that the weather
would be
4 the forecast had
caused
5 an American
supermarket chain for
causing
6 he had missed
5.6 Speaking
language practice
1
1 I’ve no idea
2 there’s a problem
with
3 Have you tried
4 make any difference
5 doubt that will work,
but let’s see
6 Why on earth didn’t
7 are we supposed to
do now
2
1 f
2 a
3 g
4 e
5 c
6 b
7 d
3
1 the matter with it
2 should I know
3 should’ve thought
4 time
5 you tried
6 make any difference
7 solved
5.7 Writing
1
A 3
B 2
C 1
D 4
2
1 Broadly speaking
2 Most people agree
that
3 In almost all cases
4 tend not to
3
1 In
2 tends
3 general
4 agree
5 Some
6 cases
4
1 choice
2 situation
3 results
4 cause
5 outcome
5
1 stimulating
2 greater
3 fortunate
4 dull
5 miserable
6 fascinating
5.8 Language in
focus
1
1 come, I
2 give, I
3 looks, L
4 hold, I
2
1 a across
b on
2 a of
b put
c do
3
1 look up to him
2 makes up
3 taken on
4 fallen out
5 laid off
6 picked it up
5.9 Use of English
1
1 monotonous
2 rewarding
3 accountant
4 entertainment
5 celebrations
6 totally
7 secrecy
8 unemployed
2
1 suggested that we
2 takes on
3 should have read
4 warned me not
to spend/against
spending
5 is likely to reply
6 put too much
pressure on
5.11 Self-check
1
1 expires
2 take
3 contrary
4 step down
5 vacancy
2
1 applicants
2 recruitment
3 monotonous
4 achievement
5 campaigners
3
1 denied taking
2 objected to working
3 reminded me to turn
off
4 blamed me for not
finishing
5 advised Joan not to
leave
4
1 came
2 look
3 get
4 fell
5 laid
5
1 insisted on preparing
a draft
2 suggested wearing/
suggested we wear/
suggested that we
should wear our new
jumpers
3 Bob had handed in
his
4 had cut out
5 made up for
6
1 D
2 B
3 C
4 D
5 A
6 True or false?
6.1 Vocabulary
1
1 long
2 oval
3 well
4 blonde
5 pale
6 broadly
2
1 dark-skinned
2 wavy-haired
3 wide-eyed
4 round-faced
5 untidy-looking
6 elegantly-dressed
3
1 authentic
2 misleading
3 distort
4 sensationalise
5 fake
6 doctored
7 deceive
8 manipulate
9 illusion
4
1 a at
2 a with
b pinch
3 a responsibility
b for
4 a for
b granted
5 a of
b context
6 a pride
b in
5
1 B
2 B
3 A
4 B
5 C
6 A
6
1 reaching
2 faced
3 timed
4 tax
5 streetwise
6 Kind
7
1 B
2 A
3 C
4 A
5 C
8
1 out of context
2 take pride in
3 two-faced
4 create the illusion
5 far-fetched
6.2 Grammar
1
1 c, If you read the
instructions, you’ll be
able to do it yourself.
2 a, If you didn’t know
it was computer
animation, you
wouldn’t believe it
wasn’t real.
3 b, I wouldn’t have
believed it if I hadn’t
seen it with my own
eyes.
4 d, If Pinocchio tells
the truth, his nose
doesn’t grow.
2
1 provided/providing
2 unless
3 Unless
4 Provided/Providing
5 provided/providing
6 unless
3
1 Suppose the Apollo
moon landings had
been fake, b
2 Supposing I said I
didn’t want to go to
university, e
3 Imagine we didn’t
have to go to school
today, d
4 Imagine you had been
born 50 years ago, a
5 Supposing we could
live anywhere, c
6 Imagine you could
have any job, f
4
1 Should I not return
2 Were Helen not so
two-faced
3 Had the
announcement not
been so ill-timed
4 Should you see
Meredith
5 Were it not summer
5
1 Unless
2 Had
3 provided
4 were
5 Imagine
6 would
6.3 Listening
language practice
1
1 for
2 on/about
3 through
4 on/for
5 about
6 about
7 through
8 about
2
1 to stay
2 remain
3 painting
4 using
5 to remain
6 writing
7 to achieve
8 holding
4
1 a belief
b believable
2 a fairness
b fair
3 a equal
b equality
4 a anonymous
b anonymity
5 a loyal
b loyalty
6 a enigma
b enigmatic
7 a mystery
b mysterious
6.4 Reading
1
2
2
A 3
B 1
C 5
D 4
E 2
F 3
1 –
2 E
3 A
4 –
5 D
6 C
7 B
4
best-known (gangster),
self-confident (man),
six-hour (process),
all-important, redfaced, empty-handed,
multimillion dollar
(operation)
5
1 high-speed
2 left-handed
3 self-service
4 half-price
5 low-calorie
6 slow-moving
6
1 ran away
2 go through
3 take in
4 settle in
5 look into
6 turned up
6.5 Grammar
1
1 b
2 a
3 d
4 c
2
1 a/c
2 b/d
3 b/c
4 a/d
5 a/c
3
1 liked
2 ‘d kept
3 ‘d have
4 ‘d have left
4
1 a wouldn’t look
b hadn’t been
airbrushed
2 a was/were
b would’ve let
3 a would be
b hadn’t forgotten
4 a would have driven
b wasn’t/weren’t
5 a wouldn’t have
b hadn’t had
5
1 wouldn’t have met
2 had turned left
3 had dresssed
4 wouldn’t have been
5 would have seen
6 had brushed
6.6 Speaking
language practice
1
1 Frankly
2 Sadly
3 Clearly
4 honest
5 Regrettably
2
1 R
2 W
3 U
4 R
5 W
3
2 one obvious
disadvantage is that
3 quite important I
think, because
4 well as reducing their
energy consumption,
other things include
5 I don’t have a strong
opinion about
b 2
c 5
d 3
e 4
4
1 explain
2 argued
3 Regrettably
4 firmly
5 Obviously
6 significant
7 advantage
8 suppose
6.7 Writing
1
6 Restate your main
opinion.
2 Say which two points
of view or aspects will
be discussed.
4 Expand the
discussion by giving
examples.
7 Include a final
comment.
5 Use a linking phrase
to introduce a
conclusion
3 Discuss different
aspects of the issue
and support the main
opinion you stated in
the introduction.
2
1 intention
2 perspective
3 terms
4 consider
5 issue
6 considered
3
A 3
B 1
C 4
D 2
4
While these attitudes
are very different,
they both seem
unsatisfactory in one
way or another.
5
1 a Adults understand
that not everything
is affordable,
whereas/while
children find this
more difficult to
appreciate.
b While adults
understand that
not everything
is affordable,
children find this
more difficult to
appreciate.
2 a Older viewers are
aware that adverts
are designed
to manipulate
emotions while/
whereas many
children are not
mature enough to
realise this.
b Whereas older
viewers are aware
that adverts
are designed
to manipulate
emotions, many
children are not
mature enough to
realise this.
3 a Certain experts
say such marketing
techniques should
be banned, while/
whereas others
admit that banning
adverts will not
stop children
wanting things.
b While certain
experts say
such marketing
techniques should
be banned, others
admit that banning
adverts will not
stop children
wanting things.
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4 a Some people
believe advertisers
are to blame while/
whereas other
people argue
that it is parents’
responsibility to
control what their
children watch.
b Whereas some
people believe
advertisers are
to blame, other
people argue
that it is parents’
responsibility to
control what their
children watch.
6.8 Language in
focus
1
1 A
2 C
3 C
4 B
5 C
6 B
2
1 purity
2 believable
3 pacifists
4 creation
5 dependent
6 employment
3
1 succeed
2 relationships
3 importance
4 trust
5 communication
6 innovative
6.9 Use of English
1
1 D
2 D
3 A
4 D
5 B
6 C
7 D
8 C
2
1 about
2 such
3 If
4 had
5 can
6 told
7 many
8 Unless
6.11 Self-check
1
1 turned
2 genuine
3 fake
4 distorted
5 stupidity
2
1 wouldn’t be angry
with her if she hadn’t
got involved
2 had a wrinkle-free
face, she would have
got the role
3 I weren’t / wasn’t very
busy, I would have
sent you
4 wouldn’t have talked
to him about his
mortgage if he hadn’t
lied
5 hadn’t started taking
photos of us at home,
we would feel
4
1 C
2 A
3 C
4 B
5 A
5
1 pinch
2 doctored
3 look into
4 stony-faced
5 face
6
1 unless they break
2 Supposing you find
3 you hadn’t forgotten
4 wouldn’t have
5 out of context
7 Log on
7.1 Vocabulary
1
1 a attachment
b attached
c Send
2 download
3 a Click
b icon
4 open
5 Save
6 Visit
7 surf
8 Text
2
1 A
2 B
3 C
4 B
5 A
6 A
3
1 diabetes
2 high blood pressure
3 repetitive strain injury
4 addiction
5 joint pain
6 eye strain
7 obesity
4
1 eye strain
2 insomnia
3 diabetes
4 repetitive strain injury
5 joint pain
6 high blood pressure
7 addiction
5
1 at his fingertips
2 long attention span
3 At the expense of
4 sedentary lifestyles
5 played a crucial role
6 withdrawal symptoms
7 address the issue
6
1 a
2 f
3 g
4 d
5 e
6 c
7 b
7
1 C
2 B
3 A
4 A
5 C
8
1 repetitive
2 role
3 fingertips
4 lifestyle
5 at
3
1 doubt
2 made
3 in
4 were
5 unless
7.2 Grammar
1
1 are created using a
3D printer.
2 is being designed by
Lodge Computers.
3 was being used to
solve a variety of
problems.
4 has been completed
by 50% of the
students.
5 will be delivered
within 48 hours.
2
1 approached
2 have been
3 had been
4 have been
5 being
6 be
7 had
8 have been
3
1 being told
2 to be sent
3 to be treated
4 being taken over
5 being asked
6 to be beaten
4
1 is being bought
2 is going to be given
3 has been promised
4 was offered to Brian
5 had been/was taught
5
1 be
2 have been
3 was
4 were
5 to be
6 being
7.3 Listening
language practice
1
1 B
2 C
3 C
4 A
5 B
6 C
7 A
8 B
2
a basic,
b top-of-the-range
3
1 mid-range
2 premium
3 custom-made
4 branded
5 own brand
6 cutting-edge
7 user-friendly
4
1 user-friendly
2 premium
3 mid-range
4 cutting-edge
5 own brand
6 branded
7 custom-made
5
1 external drive
2 handset
3 sat-nav
4 remote control
5 landline
7.4 Reading
1
A Safety
B Parking
C Free time
D Congestion
E Environment
F Freedom
2
1 B
2 C
3 B
4 A
5 B
6 C
3
1 break
2 behind
3 reverse
4 circles
5 winding
6 eight-lane
7 dealership
8 licence
9 run
4
1 driving in circles
2 behind the wheel
3 Diving licence
4 the school run
5 car dealership
6 winding country roads
7 breaking the speed
limit
8 Eight-lane motorways
9 reverse parking
5
1 casting an eye
2 browsed
3 beamed
4 dashing around
5 wandering around
6 stare
7 frowning
7.5 Grammar
1
1 felt
2 think
3 understand
4 agreed
5 expect
2
1 There
2 It
3 It
4 There
5 It
3
1 It is thought that
2 There are understood
to be
3 It was agreed by
4 am expected not to
be
4
1 are known to have
woken
2 are not believed to
have been
3 there are understood
to be
4 is considered to be
5 it is thought that
6 are caused by
7 It is also said that
5
1 known
2 It
3 were believed
4 to have
5 There
6 be passing
7.6 Speaking
language practice
1
1 words
2 with
3 What
4 follow
5 meant
6 lost
7 understand
8 mean
9 precisely
10 pretty
11 saying
2
2 S
3 C
4 S
5 C
6 S
7 U
8 S
9 C
10 C
11 U
3
Conversation 1
b I’m not sure I’m
following you
c Yes, that’s exactly it
1 Yes, that’s exactly it
2 I’m not sure I’m
following you
2
1 practising
2 practice
3 breathe
4 affecting
5 advise
6 breath
7 effect
Conversation 2
a What I meant was
b Are you saying
c That’s not quite what I
meant
d I’m not with you
3 I’m not with you
4 Are you saying
5 That’s not quite what I
meant
6 What I meant was
3
1 economic
2 historic
3 conscious
4 occasion
5 continual
Conversation 3
a that’s pretty much it
b I’m afraid you’ve lost
me there
c If I understand you
correctly you mean
d in other words
7 in other words
8 that’s pretty much it
9 I’m afraid you’ve lost
me there
10 if I understand you
correctly you mean
4
1 What
2 do
3 Shall
4 to buy
5 been
6 ask
7.7 Writing
1
1 Undoubtedly, there
are certain benefits to
this idea.
2 The evidence may
be strong, but
nevertheless some
people refuse to
accept it.
3 It may actually be
very easy to make this
happen.
4 That said, there are
also convincing
reasons to object to
this.
5 As long as the rules
are followed, this
approach seems
acceptable.
6 Provided that
everyone agrees,
this appears to be an
effective solution.
2
A 3
B 1
C 4
D 2
3
1 undoubtedly
2 yet
3 Even
4 Without
5 actually
6 Providing
7 doubt
4
1 as
2 Since
3 because
4 since
5 Due to
6 Due to
7.8 Language in
focus
1
1 C
2 B
3 B
4 A
5 C
6 C
4
1 Currently
2 complements
3 Eventually
4 compliment
5 possibly
7.9 Use of English
1
1 C
2 C
3 D
4 B
5 A
6 C
7 D
8 B
2
1 recently
2 engineering
3 reality
4 movements
5 unlike
6 repetitive
7 revolutionise
8 undeniably
7.11 Self-check
1
1 eye strain
2 withdrawal
3 updated
4 hectic
5 frowned
2
1 bookmark
2 landline
3 insomnia
4 wander
5 sedentary
3
1 being forced
2 have been charged
3 had been sent
4 to be installed
5 being criticised
4
1 was thought that
2 is said to have had
3 were estimated to be
4 is claimed to cause
5 is known to have
revolutionised
5
1 be
2 who
3 as
4 were
5 fingertips
6
1 undoubtedly
2 unlimited
3 beneficial
4 privacy
5 advance
8 Around the
Globe
8.1 Vocabulary
1
1 cliff
2 dam
3 glacier
4 pond
5 stream
2
1 melts
2 drought
3 float
4 foothills
5 fossil fuels
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3
1 species
2 tides
3 currents
4 whirlpools
5 nutrients
6 prey
4
1 sewage
2 rubbish tips
3 industrial
4 contaminants
5 hazard
5
1 A
2 C
3 B
4 C
5 B
6
1 poisoning
2 oil
3 slide
4 shore(s)
7
1 C
2 A
3 A
4 B
5 B
6 B
7 C
8 C
9 B
10 A
8.2 Grammar
1
1 was/were
2 wouldn’t upload
3 didn’t suffer
4 would buy
2
1 didn’t
2 are
3 didn’t
4 is
5 has
3
1 drove (instead of me)
2 I had set
3 you bought your
girlfriend
4 had learned/learnt to
swim
5 not sit
4
1 could have gone on
holiday
2 had lived in a big city
3 didn’t live alone
4 wasn’t/weren’t so
tired
5
1 invested
2 could
3 made
4 had spent
5 had begun
6
1 had remembered
2 started
3 could remember
4 stay
5 was
6 liked
8.3 Listening
language practice
1
1 natural
2 campaigner
3 adolescence
4 powerful
5 shocking
6 undoubtedly
7 dependent
8 childhood
9 competitive
10 aggressive
2
1 out of
2 closed
3 enquiring
4 no
5 back
6 fresh
7 on
3
1 lost
2 fresh
3 Enquiring
4 on
5 out of
6 closed
4
1 d
2 a
3 c
4 e
5 b
8.4 Reading
1
2 extinction
2
1 C
2 A
3 B
4 A
5 D
6 C
7 D
8 A
9 B
10 C
3
1 T
2 F
3 T
4 F
5 F
6 T
7 F
8 T
4
1 widespread
2 partial
3 enormous
4 severe
5 immigration
6 herbivore
7 shrink
8 ancient
5
1 severe
2 eventual/distant
3 widespread
4 ancient
5 slight
6 miniscule
7 carnivore
8 immigration
9 partial
6
1 a vastness
b vast
2 a injured
b injury
3 a rag
b ragged
4 a thirst
b thirsty
5 a growth
b grown
6 a poisonous
b poison
8.5 Grammar
1
1 If you don’t do any
exercise at all, I’m not
surprised you feel
unwell so often.
2 I’m sorry I was so rude
to you. I’ve had a
difficult day.
3 The question is, are
you going to do it
again?
4 I don’t know why on
earth you didn’t call
me first to check.
5 I am absolutely
convinced she is
telling the truth.
2
1 what scientists
managed to do was
2 Never before has
there been
3 Not only did
4 What is most amazing
is that
5 It’s these kinds of
achievements that
3
1 happened was
2 have I
3 It’s
4 is that
5 we are
6 he did was
7 have the
temperatures
8 do you
4
1 It was a documentary
about a man
snowboarding on
an iceberg that
distracted him.
2 What the film crew
did was fly out to the
North Atlantic by
helicopter.
3 What happened was
they dropped the
man onto the top of
the huge iceberg.
4 All the man did was
ride down it for about
half a minute, but the
shots were amazing.
5 Never had Ryan
seen anyone
snowboarding in such
an unusual place.
6 What he found most
impressive was the
effort that the whole
team went to.
5
1 C
2 A
3 B
4 C
5 B
6 A
8.6 Speaking
language practice
1
1 contact
2 involved
3 notes
4 forget
5 invite
2
1 You may be
wondering why I’ve
chosen to talk about,
e
2 We are probably all
familiar with, a
3 You may already know
that, c
4 You might not know
that, f
5 That’s all from me, b
6 If anyone has any
questions, please feel
free to ask now, d
3
1 plan
2 aware
3 heard
4 realise
5 listening
6 found
4
A
1 Have you ever tried
holding your breath
for more than a
minute? It’s not easy
is it? Well today
2 I plan to explain how
we can train ourselves
to easily hold our
breath for longer. So
let’s
3 get going. Now
perhaps you have
heard of an extreme
sport called free
diving.
4 You may be aware
that free divers
are able to stay
underwater for
several minutes at a
time
5 but did you know
that the world record
holder is able to hold
his breath for almost
10 minutes?
B
1 OK everyone, that’s
2 all from me. I’d like to
thank you
3 for listening and I hope
4 that you found
the presentation
interesting.
5 If you would like to
ask any questions,
6 please feel free to do
so now.
8.7 Writing
1
1 c
2 e
3 a
4 d
5 f
6 b
2
1 cultural heritage
2 diverse landscapes
3 environmental impact
4 natural beauty
5 sustainable tourism
6 wildlife protection
3
1 in
2 from
3 banks
4 by
5 so
6 Whereas
7 Even though
8 as
9 Since
10 Although
4
1 such
2 whereas
3 Having
4 despite
5 Being
6 so
7 Since
5
1 Being
2 Despite
3 Even though
4 while
5 Due
6 Because
8.8 Language in
focus
1
1 disallow
2 postwar
3 misbehave
4 illogical
5 rebuild
6 underpaid
7 pro-democracy
8 uneven
9 unfair
10 overwork
11 anti-corruption
12 pre-existing
13 insensitive
14 imperfect
2
1 disobedient
2 rewritten
3 misunderstood
4 pre-installed
5 imperfection
6 multilingual
7 anti-acne
8 underfeeding
9 irrelevant
3
1 irresponsibly
2 unmarried
3 undercook
4 disabled
3
1 lose
2 take
3 look
4 have
5 be
8.9 Use of English
4
1 was passionate about
2 lost (her) temper
3 took pride in
4 had her priorities
straight
5 look back on
1
1 that/which
2 a
3 had
4 each
5 the
6 What
7 as
8 in
2
1 would/’d rather you
didn’t
2 if I hadn’t worked
3 they did was to study
4 shouldn’t have
complained
5 is thought to have
been
6 only did we stay
House
1
1 block
2 residential
3 distance
4 appliances
5 rental price
6 convenient
7 unfurnished
8 run-down
9 noisy
10 safe
2
1 b
2 f
3 a
4 d
5 c
6 e
8.11 Self-check
1
1 contaminant
2 acid
3 sewage
4 species
5 current
3
1 household/domestic
chores
2 doormat
3 bill
4 campus
5 resident
2
1 thirst
2 whirlpools
3 poisoning
4 tips
5 hazard
3
1 stopped
2 hadn’t allowed
3 planted
4 hadn’t given
5 had installed
School
1
1 paid attention
2 fell behind
3 passed
4 signed up
5 drama
6 active learning
7 degree
4
1 Under no
circumstances
2 Never before
3 All that happened
4 It was James
5 Not only
2
1 A
2 C
3 A
4 C
5 B
5
1 drought
2 incomparably
3 environmentalists
4 starvation
5 inaccessible
6
1 What Mark needs to
do
2 wish we had
preserved
3 would rather you
thought
4 only we could join you
5 have we dumped
VOCABULARY
BANK –
PRACTICE
EXERCISES
People
1
1 self-confident
2 immature
3 sporty
4 rebellious
5 persistent
6 fussy
7 strict
8 reliable
9 sensible
10 protective
2
1 dyed
2 hazel
3 outfit
4 tight
5 baggy
6 high heels
7 twenties
8 wrinkle-free
9 acne
10 slouch
3
1 attended (a
photography) course
2 doing research
3 skip (two) lessons
4 take exams
5 dropped (a) course
Work
1
1 steady
2 tedious
3 commute
4 underpaid
5 left
6 applications
7 gain (new) skills
8 work from home
9 rewarding
10 well-paid
2
similar
meaning
commute
opposite
meaning
travel to
work
hire
take on
do an
gain skills
apprenticeship
steady job
secure
profession
work from
home
lay off
be in charge
monotonous
find
employment
fulfilling
resign
interesting
resign
tedious
accept a
post
rewarding
step down
working
freelance
unsatisfying
accept a post
187
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Workbook answer key
Family and social
life
1
1 h
2 g
3 e
4 i
5 d
6 a
7 b
8 c
9 f
2
1 ex-husband
2 fell in love
3 drifted apart
4 long-distance
relationship
5 single mother
6 bring up my son
7 circle of friends
8 immediate family
9 worth the effort
Food
1
1 f
2 d
3 a
4 c
5 g
6 h
7 b
8 e
2
1 B
2 C
3 C
4 A
5 C
Shopping and
services
1
1 bargain
2 cash
3 staff
4 launch
5 counter
6 reduced
7 sales
2
1 e
2 c
3 h
4 b
5 d
6 f
7 a
8 g
3
1 discounted price
2 niche market
3 shopping centres
4 earns a living
5 auction house
6 cost of living
Travelling and
tourism
1
1 forest
2 sports facilities
3 dull
4 cruise ship
5 cycle lane
6 river bank
7 mainland
8 take off
2
1 world-class
restaurants
2 vibrant nightlife
3 breathtaking views
4 tour operator
5 tourist destinations
6 picturesque
7 charted the route
8 set off
9 cruise ship
10 landmarks
11 market squares
12 cobbled
Culture
The natural world
1
1 B
2 B
3 A
4 C
5 B
6 C
1
1 h
2 i
3 e
4 b
5 g
6 a
7 c
8 d
9 f
2
mass media: review,
editor, TV crew, piece
of news
photography: photo
exhibition, selfie, to
zoom in, airbrushed
art: paintbrush, stencil,
watercolours, graffiti
2
1 climate change
2 average temperatures
3 global warming
4 fossil fuels
5 renewable energy
6 carbon dioxide
7 industrial waste
8 acid rain
9 national parks
Sport
1
1 E
2 F
3 A
4 D
5 C
6 B
3
1 fertilisers
2 wildlife
3 reptiles
4 pollutants
5 environment
6 earthquake
7 prey
2
1 keep fit
2 go cycling
3 score (any) goals
4 beat (their)
opponents
5 broke (world) records
6 ride (my) bike
4
1 camels
2 a sheep
2 b farm
3 glaciers
4 graceful
5 stream
6 nesting
7 waves
8 icebergs
Health
1
1 B
2 C
3 A
4 B
5 D
6 D
7 A
5
E
N
1 M A H A T M A
G A N D H I
2 A B R A H A M
L I N C O L N
I
3 H O U S E S
O F
P A R L
H
2
1 poisoning
2 injured
3 circulation
4 breathe
5 weight
6 illness
7 digestive
8 obsessed
4 W A L
5 C A L
Science and
technology
1
I
W E I G H
P R E S
A D V A N
A T T A C
C O
D I S C
E V O
E X P L
N V E S T I
A N A L
2
1 preservation
2 attachment
3 advancement
4 conclusion
5 Evolution
3
1 to
2 out
3 on
4 off/(on)
5 to
6 up
7 in
8 on
4
1 carry out
2 contribute to
3 access to
4 click on
5 rise in
6 on the horizon
7 set up
8 switch off
T L E S
E R V A
C E M E
H M E N
N C L U
O V E R
L U T I
O S I O
G A T I
Y S I S
S
T
N
T
S
Y
O
N
O
N E S S
I O N
T
I O N
N
N
I
S T R E E T
P
E
F O R N I A
G O L D
K
6 A B O R I G I N E S
N
G
I
A M E N T
L
7 W I N S T O N
8 B A R A C K
C
O
U
9 N O T T I N
T
10 P E A R L
H A R
I
11 B I G
B E
S
R U S H
H U R C H
B A M A
I
G
L
H
I
L
L
L
B O R
N
State and society
1
1 under
2 away
3 in
4 from
5 of
6 to
7 out
8 in
9 of
2
1 h
2 e
3 d
4 a
5 g
6 c
7 f
8 b
3
1 peaceful protests
2 indigenous cultures
3 fair treatment
4 security alarm
5 cyber crime (and)
identity theft
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Photocopiable Resources – Instructions
Photocopiable resources
Contents
Resource
Unit 1
Language point
When to use
Time
(minutes)
Do your best
1
FAQ
Education and character
After 1.1 Vocabulary, p. 12–13
10
2
Test yourself pairwork
activities
Vocabulary: education and character
After 1.1 Vocabulary, p. 12–13
10
Grammar: present and past habits
After 1.2 Grammar, p. 14
10
3
The adverb formation
maze
Derivation of the adverbs from the text After 1.4 Reading, p. 16–17
Lighting the spark of learning
8
4
In love with my bike
Verb patterns
After 1.5 Grammar, p. 18
12
5
Anonymous writers
-ing forms
After 1.8 Language in focus, p. 22
15
6
Learning how to …
Describing photos
Before Focus review 1, Speaking, Ex.
9, p. 25
15
7
The aim of this report …
Summarising information and making
recommendations
Before Focus review 1, Writing,
Ex. 11, p. 25
15
Unit 2
It takes all sorts
8
What a smashing New
Year’s Eve party it was!
Collocations related to parties
After 2.1 Vocabulary, p. 26–27
10
9
Test yourself pairwork
activities
Vocabulary: family and celebrations
After 2.1 Vocabulary, p. 26–27
10
Grammar: Past Perfect Simple and
Continuous
After 2.2 Grammar, p. 28
10
10 Reading body language in Collocations related to body language
a club
After 2.4 Reading, p. 30–31
10
11 To put or not to put
a comma, that is the
question!
Commas in relative clauses
After 2.5 Grammar, p. 32
10
12 Just think of someone
Collocations
After 2.8 Language in focus, p. 36
10
13 Tell me about a family
celebration
Describing photos and answering
questions about a photo
Before Focus review 2, Speaking, Ex.
9, p. 39
15
14 Conflicts between
generations
Words related to family problems and
identifying techniques used to write
an article
Before Focus review 2, Writing,
Ex. 11, p. 39
15
15 A whistle-stop tour of
European cities
Cities
After 3.1 Vocabulary, p. 40–41
10
16 Text a fortune-teller
Future forms
After 3.2 Grammar, p. 42
10
17 The Frequent Flyer Quiz
Words from the text Life on board the
International Space Station
After 3.4 Reading, p. 44–45
10
18 Test yourself pairwork
activities
Vocabulary: cities
After 3.1 Vocabulary, p. 40–41
10
Grammar: quantifiers
After 3.5 Grammar, p. 46
10
19 Check the door
Determiners
After 3.8 Language in focus, p. 50
15
Unit 3
A place to live
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Photocopiable resources – Contents
Language point
20Doing up a flat
Words related to home, suggesting,
Before Focus review 3, Speaking,
objecting, compromising and agreeing Ex. 8, p. 53
15
21Advantages and
disadvantages of …
Words related to renting accommodation Before Focus review 3, Writing,
and writing a ‘for and against’ essay
Ex. 10, p. 53
15
22Good value for money
Money and shopping
After 4.1 Vocabulary, p. 54–55
12
23Question tag dominoes
Question tags
After 4.2 Grammar, p. 56
10
24I bet my best pair of jeans Word formation
that it’s correct!
After 4.4 Reading, p. 58–59
8
25Test yourself pairwork
activities
Vocabulary: shopping and money
After 4.1 Vocabulary, p. 54–55
10
Grammar: question tags and reply
questions
After 4.5 Grammar, p. 60
10
26The focus of our debate
today is …
Modality
After 4.8 Language in focus, p. 64
15
27I am writing to complain
about …
Expressing complaints and writing
a letter of complaint
Before Focus review 4, Writing,
Ex. 8, p. 67
10
28What would you do if you
won a lot of money?
Money
Before Focus review 4, Speaking, Ex.
9, p. 67
10
Unit 4
Unit 5
When to use
Time
(minutes)
Resource
The cost of living
The world at your feet
29A short stint in a zoo
Employment
After 5.1 Vocabulary, p. 68–69
8
30Who said it?
Reported Speech
After 5.2 Grammar, p. 70
12
31These two are taboo
Words from the text on gender roles
After 5.4 Reading, p. 72–73
10
32Test yourself pairwork
activities
Vocabulary: employment
After 5.1 Vocabulary, p. 68–69
10
Grammar: reporting verbs
After 5.5 Grammar, p. 74
10
33Let’s focus on phrasal
verbs
Phrasal verbs
After 5.8 Language in focus, p. 78
10
34Work and study
Words related to work, generalising
and describing consequences
Before Focus review 5, Writing,
Ex. 9, p. 81
10
35On the contrary
Appearance and media
After 6.1 Vocabulary, p. 82–83
10
36Test yourself pairwork
activities
Vocabulary: truth and lies
After 6.1 Vocabulary, p. 82–83
10
Grammar: Conditionals
After 6.2 Grammar, p. 84
10
37Noughts and crosses
Words from the text The imposter
After 6.4 Reading, p. 86–87
10
38Mix them well together
Mixed conditionals
After 6.5 Grammar, p. 88
10
39Society in focus
Word formation
After 6.8 Language in focus, p. 92
15
40Choosing and rejecting
Choosing, rejecting, comparing
and contrasting options, expressing
opinions tentatively and justifying a
choice
Before Focus review 6, Speaking,
Ex. 8, p. 95
12
41Personally, I think …
Expressing a point of view and writing
about different aspects of an issue
Before Focus review 6, Writing,
Ex. 11, p. 95
15
Unit 6
True or false?
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Photocopiable resources – Contents
Resource
Time
(minutes)
Language point
When to use
42One down. Two across.
Technology and the effect it has on
people
After 7.1 Vocabulary, p. 96–97
10
43Quick teen survey
Advanced passive forms
After 7.2 Grammar, p. 98
15
44At-signs, hashes and
asterisks
Word formation
After 7.4 Reading, p. 100–101
12
45Test yourself pairwork
activities
Vocabulary: health
After 7.1 Vocabulary, p. 96–97
10
Grammar: passive reporting structures
After 7.5 Grammar, p. 102
10
46Nought on the confusion
scale
Easily confused words
After 7.8 Language in focus, p. 106
20
47How has technology
developed?
Words related to technology, explaining Before Focus review 7, Speaking,
points of view and justifying opinions
Ex. 8, p. 109
12
48Pros and cons of e-books
Words related to e-books, expressing
certainty, contrast and a condition
Before Focus review 7, Writing,
Ex. 10, p. 109
12
Unit 7
Unit 8
Log on
Around the globe
49Save the polar bear cubs
The natural world
After 8.1 Vocabulary, p. 110–111
12
50Vote for us
Unreal past
After 8.2 Grammar, p. 112
15
51Do you have itchy feet?
Journeys
After 8.4 Reading, p. 114–115
10
52Test yourself pairwork
activities
Vocabulary: the natural world
After 8.1 Vocabulary, p. 110–111
10
Grammar: emphasis – cleft sentences
and inversion
After 8.5 Grammar, p. 116
10
53We’re word builders!
We’re bricklayers!
Word formation
After 8.8 Language in focus, p. 120
15
54Different shades of green
Words related to the environment and
presenting one’s opinion
Before Focus review 8, Speaking,
Ex. 8, p. 123
15
55Eco-holidays
Expressing an opinion, concession,
contrast, reason, cause and result
Before Focus review 8, Writing,
Ex. 11, p. 123
15
Revision
A: after Focus review 4, Ex. 5, p. 66
B: after Focus review 7, Ex. 5, p. 108
12
12
57Gapped text
A: after Focus review 3, Ex. 5, p. 52
B: after Focus review 8, Ex. 5, p. 122
20
20
58Word building
After Focus review 1, Ex. 5, p. 24
20
59Word building cloze
A: after Focus review 2, Ex. 5, p. 38
B: after Focus review 5, Ex. 5, p. 80
20
20
60Transformations
A: after Focus review 1, Ex. 6, p. 24
B: after Focus review 2, Ex. 7, p. 39
C: after Focus review 4, Ex. 6, p. 66
D: after Focus review 5, Ex. 6, p. 80
20
20
61Sentence formation
A: after Focus review 3, Ex. 6, p. 52
B: after Focus review 6, Ex. 6, p. 94
12
12
62Mini-test 1
After Focus review 6, Ex. 6, p. 94
15
63Mini-test 2
After Focus review 7, Ex. 6, p. 108
15
64Mini-test 3
After Focus review 8, Ex. 6, p. 122
15
Language in use
56Multiple choice
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Photocopiable resources
Teacher’s notes
Unit 1 Do your best
1 FAQ
(1.1 Vocabulary)
Aim: to practise words related to education and character
Interaction: pairs
Type of activity: concept-checking questions
Time: 10 minutes
Materials: 1 set of 12 cards per pair
In class: (1) Copy the worksheet and cut out the cards as
indicated. (2) Tell students they are going to work in pairs
and give each pair one set of cards. They put the cards
face down in a pile. (3) Students take turns to pick up one
card at a time. They ask each other the questions. It is
important that the questions are read out and not shown.
There are only yes/no questions. When the answer is no,
students also have to justify their answer. They collect
the questions they answered correctly as points. (4) Ask
students about the result of their games.
2 Test yourself pairwork
activities
(1.1 Vocabulary; 1.2 Grammar)
Aim: to practise vocabulary and grammar from Unit 1
Interaction: individual/pairs
Type of activity: Gap-filling and multiple choice
Time: 10 minutes
Materials: 1 worksheet per pair
In class: (1) Copy the worksheet and cut it into two
halves as indicated. (2) Tell students they are going
to work individually at first. Hand out the worksheets.
After Vocabulary lesson 1.1 ask students to complete
Exercises 1 and 2. After Grammar lesson 1.2 ask students
to complete Exercise 3. (3) Tell them to take 5 minutes
to complete the exercise(s). (4) When they have finished,
ask the pairs to take it in turns to read each other
their answers. Their partner checks whether they have
completed the exercise(s) correctly and offers feedback.
3 The adverb formation maze
(1.4 Reading)
Aim: to practise the derivation of the adverbs from the
text Lighting the spark of learning
Interaction: individual
Type of activity: word formation and gap-filling
Time: 8 minutes
Materials: 1 worksheet per student
In class: (1) Tell students they are going to work
individually and hand out the worksheets. Students will
have to find their way through the maze using ‘a torch with
a special -LY beam of light’. They can only move forward
once they have formed an adverb from the word given.
Tell students that apart from adding the -ly suffix, other
changes may be necessary, e.g. interest + -ing + -ly =
interestingly. This part of the activity can also be done
as a race. (2) When everyone has finished, give students
the correct answers. (3) Get students to complete the
sentences with the adverbs from the maze. (4) Finally,
check answers with the whole class.
Optional follow up: Students make other words using
the remaining root words from the maze. Set a time limit
of 5 minutes. Tell students to look at the text Lighting the
spark of learning on p. 16–17 in the Students’ Book again
and check if their words appear in the text and if there
are any words they have not come up with.
Answers:
Maze solution: successfully – freely – hugely –
surprisingly – regularly – significantly – minimally
The remaining adverb derivations (placed in dead ends
of the maze): curiously, radically
Other possible derivations from the text: curiosity, fulfil,
ability, entitled, outdated, winner, adjoining
Sentences: 1 hugely 2 significantly 3 Surprisingly
4 regularly 5 freely 6 minimally
4 In love with my bike
(1.5 Grammar)
Aim: to practise verb patterns
Interaction: individual/pairs
Type of activity: gap-filling and information exchange
Time: 12 minutes
Materials: 1 worksheet per student
In class: (1) Tell students they are going to work
individually at first. Ask them to complete the gaps
with the correct form of the verbs in brackets. (2) When
everyone has finished, check answers with the whole
class. (3) Students answer the questions for themselves.
(4) Then they interview their partner and take notes of
their answers to find out what they have in common.
(5) Ask students to report their findings, e.g. We both
fancy riding our bikes today. (We may well go somewhere
together.)
Answers:
1 learning 2 to ride 3 to wear 4 to listen 5 cycling
6 biking 7 ride 8 to lend 9 going 10 riding
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Photocopiable resources – Teacher’s notes
5 Anonymous writers
(1.8 Language in focus)
Aim: to practise -ing forms
Interaction: groups of ten
Type of activity: writing and information exchange
Time: 15 minutes
Materials: 1 set of 10 cards per group
In class: (1) Divide students into groups of ten and give
each student a work card. Write education or school on
the board. Tell students to complete their cards with
their own opinions to do with the topic on the board.
Encourage them to elaborate on the points. Also remind
them not to show their cards to each other or sign them.
Set a time limit of 7 minutes. Monitor students’ writing
and help with any queries. (2) When everyone has
finished, ask students in each group to put their cards
face down in a pile. Get students to draw one card from
the file. If they happen to draw their own card, they must
put it back and draw another one. (3) Students read the
cards they have drawn and guess who wrote them. They
can take turns to say who, in their opinion, wrote the card
and why they think so. The student considered to be the
author of the card has to confirm or deny it. Alternatively,
students may mingle and ask yes/no questions to find
the author of their card, in which case you should give
an example question: Do you think there’s no point
in studying languages because there aren’t jobs for
language teachers? (4) Finally, you may ask students to
say who wrote the card and repeat what they read, e.g.:
T: Do you know who wrote your card? A: Yes, it was
Marco. T: What did he write?/What does it say? A: It says
that he often wastes time surfing the net instead
of studying.
6 Learning how to …
(Focus review 1, Speaking)
Aim: to practise describing photos
Interaction: individual/pairs
Type of activity: gap-filling and guided speaking
Time: 15 minutes
Materials: 1 worksheet per student
In class: (1) Tell students they are going to work
individually. Hand out the worksheets, ask students to
look at Photo 1 and complete its description with words
from the box. Point out that there is one extra word.
(2) Ask students to compare their answers in pairs and
then check them with the whole class. (3) Tell students
to look at Photo 2 and complete its description with their
own ideas. (4) Ask students to compare their answers in
pairs and then check them with the whole class.
Answers:
Photo 1: 1 chances 2 on 3 about 4 though
5 obvious 6 Judging 7 be 8 have
Photo 2 (example): This is a photo of a science professor
talking to some students. Based on what is written on the
board, the students must have just attended a lecture
on Maths or Physics. It looks to me as if the professor
has just finished explaining something difficult and the
students could be asking additional questions. It’s hard
to say which year the students are in, but judging by how
self-confident the students feel, the chances are that
they might be studying science for an MSc. I can’t really
tell but they could be talking to the professor about his
lecture or their understanding of science.
7 The aim of this report …
(Focus review 1, Writing)
Part 1
Aim: to practise structuring a report
Interaction: individual/pairs
Type of activity: matching and gap-filling
Time: 10 minutes
Materials: 1 worksheet per student
In class: (1) Tell students they are going to work
individually. Hand out the worksheets and ask students
to complete the phrases in the second column with the
words in the box. (2) Ask students to compare their
answers in pairs. (3) Then tell students to complete the
third column by matching sentences a–g with the correct
sections in the third column of the table. (4) Check
answers with the whole class.
Answers:
1 purpose 2 hoped 3 decided 4 planned
5 recommend 6 idea 7 benefit 8 informative
9 points 10 decisions
Possible answers:
Introduction: c
Main sections: f, g, b
Making recommendations: e, d
Conclusion: a
Part 2
Aim: to practise using verb patterns to suggest and
recommend
Interaction: individual/pairs
Type of activity: circling
Time: 5 minutes
Materials: 1 worksheet per student
In class: (1) Tell students to work individually. Ask them
to complete each sentence correctly using the words in
brackets. (2) Ask students to compare their answers in
pairs. (3) Ask pairs to write an introductory sentence for
a report on improving the school cafeteria. (4) Ask some
students to read their sentences.
Answers:
1 are advised to check 2 intends to introduce 3 caused
us to add 4 suggested that students clean 5 suggested
removing fried food 6 recommend (that) students come
7 was decided to upload
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Photocopiable resources – Teacher’s notes
Unit 2 It takes all sorts
8 What a smashing New Year’s
Eve party it was!
(2.1 Vocabulary)
Aim: to practise collocations related to parties
Interaction: individual/pairs
Type of activity: gap-filling and information finding
Time: 10 minutes
Materials: 1 worksheet per student
In class: (1) Tell students that they are going to work
individually at first and hand out the worksheets. (2) Ask
students to read the sentences and complete them with
the words from the box. Set a time limit of 3–5 minutes.
(3) Check answers with the whole class. (4) Ask students
to think about their last New Year’s Eve party and mark
the sentences that are true for them. (5) Students work in
pairs and guess which sentences their partners marked as
true, e.g. A: I suppose you had the time of your life. B: The
fireworks must have been the highlight of the night.
Answers:
1 put 2 gathering 3 close 4 worth 5 centre 6 lost
7 life 8 toast 9 showered 10 highlight
9 Test yourself pairwork
activities
(2.1 Vocabulary; 2.2 Grammar)
Aim: to practise vocabulary and grammar from Unit 2
Interaction: individual/pairs
Type of activity: gap-filling and multiple choice
Time: 10 minutes
Materials: 1 worksheet per pair
In class: (1) Copy the worksheet and cut it into two
halves as indicated. (2) Tell students they are going
to work individually at first. Hand out the worksheets.
After Vocabulary lesson 2.1 ask students to complete
Exercises 1 and 2. After Grammar lesson 2.2 ask students
to complete Exercise 3. (3) Tell them to take 5 minutes
to complete the exercise(s). (4) When they have finished,
ask the pairs to take it in turns to read each other
their answers. Their partner checks whether they have
completed the exercise(s) correctly and offers feedback.
10 Reading body language
in a club
(2.4 Reading)
Aim: to practise collocations related to body language
Interaction: pairs
Type of activity: describing and discussing
Time: 10 minutes
Materials: 1 worksheet per pair
In class: (1) Copy the worksheet and cut off the Student A
and Student B cards as indicated. (2) Tell students they are
going to work in pairs and give each pair one picture. Then
give Students A and Students B their cards respectively,
tell them not to show the cards to each other and to follow
the instructions. (3) Students identify the four people in
the picture who they have the descriptions of. (4) Students
ask each other about the remaining four people they have
to identify, e.g. What’s Susan doing?/Where’s Mark?/Who’s
Mike? (5) Get students to discuss what the people’s body
language might imply. Elicit one example, T: Why do you
think Anna is looking away? S: She might not be interested
in the conversation.
Answers:
Mike – J, Sarah – K, Jim – F, Susan – B, Anna – M,
Mark – C, Kate – A, Paul – G
11 To put or not to put a comma,
that is the question!
(2.5 Grammar)
Aim: to practise the use of commas in relative clauses
Interaction: individual
Type of activity: matching
Time: 10 minutes
Materials: 1 worksheet per student
In class: (1) Tell students that they are going to work
individually and hand out the worksheets. (2) Tell them
to match sentence halves by writing letters next to
the numbers at the bottom of the page. If a comma is
needed, students draw a line between the sentence
halves. The lines should go through the big comma in
the middle. Set a time limit of 5 minutes. (3) Then ask
students to compare their answers in pairs and check in
which sentences they used a comma. (4) Check answers
with the whole class.
Optional follow up: Students rewrite the sentences in
which they misused commas or which they mismatched,
changing them so that they are true for them.
Answers:
Sentences with a comma: 1c My cousin has moved to
New Zealand, where I’d love to go one day.
3k My parents always ask me how school was, which is
very irritating. 4h My mum looks a lot like her sisters,
who are twins and have the same eyes and hair as her.
6b My father often talks about his grandma Mary, whose
life became an inspiration for him. 10d My grandpa died
in 2005, when I was just four. 11f My immediate family
live in Gdańsk, which is the sixth largest city in Poland.
Sentences without a comma: 2e My grandma makes
a cheesecake that tastes like nothing else in the world.
5i I couldn’t make friends with people that never admit
when they’re wrong. 7a Uncle Rob is the kind of person
you take an instant liking to. 8l I’m in touch with my
whole extended family living abroad. 9g I’ve never been
to the village my great-grandparents were born in.
12j I’ve got some black-and-white photos taken by my
great-grandfather in the 1930s.
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Photocopiable resources – Teacher’s notes
12 Just think of someone
(2.8 Language in focus)
Aim: to practise collocations
Interaction: individual/pairs
Type of activity: gap-filling and information exchange
Time: 10 minutes
Materials: 1 worksheet per student
In class: (1) Tell students that they are going to work
individually at first and then hand out the worksheets. Tell
them to take 3 minutes to fill in the gaps with the words
from the box. (2) Check answers with the whole class.
(3) Ask students to choose five people from the Think
of list and write their names in the notes at the bottom
of the page in a random order. Set a time limit of 1–2
minutes. (4) Tell students to work in pairs and to swap
their worksheets. (5) Students ask each other questions
to find out who the people in the notes are, e.g. Who’s
Adam? How about Mr Nowak? Encourage students to
give their answers from memory instead of reading them.
Suggest asking follow up questions, e.g. So which team is
he bitterly disappointed with? How do you know he can’t
keep secrets? When did his grandmother pass away?
With weaker students, get them to ask yes/no questions
e.g. Is Magda a casual acquaintance that you’d like to get
to know better?
Answers:
1 vivid 2 baby 3 absolutely 4 faith 5 plate 6 set
7 late 8 keep 9 bitterly 10 casual
13 Tell me about a family
celebration
(Focus review 2, Speaking)
Part 1
Aim: to practise describing photos
Interaction: individual
Type of activity: gap-filling
Time: 2–3 minutes
Materials: 1 worksheet per student
In class: (1) Tell students they are going to work
individually. Hand out the worksheets and ask students
to fill in the gaps with the appropriate words. (2) Check
answers with the whole class.
Answers:
1 shows 2 obvious 3 clearly 4 about 5 though
Part 2
Aim: to practise answering questions related to a photo
Interaction: individual/pairs
Type of activity: multiple choice, matching, gap-filling
and guided speaking
Time: 10–12 minutes
Materials: 1 worksheet per student
In class: (1) Tell students they are going to work
individually at first. Ask them to look at question 1 and at
the picture in Part 1 again. (2) Students read the sample
answer to the question and choose the correct words.
Ask students to check their answers in pairs.
(3) Students look at question 2, match the expressions
and use them to complete the gaps in the sample
answer. Check answers with the whole class.
(4) Students look at question 3 and fill in the gaps in the
sample answer with the words from the box. There are
two extra words. Check answers with the whole class.
(5) Ask students to prepare their own answers to
questions 2 and 3 and share them in pairs.
Answers:
1: 1 To 2 Judging 3 excited 4 reason
2: 1 e 2 f 3 a 4 b 5 d 6 c
a Generally speaking, b family gathering
c What’s more, d catch up with all the news
e On the other hand, f people of my age
3: 1 place 2 begin 3 just 4 as 5 sudden 6 turned
7 doubt 8 enough
14 Conflicts between
generations
(Focus review 2, Writing)
Part 1
Aim: to practise words related to family problems
Interaction: individual/pairs
Type of activity: matching and gap-filling
Time: 7–8 minutes
Materials: 1 worksheet per student
In class: (1) Tell students they are going to work
individually at first. Hand out the worksheets and ask
them to match the expressions in the first box. (2) Then
tell students to complete the missing letters in the
expressions in the second box. (3) Ask students to work
in pairs and expand the expressions from both boxes
into sentences about reasons for conflicts and suggested
solutions. Set a time limit of 3–4 minutes. (4) Ask some
students to read their pieces out.
Answers:
Reasons for conflicts: 1 g 2 e 3 h 4 a 5 c 6 f 7 d
8b
Solutions: 1 keeping 2 considerate 3 independent
4 stereotyping 5 involved
Part 2
Aim: to practise identifying techniques used to write an
article
Interaction: individual/pairs
Type of activity: matching, classifying, guided writing
Time: 7–8 minutes
Materials: 1 worksheet per student
In class: (1) Tell students to work individually at first. Hand
out the worksheet and ask students to complete the grid
with the suggested titles. (2) Ask students to compare
their answers in pairs. (3) Then ask students to complete
the phrases for introduction and conclusion with the words
from the box. (4) Tell students they are going to work in
pairs. Some pairs choose a title for their article and write
an introduction using the expressions from Part 1 and
Part 2. Others pairs write a conclusion using the
expressions from Part 1 and Part 2. Set a time limit of 3–4
minutes. (5) Ask some pairs to read their pieces out.
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Photocopiable resources – Teacher’s notes
Answers:
Title: 1 Why do we argue and what to do about it?
2 Me and my family – an astonishing but overwhelming
experience 3 Conflicts and how to solve them
4 Growing generation gap
Introduction and conclusion: 1 would 2 know
3 wondered 4 plans 5 hope 6 reasons 7 future
Unit 3 A place to live
15 A whistle-stop tour of
European cities
(3.1 Vocabulary)
Aim: to practise words related to cities
Interaction: pairs
Type of activity: matching
Time: 10 minutes
Materials: 1 set of 24 cards per pair
In class: (1) Copy the worksheet and cut up the cards as
indicated. Mix up the city cards and then the description
cards, but keep the two types of cards separate. (2) Tell
students that they are going to work in pairs and hand
out the cards. Place the description cards face down in
a pile. Place all the city cards face up. (3) Tell students
that the cards contain some clues about the cities to
be visited during a whistle-stop tour called A Dozen
European Cities in Less Than a Fortnight. (4) Students
take turns to pick up one card at a time and match it
to a city to work out the actual itinerary. They should
discuss their choices if in doubt. (5) Check answers with
the whole class. (6) You can expand the task by getting
students to repeat the descriptions of the cities from
memory.
Optional follow up: Ask students what they think of this
particular itinerary and whistle-stop tours in general.
16 Text a fortune-teller
(3.2 Grammar)
Aim: to practise future forms
Interaction: individual/pairs
Type of activity: gap-filling and evaluating
Time: 10 minutes
Materials: 1 worksheet per student (A or B)
In class: (1) Copy the worksheets for Students A and B
and cut off the bottom parts (the instructions). (2) Divide
students into pairs, Student A and Student B. Fold the
worksheets along the dotted line and give them to
Students A and B respectively, the question side up. Ask
students not to unfold the worksheets or look at the other
side. (3) Get students to complete the questions with one
word in each gap. Set a time limit of 4 minutes. (4) Check
answers briefly with the whole class. (5) Ask students to
turn over and swap the folded worksheets. (6) Hand out
the previously cut off fragments to Students A and B
respectively. Ask them to follow the instructions and to
complete the answers section on the worksheet they got
from the other student. Set a time limit of 1 minute.
(7) Once they have finished, they swap worksheets again.
(8) Students unfold the worksheets and read the answers
to each other. They decide which answers seem (il)logical
and evaluate how trustworthy the fortune telling service is.
Answers:
Student A: 1 be, time 2 have, been 3 be, time
4 have, been 5 time
Student B: 6 have, by 7 be, in 8 been, time
9 have, been 10 times
17 The Frequent Flyer Quiz
(3.4 Reading)
Aim: to practise words from the text Life on Board the
International Space Station
Interaction: pairs
Type of activity: guessing game and information
exchange
Time: 10 minutes
Materials: 1 worksheet per student (A or B)
In class: (1) Divide students into pairs, Student A and
Student B. (2) Give Students A and B their worksheets
and tell them to underline the correct italicised options.
Set a time limit of 3 minutes. Remind them not to show
their worksheets to each other. (3) Give the answers
briefly to the whole class. (4) Students read their quiz
questions and options a, b and c to each other and
guess the answers. The correct answers are marked with
a plane symbol. Students award each other 1 point for
each correct guess. (5) Ask students about their scores.
Optional follow up: You may ask students what new
information they found out from the quiz. You may also
want to elaborate on the following points: 2 Supersonic
planes fly faster than the speed of sound. Concorde jets,
operated by Air France and British Airways, flew mainly
between Paris/London and New York. Each flight took
about 3.5 hours. Concorde was taken out of service in
2003, partly as a result of the fatal crash at Paris airport
in 2000. 4 The ability to swim is essential for emergency
water landings. 5 Window shutters (also called shades
or blinds) must be open during take-off and landing
so that the crew can see what is happening outside
in case of emergency. 6 There are no non-stop flights
between the UK and New Zealand. There are, however,
direct flights with short stopovers either in South Asia
or San Francisco. The flight itself takes about 24 hours,
excluding the length of the stopover. 7 The cabin air
is low in humidity and can cause dry skin. Drinking
water during a flight keeps your skin hydrated. Drinking
coffee or alcohol is not advisable because they are
diuretic. 8 A commercial Zero-G flight includes 15
parabolic manoeuvres, each creating 20–30 seconds
of weightlessness. 9 Emirates Airlines is the first airline
to have a shower spa installed in their version of the
Airbus A380 for the use of first class passengers. 10 The
three top answers were: 1 The Northern Lights on North
American flights; 2 Central London – approach into
Heathrow; 3 Mont Blanc – approach to Pisa.
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Photocopiable resources – Teacher’s notes
Answers:
Student A: 1 at 2 altitude 3 clock 4 crew 5 shutters
Student B: 6 take 7 moist 8 weightlessness
9 On board 10 breath
18Test yourself pairwork
activities
(3.1 Vocabulary; 3.5 Grammar)
Aim: to practise vocabulary and grammar from Unit 3
Interaction: individual/pairs
Type of activity: matching, gap-filling and multiple
choice
Time: 10 minutes
Materials: 1 worksheet per pair
In class: (1) Copy the worksheet and cut it into two
halves as indicated. (2) Tell students they are going
to work individually at first. Hand out the worksheets.
After Vocabulary lesson 3.1 ask students to complete
Exercises 1 and 2. After Grammar lesson 3.5 ask students
to complete Exercise 3. (3) Tell them to take 5 minutes
to complete the exercise(s). (4) When they have finished,
ask the pairs to take it in turns to read each other
their answers. Their partner checks whether they have
completed the exercise(s) correctly and offers feedback.
19 Check the door
(3.8 Language in focus)
Aim: to practise determiners
Interaction: individual/groups of ten
Type of activity: choosing the correct option and
mingling
Time: 15 minutes
Materials: 1 worksheet per student
In class: (1) Hand out the worksheets. Divide students
into groups of ten. Assign a number from 1 to 10 to each
student in the group and tell them to write their name on
the corresponding door on the worksheet. Alternatively,
you can write in the names yourself before handing out
the worksheets. This might be a practical solution if you
have an uneven number of students or if you want to
assign one task to two weaker students. (2) Tell students
that they are going to work individually at first. Ask them
to circle or tick the correct form in each sentence. Set
a time limit of 4 minutes. (3) Check answers with the
whole class. Students cross out the wrong options.
(4) Ask students to read the sentence that is on their
door. Tell students that they will have to check whether
the statement is true. Make sure students know how
to correctly form the question they are going to ask.
Monitor their work and answer any queries. (5) Students
mingle in their groups and ask each person the same
question to verify the statement. (6) At the end of the
activity, students report back to the class whether their
sentences were true. They correct the untrue statements.
Possible questions: 1 Do you tidy up your room every
other day?/How often do you tidy up your room?
2 Do you think that both men and women should do their
equal share of housework? 3 Do you sometimes do the
washing yourself? 4 Do you hate (doing the) ironing?
5 Have you decorated your room yourself? 6 Would you
like to have your whole room painted black?
7 Would you like to live in a hall of residence with other
students? 8 Do you like the idea of sharing a fridge
with others? 9 Do you want to study in another country/
abroad? 10 Would you like to live on your own?/Do you
want to continue living with your family?
20 Doing up a flat
(Focus review 3, Speaking)
Part 1
Aim: to practise words related to home
Interaction: individual/pairs
Type of activity: gap-filling and matching
Time: 7–8 minutes
Materials: 1 worksheet per student
In class: (1) Tell students they are going to work
individually at first. Hand out the worksheets and tell
students to complete the for and against table with their
own ideas. (2) Get students to compare their ideas and
check them with the whole class. (3) Ask students to
complete the mind maps with the verbs from the box.
Point out that some verbs can be used more than once.
(4) Check answers with the whole class.
Answers:
Redecoration on your own (examples):
For: cheap, satisfaction, the end result is exactly what you
want
Against: involves a lot of time and effort, things might go
wrong
Jobs to do:
walls: paint, wallpaper
carpet: fit, lay, vacuum
curtains: hang, put up
new bookshelves: assemble, dust, fit, put up
lights: fit, install
Part 2
Aim: to practise suggesting, objecting, compromising
and agreeing
Interaction: individual/pairs
Type of activity: gap-filling and matching
Time: 6–7 minutes
Materials: 1 worksheet per student
In class: (1) Tell students they are going to work
individually at first. Ask them to complete the missing
letters in the phrases. (2) Get students to compare their
answers in pairs. (3) Tell students to complete the grid
with the phrases. (4) Check answers with the whole class.
Answers:
1 every 2 both 3 Each 4 Every one of 5 All 6 whole
7 other 8 others 9 another 10 The others
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On the contrary
Resource 35 6.1
Vocabulary (appearance and the media)
248
I suppose the picture was
fake.
On the contrary, it was genuine.
The photo may be authentic.
On the contrary, it may have been doctored.
She seems serious.
On the contrary, she’s light-hearted.
It sounds very likely, doesn’t
it?
On the contrary, it sounds far-fetched to me.
I think it would be ill-advised
to admit it.
On the contrary, it would be wise.
I’m afraid they may have taken
our remarks at face value.
On the contrary, they took them with a pinch of salt.
He looks a bit old with those
crow’s feet.
On the contrary, he’s got a wrinkle-free face and
Didn’t he look youthful and
rested?
On the contrary, he had bags under his eyes.
As far as I know, she’s got
straight hair.
On the contrary, she’s wavy-haired.
He seemed cheerful and
friendly to me.
On the contrary, he looked stony-faced to me.
I think she’s kind of naive and
inexperienced.
On the contrary, she’s worldly-wise.
They always tell the truth,
don’t they?
On the contrary, they often distort it.
doesn’t look his age.
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Resource 36 Test yourself pairwork activities
Student A
Vocabulary (Lesson 6.1)
Student B
Vocabulary (Lesson 6.1)
1 Choose the correct options.
1 Choose the correct options.
1
2
3
4
5
1
Even though some facts in the article were true,
the journalist distorted the public / the truth
and changed most of the events.
An IT expert managed to prove that the
images had been doctored / misled before
they were sent to the police.
Most art historians agreed that the painting
was authentic / a fake and, thus, worthless.
Sally might be very well-educated and
intelligent, but she’s not very wise / streetwise
and sometimes doesn’t know how to behave in
everyday situations.
Many years ago a teacher of mine told me to
take pride in / on my work.
2
3
4
5
The conclusions of this report are far-fetched /
far-reaching – there isn’t enough evidence to
support them.
More and more fathers are taking responsibility
for / with their kids and staying at home with
them, while their wives go out to work.
On April Fool’s Day, most major newspapers
publish a made-up story, hoping that they will
be able to deceive the truth / public.
Sometimes it’s difficult to say whether an image
has been misled / manipulated or not.
The prices in this online shop are too low. I’m
sure that a genuine product / fake would cost
much more.
Student B answers
Student A answers
1 far-fetched 2 for 3 the public
4 manipulated 5 genuine product
1 the truth 2 doctored
4 streetwise 5 in
Grammar (Lesson 6.2)
Grammar (Lesson 6.2)
2 Complete the second sentence in each pair,
2 Complete the second sentence in each pair,
using the words in capitals.
1 We wouldn’t have bought the newspaper if you
hadn’t told us there was an article about our
school. HAD
____________ an article about our school, we
wouldn’t have bought the newspaper.
2 If you had to recommend a hotel, what would
you say? SUPPOSING
____________ , what would you say?
3 He never admits a mistake if someone doesn’t
spot it. UNLESS
He never admits a mistake ____________ .
4 The actor will agree to sell his wedding photos
if the magazine pays one million dollars.
PROVIDED
The actor will agree to sell his wedding photos,
____________ one million dollars.
5 I’d order one of the special dishes on the menu
if I weren’t allergic to seafood. WERE
____________ to seafood, I’d order one of the
special dishes on the menu.
Student B answers
1
2
3
4
5
unless I had to
Were he not so good at
providing (that) it opens
Had his parents not won the lottery
Imagine your best friend lied
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3 a fake
using the words in capitals.
1 I wouldn’t choose to do an exam in advanced
Maths if I didn’t have to. UNLESS
I wouldn’t choose to do an exam in advanced
Maths ____________ .
2 He’d study Geography at university if he wasn’t
so good at History. WERE
____________ History, he’d study Geography at
university.
3 Let’s meet at the café at seven o’clock if it
opens that early. PROVIDING
Let’s meet at the café at seven o’clock
____________ that early. HAD
4 His parents wouldn’t have bought him a car if
they hadn’t won the lottery.
____________ , they wouldn’t have bought him
a car.
5 How would you feel if your best friend lied to
you? IMAGINE
____________ to you, how would you feel?
Student A answers
1
2
3
4
5
Had you not told us there was
Supposing you had to recommend a hotel
unless someone spots it
provided the magazine pays
Were I not allergic
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Noughts and crosses
Resource 37 6.3
Reading (words from the text The imposter)
GAME 1
’✗’ starts. To place your mark on the grid, complete a sentence with a preposition.
I was completely taken
______ by the misleading
advertisement.
1
2
You can’t lie to her.
She’ll see __________ you
straight away.
Have you settled
_______ your new
home yet?
7
She’s very punctual so
we were surprised when
she hadn’t turned _____
on time.
While I was cleaning my
drawers, I came _______ some
of my old photographs.
6
5
4
Can you me pick
me ______ at the railway
station?
3
The police are looking
_____ the disappearance
of a teenager.
The imposter passed
himself ______ as a police
officer.
9
8
The police are looking
for a boy who
ran ________ from home
last week.
GAME 2
’ ’ starts. To place your mark on the grid, explain what the word or phrase means.
embrace
sb
bleach your
hair
your flesh
and blood
250
disguise
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6
swear under
oath
9
8
7
orphan
abandon
sb
5
4
index
finger
3
2
1
jail
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Mix them well together
Resource 38 6.5
Grammar (mixed conditionals)
I slept well last night.
I’m broke.
I’m not sleepy.
I went to bed late.
I don’t have bags under my eyes.
I didn’t save up for the trip.
I’m really busy now.
I didn’t take that job.
I’m not lying in the sun.
I didn’t go to the beach.
I’m not in my forties yet.
I went there by bus.
It’s raining.
I wasn’t born in 1970.
I’m not well.
I failed the exam.
I’m not careful with money.
I splashed out on new clothes.
I can’t drive.
I didn’t rent a car.
I have to go to school.
I haven’t gone to Egypt.
I don’t like flying.
I stayed home.
T
SEN
PRE
PAST
1
____________________________________________________
2
____________________________________________________
3
____________________________________________________
4
____________________________________________________
5
____________________________________________________
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Society in focus
Resource 39 6.8
Language in focus (word formation)
PURE
We meditate to _______
our minds.
MODERN
We still see white as a
symbol of ___________ .
1
We no longer have to
__________ healthy eating.
We’re a truly
____________ .
society.
We believe in
_________ research.
We only trust
_______________ .
- __
INNOVATE
We love technological
___________________ .
- __
We expect
______________
everywhere.
CREATE
We’d welcome the
________ of a global
currency.
RELATE
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6
- __
We’re more
______________ than
previous generations.
8
We don’t feel secure
in a ______________ .
We don’t care about
our ______________
with our neighbours.
PERFECT
We’re ___________ to
animals.
We always find
______________ solutions to
world problems.
7
Everyone wants to
be a ____________ .
SYMPATHY
4
5
- __
We can’t ____________
with others.
DEMOCRACY
SCIENCE
We’re afraid of
______________
attacks.
- __
- __
POPULAR
Death and diseases
_____________ us.
TERROR
3
2
We’re obsessed with
our _____________ .
- __
We live between
tradition and
_____________ .
We want to _________
everything.
- __
We think that good
____________ skills are
essential.
LEADER
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Choosing and rejecting
Resource 40 Focus
review 6, Speaking
Part 1
least choose compare argued give either suppose simply
for reason opinion choice option of definitely opt strongly
1
As I have to choose just one, I’ll ______________ it a miss.
2
______________ these three options, I’d choose ..., because ...
3
When you ______________ the two, you ...
4
The reason why I wouldn’t go ______________ picture B is because ...
5
I ______________ you could say that …
6
Another ______________ why picture A would be my choice is that ...
7
Picture B is ______________ a better option than ...
8
Picture A looks quite interesting but it wouldn’t be my first ______________ .
9
I don’t have a strong ______________ about …
10 I prefer picture C ______________ because ...
11 Picture A is the only ______________ that ...
12 I wouldn’t ______________ picture A because...
13 That’s why I’d ______________ for picture C.
14 I don’t feel particularly ______________ about …
15 This option is clearly the ______________ suitable because ...
16 It could be ______________ that …
17 I don’t like the one at the bottom ______________ , because ...
Part 2
Comparing and contrasting options
•
•
•
Choosing an option and justifying
the choice
•
•
•
•
Explaining reasons for rejecting
other options
•
•
•
•
•
•
Expressing opinions tentatively
•
•
•
•
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Personally, I think …
Resource 41 Focus
review 6, Writing
Part 1
1
2
3
4
5
6
7
8
a
b
c
d
e
f
g
h
disclose
boost
create
stay in
take
kids’
pass oneself
monitor
responsibility for
off as somebody else
safety
private information
somebody’s activities
one’s self-esteem
an illusion
touch
Children under the age of twelve should not have accounts on social media. Do you
agree? Discuss from the kids’ and the parents’ point of view.
No, we don’t agree because …
having an account on
social media teaches us to
a_____________________
our actions.
it enables us to
c____________________ with our
peers.
it may help us to
b_________________________ .
our parents can easily
d___________________ .
Yes, we agree because …
we may not be able to ensure our
g___________________________
___________________________ .
the kids may come across
people e_______________
______________________ .
they could involuntarily
f______________________
______________________ .
it h_________________________
____________________________
that children are grown-up.
Part 2
254
Saying which points
of view or aspects
will be discussed
•
•
•
To e_p_ _ _n the reasons for my opinion, I will e_ _ _ _r_
the issue from the v_ _w_o_ _t of …
It is my i_ _ _n_ _o_ to examine the issue in t_ _m_ of …
This essay will look at this q_ _s_ _ _n from the p_rs_ _c_ _ve of …
Discussing different
aspects of the issue
•
•
•
In terms of …, I b_l_ _v_ …
It is also important to c_ _s_d_r the issue with r_g_ _d to …
Another important a_g_e on this issue is …
Introducing
a conclusion
•
•
•
•
_ _ conclusion, …
To s_ _ up, …
_ _l things considered, …
All _ _ all, ...
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One down. Two across.
Resource 42 7.1
Vocabulary (technology and
the effect it has on people)
Student A
1
A
3
2
D
D
5
4
U
6
I
8
C
F
T
9
S
R
F
I
10
I
O
12
N
7
D
W
E
I
V
T
I
O
N
11
A
H
C
B
G
T
D
E
E
E
T
R
S
R
A
A
I
T
C
W
T
I
H
A
Y
P
13
L
14
S
DOWN:
____ the period when someone has stopped taking drugs
____ look quickly through information on the internet
____ another word for an appliance or machine, e.g. a computer or a mouse
____ connect a file to an email
____ being overweight in a way that is dangerous to your health
____ dependence on harmful substances
____ the end of your fingers; it’s part of an idiom which means that something is near you or easily
available (something is at your ...)
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One down. Two across.
Resource 42 7.1
Vocabulary (technology and
the effect it has on people)
Student B
1
2
D
I
A B E
T
E
3
S
4
5
I
S
6
S U E
7
B R O W S
E
8
9
I
10
N S O M N
12
S
13
J O
I
11
A
E D E N T A R Y
I
N T
14
S P A N
ACROSS:
____ another word for problem or difficulty
____ search for information on the Internet
____ a part of your body that can bend, e.g. a knee or an elbow
____ sleeplessness; inability to sleep
____ a disease in which there is too much sugar in the blood
____ a period of time when you are able to pay attention to something is called your attention ...
____ involving a lot of sitting and no exercise
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Quick teen survey
Resource 43 7.2
Grammar (advanced passive forms)
1
How many people like
being praised?
2
How many people have
been reminded to study
harder today?
3
How many people agree
that students shouldn’t
be told what to wear to
school?
4
How many people think
they’re being taught
useless things at school?
5
How many people
feel they’re not being
prepared well for life?
6
How many people feel
tired of being made to
read books they don’t
like?
7
How many people
would like to not be
given any marks at
school?
8
How many people don’t
understand why laptop
computers can’t be
used by students in the
classroom?
9
How many people often
avoid answering the
teacher’s questions
because they don’t
want to be laughed at?
10
How many people
have ever been caught
browsing the web on
their phones during
a lesson?
11
How many people think
they should have been
given less homework
last week?
12
How many people don’t
mind being asked to
read something out
loud in class?
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At-signs, hashes and asterisks
Resource 44 7.4
Reading (word formation)
1 REVOLUTION
2 WEAR
3 PRIVATE
4 SENSE
The Internet has
________________
our lives.
Google Glass is
an example of
________________
technology.
Social media may
lead to loss of
_______________ .
A light
________________
is used to detect
light.
5 OWN
6 AUTOMATIC
7 MOVE
8 NARRATION
We have to protect
the _____________
of data.
The laptop
________________
adjusts the screen’s
brightness.
A fitness armband
tracks your
_______________
and sleep patterns.
The
_______________
camera allows you
to document your
entire day.
@*# @*# @*# @*#
@*# @*# @*# @*#
9 KNOW
10 LOCATE
Browse the
web, safe in the
________________
that your passwords
are secure.
This app lets you
Online
send your current
translators can be
________________ . ________________
to learning
languages.
Make sure the site
is secure before
you give your
_______________
data.
13 VIBRATION
14 URGE
15 DEVELOP
16 APPLY
This device
________________
whenever you
slouch in front of
the computer.
Mobiles are often
frowned upon in
schools, but I think
it’s______________
we integrate them
into lessons.
I’d like to become
a software
_______________ .
App is short for
_______________ .
11 BENEFIT
12 PERSON
@*# @*# @*# @*#
@*# @*# @*# @*#
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Resource 45 Test yourself pairwork activities
Student A
Vocabulary (Lesson 7.1)
Student B
Vocabulary (Lesson 7.1)
1 Complete the sentences with the missing
1 Complete the sentences with the missing
words. Write one letter in each gap.
1 Doctors suggest that leading a _ _ _ _ _ _ _ _ _
lifestyle might cause a number of dangerous
diseases.
2 People with _ _ _ _ _ _ _ _ need to watch what
they eat as their bodies cannot regulate the
amount of sugar in their blood.
3 Coughing and sneezing are common
_ _ _ _ _ _ _ _ of a cold.
4 Many people who travel to Alaska in summer
suffer from _ _ _ _ _ _ _ _ – they can’t sleep
for days.
5 You wrists, knees and elbows are _ _ _ _ _ _ –
without them, you wouldn’t be able to move
your arms or legs.
Student B answers
1 obesity
5 span
2 role
3 pressure
4 eye strain
1 sedentary 2 diabetes
4 insomnia 5 joints
3 symptoms
2 Complete both sentences so that they have a
2 Complete both sentences so that they have a
similar meaning to the first sentence.
1 Everyone expects that the company will release
the product next month.
a It ________ the product next month.
bThe company ________ the product next
month.
2 Almost everyone believes that medicine was
not an exact science in the nineteenth century.
aIt ________ was not an exact science in the
nineteenth century.
bMedicine ________ an exact science in the
nineteenth century.
3 People understand that there are different
solutions to the problem of Internet addiction.
aThere ________ different solutions to the
problem of Internet addiction.
bIt ________ different solutions to the
problem of Internet addiction.
4 Many people feel that life without so much
technology was better in many ways.
aIt ________ without so much technology was
better in many ways.
bLife without so much technology ________
better in many ways.
Student B answers
1 is understood that there is, is understood to be
2 are believed to be, is believed that we are
3 is known that the ancient Greeks were, are known
to have been
4 are estimated to have been, is estimated that there
were
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Student A answers
Grammar (lesson 7.5)
Grammar (Lesson 7.5)
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words. Write one letter in each gap.
1 Experts confirm that the best way to fight
_ _ _ _ _ _ _ is to combine physical activity with
a healthy diet.
2 In the future, technology will play a vital _ _ _ _
in keeping us healthy.
3 People with high blood _ _ _ _ _ _ _ _ may feel
healthy and not know their heart is being damaged.
4 Many office workers complain that it’s difficult
for them to focus on the screen because of
daily _ _ _ _ _ _ _ _ _ .
5 Children have a short attention _ _ _ _ – they
can’t concentrate for more than five minutes.
similar meaning to the first sentence.
1 Companies understand that there is a strong
need for innovation in consumer goods.
aIt ________ a strong need for innovation in
consumer goods.
bThere ________ a strong need for innovation
in consumer goods.
2 Many people believe that we are the only
civilisation in the universe.
a We ________ the only civilisation in the
universe.
b It ________ the only civilisation in the
universe.
3 We know that ancient Greeks were very good
mathematicians.
aIt ________ very good mathematicians.
bThe ancient Greeks ________ very good
mathematicians.
4 They estimate that there were hundreds of
accidents caused by drivers talking on their
phones.
aThere ________ hundreds of accidents
caused by drivers talking on their phones.
bIt ________ hundreds of accidents caused by
drivers talking on their phones.
Student A answers
1 is expected that the company will release, is
expected to release
2 is believed that medicine, is not believed to have
been
3 are understood to be, is understood that there are
4 is felt that life, is felt to have been
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Nought on the confusion scale
Resource 46 7.8
Language in focus (easily confused words)
CLEAR
1
2
3
4
5
6
7
8
9
1
Have you got any loose / lose change in your pocket?
2
Are you satisfied with your actual / present level of English?
3
Would you mind going on holiday alone / lonely?
4
Why did you last rise / raise your voice?
5
Do you ever advice / advise adults about computers?
6
How long can you hold your breathe / breath underwater?
7
When was the last time you lied / lay on the ground and looked up at the stars?
8
What is the most economical / economic way to get around where you live?
9
Does the weather often affect / effect your mood?
UNCLEAR
10 Do you consider yourself a conscious / conscientious student?
11 How lately / late are you allowed to stay out on Saturdays?
12 How easy is it for you to accept a compliment / complement?
My score: _______ /12
FOLD
1
Have you got any _________________ change in your pocket?
2
Are you satisfied with your _________________ level of English?
3
Would you mind going on holiday _________________ ?
4
Why did you last _________________ your voice?
5
Do you ever _________________ adults about computers?
6
How long can you hold your _________________ underwater?
7
When was the last time you _________________ on the ground and looked up at the stars?
8
What is the most ________________ way to get around where you live?
9
Does the weather often _________________ your mood?
10 Do you consider yourself a _________________ student?
11 How _________________ are you allowed to stay out on Saturdays?
12 How easy is it for you to accept a _________________ ?
My score: _______ /12
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How has technology developed?
Resource 47 Focus
review 7, Speaking
Part 1
1
2
3
4
5
6
7
a
b
c
d
e
f
g
nuclear power
the telephone
the aeroplane
the car
antibiotics
GPS
the Internet
lecture
helps people identify their location
have greatly reduced mortality rate and made life-span much longer
allows people to get information quickly, to connect with each other
is a reliable source of everyday transportation
has revolutionised travelling, fighting forest fires or delivering packages
provides an efficient and unlimited source of energy
has made communication quicker
posters
gadgets
objects
experiments
Powerpoint presentation
1_________ with information
displays
a yearly 5_________ to the Science Museum
free 4_________
PRESENTATION
exhibiting actual 2_________
ticket
ATTRACTIONS
interactive 3_________
LD
doing 6_________ in labs
invitation to a 7_________ about the
history of the computer
Part 2
A Giving clarification
B Signalling confusion
C Checking your understanding
lost
meant
saying
was
follow
mean
exactly
words
with
much
correctly
1
____________________
Sorry, I’m not a _____________ you.
I’m not sure I b _____________ you.
I’m afraid you’ve c _____________ me there.
I don’t know what you d _____________ by …
2
____________________
So, in other e _____________ …
Are you f _____________ …?
If I understand you g _____________ you mean …, right?
3
____________________
Yes, h _____________ .
Yes, that’s pretty i _____________ it.
No, that’s not quite what I j _____________ .
What I meant k _____________ …
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Save the polar bear cubs
Resource 49 8.1
Vocabulary (the natural world)
START
4 Is the polar
bear listed as
a threatened
species?
1 Do whales help
spread nutrients in
oceans?
2 Is the whale
shark a marine
mammal?
5 The polar ice
_______________
are melting faster
than ever.
3 Are seals
typical prey for
polar bears?
6 The sea
_______________
rises about 3 mm
every year.
8 Are icebergs
made of fresh
water or salt water?
10 Are there
still any glaciers
in Iceland?
11 Can the
difference between
the high and low tide be
bigger than fifteen metres?
9 Are there
any offshore
oilfields in the
Arctic?
13 Oceans are
being used as rubbish
_______________ .
17 What percentage
of the earth’s surface
is covered by oceans?
7 The polar bear
is at the top of the
______________
chain in the Arctic.
14 _____________
is a general term for
human waste and
used water.
15 We live in
a throwaway
_______________ .
12 Is the Gulf
Stream a cold
or warm ocean
current?
16 Rain full of
pollutants is called
_______________
rain.
18 What
concentrates
in gyres?
19 Why are floating
plastic bags a hazard
for turtles?
FINISH
Answers: 1 Yes. 2 No. 3 Yes. 4 Yes. 5 caps 6 level 7 food 8 Fresh water. 9 Yes. 10 Yes. 11 Yes. 12 Warm.
13 tips 14 Sewage 15 society 16 acid 17 Seventy-one percent. 18 Plastic debris. 19 Turtles mistake them for jellyfish.
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Vote for us
Resource 50 8.2
Grammar (unreal past)
Pair A
1 We don’t want
cities to belong to
drivers.
2 People should
travel free on
public transport.
3 We must put up
4 Cyclists should be
parking prices.
allowed to ride on
pavements.
5 Cyclists are not
6
properly protected.
Let’s make the
s
wearing of helmet
.
ry
lso
compu
The Manifesto of
1
We would rather cities
2
It’s time
3
It’s about time
4
It’s high time
5
When it comes to safety, we wish cyclists
That’s why we think it’s time
We also think that it’s time
6
Pair B
1 Animals aren’t
treated with the
same respect as
humans.
2 Let’s raise
the tax on meat.
3 Children should
have free
vegetarian meals
at school.
4 Close do wn
all zoos!
5 We don’t want
.
people to buy dogs
be
ld
ou
People sh
paid for adopting
dogs from animal
shelters.
6
The Manifesto of
1
We wish animals
2
It’s time
3
It’s about time
4
It’s high time
5
When it comes to protecting pets, we would rather people
That’s why we think it’s time
We also think that it’s time
6
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Get away from it all. Relax
on the picturesque sandy
beaches of Bora Bora – a
7________________
paradise island in French
Polynesia.
Dive package included.
French
Polynesia
Unwind in far-flung
Unforgettable!
This is where adventurous travellers
go for the ultimate adrenaline buzz.
Push yourself to the 4_____________
by going white-water rafting on some of
the scariest rivers in world!
Roaring rivers of New Zealand
sense of space and time in this fabulous
yoga retreat near Ubud – the cultural
capital of Bali. Ideal for advanced yoga
practitioners as well as beginners.
1___________________ all
Yoga in Indonesia
on a fifty-one-hour train journey
across seven states, from Chicago to San
Francisco – a reminder of the journey taken
by pioneers to settle the Wild West. A must
for all train enthusiasts.
Driving through Iceland’s barren
8___________________ to the heart of
the island feels like driving a lunar rover.
See the incredible Northern Lights and
explore a beautiful lava cave.
Jeep safari in Iceland
Embark on an exciting boat tour
along the Orinoco Delta.
Don’t worry if you are 5_____________ ;
our local guides will help you
explore this fascinating area
and find out all you’ve ever
wanted to know about the
people and customs of the region.
Venezuela - the Orinoco Delta
USA through a train window
Chile
Hike in the earth’s driest
landscape. A seven-day trek in
one of the most 9________________
places on our planet.
The route takes you through
some spectacular parts of the
Atacama Desert.
How long will it take you
to get from Beijing to Hong Kong
by 6_______________ ? Take
part in this real test of your modern
survival skills and street-wisdom.
A professional support team will
assist you during the whole trip.
a difference
China – a holiday with
3_______________________
If you don’t mind the
2_____________________________
daytime temperatures
followed by the chill of the
night, join a caravan-style
camel trekking trip on the
edges of the Sahara.
hitchhiking
inhospitable
set off
wilderness
Sand dunes of Morocco
arduous
extreme
inexperienced
lose
remote
scorching
Japan
Test your personal
limits of endurance
and join an
10__________
cycling trip
around Hokkaido.
The challenge is
organised on
behalf of a charity
to raise money for
hospices around
the world.
Do you have itchy feet?
Resource 51 8.4
Reading (journeys)
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Resource 52 Test yourself pairwork activities
Student A
Vocabulary (Lesson 8.1)
Student B
Vocabulary (Lesson 8.1)
1 Complete the words in the sentences. Write
1 Complete the words in the sentences. Write
one letter in each gap. The first letter of each
word is given.
1 It is said that steamed vegetables contain more
n_ _ _ _ _ _ _ _ than boiled or fried vegetables.
2 Strong c_ _ _ _ _ _ _ have killed more than one
adventurous swimmer in this river.
3 Did you know that when you see an
i_ _ _ _ _ _ , you only see its tip? Most of it is
under the water!
4 The person who constructed the first o_ _
w_ _ _ was a Pole named Ignacy Łukasiewicz.
5 Tigers have been observed to follow their
p_ _ _ for hours before attacking.
Student B answers
1 oilfield
5 tide
2 species
Student A answers
3 ice cap
4 hazard
1 nutrients
5 prey
2 currents
3 iceberg
4 oil well
Grammar (Lesson 8.5)
Grammar (Lesson 8.5)
2 Complete the second sentence so that it has a
2 Complete the second sentence so that it has a
similar meaning to the first sentence.
1 You are not allowed to talk about the
experiment under any circumstances.
Under no circumstances ____________ about
the experiment.
2 Yesterday we bought new swimsuits, not an
underwater camera.
What ____________ new swimsuits, not an
underwater camera.
3 Helen is going to the next climate change
conference, not Kyle.
It ____________ to the next climate change
conference, not Kyle.
4 There have rarely been so many people at an
animal rights demonstration.
Rarely ____________ so many people at an
animal rights demonstration.
5 The film was not only well paced, but also well
acted.
Not only ____________ , but it was also well
acted.
6 People should protect the environment. I’m not
trying to say anything else.
All ____________ that people should protect
the environment.
Student B answers
1 is this cleaning product expensive 2 has there
been 3 can you use 4 I watched last night was
5 is the Browns who are going to buy 6 I like
most/best about this magazine
266
one letter in each gap. The first letter of each
word is given.
1 When the company suggested exploiting an
o_ _ _ _ _ _ _ next to the coast, local residents
organised a campaign against it.
2 Every year new s_ _ _ _ _ _ of plants and
animals are discovered.
3 Most of the area around the North Pole is
covered by an i_ _ c_ _ that never melts.
4 Air pollution poses a serious health h_ _ _ _ _
for people in industrialised areas.
5 The sea is usually very rough here at high
t_ _ _ , so be careful.
similar meaning to the first sentence.
1 This cleaning product is not only expensive,
but also harmful to the environment.
Not only ____________ , but it is also harmful to
the environment.
2 There has rarely been so much discussion
about the future of our planet.
Rarely ____________ so much discussion about
the future of our planet.
3 You cannot use this machine on your own
under any circumstances.
Under no circumstances ____________ this
machine on your own.
4 Last night I watched a documentary about
chimpanzees, not a vampire film.
What ____________ a documentary about
chimpanzees, not a vampire film.
5 The Browns are going to buy an electric car,
not the Smiths.
It ____________ an electric car, not the Smiths.
6 I really like the big photographs of wildlife in
this magazine. They’re the best thing.
What ____________ are the big photographs of
wildlife.
Student A answers
1 are you allowed to talk 2 we bought yesterday
was 3 is Helen who is going 4 have there been
5 was the film well paced 6 I’m trying to say is
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Resource 53 We’re word builders!
We’re bricklayers!
24 (not) RESPONSE
Do you think your
handwriting could be
_________________
for others?
Do you think it’s
___________________
to have a big car when
you live in a city?
21 (not) ABLE
20 (not) CAPABLE
19 PAID (too little)
Does your school
have access for
students with
_________________ ?
Do you ever
find yourself
___________________
of falling asleep?
Which professions are
__________________
in your country?
16 (not) FAIR
17 (not) PERFECT
Do you ever complain
about being treated
_________________ ?
Do you think people
focus too much on
their ______________ ?
15 INFORM
(incorrectly)
REPLAY
Are we often
__________________
by the media?
9 (not) OBEY
Would you
___________________
orders if you disagreed
with them?
18 (not) EVEN
Where are the most
___________________
pavements in your area?
14 (too) CROWDED
13 (not) MATURE
Do you avoid
___________________
places? Why?/Why not?
Are most people too
___________________
to get married at the
age of twenty-one?
REPLAY
22 FEED
(not enough)
If you saw an
_________________
dog, would you report
its owner to the police?
REPLAY
23 (not) LEGIBLE
FINISH
8.8 Language in focus (word formation)
12 (the opposite
of) DO
Do you often take off
your shoes without
___________________
the laces?
11 WRITE (again)
10 UNDERSTAND
(wrongly)
Have you ever
been told to
___________________
an essay? Why?
Do you think people
often ______________
you?
7 NEW (again)
Which school subject
do you think is
__________________
and why?
6 WORK
(too much)
Can you give
three examples of
___________________
energy sources?
Have you been
___________________
lately?
1 (not) ALLOW
2 BEHAVE (badly)
3 (not) LOGICAL
4 BUILD (again)
In what situation is
a goal in a
football match
________________?
Did you
_______________ as
a child?
Does English
grammar ever seem
___________________
to you?
What has been
_________________
recently in your area?
START
8 (not) RELEVANT
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5 (not) LEGAL
What’s
___________________
when you’re under 18?
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Different shades of green
Resource 54 Focus
review 8, Speaking
Part 1
1
2
3
4
5
6
Have you ever c_ _s_d_r_ _ how/why/what …
You may be w_ _d_r_ _g why I’ve chosen …
You may be _w_r_ that …
P_ _h_ _ _ you have heard about …
Most people don’t r_a_ _s_ that …
Did you k_ _ _ that …
Part 2
form of transport
endangered
to segregate
air pollution
to stop
to recycle
climate change
plastic waste
an alternative
cycling
paper
to protect
nesting area
dump
prey
carbon emission
crime
living species
to be green
unwanted rubbish
pollute
environmentalist
garbage patch
A
B
RECYCLING
268
anti-hunting campaign
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concern
wildlife
C
car-free day
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Eco-holidays
Resource 55 Focus
review 8, Writing
Part 1
1 _________________________
I can thoroughly recommend / improve a visit to Morocco where you will be exposed to a
rich tradition of music, dance and craftwork.
2 _________________________
With its lush forests, majestic mountains and crystal-clear waters, the island of Samothraki
is deal / responsible for nature lovers.
3 _________________________
In spite / Despite the effects of thousands of tourists visiting the site every year, local
government has implemented a successful programme of recycling which helps to reduce
rubbish and pollution.
4 _________________________
If you’re returning from / looking for an unspoilt area of wilderness, then the Yellowstone
National Park is the place for you.
5 _________________________
A huge variety of plant and animal species can be found in the southern / south part of the
island where cars and radios are banned so that the natural balance of the ecosystem is
not disturbed.
wildlife protection
diverse landscapes
cultural heritage
natural beauty
environmental impact
Part 2
Expressing a concession
•
•
•
•
A_ _h_ _g_ it is a historic area …
_v_ _ t_o_ _h there are some reasons why …
In _p_t_ of residents’ protests against …
D_ _ _i_ _ the council’s efforts to …
Expressing contrast
•
•
_h_ _e the number of parking spaces is …
W_ _ _ _a_ it is easy to get to sights …
Expressing cause and result
•
•
_o polluted … that …
s_ _ _ a problem that …
Expressing a reason
•
•
•
•
D_ _ to a lack of access by car …
S_n_ _ bikes are eco-friendly …
H_v_ _g been to many cities …
B_ _ _g a responsible cyclist …
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Multiple choice
Resource 56A Focus
review 4, Language in use
Choose the correct answer, A, B, C or D.
TASK 1
TASK 3
1 When I returned to work after maternity leave,
I was sent on a course because I had difficulty ____
up with the latest changes in the regulations.
A making B living C keeping D putting
1 However careful I try to be, I am always taken ____
by my students’ tricks on April Fool’s Day.
A around B in C on D over
2 I guess no one mentioned the side effects of the
drug to you, ____ ?
C didn’t they
A did they
D don’t they
B had they
3 To save energy, appliances shouldn’t be left ____ –
they ought to be switched off.
C on standby
A logged on
D out of order
B at work
4 All the employees were suddenly ____ after the
industry collapsed.
A dropped B fired C rejected D retired
TASK 2
1 It’s nearly the end of April and I still haven’t got
____ to filling in my tax form.
A through B round C over D on
2 They say that life really begins once you ____
forty because of the major problems you begin
to experience then.
A make B pass C turn D have
3 I made a new cake for the county fair. Not having
followed the recipe precisely, I expected it to be
dry, but it was very tasty. ____ , it won first prize in
the baking competition.
A Still
C Moreover
B Nevertheless
D However
4 I felt simply exhausted last night and went to bed
at eight. I guess it’s because I ____ solidly for eight
hours the night before.
C have been studying
A had been studying
B was used to studying D would be studying
270
2 The other day I forgot to take the meat out of the
freezer to ____ it, so we had to be vegetarians for
a day.
A melt B chill C refrigerate D defrost
3 Mark seems to be in love with his wife, but he is
thought ____ her for money.
C to have married
A to be marrying
B to have been married D to have been marrying
4 ____ his latest project brought him quite
a handsome income, Jack still couldn’t afford
a holiday abroad.
A Despite B Even though C However
D Yet
TASK 4
1 In the current economic situation, banks are
unlikely to increase their interest ____ soon.
A fees B charges C rates D prices
2 Parents need to remember to praise their children
for their accomplishments and not just to ____
them off when they have done something wrong.
A tell B see C put D cut
3 It’s quite rare to come across elderly people with
no ____ teeth. I guess it’s because of poor dental
hygiene when they were younger.
A forged B faulty C fake D false
4 Since you are aware of me being allergic to cats,
you ____ have bought this lovely Persian.
A can’t
C might not
B oughtn’t to
D needn’t
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Multiple choice
Resource 56B Focus
review 7, Language in use
Choose the correct answer, A, B, C or D.
TASK 1
TASK 3
1 It’s feared that after severe flooding there might
be an ____ of cholera because water supplies have
been contaminated.
C outbreak
A eruption
D approach
B invention
1 When the actor stood in front of us, we could clearly
see that he was suffering from stage ____ .
A fear B threat C fright D panic
2 The family agreed to pay the ransom to the
kidnappers, ____ infuriated the police.
A which B that C what D whose
3 To begin with, the offer sounded excellent.
However, we ____ after we discovered some
financial pitfalls connected with it.
A turned it down
C hit it off
B gave it away
D used it up
4 I wasn’t aware how icy the road was until the car
____ and I nearly hit a tree.
A tripped B skidded C limped D strolled
TASK 2
1 For some reason, my grandfather’s garden has
always attracted a number of birds that build nests
and ____ their eggs in them.
A put B lay C place D plant
2 I wouldn’t go for this particular ____ of car if I were
you. It’s supposed to be very unreliable.
A make B mark C label D brand
3 I can’t stand John always boasting about his
achievements. Will he ever stop ____ and telling
people he’s best at everything?
C showing off
A putting forward
B pulling over
D speaking up
4 No sooner ____ home than he got an urgent call
from the hospital about one of his patients.
A does he come
C had he come
B has he come
D would be come
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2 I have no idea how to ____ the subject of the
politeness and punctuality of the manager himself.
I’m in a very uncomfortable situation.
C squeeze in
A bring up
D come to
B pick up
3 A very long and dry summer has caused a severe
drought in many parts of Africa. ____ is expected
to follow, leaving thousands of people without food.
A Sleet B Extinction C Poverty D Famine
4 You’d better book the seats in advance ____ this
offer ends quickly.
C on condition that
A unless B in case D while
TASK 4
1 You should expect to be in pain after the effects of
the drug ____ .
A spread out
C pull out
B slow down
D wear off
2 Do you fancy coming to our ____ rehearsal tonight?
It’s nearly as exciting as the first night.
A costume B dress C attire D outfit
3 Playing basketball has become a popular activity in
our town, so it’s a good idea to book a ____ well in
advance.
A court B pitch C track D ground
4 You wouldn’t be asking me so many questions ____
you had taken the trouble to read the reports I gave
you.
A if B even if C as if D supposing
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Gapped text
Resource 57B Focus
review 8, Language in use
Complete the texts with one word in each gap.
TASK 1
TASK 3
SCIENCE MUSEUM
I’ve always been 1_______________ science,
especially space exploration. So when I heard
that a new science museum had been opened by
a group of astronauts, I didn’t hesitate and I visited
its webpage to check what kind of exhibitions
were available. Their description sounded
2_______________ fantastic that I booked a ticket
straightaway to make sure I would not spend any
precious time queuing at the ticket office.
IDENTITY THEFT
If somebody asked you to name the most valuable
treasure you possess, 1_______________ would
you say it was? Most would probably mention
some personal belongings, but it’s our personal
information which should be most treasured and,
therefore, securely protected.
Having got to the museum, I rushed to the
department of space exploration. To my mind, it was
the best place to be and I could finally experience
what the job of a real astronaut is 3_______________ .
Then, in the section about the Earth, I saw a film
about Iceland and I even watched an indoor geyser
erupt.
I 4_______________ no doubt that such exhibitions
make people realise how powerful our planet is and
encourage them to respect the natural environment.
I’m sure I’ll be back there soon.
TASK 4
TASK 2
CANINE INTELLIGENCE
Research on canine intelligence has proved that
dogs are brighter than was previously thought.
Not 1_______________ are they brilliant at reading
human expressions and body language, but also
at interpreting them. Apparently, they are much
better at it even than chimpanzees, which are
2_______________ closest relatives. In fact, some
dogs are able to understand up to 250 words, signs
or signals.
Scientists believe that 3_______________ was taming
and domesticating dogs that have helped these
special abilities to evolve. For example, it has
been proved that dogs can be trained to perform
complex tasks. Tests have shown that they can
also count up to five. The most intelligent breeds
4_______________ said to be Border Collies and
retrievers, whereas hounds and terriers – the least.
They just bark at everything.
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The problem of identity theft is not a completely
new phenomenon but 2_______________ now it
hasn’t been widely discussed or even fully explained.
Indeed, people have pretended to be other people
throughout the centuries but now it is possible
to collect our data in a much 3_______________
efficient way. One reason why criminals can get hold
of our personal information is the fact that people
tend to be quite careless about their personal data.
Some throw out bank statements and official letters
with their normal rubbish. To make 4_______________
worse, some use websites which are not protected
properly or share information about themselves
online.
A CLOSE CALL
The night before the worst day of my life
1_______________ had been terrible wind and heavy
rain, so I knew we would be busy removing debris
and fallen branches or pumping the water out of
people’s basements. 2_______________ I didn’t
expect though was that it would be me who would
have to be rescued on that shift.
Early in the morning, my team was called to check
a building that seemed to have moved because of
the rain. The building looked quite safe from the
outside and we went inside to 3_______________
a better look. And then the building started
collapsing around me. I remember falling and when
I woke up, I realised that I was trapped. Waiting for
help seemed an eternity, but when I heard familiar
voices and saw dim lights, my face lit up with
happiness 4_______________ my body was aching
all over.
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building
Resource 58 Word
Focus review 1, Language in use
Complete the sentences with the correct form of the words in capitals.
TASK 1
TASK 5
1 After the power cut, we couldn’t get our TV set
to work, so we called an _______________ to see
what had happened. ELECTRIC
2 The more I learn about nature, the more
_______________ I find it. MIRACLE
3 It’s better to ask for assistance if you don’t know
how to _______________ the system because it’s
not a matter of pressing the ‘On’ button. ACTIVE
4 Don’t you think that leaving young children in
a car on a hot day is rather _______________ and
that such parents should be somehow punished?
RESPONSIBLE
1 It is obvious that the local council and the
townspeople have to work in _______________ if
they want to improve life in their area. PARTNER
2 I thought I could get a lot of money for the painting
but it turned out to be completely ______________ .
WORTH
3 I don’t think she liked my suggestion
to _______________ the plot of her latest crime
story. SIMPLE
4 The major problem with inexperienced workers is
their _______________ to fully understand the strict
safety procedures we have in our factory. ABLE
TASK 2
TASK 6
1 We were overwhelmed by my parents’
_______________ when they lent us a substantial
amount of money to buy a flat. GENEROUS
2 Don’t you agree that entering a war zone was
a _________________ decision? We could have died. RISK
3 It’s a real skill to _______________ a dress or a skirt and
to do it well. Making it shorter is much easier. LONG
4 It’s _______________ to drive and text at the same
time because it poses a serious threat to other road
users. LEGAL
1 In the past our local factories used to have hundreds
of full-time _______________ . Today many people
in the area don’t have any work at all. EMPLOY
2 There is nothing more _______________ , from
my point of view, than finding a spider in the
bathroom. TERROR
3 Having been stranded on a desert island for six
days, we breathed a sigh of _______________
when we saw a rescue ship approaching. RELIEVE
4 There must have been some _______________ at
the meeting because Claire left it very abruptly
without even saying goodbye. UNDERSTAND
TASK 3
1 I am afraid we can’t proceed with your order
without the _______________ of the manager, who
is currently on holiday. APPROVE
2 Many animals tend to be _______________ early in
the morning or late in the evening because they
hide or sleep during the heat of the day. ACT
3 If they had taken the trouble to _______________
things between them, they might still be together.
CLEAR
4 We were looking forward to reading her
_______________ but unfortunately, she died just
before finishing it off. BIOGRAPHY
TASK 4
1 Martin Luther King is known to have stood up against
segregation and _______________ in the USA. RACE
2 It was only thanks to Holly’s _______________
negotiations that we paid so little for that Persian
carpet. SKILL
3 We rushed to get home before the storm
which we could see coming – the sky began
to _______________ and we could hear some thunder
in the distance. DARK
4 Lucy looked at Michael in total _______________
when he admitted he had no intentions of marrying
her. BELIEVE
274
TASK 7
1 How come the world’s leading _______________
weren’t able to predict such a serious financial crisis?
Didn’t they spend months discussing it? ECONOMY
2 It’s common for most twins to be virtually
_______________ as they feel a strong bond with
each other. SEPARATE
3 After that terrible car crash the whole town
_______________ with the families who lost their
children. SYMPATHY
4 Taking early _______________ may save you from
becoming unemployed if the company you work
for is likely to go bust. RETIRE
TASK 8
1 The man who rescued a woman from drowning
was awarded a medal for _________________ by
the mayor. BRAVE
2 There are a few _________________ rules at a youth
hostel. like respecting other people’s privacy. WRITE
3 With easy access to all my contacts stored
in my mobile phone, I don’t ever try
to _________________ phone numbers. MEMORY
4 The number of programmes in which
______________ can vote for the best performer
has grown substantially. VIEW
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Word building cloze
Resource 59A Focus
review 2, Language in use
Complete the texts with the correct form of the words in the boxes.
There are two extra words for each text.
TASK 1
bad
TASK 3
broad
do
die
dream
make
FAMILY HISTORY
Tracing your ancestors can be a very interesting
hobby. But if you don’t go about it in a methodical
way, it can also become a very frustrating one
because people get events mixed up or lose
important documents. To begin with, write down all
the names, dates of birth and 1__________________
of all the family members you or your relatives can
remember. After you have collected all the data, it
might be worth 2__________________ inquiries in the
parishes where your ancestors lived. The documents
kept there might give you a 3__________________
picture of your family. And you may find something
surprising. When I began exploring my family’s
past, I found out that one of my relatives was
a notorious pirate. I still remember feeling as if
I 4__________________ when I read about it because,
as far as I knew, everybody in my family had worked
in the police force or in court for generations.
Obviously, not everybody!
TASK 2
do
have
like
take
taste
weak
NATIONAL VEGETARIAN WEEK
When I was challenged by my friend to become
a vegetarian during National Vegetarian Week,
I 1__________________ aback by the fact that such
an event existed at all, as I had never heard about it
before. At first, I thought that my friend had made
a mistake because I was a lifelong meat eater, who
wasn’t used 2__________________ much else on
a plate apart from pork or beef. In fact, I couldn’t
imagine life without a daily portion of meat. I was also
afraid that I would be eating 3__________________
veggies all the time. When the time came, I received
tempting daily recipes and some tips on how to get
the most from a brilliant meat-free lifestyle. My diet
included a wide variety of fruit, vegetables, nuts,
seeds and whole grain and dairy products, quite
4__________________ what I had been used to before.
It was a great experience and now I’m enjoying fruit
and vegetables more.
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advice
arise
common
right
spend
view
HAGGLING
Markets 1__________________ in ancient times
wherever people needed to sell the goods they
produced. For many centuries the main way of
trading was by barter, which meant exchanging
goods. Nowadays such practices are rather
2__________________ since people prefer to pay for
their purchases with money.
In many corners of the world people are still
expected to haggle before completing a purchase.
The customer and the seller will agree on a price,
but only after what can often be a heated debate.
I can remember 3__________________ a whole day
negotiating the price for a single carpet in Istanbul,
but it was worth it: the original price had been over
£600, and I got it for a mere £200!
Obviously, you should be aware that market
traditions vary in different countries, and in some
places haggling is an important part of the process
of buying an item, while in others it would be
4__________________ not to even attempt it.
TASK 4
creative
encourage
let
present
see
view
PERFORMING NOW AND THEN
As a child I remember 1__________________ to try
out my performing skills, first for the benefit of my
parents and grandparents, later for a larger audience.
When I got to Year 5 or 6 of primary school, we were
taken to see different forms of performance art
such as theatre, opera, ballet and even the circus.
We looked forward to these outings with great
excitement. 2__________________ the performances,
we would discuss what we liked and disliked about
them. Those kinds of activities helped us develop our
imagination and 3__________________ , which then
allowed some to become actors or performers.
But nowadays we live in the age of television and
computers – they produce an endless stream
of entertainment which is always available. The
ever-present TV set or computer also mean that
4__________________ rarely see artists performing live,
so the pleasure of witnessing something very special
is gone.
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Word building cloze
Resource 59B Focus
review 5, Language in use
Complete the texts with the correct form of the words in the boxes. There are two extra
words for each text.
TASK 1
able
TASK 3
apply
credible
require
see
wide
THE BOSTON MARATHON
Running is a popular activity and hundreds of new
enthusiasts can 1____________________ jogging
along the streets of towns all over the world every
day. More and more people of different shapes,
sizes and 2____________________ are also taking
to running marathons. As a result, each year the
number of runners completing the challenge of
running the full 42 km of the course is growing.
The Boston Marathon is the oldest and most
prestigious race in the United States, so even for
veteran runners, the run is a lifelong goal. Those
3____________________ to take part must qualify with
a time based on their age and gender in another
marathon run in the previous eighteen months. After
the 2013 bombing of the Boston Marathon, in which
264 people were injured and some killed, all the
next runs will probably be 4____________________
meaningful and emotional for both runners and
spectators.
TASK 2
accurate
do
make
modify
paint
represent
Up until 1931, the underground map
for London had been rather messy and
confusing. And although it was praised for its
geographic 3____________________ , it was
not easy to understand. The new map was
an enormous success with the public when it
4____________________ its first appearance on
underground platforms in 1933. The map may not
seem very simple and easy to understand straight
away, but once you’ve got to grips with it, you will
find that it’s incredibly handy.
come
except
take
think
DREAMS
fascination and inspiration for people for thousands
of years. However, as they are is quite mysterious,
many often ask themselves what a dream is or why
we dream at all. Over the years, scientists studying
the subject 2____________________ up with some
interesting conclusions. For a start, although most
people can’t remember their dreams, everybody
without 3____________________ dreams. The
scientists also claim that dreams can have a practical
value in reprocessing the events of the previous
day, as they often include a series of images,
4____________________ and emotions which have
been experienced during that day. However, some
dreams are rather vague and it is hard to make
sense of them. So it’s a good idea to keep a pen and
paper by your bed so that you can write them down
as soon as you wake up.
TASK 4
end
keep
own
permit
take
CHRISTIAN THE LION
In the summer of 1969 two young Australians,
John Rendall and Anthony ‘Ace’ Bourke, bought
a lion cub from Harrods department store in
London. They called him Christian. As you can
imagine, buying large wild animals from a shop
or 1____________________ wild pets for walks
was rather an unusual thing to do! They kept
him in a flat in London, then in a house in the
countryside, until they asked the Kenyan authorities
for 2____________________ to take him to Kenya.
After several months of bureaucratic delays and
having persuaded George Adamson, an expert
on lions, to try to introduce Christian into the
wild, they flew the cub to his new home in Africa.
If it hadn’t been for their persistence, Christian
3____________________up in a zoo or a circus
living a very miserable life. In 2008 a young
American student rediscovered the footage of the
1971 reunion between Christian and his former
4____________________ . The clip instantly became
an Internet hit and it’s been viewed millions of times.
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be
Dreams seem 1____________________ a source of
agree
THE LONDON UNDERGROUND MAP
The London Underground map is a real icon of the
city. The layout of the map is interesting because
it provides a clear 1____________________ of a very
complex network. The man behind the design
was Henry Beck, an employee of the London
Underground Drawing Office, who first came up with
his design for the map in 1931 and whose original
scheme 2____________________ several times so far
to incorporate changes to the network.
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Transformations
Resource 60A Focus
review 1, Language in use
Complete the second sentence so that it has a similar meaning to the first, using the word in
capitals. Do not change the word in capitals.
TASK 1
TASK 3
1 Our parents always took us for a walk along the pier
during our summer holidays. WOULD
Our parents ____________________________ for
a walk along the pier during our summer holidays.
1 ’I didn’t take your laptop,’ he said to me. DENIED
2 The police say that the robbers probably stole the
painting by mistake as they thought it was very
valuable. MAY
According to the police, the painting
____________________________ mistake, in the
belief that it was very valuable.
3 As you get older, your eyesight deteriorates. WORSE
The ____________________________ your eyesight
becomes.
4 Mary, can you come and smell these prawns? I don’t
think they’re edible any more. GONE
Mary, can you come and smell these prawns? I think
____________________________ .
TASK 2
1 You’d better ask your lawyer to prepare the contract
for you. HAVE
I think you should ____________________________
the contract for you.
2 Graham failed because he didn’t study long
enough. PASSED
Graham ____________________________ he had
studied more.
3 My friend wrote this story. It’s so moving that it
always makes me cry. AUTHOR
The story, ____________________________ , is so
moving that it always makes me cry.
4 David and Betty had the same interests and hobbies
so it was natural that they became good friends
immediately. HIT
David and Betty had the same interests
and hobbies so it was natural that they
____________________________ immediately.
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He ____________________________ .
2 We had no idea it was a fancy-dress party, so we
wore our ordinary clothes. LITTLE
____________________________ it was a fancy-dress
party, so we wore our ordinary clothes.
3 All the other designs he’s produced were far more
complex than this one. THE
This design ____________________________ of all of
those he’s ever produced.
4 As we were driving in thick fog, it was impossible
to see exactly where we were. MAKE
As we were driving in thick fog, we were
____________________________ exactly where we
were.
TASK 4
1 You should have made sure Chris fitted locks on all
the doors before he left. GOT
You should ____________________________ locks on
all the doors before he left.
2 Andy won’t help us anyway, so why should I talk
to him about our problem? USE
____________________________ to Andy about our
problem. He won’t help us anyway.
3 We needed to leave early because we didn’t want
to miss the beginning of the performance. AS
We left early ____________________________ the
beginning of the performance.
4 Unfortunately, they had to cancel the match
because it was raining. OFF
Unfortunately, the match had to
_____________________ the rain.
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Transformations
Resource 60B Focus
review 2, Language in use
Complete the second sentence so that it has a similar meaning to the first, using the word in
capitals. Do not change the word in capitals.
TASK 1
TASK 3
1 She doesn’t like everybody looking at her. CENTRE
She hates ____________________ attention.
1 He talks about nothing but football and footballers.
OBSESSED
He ____________________ football and footballers.
2 Andrew and his wife have separated. SPLIT
Andrew has ____________________ his wife.
3 She fell in love with a waiter she met when she was
on holiday. FOR
She ____________________ waiter she met when she
was on holiday.
4 The boy was thrilled because he won the prize. WHO
The boy ____________________ was thrilled.
TASK 2
1 At first we were the only people there. BEGIN
____________________ we were the only people
there.
2 The concert started before we got to the theatre.
ALREADY
By the time we arrived, the concert
___________________ .
3 Selma got her degree after five years of study.
STUDYING
Selma ____________________ five years before she
got her degree.
4 He’s absolutely crazy about his new girlfriend.
MADLY
He’s ____________________ with his new girlfriend.
278
2 Elpida is the girl I sit next to on the bus. WHO
Elpida is the girl ____________________ me on
the bus.
3 There’s no question that it was the best day of my
life. WITHOUT
____________________ , it was the best day of my
life.
4 Because she lived in Turkey for six years, she speaks
the language fluently. HAVING
____________________ in Turkey for six years, she
speaks the language fluently.
TASK 4
1 Helen’s baby is due in May. EXPECTING
Helen ____________________ baby in May.
2 That girl over there stole my phone. STOLE
That’s the ____________________ my phone.
3 She always seems to like the wrong kind of boy.
ATTRACTED
She always seems to ____________________ the
wrong kind of boy.
4 Sadly, our cat disappeared completely. TRACE
Sadly, our cat disappeared ____________________ .
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Grammar animations
How to use the grammar animations
outside the classroom
• As the grammar animations are available on the
Student‘s website, they can be used by students
outside the classroom. This makes them an invaluable
resource for students.
• Students who were absent from school have a ready
grammar explanation and the grammar in context to
watch at home. This is especially good for auditory
learners who like hearing the explanation and
watching language in a video context more than
reading the dry information on the page.
• Weaker students who find the grammar explanation
insufficient can always watch the animation at home at
their own pace.
• Students who revise before tests or exams can use this
resource to go through the grammar points covered.
The explanations are concise and the video that has
already been watched quickly reminds them of a given
grammar topic. Timewise, it’s probably one of the
most efficient ways of revising grammar.
Suggested teaching procedure
Example: grammar animation for Lesson 1.2, Present
and past habits
Introduction
• Explain to students that they are going to watch an
animated cartoon which will give them more context
for the grammar.
• Start the video and stop at the very beginning [00:10]
Students will see the main character, Sarah (the
journalist), standing next to Max Anthony’s door. Ask
students a few warm-up questions like: Who is the girl?
Where is she? Who is she going to do the interview
with? How do you know? You can ask students to
describe the cartoons they can see on the door.
Comprehension
• Play the video with the subtitles off and ask students
to watch and listen carefully. Ask a few general
comprehension questions like: What kind of student
was Max? How did he behave in the classroom?
What did his sister think of him? What does she think of
his work now?
Video practice
• Explain to students that the animation provides more
context for the topic of the lesson and remind them
that the lesson is about present and past habits. Ask
them if they can remember any sentences about past
habits from the video. Make a list on the board. Don’t
worry if students don’t remember all the sentences –
use the script to read out the sentences with the target
language and put them on the board. It’s a good idea
to elicit some target language from the cartoons and
put it on the board; it will serve as prompts for the
speaking exercise at the end.
• Ask students additional questions to check if they
understand that the simplest way of talking about
habits is the Present Simple and the Past Simple, the
difference between used to and would, and using the
Present and Past Continuous for irritating habits. Ask
them to give you more examples of each category.
• If you realise that students still have problems with
present and past habits, use the teacher’s part to
remind them the different ways of expressing them.
If you feel they are doing well and can list a few
examples and provide explanation, then you can omit
the teacher’s part.
• You can play the animation for a third time in weaker
groups or if students really want to watch it. Then
pause after each sentence which expresses a present
or past habit and ask students to repeat.
Extra practice
• Explain to students that they are going to prepare
similar dialogues in groups. One of them will be a
journalist, the other one a famous person (a model,
an actor, a scientist, etc.). Explain that the topic of
the dialogue should be similar (what kind of students
they used to be). Tell them to use different structures:
used to, would, Past Simple, Present Simple, Past
Continuous and Present Continuous.
• Let students prepare their dialogues in pairs. Check
the language in the meantime. Students should
present their dialogues in front of the class, to make it
more engaging.
If you are short of time, some elements of the
introduction and extra practice can be omitted.
• Play the whole video once again, with subtitles. Ask
students to pay special attention to the sentences with
used to and would.
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Pearson Education Limited
Edinburgh Gate, Harlow
Essex, CM20 2JE, England
and Associated Companies throughout the world
Illustration Acknowledgements
(Key: b-bottom; c-centre; l-left; r-right; t-top)
Students’ Book pages: Joanna Balicka p. 4l, 8l, 100, Ewa Olejnik p. 58, 70, Kate
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www.english.com/focus
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257, 265
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ISBN 978-1-292-11010-3 (Teacher’s Book + MultiROM)
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Set in Avenir
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Acknowledgements
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feedback and comments during the development of the material: Humberto
Santos Duran, Anna Maria Grochowska, Inga Lande, Magdalena Loska, Rosa
Maria Maldonado, Juliana Queiroz Pereira, Tomasz Siuta, Renata TomakaPasternak.
We are grateful to the following for permission to reproduce copyright material:
Students’ Book figures: Book cover on page 30 from Gone by Michael Grant.
Copyright © 2008 Michael Grant. Published by Egmont UK Ltd London and used
with permission. and HarperCollins Children’s Books US
Students’ Book Text: Extract on page 14 adapted from ‘The Element: how
finding your passionchanges everything’ (Ken Robinson and Lou Aronica
Penguin 2010), Copyright © Ken Robinson and Lou Aronica, 2009, Penguin
Books Ltd; Article on page 16,17 adapted from ‘Our fantastic readers: how 200
of you volunteered’, The Guardian, 16/03/2010 (Tobin L), Guardian News and
Media Limited 2010; Extract on page 25 from ‘Mao’s Last Dancer’, Fusion Press
(Cunxin L 2003), Penguin Group (Australia) and Penguin Books Ltd, Copyright ©
2003, 2009 Li Cunxin; Article on page 28 adapted from ‘How long-lost love letter
led to couple marrying after 16 years apart’ Daily Mail, 20/07/2009 (Daily Mail
reporter), MailOnline.com; Article on page 28 adapted from ‘Experience: I found
my friend after 40 years, and married her’ The Guardian, 26/10/2013 (Crisostomo
J), Guardian News and Media Limited 2013; Extract on page 30 from ‘Gone’ by
Michael Grant. Text copyright © 2008 Michael Grant. Published by Egmont UK
Ltd, London and and HarperCollins Children’s Books US used with permission;
Article on page 45 adapted from ‘Life aboard the International Space Station’,
The Guardian, 24/10/2010 (Sample I), Guardian News and Media Limited 2010;
Article on page 53 adapted from ‘The charms of Spain’s cave houses’, The
Telegraph, 22/04/2014 (Gillilan L), © Telegraph Media Group Limited; Extract
on page 72,73 adapted from ‘The Life And Times Of The Thunderbolt Kid’
New Ed edition, Black Swan; (Bryson,B) Published by Doubleday. Reprinted
by permission of The Random House Group Limited. and Bill Bryson with
permission; Article on page 82-83 from ‘Michelle Obama was not unhappy
during Nelson Mandela ‘selfie’, photographer insists’, Telegraph (Clark N) The
Telegraph 2013, copyright © Telegraph Media Group Limited; Article on page
95 adapted from ‘Catch me if you can? Frank Abagnale is now the one busting
fraudsters’, The Telegraph, 16/08/2014 (Armitstead L), copyright © Telegraph
Media Group Limited; Article on pages 100-101 adapted from ‘Rise of the ‘innernet’: meet the most connected man on the planet’, The Guardian, 19/03/2014
(Wainwright O), The Guardian 2014, Guardian News and Media Limited 2014.
In some instances we have been unable to trace the owners of copyright
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Photo Acknowledgements
The publisher would like to thank the following for their kind permission to
reproduce their photographs:
(Key: b-bottom; c-centre; l-left; r-right; t-top)
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appropriate acknowledgement in any subsequent edition of this publication.
1
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USE OF ENGLISH 5
1 For questions 1–8, read the text below and decide which answer (A, B, C or D)
best fits each gap. There is an example at the beginning.
I remember all too well my first 0job interview. I was eighteen and I was hoping to 1
an
apprenticeship with a local business. I thought the interview was going to be an informal chat with
the owner of the company, but in 2
, I had a formal interview with the HR department. When they
asked me why I 3
to apply for a position with the company, I didn’t know 4
to say. In the end,
they accepted me as an apprentice, but the interviewer 5
me to prepare better for any future
interview.
A6
years later, I had an important interview, but this time I was really well-prepared. The company
offered me a generous pay package and some interesting 7
, such as a company car and gym
8
membership. I’ve never been short
money since.
0
A working
B career
C job
D profession
1
A do
B have
C take
D make
2
A true
B fact
C actual
D reality
3
A decided
B were deciding
C have decided
D had decided
4
A what
B how
C if
D which
5
A suggested
B insisted
C advised
D assured
6
A several
B lots of
C some
D few
7
A duties
B perks
C terms
D advantages
8
A with
B of
C at
D on
TIPS:
Question 3: Only one option shows that the action happened before the interview.
Question 5: Look carefully at the verb pattern after the gap.
Question 6: Only one option can have a before it.
2 For questions 1–6, complete the second sentence so that it has a similar
meaning to the first sentence, using the word given. Do not change the word
given. You must use between two and five words, including the word given.
There is an example.
0
I haven’t got enough money to buy a new laptop.
CAN’T
I can’ t afford to buy a new laptop.
Dan said he would help me with my work.
TO
promised/offered
Dan to help me with my work.
I’m responsible for the research team.
CHARGE
I’m in charge of the research team.
They gave him a job as a school caretaker.
TAKEN
has taken a job/has
He been taken on as a school caretaker.
1
2
3
4
5
6
He decided to sue the company after all.
COURT
take the company
He decided to to court after all.
Suddenly there are fewer people working from
home.
SHARP
been a sharp
There has drop in the number of people working
from home.
My friends said I shouldn’t pay more than £20 for
a ticket.
ADVISED
advised me
My friends not to pay more than £20 for a ticket.
TIPS:
Question 3: You need the passive form of a phrasal verb which means ‘employ’.
Question 5: Which word collocates with sharp to mean ‘a sudden decrease’?
Question 6: You will need to include a negative in your answer.
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WORD STORE 5
The world at your feet
WORD STORE 5A
WORD STORE 5E
Phrasal verbs – employment
Adjectives to describe jobs
PHRASAL VERB (= SYNONYM) + TYPICAL COLLOCATION
demanding high-powered lucrative
rewarding stable tedious
1 draw sth up (= prepare) a shortlist
2
keep
sb
on
(= retain) an employee
1 challenging = demanding
3
pick
sth
up
(= learn) a skill
2 fulfilling =
4
step
from
3 important = high-powered
5
take
sb
on
(= employ) a graduate
4 monotonous =
6
take
sth
up
(= accept) a role
5 secure =
down
sth (= leave) a job
6 well-paid =
WORD STORE 5B
rewarding
tedious
stable
lucrative
Collocations – employment
WORD STORE 5F
1 a contract expires =
Linking phrases
interest
2 express
fill
3
4 living
(in sth) =
as a rule in fact on the contrary
on top of with regard to
under these circumstances
a vacant post/a vacancy =
expenses
=
5
primary
responsibilities =
6
selection
process =
7 a sense of
adventure
2 with regard to = in connection with/in terms of
=
market
8 target the youth
1 as a rule = usually
3
=
4
5
WORD STORE 5C
EXTRA Collocations – employment
achievement application collective concern
create passport standards the college sector
1 a passport expires ➝ My passport expires next July.
I’ll have to renew it.
concern
2 express
3
create
4 living
➝
5
collective
responsibility ➝
6
application
process ➝
= just the opposite
in fact
= actually
on top of = in addition to
under these
circumstances = because of this
WORD IN FOCUS
AT
at + a place or an event
Due to pressures at work ...
at Pete’s, at the doctor’s, at dinner
(about sth) ➝
a vacant post/a vacancy ➝
standards
6
on the
contrary
at + a time, a price, an age, a speed or
a temperature
8 target the college sector ➝
She gets up at dawn.
He retired at sixty.
Water boils at 100°C.
WORD STORE 5D
at with verbs
7 a sense of achievement ➝
Word families – employment
VERB
NOUN
(THING)
NOUN
(PERSON)
1 apply (for)
application
applicant
2 campaign
campaign
campaigner
employ
employment
3
employer/employee
4 interview
interview
5
recruit
recruitment
recruit
6
review
review
reviewer
They always look at shoes.
Don’t throw it at me!
at with adjectives
We’re very good at bowling.
She’s hopeless at keeping in touch.
interviewer/interviewee
at in phrases
jobs that are at risk
at last, at once, at present
11
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USE OF ENGLISH 6
1 For questions 1–8, read the text below. Use the word given in capitals at the
end of some of the lines to form a word that fits in the gap in the same line.
There is an example at the beginning.
Ghostwriters
Famous people, including models, 0 musicians and pop stars, are
publishing more and more books these days. How can they write a
reality
whole book if, in 1
, some of them can’t write one sentence
correctly? The answer is something publishers are quite 2 enigmatic
about: ghostwriters. A ghostwriter is a writer for hire. He or she does
majority
all or the 3
of the work, but they are not usually credited as
authors when the book is released. In some cases, they may get a
thank-you note in the book if their 4 contribution was particularly
important. Ghostwriters are quite 5 mysterious figures. They usually
have to swear to keep their 6 anonymity and we don’t know much about
them. Many ghostwriters work not only for celebrities, but also for
7
politicians
, business people and fiction publishers. How would
you feel if you made the 8 discovery
that your favourite book was
actually written by a ghostwriter?
MUSIC
REAL
ENIGMA
MAJOR
CONTRIBUTE
MYSTERY
ANONYMOUS
POLITICS
DISCOVER
TIPS:
Question 1: You need to add a suffix to make a noun.
Question 5: You need an adjective here.
Question 7: You’re looking for the noun for a person or people because the gap is followed by business
people and fiction publishers.
2 For questions 1–6, complete the second sentence so that it has a similar
meaning to the first sentence, using the word given. Do not change the word
given. You must use between two and five words, including the word given.
There is an example.
0
I haven’t got enough money to buy a new laptop.
4
AFFORD
I can’t afford to buy a new laptop.
Jennifer is proud of her work as a park ranger.
TAKES
Jennifer takes pride in her work as a park ranger.
5
I wouldn’t take part in a protest unless it was
peaceful.
IF
6
I wouldn’t take part in a protest if it wasn’t peaceful.
The accused said he hadn’t forged the document.
DENIED
denied
The accused forging the document.
1
2
3
You believed all his promises and now you’re in
trouble.
BE
you
If you hadn’t believed all his promises, wouldn’t be in
trouble now.
People should be responsible for their actions.
TAKE
to take
People ought responsibility for their actions.
To sum up, I think we had a very productive
meeting.
THINGS
things
All considered , I think we had a very productive
meeting.
TIPS:
Question 2: Do you need a verb in the affirmative or negative form?
Question 4: Think about the tense of the result clause in the conditional sentence.
Question 5: You need to find the noun form of responsible.
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True or false?
WORD STORE 6
WORD STORE 6A
WORD STORE 6E
Truth and falsehood
Word families
BECOMING
TRUE ➞
FALSE
FALSE ➞
3 c reate
1 authentic (adj)
2 genuine
1 anonymity
anonymous
2
belief
believable
10 f ake
3 enigma
enigmatic
4 deceive
5 distort
ADJECTIVE
9 d octored
the
illusion
NOUN
the
truth
4
equality
equal
5
fairness
fair
loyal
6 loyalty
6 manipulate
7
mystery
mysterious
7 m isleading
8
stupidity
stupid
8 s ensationalise
WORD STORE 6F
Phrasal verbs
WORD STORE 6B
1 go through = experience (sth bad)
Phrases with take
2 look
1 take sth at face value =
granted
3 take sth for
pride
4 take
=
=
pinch
5 take sth with a
of salt =
WORD STORE 6C
Compound adjectives
1 far-fetched = very unlikely
advised
= unwise
3
light
-hearted = fun or carefree
4
stony
-faced = looking angry
5
worldly
-wise = experienced
6
wrinkle
-free = without wrinkles
WORD STORE 6D
EXTRA Compound adjectives
kind- -reaching street (no hyphen)
tax- -timed two1 far-reaching ➝ Manipulating public
opinion can have far-reaching
consequences.
2 ill-
timed
➝
3
kind
-hearted ➝
4
two
-faced ➝
5
street
wise ➝
6
tax
-free ➝
4 run
7 turn
= collect sb
= escape
in
= make yourself comfortable
in
6 take sb
6 take responsibility for sth =
2 ill-
away
5 settle
in sth =
sth = investigate sth
up
3 pick sb
context
2 take sth out of
into
up
= allow sb to stay
= arrive
WORD IN FOCUS
OR
or to talk about alternatives
weird, amazing or hilarious images
Actors like their screen characters, or do they?
or – alternatives using either and not
The sentences are either true or false.
I can’t read or write.
or to talk about two opposites
right or wrong, for or against,
agree or disagree
or to talk about approximate quantities
It’ll take an minute or two.
It’s probably worth five or six hundred euros.
or in phrases
He’s been gone an hour or so.
Are you coming with us or not?
I’ve been there twice, or rather, three times.
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USE OF ENGLISH 7
1 For questions 1–8, read the text below and think of the word which
best fits each gap. Use only one word in each gap. There is an example at
the beginning.
The Internet of things
Although we like to think of the Internet 0 as a social network, it is mostly a network of machines. In fact,
a few years ago the number of different devices connected to the net is believed to 1 have
exceeded
2
known
the number of human users. This phenomenon is
as ‘the Internet of things’ and the number of
on
online devices is still 3
the rise.
Today almost any object, from your fridge to your car, can have 4 access to the Internet. Using a special
application, you can check if you have enough tomatoes for a salad. And if you install a camera in your
able
garage, you are 5
to check – from any place on Earth – if your car is still there.
At the moment, many of the available applications offer you this remote control of your devices, but
6
in
the near future, these devices will also take intelligent decisions for you (and without asking
be
you first)! Some experts think it could 7
risky. Imagine 8 being
forced to eat healthy food by
your fridge, which will do all your weekly shopping. What a scary thought!
TIPS:
Question 3: You need a preposition to complete this phrase, which means ‘increasing’.
Question 5: The word you need completes a verb phrase which means ‘can’.
Question 8: Be careful: what verb form follows imagine?
2 For questions 1–6, complete the second sentence so that it has a similar
meaning to the first sentence, using the word given. Do not change the word
given. You must use between two and five words, including the word given.
There is an example.
0
I haven’t got enough money to buy a new laptop. 4
CAN’T
I can’ t afford to buy a new laptop.
Yesterday someone sent me the same spam
advertisement ten times.
WAS
5
Yesterday I was sent the same spam advertisement
ten times.
I didn’t realise how much time I’d spent playing
that game.
LOST
6
lost track
I of time while I was playing that game.
It was the rule at school to wear a grey uniform.
MADE
were made
At school we to wear a grey uniform.
1
2
3
Could you tell me what to do about this problem
on my computer?
ADVICE
you give me
Could some advice about this problem on my
computer?
Guests can use the computers in the lobby
whenever they need to go online.
DISPOSAL
are at the
The computers in the lobbyguests’ disposalwhenever
they need to go online.
Most people think that wearable technology will
soon be much more affordable.
BELIEVED
is believed
that
It
wearable technology will soon be
much more affordable.
TIPS:
Question 1: You need to use the passive here.
Question 4: What verb collocates with advice, to form a phrase that means ‘tell someone what you think
they should do’?
Question 6: You need an impersonal passive structure here.
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Log on
WORD STORE 7
WORD STORE 7A
Collocations to do with Internet use
1 bookmark a site =
browse
2
the net =
post
3
a comment =
share
4
a link =
update
5
your status =
upload
6
a photo =
WORD STORE 7B
Health issues
CONDITION
SYMPTOMS (OR DEFINITION)
1 addiction
2 diabetes
3 eye strain
high blood
4 pressure
5 insomnia
6 joint pain
7 obesity
repetitive
8 strain injury
obsessive behaviour
too much sugar in the blood
sore eyes
circulation problems
sleep disorder
sore hips, knees, etc.
excess weight
sore wrists or elbows
WORD STORE 7C
Collocations in set phrases
1 address an issue = deal with a difficulty
attention span = length of time you can
2
focus on one thing without distraction
3 at the expense
of sth = one thing happens
causing a second thing to suffer
4 at your fingertips = near you
lose
5
track of time = no longer know
what time it is
crucial
6 play a
role = have a very
important influence
sedentary lifestyle = involving a lot of sitting
7
and no exercise
8 withdrawal symptoms = nasty physical and
mental effects when you stop taking drugs
WORD STORE 7D
EXTRA Collocations
common disposal hectic keep
life (one word) problem risk vital
1 address a problem ➝ We need to address
the problem of unhealthy snacks being
sold in the school canteen.
2
lifespan
span ➝
3 at the
risk
of sth ➝
4 at your
disposal
➝
5
keep
6 play a
track of time ➝
vital
role ➝
7
hectic
lifestyle ➝
8
common
symptoms ➝
WORD STORE 7E
Electronic communication
domain name external drive handset
landline remote control
sat-nav (satellite navigation system)
1
sat-nav
2
landline
3 remote control
4
handset
5
domain name
6 external drive
WORD STORE 7F
What the body does
beam browse cast an eye over
dash around frown slouch
stare at wander around
Moving (or not moving)
1 slouch = not sit/stand up straight
2 dash around = move quickly
3 wander around = move slowly
Looking at things
cast an eye
4
= look briefly
over
browse
5
= look in a leisurely way
stare at
6
= look for a long time
Showing emotion
beam
7
= smile broadly
frown
8
= look angry
WORD IN FOCUS
ON
on as a preposition
on the web, on Twitter, on time, on purpose
I can’t see anything on my screen.
on as a dependent preposition
I wish I was less dependent on technology.
It had no effect on me.
on in phrasal verbs
Do I need a password to log on?
What’s going on here then?
on in phrases
I’ve got nothing on this evening. Let’s go out.
He kept going on and on and on about his new phone.
It lists prices for screens, keyboards, scanners and so on.
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USE OF ENGLISH 8
1 For questions 1–8, read the text below. Use the word given in capitals at the
end of some of the lines to form a word that fits in the gap in the same line.
There is an example at the beginning.
Dogs and the human brain
Human beings have trained animals to work for them and also used them as
0
companions for a long time. But which animal species did the human race first
manage to 1 domesticate ? It was, of course, the dog. Some experts claim it happened
farmers
about 15,000 years ago, even before we settled down and became 2
.
COMPANY
DOMESTIC
FARM
playful
Although many people in the developed world consider dogs to be 3
pets, which are even allowed to sleep in their owners’ bed, the relationship between
humans and dogs was initially different. Dogs helped us hunt for food and warned
us of possibly 4 dangerous situations. As everyone knows, the senses of smell and
hearing that dogs have are 5 incomparable to human abilities. In return for this, dogs,
unlike wolves, didn’t have to worry about survival. Living with people, they were
given food and 6 protection .
PLAY
New 7 scientific
research suggests that both dogs and people had to pay a price
for this perfect symbiosis. Dogs’ brains seem to have shrunk by one fifth. Also, human
attributes changed 8 considerably and our ancestors lost many of their own
sensory abilities.
SCIENCE
DANGER
COMPARE
PROTECT
CONSIDER
TIPS:
Question 1: You need to add a suffix to form a verb here.
Question 2: Be careful: you need a plural noun here.
Question 8: You need to make two changes here: add a suffix to form an adjective and then change the
adjective to an adverb.
2 For questions 1–6, complete the second sentence so that it has a similar
meaning to the first sentence, using the word given. Do not change the word
given. You must use between two and five words, including the word given.
There is an example.
0
I haven’t got enough money to buy a new laptop.
CAN’T
I can’ t afford to buy a new laptop.
I really don’t want you to go there.
RATHER
would/’d rather
I you didn’t go there.
This is our first visit to this country.
NEVER
have/’ve
We never been to this country before.
I find it surprising that no one has noticed this.
IS
is surprising
What is that no one has noticed this.
1
2
3
4
5
6
It’s a pity Luke didn’t come with us.
HAD
wish Luke
I had come with us.
Most people don’t know that there used to be a
castle here.
AWARE
are not
Most people aware that there used to be a castle
here.
The air pollution is worse in the city centre than
here.
AS
is not as
The air pollution here bad as in the city centre.
TIPS:
Question 1: Be careful: you are referring to the future but you need to use a past verb form.
Question 2: Think: which tense do we often use with never to talk about experiences?
Question 6: Be careful: you need a comparative structure, but you must use the base form of the adjective.
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Around the globe
WORD STORE 8
WORD STORE 8A
WORD STORE 8E
The natural world
Collocations
1 current = a strong movement of water
(or air) in one direction
nutrients
2
= the essential chemicals in food
that help animals live and grow
prey
3
= an animal that is hunted and
eaten by another animal
species
4
= a group of living things that all
have the same features
tide
5
= the regular movement of the
sea towards and away from the land
whirlpool
6
= water that turns around and
around, pulling things towards it
common natural powerful
rival scientific stable
1 natural habitat
rival
2
gang
stable
3
communities
scientific
4
research
common
5
misconception
powerful
6
bond
WORD STORE 8F
Word families
NOUN
WORD STORE 8B
Hazards and pollutants
7
A C I D
R A I N
2 S E W A G E
3 R U B B I S H
T I P S
1
W A S T E
I N D U S T R I A L
C O N T A M I N A N T S
6 H A Z A R D S
4
5
1 challenge
2 growth
3 injury
4 poison
5 rag
thirst
6
7 vastness
WORD STORE 8C
WORD IN FOCUS
Compound nouns
AROUND
1 food chain =
2 ice
cap
3 land
4 oil
5 sea
level
challenging
grown
injured
poisonous
ragged
thirsty
vast
=
around as an adverb
=
Stop following me around.
water that turns around and around
fill
field
ADJECTIVE
=
=
around as a preposition
WORD STORE 8D
around the globe
After two years of hitchhiking around the Northwest ...
What about the animals we see every day around us?
EXTRA Compound nouns
berg
poisoning
shore
slide
well
1 food poisoning ➝ My mum got food
poisoning on her last business trip.
She was really ill.
2 iceberg
➝
3 land slide
➝
4 oil well
➝
5 sea shore
➝
REMEMBER THIS
around = approximately
There were around 500 people.
It must be around 5 o’clock.
around in phrasal verbs
There isn’t enough food to go around.
They just sit around all day watching TV.
around in phrases
See you around.
Check if the compound noun is written
as one word (e.g. seabed) or two words
(e.g. sea lion).
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PREPOSITIONS
PREPOSITIONS IN PHRASES
AT
at (28,000) km per hour: The space station travels at an
incredible 28,000 km per hour.
at an altitude of: The space station flies at an altitude of
350 kilometres.
at an auction: Have you ever bought anything at an auction?
at dawn: She is an early bird so it comes as no surprise that
she gets up at dawn.
at dinner: They announced their engagement at dinner.
at first sight: When Steve met Sally, it was love at first sight.
at last: It was a long journey but we reached the destination
at last.
at least: It will take at least three hours to get there.
at lunchtime: We couldn’t stay in the classrooms at
lunchtime – we had to go to the canteen.
at once: You must pay me back at once! I’m not going to
wait any longer!
at one time or another: Most people in this town have
worked for my father at one time or another.
at Pete’s/the doctor’s: Shall we meet at Pete’s? I don’t
fancy waiting for you outside in the rain.
at present: We’re in terrible debt at present but I hope it
will change soon.
at risk: A lot of retail jobs are at risk.
at the age of: Chris built his first glider at the age of fifteen.
at the expense of: Jeremy likes to make jokes at the
expense of other people.
at the last minute: We nearly missed our flight – we got to
the airport at the last minute.
at the mouth of a river: New York is located at the mouth
of the Hudson River.
at the risk of: Will you tell her the truth, even at the risk of
offending her?
at the start of: What do you look forward to at the start of
the term?
at the time: I really enjoyed living in France with my family
for a few months. I was about ten at the time.
at your disposal: This is the last stage of the experiment, so
I need to have the whole lab at my disposal.
at your fingertips: With a search engine at our fingertips,
we can find information very quickly.
FOR
for a moment: Can you keep still for a moment?
for ages: I’ve had the same phone for ages. It’s time to
change it now.
for example/instance: You can paint the rooms different
colours – for instance, the bedroom could be yellow,
the bathroom blue, etc.
for fun: The boys were splashing cold water on each other’s
faces for fun.
for hours on end: My brother usually stares at the screen
for hours on end.
for two months: They’ve only known each other for two
months and they’re already planning a wedding!
IN
in a hurry: You are always in such a hurry. Why don’t you
plan your days better?
in a pile: Why are your clothes in a pile on the floor again?
in advance: Do I have to pay for the course in advance?
in an instant: The Net can be accessed in an instant these
days, from almost anywhere.
in awe of: When we first arrived in Norway, we were in awe
of the fjords.
in class: Your marks are good because you pay attention in
class.
in contrast: House prices rose by ten percent this year, in
contrast to last year, when they dropped by about
two percent.
in detail: Can your grandma really recall her youth in detail?
in fact: Frank isn‘t a morning person. In fact, he loves
sleeping long hours.
in charge of: Ed is in charge of promoting and reviewing
gigs.
in many/some/certain cases: Young people avoid certain
courses because in many cases they don’t lead to an
obvious career.
in mysterious circumstances: The boat disappeared in
mysterious circumstances – nobody knows when and
how.
in order to: We sold our flat in order to buy a house in
the suburbs.
in other words: Have you been living here all your life? In
other words – eighteen years?
in return: Vikki’s parents promised her a new computer and
in return she agreed to walk the dog twice a day.
in spite of: In spite of the cost, many students prefer halls
of residence.
in summer: In summer the temperatures can be quite high
in this region.
in terms of: It’s a mistake to think of Alaska only in terms of
how cold it is there.
in the area of: There is a catalogue of incidents in the area
of the Atlantic known as the Bermuda Triangle.
in the background: Whenever I do my homework, my
computer is always bleeping away in the background.
in the bath: I couldn’t answer the phone – I was in the bath.
in the early hours of: We decided to set off in the early
hours of the morning to avoid the rush hour traffic.
in the end: His story didn’t make any sense and in the end
he admitted that it wasn’t true.
in the future: She told us never to return to her restaurant
in the future.
in the heavens: What looks like a wandering star in the
heavens is sunlight reflecting off the space station.
in the media: His private life is often reported on in
the media.
in the night sky: When you look up, you will see a large
number of stars in the night sky.
in the ocean/the Atlantic: They are trying to establish how
much rubbish is currently floating in the oceans.
in the passenger seat: I saw a middle-aged man sitting in
the passenger seat of the car.
in the press: Don’t believe everything you read in the press.
in the same way: He prepares for a gig in the same way an
athlete does for a big sporting event.
in the wild: The programme focuses on animals’ behaviour
in the wild.
in time: We arrived at the concert just in time, which was
very lucky considering the amount of traffic in the
city centre.
in total: In total, the living space is the equivalent of a large
football pitch.
ON
on a ship: I decided to take a job on a cruise ship.
on average: Every American owns seven pairs of jeans on
average.
on balance: On balance, there are pros and cons to
remaining in the family home while at university.
on behalf of: I am writing on behalf of my friends.
on board: There were 354 passengers on board.
on each floor: How many flats are there on each floor?
on my way: I usually buy some sweets on my way home.
on purpose: You’ve destroyed my dress on purpose!
on time: Don’t be late – you have to be there on time.
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PREPOSITIONS
insist on: My granny always insists on feeding me with
sweets.
interact with: We interact with today’s machines mostly by
pushing buttons.
invite sb to sth: Who should we invite to mum and dad’s
anniversary party?
lead to: Space exploration might lead to the discovery of
other planets.
mistake sth for sth: Seabirds often mistake floating plastic
for jellyfish or other prey.
name after: The baby was named after her grandmother.
object to: The council objected to another shopping mall
being built in the city.
offset by: Living here is expensive but this is offset by good
youth employment.
opt for: We finally opted for the red paint in the kitchen.
pose for: Hannah looked so funny when she was posing for
a selfie.
prevent from: Lack of gravity prevents astronauts from
using fresh water to wash themselves.
pride yourself on: The city prides itself on its cultural activities.
reason with: We tried to reason with the guard but he
wouldn’t listen.
recruit for: At the moment they‘re recruiting for several
vacancies around the USA.
report on: When are you going to report on the progress of
the construction of the concert hall?
roar with: When was the last time you roared with laughter?
sail across: I admire my father who sailed across the Pacific
when he was in his twenties.
search for: The fire brigade searched for the missing
people but they couldn’t find anybody.
see sb around: See you around later on.
sentence to: Jeremy was sentenced to six years in prison.
shower sb with sth: Our grandparents used to shower us
with gifts at Christmas and Easter.
specialise in: Chris specialises in neurology.
stare at: Stop staring at me – I feel rather uncomfortable.
steeped in: Berlin is steeped in history – you’ll love it.
stick to: If you think your plan is good, then stick to it.
struggle with: What subjects do you struggle with at
school?
sue sb for: The customers decided to sue the supermarket
for not paying attention to safety regulations.
suffer from: After falling off the horse, Dominic has been
suffering from back pain.
treat yourself to: Let’s treat ourselves to some ice-cream.
wander around: Ronnie spent hours just wandering around
the streets of London with no obvious destination.
warn sb against: I warned you against buying a cheap
laptop.
welcome to: Welcome fellow teens to my video blog.
PREPOSITIONS AFTER ADJECTIVES
accompanied by: Physical changes that happen during
adolescence are often accompanied by emotional ones.
accustomed to: Firstborns, who are accustomed to
accepting rules, are better behaved at school.
addicted to: Are you addicted to technology?
attracted to: When Tom spoke to Pauline at our wedding,
he was attracted to her straight away.
aware of: The more you travel around the world, the more
aware you are of the differences between cultures.
crowded with: During the carnival the streets of Rio de
Janeiro are crowded with tourists from all over the
world.
curious about: A brainy person is curious about the world.
dependent on: We’re all more and more dependent on
technology in our lives.
engaged in: It’s very important for both spouses to be
engaged in the household duties.
enthusiastic about: Christine is extremely enthusiastic
about her latest project on tigers.
familiar with: Are you familiar with the health and safety
regulations in our factory?
fit for: The water wasn’t fit for human consumption.
hooked on: My younger brother is hooked on online
games.
hopeless at: She’s hopeless at keeping in touch with others.
immersed in: She was far too immersed in her studies to
hear what you were saying to her.
important to: Maintaining proper social relationships is very
important to them.
incapable of: Rob was incapable of understanding how I felt.
included in: Is breakfast included in the price of the room?
independent of: The cubs will soon become independent
of their mothers.
inherent in: Unfortunately, the issues you mention are
inherent in the system.
involved in: Our parents got really involved in the end-ofschool play and they even made costumes.
obsessed with: Stop being so obsessed with cleanliness!
A bit of dirt won’t do any harm.
packed with: Is Toronto packed with tourists?
passionate about: Sally is passionate about music. She
would like to be a conductor one day.
popular with: Why do you think fur is still popular with
fashion designers and wealthy consumers?
renowned for: New York is renowned for its skyscrapers.
short of: Young people tend to be short of money.
surrounded by: The whole island is surrounded by
turquoise waters.
unprepared for: The pupils were unprepared for the
questions that the teacher asked them.
useful for: Which method is most useful for memorising
shopping lists?
well-known for: Mark is well-known for his strong beliefs.
OTHER
about/around 100 people: Around 100 criminals escaped
from prison yesterday.
according to: According to recent figures, most students
have part-time jobs.
after a while: We started talking and after a while I realised
that we had met before.
after all: My mum received a phone call in which her boss
told her that he couldn’t extend her contract after all.
aged 15 to 29: ‘Youth’ is defined as people aged 15 to 29.
all in all: All in all, I think hunting should be banned.
as a result of: Frederic claimed that his eyes changed
colour as a result of the traumas he had been through.
back to back / face to face: For this activity, some of you
should stand face to face, others back to back.
below the surface: The tunnel was about a kilometre below
the surface of the ground.
by/via Skype: He employed some educators to teach kids
English via Skype.
due to: All the flights were cancelled due to bad weather.
instead of: Why don’t you use honey instead of sugar?
off the coast: We found some incredible accommodation
on an island just off the coast of Queensland.
out of the blue: It was going to be a nice day but then it
started raining out of the blue.
regardless of: We’ll go on the trip regardless of the
weather.
so on: She was always disturbing her classmates and her
homework was always late and so on.
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PHRASAL VERBS
Use a dictionary to translate the phrasal verbs into your
language.
blend into sth –
: Wear a long dress to make
sure you blend into crowd at the ceremony.
blow sth out –
: Be careful not to blow the
candles out too soon!
boss sb around –
: Stop bossing me around!
I’m not your servant!
break down –
: The car broke down in the
middle of nowhere.
break up (into sth) –
: The mirror broke up into
little pieces.
bring in sth –
: The police are going to bring
in new security measures.
bring sth out –
: They have recently brought
out their own labels.
bring sb up –
: Parents who are bringing up
their first child tend to be extremely protective.
carry on –
: Jim ignored my remark and
carried on talking about his trip to Oslo.
carry out –
: The local newspaper carried out a
survey on people’s attitude to the council’s policies.
catch up on sth –
: You’d better catch up on
the latest science news.
clean sth up –
: It took us ages to clean up the
house after the party.
come across as sb/sth –
: Initially, Josh came
across as an ambitious young man.
come across sth –
: My mother came across
her old diaries when she was clearing out the attic.
come out –
: His new novel is going to come
out soon.
come over –
: You can come over any time
you like.
come up with sth –
: We still haven’t come up
with a name for our band.
cover sth up –
: Somebody in the local council
is trying to cover up the truth about the contract.
curl up –
: Lynn curled up on the bed and
fell asleep.
cut down on –
: You should cut down on the
amount of chocolate you eat.
cut off –
: They’ll cut off the electricity if you
don’t pay the bill!
cut out –
: The engine cut out and we were
stuck in the middle of nowhere for hours.
cut sth out –
: The children were cutting out
stars from silver-coloured paper.
deal with sb/sth –
: I can’t deal with so many
problems at once.
do away with sth –
: I wish we could do away
with exams!
do sth up –
: They’ve done up the old
school hall.
do with –
: The text was to do with global
warming.
do without sth –
: Can you do without your
computer on holiday?
draw sth up –
: We need to draw up a list of
the best candidates for the job.
dress up –
: It’s only a small party. You don’t
need to dress up.
drift apart –
: When John moved to another
city, they drifted apart.
embark on sth –
: Phil left the band to embark
on a solo career.
end up –
: Lost luggage will eventually end up
on a market stall.
fall behind with sth –
: She was ill and fell
behind with her homework.
fall for sb –
: The moment Ian saw Zoe, he fell
for her.
fall out (with sb) –
: Do you often fall out with
your brothers and sisters?
figure sth out –
: The couple couldn’t figure
out which way to go.
find sth out –
: I’d like to find out what people
think of me.
follow sb around –
: If you don’t stop following
me around, I’ll call the police.
fork out –
: I’m not forking out $100 to have
my face massaged!
get away with sth –
: My friend once cheated
in a test but he got away with it.
get down to sth –
: Let’s get down to work.
get on –
: Most people enjoy their jobs and
they just want to get on.
get on with sth –
: I need to get on with my
project now.
get out of sth –
: How do you always manage
to get out of cleaning the bathroom?
give away –
: You shouldn’t give away so much
information about yourself on the Internet.
give in –
: Don’t give in. I’m sure you can
convince your parents to let you go to the festival.
give sth in –
: My teacher reminded us to give
in our essays before the end of the day.
give sth up –
: I’ve given up sweets.
go around –
: Is there enough food to go
around?
go for sth –
: I wouldn’t go for a bracelet
because I don’t like wearing jewellery.
go off –
: The meat will go off if you don’t
store it in the fridge./The thief ran away when the
security alarm went off.
go on and on (about sth) –
: He went on and
on about his trip to Greece. I thought he’d never stop.
go on to –
: Do you want to go on to further
study and a great career?
go out with sb –
: Sheila’s parents don’t let her
go out with Tim.
go through sth –
: Lucy went through a very
traumatic time when her daughter went missing.
grow up –
: I grew up in a rural area.
hand sth in –
: I always try to hand in my
homework on time.
hand sth out –
: We need somebody to hand
out invitations to the exhibition.
hang on –
: Hang on, I’m not ready yet.
hang out (with sb) –
: He usually hangs out
with friends downtown.
have nothing on –
: I have nothing on so I can
help you.
hear from sb –
: Have you heard from Jane
since she moved to another town?
keep sb on –
: The board of directors wanted
to keep my mother on as their spokesperson.
keep sth down –
: We’ve managed to keep
the prices down.
keep sth up –
: It was impossible to keep up a
lie for so long.
kick back –
: On Friday night I like to kick back
and listen to some relaxing music.
kick sb out –
: Eve’s parents kicked her out
because she didn’t want to contribute to the housework.
knock sth off –
: OK, I can knock £5 off.
lay sb off –
: Two companies merged and as a
result over 100 people were laid off.
leave sb out –
: I’ve made a list of guests and I
hope I haven’t left anybody out.
light up –
: The fireworks lit up the night sky.
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PHRASAL VERBS
log on –
: You need a password to log on.
look back on sth –
: One day you’ll look back
on adolescence as the best time of your life.
look down on sb –
: Kate looks down on
everybody who doesn’t have a university degree.
look forward to sth –
: I’m looking forward to
going away during the summer holidays.
look into sth –
: The government needs to look
into its immigration policies.
look out for sth –
: Can you look out for a red
handbag when you go shopping next?
look up to sb –
: Mary looks up to her older
sister who is an authority for her.
make sth up –
: Rob made up a story so that his
mother wouldn’t worry about him.
make up for sth –
: Jack lacks experience but
he makes up for it with hard work.
meet up (with sb) –
: I’d like to meet up with
you this afternoon.
nod off –
: The lecture was so boring that I
actually nodded off.
pass sth on –
: He passed his suspicions on to
the police.
pass oneself off as sb –
: She passed herself off
as the missing girl.
pay sth back –
: Lend me $200 today and I
promise to pay it back next week.
pick sb up –
: Dad, can you pick me up from
school this afternoon?
pick sth up –
: We picked up new surfing skills
during our summer camp.
point sth out –
: The chairman pointed out that
we haven’t made much profit in the last few months.
put sth forward –
: Why don’t you put your
point of view forward at the meeting?
put sth on –
: My parents are going to put on a
big birthday party for me.
put sth off –
: Never put off until tomorrow what
you have to do today.
rely on sb/sth –
: You can always rely on us for
help.
rip sb off –
: The taxi driver tried to rip me off!
run away –
: Sue ran away from home, which
surprised everybody.
run out of sth –
: We ran out of money halfway
through our holiday.
save up –
: I’ve been saving up for months to
buy this bike.
scare sb off–
: He installed a burglar alarm to
scare off potential burglars.
see through sth –
: Lucy saw through Jack’s
disguise straight away.
set off for –
: Mum usually makes me have
something for breakfast before I set off for school.
set off/out –
: We need to set off now if you
want to do some shopping before catching a train.
set sth up –
: As a student representative,
you need to be involved in setting up the annual
school festival.
settle down –
: After an exhausting day I
needed to settle down and just be quiet for an hour or so.
settle in –
: He settled at his new school very
quickly.
shop around –
: It’s a good idea to shop around
before buying a new laptop.
sign up for sth –
: Why don’t you sign up for a
language course?
sit around –
: Stop just sitting around! Get a
vacuum cleaner and hoover the carpet at least.
snap sth up –
: This shop is the perfect place to
snap up a bargain.
soak sth up –
: Mark soaks up everything which
is said in class. He’s very clever.
sort sth out –
: You have to sort out your
problems yourself.
splash out on sth –
: You can afford to splash
out on a new smartphone.
split up (with sb) –
: I’ve just split up with my
boyfriend.
step down (from sth) –
: John stepped down
from his job because of a disagreement with his boss.
switch sth off –
: Please, switch off your mobile
phones in lessons.
switch sth on –
: I tried to switch the washing
machine on but it didn’t work.
take sth back –
: I took the jeans back because
they were too tight.
take sb in –
: How could you just take strangers
in without finding out who they are?
take sth in –
: The drama course was very
intensive and there was a lot to take in.
take off (about a career/business) –
: My
brother wanted to close down his business but then it
suddenly started taking off.
take off (about a plane) –
: The plane will take
off in a few minutes so please fasten your seat belt.
take sth off –
: Dad’s taking Friday off to take us
to the festival.
take sth off –
: Remember to take off your
shoes when visiting a mosque.
take sb on –
: The company decided to take on
a new accountant.
take sth out –
: Despite taking out a loan, they
still don’t have enough money to renovate the house.
take sth up –
: Mum took up the post of head
teacher in my school.
talk sb into sth/doing sth –
: Luke was happy
when he talked me into buying a sat-nav.
tear sb/sth away from sth –
: It’s virtually
impossible to tear my son away from his computer.
tell sb off –
: Our neighbour told us off for
being loud in the garden.
think sth over –
: Think your decision over
before you decide to move abroad.
throw sb out –
: The bouncer noticed some
underage girls in the club so he threw them out.
try sth out –
: I can’t wait to try out my new
camera.
turn sth down –
: They offered me the job but
I turned it down because I decided to set up my own
business.
turn sth off –
: My laptop froze, so I had to turn
it off and on again.
turn out –
: It turned out Mike and I had the
same hobbies.
turn up –
: Lots of fans turned up at Mark’s
graduation concert. There was hardly a seat left.
wake sb up –
: Please wake me up early
tomorrow. I don’t want to oversleep because I’ve got an
important exam.
wind sb up –
: You’re constantly winding me up
by telling me what to do.
work sth out –
: We need to work out how to
get home from here.
zoom in on sth –
: Please, zoom in on those
people over there.
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ADDITIONAL SPEAKING TASKS
Unit 1, Lesson 1.6, Exercise 5
Student A, your photos show people learning new things. Compare the photos
and say what might be interesting about learning these new things.
A
B
Student B, did you ever learn cookery at school?
Focus review 1, Speaking, Exercise 10
Student B, your photos show people in different teaching situations. Compare
the photos and say how difficult it might be to teach in these situations.
A
B
Student A, did you enjoy science lessons at school?
Focus review 2, Speaking, Exercise 10
Student B, your photos show people celebrating different things. Compare the
photos and say how difficult you think it was to prepare for these celebrations.
A
B
Student A, did you have birthday parties when you were a child?
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ADDITIONAL SPEAKING TASKS
Focus review 6, Speaking, Exercise 9
Student B, your photos show people with jobs in the media. Compare the
photos and say how difficult you think their jobs are.
.
B
A
Student A, would you like to work in the media?
Focus review 8, Speaking, Exercise 9
Student B, your photos show people learning about the environment in
different ways. Compare the photos and say if you think these are good ways to
learn about the environment.
A
B
Student A, how much do you know about environmental problems?
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KEY TO PHONETIC SYMBOLS
Consonants
Vowels
p
b
t
d
k
g
pen, copy, happen
back, bubble, job
tea, city, button
day, ladder, odd
key, school, duck, cool
get, giggle, ghost
ɪ
e
æ
ɒ
ʌ
ʊ
kit, bid, hymn
dress, bed
bad, cat, trap
lot, odd, wash
love, but, duck
foot, good, put
tʃ church, match, nature
dʒ judge, age, soldier
iː
eɪ
aɪ
ɔɪ
sea, feel, machine
face, day, steak
price, high, try
boy, choice
f
v
θ
ð
s
z
ʃ
ʒ
h
fat, coffee, tough, physics
view, heavy, move
thing, author, path
this, other, smooth
soon, cease, sister
zero, zone, rose, buzz
ship, sure, station
pleasure, vision
hot, whole, behind
m
n
ŋ
l
r
more, hammer, sum
nice, know, funny, sun
ring, long, thanks, sung
light, valley feel
right, sorry, arrange
uː two, blue, goose
əʊ goat, show, no
aʊ mouth, now
ɪə near, here, serious
eə fair, various, square
ɑː start, father
ɔː thought, law, north
ʊə cure, poor
ɜː nurse, stir
i happy, radiation, glorious
ə about, common
u situation, annual, influence
j yet, use, beauty
w wet, one, when, queen
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