macmillan · 14 themes communication relationships language aims grammar present simple present...

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ThemesCommunicationRelationships

Language aimsGrammarPresent simple Present continuousState verbsPresent perfect simplePresent perfect continuous

VocabularyCommunicationBody languagePhrasal verbsWord patterns (say, tell, speak)CustomsCharacter adjectivesWord patternsNegative prefixes

Skills aimsReadingto practise scanning a text (multiple matching task)to read a text for detail (multiple choice task)

Listeningto encourage prediction from the questions and answer options to practise identifying key words in listening tasks to listen for specific information

Speakingto practise listening to and giving full answers to ‘personal’ questions to practise forming correct questions to practise stressing the correct syllable in a word

Writingto practise planning a letter to practise identifying and using formal language to write a letter of application

Reading 1 Pages 6 and 7

Aims of the lesson:• to provide a warm-up discussion activity (Exercise A)• to preview concepts and vocabulary in the reading

text (Exercise B)• to practise scanning a text and searching for specific

information (Exercise C)• to practise guessing the meanings of words from

their context (Exercise D)• to give students an opportunity to discuss the ideas

in the text (Quick chat)

Dive in! Page 6Exercise A • Explain that students will be looking at various ways of

communicating different things. • Ask students to read the questions and the options to themselves. Give help with any unfamiliar words or phrases.

• Elicit a variety of answers from the class, asking students to justify their choices. Depending on their answers, prompt with questions such as Why is a phone call better than a text message when you want to arrange to meet a friend for coffee?

• Finally, elicit suggestions for any of the means of communication that have not been mentioned (see suggested answers below).

Suggested answers(Encourage students to give reasons for their choices.)Arranging to meet a friend for coffee – email / text message / phone call / online chatKeeping in touch with a relative who lives abroad – email / text message / phone call / online chat / letterSending a document to someone – email / faxCommunicating with a group of people – email / text message / online chat / letter Sending a photo to someone – emailOthers:A conference call could be used to communicate with a group of people in a business situation.Voicemail can be used to leave a message when someone is not answering their phone.

Person to personUnit 1

Code Red TB UNIT_Lay Out.indd 14 25/05/2010 4:17 ΜΜ

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Exercise B • Explain that students are going to do a short quiz about

different means of communication.• Allow 2-3 minutes for students to try to find the answers. Then ask them to compare notes with a partner.

E x t r a a c t i v i t yTo further prepare students for the reading task that follows, encourage discussion about communication, prompting with questions such as these:How many of you have got mobile phones?What are the advantages and disadvantages of sending a text message compared to sending an email? (Mobiles are more portable but an SMS costs money to send / Emails need an account which costs money but can contain more information)Is it possible to send a text message to a computer or to send an email to a mobile phone?What else do you use a mobile phone for? (eg storing photos, music files or videos; listening to the radio; playing games, as a camera)What does the abbreviation MMS stand for? (Multimedia Message Service) What is an MMS used for? (To send pictures on a mobile phone)

Answers1c 2b 3b 4c 5b 6a

Exercise C • Go through the information in the B2 Exam Practice box.

Make sure that students understand they need to scan the text – to read it very quickly – in this type of task.

• If students have not done this type of task before, you might want to do the first question(s) as a class activity (use the Note below to help you).

• Give students about 5 minutes to read the text quickly and silently in order to find the answers to questions 1-15. Remind them that they do not need to understand all the words in the text to do this task.

• After five minutes, encourage students to compare their answers with a partner, pointing out which parts of the text they have underlined. Tell them, however, not to simply copy answers from their partner, but to check first that they are correct.

• If necessary, allow a further 2-3 minutes for students to find the remaining answers.

• When eliciting answers, ask students to justify them by referring to the parts of the text that they have underlined.

N o t eFor this exercise, as with similar ones throughout the book, encourage students to notice how the wording in the questions is expressed in the text.eg In question 1, Which person wasn’t keen on having a mobile phone at first? is expressed in text B as I never wanted to have a mobile phone. I didn’t see the point …

Then, for question 15, Which person has changed their opinion about mobiles? the answer to question 1 is extended by Then my daughter bought me one … now I use it all the time.

Point out that it is useful for students to learn to find alternative ways of expressing ideas,eg In question 2, the phrase… doesn’t make calls on their mobile very often …is expressed in text A asI mostly use my mobile for sending text messages …

In question 3, the phrase … was given a mobile as a present … is expressed in text B asThen my daughter bought me one for my birthday …

In question 4, the phrase dishonest purposesis expressed in text A as… using his phone to cheat during an exam …etc

Answers1B 2A 3B 4A 5D 6C 7E 8C 9A 10E 11A 12D 13D 14C 15B

Exam alert• Go through the Exam alert box, reminding students that it

is not essential to understand every word to do the exam task, and that the context can provide useful clues to the meaning of an ‘unknown’ word. Point out, however, that reading tasks such as this are an excellent way to increase their vocabulary – something that is developed in the exercise which follows.

Exercise D• Explain the task by doing the first word together. Ask

students to tell you which word in text A could be replaced by the word complain (moan). Elicit the clues in the context that show that this is the answer (Allie mentions both cheaper and the bill to say why her parents don’t moan/complain).


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• Point out that for item 1, students were looking for a verb. Go through the list of words and ask students to tell you what they need to be looking for in the text (item 2 – verb; item 3 – adjective, etc).

• Give students 3-4 minutes to find the rest of the words.• Give students a minute to compare answers in pairs.• Elicit answers. Ask students to justify their answers, where

possible, by referring to the context.

Answers 1 moan 2 ban 3 complicated 4 give (her) a buzz / contact 5 invaluable 6 risks 7 trends 8 gets on my nerves 9 gadgets 10 saving up

Quick chat• Get the students to discuss the questions in pairs first.

Give them about a minute for this. • Elicit answers from students around the class.• If time allows, continue the discussion with further

questions such as:How do you pay for your mobile phone calls and messages?Do your parents agree with you having a mobile phone? Why (not)?Does anyone know an older person who has learned to use a mobile phone? What difficulties have they had?What are the health risks from mobile phones? Do you think they are serious?Do you think mobiles can be used for dishonest purposes? How?Is it appropriate to finish a relationship or fire someone from their job by sending them a text message? Why (not)?

N o t eWherever possible, encourage students to discuss their views with you and their fellow students. Encourage them to say what they want using ideas from the book, but offer help with more difficult vocabulary and ideas. Bear in mind that fluency is an important factor in B2 Speaking exams. This might sometimes mean that you ignore some of their inaccuracies so that students can develop the confidence to express their ideas fully. Rather than constantly interrupting students, you could make a note of mistakes that you hear and go through the list as a class activity after the discussion. This way, you could interrupt only when students make a mistake with something basic from the current lesson.

For extra Reading practice, refer students to pages 4 and 5 in the Workbook.

Grammar 1 Page 8

Aim of the lesson:• to revise forms and main uses of the present simple

and the present continuous

Check present simple and present continuous • Refer students to page 138 in the Grammar reference

section. Go through the rules and examples with them, checking that they understand the main points.

• With books closed, ask students to tell you the main uses of the present simple, together with examples. Write these on the board.

• Repeat the above process for the present continuous.

• Check that everyone understands before cleaning the board.

• Allow students 2-3 minutes to complete the task. They should work alone for this.

• Check answers and deal with any difficulties, referring students back to the Grammar reference section where necessary.

Answers1c 2e 3d 4b 5g 6f 7a 8h

N o t eWhen presenting a new grammar point, it is a good idea to ask students to do the first task on their own. For the subsequent tasks, they can work alone, in pairs, or a combination of the two.

Exercise A • This exercise checks that students have understood the differences between the uses of the present simple and the present continuous.

• Point out that in most cases it is clear which tense is needed, but occasionally both are possible. Tell students that you will expect them to justify their answers based on the rules they have just revised.

• Give students 2-3 minutes to do the exercise before checking answers.


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AnswersSome variation possible – see below.

1 are (you two) doing 2 is helping 3 are (you) playing 4 spend * 5 are doing 6 is 7 get 8 are (you) doing 9 isn’t working ** 10 is using 11 am always having *** 12 is 13 are buying

* For item 4, accept are spending but ask students to explain why it can be correct in the present continuous (usage number 6 in the Check box above – something happening during this period).

** For item 9, accept doesn’t work but ask students to explain why it can be correct in the present simple (usage number 2 in the Check box – a permanent situation).

*** For item 11, accept always have (usage number 2 in the Check box – a permanent situation), but point out that the word always suggests the present continuous (usage number 8 in the Check box – a complaint).

Check state verbs• Ask students to look again at items 6 and 12 in Exercise A. Ask if any of the students know why the answer cannot be is being. Elicit or explain that the verb be is rarely used in the continuous form and that it is one of a number of verbs that are like this.

• Refer students to page 138 in the Grammar reference section. Go through the rules and examples with them, checking that they understand the main points.

• With books closed, write the following headings on the board: feelings / thinking / the senses / appearance / others. Ask students to give you examples of state verbs for each category. Add these to the board under the appropriate headings and elicit various example sentences using them.


• Allow students about a minute to complete the task. They should work alone.


Answers 1 don’t understand / do not understand 2 seems 3 Do you believe 4 loves

What all the verbs have in common is that they are state verbs so they cannot be used here in the continuous form.

Exercise B • This exercise checks that students have understood the rules for state verbs.

• Give students 2-3 minutes to do the exercise before checking answers. They can work in pairs or do the task alone before comparing their answers with a partner.

• Check answers. Ask students to tell you the grammatical reason why each answer is correct (eg 1 is present continuous because it says at the moment; 2 is present simple because it is a fact / because say is a verb with different meanings in the simple and continuous; 3 is not continuous because depend is a state verb, etc).

Answers 1 am reading 2 says 3 depend 4 usually likes 5 know 6 is always bossing 7 am 8 usually get 9 think 10 is having

For extra Grammar practice, refer students to page 6 in the Workbook.

Vocabulary 1 Page 9

Aims of the lesson:To present and practise • vocabulary for body language and gestures (Exercise

A)• phrasal verbs (Exercises B and C)• word patterns with say, tell and speak (Exercises D

and E)

Communication Exercise A • Ask students to look at the picture. Ask if anyone can say what the boy is doing (yawning). Explain that this exercise will teach them other words and phrases for unspoken communication.


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• Tell students to try to match the items. After a minute or two, tell them to compare their answers with a partner.

• Allow a further minute or so for students to discuss their answers.

• Elicit answers and ask students to demonstrate the actions with mime. For those they don’t know, mime them yourself.

Answers1e 2g 3b 4f 5a 6c 7h 8d

Key phrasal verbsExercise B • Remind students that phrasal verbs are an important part

of the vocabulary that they have to learn and that they are very common in informal English. Begin by asking if there are any phrasal verbs that they remember.

• Elicit or explain that phrasal verbs are different to other verbs in that they are followed by preposition(s) / particle(s) and they often don’t have a literal meaning, so they must be learned by heart.

• Go through the list a-f. You may need to explain or translate some of these words for students.

• Allow students a minute or two to complete the task. After this time they can compare answers with a partner.

• Check answers and remind students to make a special effort to learn these phrasal verbs as well as their more formal equivalents.

Answers1d 2e 3a 4b 5f 6c

Exercise C • In this exercise, students have the opportunity to practise

using the phrasal verbs they have just learned.• Allow 2-3 minutes for students to attempt the task on their own. Remind them that they may have to make changes, eg to the tense of the verb. Allow a further minute or so for them to compare their answers before checking.

Answers 1 makes (things) up 2 came out with 3 talked (him) into 4 brought up 5 stand for 6 get (their ideas) across

Word patterns: say, tell, speak• Go through the right and wrong examples, making sure

students recognise the correct way to use each of these words.

• You might wish to point out that as a general rule we tell someone but say something. However, remind students that there are a number of exceptions with tell (these are covered in the exercises which follow, as are the main constructions with speak).

Exercise D• Tell students to fill in the correct verbs.• Allow 2-3 minutes before telling students to compare their answers with a partner.

• Check answers and deal with any difficulties.

Answers 1 tell 2 tell 3 say 4 speak 5 tell 6 say 7 say 8 tell 9 speak 10 tell 11 speak 12 tell

Exercise E• Students practise using the new word patterns in context.

They should work alone for this to make sure everyone has understood. Remind them to make any necessary changes to the verbs.

• Allow 2-3 minutes before checking answers and dealing with any problems.

Answers 1 telling 2 says 3 telling 4 speaking 5 tell 6 say

E x t r a a c t i v i t yIf time allows in the lesson, ask students to write 10-20 short sentences of their own to practice the words and expressions they have learned in this lesson. These should include the five phrasal verbs that they have learned. Alternatively, this can be set as a homework task. If you do this, remember to set aside time at the beginning of the next lesson to check their sentences and deal with any problems.

For extra Vocabulary practice, refer students to pages 6 and 7 in the Workbook.


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Listening Page 10

Aims of the lesson:• to encourage prediction from the questions and

answer options (Exercise A)• to practise identifying key words in listening tasks

(Exercise B)• to listen for specific information (Exercise B)

• Go through the information in the B2 Exam Practice box. Make sure that students understand the importance of using their time carefully before they start listening.

• Point out that students should expect to find alternative ways of expressing ideas, in a similar way to what they did for the task in Reading 1.

Exercise A CD track 1• Go through the question and the answer options. Make

sure students understand the situation.• Encourage students to try to predict what they might

hear related to the words in bold (eg borrow – lend; already read it – seen it before / not interested; isn’t serious – is silly; doesn’t like – not keen on / boring / unimportant, etc). Point out that they may not accurately predict exactly what is said but that the task is useful because it will start them thinking about the direction the conversation might take.

• Play the CD. Students listen and write down their answer.• Play the CD again. Students check their answer.• Elicit the answer and ask students to tell you what they

heard on the CD that led them to the correct answer (see below).

AnswerThe correct answer is B. The second girl says they’re all the same – just full of gossip about the stars and nothing else, so the key words isn’t serious are expressed as full of gossip … and nothing else.

Answer A is wrong because she hasn’t read this magazine. She has, however, read so many magazines like that recently, which could cause confusion for students.

Answer C is wrong because she clearly states I really like Robbie Williams but … and she goes on to explain that there are much more important things I’d rather read about (than Robbie Williams’ girlfriend).

Tapescript Girl 1: I’ve finished with this magazine if you want to

borrow it.Girl 2: No, thanks. I’ve read so many magazines like

that recently and they’re all the same – just full of gossip about the stars and nothing else.

Girl 1: I know, but they’re OK to pass the time when you’ve got nothing better to do. Look, there’s this article all about Robbie Williams’ new girlfriend.

Girl 2: That’s exactly what I mean! Robbie Williams’ girlfriend! I really like Robbie Williams, but …

Girl 1: But what?Girl 2: Well, there are much more important things I’d

rather read about!

Exercise B CD track 2• Students go through the questions and the answer

options in the same way as they did for Exercise A. This time, they should underline the key words themselves. (The exact words students underline will differ, but the process of prediction is the aim here.)

• When everyone has had a chance to read through and underline the key words, remind students that they will hear the CD twice.

Exercise C • Play the CD. Students listen and write down their

answers.• Play the CD again. Students check their answers.• Elicit the answer and ask students to tell you what they

heard on the CD that led them to the correct answer.

Answers 1 C - I think he talks a lot to cover up the fact that he’s

actually quite shy … Especially with large groups of people. (Students may be distracted by what the girl says and choose B.)

2 B - James Duffy is signing copies of his latest CD ‘Writing on the Wall’ in The Music Store tonight at 7pm!

3 B - That’s why I’m going to a really small town where, hopefully, no one speaks English!

4 C - Who wrote it then? A man from the United States who spent a long time living in Japan.

5 B - We’d all be better off without mobile phones …What did we do before we had them? … most of the conversations … are about such trivial things … they just encourage people to waste time.

6 C - the differences between different cultures in this area … Italians wave their arms about … Bulgarians shake their heads to mean ‘yes’.

7 A - the booking is for five nights from July 19th to the 24th, leaving on the 25th … I’ve paid a deposit and you sent me a fax confirming it … A double room, yes. I paid the deposit over a month ago.


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Tapescript 1 What does the boy think of Sean? A He likes being alone. B He’s only interested in himself. C He isn’t very confident.

Girl: The problem with Sean is that you get the feeling he isn’t really interested in anyone else.

Boy: Why do you think that?Girl: Well, he never stops talking about himself for one

thing. Boy: I don’t know – I think he talks a lot to cover up the

fact that he’s actually quite shy.Girl: Shy? Do you think so?Boy: Yes. Especially with large groups of people. I mean,

when you get him on his own, he’s completely different. You just don’t know him well enough.

2 Listen to this message on a mobile phone answering machine. Who is James Duffy?

A a writer B a singer C a film star

Hi, Sarah. It’s me, Kathy. Listen, your mobile’s switched off at the moment and I don’t know when you’ll get this message, but I’ve just found out something amazing. James Duffy is signing copies of his latest CD ‘Writing on the Wall’ in The Music Store tonight at 7pm! Can you believe it? He’s such a star! There’s no way I’m going to miss it! Do you want to go too? Give me a ring anyway as soon as you get this message. Bye.

3 Listen to this conversation. What does the boy want to do in Spain?

A Take Spanish lessons. B Practise speaking Spanish. C Go to a place where English is spoken.

Girl: So how are the Spanish lessons going?Boy: Don’t ask! I thought I was good at languages, but I

think I’ve changed my mind!Girl: Well, you’re going on holiday to Spain soon, aren’t

you? That will be a great opportunity to improve, orally at least.

Boy: I hope so. That’s why I’m going to a really small town where, hopefully, no one speaks English!

4 Who wrote the book the girl has just read? A a Japanese woman B a foreign woman who lived in Japan C an American man

Girl: I’ve just finished reading Memories of Tokyo. It’s an amazing book.

Boy: Really?Girl: Yes. It’s so convincing – you wouldn’t believe that it

wasn’t written by a Japanese woman.Boy: Oh, I thought it was. Who wrote it then?Girl: A man from the United States who spent a long

time living in Japan. He obviously researched it very well, though. You’ll have to read it for yourself.

5 You overhear this conversation on a bus. What does the man think of mobile phones?

A They save time. B They aren’t very useful. C He wishes he had a better one.

Man: If you ask me, we’d all be better off without mobile phones.

Woman: Why do you say that? I don’t think I could live without mine!

Man: Of course you could! What did we do before we had them? I mean, most of the conversations I have on my mobile are about such trivial things. I think they just encourage people to waste time talking on the phone!

6 Listen to this man talking on the radio. What is the programme about?

A Bulgarian culture B foreign languages C body language

One of the most interesting things for me is the differences between different cultures in this area. And I’m not just talking about the obvious things. For example, that Italians wave their arms about more than the English. I was on holiday in Bulgaria recently and no one had told me that Bulgarians shake their heads to mean ‘yes’. To me, shaking your head means the exact opposite – ‘no’– so it was quite confusing when everyone started …

7 You hear someone talking on the phone. Who is she talking to?

A a hotel receptionist B a bank clerk C a hospital employee

Yes, the booking is for six nights from July 19th to the 24th, leaving on the 25th. Sorry? But that’s impossible. I’ve paid a deposit and you sent me a fax confirming it. Can you check again? Yes, it’s Baker – B-A-K-E-R. What’s that? No, it was definitely July, not June. A double room, yes. I paid the deposit over a month ago.

For extra Listening practice, refer students to page 7 in the Workbook.

Speaking Page 11

Aims of the lesson:• to practise listening to and giving full answers to

‘personal’ questions (Exercises A, B and C)• to practise forming correct questions (Exercises B

and C)• to practise stressing the correct syllable in a word

(Exercise D)


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• Go through the information in the B2 Exam Practice box. Make sure that students recognise the importance of listening carefully to the question as well as providing a full answer.

Exercise A • This exercise introduces students to the type of introductory questions they might be asked at the beginning of a Speaking exam.

• Begin by asking students to look at the picture. Say: What kind of questions do you think the examiner might ask you? Elicit a variety of questions on the subject of family, food, friends, free time, computers, school, etc, suggested by the picture.

• Ask students to look at the questions and choose the answers which are appropriate. Remind them that there is sometimes more than one correct answer.

• Check answers by asking the questions for a variety of students. Students can answer according to what is written on the page or they can change the details so that they apply to them, eg I come from Athens.

Answers 1 b/c (if necessary, point out that the present

continuous is wrong here) 2 a/c (if necessary, point out that the present

continuous is wrong here) 3 b (a is correct but point out that students should

develop their answers beyond one word; c is incorrect English)

4 a/c (if necessary, point out that the present continuous is wrong here)

5 c (for students who choose a, teach I’m thinking of/about becoming/being … ; for students who choose b, point out that the answer needs to be hypothetical, not factual)

6 c (if necessary, point out that a is a very short answer, and that b needs to be factual, not hypothetical; the correct uses of prefer are covered in Exercise B)

Exercise B • This exercise offers some controlled practice of the expressions in the Language chunks box.

• Students work in pairs. One student should ask a question from Exercise A and their partner should answer using an expression from the Language chunks where possible. They should then swap roles.

• Monitor pairs around the class and make sure they are asking and answering correctly. If there is time, ask some pairs to act out the questions and answers in front of the class.

Exercise C • In pairs, students take turns forming and answering

questions as in the instructions.• Again, monitor pairs and make sure they are asking and

answering correctly. If there is time, ask some pairs to act out the questions and answers in front of the class.

AnswersStudent A:What do you like doing / to do in your free time?Which country would you like to visit?What job would you like to do in the future?Do you prefer to spend time with family or with friends?Have you got any ambitions?

Student B:Where do you like going / to go on holiday?Have you got any hobbies?What kind of books do you like?Do you prefer newspapers or magazines?What is your favourite subject at school?

Say it right!

N o t eTo help students with their pronunciation, you may wish to point out the following:• English words of more than one syllable are stressed

on one of those syllables, eg HAppy, preFER, ENGlish, STUdying.

• Unlike some other languages, English is timed by the stresses in the words, so it is important to know which syllable in a word is stressed.

• Occasionally, students may meet words which change their meaning according to the stress, eg reCORD (verb) / REcord (noun).

• Derivatives of words may change the stressed syllable, eg JaPAN, JapanESE; imPOSSible, impossiBILity; PROBable, probaBILity.

• Although some wrongly-stressed words are easy enough for the examiner to recognise, others may lead to confusion and even the inability to understand what the student means, so it is important to get them right.

Exercise D• Tell the class that pronunciation plays an important role in the Speaking part of an exam. The beginning of this course is a good time for them to start working on any pronunciation problems that they may have.

• Students should work alone for this task. Allow 2-3 minutes for them to underline the stressed syllables. They may well find it easier to say the words aloud to themselves in order to do this.

Exercise ECD track 3• In this exercise, students check that they have underlined

the correct syllable in each word.


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• Play the CD. Check that students have got the answers right, playing the CD again if necessary.

• Deal with any difficulties, inviting students to pronounce problem words correctly.

Answers 1 ambition 2 cinema 3 magazine 4 holiday 5 information 6 reliable 7 journalist 8 apologize 9 advertisement 10 capable

Tapescript 1 ambition 2 cinema 3 magazine 4 holiday 5 information 6 reliable 7 journalist 8 apologize 9 advertisement 10 capable


Aims of the lesson:• to provide a warm-up discussion activity (Exercise A)• to preview concepts and vocabulary in the reading

text (Exercise B)• to practise reading a text in depth for specific

information (Exercise C)• to practise guessing the meanings of words from

their context (Exercise D)• to introduce further vocabulary on the theme

(Exercise E)• to give students an opportunity to discuss the ideas


Dive in! Page 12Exercise A • Explain that students will be reading about various

wedding customs.• Go through the list of customs with the class and ask

them if such customs (or similar ones) exist in their country.

• Conduct a discussion on the subject as you go through the list. Write any key words related to weddings on the board as they come up in conversation.

• Finally, invite comments about other customs, giving help with vocabulary where needed.

N o t eStudents often get confused between the words wedding and marriage. You may wish to point out that a wedding normally refers to the ceremony itself, while the word marriage is usually used to refer to the relationship between a man and his wife.Also, you could mention that we normally get married to someone. It is possible to say marry but it is less common unless we say who to (He married Julia in 1979).

Exercise B • Allow 2-3 minutes for students to try to find the answers. Then ask them to compare notes with a partner.

• Check answers and deal with any difficult words, paying particular attention to those related to weddings.

Answers1a 2a 3d 4a 5c 6c

• Go through the information in the B2 Exam Practice box. Make sure that students understand that for this type of task, they need to read the text in detail and to understand exactly what the questions are asking.

Exercise C • If students have not done this type of task before, you

might want to do the first question as a class activity.• Give students about 10 minutes to read the text silently

in order to find the answers to questions 1-6. Remind them to read the questions very carefully.

• As students finish, encourage them to compare their answers with a partner, pointing out which parts of the text they have underlined. Tell them, however, not to simply copy answers from their partner, but to check first that they are correct.

• If necessary, allow a further 2-3 minutes for students to find the remaining answers.


Answers1d 2b 3d 4b 5d 6b

Exercise D• Remind students that the context should help them find

the correct meaning of a word.


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• Give students 3-4 minutes to find the words and to make their choices.

• Give students a minute to compare answers in pairs.• Elicit answers. Ask students to justify their answers, where

possible, by referring to the context.

Answers1b 2b 3a 4b 5a 6b 7b 8b

Exercise E• Students can work in pairs for this task. • Allow 3-4 minutes for them to fill in the gaps as best they can.

• Check answers and explain the meanings of any unfamiliar words.

Answers 1 reception 2 suit 3 best man 4 custom 5 arrangements 6 wedding 7 engaged 8 toast

Quick chat• Get the students to discuss the question in pairs first.

Give them about a minute for this. Remind them to use the vocabulary from the main text in Exercise C, as well as the new vocabulary from Exercise E.

• Elicit answers from students around the class.• If time allows, and if students have not mentioned these

ideas, continue the discussion with questions such as:How old do you have to be before you can get married? Do you need to have consent? Whose?Who pays for the wedding and the reception?Do the parents have to give anything as a gift (dowry)? Whose parents – the bride’s or the groom’s?Are there any superstitions related to weddings? What do the bride and groom usually wear?Where is the reception usually held?What do people do at a wedding reception (Is there food/music, etc)?Do people normally get engaged first? How long is the engagement usually?Do you know of any unusual wedding ceremonies (different from traditional ones)?

Grammar 2 Page 14

Aim of the lesson:• to revise forms and main uses of the present perfect

simple and continuous

Check present perfect simple • Refer students to page 138 in the Grammar reference


• With books closed, ask students to tell you the main uses of the present perfect simple, together with examples. Write these on the board.




Answer 2 – we use the simple past for actions at specific times

in the past.

N o t eIt might help students if you tell them that we never say when something happened if we are using the present perfect simple.eg I have finished that book (present perfect simple).I finished that book yesterday (simple past).

It may also be helpful to tell them that present perfect sentences often have relevance to the situation now.eg I have finished that book (so I can talk to you about it now).I haven’t eaten all day (so I’m hungry now).

Check present perfect continuous • Refer students to page 139 in the Grammar reference

section. Repeat the steps above.• Make sure that students understand the difference

between present perfect simple and continuous.


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Answerspresent perfect continuous present perfect simple

Exercise A • This exercise focuses on some of the common mistakes students make when they do not use the present perfect. Point out that two of the sentences are correct as they are.

• Give students 2-3 minutes to do the exercise before checking answers.

Answers 1 has only lived 2 We’ve seen 3 (correct) 4 has never read 5 How long have you known 6 (correct)

Exercise B • Give students 2-3 minutes to do the exercise before

comparing their answers with a partner.• Check answers and ask students to justify their choices

with explanations based on the grammar theory they have studied. Deal with any problems.

Answers 1b (sleeping is a continuous action here) 2b (running around is a continuous or repeated action

here) 3a (we are interested in the result – I have spent my

money so I don’t have any now) 4a (the act of losing the keys was not a continuous or

repeated one)

• Go through the information in the B2 Exam Practice box. Make sure that students understand what they need to do.


might want to do the first question as a class activity.• Students should work alone for this. Allow 3-4 minutes

for them to do the task before checking answers.

Answers 1 Philip come from 2 has never been 3 belongs to 4 has lived in Moscow since 5 haven’t / have not seen Angela for 6 is always gossiping


Vocabulary 2 Page 15

Aims of the lesson:To present and practise • Character adjectives (Exercise A)• Word partners (Exercise B)• Negative prefixes (Exercise C)• Negative suffixes (Exercise D)• Word building (Exercise E)

Character adjectivesExercise A • Students can work in pairs for this task. • Allow 3-4 minutes for them to match the items as best they can.


• Ask students to try to describe the pictures using the words. Encourage discussion if students disagree (eg I don’t think she is shy – I think she’s probably rude).

Answers1c 2a 3f 4d 5e 6b 7g

Word partners Exercise B • Allow 2-3 minutes for students to make the pairs, working alone.

• After this time, allow students to discuss their answers with a partner.

• Check answers and make sure students understand all the words.

Answers 1 friend 2 neighbour 3 in-law 4 child 5 sister 6 grandmother 7 parent 8 family

Negative prefixes Exercise C • Again, students should work alone, at least initially, to do the task.

• After 2-3 minutes, allow students to discuss their answers with a partner.



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Answers 1 misunderstand (v), misunderstanding (n) 2 unsuitable (a), unsuitability (n) 3 unable (a) / disable (v), inability (n) / disability (n) 4 dissatisfaction (n), dissatisfied (a) / unsatisfied (a) 5 unbelievable (a), disbelief (n) 6 impossible (a), impossibility (n) 7 disagree (v), disagreement (n) 8 intolerant (a), intolerance (n) 9 uncertain (a), uncertainty (n) 10 impoliteness (n), impolite (a) 11 mistreat (v), mistreatment (n) 12 incapable (a), incapability (n)

Negative suffixes Exercise D• Ask students to think of one suffix that can go at the end of all these words (the suffix -less).

• Make sure students understand all the words. Elicit sentences from the class to test their understanding.

• Go through the information in the B2 Exam Practice box. Make sure that students understand they might need to create a noun, an adjective, an adverb, a verb or a participle. They should always read the passage carefully and check the context to see if a plural or a negative is needed.

Exercise E• Students should work alone to do the task. • When they have finished, check their answers. Give guidance to students who have made mistakes and point out to the class the other derivatives that can be made from the roots given. Make students aware that they may see the same roots again in future tasks like this (as well as in their exam) but the context might require a different derivative.

Answers 1 DISSATISFIED 2 RELATIONSHIP 3 CONSIDERATE 4 CHATTY 5 MISUNDERSTANDINGS 6 UNABLE 7 DISBELIEF 8 TOLERANT 9 TRUTH 10 AGREEMENT

For extra Vocabulary practice, refer students to page 9 in the Workbook.

For extra Use of English practice, refer students to pages 10 and 11 in the Workbook.

Writing Pages 16-17

Aims of the lesson:• to practise planning a letter (Exercises A, B, C and E)• to practise using formal language (Exercise D)• to practise writing a letter of application (Exercise F)

N o t eLetters of application, more than any other type of writing, use fixed phrases that rarely change (eg I am writing in response to your advertisement …). You might want to impress upon your students that the phrases given here can and should be memorised and used in their own letters.

• Go through the information in the B2 Exam Practice box. Make sure that students understand all the details.

Exercise A • Ask students to read the advertisement and choose the best candidate. Give help with any vocabulary as students come across it.

• When all students have had a chance to choose a candidate, elicit suggestions for the best one. Allow a certain amount of discussion if students disagree, as there is not one fixed answer (see below).

AnswerClaire is probably the most suitable candidate because she is interested in music and enjoys writing, even though she prefers fiction.

Students might choose Mike because he is interested in music and has done some writing.

Jake could be considered for this job because he likes new challenges and meeting people, but he wants to earn money and this job is unpaid.

Exercise B • Allow several minutes for students to read the letter and fill in the gaps. They should work alone for this. They can compare answers when they have finished.

• Check students’ answers. • Finally, ask the class which of the three candidates from

Exercise A they think the letter is from (Claire). Ask if they think Claire is likely to get the job on the strength of this letter and why. (The letter is well written, polite, respectful and formal, and she lists excellent qualities and reasons for being given the job.)


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Answers 1 trainee journalist 2 interested 3 magazine 4 experience 5 opportunity

Exercise C • In this exercise, students look at the structure of the

letter in preparation for the letters they will write.• Allow 2-3 minutes for students to read the letter again and complete the task.

• Check answers and encourage students to notice the overall structure of the letter, the points included, the order in which they are presented, and how the letter is divided into paragraphs.

AnswersShe says when she is free for work – Paragraph 4

She gives some background information about herself – Paragraph 2

She says how the job would benefit her – Paragraph 3

She says why she’s writing – Paragraph 1

She says when and where she saw the advertisement – Paragraph 1

Exercise D• Explain to the class that a letter of application must be

polite, formal and respectful. Tell students that in this task they will be looking at elements of formal language needed for such a letter.

• Allow 2-3 minutes for students to re-read the letter and find the formal language.

• Check answers and elicit or give further examples of similar formal words and expressions (suggestions given in brackets below).

Answers 1 in response to (in reply to, to respond to) 2 position (post, vacancy) 3 several (a large number of) 4 gain (obtain, acquire) 5 available 6 attend

Exercise E• Make sure students understand that this is the task they

will be writing.• Go through the advertisement and ask students how this

job is similar to / different from the one in the model (Similarities – it is a summer job aimed at young people who are friendly and the candidate should give details of interests/experience/suitability; Differences – the duties

are different and the type of experience required reflects this. Candidates are also expected to be enthusiastic.)

• Tell students to fill in the plan in three minutes. Time them exactly, pointing out that, although planning is important, they should not use up too much writing time.

• Elicit a variety of answers from different students. Make sure the whole class hears the better suggestions (they may wish to add them to their own plans). Explain why any weaker suggestions are less appropriate.

Exercise F• Go through the Language chunks and make sure that

students are completely comfortable with these expressions (refer back to the model if necessary). Remind them that the Language chunks should be used exactly as they are and that this type of letter depends very heavily on fixed phrases such as these.

• It will probably be better if students write their letters at home as students will have more time to look through the lesson and re-read the model in Exercise B and the plans they made in Exercise E.


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ThemesJobsServicesDaily life

Language aimsGrammarPast simple Past continuousused to and wouldPast perfect simple Past perfect continuous

VocabularyShops and servicesPhrasal verbsWord patterns do and makeWork and jobsAdjective endingsEasily confused words

Skills aimsReadingto practise skimming a text before reading for detail (multiple choice task)to practise reading a text for detail (multiple choice task)to practise scanning a text for information

Listeningto encourage prediction of what might appear in a gap to listen for specific information

Speakingto practise comparing and discussing photographs to practise using adjectives to practise pronouncing the endings of regular past verbs

Writingto practise planning a story to practise using time expressions and linkers in a storyto practise using adverbsto write a story


Aims of the lesson:• to provide a warm-up discussion activity (Exercise A)• to practise skimming a reading text for general

meaning (Exercise B)• to practise searching a text for specific information

(Exercise C)• to practise guessing the meanings of words from

their context (Exercise D)• to give students an opportunity to discuss the ideas


Dive in! Page 18Exercise A • Explain that students will be looking at different ways of

making a living.• Go through the questions and make sure that students

understand all the words.• Elicit a variety of answers from the class, asking students

to justify their choices. Prompt with further questions such as What is the best and worst thing about this job? / How important is it to have a job that is well-paid / impresses your parents? / etc.

Exercise B • Go through the information in the B2 Exam Practice box.

As in Unit 1, make sure that students understand the importance of reading the text quickly at the start. Point out that this exercise will help them practise skimming, and that the steps in the box should be followed when they do Exercise C.

• Allow 2-3 minutes for students to skim the text. Then elicit suggestions.

24/7Unit 2


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AnswerThe most logical answer is 3 – Underground Entertainers.Point out (if students choose these) that:

1 – Fame Story is hinted at in the last sentence of paragraph 1 (For some … it has even led to fame and fortune) and it might be suitable for paragraph 5, but it doesn’t reflect the overall content of the passage. In fact, this is made clear in the beginning of paragraph 6 – Not everyone is interested in becoming a star, however.

2 – Life on the Metro would be a good title for an article about people who work full-time on the Metro. Much of the passage, however, is about how people apply for a licence to perform there.

Exam alert• Go through the Exam alert box, reminding students of the

various ways in which multiple-choice questions might try to mislead them.


might want to do the first question as a class activity.• Give students about 10 minutes to read the text silently

in order to find the answers to questions 1-8. Remind them to mark on the text where they found the answers.

• After about 10 minutes, encourage students to compare their answers with a partner, pointing out which parts of the text they have underlined. As in Unit 1, tell them not to simply copy answers from their partner, but to check first that they are correct.

• If necessary, allow a further 2-3 minutes for students to find the remaining answers and check them.


Answers1B 2D 3B 4C 5C 6D 7B 8A

Background information

Students who live in rural areas might not be very familiar with buskers and busking. You may wish to explain that buskers are a common sight in busy cities and they were traditionally solo singers with an instrument, often a guitar. Nowadays, all kinds of street performers can be found, from full 10-member bands with electric instruments to mime artists such as human statues. Other performers include puppeteers, fire-eaters, jugglers, etc, as well as children’s entertainers such as clowns and people on stilts. Students might like to describe any of the above that they have seen, either in real life or on TV.

Work it out!Exercise D• Remind students to check which part of speech they are

looking for and to use the context of each word to help them.

• Give students 3-4 minutes to find the words.• Give students a minute to compare answers in pairs.• Check answers.

Answers 1 venue 2 official 3 lucrative 4 audition 5 lengthy 6 tense 7 change 8 fine

Quick chat• Go through the list and make sure students understand

all the words. • Get the students to rank the items from 1-8, with 1 being

the most important. Give them about a minute for this. • Elicit answers from students around the class. You can

do this by asking what each student has put as number 1. Initiate a discussion where students justify their first choice. This should cover several of the items. You could then deal with the number 8s in a similar way, discussing why they are least important for students, before covering any of the points not mentioned so far.


Grammar 1 Page 20

Aim of the lesson:• to revise forms and main uses of the past simple and

the past continuous, as well as used to and would for describing the past


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Check past simple and past continuous • Refer students to page 139 in the Grammar reference


• With books closed, ask students to tell you the main uses of the past simple, together with examples. Write these on the board.

• Repeat the above process for the past continuous.• Check that everyone understands before cleaning

the board.• Allow students 2-3 minutes to complete the task. They should work alone for this.


N o t eYou may wish to point out that, apart from the rules given in the Grammar reference section, the past continuous is seldom used alone in a sentence. It is most often combined with the past simple. To help explain the use of the past simple and the past continuous together in a sentence, it might be useful to draw a time line on the board, similar to the one below.

Past continuous_________________________________________Past simple

Point out that the past continuous is the action in progress which lasted some time and was ‘interrupted’ by the past simple. Support this by giving several examples and asking students to provide more, eg I was washing the car outside when I heard the telephone.

Answers 1 PS I wrote the letter and posted it this morning. 2 PS Helen was not very happy in her previous job. 3 PS Bob rode his bike to work. Then he got a car. 4 PC What were you doing this time last week? 5 PC I was shopping this morning when I bumped into

Daisy.

Exercise A • This exercise checks that students have understood the differences between the uses of the past simple and the past continuous.

• Remind students to look at whether the gaps represent finished actions (and therefore need the past simple) or actions in progress (requiring past continuous). Tell students that you will expect them to justify their answers based on the rules they have just revised.

• Give students 4-5 minutes to do the exercise before checking answers. They should work alone for this.

AnswersSome variation possible – see below.

1 had 2 did not go / didn’t go 3 did not have / didn’t have 4 looked * 5 noticed 6 was raining 7 put 8 was cycling 9 had 10 was pouring 11 got ** 12 was 13 arrived 14 hung 15 was walking 16 knocked 17 was picking 18 fell 19 started 20 turned

* For item 4, accept was looking but ask students to explain why it can be correct in the past continuous (the student was looking for some time).

** For item 11, accept was getting but ask students to explain why it can be correct in the past continuous (the student was getting wet for some time, since leaving home, in fact).

Check used to and would• Refer students to page 139 in the Grammar reference


• With books closed, write the following on the board: I lived in London. Ask students to tell you if this can be changed to I used to live in London. (Yes). Then ask students to tell you if this can be changed to I would live in London. (No – in fact, this exists but as a hypothetical, not a past tense).


• Ask students to circle the correct answer. They should work alone.

• Check the answer and deal with any difficulties, referring students back to the Grammar reference section where necessary.

AnswerThe incorrect sentence is 3. This is because would can only describe a repeated action, not a state, as is the case here. Used to can describe a repeated action or a state, however.


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Exercise B • This exercise checks that students have understood the rules for used to and would.

• Give students 2-3 minutes to do the exercise before checking answers. They can work in pairs or do the task alone before comparing their answers with a partner.

• Check answers. Ask students to tell you the grammatical reason why each answer is correct (eg 1 takes used to but not would because the verb ‘have’ is a state).

Answers 1 Most women didn’t use to have a career 50 years ago. 2 This does not take used to because it is a single

action, rather than a repeated one. 3 Until recently, supermarkets didn’t use to be open

24 hours a day. 4 Sean used to want to be a magician, but he actually

became a dentist. 5 In my job in the sweet shop, I used to give free

sweets to some of the kids. 6 Did the way of life use to be very different fifty

years ago?

Sentence 5 takes would because it is the only example of a repeated action.

E x t r a a c t i v i t yTo further consolidate the grammar from this lesson, conduct a discussion about students’ lives in the past. This can be done with questions to help distinguish between past tenses, eg Where were you living when you met your best friend? What were you doing when I came in the room? / What did you do when I came in the room?Ask students to write some similar questions, which they can then ask their partners.

To practise positive, negative and question forms of would / used to, write a list of phrases on the board, egbe afraid of the dark / spiders / etclike Beyoncé / Pink / etclive in a flat / in a village / etcwork hard at Englishwant to be a doctor / lawyer / etcwatch cartoonsread comicsride a bikeGet students to ask and answer, either in pairs or in a chain around the class, egS1: Did you use to like cheese when you were younger?S2: No, I didn’t but my mum would give it to me in sandwiches.S2: (to S3) Did you use to live somewhere else?S3: Yes, I used to live in my grandparents’ village.(S3 then asks S4, etc)



Aims of the lesson:To present and practise • vocabulary for shops and services (Exercise A)• phrasal verbs (Exercise B)• word patterns with do and make (Exercises C and D)

Shops and services Exercise A • Ask students to look at the pictures. Ask them to tell you what the pictures represent. Explain that this exercise will teach them words and phrases for different shops and services.

• Tell students to try to match the items. After 2-3 minutes, tell them to compare their answers with a partner.

• Allow a further minute or so for students to discuss their answers.

• Elicit answers and ask students to demonstrate the actions with mime. For those they don’t know, mime them yourself.

Answers 1 hairdresser’s 2 library 3 department store 4 chemist’s 5 antique shop 6 garage 7 estate agency 8 launderette 9 internet café 10 newsagent’s 11 art gallery 12 florist’s 13 charity shop

Key phrasal verbsExercise B • Begin by asking which phrasal verbs students remember

from the previous lesson (page 9).• Allow students a minute or two to read the list and ask any questions they may have.

• Allow a further minute or two for students to attempt the task. Remind them that they may need to change the form of the verb. After this time they can compare answers with a partner.

• Check answers and remind students to learn these phrasal verbs together with their meanings.


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Answers 1 looking round 2 run out of 3 sold out 4 try on 5 set up 6 bring out

Word patterns: do or makeExercise C • In this exercise, students focus on a common problem

– which structures take do and which take make. Explain that these are fixed structures and students need to learn them by heart.

• Allow 2-3 minutes for students to attempt the task on their own. Allow a further minute or so for them to compare their answers before checking. Make sure students all understand the meanings of the more abstract items (make a living / do one’s best / make the most of something / etc). Keep the explanations brief, however, as they will be practising this further in Exercise D.

Answers 1 do 2 make 3 do 4 do 5 make 6 make 7 do 8 do 9 make 10 make 11 do 12 make 13 make 14 do

N o t eYou may wish to tell students that, apart from the phrases in the exercise, do and make appear in many other structures. A general ‘rule’ that they may find useful is that: • do is often linked to tasks which are work and must

be done, egdo an essaydo the dishesdo the garden • make is often linked to more creative tasks, egmake a listmake a postermake a suggestion

Exercise D• Students practise using the new word patterns in context.

They should work alone for this to make sure everyone has understood.

• Allow 3-4 minutes before checking answers and dealing with any problems.

Answers 1 I know you’ll do your best at the interview. 2 Sid and Nancy make a living by selling the

vegetables they grow. 3 I’ve made up my mind! I’m going to give up my

job and travel round the world by motorbike! 4 We always do the housework on Saturday

morning. 5 Ben works long hours in the week, so he really

makes the most of his weekends. 6 Helen doesn’t make an effort to dress smartly for

work because she’s a plumber. 7 Heavy snow can do damage to farmers’ crops. 8 Mum’s really tired. I’m going to do her a favour by

cooking dinner.

E x t r a a c t i v i t yIf time allows in the lesson, ask students to write 10-20 short sentences of their own to practise the words and expressions they have learned in this lesson. These should include the six phrasal verbs that they have learned. Alternatively, this can be set as a homework task.


Listening Page 22

Aims of the lesson:• to trigger students’ background knowledge on the

topic (Exercise A)• to practise the topic through discussion (Exercise B)• to encourage prediction of what might appear in a

gap (Exercise C)• to listen for specific information (Exercises D and E)

Exercise A • Make sure students understand the meaning of shifts (see

Background information below).• Encourage students to suggest answers. Give feedback.


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Background information

Shift systems were designed to keep machines in factories running for longer as this would maximise production. This might typically be a two-shift system, from 6am to 2pm and then 2pm to 10pm. Workers might work the morning shift one week and the afternoon shift the next. A third shift – the night shift – might be added from 10pm to 6am. Workers would either be permanently on nights or would rotate. Some places of work use a variation of this, where workers do three nights, then have three days off before doing three morning/afternoon shifts. Apart from factories, all emergency services have to operate a shift system. Increasingly, especially with the introduction of longer opening hours for shops (and even 24-hour opening in some places), many other shops and services have adopted similar systems.

AnswersHours of work vary from country to country. In general:• Taxi drivers and nurses often work in shifts• Some office workers, civil servants and waiters work

shiftsThe others usually work in office hours, although a plumber might be ‘on call’ 24 hours a day in case of emergencies.

Exercise B • Conduct a discussion on the aspects mentioned. Students

go through the aspects and suggest how each one might be affected by working hours.

Suggested answersTime spent with family – people who have to do overtime, work long hours, or work shifts might see less of their families.

Social life – some jobs make it difficult or impossible to see friends on a regular basis. For example, a rotating shift system makes it impossible to keep a regular Friday night arrangement. People who work nights are only free to socialise at certain times – when most other people are working.

Health – losing a lot of sleep is a common problem. This has many (sometimes severe) effects on health.

Hobbies and interests – it is difficult to be a member of a club, for example, if you can’t attend regular meetings.


Make sure that students understand the task they are about to practise.

• Elicit suggestions for the type of word missing from the gap (tell students that you are not looking for the exact word for the moment).

• Make sure students understand that the missing word must be a noun because of the article the. You might want to point out that if there was a noun, rather than the adverbial at night, after the gap, the missing word would probably be an adjective.

Exercise DCD track 4• Explain that students will hear a short extract and that all

they have to do is listen for two phrases.• Play the CD. Students listen and write down their

answers.• Play the CD again if necessary. • Check answers. Ask students if they can now fill in the

missing word from Exercise C (supermarket).

Answers 1 on offer 2 do the night shift

Tapescript We live in an ‘open all hours’ culture, where more and more services are on offer 24 hours a day. You can even do your shopping at the supermarket in the middle of the night if you want to. Good news for people who have trouble sleeping, but what about the employees who do the night shift?

Exercise ECD track 5• Students go through the sentences and make their

predictions, noting them down somewhere. They should work alone for this.

• To check their answers, ask for suggestions from a variety of students. Give feedback and deal with any problems. The answers are given in brackets in the answer box below.

• Now tell students that they are going to listen for the exact words. Remind students that they will hear the CD twice.

• Play the CD. Students listen and write down their answers.

• Play the CD again. Students complete the task and check their answers.

• Check answers.


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Answers 1 (plural noun) factories 2 (number) 25 3 (adjective or -ing form of verb) dark 4 (plural noun) accidents 5 (time reference/ period of time / number) several

days 6 (number of hours) 2 hours 7 (noun) light therapy 8 (verb) sleep / get to sleep 9 (adjective) Blind 10 (noun) health

Tapescript We live in an ‘open all hours’ culture. More and more services are on offer 24 hours a day. You can even do your shopping at the supermarket in the middle of the night if you want to. Good news for people who have trouble sleeping, but what about the employees who do the night shift?

Working at night is nothing new for the staff in hospitals and factories, but more and more people in other jobs are expected to do it. In fact, more than 25 per cent of workers now do shift work. Not a problem, you may think, if they get paid extra for it. There are other things to consider too, however.

Research has shown that the body has its own natural rhythms. These are disturbed when people have to be awake at night. The body clock is affected by levels of sunlight. At night when it’s dark a chemical called melatonin is produced in the body. It is this chemical which makes us feel sleepy. In the daytime, light stops the production of melatonin so that we feel awake and active. So staying awake at night isn’t normal or healthy for the body. It also possibly explains why so many accidents in the workplace happen during the night shift, for example the Chernobyl nuclear power plant disaster.

Jet lag is another example of how sensitive the body clock is. When you fly to another time zone, it takes the body several days to get used to the change. For example, the time in Johannesburg is two hours ahead of the time in London. For someone arriving in Johannesburg from London at 10pm it will feel like 8pm. The next morning, if they get up at 8am, they will feel very tired. That’s because for them it’s like getting up two hours earlier at 6am (the time it is in London). Some doctors use a technique called light therapy to deal with jet lag in people who travel frequently. What they do is shine bright lights on people around the time they want to wake up. This helps to reset their body clocks to fit in with the new time zone.

There are also long-term effects of working at night. Shift workers often have difficulty in getting to sleep when they actually want to, as well as other conditions. Problems with the digestion are common, for example.

Blind people have problems sleeping too because their eyes can’t see light, which controls the body clock. One way of treating the problem of getting to sleep in these cases is to take a daily dose of melatonin. The long-term effects of taking melatonin on the health are unknown, however, so many experts don’t recommend it. Scientists are currently working on new and better solutions to the problem.


Speaking Page 23

Aims of the lesson:• to practise comparing and discussing photographs

(Exercises A, B, C and E)• to practise using adjectives (Exercise D)• to practise pronouncing the endings of regular past

verbs (Exercises F and G)

• Go through the information in the B2 Exam Practice box. Remind students that it is important to develop their answers and to say as much as possible in the time allowed.

Exercise A • This exercise helps students understand what they have to do with photographs.

• Point out that the task has two parts and read them out. • Ask students to tell you what they have to do (b) and point out the danger of giving irrelevant answers.

Exercise B • Students can discuss this question in pairs. • Elicit answers and give feedback.

Answerb is the best answer. Point out that a and c are irrelevant.

Exercise C • Go through the Language chunks and make sure that

students are completely comfortable with these expressions. Remind them to use the expressions when they are talking about the photos.

• Students work in pairs to do the task.• Monitor pairs around the class and make sure they are

not making mistakes when comparing. If there is time, ask some pairs to act out their dialogues in front of the class.

Exercise D• Students work alone to do the task. Tell them that

they need to use the correct adjectives when they are


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describing photographs and that -ing / -ed confusion is a common mistake in the Speaking section of an exam.

• Check answers before eliciting further sentences/pairs.

Answers 1 exciting 2 boring 3 scary 4 relaxing 5 tiring

Other pairs:surprised/surprisingpleased/pleasingdisappointed/disappointingsatisfied/satisfyingetc

Exercise E• This exercise offers further practice, this time with two new photographs.

• Students work in pairs. Remind them that there are two parts to the question.

• Again, monitor pairs around the class. If there is time, ask some pairs to act out their dialogues in front of the class.

Say it right!Exercise F• Remind the class of the importance of clear

pronunciation. Point out that the -ed ending is not always pronounced in the same way.

• Students should work alone for this task. Allow 2-3 minutes for them to write the number of syllables. Do not give the answers at this point as students will listen for themselves in the next exercise.

Exercise GCD track 6• In this exercise, students check that they have written the

correct number of syllables in each word.• Play the CD. Check that students have got the answers

right, playing the CD again if necessary. • Deal with any difficulties, inviting students to pronounce

problem words correctly. • Invite students to suggest pronunciation rules. Give

feedback.

Answers 1 two syllables 2 one syllable 3 one syllable 4 two syllables 5 one syllable 6 two syllables 7 one syllable 8 two syllables 9 one syllable 10 two syllables

The general pronunciation rule is that adjectives ending in -ed are pronounced \d\ or \t\. Some adjectives are pronounced \id\ after the letters d or t.

Tapescript 1 wanted 2 worked 3 cried 4 painted 5 helped 6 needed 7 missed 8 fitted 9 wished 10 added


Aims of the lesson:• to provide a warm-up discussion activity (Exercise A)• to practise scanning a text for information (Exercise

B)• to introduce further vocabulary on the theme

(Exercise C)

Dive in! Page 24Exercise A • Explain that students will be reading about different part-

time jobs.• Conduct a discussion on the subject by going through

the list one by one and asking the class for their opinions. Write any key words related to jobs or qualities on the board as they come up in conversation.


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Background informationIn some cultures, such as in the UK or USA, it is normal for young people to get a part-time job to earn some money. From around the age of 13, children might do odd jobs for money (eg gardening or cleaning cars) in their neighbourhood or get a paper round before school in the mornings. Around the age of 15 or 16, more opportunities are available, with many shops, for example, advertising for young Saturday workers.

Suggested answers(Qualities needed)

Dog walker – need to love animals and be fit

Sales assistant – need to be able to handle money and deal with the public

Camp counsellor – should love children and be patient and sensible

Museum volunteer – should be interested in history and be careful

Waiter / waitress – need to be able to handle money and deal with the public

Babysitter – should have experience with children and be patient and sensible


Make sure that students understand that for this type of task, they do not need to read the texts in detail but they have to scan them to find the information in the questions. Point out that, for each question, there are often two texts that they do not need to read, as they are told which texts to choose between.

• If students have not done this type of task before, you might want to do the first question as a class activity.

• Allow up to five minutes for students to try to find the answers. When most of them have finished, ask them to compare notes with a partner.

• Check answers.

Answers 1 b (gives employees reductions on its goods – good

staff discounts) 2 c (provides training – basic training … is provided;

full training will be provided) 3 c (The answer is found by elimination – all the

others have references which are the opposite of prefer to work alone, eg helping customers (2); meeting new people (3); enjoy working as a member of a team (4); enjoys working with the public (5))

4 a (can’t speak a foreign language / not qualified – you must have … the ability to speak a foreign language; knowledge of Spanish is essential)

5 a (apply online – apply by email; application@...) 6 b (don’t have good computer skills / not qualified –

should … have basic computer skills) 7 d (you are 14 / can’t you apply – must be 18;

minimum age requirement is 16; must be at least 15) 8 c (working outdoors – walking dogs; summer camp) 9 c (doesn’t provide any payment – volunteers) 10 b (don’t want a job during the school year – must

be … available on August 1st for 4 weeks) 11 d (boy / can’t apply – must be female) 12 c (more money than the standard hourly rate – $7

per hour plus tips)

E x t r a a c t i v i t yIf time allows, you may wish to make this a separate activity, asking students to tell you the pairs of phrases that are synonymous. First, elicit phrases that helped students find the answers, as in the instructions above. After checking, write them on the board and ask students to tell you which phrases in the question are their equivalent. You should then add these to the board to make pairs. Students will not only learn words that are synonyms, but they will develop skills in paraphrasing at phrase level, practising, for example, converting active voice to passive. Point out that, in a few cases, the answer might be found through elimination – ie the text may contain the opposite idea to what is in the question, helping them to rule it out. The synonymous pairs are given in brackets in the answer box above.

Exercise C • Go through the words in the box, briefly explaining or

translating the words.• Give students 2-3 minutes to find the answers. • As students finish, encourage them to compare their answers with a partner.

• Check answers and deal with any problems.


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Answers 1 optimistic 2 responsible 3 well presented 4 easygoing 5 exceptional 6 hard-working 7 respectful 8 energetic

E x t r a a c t i v i t y• To allow students to practise the vocabulary from this lesson, write the following on the board:

I am ________ (and ________ ) .I consider myself to be a(n) ________ person.I believe that I have ________ .I enjoy ________ .• Tell students to imagine that they are applying for a job (it is important that they understand that the job is not specified – they must just imagine that they are in an interview situation).

• Tell them that you are going to ask a question and that they must answer using the sentences on the board and one or two words from the lesson. Remind them that they can use the words from Exercise C as well as from the texts and questions in Exercise B.

• Pick one student and ask: So why do you think you are suitable for this job? The student then answers using one or two of the vocabulary items from the lesson, eg I am easygoing (and respectful).

• Then ask the class which job they think the first student is suitable for. Tell them that they can pick a specific job from the lesson (eg He/She could be a waiter/babysitter) or a general job description (eg He/She could get a job in a shop or restaurant / working with children).

• Repeat the question: So why do you think you are suitable for this job? for as many students as possible, each time asking the class to suggest a job.


Give them about a minute for this. Remind them to use the vocabulary from the lesson where possible.

• Elicit answers from students around the class.• If time allows, and if students have not mentioned these

ideas, continue the discussion with questions such as:Have you ever been interviewed for a part-time job? What happened? What do you think you can learn from having a part-time job?What do your parents think of young people working?What are the most suitable part-time jobs for young people in your area?What are the main qualities you think you have to offer to a job?

Grammar 2 Page 26

Aim of the lesson:• to revise forms and main uses of the past perfect

simple and past perfect continuous

Check past perfect simple and past perfect continuous• Refer students to page 139 in the Grammar reference


• With books closed, ask students to tell you the main uses of the past perfect simple and continuous, together with examples. Write these on the board.

• Check that everyone understands the difference between the simple and continuous forms before cleaning the board.

• Allow students about a minute to complete the task. They should work alone for this.


N o t eYou may wish to point out that in English, unlike other languages, the past perfect is seldom used alone in a sentence. It is most often combined with the past simple.

Point out that the past perfect refers to an action that happened before the events in the past simple. If the action lasted for some time, we use the continuous form. Support this by giving several examples and asking students to provide more, eg I had seen the film before, so I went home. / I had been waiting an hour before she arrived.

Answerspast perfect continuous had been watchingpast perfect simple had failed

Exercise A • This exercise helps students to distinguish between the simple and continuous forms of the past perfect.

• Give students 3-4 minutes to do the exercise before checking answers. They should work alone for this, but if students finish early, they can compare answers with a partner.


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Answers 1 had been waiting 2 had gone / had been 3 had wanted 4 had been having 5 had been 6 had done 7 had come 8 had been 9 had been looking 10 had come


Make sure that students understand the importance of understanding the text before they begin filling in words. You should also remind them that the prediction skills they learned in Listening in this unit are also useful here.

• Warn students that this task does not focus on simply the past perfect, but incorporates the grammar that they have learned up to now. This serves to put the past perfect in its proper, natural context. Remind them that it is important to know when to use (and when not to use) the past perfect.

• Give students up to five minutes to do the exercise before comparing their answers with a partner.

• Check answers and ask students to justify their choices with explanations based on the grammar theory they have studied. Deal with any problems. You may have to refer students back to the grammar theory from earlier lessons.

Answers 1 been 2 had/done 3 When/Before/Until 4 worked / was working 5 had 6 been 7 gave 8 would 9 did 10 used 11 having 12 have



Aims of the lesson:To present and practise • vocabulary for work and jobs (Exercise A)• suffixes to make adjectives from verbs and nouns

(Exercise B)• easily confused words related to work (Exercises C

and D)

Work and jobsExercise A • Students can work in pairs for this task. • Allow 3-4 minutes for them to match the items as best they can.


• Ask students to tell you their preferred areas, giving examples of specific jobs where appropriate.

Answers 1 reporter, scriptwriter, TV presenter 2 travel agent, holiday rep 3 architect, civil engineer 4 surgeon, midwife 5 bank manager, accountant 6 solicitor, judge 7 ballet dancer

Exercise B • Remind the class that one way to increase their

vocabulary is to learn the derivatives of a word. Explain that many adjectives are made from the verb or noun form, but that the respective suffixes in each case have to be learned by heart.

• Allow 3-4 minutes for students to form the adjectives, working alone.



• Finally, invite suggestions for other adjectives students may know using the same suffixes. Ask them to tell you the verb or noun forms as well where possible, eg terrific/terrifying (terrify/terror), fantastic (fantasy), dangerous (danger), respectful (respect), etc.


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Answers 1 creative 2 energetic 3 organized 4 communicative/communicable 5 likeable/liked 6 charming/charmed 7 enthusiastic 8 ambitious 9 sympathetic 10 careful/caring 11 adaptable/adapted 12 tactful 13 persuasive 14 determined

E x t r a a c t i v i t yTo further increase students’ vocabulary, tell them that several of the adjectives they formed can be made negative by adding a prefix. Put them in pairs and ask them to find the negative adjectives (eg disorganised, uncommunicative, unlikeable, unsympathetic unenthusiastic).

Easily confused wordsExercise C • Again, students should work alone, at least initially, to try to do the task. Answer a few questions about the words but be careful not to do the task for them.

• After 3-4 minutes, allow students to discuss their answers with a partner.

• Check answers. Allow for some difficulty that students might have in expressing their ideas but make sure they understand the differences.

Answers 1 an employer is anyone who gives you a job; a

manager tells you what to do when you’ve got one 2 a job is anything you do for money; a profession is

an area of work, such as journalism or teaching 3 a friend is anyone you are close to; a colleague is

someone you work with 4 a wage is paid weekly (or daily); a salary is paid

monthly 5 a part-time job might be for one day a week or a

few hours a day; a full-time job is around 40 hours a week

6 nine-to-five usually describes a ‘normal’ working day in an office; shifts cover all the hours in a 24-hour period

7 when you work for a company, they are the only ones who pay you; when you work freelance, you work for several companies

8 if you are unemployed, you haven’t got a job; if you are on strike, you have a job but you don’t go because you are unhappy with conditions

9 resigning means you choose to leave your job; retiring means you have worked enough years to stop working

10 winning money means someone gives you money because you won a prize or a competition; earning money means you have worked for that money

11 your income is the money coming into your home; your expenses are the things you have to pay for

12 being made redundant means you lose your job because your company decides to save money by getting rid of your job; getting the sack means your boss tells you to leave because you have done something wrong

Exercise D• Go through the information in the B2 Exam Practice box.

Make sure that students understand all the points.• Warn students that this task does not focus only on the vocabulary from this page.

• Students should work alone to do the task. • When they have finished, check their answers. Give guidance to students who have made mistakes. You may have to refer students back to material from earlier lessons.

Answers1C 2B 3A 4C 5D 6B 7B 8D 9A10D 11C 12A



Writing Pages 28-29

Aims of the lesson:• to analyze a writing task and model and a plan a

story (Exercises A, B and G)• to study the use of time expressions and other

linkers in a story (Exercises C and D)• to practise using adverbs for a story (Exercises E

and F)• to write a story (Exercise H)



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Exercise A • Allow 2-3 minutes for students to read the task and the two suggested ideas. They should work alone for this.

• When all students have made a choice, elicit suggestions for the best one.

AnswerIdea 2 is suitable because it begins with the idea that the day started badly. Idea 1 starts well but ends badly, and so it is inappropriate for this task.

Exercise B • Allow several minutes for students to read the story. They should work alone for this. They can compare answers when they have finished.

• Elicit answers from various students.

AnswerYes, the first sentence fits nicely with the rest of the story.

Exercise C • In this exercise, students look at the use of time

expressions in preparation for the stories they will write. You may want to point out that these expressions will make their stories more dramatic and will help add variety.

• Allow 2-3 minutes for students to read the story again and complete the task.

• Check answers and encourage students to notice the difference that adding these words and phrases makes to the story.

• Finally, encourage students to give you examples of how the remaining words and phrases could be used (eg Tom’s big moment had come. Beforehand, he had been really nervous, but when he stepped onto the stage, he … / At first, Tom didn’t know what was happening but he soon realised that …).

Answers 1 On the way 2 In the end 3 Suddenly

Exercise D• Explain to the class that using these linkers is an excellent

way to connect ideas in a story.• Allow 2-3 minutes for students to do the task. • Check answers by asking a number of students for their

suggestions. Allow for a certain amount of variation in how students express the ideas from the story.

Suggested answers 1 After Sam got up, he found a note from his mum. 2 The dog ran away while Sam was in the newsagent’s. 3 The girl felt sorry for Sam so she helped him look

for the dog. 4 Although they searched for hours, they couldn’t find

the dog. 5 As soon as they got back to Sam’s house, they saw

Bertie.

Exercise E• Allow 2-3 minutes for students to find the adverbs. • Check answers.

Answersfortunately, happily, anxiously, slowly

Exercise F• Remind students that using adverbs is a good way to add

interest to a story and make it more dramatic. • Check that students know the meanings of the words in

their adjective form.• Allow 2-3 minutes for students to do the task. • Check answers.

Answers 1 lazily 2 excitedly 3 angrily 4 desperately 5 sadly

Exercise G• Make sure students understand that this is the task they

will be writing.• Go through the instructions and elicit a few general ideas

from around the class. • Tell students to fill in the plan in three minutes. Time them exactly, pointing out that, although planning is important, they should not waste too much time on unnecessary details like thinking up names.

• Elicit a variety of answers from different students. Make sure the whole class hears the better suggestions (they may wish to revise their own plans). Explain why any weaker suggestions are less appropriate.

Exercise H• Go through the Language chunks and make sure that

students are completely comfortable with these expressions. Point out that, unlike the phrases for letters that they learned in Unit 1, some of these phrases can be adapted to suit their own writing, eg The sun was shining and the birds were singing in the trees.

• It will probably be better if students write their stories at home as they will have more time to look through the lesson and re-read the model and the plan they made.


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Pages 30-31

A

Answers 1 C 2 A 3 B 4 C 5 A 6 D 7 B 8 D 9 B 10 B 11 B 12 C

B

Answers 1 EVER 2 AT 3 SPEAKING/KNOWING/UNDERSTANDING 4 SAY/EXPRESS/COMMUNICATE 5 NERVES 6 MAKE 7 NOD 8 BEST 9 THIS 10 REALLY FROWNING 11 IS 12 UP/OUT

C

Answers 1 SATISFACTION 2 ABILITY 3 INTOLERANT 4 BANNED 5 MISUNDERSTAND 6 CAPABILITY/CAPABILITIES 7 CREATIVE 8 LEARNING 9 ADAPTED 10 (IN)VALUABLE

D

Answers 1 ARE GETTING MARRIED / ARE GOING TO GET

MARRIED 2 IS ALWAYS TELLING ME 3 HAVE KNOWN EACH OTHER (FOR) 4 HAS BEEN DANCING SINCE 5 DIDN’T USE TO HAVE 6 HAD ALREADY SENT THE EMAIL 7 HAD BEEN WORKING 8 USED TO TELLING


Review 1


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ThemesEducationLearning

Language aimsGrammarComparativesSuperlativesGradable and non-gradable adjectivesQuestion formsQuestion tags

VocabularyEducation and learningEasily confused wordsPhrasal verbsNoun suffixesWord patterns (get and take)Expressions with set

Skills aimsReadingto practise cohesion (missing sentences task)to practise skimming and scanning a text for information (multiple choice task)

Listeningto understand meaning through expressions to practise the topic through discussion to listen for specific information

Speakingto practise collaborative speaking tasks to practise pronouncing similar-sounding words

Writingto analyze a model and plan an article to practise making a statement and expressing a point of view to write an article


Aims of the lesson:• to provide a warm-up discussion activity (Exercises

A, B and C)• to practise cohesion (Exercise D)• to practise inserting sentences into a text (Exercise

E)• to practise guessing the meanings of words from

their context (Exercise F)• to expand vocabulary on the theme of school

(Exercise G)• to give students an opportunity to discuss the ideas


Dive in! Page 32Exercise A • Explain that this unit will be looking at different aspects of

education.• Conduct a discussion about school and problems. Aim to

get as many students as possible to contribute.

Exercise B • Allow 2-3 minutes for students to rank the items. They should work alone for this but students who finish early can compare answers.

• Elicit answers from students around the class. You can do this by asking what each student has put as number 1. Initiate a discussion where students justify their first choice. This should cover several of the items. You could then deal with the least favourite subjects in a similar way, discussing why students have put them last, before covering any of the subjects not mentioned so far and eliciting opinions on them.

Exercise C • Continue the discussion, encouraging students to tell you

what they think would be useful or enjoyable.

Exercise D• In this exercise, students have the chance to look more

closely at cohesion. Tell them that they will be looking at logical ways of connecting sentences – a skill they will need to develop for the Reading task in Exercise E, as well as their own writing.

• If you think it is necessary, do the first item as an example, pointing out the logic of following on with sentence b. Point out that sentence a does not follow

Open your mind!Unit 3


42

logically and, if students wanted to express this opinion, they would not begin with a reference to the best days of your life.

• Give students 3-4 minutes to do the task, working alone.• Check answers and deal with any problems.

Answers1 b 2 a 3 a 4 b 5 a

Exercise E• Go through the information in the B2 Exam Practice box,

pointing out the importance of using clues from the text. Tell the class to keep these points in mind when they do the Reading task.

• If students have not done this type of task before, you might want to do the first question as a class activity. Point out that there will always be one extra sentence that does not fit anywhere.

• Give students about 10 minutes to read the text silently in order to insert the sentences.

• After about 10 minutes, encourage students to compare their answers with a partner. As in previous units, tell them not to simply copy answers from their partner, but to check first that they are correct.

• If necessary, allow a further 2-3 minutes for students to find the remaining answers and check them.

• When eliciting answers, ask students to justify them by referring to the clues that they found in the text and the missing sentences.

Answers 1 F – carrying it is the clue here; before this gap, the

text mentions a satchel, which must be carried 2 B – the sentence identifies whose class I was in,

which is what the writer was waiting to find out before the gap

3 H – the clue is on the contrary before the writer describes a timid teacher; before the gap, she has described a scary teacher. Also, after the gap, the writer says they followed her, meaning that there must be some mention of a female adult in the missing sentence, since before the gap the reference was to a man.

4 A – this sentence describes the female classmate who was introduced as Amanda East before the gap

5 G – the idea that they might stick together fits in with not going to be in the same class / that’s a pity before the gap

6 C – the timetable is the clue here; before the gap, there is a mention of the first lesson, while after the gap, we find out what it is

7 D – by the time I got there reflects the struggle to find the Geography class. Also, every seat had been taken is a reference to getting as far away from Amanda East as possible. After the gap, the writer finds a seat.

Work it out!Exercise F• Remind students to check which part of speech they

are looking for and to use the context of each word or phrase to help them.

• Give students 3-4 minutes to find the words.• Give students a minute to compare answers in pairs.• Check answers.

Answers 1 identical 2 familiar 3 convinced 4 track down 5 ignored 6 fake 7 purchased 8 dreading

Exercise G• Give students about a minute to match the words. • Give students a minute to compare answers in pairs.• Check answers.

Answers1c 2b 3a 4e 5d

Quick chat• Elicit answers from students around the class. Aim to get

as many students as possible to relate their experiences.

N o t eStudents preparing for a B2 level exam will ultimately have to do a Speaking test. It is important that all the members of the class have the chance to speak so that they develop their confidence and fluency. Ideally, all of the students should express an opinion each time there is a point to discuss. However, if you have a large class or if time is limited, try to make sure that each student speaks during every second or third discussion, and that the less confident students are encouraged to contribute.



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Grammar 1 Page 34

Aims of the lesson:• to revise forms and main uses of comparatives and

superlatives • to teach or revise gradable and non-gradable

adjectives

Check comparatives and superlatives• Refer students to pages 139 and 140 in the Grammar

reference section. Go through the rules and examples with them, checking that they understand the main points.

• With books closed, ask students to tell you the rules for comparatives, together with examples. Write these on the board.

• Repeat the above process for superlatives.• Check that everyone understands before cleaning

the board.• Allow students about a minute to complete the task. They should work alone for this.


Answers 1 more; than 2 best 3 strictest 4 as 5 slowly

Exercise A • This exercise checks that students have understood the rules for comparatives and superlatives.

• Tell students that you will expect them to justify their answers based on the rules they have just revised.


Answersthe best way to learn a foreign languagemore practical solutionsthe most effective wayyou’ll soon be speaking more fluentlyit might be easier to findIt won’t be as good as havingwill improve more quickly

Quick chat• Go through the words and examples, making sure

everyone understands. • Get the students to discuss the subject in pairs first.

Give them about a minute for this. Remind them to use comparatives and superlatives.

• Elicit example sentences from students around the class. Encourage discussion if students disagree (eg I don’t think maths is more useful than art – I think it’s more boring).

Check gradable and non-gradable adjectives• Refer students to page 140 in the Grammar reference


• With books closed, ask students to tell you the main examples of gradable and non-gradable adjectives. Write these on the board.




AnswersSentences to be ticked:

1 and 4


checking answers. They can work in pairs or do the task alone before comparing their answers with a partner.

• Check answers.

AnswersAdjectives to be circled:angry, cold, difficult, happy, hot, hungry, scared, sillyAdjectives to be underlined:boiling, ecstatic, freezing, furious, impossible, ridiculous, starving, terrifiedSynonymous pairs:angry - furiouscold - freezingdifficult - impossiblehappy - ecstatichot - boilinghungry - starvingscared - terrifiedsilly - ridiculous


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Exercise C • Give students 2-3 minutes to do the exercise before

checking answers. They should do the task alone before comparing their answers with a partner.

• Check answers.

Answers 1 starving 2 very 3 angry 4 a bit 5 silly

Exercise D• Give students 2-3 minutes to do the exercise before

checking answers. When they finish, they can compare their answers with a partner.

• Check answers, making sure students have not made mistakes with gradable and non-gradable adjectives.

Suggested answers 1 I was a bit cold this morning. 2 I was very annoyed with him. 3 The party was absolutely fantastic.



Aims of the lesson:To present and practise • vocabulary for education and learning (Exercises A, B

and C)• easily confused words related to education (Exercise

D)• phrasal verbs (Exercises E and F)

Education and learningExercise A • Tell students to try to match the items. After 2-3 minutes, tell them to compare their answers with a partner.

• Check answers.

Answers1c 2a 3e 4b 5d

Exercise B • Students should work alone, at least initially, to try to do

the task. Answer a few questions about the words but be careful not to do the task for them.

• After a minute or two, allow students to discuss their answers with a partner.

• Check answers. Allow for some difficulty that students might have in expressing their ideas but make sure they understand the differences.

Answers 1 exams are tests used to assess a student’s progress

over a term or a year; continuous assessment means that the marks are added up over the term or year and count towards the final grade

2 a state school is free to attend; a private school charges fees

3 a compulsory lesson is one you must attend; an optional lesson is one you don’t have to attend

4 a desk is a piece of furniture that you write at; an office is a room in which you work

5 a class is either a group of students (UK) or a lesson (US); a classroom is where the lesson takes place

6 an academic subject is one where most of the information is theoretical; a practical subject usually involves making things

7 a timetable shows you when the lessons are; a report tells you about your progress, sometimes showing exam marks


checking answers. They should work alone for this, but if students finish early, they can compare answers with a partner.

Answers 1 2 a laboratory 3 a canteen 4 a staff room 5 a library 6 7 a hall of residence

Easily confused wordsExercise D• Allow 3-4 minutes for students to attempt the task. Those finishing early can compare answers.



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Answers 1 a degree

b certificate

2 a takeb pass

3 a tutorb instructor c professor

4 a studentb pupil

5 a lessonb subjects c course

6 a revisingb reading

Key phrasal verbs

E x t r a a c t i v i t yYou may wish to begin this section and future exercises on phrasal verbs with a brief revision of the ones they have learned up to now. Ask one student to tell you a phrasal verb. Write it on the board. Then ask another student to give you a sentence that clearly shows its meaning. Repeat for as many phrasal verbs as students can remember.

Exercise E• Allow students a minute or two to attempt the task. After this time they can compare answers with a partner.

• Check answers but do not give the meanings of the phrasal verbs as they will be doing that in the next exercise.

Answers1e 2b 3d 4c 5f 6a

Exercise F• In this exercise, students work out the meanings of the

phrasal verbs they saw in Exercise E.• Allow students a minute or two to attempt the task before comparing their answers with a partner.

• Check answers, deal with any problems and remind students to learn these phrasal verbs together with their meanings.

Answers1d 2b 3e 4f 5a 6c

E x t r a a c t i v i t yAs a variation on writing sentences to practise the vocabulary, conduct a quiz. • Begin by giving the class 3-4 minutes to revise all the

vocabulary on the page.• Divide the class into teams of 2-5 students each

(depending on the size of the class). Each member then picks five vocabulary items from the lesson and

writes them down (they should include at least one phrasal verb each).

• Starting with one team, they call out the first word or phrase. The other team has to choose a member to either give a definition or an example sentence. If the answer is correct, that team gets one point. If not, the team that asked the question gets the point (only if they can provide a correct definition or example sentence).

• Keep score on the board and make sure that all the answers are correct and that teams have the same number of turns.


Listening Page 36

Aims of the lesson:• to understand meaning through expressions

(Exercises A and B)• to practise the topic through discussion (Exercise C)• to listen for specific information (Exercise D)

Exercise A CD track 7• Go through the information in the B2 Exam Practice

box. Point out that students need a good knowledge of expressions to be able to find out a speaker’s opinion.

• Explain that students will hear five short extracts and that the answers are not clearly stated. Tell them that, for now, they will hear the CD once only.


• Check answers but do not go into detail as the next exercise will focus on the content of each conversation.

Answers1a 2a 3b 4b 5a

Tapescript 1

Man: I wonder what would have happened if I hadn’t gone to university.

Woman: Well, you probably wouldn’t be an architect now for one thing.

Man: Mmm. I might have become an artist instead – that’s what I really wanted to do. But I was offered a place at university and felt I couldn’t turn it down.


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2 Woman: When I was 18, I couldn’t wait to leave home. I

was dying to be independent!Man: It’s quite natural really – everyone wants to

have their freedom at that age. So you weren’t homesick when you went to university?

Woman: Not at all!

3 Man: What do you think, then?Woman: Well, it’s hardly luxurious, but it’s OK. If you get

a few plants and put some posters on the wall, it’ll look better.

Man: Mmm and at least the rent’s cheap!

4 Man: Poor Steve. He’s really depressed about failing his

exams.Woman: Well, what did he expect? He was out partying

every night when we were all revising – and I don’t think he’s been to a single lecture this term. No wonder he did so badly!

5 Woman: Are you nervous?Man: Not as nervous as I thought I’d be.Woman: Well, there’s no reason why you shouldn’t pass.

You’ve had enough lessons!Man: I know. I reckon I’ve got a good chance. Fingers

crossed!

Exercise B CD track 8• In this exercise, students will have the chance to analyze

exactly what was said in Exercise A. For those who had mistakes, it is particularly important to learn to listen very carefully. However, all students should be made aware that the more expressions they know, the better they will understand a listening task.

• Tell students that, now they know the answers, they will listen for the phrases that were used. Tell them to write down as many as they can, preferably one for each dialogue.

• Play the CD. Students listen and write down their answers.• Elicit phrases from the class and write them on the board

as students tell you.• If time allows, and if you think students would benefit

from hearing the phrases again in context, play the CD once more.

Answers 1 I wonder what would have happened if I hadn’t gone /

you probably wouldn’t be an architect now / I might have become an artist / I was offered a place … couldn’t turn it down

2 I couldn’t wait to leave home … I was dying to be independent / It’s quite natural … everyone wants to have their freedom at that age

3 it’s hardly luxurious, but it’s OK / If you ... it’ll look better 4 what did he expect? / out partying every night / I don’t

think he’s been to a single lecture / No wonder he did so badly

5 Not as nervous as I thought I’d be / I reckon I’ve got a good chance


Give them about a minute for this. Remind them to use the vocabulary from the unit where possible.

• Elicit answers from students around the class and continue the discussion for as long as time permits.

Exercise C • Conduct a discussion on the aspects represented.

Students go through the photos and relate them to university life. Elicit as many contributions as possible.

Suggested answersThe first picture shows students in a lecture or an exam situation.

The second picture represents the social life at university. It’s a time when you are surrounded by different people of your own age. Socialising is important if you study hard. It’s good to be able to relax. Being away from home also means that friends become very important to you.

The third picture shows a student in a library. He appears to be daydreaming rather than studying!

Exercise DCD track 9• Explain that students will hear another five short extracts

but that this time they will be matching what was said to the speakers.


• Play the CD again if necessary. • Check answers, asking students to tell you any phrases

they remember hearing.

Answers1 F 2 C 3 A 4 D 5 E

Tapescript Speaker 1Man: Going to university had a huge effect on my life. For someone like me from a small town, suddenly being in a big city surrounded by interesting people was amazing. In my first year all I did was go to parties! In fact, I’m surprised I didn’t fail my exams and get thrown


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out because I didn’t do very much studying! The course was OK, but it’s the social life that I remember more than anything else. I shared a flat with a group of other guys including Andy, who’s still my best friend to this day. We often get together and chat about the good old days!

Speaker 2Woman: Looking back, I don’t really know if going to university was the right choice for me. I mean, I think I applied just because all my friends were applying and everyone expected me to. I was quite good academically and I was offered a place to study civil engineering at Southampton University. The course was what I had expected really, but by the end of my second year I had realized that this wasn’t really what I wanted to do with my life. I thought about dropping out, but in the end I didn’t. I got my degree, but then went on to do something completely unrelated to civil engineering. I set up my own business buying and selling stuff on the internet and it’s been really successful.

Speaker 3Woman: I feel quite sad when my friends go on about what a wonderful time they had at university and how they were the best years of their life. You see, for me they weren’t really. I was very shy at that age and I found being away from home quite hard. My way of coping was to throw myself into my course, studying for hours every night when everyone else was out partying. I don’t think I ever missed a single lecture! I had decided that, if nothing else, I would get a good degree, which would hopefully lead to a good job. And that’s what I did.

Speaker 4Man: As soon as I got to university, I discovered that I was no longer special because I was academically gifted. Suddenly, here were all these people who were just as clever as I was, even more so. My reaction was to give up. If I couldn’t be the best, I wasn’t interested. I never went to lectures, I never did any studying – and in the end, of course, I failed my first year exams. I was given the chance to retake them, but by then I had already made up my mind to leave. My mum and dad weren’t happy about it, but they didn’t try to stop me.

Speaker 5Man: My elder sister had always gone on about what a wonderful time she’d had at university, so I couldn’t wait to go. The day I found out I’d got a place to study English literature at Edinburgh University was one of the happiest days of my life. I thought I would meet lots of really interesting people, stay up all night discussing literature, maybe even meet the right girl and fall in love. After the first week, however, I hadn’t made a single friend or had one interesting conversation and I felt like packing my bags and going home. I sometimes wonder what would have happened if I had.

E x t r a a c t i v i t yIf students have had difficulty with this task, you might find that they benefit from analyzing what was said in more detail. This could be done by photocopying the tapescript and asking students to look at it carefully, underlining the phrases that they may have missed. Ask a variety of students to tell you the phrases they have selected. This will not only increase their knowledge of expressions but will also help them to see how certain phrases in the tapescript have been placed there to distract them and lead them to the wrong answers, eg Speaker 2 says I thought about dropping out, but in the end I didn’t. This might lead students to (wrongly) choose option B – He was asked to leave.


Speaking Page 37

Aims of the lesson:• to practise collaborative speaking tasks (Exercises A

and B)• to practise pronouncing similar-sounding words

(Exercise C)

• Go through the information in the B2 Exam Practice box. Remind students that they will be practising talking to each other. Tell them that it is also important to listen carefully.

Exercise A • This exercise provides three different situations for students to practise discussing something before reaching a decision.

• Go through the Language chunks and make sure that students are completely comfortable with these expressions. Remind them to use the expressions when they are talking about the situations.

• Monitor pairs around the class and make sure they are not making mistakes when making suggestions. If there is time, ask some pairs to act out their dialogues in front of the class.

Quick chat• Elicit answers from students around the class. Encourage

them to use the Language chunks to make suggestions.

Exercise B • This exercise offers further practice, this time with a new situation and picture prompts.

• Students work in pairs. Make sure they understand the situation and remind them that there are two parts to the question. Explain that they should discuss all the


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options before making their decision together. Not all pairs will agree, so remind the class that the point of the exercise is to talk. If they don’t agree, they should say so (politely) and say why.

• Again, monitor pairs around the class. If there is time, ask some pairs to act out their dialogues in front of the class. Give feedback on anything you hear which is particularly good. You should also mention any cases where students have gone off the topic or failed to fulfil the task in some other way.

Say it right!Exercise C CD track 10• Explain to the class that, although English has words

which sound exactly the same (eg hole/whole), there are many which sound similar and can cause problems when not pronounced correctly.

• Play the CD. Check that students have got the answers right, playing the CD again if necessary. Where there are difficulties, encourage students to practise saying the pairs of words so that they can improve their own pronunciation.

Answers 1 field 2 sit 3 steal 4 cheap 5 live 6 whole 7 low 8 caught 9 woke 10 floor

Tapescript 1 field 2 sit 3 steal 4 cheap 5 live 6 whole 7 low 8 caught 9 woke 10 floor


Aims of the lesson:• to provide a warm-up discussion activity (Exercises

A and B)• to introduce further vocabulary on the theme

(Exercise C)• to read for specific information (Exercise D)• to practise guessing the meanings of words from

their context (Exercise E)

Dive in! Page 38Exercise A • Elicit any names that students know in the UK (such as

Oxford and Cambridge), as well as in other countries including their own.

Exercise B • Conduct a discussion on the subject by asking the class

for their opinions. Encourage students to give reasons for their answers (it is safe to say that marketing, business and environmental studies are more recent additions but see the note below).

N o t eMarketing and business were very important to Europeans in the 12th century, with many people determined to increase their wealth or status through successful trading. However, these subjects were not initially studied in a formal way. The earliest major universities, such as Oxford, Paris and Bologna focussed mainly on the study of Latin, Greek and law, often within a theological context. Through their studies of the Classical languages, interest developed in the sciences (including astronomy and medicine), logic (as a branch of philosophy), and geometry.

Exercise C • Allow students about a minute to attempt the task before comparing their answers with a partner.


Answers 1 private; public 2 undergraduate; graduate 3 bachelor’s; master’s


Make sure that students understand that for this type


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of task, they do not need to read the texts in detail but they have to skim them to find the information in the questions.

• Allow up to ten minutes for students to try to find the answers. When most of them have finished, ask them to compare notes with a partner.

• Check answers and ask students to tell you where they found them.

Answers1 c 2 b 3 a 4 d 5 b 6 c 7 d

Exercise E• Give students about a minute to match the words. • Give them a further minute to compare answers in pairs.• Check answers.

Answers 1 research 2 Scholarships 3 campus 4 journal 5 financial 6 curriculum


as many students as possible to express their opinions.

Grammar 2 Page 40

Aim of the lesson:• to revise question forms and question tags

Check question forms• Refer students to pages 140 and 141 in the Grammar


• With books closed, ask students to tell you how to form different types of direct question, together with examples. Write these on the board.

• Repeat the process for indirect questions.• Check that everyone understands before cleaning

the board.• Allow students about a minute to complete the task. They should work alone for this.


Answers 1 Which school do you go to? 2 How was the maths test? 3 I wonder who took it. 4 Could you tell me if this is correct?

Exercise A • This exercise highlights common problems that students have when forming questions.

• Give students 2-3 minutes to do the exercise before checking answers. They should work alone for this, but if students finish early, they can compare answers with a partner.

Answers 1 Are you studying or watching X Factor? 2 Do Mark and Anthony go to a private school? 3 What does this word mean? 4 How did your exam go yesterday? 5 Could you tell me if the film has started? 6 I wonder what the time is.



with explanations based on the grammar theory they have studied. Deal with any problems. You may have to refer students back to the grammar theory from earlier lessons.

Answers 1 where my rubber is 2 if/whether we are having a vocabulary test today 3 if/whether Jim has taught his parrot to talk 4 what time it is/what the time is 5 if/whether Maggie speaks Japanese

Check question tags• Refer students to page 141 in the Grammar


• With books closed, ask students to tell you how to use question tags, together with examples. Write these on the board.





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Answers 1 do they 2 can you 3 hasn’t she 4 won’t it 5 mustn’t we 6 should they

A positive statement is followed by a negative question tag.A negative statement is followed by a positive question tag.



with explanations based on the grammar theory they have studied. Deal with any problems. You may have to refer students back to the grammar theory from earlier lessons.

Answers 1 hadn’t you 2 won’t it 3 will you 4 is it 5 don’t you


Make sure that students understand the basic rules for transformation tasks.

• As before, warn students that this task does not focus on just today’s lesson, but incorporates the grammar that they have learned up to now.

• Give students 3-4 minutes to do the exercise before comparing their answers with a partner.


Answers 1 is not as intelligent as 2 the worst film 3 where Nigel lives 4 is the best university 5 isn’t it 6 further/farther (away) than



Aims of the lesson:To present and practise • Noun suffixes (Exercise A)• Word patterns with get, take and set (Exercises B and C)

• Word building (Exercise D)

Noun suffixesExercise A • Remind the class of the importance of learning the

derivatives of a word. Explain that many nouns are made from the verb or adjective form, in a similar way to the way that they made adjectives in the previous unit.

• Allow 3-4 minutes for students to form the nouns, working alone.



• Finally, invite suggestions for other nouns students may know using the same suffixes. Ask them to tell you the verb/adjective forms as well where possible, eg closure (close), intention (intend), measurement (measure), politeness (polite), rarity (rare), allowance (allow) etc.

Answers 1 depression 2 improvement 3 attendance 4 pressure 5 entertainment 6 reality 7 ability 8 population 9 failure 10 determination 11 sadness 12 performance 13 development 14 qualification 15 achievement 16 willingness 17 disappointment 18 happiness 19 entrance 20 popularity

Exercise B • This exercise draws attention to some common mistakes that students make with get and take.

• Allow 3-4 minutes for them to complete the text. They should work alone for this. Remind them to change the form of the verb where necessary.

• Check answers.


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Answers 1 get 2 taking 3 taking 4 get 5 get / am getting / will get 6 take 7 take 8 are getting 9 get

Exercise C • Make sure students understand that the same word goes

in each gap. • Allow a minute or two for them to find the word. Tell them not to say the word until the others have had a chance to think about it.

• Elicit the answer (set).• Allow a further minute or two for students to match the items.

• Check answers.

Answers1b 2d 3c 4a


Make sure that students understand all the points.• Again, students should work alone to do the task. • When they have finished, check their answers. Give guidance to students who have made mistakes. You may have to refer students back to material from earlier lessons.

Answers 1 PRESSURE 2 PERFORMANCE 3 ACTIVITY 4 ABILITY/ABILITIES 5 SURPRISED 6 IMPROVEMENT 7 PROFESSOR/PROFESSIONAL 8 ENTERTAINMENT 9 SUCCESS 10 POPULATION



Writing Pages 42-43

Aims of the lesson:• to analyze a model and plan an article (Exercises A, B

and C)• to practise making a statement and expressing a

point of view (Exercise D)• to write an article (Exercise E)


Exercise A • Allow 3-4 minutes for students to read the task and the two suggested answers. They should work alone for this.

• When all students have made a choice, elicit suggestions for the best one.

Answer(Bear in mind that students will be analyzing the models more fully in Exercise B, so do not give too much information away at this stage.) Answer 2 would get a higher mark because it is well organised, answers the question fully, uses a good variety of structures and is written in a suitable style.Answer 1, in contrast, is completely off-topic. It also relies on very simple sentence structures.

Exercise B • Allow several minutes for students to re-read the articles and fill in the table. They should work alone for this. They can compare answers when they have finished.

• Elicit answers from various students. They should refer back to the models to justify the various points.

AnswersArticle 1 Article 2

a No Yesb Yes Yesc Yes, but off the topic Yesd Yes, but off the topic Yese No Yes

Exercise C • Make sure students understand that this is the task they

will be writing.• Go through the instructions and ask students to write

down some basic ideas.• Elicit a variety of suggestions from different students.

Make sure the suggestions are relevant, and that the whole class hears the better suggestions (they may wish to add them to their own ideas). Explain why any weaker suggestions are less appropriate.


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Suggested answersWe could go on more school trips.Schools should allow us to decorate the buildings.More emphasis on music would be good, with the chance to play different instruments.

Exercise D• Explain to the class that these are good ways to introduce

their ideas and opinions in an article.• In this exercise, students look at good ways to introduce

their ideas and opinions in preparation for the articles they will write. You may want to point out that these expressions will make their articles more varied.

• Allow 2-3 minutes for students to do the task. • Check answers by asking a number of students for their

suggestions. Give feedback and write several of the better suggestions on the board.

Suggested answers 1 big enough / suitable for large numbers of children /

in very good condition. 2 it’s too much / this is not necessary / teachers

should limit the amount of homework they set. 3 educate students / make children want to learn /

prepare students for the outside world. 4 just as important as maths and physics / a good way

for less academic children to develop useful skills.

Exercise E• Go through the Language chunks and make sure that

students are completely comfortable with these expressions.

• Remind students to look through the lesson and the vocabulary from this unit before they write. They should also use Exercise B as a checklist before they submit their work.


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ThemesScienceTechnologySocial changeCrime

Language aimsGrammarGerunds and infinitivesFuture formsTime clauses in the future

VocabularyTechnologySociety and crimeWord partnersPrepositionsPhrasal verbs

Skills aimsReadingto practise skimming and scanning a text for information (multiple-matching task)to practise understanding implication to practice reading a text for detail (multiple-choice task)

Listeningto predict what is on the CD to listen for specific information

Speakingto practise expanding on answers to questions to analyze sample answers to identify conversation fillersto practise asking and answering with a partner

Writingto analyze and plan a transactional letter task to analyze a model to write a transactional letter


Aims of the lesson:• to provide a warm-up discussion activity (Exercise A)• to practise scanning a text for information (Exercises

B, C and D)• to practise guessing the meanings of words from

their context (Exercises E and F)• to give students an opportunity to discuss the ideas



technology, crime and society. • Begin by asking students to say what aspects of the future

are represented in the photographs. Prompt, if necessary with: changes in the way we have children; exploring other planets; methods of payment.

• Conduct a discussion about the future based on the predictions given. Aim to get as many students as possible to contribute.

Exercise B • Go through the information in the B2 Exam Practice box,

making sure everyone understands.• Give students up to five minutes to read the text silently

in order to underline the relevant sections.• When most students seem to have finished, elicit answers.

AnswersThere are some websites where you can find out … their address, telephone number …These details can be sold … or used for criminal purposes. Emails can also be used to trick people into giving out … details of your bank account (paragraph A)

Every time you pay for something by credit card … someone might be recording the details to use for themselves; a gang of crooks who installed a fake cash machine … people punched their personal ID numbers … cards were copied … later used … to take money out of their accounts (paragraph D)

ChangesUnit 4


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Exercise C • Elicit the answer (paragraphs A and D). • Refer students to the first two questions in Exercise D.

Point out that they have already answered these two questions. Ask students to tell you exactly where in the texts the answers to these questions can be found.

Answerhow personal information can be used illegally: these details can be sold … emails can also be used to trick people (paragraph A)cards were copied … later used … to take money out of their accounts (paragraph D)

Exercise D• Allow 5-10 minutes for students to do the task. They should work alone for this but students who finish early can compare answers.

• Elicit answers from students around the class and ask students to tell you exactly where each answer can be found.

Answers 1/2 (in any order) A, D 3/4 (in any order) A (a bank’s security system … the

internet … some websites), B (a national database of DNA profiles for every member of the public)

5/6 (in any order) B (electronic tagging), C (GPS receivers)

7/8 (in any order) B (electronic tagging … prevents them from committing further crimes; ten years from now … national database of DNA profiles … make our job easier … help make the world a less dangerous place), C (tracking criminals using smell … we’ll be able to use odour recognition to help identify suspects … will make everyone feel safer … panic buttons)

9 D (Every time you pay for something by credit card, you don’t know if …)

10/11 (in any order) B (the crime rate is going up), D (crime has increased to the point where …)

12 C (CS gas sprays and stun guns … don’t cause permanent injury or death)

13/14 (in any order) A (As we’ve already seen, computer hackers can break into …), D (I heard a story on the news the other day about …)

15 D (Things were different … we didn’t even use to lock … unthinkable nowadays)

Work it out!Exercise E• Remind students to check which part of speech they

are looking for and to use the context of each word or phrase to help them. Point out that the paragraph is given in brackets to help them.

• Give students 3-4 minutes to find the words.• Allow them a further minute to compare answers in pairs.• Check answers.

Answers 1 transfer 2 account 3 released 4 prevents 5 odour 6 linked to 7 location 8 permanent 9 possessions 10 gang

Exercise F• Give students a minute or two to find the words. • Ask students to explain them as best they can. Remind them to use the context to help them.

• Elicit answers.

Answers 1 a bank machine that allows the public to get money

using a card 2 a description of a person’s DNA – their genetic

make-up 3 placing an electronic device on a criminal which

emits a signal so that the person can be found 4 an electronic device which can tell us where

someone is at any given time 5 a chemical fired from a kind of gun that temporarily

immobilizes people because they cannot see 6 a weapon that temporarily immobilizes people

because it delivers and electric shock


as many students as possible to relate what they have heard.



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Grammar 1 Page 46

Aim of the lesson:• to revise main uses of infinitives and -ing forms

Check infinitives and -ing forms• Refer students to pages 141 and 142 in the Grammar


• With books closed, write the following column headings on the board: Verb + infinitive; Verb + -ing form. Ask students to give you as many examples as possible of verbs for each category. The examples should be in sentences which make it clear whether or not an object is used, and whether or not the infinitives are full or bare. Rather than write out all the sentences, you can add the verbs to the correct columns using notated forms (eg agree + full inf; advise + obj + full inf, etc).

• Next, write a selection of verbs which have not been mentioned so far. These should include the more unusual structures such as see, let, make, forget and try. Students again provide example sentences which clearly demonstrate the structure. Aim to cover as many verbs as possible and point out that students need to learn them all with their particular structures.

• Finally, remind the class that prepositions are always followed by the -ing form. Elicit examples.




Answers 1 buy 2 solving 3 copying 4 seeing 5 (to) do 6 to follow

Exercise A • This exercise checks students’ understanding of infinitives and -ing forms.

• Tell students that you will expect them to justify their answers based on the rules they have just revised.


Answers 1 to have 2 to reduce 3 to change 4 mixing 5 (to) make 6 trying 7 looking 8 to leave 9 beginning 10 look



• Check answers.

Answers 1 You forgot to switch on the answering machine! 2 Rosie regrets stealing the CD. 3 I tried to interrupt them, but they just went on

talking. 4 I tried changing the battery, but the camera still

didn’t work. 5 Stop worrying about me! 6 I don’t remember locking the front door. 7 After his talk, the speaker went on to answer

questions from the audience. 8 I’ll never forget riding a horse for the first time. 9 Jeremy tried to unlock the door, but he had the

wrong key. 10 Please remember to feed the dog. 11 I’m sorry, but I regret to inform you that all the

tickets are sold out. 12 I stopped (the car) to ask for directions.



Aims of the lesson:To present and practise • vocabulary for technology (Exercises A, B, C and D)• vocabulary for society and crime (Exercise E)• word partners (Exercises F and G)


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TechnologyExercise A • Tell students to write the words they are sure of. After 2-3 minutes, tell them to compare their answers with a partner.

• Check answers.

Answers 1 wire 2 keyboard 3 plug 4 screen 5 switch/button 6 mouse 7 socket 8 switch/button


the task. • After a minute or two, allow students to discuss their answers with a partner.

• Check answers.

Answers 1 switch on 2 log on 3 connection 4 click 5 online 6 address 7 links 8 download 9 hard 10 print

Exercise C • Do the first item as an example. First of all, say: Does

anyone know what you use a hosepipe for? Elicit or tell students that You use a hosepipe to wash a car.

• Elicit sentences for the rest of the items.

Suggested answers 1 You use a hosepipe to wash a car / water the garden. 2 You use a light bulb to produce light. 3 You use scissors to cut things. 4 You use a satellite dish to get TV from other

countries. 5 You use a torch to see in the dark. 6 You use a calculator to add up. 7 You use a radiator to heat a room. 8 You use a thermometer to measure temperature. 9 You use scales to weigh things. 10 You use a ruler to measure things. 11 You use an air conditioner to cool a room.

Exercise D• Allow about a minute for students to attempt the task. Those finishing early can compare answers.


Answers1e 2a 3d 4c 5b

Society and crimeExercise E• Allow students a minute or two to attempt the task. After this time they can compare answers with a partner.


Answers 1 burgled 2 kidnapped 3 hijacked 4 robbed 5 stole 6 murdered

Word partnersExercise F• Allow students about a minute to attempt the task before comparing their answers with a partner.

• Check answers, deal with any problems and remind students to learn these words as pairs.

Answers1b 2a 3c 4e 5d

Exercise G• Again, allow students about a minute to attempt the task before comparing their answers with a partner.


Answers 1 crime rate 2 speed limit 3 military service 4 prison sentence 5 driving licence

E x t r a a c t i v i t yStudents can write sentences with the new vocabulary and compare them with a partner.



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Listening Page 48

Aims of the lesson:• to introduce the topic through discussion (Exercise

A)• to predict what is on the CD (Exercise B)• to listen for specific information (Exercise C)

Exercise A • Conduct a discussion about the pictures, eliciting the

differences in the ways people are shopping. Aim to get as many students as possible to contribute.

• Write any important vocabulary on the board as it comes up in conversation.


Make sure that students understand that any information they can get from the questions will help them while they are listening.

• Explain that students have 2-3 minutes to read the questions and to fill in the missing information.

AnswersNames of speakers: Emma and LiamSubject of conversation: a website called E-buy

Exercise C CD track 11• Play the CD. Students listen and write down their

answers.• Play the CD again.• Check answers.

Suggested answers1 C 2 C 3 C 4 B 5 B 6 C 7 A

Tapescript Liam: Hi, Emma. Emma: Hi, Liam! How’s it going?Liam: Fine. You?Emma: Too much studying as usual, but otherwise OK.Liam: I like your trainers. Are they new?Emma: Not exactly. Actually, they’re second-hand. I got

them on the internet.Liam: The internet?Emma: Yeah. There’s this brilliant website called E-buy

where you can buy and sell stuff. Liam: Is it just for clothes?Emma: No, they’ve got everything – electronic

equipment, books, even cars!

Liam: Really? But how does it work? I mean, how do you see what’s for sale?

Emma: Well, for most of the items for sale there are photos, and you just click on the photo to get a description of what you’re interested in. The things without photos just have a description.

Liam: Right. So is it all second-hand stuff?Emma: Well, a lot of it is, but some of it’s in really good

condition. I bought some designer jeans from there and they had only been worn once, but they’re as good as new.

Liam: How much did you pay for them?Emma: You won’t believe it, but they were only 20

euros!Liam: Wow! How come they were so cheap?Emma: Well, there aren’t any fixed prices on E-buy. If you

want to sell something, you put the price that you want and then anyone who’s interested in buying it makes an offer.

Liam: So you can make an offer that’s less than the price they’re asking?

Emma: Exactly. Liam: And what happens if lots of different people are

interested in buying the same thing?Emma: Well, the owner sells it to the person who offers

the most money for it.Liam: I see. It sounds like you can get some bargains.

There’s something I don’t understand, though. How do you pay for what you buy?

Emma: Well, you just go to the bank and put the money in a special account. Then they send you the item by post.

Liam: It sounds simple enough. I wonder if they’ve got any digital cameras – I can’t afford to buy a new one.

Emma: I’m sure you’ll be able to find a cheap one on E-buy. My brother got a really good video camera a few weeks ago. I know – shall I come round to your house later and show you how it works on your computer?

Liam: Thanks, Emma. That would be great.

E x t r a a c t i v i t yFor this (and any other listening exercise), you can let students see where they went wrong by photocopying the tapescript and asking students to look at it carefully, underlining the phrases that they may have missed. Treat it as a vocabulary-building exercise as well, drawing attention to useful words and phrases.



58

Speaking Page 49

Aims of the lesson:• to practise expanding on answers to questions

(Exercises A and B)• to analyze sample answers (Exercises C and D)• to identify conversation fillers (Exercise D)• to practise asking and answering with a partner

(Exercise E)

• Go through the information in the B2 Exam Practice box. Remind students that they will be practising giving full answers to questions.

Exercise A • This exercise helps students identify appropriate answers to a variety of questions. Students should not need more than a minute to complete the task.

• To check answers, choose two students to ask and answer the first question. Choose different pairs for the remaining questions.

• Point out that, although these are suitable answers, they need to be developed further. Students will practise developing their answers in the next exercise.

Answers1 b 2 e 3 d 4 a 5 c

Exercise B • This exercise offers further practice at answering questions, this time by expanding on the answers already given in Exercise A.

• Students work in pairs. Tell them to take turns asking and answering as before, but this time to expand their answers using the prompts given.

• Monitor pairs around the class. If there is time, ask some pairs to act out their dialogues in front of the class. Give feedback.

Sample answerS1: How do computers help us in our daily lives?S2: In several ways. Firstly, they save time. Then, they do things more efficiently than people can do them. They also make communication easier; for example, through emails.

Exercise C CD track 12• Tell the class that they will hear a good and a bad candidate.

• Play the CD once only. Students listen and make their choices.

AnswersThe second speaker is better. The first speaker should have expanded her answer more. She should have backed up her comments with examples and explanations too.

Tapescript Examiner: Anna, what kind of problems does your

generation face?Anna: It faces many problems. At school and with

parents. There are many difficulties. Examiner: Dimitri, what kind of problems does your

generation face? Dimitris: Well, things like pressure at school, I suppose. You know, to pass exams and go to university. We worry about finding a job later too. There’s a lot of unemployment these days, you see.

Exercise DCD track 13• Go through the Language chunks and make sure that

students are completely comfortable with these expressions. Remind them to use the expressions when they are talking as fillers will give them time to think and help them maintain a good level of fluency.

• Play the CD. • Check answers.

AnswersFillers used:Well, I suppose, you know, you see

Exercise E• Allow as long as possible for pairs to take turns asking and answering the questions.

• Monitor pairs around the class and make sure they are doing the task properly.

• Give feedback.

E x t r a a c t i v i t yFor this task, and similar ones throughout the book, try swapping the pairs round so that students get more practice.


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Aims of the lesson:• to provide a warm-up discussion activity (Exercise A)• to practise understanding implication (Exercises B, C

and D)• to practise guessing the meanings of words from

their context (Exercise E)• to give students an opportunity to discuss the ideas


Dive in! Page 50Exercise A • Go through the situations one at a time and elicit as

many opinions as possible.


Make sure that students understand that some answers are implied, rather than directly stated.

• Elicit a variety of answers from the class.

AnswerMost people think that high-tech tools are better than low-tech ones.

Exercise C • Allow students about a minute to read the first extract. Elicit a variety of answers and give feedback, dealing with any problems.

• Repeat for the second extract.

AnswersIt was sunny. We find them by digging them out of the ground.

Exercise D• Allow up to ten minutes for students to try to find the answers. When most of them have finished, they can compare notes with a partner.

• Check answers. Give help to students who made mistakes.

Answers1 b 2 b 3 b 4 d 5 d 6 c

Exercise E• Ask students to find the words in the text and underline them. To save time, they can do this in pairs. They can then

use the context to help them do the task.• Give students 2-3 minutes to fill in the gaps. • Give them a further minute to compare answers in pairs.• Check answers.

Answers 1 step 2 wealthy 3 achieve 4 access 5 hack 6 unlimited 7 potential 8 deal 9 hire 10 alter


as many students as possible to relate their experiences, using vocabulary from the unit where possible.

Grammar 2 Page 52

Aim of the lesson:• to revise future forms and time clauses in the future

Check future forms• Refer students to page 142 in the Grammar reference


• With books closed, ask students to tell you the different ways of expressing the future, together with examples. Write these on the board.




Answers1 f 2 a 3 i 4 d 5 g 6 d 7 h 8 e 9 c

Exercise A • This exercise highlights common problems that students have with future forms.


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• Give students 2-3 minutes to do the exercise before checking answers. They should work alone for this, but if students finish early, they can compare answers with a partner. Students should be able to justify their answers by referring to uses 1-9 in the Check future forms box.

Answers 1 starts 2 will have visited 3 will be changing 4 will let 5 is going to hit 6 Will

Check time clauses in the future • Refer students to page 142 in the Grammar reference

section. Go through the words and phrases used in time clauses with them, checking that they understand how to use them.

• With books closed, ask students to call out the words and phrases, together with examples of how to use them. Write these on the board, underlining the relevant words and phrases.



• Check answers. Students should be able to tell you why the others are wrong, based on the grammar they have just studied.

AnswerSentence 3 is correct because it uses a present tense (present perfect simple) with the time clause. The others wrongly use will with the time clause.

Exercise B • This exercise highlights problems often encountered when using time clauses.


• Check answers and ask students to justify their choices with explanations based on the grammar theory they have studied. Deal with any problems.

Answers 1 goes; will set 2 will bring; runs 3 arrive; will send 4 will be; install / have installed


Make sure that students understand.

• As in previous units, warn students that this task does not focus on just today’s lesson, but incorporates the grammar that they have learned up to now.



Answers 1 in 2 from 3 to 4 eating/most 5 used/managed/tried 6 getting 7 do 8 will 9 be

For extra Grammar practice, refer students to pages 34 and 35 in the Workbook.


Aims of the lesson:To present and practise • prepositions (Exercise A)• phrasal verbs (Exercises B and C) • multiple-choice cloze (Exercise D)

Prepositions Exercise A • Remind the class that, like many vocabulary items, the

correct prepositions to use in each case have to be learned by heart.

• Allow 3-4 minutes for students to fill in the gaps, working alone.



• Finally, remind students to make an extra effort to learn prepositions. These are often best learned in phrase form, eg in danger, on purpose, etc.


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Answers 1 under 2 in 3 against 4 under 5 about 6 over 7 by 8 on 9 without

Key phrasal verbsExercise B • Begin by revising phrasal verbs students have learned so

far in the book.• Go through the meanings, a-f, and explain any difficulties.• Allow a minute or two for students to match the items. They should work alone for this.

• Check answers.

Answers1 e 2 d 3 a 4 c 5 f 6 b

Exercise C • Allow a minute or two for students to complete the sentences, working alone. Remind them that they may need to change the form of the verb. Students who finish quickly can compare notes with a partner.

• Elicit answers.• Finally, ask students to provide their own sentences with

these phrasal verbs. Prompt, if necessary with questions such as Is there anything else you think they should do away with? What other things do the police have to look into?

Answers 1 do away with 2 looking into 3 get away 4 gone up 5 break into 6 gave (him) away


Remind students to bear these points in mind when doing the task.

• Warn students that this task does not focus only on the vocabulary from this page.

• Again, students should work alone to do the task. • When they have finished, check their answers. Give guidance to students who have made mistakes. You may have to refer students back to material from earlier lessons.

Answers1 D 2 B 3 B 4 D 5 A 6 B 7 B 8 C 9 A 10 B



Writing Pages 54-55

Aims of the lesson:• to analyze and plan a transactional letter task

(Exercises A, B, C, F, G, H and I)• to analyze a model (Exercises D and E)• to write a transactional letter (Exercise J)

• Go through the information in the B2 Exam Practice box. Make sure that students understand all the points.

N o t eTransactional letters can be confusing for students as there is often quite a lot of material to process before they write. Students can easily misinterpret part of the prompt material, so go through the tasks in Exercises A and F slowly and carefully. The notes on a transactional writing task are usually hand-written and students need practice at understanding them so that they can include them in their writing. Emphasise that, when doing prompted writing tasks, students must include all the prompts.

Exercise A • Allow 3-4 minutes for students to read all the information in the task.

• When all students have read the material, elicit the answer (informal because the letter is to a cousin).

• Spend a little time on this task, particularly if this type of task is new to them. Make sure that students know exactly what they would be expected to do. Check understanding with questions about the context, such as Whose birthday is coming up soon – your brother’s or your cousin’s brother’s? Who is going to buy a present? Who loves music and computers?

Exercise B • Allow a minute or so for students to look at the hand-written notes.

• Elicit the correct answer.


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AnswerThe final note – Yes! Give her some ideas. – means that students have to provide suggestions for what to buy.

Exercise C • Ask students to tell you which two things they should suggest and why.

• Ask them to say why the other two presents are not suitable.

AnswerThe radio/stereo and the mouse pad because Robbie loves music and computers.The book on magic and the football shirt are not suitable because we have no indication that Robbie likes either magic or sport.

Exercise D• Allow 3-4 minutes for students to do the task. • Check answers by asking a number of students for their

suggestions. Allow for slight variation in their answers.

Suggested answers 1 is on the 26th 2 is having a big party (to celebrate) 3 loves music 4 A mouse pad

Exercise E• Allow a minute or two for students to do the task. • Check answers.• Encourage students to look at the overall structure of the

model letter. Point out that the main body covers all the points required of the task.

AnswerThe first and the last paragraphs do not mention the four notes given. Their purpose is to open and close the letter.

N o t eStudents need to understand that there is little room in this type of letter for irrelevant detail. Explain that they have to include certain information and that they should not stray too far from this in the main body or they might forget to include a vital part of the prompt. However, a good suggestion is for them to learn one or two expressions for their opening and closing (such as those in the model) so that their letters have a personal touch. They will see more such expressions in Language chunks at the end of the lesson.

Exercise F• Make sure students understand that this is the task they

will be writing.• Allow 3-4 minutes for students to read and process the information. They should work alone for this.

• Check understanding in the same way as you did for Exercise A. Make sure everyone knows the context (who they are supposed to be when writing, who they are writing to, why they are writing, etc).

• Elicit the two notes which will need students to provide their own ideas.

AnswerYes, wallet stolen. Explain.Make a suggestion for a present.

Exercise G• This exercise offers practice at responding to the notes on a transactional letter.

• Students work alone. Tell them write a sentence for each note.

• When students have finished, elicit suggestions from as many of them as possible.

• Give feedback based on the relevance and grammatical accuracy of their answers.

Suggested answers 1 It’s terrible about your mobile phone – how did that

happen? 2 Someone stole my wallet once while I was travelling

on a bus. 3 I’m going to celebrate my birthday by going to the

cinema with Mark and Lisa. 4 I don’t mind what you get me for my birthday but

I’m a big Liverpool fan, so that might help you choose something!

Exercise H• In this exercise, students plan their letter. They should

plan this type of task carefully, remembering to include everything from the prompts.

• Allow about two minutes for students to do the task. They should work alone for this but students who finish early can compare answers.

• Check answers by eliciting the first point and writing it on the board. Continue through the points. At the end, point out that you have written a complete basic plan on the board, one which students should be careful to follow when writing their letters.

N o t eIn fact, students can combine the main body points in any suitable order. However, since this is the first such task in the book, students should be encouraged to follow an order that ensures they do not overlook anything.


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Answers 1 Thank your pen friend for his/her letter. 2 Ask about your pen friend’s family. 3 Ask how his/her phone was stolen. 4 Describe how your wallet was stolen. 5 Describe birthday plans. 6 Suggest a birthday present for him/her to send. 7 Give a reason for finishing letter. 8 Say goodbye.

Exercise I• Remind students of the importance of paragraphing. Tell

them that this exercise will help them to decide how to paragraph their letters.

• Allow about a minute for students to do the task. Then check their answers.

AnswersAllow for some variation – see note above.Beginning: 1, 2Main paragraph 1: 3, 4Main paragraph 2: 5, 6Ending: 7, 8

Exercise J• Go through the Language chunks and make sure that

students are completely comfortable with these expressions. Remind them to use these in their own writing.

• Remind students to look through the lesson and the vocabulary from this unit before they write. They should also follow the plans that they have made.


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Review 2Pages 56-57

A

Answers 1 C 2 B 3 D 4 A 5 D 6 B 7 D 8 A 9 C 10 C 11 C 12 A

B

Answers 1 WITH 2 AS 3 ON 4 THAN 5 TO 6 BY 7 STOP/PREVENT 8 HAVE 9 MORE 10 ABOUT/REGARDING/CONCERNING 11 OF 12 AWAY

C

Answers 1 BEST 2 REALITY 3 STRESSFUL 4 PRESSURE 5 ACHIEVEMENT 6 REVISION 7 PERFORMANCE 8 EDUCATION 9 POPULARITY 10 ATTENDANCE

D

Answers 1 IF IT IS DIFFICULT TO 2 THE BEST PERSON TO 3 IS NOT AS ACCURATE AS 4 WON’T IT 5 COST/WAS MORE THAN 6 LET ME USE / ALLOWED ME TO USE / TOLD ME I

COULD USE 7 IS INTERESTED IN INVESTIGATING 8 SHALL WE GET YOU



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ThemesTravelTransport

Language aimsGrammarModal verbsso, such too, enough

VocabularyMeans of transportEasily confused wordsWord partnersPhrases with prepositionsTravelPhrasal verbs

Skills aimsReadingto practise understanding cohesion (missing sentences task)to practise scanning for information (multiple-choice task)

Listeningto predict what is on the CD to practise rephrasing to listen for specific information

Speakingto practise a full speaking test

Writingto analyze and plan an essay task to analyze a model to write an essay


Aims of the lesson:• to provide a warm-up discussion activity (Exercise A)• to practise working with linking devices and

references in a text (Exercise B)• to do a missing sentences task (Exercise C)• to practise understanding words and phrases from

their context (Exercises D and E)• to give students an opportunity to discuss the ideas



travel and transport. • Give students about a minute to match the items.• Conduct a discussion about these means of transport

based on students’ own experiences of them. Prompt with questions about the vehicles, such as What are the advantages/ disadvantages of a mountain bike? What’s the difference between a scooter and a mini-bike? etc

Answers1 C 2 E 3 F 4 D 5 B 6 A

Exercise B • Go through the information in the B2 Exam Practice box,

making sure everyone understands.• Give students 2-3 minutes to do the task.• When all students have finished, elicit answers. Encourage students to see the logic of, for example, the linking word but introducing a different idea in item 1 (see notes in brackets below).

Answers 1 But (introduces almost the opposite idea) 2 After I’d (this depends on the past simple verb

decided – for the other answer to be correct, it would need to use the present perfect have decided)

3 However (introduces a contrasting idea) 4 Then (I grew too big for it came after, not before) 5 This is (fits in with Nowadays)

MovementUnit 5


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Exercise C • Allow 5-10 minutes for students to do the task. They should work alone for this but students who finish early can compare answers.

• Elicit answers from around the class and ask students to tell you about the references and linking devices that helped them.

Answers1 B 2 E 3 H 4 G 5 A 6 D 7 F

Work it out!Exercise D• Remind students to check which part of speech they

are looking for and to use the context of each word or phrase to help them.

• Give students 2-3 minutes to find the words.• Allow them a further minute to compare answers in pairs.• Check answers.

Answers 1 licence 2 compact 3 characterizes 4 practical 5 appeal 6 as opposed to

Exercise E• Give students a minute or two to find the phrases in

the text. They can do this in pairs. Tell them to use the context to help them match the items.

• When they have all finished, elicit answers.

Answers1 c 2 e 3 d 4 b 5 a


as many students as possible to give their opinions.


Grammar 1 Page 60

Aim of the lesson:• to revise main uses of modal verbs

Check modal verbs• Refer students to pages 142 and 143 in the Grammar


• With books closed, write the following on the board, one at a time: must, mustn’t, have/has to, will have to, had to, don’t/doesn’t have to, needn’t, don’t/doesn’t need to, can, can’t, could, is/are/was/were/will be able to, is/are/was/were/will be allowed to, let, may, should, ought to. As you write each modal verb, ask students to give you as many examples as possible in sentences. Make sure students recognize the difference in usage between, for example, can (ability) and can (permission).




Answers 1 obligation 2 ability 3 permission 4 advice 5 obligation 6 obligation 7 ability 8 permission 9 advice 10 permission

Exercise A • This exercise checks students’ understanding of the

modal verbs they have just revised.• Tell students that you will expect them to justify their answers based on the rules they have just revised.

• Give students 3-4 minutes to do the exercise before checking answers. They should work alone for this. Where there is variation in their answers, make sure students understand the exact usage in each case, eg Mustn’t is stronger than shouldn’t / Shouldn’t is advice – not an order / Can’t means it’s not possible – mustn’t means it’s not allowed.

Answers 1 have to 2 can’t / are not allowed to / (mustn’t) 3 must / have to / should / ought to 4 mustn’t / aren’t allowed to / shouldn’t / can’t 5 can’t / (aren’t allowed to) 6 have to / need to 7 able to 8 must / have to / need to / ought to / should


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• Check answers.

Answers 1 be able to 2 couldn’t 3 must 4 had to 5 allowed 6 could 7 need 8 shouldn’t


checking answers. • Check answers by eliciting as many sentences as possible

from around the class. Deal with any mistakes that come up, referring students back to the Grammar reference if necessary.



Aims of the lesson:To present and practise • vocabulary for means of transport (Exercises A and B)• easily confused words on the theme of travel

(Exercise C)• word partners (Exercise D)• phrases with prepositions (Exercise E)

Means of transportExercise A • Give students about a minute to write the words they

are sure of. After 2-3 minutes, tell them to compare their answers with a partner.

• Check answers and make sure students know all the words.

Answers 1 train 2 air travel 3 car 4 bicycle 5 boat/ship


the task. • After a minute or two, allow students to discuss their answers with a partner.

• Check answers.

Answers 1 pedals 2 platform, carriage 3 cruise, cabin(s) 4 take off, flight 5 steering, engine

E x t r a a c t i v i t yAsk students which other words they know related to the means of transport in Exercise A. For example, you could elicit or teach some of the following, writing the words on the board as they come up:

1 railway (line), driver, locomotive, engine, station 2 cabin, pilot, flight crew, cabin crew, to land 3 brake, clutch, accelerator, wheel, tyre, diesel 4 seat, (front/back) brake, wheel, tyre 5 to sail, yacht, ferry, to board

Reinforce this new vocabulary by asking students to relate their experiences of using these means of transport.

Easily confused wordsExercise C • Allow about a minute for students to attempt the task. Those finishing early can compare answers.


Answers 1 voyage 2 trip 3 drive 4 travel 5 journey 6 excursion

N o t eRemind students that travel is never countable except in its more poetic usage, eg We loved hearing stories about his travels.Point out that a trip and an excursion are often synonymous, as in a school trip/excursion, but that a trip can be used more generally, as in a business trip, day trip, etc.Make sure students understand that voyage is used only for a long sea journey.


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Word partnersExercise D• Make sure students know all the means of transport in

the pictures. They may need reminding of bus/coach and tram/trolleybus.

• Go through the items 1-8 and elicit sentences for each one.

Suggested answers 1 You board a ship/bus/coach/train/plane/tram/

trolleybus. 2 You catch a bus/coach/train/plane/tram/trolleybus/

taxi. 3 You drive a car/bus/coach/train/tram/trolleybus/taxi. 4 You ride a bicycle/motorbike. 5 You miss a boat/bus/coach/train/plane/tram/

trolleybus. 6 You take a boat/bus/coach/train/plane/tram/

trolleybus/taxi. 7 You get in / out of a car/taxi. 8 You get on / off a boat/bus/coach/train/plane/tram/

trolleybus.

Phrases with prepositionsExercise E• Allow students a minute or two to attempt the task. After this time they can compare answers with a partner.


Answers 1 on, on 2 on foot, by 3 out of, off 4 on, at 5 at, on

E x t r a a c t i v i t yStudents can write sentences with the new vocabulary. If there is time in class, ask them to describe journeys they have made using the means of transport mentioned on the page. Make sure they use the words correctly, eg I missed the bus so I got on the next one.


Listening Page 62

Aims of the lesson:• to predict what is on the CD (Exercises A and B)• to practise rephrasing (Exercise C)• to listen for specific information (Exercise D)

Exercise A • Go through the information in the B2 Exam Practice box.

Remind students of the importance of being able to rephrase things in all aspects of a B2 exam. Make sure they understand how this applies to listening.

• Conduct a discussion about the things which might be on the CD. Point out that, although students may not predict exactly what they hear, they will benefit from thinking about the task before they listen.

Suggested answersStudents may mention:A the man leaving his job / getting a new jobB the time/frustration involved in being stuck in trafficC concerns about pollution/fumes/traffic jams

Exercise B CD track 14• Play the CD. Students listen and write down their

answers.• Check answers, playing the CD again and pausing in

certain places if necessary.

AnswerThe right answer is B.Answer A can be excluded because there is no mention of a change of job.Answer C can be excluded because he says I’d like to say that I did it because of the pollution problem, but the truth is that it was the time it took me.

Tapescript Man: After years of driving to work, I sold my car. I now walk to work – it’s not very far to my office. I’d like to say that I did it because of the pollution problem, but the truth is that it was the time it took me. I was often late for work in the past because of heavy traffic. And finding a place to park sometimes took me half an hour. Now, although it takes me longer, I know that I can leave the house at eight o’clock and I’ll be there before nine.

Exercise C • Ask students if any of the phrases are the same as those they predicted in Exercise A.

• Elicit which answer options these phrases refer to. Point


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out there are three phrases which clearly point to answer B. Those which suggest the other answer options are either incidental or are contradicted on the CD.

Answers1 B 2 A 3 C 4 B 5 B

Exercise DCD track 15• Allow a few minutes for students to read all the information and to predict some of the phrases. Elicit a few of these, giving guidance if they seem to be irrelevant.


• Play the CD again.• Check answers.

Answers1 B 2 C 3 A 4 C 5 A 6 B 7 B 8 B

Tapescript 1 You hear a man talking to his daughter. Why is he

talking to her? A to punish her for something she has done B to explain why he won’t let her do something C to apologize for something he has done

Man: I’m sorry. I know you love windsurfing. But there are lots of reasons why not. Your age, for a start. I mean you are only 15. Perhaps in a couple of years you could go. And anyway, that’s why the school organizes a summer camp. I’ve no objection to that because there’ll be trained teachers there and safety officers and all sorts. If it’s just you and Maggie, what’s going to happen if you get into trouble? It’s not as if I can just come and pick you up – it’s over four hours away by car.

2 You hear an announcement on an aeroplane. Why is the announcement being made?

A because there is an emergency B because there will be a delay C because they are preparing to leave

Woman: Ladies and gentlemen, we would like to inform you that the seat belt sign has now been switched on. We apologize for the short delay, but we are now ready for take-off. Would all passengers please return to their seats and put them in the upright position. Would you please also firmly secure the tray in front of you and make sure there are no items of luggage blocking the emergency exits. The cabin crew will come round with refreshments once we are in the air.

3 You hear a man talking on the radio. What has he done? A built a new car engine B bought his first car C had an accident in his car

Man: It started off as a bit of a hobby – I needed something to do in the evenings and I had all these engine parts lying around from old cars. And I’ve always been quite interested in mechanics, so I just started putting different bits together. Well, this was the first one. It looked a mess – I mean, it really looked as though the car had been hit by a bus! And the first time I drove it, I was a bit nervous in case it blew up! But then I showed it to someone at Ford and they said they were interested. It all took off from there, really.

4 You hear a travel agent talking about tourists on holiday. What does he say about guided tours?

A They won’t answer your questions. B They are very expensive. C They help you enjoy your holiday.

Man: Many tourists like to be independent. They like to discover things for themselves – and that’s great! But often a guided tour is the best way to make the most of your holiday. You’ll find out much more about the place because your guide will be an expert. Remember – these are people who do this every day, so any questions you have will be easy for them to answer. People worry about the cost, but it really isn’t very much. For a small amount of money you’ll get lots of information and it could really make a difference to your holiday experience.

5 You hear someone talking on the radio. How did she feel while she was on holiday?

A relaxed B nervous C thoughtful

Woman: I was very anxious about it. I couldn’t sleep for days before we went because I was worried that I’d made a big mistake in booking it. Then, there were all these newspaper reports about tourists falling victim to crime. So when I arrived, I was expecting the worst. But I must admit I didn’t give it a second thought once I was there. It seemed a really calm place and I had a fantastic time. But then, inevitably, people’s reactions when I told them where I’d been … well, it was kind of, ‘You went where?’

6 You hear part of a lecture about transport. Which problem does the lecturer say is the most serious?

A poor public transport B lack of parking places C traffic jams

Man: So, we continue to build more roads and we develop faster cars. But still our journey time can be doubled as we look for somewhere to park. Of course, a good public transport system can help a lot – it helps keep cars off the roads. But we need to do more. We need to build car parks and create more parking spaces. Yes, we have traffic problems in our towns and cities. But most of these problems would be solved if drivers had


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suitable places to leave their vehicles. This is the problem that we need to solve first.

7 You hear a teenager talking about a problem she has. What is her problem?

A She can’t afford to go on holiday this year. B She doesn’t want to go away with her parents. C She hasn’t seen her friends for two weeks.

Girl: My parents don’t understand. Not really. It’s not the money because they’re quite happy to pay for me to go on holiday with them. But they don’t realize that it’s boring doing the things that they want to do. They say things like, ‘Oh, it’s only for a few more years – and then you’ll be able to do what you want’. But I’d rather stay at home than spend two weeks without seeing my friends.

8 You hear a driver being interviewed on the radio. What has his recent driving course taught him to do?

A teach other drivers to drive better B be a safer driver C learn from his mistakes

Interviewer: How are you different from other drivers on the road?

Man: Well, the advanced driving course makes you more careful. It prepares you for everything that could happen on the road – the kind of mistakes drivers make. You’re ready for what other drivers are going to do. People do all sorts of silly things in their cars. Of course, everyone makes mistakes, but this course teaches you how to keep safe – how to avoid an accident.

Interviewer: Doesn’t watching other people sort of … stop you from thinking about your own driving?

Man: No! The whole point of the course is that you concentrate much more on the road. And that way you stay out of danger.

E x t r a a c t i v i t yRemember that you can let students see where they went wrong by photocopying the tapescript and asking students to look at it carefully. In this case, they should look closely at the phrases that point to the correct answers as well as those which help them exclude the wrong answers.


Speaking Page 63

Aim of the lesson:• to practise a full speaking test

Exercise A • Put students in pairs and get them to decide who is

Student A and who is Student B. Refer them to their respective pages.

• Students do the introductory part of the test in pairs. Monitor pairs around the class. Rather than interrupt them, make a note of anything you hear that you would like to comment on later.

Exercise B • This exercise will practise the second part of the test.• Students work in the same pairs. Allow time for them to

read their instructions before answering any questions they have.

• As before, monitor pairs and make notes.

Exercise C • For the third part of the test, students have to

collaborate on a task. Allow time for them to read the instructions before telling them to begin.

• Monitor as before.

Exercise D• For this final part, students continue by asking and

answering the questions given.• When they have finished, give general feedback (see below).

N o t e r e g a r d i n g f e e d b a c kDepending on the size of the class, it might be better to give the feedback as a group (rather than pinpointing individuals who made specific mistakes). For many students, speaking is the hardest part of the exam – they need to be encouraged so that they develop their confidence. Make sure that you make positive comments. Students should be praised for:• fluency• developing their answers• good interaction with each other• any attempt at slightly more complex grammar or

vocabulary

Avoid the temptation to be too critical of grammar mistakes. Grammar is one of the criteria they will be assessed on but in many cases, it is better to allow students to develop their fluency. This might sometimes mean letting them ‘get away with’ a few errors.


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E x t r a a c t i v i t yFollowing your feedback, students could reverse the roles and repeat the test. Alternatively, they could swap partners to do it again. They might feel more prepared a second time round and be more willing to contribute. If you sense that they are more confident, you could give more specific feedback to individual students afterwards, remembering to praise positive aspects of their performance.


Aims of the lesson:• to provide a warm-up discussion activity (Exercise A)• to preview vocabulary in preparation for the text

(Exercise B)• to practise a multiple-choice reading task (Exercise C)

Dive in! Page 64Exercise A • Conduct a discussion on these activities. Try to involve as

many members of the class as possible. If students have no experience of hiking or camping, ask them if they think they would enjoy them and why.

• Allow a minute or two for students to write their words on their own. They may need to ask for help with the English for some of the words. Reassure them that you will check the task after they have read the text.

Exercise B • Allow students a minute or two to match the items as best they can. After that, they can compare with a partner.

• Check answers and explain any unfamiliar words.

Answers1 f 2 d 3 c 4 a 5 g 6 b 7 e


Tell students that the work they have done until now on re-phrasing will come in useful here.

• Allow up to ten minutes for students to try to find the answers. When most of them have finished, they can compare notes with a partner.

• Check answers. Give help to students who made mistakes by pointing out the relevant parts of the texts. It might be useful to ask other students to do this for you so that they can confirm that they have identified the relevant sections.

• Remember to ask students to tell you which of their words from Exercise A appeared in the texts.

Answers1 b 2 d 3 a 4 b 5 c 6 c 7 a 8 d 9 a 10 d 11 a 12 d

Grammar 2 Page 66

Aim of the lesson:• to revise so and such, too and enough

Check so and such, too and enough• Refer students to page 143 and 144 in the Grammar


• With books closed, ask students to tell you the different ways of using so and such, too and enough, together with examples. Write these on the board.




Answers 1 such a nice place 2 so quickly 3 too young 4 enough money

Exercise A • This exercise highlights common problems that students have with so, such, too and enough.

• Give students about a minute to do the exercise before checking answers. They should work alone for this, but if students finish early, they can compare answers with a partner. Students should be able to justify their answers by referring to the rules in the Grammar reference.

Answers 1 such 2 so 3 enough 4 many 5 too 6 much


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Exercise B • Give students 3-4 minutes to write their sentences.

Those who finish early can compare their answers with a partner.

• Check answers and deal with any problems by referring students back to the grammar theory they have studied. Try to make time to hear all the variations in students’ answers.


Make sure that students understand. • As in previous units, warn students that this task does not focus on just today’s lesson, but incorporates the grammar that they have learned up to now.



Answers 1 Can/May/Could I come 2 drives so fast / is so fast a driver 3 to be able to 4 I have/need to have 5 we ought to leave / be leaving 6 such an old hotel 7 is not old enough 8 too fast for



Aims of the lesson:To present and practise • vocabulary on the theme of travel (Exercise A)• phrasal verbs (Exercise B) • word-building (Exercise C)

Travel Exercise A • Allow 3-4 minutes for students to fill in the gaps, working alone.



Answers 1 holidaymakers 2 resorts 3 package 4 sites 5 guide 6 service 7 fares 8 hire 9 hitch-hiking

Key phrasal verbsExercise B • Begin by revising phrasal verbs students have learned so

far in the book.• Allow 2-3 minutes for students to match the items as best they can. Remind them that they may need to change the form of the verb and/or add an object. They should work alone for this but they can compare answers after they have attempted the task.

• Check answers and make sure everyone understands how to use these phrasal verbs. Remind students to make a special effort to learn the new phrasal verbs.

Answers 1 see me off 2 speed up 3 slow down 4 get back 5 takes off 6 set off 7 pick you up 8 make for 9 drop you off

Exercise C • Warn students that this task does not focus on only the vocabulary from this page.

• Again, students should work alone to do the task. They may need up to five minutes.

• When they have finished, check their answers. Give guidance to students who have made mistakes. You may have to refer students back to material from earlier lessons.

Answers 1 ENJOYABLE 2 TRAVELLERS 3 TOURISTS 4 DELAYED 5 DEPARTURE 6 RELAXING 7 SCENIC 8 ARRIVAL/ARRIVING 9 SIGHTSEEING 10 ORGANIZED


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Writing Pages 68-69

Aims of the lesson:• to analyze and plan an essay task (Exercises A, B, D, E

and F)• to analyze a model (Exercise C)• to write an essay (Exercise G)

• Go through the information in the B2 Exam Practice box. Make sure that students understand all the points.

Exercise A • Conduct a discussion on the topic. Elicit a few suggestions

from around the class. The topic will be analyzed in greater depth in the next exercise.

Exercise B • Allow 3-4 minutes for students to make their notes. It is important that they work alone for this.

• Elicit a variety of suggestions. Students can add to their lists but it is important for them to realize whether, based on their own notes, they should argue in favour of or against the statement.

Exercise C • Again, it is better for students to work alone. Allow several minutes for them to read the model and mark or number the points.

• Elicit answers and encourage students to look at the overall structure of the model.

Suggested answers 1 Nowadays … on the road. 2 I believe … harm. 3 cars are dangerous 4 large number of accidents / pollution 5 cars actually increase … to places 6 For example … traffic jams … lack of places to park. 7 cars create a lot of noise. 8 people … have difficulty sleeping / soon there will be no

peaceful places left 9 (the final paragraph)

Exercise D• Allow 3-4 minutes for students to do the task. • Check answers by asking a number of students for their

suggestions. Allow for variation in their answers.

Suggested answersI think we should build quieter cars.We need to provide more parking placesIf we improved public transport, it would help.etc

Exercise E• Make sure students understand that this is the task they

will be writing.• Allow a minute or so for students to read the task and think about it. They should work alone for this.

• Elicit opinions from as many class members as possible.

N o t eEven if students are confident of their opinion, it is a good idea for them to check in the same way as they did in Exercise B. Write the table below on the board and ask students to do something similar in their notebooks. They may find that they can think of more points supporting one side or the other. This should help determine how they answer the question.

Reasons to use public transport

Reasons not to use public transport

Exercise F• In this exercise, students plan their essay. Tell them that

they should follow a layout similar to the one highlighted in Exercise C.

• Check as many plans as possible, making sure that students have chosen logical points and examples/explanations. Listen to as many suggestions as possible. Check relevance and remind students that these could go in the final paragraph as their conclusion.

Exercise G• Go through the Language chunks and make sure that

students are completely comfortable with these expressions. Remind them to use these in their own writing.

• Remind students to look through the lesson and the vocabulary from this unit before they write. They should also follow the plans that they have made.


macmillan · 14 themes communication relationships language aims grammar present simple present...

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