TB - High Achievers B1+ - 250 - 329

9 Shop 'til you drop Unit overview
Vocabulary Language objectives

● Shopping: aisle, bargain, brand, browse, cash desk, chain ● To learn and use vocabulary about shopping (page 93)
store, changing room, checkout, customer, department, ● To learn and use multi-part verbs (page 94)
discount, display, impulse buy, merchandise, product,
● To learn and use adverbs (page 98)
recession, retail park, retailers, shop assistant, shopping
centre, shopping list, shopping mall ● To use expressions to organize an essay (page 101)
● Nouns ending -al, -ance, -ence, -action, -ment:
achievement, difference, disturbance, enjoyment,
examination, imagination, interference, performance,
removal, trial Skills objectives
● Adjectives ending -al and -ic ● To read and understand an article about retailers’ tricks of
● Verb Zone: give away, sell out, shop around, take back, try on the trade (page 92)
● Face 2 Face: that sort of thing mad about now that I think ● To listen and understand several short interviews about
about it shopping (page 95)
● To read and understand an article about advertising (page 96)
● To discuss advertising (page 97)
● To plan and act out an advert for a new product (page 99)
Grammar ● To complain in a shop (page 100)
● Multi-part verbs
● Adverbs
Assessment criteria
Pronunciation ● Students can use multi-part verbs.
● Students can use adverbs.
● Stress in nouns and verbs ● Students can recognize and use vocabulary about shopping.
● Students can correctly stress nouns and verbs.
● Students can read and understand an article about
retailers’ tricks of the trade and an article about advertising.
Recycled language ● Students can listen and understand several short
interviews about shopping.
● Present simple and continuous
● Students can plan an advert for a new product.
● Past simple and continuous
● Students can complain in a shop.
● Present perfect
● Students can write an opinion essay.
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Resources Go Digital!
● Teacher’s i-book Teacher’s i-book
● Student’s Book CD 3
Use the Richmond i-tools to complete the activities
● Teacher’s Resource Book: with the students on the IWB.
Vocabulary Support Worksheet Unit 9, page 28 offers additional IWB practice to reinforce the lesson
Vocabulary Consolidation Worksheet Unit 9, page 29 content:
Grammar Support Worksheet Unit 9, page 52 Reading
Grammar Consolidation Worksheet Unit 9, page 53 The IWB Reading activities are designed to focus on real
Speaking Worksheet Unit 9, page 68 language in use within the reading texts.
Test Consolidation Unit 9, page 146 The hot spots are designed to highlight potentially difficult
Test Extension Unit 9, page 150 words or cultural information before doing the reading
activities.
Speaking Test Unit 9, page 227
● Reading extra, pages 92 and 96
Listening
Key competences The IWB Listening activities are designed to help students
explore the listening dialogues in greater depth.
Linguistic competence ● Listening extra, page 95
Pages 92, 93, 94, 95, 97, 98, 100, 101 Writing
The IWB Writing activities are designed to give students
Digital competence controlled practice in building a text before they do the free
Pages 93, 98 writing tasks in Your turn to write.
● Writing extra, page 101
Social and civic competence
More provides extra interactive practice which can be
Pages 92, 93, 94, 95, 96, 99, 100, 101 practice
used for fast finishers or as a wrap-up activity.
Alternatively, it can be used as homework.
Cultural awareness and expression
● Grammar, pages 94 and 98
Pages 96, 99
● Vocabulary, pages 93 and 97
● Pronunciation, page 97
Competence in learning to learn
Pages 95, 99 Grammar
presentation
provides a step-by-step visual grammar
presentation with a focus on form and use.
Sense of initiative and entrepreneurship ● Grammar, pages 94 and 98
Pages 92, 97, 98, 101 The High Achievers game: Sydney
Remind students to complete the More practice activities at
home. If they achieve 80% or more correct answers throughout
For a detailed description of the Key competences and the unit, they will be given a question about a famous Sydney
how they support students’ learning, go to page 15.
landmark. If they answer correctly, they will receive the ninth
clue out of nine to solve the final challenge.
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9 Shop ’til you drop
Writing 3
READING
1
1 2
Tricks of C 4
the trade
A
5
D
Adjective
WORD
B ZONE
FAST FINISHERS
Key competences
Reading activities help familiarize Retailers in big supermarkets and Discussing factors that they think
students with the features of good high street chains have a number affect their behaviour encourages
writing, including vocabulary, of tricks to persuade consumers to self-awareness. Encouraging this
grammar and effective writing spend their money. Knowing this ability can help create critical
style across a range of text types. might help students to reflect on thinkers and individuals who are
Encourage students to identify their shopping habits. Discuss the not as easily influenced by external
features of the texts that they like and tricks with the students. factors. Monitor the discussion and
try to use them in their own writing. check their answers.
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Unit 9 Reading
Warmer
To introduce the topic, show the film trailer of Confessions of a
Shopaholic and ask the students to discuss: How often do you
go shopping? What are your favourite shops? What things do you
like to buy? Do you like buying expensive brands? Do you believe in
retail therapy?
1 Ask the students to work together with a partner and discuss. Get
them to list the things in order of importance.
Answers Students’ own answers
2 3.27 The text is available to listen to.

Give a short time limit to do the task and have students compare
answers afterwards.
Answers
the music in a shop, special offers
Extra activity
Write adjectives on the board such as eye-catching, messy,
popular and high-end and get the students to read the text and
find what they refer to.
Answers
eye-catching posters (it attracts attention)
messy displays (untidy chaotic)
popular products (well liked)
high-end retailers (exclusive)
Go Digital!
Hot spots: come up with, end up
Use the hot spots to highlight potentially difficult words or cultural
information before the reading activities.
● Touch the Reading text to access the hot spots.
Extra activity: Vocabulary focus
This activity can be done in teams. Give each team 40 seconds at
the board.
● Touch to open the extra activity.
● Ask students to close their books or screens.
● Tell students that they have to highlight up to 22 different words
related to shopping and shop displays using the Richmond i-tools.
● Give students a few minutes to look at the text again to find the words.
● Ask for a volunteer from the first team to come to the board to
highlight as many words as they can in 40 seconds.
● When the activity is completed, use to show the correct answers.
● Encourage students to compare their attempts with the correct
answers. If students have highlighted different words, discuss
their meanings.
Suggested use: after exercise 5, page 93
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9 3
VOCABULARY Shopping
3 7
4
5
Adjectives ending –al and –ic 6

WORD
ZONE
9
6
Key competences
Reading is an interactive process. In exercise 9, students read about a Before doing exercise 7, ask
The reader uses knowledge, skills fairly new form of online shopping, students to think about Compulsive
and strategies to determine what the and reflect on the future of shopping. Buying Disorder (CBD), an obsession
meaning is and the reading activities Ask them how they think new with shopping and buying. Ask
proposed will help them in that technologies will affect the way we them what adverse consequences
purpose. Check the answers in the shop and trade, and what benefits and there might be to the condition.
reading comprehension exercises. drawbacks they think there will be.
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Unit 9 Reading and Vocabulary
3 Model the activity with the class and get them to check their
answers together. Warmer
Put students into pairs. Ask students to think of as many words
Answers related to shopping as they can. Give a time limit. The group
with the most wins.
1 D 2 B 3 E 4 A 5 C
4 Ask the students to find the words and then get them to use them 7 Encourage students to look words up in a dictionary if necessary.
in their own sentences to reinforce meaning and personalization.
Answers
1 recession 8 Have students complete the sentences together and get them to
2 bargains notice that compound nouns are usually stressed on the first word.
3 messy
4 clientele Answers
5 dim
6 browsing 1 impulse buy
2 changing room
5 Have students find examples from the text and then highlight word 3 shop assistant
stress and pronunciation. 4 chain store
5 retail park
6 shopping list
Answers
global, prefrontal, classical, energetic 9 Ask students to fill the gaps with the words from the vocabulary box
in exercise 7. Once they have done that, ask them to turn to page
124 and choose the correct option.
Teaching tip
Show students how to recognize word stress and articulation in Answers
dictionaries so that they can become more independent learners 1 customers
and know the pronunciation of new words that they learn. 2 shop assistants
3 checkouts
6 Check that the students have completed the questions with the 4 retail park
correct adjective and then have them discuss with a partner. 5 aisles
Encourage them to ask follow-up questions for more information. 6 products
7 impulse buys
8 shopping list
Answers
1 exotic Extra activity
2 confidential
3 athletic Ask the students to work together and discuss their opinions
4 national about online shopping on websites such as Amazon and eBay.
5 allergic How do they think shopping will change in the future?
Continuous assessment
Teacher’s Resource Book
Vocabulary Support Worksheet: page 28, exercises 1–3
Vocabulary Consolidation Worksheet: page 29, exercises 1–3
Go Digital!
Vocabulary
More practice
Students find 12 words related to shopping hidden in a word search
puzzle. This can be set for homework or you can play it at the end
of class.
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9
Multi-part verbs LISTENING
3
Multi - part verbs
break up call back end up fill in
get round to put off sort out take back
4
Can you tidy up this mess, please?
Can you tidy this mess up, please?
I took it back to the shop. I
1
I’m looking after my sister’s dog this week.
He came up with a great idea for a new product.
2
Grammar reference page 122
1 Matchin
STUDY
SKILL 1
Amancio Ortega Gaona is
Spain’s richest man. He left
school at the age of 12 and
worked for a local shirtmaker.
In 1972, he set /
his own company, Confecciones
Goa. In 1975, the first Zara
store opened and since then Ortega has built a
range of clothing stores. He has also helped to create a new
concept in the fashion industry: ‘fast fashion’. Clothes are
displayed in Zara stores sometimes just for a few days before
they are taken the rails and replaced with newer or
more popular ‘must-have’ items.
The headquarters are in A Coruna in the north of Spain, and
there’s always a lot going . A team of designers
3
base their ideas the latest catwalk fashions, and
they also have to come up new ideas to respond
to customer feedback. Within the building, there is also
5
where products are laid and window displays are
trialled and photographed so that stores can replicate the
designs.
2
Despite the global recession, people certainly haven’t given
shopping in Zara!
4
2
Why did you write ‘watch’?
Because I splashed out on a new watch

for my mum at Christmas last year!
FAST FINISHERS
3
Key competences
Grammar exercises help students learn The text in exercise 1 mentions some
basic rules of the language. Developing of the factors in Zara’s success,
a solid foundation in English grammar including fast turnover of stock and
will not only help them form sentences rapid response to market demands.
correctly but will also make it easier to Discuss these and other factors that
improve their general communication lead to success in business.
skills in both spoken and written English.
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Unit 9 Grammar
GRAMMAR OPTIONS 4 3.28 The text is available to listen to.

Remind students that they may have to change the multi-part
● The grammar box gives a summary of the grammar areas that verbs to the past use of the -ing form.
students will practise on this page.
● The grammar is presented in a complete grammar reference Answers
on page 122. 1 get round to
● Visual grammar presentation 2 ended up
3 put off
4 taking … back
Warmer 5 fill … in
6 sort … out
Put the students in pairs. Dictate a list of about ten multi-part
7 breaking up
verbs and ask them to create a story with as many of the phrasal
8 call … back
verbs as they can. To make it more challenging, you could also
get them to use the multi-part verbs in the correct order. 5 Tell the students to write the first thing they think of and associate
with the multi-part verbs.
Teaching tip Answers Students’ own answers

Have the students look through the explanation in the grammar
box and elicit extra examples if necessary. It helps to use 6 Have students compare their ideas together in pairs and ask extra
different colours on the board to highlight the multi-part verb questions to continue the conversation.
and the object. This makes things stand out visually and helps
students to notice object position in separable and inseparable Answers Students’ own answers
multi-part verbs.
Extra activity
1 Introduce the topic by asking what the students know about Zara. Play Tic-Tac-Toe on the board. Choose nine verbs and write them
Do they go there? What things do they buy? Then do the first one to in each of the squares. Put the class in two teams. Get them to
model the activity and have them choose the other particles with a take turns choosing a verb and think of a particle that makes
partner. a multi-part verb, e.g. check – check out. They have to make a
correct sentence with the multi-part verb. If they do, they win
Answers the square. The first team to make a line of three wins.
1 up
2 up
3 off Continuous assessment
4 on
5 on Teacher’s Resource Book
6 with Grammar Support Worksheet: page 52, exercises 1–2
7 out Grammar Consolidation Worksheet: page 53, exercises 1–3
8 up
2 You could also do the activity by giving the students words on

cut-up slips of paper. They can also correct their mistakes easily by
simply arranging the slips in a different order.
Answers
1 Why don’t you try on that T-shirt? / Why don’t you try that T-shirt on?
2 Shall I pick you up tonight?
3 Please throw away those old trainers! / Please throw those old
trainers away!
4 I’ll ring her back later.
5 Let’s try out the new café at the weekend. / Let’s try the new café out
at the weekend.
6 Can you help me out this afternoon?
3 Tell students they can refer back to the explanation in the grammar Go Digital!
box to help them.
Grammar
Answers Visual grammar presentation
Separable
break up, call back, fill in, put off, sort out, take back More practice
Inseparable Students play a fun game to practise multi-part verbs. This can be set
end up, get round to for homework or you can play this game in class.
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9
LISTENING Understand several short interviews about shopping
d up fill in
out take back
1 5
2 FACE 2 FACE
● that sort of thing ● mad about
Matching when you listen ● now that I think about it
STUDY Dialogues
SKILL
6
YOUR TURN TO SPEAK

3
7
Express yourself
CAMBRIDGE
Exam Practice
8 4
4
●
●
ed out on a new watch

Christmas last year!
Key competences
This competence is developed in It is often said that, largely due to the Matching activities help focus
exercises 3 and 4 as students listen to media and peer pressure, teenagers students’ attention by getting
interviews about shopping. This will help are less interested in education and them to make deductions and link
them to improve their listening skills and more interested in material things, like information. This can help them
to learn new words and expressions to technology and shopping. Find out if comprehend, learn and retain new
use later in real-life situations. the students agree with this view. information. Check students match
the right information.
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Unit 9 Listening
5 These expressions are all common idiomatic expressions in spoken

Warmer English. They are highlighted in the audio script. Before students go
Find a series of images of things that people buy when they go to page 127, ask students which one means:
shopping. The pictures could include CDs, clothes, sunglasses, to love something or someone: mad about
food, sportswear, jewellery, perfume, books, DVDs, bags and something like that: that sort of thing
video games. Show the images quickly, about 5–10 seconds for I realize: now that I think about it
each picture. Then ask the students to work with a partner and
try to remember as many things as they can. The team that gets Answers
the most wins. Max says he’s ‘mad about’ trainers.
Elise says she likes buying hair products and ‘that sort of thing’.
1 Get feedback and find out which things are the most popular Libby says ‘now that I think about it’ as she realizes how she spends her
products. money.
Answers Students’ own answers Teaching tip

You could also explain different meanings and words. In
2 3.29 Transcripts page 272 Pause and play the audio as needed American English mad about often means someone is angry.
and encourage the students to check their answers together Trainers are called sneakers in American English.
afterwards.
6 3.30 Ask students to fill in the gaps from context. Play the audio
WORDS TO KNOW again so they can check their answers.
Check that the students know words like trends (fashionable, Answers
a new development), vintage (high quality and value, often
from the past), fortune (a large amount of money) and gigs 1 mad about
(performance or concert by a band or musician). 2 that sort of thing
3 now that I think about it
Answers 7 3.31 The expressions in Express yourself are available to listen

to. Get students to discuss the phrases and elicit that they are
1 D 2 F 3 A 4 E 5 B 6 C
generally used to express regret.
3 3.29 Transcripts page 272 Get students to read the questions
first so they know what to listen for and have them check answers Answers Students’ own answers
together afterwards.
8 Remind students to use the phrases to express regret and change
Answers the pairs to increase learner interaction and speaking. Get class
feedback and find out the funniest shopping regrets.
1 Elise
2 Oli
3 Kirsty Answers Students’ own answers
4 Max
5 Rick
6 Libby
4 3.29 Transcripts page 272 Get students to read the questions

first so they know what to listen for and have them check answers
together afterwards.
Answers
Go Digital!
1 She goes to a big department store, vintage and second-hand shops
Extra activity: Listening for exact words
or markets.
2 The gold came off. Students work in pairs or in small groups.
3 She does something different. ● Touch to open the extra activity.
4 She could make her own sandwiches. ● Ask students to close their books or screens.
5 He uses a student railcard. ● Extracts from the listening text are presented on screen. Ask
6 He travels to see his favourite bands.
students in pairs to guess and write down the words that are
missing using their knowledge of the text and the context.
● Ask volunteers to come up to the IWB and write possibilities.
● Play the audio again and ask students to check their suggestions;
a volunteer can correct any differences on the board.
● When the activity is completed, use to show the correct answers.
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9
1 2 3
●
●
●
BIG BUSINESS 1
Advertising is a billion-dollar industry. Either
consciously or subconsciously, companies need
to get their message across. So how do they do it?
• TV advertising • 2
• Guerrilla marketing •
4
●
• Product placement •
VERB
• Celebrity endorsement •
Watch this space – it could be the next

big thing in advertising!
FAST FINISHERS
Key competences
Students reflect on the power of advertising. Encourage them Advertising is both a creative artistic expression and
to think about how advertising affects them, how adverts may a way of interpreting popular culture. Ask students
persuade them to buy products and perhaps influence the way what they like about their favourite TV adverts, and
they see the world they live in. how much they think adverts reflect and affect their
culture.
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Unit 9 Reading
Warmer
Show a selection of short, fun adverts (they are easy to find on
YouTube), and pause them at a certain point. Ask the students
to talk in pairs and guess what is going to happen next using
going to and review modal verbs. Then play the rest of the advert
to see if their predictions were correct. You can also vote for the
best advert at the end.
1 Write best advert and most annoying advert on the board and write
the students’ opinions on the board. Elicit what things make a good
advert.
2 3.32 The text is also available to listen to.

Quickly elicit the students’ predictions and set a short time limit so
that they read for gist.
Extra activity
Ask the students to work in pairs and find words in the text that
mean:
1 to communicate an idea successfully
2 to make it likely that someone will see something
3 pleasing and easy to remember
4 to understand something or someone
5 something achieved in a quiet way that does not attract
much attention
6 by chance or luck
7 making you think a lot about something
8 interest and attention
Answers
1 to get a message across
2 exposed to
3 catchy Go Digital!
4 to relate to
5 subtly
Hot spots: jingle, harness
6 coincidence
7 thought-provoking Use the hot spots to highlight potentially difficult words or cultural
8 buzz information before the reading activities.
● Touch the Reading text to access the hot spots.
Extra activity: Matching photographs to paragraphs
Students can do this in pairs.
● Ask students to close their books or screens.
● Ask students if they remember the advertising techniques.
● On screen are the five techniques and an example
of each. Students match the techniques to the examples.
● Get them to discuss in pairs for 5 minutes, and then ask for
volunteers to come up to the IWB to do the exercise.
● When the activity is completed, use the Check button to show
the correct answers.
● Use the feedback stage to ask students why they made their choices.
What were the clues in the paragraphs?
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9 3
Nouns ending –al, –ance,
CAMBRIDGE
Exam Practice
VOCABULARY
–ence, –ation, –ment
3 7
PRONUNCIATION Stress in nouns and verbs

9
4
●
More practice? page 129
● 10
11
VERB
ZONE
give away sell out shop around 13
take back try on
12
14
Key competences
In the Verb Zone, students not only In exercise 6, students negotiate with
learn new verbs, but also consolidate each other to reach a consensus. They
grammatical forms and structures draw on their understanding of how
they have learnt. Monitor the advertising works to reach the objective
communication tasks (page 125) and of deciding in pairs how to go about
check their use of grammar. advertising a range of products.
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Unit 9 Reading and Vocabulary
3 Encourage students to check their answers together.

Warmer
Answers Put students into pairs. Ask them to think of as many words as
1 B 2 C 3 B 4 A possible that end in -ation. Set a time limit.
4 Get their ideas and opinions in feedback to find out which were the 7 Repeat the words with the class and get them to notice that the
most effective advertising strategies on students. stress is usually just before the suffix.
Answers Students’ own answers Answers

al: arrival ance: appearance ence: coincidence
5 Give the students time to brainstorm ideas together. Elicit their ation: association, organization ment: endorsement, placement
ideas afterwards.
8 Get students to write the nouns in sentences to reinforce meaning.
Answers
6 To introduce some ideas, show a clip from the internet that difference, enjoyment, examination, performance, trial
advertises products in different ways. This could be through 9 3.33 If you have time, practise the verb and noun word stress on
celebrity endorsement or by product placement on James Bond page 129.
films or Days of Our Lives.
Answers
interfere / interference
Extra activity 10 Get feedback and check the answers together.

Ask the students whether they think there is too much
advertising and if it causes any bad effects. Get them to discuss Answers
in pairs and elicit their opinions afterwards. 1 difference 2 achievement 3 organizations / associations
4 placement 5 endorsement
11 Get class feedback and prompt extra discussion.
12 Check if students recognize any of the multi-part verbs.
Answers
1 take back 2 give away 3 try on 4 shop around 5 sell out
13 Point out that students may need to use the verb in different tenses.
Answers
1 have sold out 2 took back 3 was trying on
4 shopped around 5 are giving away
14 Encourage students to use the multi-part verbs in their discussions
Go Digital! Continuous assessment

Teacher’s Resource Book
Vocabulary Vocabulary Support Worksheet: page 28, exercises 4–6
More practice Vocabulary Consolidation Worksheet: page 29, exercises 4–6
Students take a quiz choosing the correct nouns ending -al, -ance,
-ence, -ation, -ment. This can be set for homework or as an extra class
activity played with two teams.
Pronunciation
More practice
This listening activity gives students more practice of determining
stress in nouns and verbs.
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9
Adverbs
3 PREPARATION
Adverbs
1
Luckily, we found the same product cheaper online.
I’ve never bought a product endorsed by a celebrity. 2
Supersports
Jess smiled at the new boy in a friendly way.
1
‘What’s for lunch?’ asked Chris in a bored voice.
2
3
Why do you always arrive late?
4
What have you been doing lately?
5
Grammar reference page 122
1
3
4
I think the USP for the
they’re got a photo of l
shows a healthy w
DO THE CHALLENG
2 4
●
●
●
●
●
●
6 1
5
I’m seriously thinking of getting a tattoo.
I think that’s false! Your parents wouldn’t let you. 6
FAST FINISHERS
Key competences
The grammar lesson helps students Help students to understand that When students practise the
to learn and practise adverbial the grammar tables transform grammar activities by themselves
phrases where a group of two or more information into knowledge, they are helping themselves in their
words operate adverbially. Adverbial helping them to organize, analyze language acquisition process. This
phrases are phrases that do the work and remember the information helps them connect with their larger
of an adverb in a sentence. they contain. Be sure they read the educational and life goals, as well as
grammar tables. succeed as language learners.
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Unit 9 Grammar
2 Get students to look back at the adverbial phrases in the grammar

GRAMMAR OPTIONS box to notice the use of in and way.
● The grammar box gives a summary of the grammar areas that
students will practise on this page. Answers
● The grammar is presented in a complete grammar reference 1 in a complicated way
on page 122. 2 in a friendly way
● Visual grammar presentation 3 in a lively way
4 in a cowardly way
Warmer 3 If the students make mistakes with answers 2 and 3, tell them
that free means without payment and freely means without limit
Put the students in pairs and give them cue cards. Tell them to or restriction. Similarly, late means not on time but lately means
take turns and take one adverb card and one verb card. They recently.
have to act out the combination, e.g. write a letter + thoughtfully.
Their partner has to guess what is on the cards and make a
Answers
grammatically correct sentence such as Ah, you are writing a letter
thoughtfully. This practises adverbs of manner in a fun way. 1 widely 2 free 3 Late 4 highly 5 shortly
4 Tell students they can use adverbs or adverbial phrases. Do the first
one with them as an example, e.g. My exams finally finished at 2pm.
Teaching tip
Write some sentences on the board that show a few different Answers Students’ own answers
types of adverbs such as connecting adverbs and comment
adverbs (front position), adverbs of frequency (mid-position) 5 Model the activity and get the students to guess whether the
and adverbs of manner (end position). Highlight the adverb in a sentence is true or false. Encourage them to ask extra questions.
different colour and then get the students to notice the general
position in a sentence. Answers Students’ own answers
Connecting adverbs (connecting a clause with something before)
Then, I went home. 6 Get the students to walk around the room and share their
Suddenly, the door opened. sentences with each other to create more learner interaction and
speaking.
Comment adverbs (giving an opinion about something)
Fortunately, I found my keys. Answers Students’ own answers
Surprisingly, he came home early.
Frequency adverbs (describing how many times or often Extra activity
something happens)
Write down about fifteen adverbs and adverbial phrases on the
I sometimes go to the café.
board. Then ask the students to work with a partner and write
I have never been to Italy.
a short story about something strange that happened to them.
Manner adverbs (describing how something happens or is done) Tell them to use ten adverbs in the story. Afterwards, put them
He drove off angrily. in pairs and get them to read their story to a new partner. When
She read the letter slowly. they get to the part where the adverbs are, tell them to whistle
instead of saying the adverb. Their partner has to guess which
adverb goes in the gap.
1 Ask the students to work with a partner. Remind them that
sometimes the adverbs can be in different positions.
Continuous assessment
Answers Teacher’s Resource Book
1 Suddenly, we realised all of the clothes and accessories in the film Grammar Support Worksheet: page 52, exercises 3–5
were examples of product placement. Grammar Consolidation Worksheet: page 53, exercises 4–6
2 She easily found what she was looking for. / She found what she was
looking for easily.
3 I’m naturally a bit nervous about going to live abroad next year. /
Naturally, I’m a bit nervous about going to live abroad next year. / I’m
Go Digital!
a bit nervous about going to live abroad next year, naturally.
4 We often go to the shopping mall at the weekend. Grammar
5 Fortunately, there were no surprises in the exam and I think I did Visual grammar presentation
alright. / There were no surprises in the exam and I think I did alright,
fortunately. / There were no surprises in the exam and fortunately I More practice
think I did alright.
Students take a quiz to practise the use, form and position of adverbs
in sentences. This can be set for homework or alternatively as a quick
class time filler.
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Plan an advert for a new product
9
PREPARATION
1 1
2
3 Planning an advert
I think the USP for the chips is that 3

they’re got a photo of landscape that
shows a healthy way of life
DO THE CHALLENGE 4
4
5
FOLLOW UP
o.
7
ents wouldn’t let you. 6 6
Key competences
Creative activities in the classroom, A good way of developing creativity and When students read the Planning an
like exercises 4 to 6, are tools for imagination is to plan an advert. This works advert section, they will realize that
creating a good atmosphere. in three areas: seeing (using imagination, planning and organization before
Students learn to cope with seeing something in the mind’s eye), doing a task is a useful transferable
disagreements and frustration, thinking (creativity, problem-solving) and study skill. They can take this skill
learning to work together. producing (innovation, applying creative beyond their English class and use in
ideas and implementing solutions). other contexts.
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Unit 9 CHALLENGE
In this lesson, the students think about the important things in

advertising a product and then work in small groups to plan an
advert of their own. Then they act out their advert in front of the
class and discuss which ones were the most catchy and effective.
Warmer
Ask students what makes an effective advert. Show them some
adverts to help promote discussion.
1 Explain that in America chips are called french fries. In American

English chips are crisps that you buy in a small packet.
2 Maybe explain a USP as something different and better about the

product that no other product has. Put the students in pairs to
discuss the steps.
3 Get the students to talk with another group to compare their

answers. Elicit their ideas in feedback afterwards.
4 Put the students in small groups and give them a few minutes to
decide which product they want to advertise.
5 Tell the students to follow the steps in the box. It might be better to
give a time limit for each stage to keep them on track.
Teaching tip
Show the students an advert from the internet and highlight
typical language and grammar. Show that adverts usually use
the present tense because when they want to say something,
they make it sound like a fact. In addition, encourage them to
use comparative and superlative adjectives as well as extreme
adjectives to get our interest, e.g. Amazing Superwhite toothpaste,
it cleans better than any other toothpaste in the world!
6 Some students may be a little shy so perhaps get them to act out
their adverts in small groups rather than in front of the whole class.
7 Give students time to take notes and then talk about their favourite
adverts together.
Fast finishers
Get the fast finishers to look at / watch some adverts and
identify each of the five steps of advertising.
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9
Complaining in a shop WRITING A
Express yourself 1
●
AN UNHAPPY CUSTOMER VOCABULARY

1
5
2
6
7
1
●
●
● ●
● YOUR TURN TO SPEAK
8
3
2
●
3 ●
● 3
4
●
4
9
10
Key competences
Interactive activities in different Having the ability to communicate
communicative situations will improve effectively and to make others
competence in linguistic communication. comfortable in interaction are
They will help students to be more essential social skills that will help
and more competent in adapting the build relationships.
communication to real contexts.
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Unit 9 interaction
Warmer 5 3.37 Tell students that the audio doesn’t always match the
sentences exactly. Remind them that the wrong particle often
Write the letters of the alphabet on the board and tell the creates a completely different meaning.
students to work with a partner and write an adverb for as many
letters as they can. Give them three to five minutes. The team Answers
that gets the most wins.
1 out
2 back
3.34 Express yourself contains a variety of useful expressions for
3 back
the situations in the dialogue. Some of them (but not all of them) 4 out
are used in the dialogue. They are available on the audio if you want 5 out
students to hear how they are pronounced. 6 back
1 Introduce the topic and get the students to look at the picture. Tell 6 Elicit extra expressions from the class and write them on the board.
them a story about when you were an unhappy customer. Put them Also go through the phrases in the Express yourself box and practise
in pairs to talk about their personal experiences. Encourage them stress and intonation.
to use adverbs and also get them to ask extra questions like How
come? and Then what did you do? for extra information. Answers Students’ own answers
Answers Students’ own answers 7 Get class feedback and check their ideas and opinions.
2 3.35 Transcripts page 272 Write the focus question on the Answers Students’ own answers
board. Walk around to see how they are doing and play and pause
the audio as needed. 8 Give the students time to choose a situation. Let the students work
together with a partner to brainstorm and help each other. Remind
Answers them to use some of the new expressions as they plan what they
It covers technical problems. want to say.
Teaching tip Answers Students’ own answers
It is often a good idea to tell the students to write the answer

when they hear it. This gives you a clear visual clue of how they 9 Model the activity and walk around as the students talk. Listen and
are doing and whether they need to hear the audio again. take notes and then highlight nice use of English in feedback. Offer
gentle correction as well.
3 3.36 Transcripts page 272 Explain the word compromise to the Answers Students’ own answers
students and concept check with personalized examples from the
students.
10 If you have time, get students to work with a new partner on a
different situation.
Answers
She’ll contact the manufacturer and find out if they will repair it for him Answers Students’ own answers
for free or at a cheaper price.
4 3.35 and 3.36 Transcripts page 272 Play and pause the audio Fast finishers
as needed and give the students time to write and compare their Ask the fast finishers to describe the best service they have had
answers together. when they needed help or complained about a product. Get
them to say where it was and what happened.
Answers
1 True
2 False (The sales assistant says he isn’t entitled to a refund.)
3 True
4 True
5 True
6 False (She has explained the company policy clearly.)
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9
WRITING An opinion essay WRITING
Organizing an essay (2)
SKILL
1 4
●
1
●
2
YOUR TURN 2
TO WRITE
PLAN BEFORE YOU WRITE
3
●
CAMBRIDGE
Exam Practice
WRITE NOW
3
5
CHECK AND CORRECT
Key competences 7
Students will build on what they This task aims to persuade the Students develop the ability to plan,
have been taught to expand the reader of the student’s opinion execute and check their writing,
range of their writing, adapting their without offending. Students are taking charge of their own learning
language and style for a range of taught the right tone and expression process. Check that they understand
contexts, purposes and audiences. to effectively convince their the importance of planning,
Check if they know how to write and audience. checking and correcting their work.
organize an opinion essay.
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Unit 9 writing
8 Tell the students to share and read each other’s essays, correcting
Warmer any small mistakes they see. Get them to read a few of their essays
Ask students who shops on the internet and what for. Make a list out in feedback.
on the board of the most popular products purchased online.
1 Check the students’ ideas and opinions in feedback.
Fast finishers
Get the fast finishers to correct the false sentences in exercise 3.
2 Get students to read and discuss whether they agree or disagree

with Scott’s opinion. Answers
1 He thinks there will only be internet shopping in the future.
Answers 2 More people use the internet now for shopping.
6 The internet is the first place the younger generation goes to.
That we will only shop on the internet
3 Ask students to check their answers in pairs.
Answers
1 False
2 False
3 True
4 True
5 True
6 False
4 Highlight useful language for opinion essays. Tell the students to

read and underline the expressions.
CAMBRIDGE
Exam Practice
Answers
Introducing the topic
It’s my belief that …
In my opinion ...
Introducing additional arguments
Another reason why ...
What’s more ...
On top of this ...
Introducing a conclusion
So in summary ...
5 Give the class a few minutes to decide which topic to discuss. Go Digital!
Answers Students’ own answers Extra activity: Writing preparation
This activity is better done as a collaborative activity, as a whole
Teaching tip class or in groups.
Thinking time is one of the most important elements for writing
● Give students 5 minutes to remember as much as possible of the
activities so always give the students a few minutes to think
writing model before some of it disappears.
about the best topic. It’s also helpful to let them work with a
partner to brainstorm more ideas. ● Ask students to close their books or screens.
● The activity will help students focus on some of the words and
6 Give a time limit and walk around to offer help and useful language expressions in the model opinion essay which will later help them
if needed. with exercises 5-8.
● Students have to decide what the missing words are in the model.
Answers Students’ own answers ● Get students to confer about their choices before they come up to
the IWB to write them up.
7 Elicit the structure of Scott’s essay and remind the students to use ● Once the activity is completed, use the Check button to show
the phrases for introducing ideas and opinions. the correct options.
● In the feedback, reinforce features of the opinion essay model again,
Answers Students’ own answers showing examples of how to introduce an opinion, give additional
information and write a conclusion.
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Unit 9 TRANSCRIPTS
3.29 Student’s Book page 95, exercises 2–4 3.35 Student’s Book page 100, exercises 2 and 4
In = Interviewer, K = Kirsty, M = Max, E = Elise, L = Libby, O = Oli, R = Rick Sa = Shop Assistant, C = Customer
Despite living in tougher economic times, UK teens still seem to Sa Good morning. How can I help you?
be finding ways to spend money and look good. So, what are they C I want to complain about this tablet I bought here about a
spending their money on and where are they shopping to keep up month ago.
with the latest trends? Today, our roving Fox Radio reporter, Millie Sa What seems to be the problem, sir?
Jackson, is out and about in the streets of London to find out. C Well, can’t you see? The screen is broken.
In Excuse me! Have you got a minute? I’m from Fox Radio and I just Sa So it is, sir. How did that happen?
want to ask you a couple of questions. C I dropped it on my kitchen floor.
K Sure! Sa Oh dear. Well, do you have your receipt?
In Thanks. What’s your name and how old are you? C Yes, I do. Here it is.
K I’m Kirsty and I’m 16. Sa Thanks. Well, I’m afraid we can’t really fix this for you because
In Well, we’d like to know what you spend your money on, Kirsty. it isn’t a problem with the tablet itself. This was accidental
You look really good – have you spent a lot on your outfit? damage.
K No, I think my whole outfit cost about £20! I got most of it from a C But when I bought it I was told that it had a two-year guarantee.
big department store that sells everything really cheaply. Surely that covers me for things like this?
In Is that where you buy most of your clothes? Sa I’m afraid not, sir. The guarantee is only for technical problems. It
K Sometimes, but I also like going to vintage clothes shops and doesn’t cover you for things like accidental damage. That’s what you
second-hand shops or markets. I’m a bit of a bargain hunter. get insurance for. Did you take out our insurance policy with it?
In Have you ever picked up any really good bargains? C No, I didn’t. I’d spent enough already buying the tablet.
K Yes! My best bargain and my favourite thing ever is a vintage 1950s Sa In that case, sir, we can offer to send it back and repair it for you
dress that I got at a street market stall. It’s gorgeous and it’s a but you will have to pay for that yourself.
perfect fit! I’m going to wear it to my end-of-year prom next week. C That is absolutely ridiculous. This cost me £650, it was top of the
In Thanks, Kirsty. Now, let’s see over here … who have we got here? range and now you’re telling me it can’t be fixed unless I pay for it.
M Hi, I’m Max. Sa That’s right.
In So, Max, what do you spend most of your money on? C In that case, I want to talk to the manager. Get him for me now.
M Trainers! I’m mad about them. I’ve got about 25 pairs – some are Sa Certainly sir. I’ll call her for you.
the same brand but a different colour and others are designer
ones I’ve got on the internet or eBay. Mind you, one of my worst
purchases ever was a pair of trainers; really funky designer gold 3.36 Student’s Book page 100, exercises 3 and 4
high-tops. They cost me a fortune and I only wore them a couple
of times before all the gold started coming off. I still can’t believe
M = Manager, C = Customer
I spent £120 on them. What a waste of money!
In Thanks, Max. Excuse me, can I stop you for a minute? What’s M Good morning, sir. Miriam has just called me. What seems to be
your name? the problem?
E Elise. C Well, your shop assistant for one. I brought my tablet back and
In So, Elise, what do you like spending your money on? she’s refusing to help me.
E Well, my biggest weakness is make-up! I love it, but I don’t buy M And what exactly is the issue with the tablet?
expensive brands and I always look to see what’s on special offer. C The screen is smashed.
I like buying stuff for my hair, too, like gel and wax – that sort of M Oh dear, so it is. Was it like this when you got it home from our
thing. I try and do something different with my hair every day. shop?
In Thanks, Elise. Okay, moving on. Who have we got over here? C Eh, no, it wasn’t. I dropped it and it smashed.
Hi, I’m from Fox Radio. Would you mind if I asked you a quick M Aaah, I see. Well, I’m sure Miriam has explained our company
question? What do you spend your money on, er … ? policy to you very clearly.
L I’m Libby. Um … Actually, most of my money goes on food. That’s C Yes, she has but I still don’t understand why I have to pay for the
really embarrassing now that I think about it. I buy my lunch repair.
most days, and I also buy snacks and stuff in between. I guess I’m M Well, our products all come with a two-year guarantee but if
pretty sociable and like to see my friends over a coffee. Maybe I you break or damage something yourself I’m afraid that isn’t our
should make my own sandwiches and then I’d have more money responsibility.
to spend on clothes! C Yes, that’s what she said to me, too. That’s just not good enough.
In Thanks, Libby … Hey, excuse me! What’s your name? I paid good money for this and now I’m expected to pay to get it
O I’m Oli. fixed myself. This has turned out to be one of the worst purchases
In Hi Oli. Can you tell Fox Radio listeners today what you spend I’ve ever made.
your money on? M That is our company policy. However, on this occasion, since it
O Train fares. My girlfriend’s just started uni in Manchester so I go is a very expensive tablet and you only bought it a month ago I
up there every other weekend on the train. It’s really expensive, could contact the manufacturer and find out if they will repair it
even with the discount I get with a student railcard. for you for free or at a cheaper price.
In Thanks, Oli. Okay, we’ve just about got time for one more. Hello! C Thank you, that sounds like it might be the way forward.
What’s your name? M Okay, why don’t you come back in fifteen minutes? I’ll make the
R Hi! I’m Rick. call and we’ll see what they say.
In Rick, quick as you can, tell us what you spend your money on.
R Errr, probably tickets for gigs and travelling to see my favourite
band. When I’m not doing that, I’m playing on my games console
and I buy a lot of games for that.
In Thanks, Rick. Okay, so …
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Unit 9 WORKBOOK ANSWERS
Workbook page 92 2 1 sold out

2 shopping around
1 B 3 ran out of
2 1 F (It was revealed in a UK shopping centre but it was designed by 4 find out
a Dutch company.) 5 phone back
2 T 6 sort … out
3 F (You can take pictures from lots of angles.) 7 break up
4 T 8 end up
5 T 3 1 end up
6 F (It might soon become a global phenomenon.) 2 try … on
3 1 rails 3 take … back
2 device 4 look forward to
3 concept 5 set up
4 drag 6 come up with
5 save up 7 sell out
4 1 creative 8 help … out
2 impulsive 4 1 If your new phone’s broken, take it back to the shop.
3 offensive 2 Don’t put off until tomorrow what you can do today!
4 persuasive 3 Maya has come up with a brilliant idea for the advert.
5 Students’ own answers 4 My room is a total mess. I must tidy it up more often.
5 You can’t throw away that T-shirt. Give it to a charity shop.
6 The first Starbucks coffee shop was set up in 1971.
Workbook page 93
5 Students’ own answers
6 1 F
2 G Workbook page 95
3 A
4 E 1 1 purchase
5 B 2 wig
6 C 3 be promoted
7 D 4 handle
7 1 brand. Students’ own answers 5 mates
2 checkout. Students’ own answers 2 1 D
3 discount. Students’ own answers 2 F
4 retailers. Students’ own answers 3 B
5 recession. Students’ own answers 4 E
6 bargain. Students’ own answers 5 C
7 department. Students’ own answers 3 1 C
8 1 earn 2 A
2 charge 3 A
3 save up 4 B
4 spend 5 C
5 borrow 6 C
6 owe 4 1 In the 1970s.
7 afford 2 That it wasn’t a fancy dress party, but a party for which people
8 lend dressed in a fancy way.
9 1 afford 3 Because he spent all his money watching his team lose.
2 earns 4 She refused to marry him.
3 spend 5 The handle broke and couldn’t be repaired.
4 lend 6 He got a tribal tattoo that he didn’t like.
5 borrow 5 Students’ own answers
6 charged
7 save up Workbook page 96
8 owe
10 Students’ own answers 1 The man behind an advertising company.
More than $200,000.
Workbook page 94 I Wear Your Shirt
1 1 call … back Workbook page 97

2 fill … in
3 try on 2 1 Jason started on the first day charging $1.
4 tidy up 2 By the end of 2009, a company was paying Jason $365 a day.
5 look after 3 By the end of his first year in business, Jason had earned $83,000.
6 try out 4 During an average day, up to 5,000 people will see Jason wearing
his T-shirt.
5 He has had to employ four other people to work with him.
6 Money each of Jason’s employees made in that first year.
7 Money they each earned counting their salaries and the bonuses.
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Unit 9 WORKBOOK ANSWERS
3 1 F (He set it up because he was looking for a quick and easy way to Workbook page 99
make money.)
2 T Extra Challenge
3 F (It’s also based on sponsorship deals and adverts on his website.) Students’ own answers
4 F (He works mostly from home, where he makes his ‘selfie’ videos.) Webquest
5 T Abercrombie & Fitch Co.
6 T Suggested answers: Adidas, Motorola, Pepsi.
7 F (They work in different parts of the US.) July 1, 1941, Bulova watches.
4 Students’ own answers Zorba, but there was a bar nearby with the same name.
5 1 achievement 18.
2 interference 1994.
3 endorsement Marcie’s Misunderstandings
4 disturbance She’s bought some windows.
5 removal
6 appearance Workbook page 100
7 placement
Hidden noun = arrival 1 Suggested answers
6 1 difference 1 I’d like to complain about ...
2 imagination 2 I’m really not happy about this.
3 performance 3 Let’s see what we can do.
4 enjoyment 2 1 help
5 trial 2 complain
7 give away, sell out, shop around, take back, try on 3 the problem
4 can’t
8 1 You gave away all your pocket money to charity? How selfless! 5 seems to be
2 I’m sorry, we no longer have those trousers. We’ve sold out of them. 6 back
3 If you don’t like the dress, why not take it back? 7 what we can do
4 If you want a good deal on a smartphone, it’s a good idea to shop 8 we can sort it out
around before you buy one.
5 I really liked those shoes, but when I tried them on they didn’t look
3 1 C
good on me.
2 B
3 A
Workbook page 98
4 B
5 C
1 1 F, Basically 4 1 I’d like to complain about these trainers I bought three weeks ago.
2 C, quickly 2 There is a hole in one of them.
3 A, Luckily 3 Yes, here you go.
4 E, completely 4 I don’t want a refund. I want a new pair.
5 D, Apparently 5 A different pair would be fine.
6 B, anxiously 6 Thank you. I’ll go and choose a new pair.
2 1 I saw Cristina earlier but she deliberately ignored me.
2 Presumably you know where we’re going or you wouldn’t look so Workbook page 101
relaxed.
3 The coach started shouting loudly at everyone.
1 1 E
4 What do you usually do after school on a Tuesday?
2 D
5 Our teacher repeatedly warned us to stop misbehaving.
3 A
4 B
3 1 in an organized way 5 F
2 in a disappointed voice 6 C
3 in a relaxed way 2 1 I agree with the idea
4 in a tired voice 2 In my opinion
5 in an uninterested voice 3 Another reason
4 1 widely, wide 4 What’s more / On top of this
2 highly, high 5 On top of this / What’s more
3 late, lately 6 So in summary,
4 free, freely 3 1 believes
5 shortly, short 2 easy
5 1 We’ve never been to a shopping centre as big as this. 3 charge … choice / options / products
2 I’ve been really busy lately and haven’t seen my friends. 4 hobby
3 My mum goes to a Pilates class weekly. / My mum goes to a weekly 5 the changing attitude of people to shopping
Pilates class.
4 Fortunately, Jess lent me some money to pay for it. 4 Students’ own answers
5 The friendly teacher welcomed all the new students.
6 The advertisers clearly wanted us to buy their product.
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Unit 9 WORKBOOK Transcripts
1.26 Workbook page 95, exercises 2–3 1.28 Workbook page 100, exercises 2 and 3
Rp = Radio presenter, L = Linda, K = Karl, P = Pete, M = Miriam, J = Josh 1 Good evening. How can I help you?
2 I’m sorry, but we are not in a position to give you a refund
Rp Welcome to this afternoon’s phone in. Call us now and tell us without a receipt.
about the worst purchase you’ve ever made. Let’s go straight to 3 What seems to be the problem?
Linda on line 1. Linda, hello! 4 Why don’t you come back in ten minutes and we’ll see what we
L Hi. can do?
Rp So, Linda, what’s your regret? 5 We can send it back to the manufacturer if you like.
L Well, it’s got to be a fancy dress outfit I bought in the 1970s! I was 6 Did you take out our insurance policy with it?
a student and I was going to a friend’s 21st birthday party. I’d
bought an Elvis Presley outfit; white and sparkly, complete with
wig and a cardboard guitar. I thought I really looked the part …
until I turned up at the party and everyone looked like they were
going to a prom.
Rp What had happened?
L I’d misread the invitation. It had said ‘Wear a fancy dress or
outfit’.
Rp Ah, ‘fancy’, as in elegant.
L Exactly, so everyone else had put on their best dresses and suits.
We still laugh about it.
Rp That’s a great story – thanks, Linda. Now, line 6 it’s Karl. Hi Karl.
K Hello. My biggest regret was a ticket to a football match to watch
my team play at Wembley. I was mad about them, so when
they got into the play-offs to be promoted to the next division, I
spent all my money going to see them. The match went to extra
time and then penalties, and we lost! I couldn’t believe it. I could
have saved myself a whole lot of money and heartache if I’d just
stayed at home and watched it on the telly.
Rp Ouch, that one still hurts. Right, on line 3 it’s Pete.
P Hello. This is short and sweet. An engagement ring I bought for
my first girlfriend. When I asked her to marry me, she refused.
Cost me a fortune, it did. I’ve still got it, and am still looking for
Mrs Right!
o. Rp Good luck! Now we’ve got Miriam on line 2.
M Hello. My biggest regret was a designer handbag I had saved up
every penny I had for about a year. I thought it was just the best
thing. I bought it, and about a month later the handle broke.
I’d lost the receipt so I couldn’t take it back to the shop, and it
couldn’t be repaired. Now that I think about it, I should have
written and complained. What a waste of money!
Rp And finally as quick as you can, it’s Josh on line 5.
J My biggest regret was spending a fortune on a tattoo I had done
on holiday. I’d just finished school, done well in my exams and
gone away with all my mates. It seemed like a good idea at the
time. It’s one of those tribal ones on my arm. I really hate it now.
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Review Units 7—9
READING LISTENING
1 3
2
5
2
Retail Architecture
by Samuel Porter
6
ing at architecture 4
This term, my class have been look
to focu s on some of the
around the world. I’ve decided
world’s best retai l arch itect ure and for my project I’ve 3
esting things. Read
been finding out some really inter
on to see what I’ve learn t.
WRITING
Key competences
Students use different strategies Students learn to appreciate Students evaluate their progress,
to improve linguistic competence. different architectural styles. Retail reflecting on what they have achieved
Observing pictures and talking about design is a creative and commercial and focusing on what they need to
them allows students to comprehend discipline that combines several improve when they do the review
the text. Assess the activity by different areas of expertise (interior units. If teachers maintain the attitude
listening to their answers to the given decoration, industrial design, graphic that mistakes are a natural part of
questions. design, ergonomics, advertising, etc.) learning, they will create a supportive
environment for students.
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Units 7–9 Review
Warmer
Write an anagram of the word architecture on the board. Tell the
students that the letters are all in the wrong order and they have
to rearrange the letters and find out what the word is. The first
team to finish wins the game.
1 Get feedback and also find out whether students like old / ancient
buildings or modern architecture.
2 As a follow up, ask the students which place they would most like to
visit and why.
Answers
The Dubai Mall
Złote Tarasy
3 Do the first one together with the class and then have them match
the statements and buildings.
Answers
1 The Grand Canal Shoppes
2 The Dubai Mall
3 Złote Tarasy
4 The Dubai Mall / West Edmonton Mall
5 The Dubai Mall, West Edmonton Mall, The Grand Canal Shoppes
6 The Grand Canal Shoppes
7 The Dubai Mall
8 The Dubai Mall, The Grand Canal Shoppes
4 Get students to read quickly and underline the words and phrases.
Answers
1 pedestrian
2 granite
3 artificial
4 casino
5 gondola
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Video
LISTENING
5 6
BEFORE YOU WATCH
1
2
6
Hollywood the Phoenicians and the Romans
Valletta the Great Siege of Malta
the Second World War the European Union
NOW WATCH
3 7
7 4
FOLLOW UP
5
8
WRITING
8
9
9
FIND OUT
Key competences
Video materials provide an opportunity Becoming an independent and
to present and teach authentic linguistic, autonomous learner is a process. Students
cultural and visual information. They need to have an active role in the learning
simulate a ‘real-life’ environment to process. The Find Out activity challenges
facilitate the acquisition of linguistic the students to develop a positive
and non-linguistic elements of personal attitude towards independent
communication and integrate culture. learning and makes them aware of their
own capacities.
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Units 7–9 Review and VIDEO
Warmer Warmer
Ask the students to talk together with a partner about horror Ask the students to look at photos of Malta (you can find them
films or ghost movies. Which ones can they remember? Which easily on the internet). Get them to look at the photos for about
movies did they like / dislike and why? thirty seconds. Hide the photos and put the students in pairs.
Then tell them to remember and write down as many things as
5 Get them to discuss in pairs and tell each other about stories or they can about the photos, e.g. There were lots of boats, a harbour,
churches, fireworks, old city walls, etc. The team that remembers
legends that they've heard.
the most things wins the game.
1 Write some topics on the board to stimulate students’ ideas, e.g.
landscape, famous people, exports, language, events.
6 3.38 Transcripts page 280
Get the students to check their answers together afterwards.
WORDS TO KNOW 2 Tell students to work in pairs and guess why each thing is
Check that the students know words such as suspense (waiting important.
for the end of the story), uncovered (discovered), sinister
(disturbing or frightening) and convinced (sure, certain). Answers Students’ own answers
Answers 3 Tell the students to watch the video and check if their ideas are
correct.
1 C
2 A Answers Students’ own answers
3 B
7 3.38 Transcripts page 280 Walk around and check to see how 4 In pairs, get students to answer the questions from memory.
the students are doing. Play and pause so they can listen again and Then play the video again for students to fill in any gaps.
write their answers.
Answers
Answers 1 In the middle of the Mediterranean, 80 km south of Sicily, 284 km
1 True east of Tunisia and 333 km north of Libya.
2 False (It’s haunted by a young woman who died there.) 2 There are some of the oldest free-standing structures in the world.
3 False (It was built for King Edward I.) 3 Phoenician traders, who were in Malta until around 400BC, used
4 False (People say they have felt like they’re being watched as they’ve to have painted eyes on their boats just like you can still see on
walked the corridors.) traditional Maltese fishing boats today. Later came the Romans, who
5 True probably gave the island its name, which comes from an ancient
6 False (No one has ever seen him, but his music has been heard in the Greek word for ‘honey’.
streets above the tunnels.) 4 The country is named after an ancient Greek word for ‘honey’. The
capital is named after the knight Jean de Vallette.
8 Put the students in pairs and get them to remember the details 5 The bomb was full of sand.
of each story. Then let them brainstorm and make notes together
before they write their letters. 5 Invite students to share their ideas and vote for the best
architecture and buildings in their country. Elicit which places they
would most like to show a visitor.
9 Elicit adverbs that the students can use in their ghost stories. These
could include adverbs of manner such as slowly, nervously, angrily, FIND OUT
carefully, carelessly and noisily.
Also try to elicit connecting adverbs like suddenly, then and finally Tell students they can use their smartphones or computers to
so that the students can sequence the story and connect to look up information together. You could also get them to do this
something before. as homework for a short presentation in the next lesson.
Then elicit typical adjectives that they can include such as terrified,
frightened, horrible, etc.
Get the students to brainstorm ideas with a partner, and then write
their stories together using their notes and some of the vocabulary
on the board. After they have finished, get the students to share and
read each other’s stories.
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Review Units 7–9 transcripts and video scripT
3.38 Student’s Book page 103, exercises 6 and 7 Video Student’s Book page 103, exercises 3 and 4
▼
Jm = Jonathan McIntyre, Sr = Suzanne Reed In the middle of the Mediterranean, 80 km south of Sicily, 284 km
east of Tunisia and 333 km north of Libya, is one of the world’s
Jm Good evening and welcome again to Mystery Hour with me
smallest and most densely populated countries; the tiny Republic
Jonathan McIntyre …
Sr … and me Suzanne Reed. of Malta. With its sunny climate, beautiful beaches and interesting
Jm And we’re here with you for the next hour bringing you cultural mix, Malta attracts over a million tourists a year, and has
mysterious stories of the unbelievable and the unexplained. been the location for some big Hollywood films, including Gladiator
Sr Glad you could join us. and Troy. And behind Malta’s charm lies a fascinating history that is
Jm So, Suzanne, what have you got for us today? closely linked to the history of Europe and the Mediterranean, and is
Sr Well, Jonathan, I’ve been investigating mysterious buildings in reflected in its architecture and culture.
Britain this week, and I’ve uncovered some sinister stories.
Malta’s human history goes back thousands of years. These
Jm Don’t leave us in suspense; tell us about the first place.
Sr Well, you might not have heard of 50 Berkeley Square. Located in megalithic temples on the island of Gozo are some of the oldest
London and constructed in the late 18th century, it is thought to free-standing structures in the world, although it is not known
be one of the most haunted buildings in the city. The first ghostly exactly who built them. Phoenician traders, who were in Malta until
happenings were reported in the 19th century when a man heard around 400BC, used to have painted eyes on their boats just like you
strange noises. Legends say the attic of the house is haunted can still see in traditional Maltese fishing boats today. Later came
by a young woman who died there. One man reportedly died the Romans, who probably gave the island its name, which comes
of fright and another was unable to speak after staying in the from an ancient Greek word for ‘honey’. And then various different
house. Now some may say there could have been lots of rational people came to rule the island, all of whom left their mark.
explanations, but I’m convinced they must have seen a ghost!
Jm How scary! I won’t be going there then! In the centuries that followed, two historical events are worth
Sr Another such story exists about Beaumaris Castle in North highlighting. The first is the Great Siege of Malta. In 1565, an order of
Wales. Built from limestone around the 13th century for King knights now called the Knights of Malta fought a fierce battle against
Edward I, the medieval building is said to be home to mysterious a Turkish army and won. The man who led the knights was Jean de
voices, which have been caught on recording equipment by Vallette, and the capital of Malta, Valletta, was named after him.
visitors. Some say they have also felt as if they are being watched Many of the towers on the island were built as a result of this battle.
as they’ve walked the corridors.
The second is a smaller event that happened many years later during
Jm Now that would leave me with goosebumps. And what’s your
final place for us today, Suzanne. the Second World War. Malta, which at the time was under British
Sr Well, the last place on my list is Edinburgh Castle in Scotland, rule, was bombed more intensively than almost anywhere else.
which is one of the most haunted places in Scotland. The castle While a group of people were gathered together in a church called
is linked to the old part of the town by a network of underground the Rotunda of Mosta, a bomb fell straight through the dome of the
tunnels. The story goes that many years ago a piper was sent church and landed in the middle of them but didn’t explode. Everyone
down to explore the tunnels and was told to keep playing music was baffled, until they discovered that the bomb was full of sand,
so his progress could be monitored by people above ground. which must have been put there by someone deliberately trying to
However, halfway through, the music stopped and the piper stop the bomb going off. Many people thought that it was a miracle.
disappeared. It is believed that the piper still walks the tunnels.
No one has ever seen him, but his music has been heard in the In any case, Malta survived the bombing as it has survived so many
streets above the tunnels. conflicts before, and became an independent country and part of the
Jm What do you think listeners? Unbelievable? We’ve already got European Union. If you look around Malta today, you’ll see a mixture
one caller on the line who’s been to Beaumaris Castle ... of influences in its customs, architecture and people that reflect its V
rich and varied past. But you’ll also sense a people with a strong sense
of unity and identity, looking to the future with enthusiasm.
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Review Units 7–9 WORKBOOK answers and video script
Workbook page 102 Video Workbook page 103, exercise 2
▼
1 1 customer (not related to mystery)
2 marble (not related to shopping) When Malta became independent from Britain in 1964, it decided
3 clue (not related to architecture) to maintain a connection with Britain by becoming a member of an
4 browse (not related to crime) organization called the Commonwealth of Nations. Many countries
5 mystery (not a material) that were once part of the British Empire have chosen to do the
2 1 shopping centre same. So what exactly is the Commonwealth, and what does it offer
2 dreaded its member states?
3 customers The Commonwealth of Nations was established in 1931 as a way of
4 merchandise maintaining links between countries that were part of the British
5 brands Empire. It has become less of a British institution as time has gone
6 concrete by, and now includes Mozambique and Rwanda, countries that were
7 titanium never under British rule. Now the Commonwealth is a voluntary
8 tiles association of around fifty independent nations, each with equal
9 glass status, united by a shared set of values and objectives. It has regular
10 suspect meetings, and offers its members co-operation in achieving these
3 1 watch goals and support for their development.
2 close One of the main goals of the Commonwealth is to encourage good,
3 back fair and democratic governance and respect for human rights. It has
4 light put diplomatic pressure on the governments of various countries:
4 1 D Zimbabwe, Nigeria, Pakistan and Fiji have all had their membership
2 F suspended for not respecting Commonwealth principles. And it had
3 A a hand in ending apartheid in South Africa, and putting a stop to
4 B nuclear testing in the Pacific.
5 C
6 E The Commonwealth also has various programmes to help member
5 1 A lot of olive oil is produced in Spain. states to develop socially and economically. But perhaps one of the
2 Jane is having her bedroom redecorated this week. best known aspects of the Commonwealth is the Commonwealth
3 I might have seen Stevie in town last Saturday. Games. Like the Olympic Games, it’s held every four years. It’s
4 The witness was interviewed by the detective. obviously not quite as big as the Olympics, and it has some different
5 I’m looking after my best friend’s dog this week. events, but it does feature athletes from countries like Jamaica,
6 The teacher spoke in a very boring voice. Kenya and obviously the UK.
6 1 A new swimming pool is being built in my town. It is often said that the Commonwealth has limited real influence in
2 This might not be the book we need. the world. After all, it doesn’t have a security council like the United
3 Carlos came up with a really good idea for Hannah’s present. Nations to enforce its decisions. But it does help to create a sense of
4 She shouted loudly across the class. supportive community between member states, and there are often
5 That must be the boy Charlotte likes. countries wanting to join or rejoin it. And a supportive community of
6 That can’t be true. over two billion people is surely a good thing.
Workbook page 103

8 1 B 2 C 3 C 4 A 5 C 6 B 7 B 8 C 9 A 10 A
Video
2 1 In 1931.
2 Mozambique and Rwanda.
3 Zimbabwe, Nigeria, Pakistan and Fiji.
4 Apartheid in South Africa, nuclear testing in the Pacific.
5 It’s an international athletics event that’s held every four years.
3 1 C
2 D
3 B
4 E
5 A
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1 Review U
VOCABULARY GRAMMAR VOCABULARY

1 5 1
2
6 2
4 8
DICTATION
9
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Review Unit 1 ANswers and WORKBOOK ANSWERS
Student’s Book page 104 Workbook page 104

1 1 biography Crossword
2 fantasy novel Across
3 romance 1 blurb
4 science fiction story 6 thing
5 autobiography 7 flicking
6 horror story 8 been
7 graphic novel 9 already
2 1 romance 10 graphic
2 autobiography Down
3 graphic novel 2 recommended
4 science fiction 3 leaflet
5 fantasy novel 4 joking
3 1 greetings card 5 biography
2 note Error Correction
3 menu
4 catalogue 1 My father recommended that I join the football team.
2 He’s reading the newspaper now, but he usually reads novels.
4 1 flicking through 3 I’ve got an exam tomorrow. The lucky thing is, I really enjoy exams!
2 growing up 4 She’s been brought up by her grandparents because her parents
3 put ... down work abroad.
4 read on 5 I’ve never been to Germany, but I’d like to.
5 brought up 6 Are you much of a reader?
5 1 What genre of book do you like reading? D 7 That new bestseller is awesome. I couldn’t put it down.
2 Who is your favourite author? A 8 What’s the film like? Would you recommend it?
3 What book are you reading at the moment? C
4 How often do you read every week? B
6 1 don’t ... read
2 tells
3 try
4 focuses
5 fight
6 struggle
7 is
8 gives
7 1 gave
2 don’t look
3 went out ... bought
4 have ... turned into
5 have read
6 are
8 1 He hasn’t gone to the hairdresser’s yet.
2 She has just bought a new e–book reader.
3 She hasn’t gone to bed yet.
4 She has already finished her school project.
9 4.1 Play the track once through without stopping. Tell students
to write what they remember. Then play the track again and pause
for a short time after each sentence.
I’ve recently discovered e-book readers and it’s completely

changed the way I read. I’ve already read three novels in the past
two weeks. The last one I read was The Book Thief by Markus
Zusak. It’s a fantastic book!
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2
VOCABULARY GRAMMAR
1 5
2 6
SATURDAY at Western Beach, Newquay, Cornwall

European Surfing Championship
Taking part: 2012 Surf Tickets available from: 10am
champions Mark Albright Starts: 12pm
and Kelly Sanders Award ceremony: 9pm
7
3
DICTATION
9
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1 1 She should take up yoga. Crossword
2 He should do a course. Across
3 He should go to the gym. 4 buying
4 She should join a club. 5 active
2 1 information 7 pessimist
2 relaxation 8 brush
3 concentration 10 bright
4 admission 11 sleeping
5 correction Down
3 1 Helpfulness 1 fault
2 Loneliness 2 concentration
3 weakness 3 laziness
4 Sadness 6 chill
5 Happiness 9 until
4 1 down Error Correction
2 out 1 This year I’m going to train for a marathon.
3 up for 2 I’m flying to China tomorrow morning on the 9am flight.
4 with 3 In ten days, I’ll be lying on a beach in the south!
5 1 Are you travelling 4 He’s always optimistic about the future.
2 I’m going to catch 5 You need to get to know your town!
3 Are you going 6 The reduction in the price was minimal.
4 are going to 7 As soon as you arrive, we will start the party.
5 might 8 I don’t usually deal with difficult students in my class.
6 1 will be buying
2 will be warming up
3 will be taking part
4 will be judging
5 will be collecting
7 1 Unless
2 as soon as
3 until
4 as soon as
5 unless
Special summer plans? I’m looking forward to next July when

I’ll be taking part in an outdoors adventure summer camp in
America. I’ll be kayaking, swimming and camping under the
stars. As soon as my exams are over, I’ll be flying out there. I
can’t wait. It’s going to be great!
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3 Review U

1 5 1
2
6
3 7
4
8
4
DICTATION
9
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1 1 deal Crossword
2 reduced Across
3 discount 2 from
4 overcharge 4 refund
5 insurance 6 own up
6 guaranteed 7 were
7 cash machine 8 about
2 1 interest 10 gobsmacked
2 debit card 12 didn’t
3 purchase Down
4 bill 1 insurance
5 delivery 3 obligation
3 1 from 5 displeased
2 of 9 taken
3 to 11 of
4 for Error Correction
4 1 owned 1 Are there any cash machines around? I need some money.
2 paid 2 I wish nuclear weapons had never been invented!
3 told 3 If I were you, I would buy a lottery ticket.
4 taken 4 My mother used to suffer from severe headaches.
5 1 If a shop assistant gave you the wrong change, what would you do? 5 Do you like pancakes? Me too!
2 If you could copy a friend’s homework, would you do it? 6 On the one hand, you can never study enough for finals.
3 Would you wear a piece of clothing once and take it back for a 7 Her mother told her off for getting home so late.
refund if you didn’t want to keep it? 8 The number of flowers depends on how much you spend.
4 Would you cash a lottery ticket if you found it in the street?
5 If you didn’t like an outfit your friend bought, would you tell them
what you think?
6 1 B
2 A
3 D
4 E
5 C
7 1 The charity fundraiser wouldn’t have taken place if he hadn’t seen
the report about poverty in Africa
2 Julia would have given money to the woman collecting for charity
if she hadn’t been in a rush.
3 Paul would have been able to get a refund if he had kept his
receipt.
4 Hannah wouldn’t have gotten a discount on a skirt if she hadn’t
remembered the voucher she had been given last week.
5 Jamie wouldn’t have gotten into debt if he hadn’t spent all his
money on DVDs.
8 Suggested answers
1 I wish I had studied.
2 I wish I had saved more.
3 I wish I had remembered it last night.
4 I wish I hadn’t eaten so much.
5 I wish I had told her.
Would you say you’re an honest person? How about if you found
some money in the street, would you keep it? Many people
probably wouldn’t class this as a criminal offence, but is it
morally right? According to a 2012 study, around 40% of people
thought it was acceptable. So, are we losing our integrity?
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4
VOCABULARY GRAMMAR
1 5
DICTATION
9
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1 1 flood Crossword
2 hurricane Across
3 storm 2 watching
4 earthquake 4 away
5 starvation 5 wildfires
6 wildfire 9 come
7 drought 10 listening
8 famine
Down
2 1 evacuated ... flood 1 despite
2 hurricane ... injured 2 would
3 destroyed ... wildfire 3 chairperson
4 killed ... earthquake 6 sudden
5 volcano ... erupt 7 drought
3 1 writing 8 eating
2 changing Error Correction
3 putting
4 earning 1 When she was young she had / used to have a dog called Doc.
5 pretending 2 So you want to try out for the team! Go for it!
6 getting 3 Lightning strikes were the cause of the power cuts last night.
7 serving 4 It turns out that the detective was the real criminal after all!
8 helping 5 When they caught him, he was living in a mansion in Hawaii.
6 I got out of the building just in time. It collapsed right afterwards.
4 1 blown away 7 He must be kicking himself that he lost that lottery ticket!
2 turn out 8 Swimming is really good for your back.
3 sent up
4 cut off
5 swept away
5 1 houses overflew with water.
2 Mr. Zhang was feeding his animals.
3 Li was getting ready for work.
4 Jin called the emergency services.
5 part of the hillside collapsed.
6 1 Did you use to wear
2 would often arrive
3 used to hate
4 did you use to get ... did you use to walk
5 would talk
7 1 The factory blew up after the equipment inside had
malfunctioned (malfunction first).
2 The flight was delayed as there had been terrible storms (storms first).
3 All the buildings collapsed because the tsunami had hit the town
(tsunami first).
4 He got amnesia because he had hit his head (hit first).
8 1 She had already left.
2 He had never before experienced an earthquake.
3 He found them just in time.
4 2,000 homes had already been evacuated.
5 She had worked there for a long time.
Lucy was drinking coffee when she heard a loud crashing noise.
When she went outside, she saw that a helicopter had hit the top
of an apartment block opposite her. Within minutes emergency
rescue services had arrived on the scene and everyone in the
area was evacuated. The pilot was unfortunately killed, but
residents in the building survived the accident.
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5 Review U

1 5 1
2 2
3
7
4 4
DICTATION
9
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1 1 chill out Crossword
2 head home Across
3 take part 3 ATM
4 sign up 4 crowded
5 go sightseeing 6 historic
2 1 destination 8 long
2 wildlife 10 UFOs
3 set off 11 eventually
4 head to Down
5 heritage 1 had
3 Computers and technology WWW, ATM 2 bother
Countries UAE, EU 5 scenery
Electronic communication ASAP, FAQ 7 go out
Organisations WWF, NATO 9 knew
Science and medicine AIDS, DNA Error Correction
1 Questions
2 Possible 1 He said that he had never seen the woman.
3 Web 2 You should make a booking in case they run out of rooms.
4 Emirates 3 They advised me not to drink the water from the tap.
5 Atlantic 4 Is that your brother? Oh, BTW, he called earlier!
5 I’ll check out at the reception desk and then we can go home.
4 1 check in 6 The scenery was unforgettable. I can’t wait to see the pictures!
2 eat out 7 Well, that’s a pity! Better luck next time!
3 set off 8 In the end, he cancelled the party.
4 get around
5 get away
5 1 Sophie said she felt jetlagged after her long flight the day before.
2 Max said he had taken a ride up the river in a traditional boat.
3 Megan said she would never go back to the youth hostel again.
4 Jason said he was planning to go horseback riding in Wales in summer.
5 Pia said she had had an amazing time in India and that she didn’t
want to leave.
6 1 order
2 advice
3 advice
4 requests
5 order
7 1 Miguel asked if they had to check out of the hotel by 12pm.
2 Stephanie asked if I had tried the local cuisine .
3 Robert asked if the guided tour of the museum had been
interesting.
4 Jayne asked if I had a camera.
5 Alicia asked if scuba diving had been fun.
8 1 Carmen asked José where he had been on his summer holidays.
2 She asked how much his B&B had cost per night.
3 She asked what kind of places he had visited.
4 She asked how many elephants he had seen at the Nature Park.
5 She asked how his journey had been on the overnight sleeper train.
My family and I went to Kenya on holiday last month. My

brother told my parents that he was bored of beach holidays,
so we chose a different destination. During our trip, we went
on an exhilarating white water rafting excursion and also on
an overland safari where we saw some spectacular wildlife.
When we returned, we all said it had been the best place we’d
ever been to.
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6
VOCABULARY GRAMMAR
1 5
8
4
DICTATION
9
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1 1 temporary Crossword
2 self Across
3 voluntary 2 shift
4 nine-to-five 4 industrious
5 weekend 8 keep
6 part 9 eating
2 1 weekend job 10 bear
2 nine-to-five 11 touch
3 temporary Down
4 self-employed 1 Drinking
3 1 Pleased–delighted, satisfied 3 instructor
2 Strong–tough, resilient 5 snowed
3 Intelligent–bright, gifted 6 have
4 Tired–exhausted, worn out 7 bright
5 Confident–brave, self-assured Error Correction
6 Kind–sympathetic, caring
7 Shy–afraid, nervous 1 He’s very laid-back; he’s never too stressed.
8 Careful–conscientious, thorough 2 Playing tennis is hard on your elbows.
3 I’m happy to help you if you need help.
4 1 step down 4 The chairman stepped down and now I’m the boss.
2 set up 5 Sorry I’m late. How long have you been waiting?
3 be snowed under 6 My job is a nine-to-five, permanent job in the office.
4 get into 7 When you work at home, you have the best of both worlds.
5 work out 8 I have decided to revise for the test tomorrow morning.
5 1 has been working
2 has been raining
3 has been crying
4 have been revising
6 1 He’s been doing work at a charity shop since the beginning of
summer.
2 She’s been studying childcare for a month.
3 She’s been renting a flat for 6 months.
4 He’s been working since March.
5 He’s been paying two other members of staff for two months.
6 He’s planning to open a second office for a few weeks.
7 1 We can’t wait to finish our exams.
2 Research shows hothousing stops children thinking for
themselves .
3 Paul has decided to apply for a job as a sports instructor.
4 It’s impossible to pass an exam without revising a lot.
8 1 to have
2 volunteering
3 to be / being
4 to learn ... to get
I’ve been doing part-time volunteer work at a local animal

rescue centre every summer in July and August for the past
three years. The job’s unpaid but it offers a wide range of
training and experience. Working with animals is rewarding,
but it’s not easy. Volunteers need to be hard-working and
enthusiastic about animals. My main duties involve cleaning
out the enclosures and helping to feed the animals.
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7 Review U

1 5 1
6 2
2
7
3
8
4
DICTATION
9
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1 1 atrium Crossword
2 modern Across
3 columns 1 out
4 art deco 4 due
5 clay 6 rubbish
2 1 baroque. It’s an architectual style, not a material 9 over
2 pavilion. It’s a part of a building, not a style. 10 turn
3 urban. It’s an architectual style, not a part of a building. Down
4 atrium. It’s a part of a building, not a material. 2 tiles
5 column. It’s a part of a building, not a style. 3 were
3 1 key 4 dome
2 point 5 book
3 mind 7 be
4 show 8 having
5 lead Error Correction
4 1 make out 1 There’s a beautiful medieval church in our village.
2 thrown up 2 Oh, come off it! You have not met Brad Pitt and you know it!
3 pulled down 3 I tried to be quiet, so as not to wake you up.
4 get something across 4 Van Gogh is a well-known painter.
5 looking around 5 He is having his hair cut tomorrow at the hairdresser’s.
5 1 was stolen 6 Can you help me work out how this new phone works?
2 was made 7 That bridge was built by Calatrava several years ago.
3 have been taken / are being taken 8 The exhibit can be visited every day from 6 to 8.
4 be seen
6 1 Matisse’s artwork is known for his use of colour.
2 He is seen as one of the leading figures in modern art.
3 One of his most famous paintings was painted in 1905 and was
called Woman with a Hat.
4 His first painting, Woman Reading, can be viewed in the Museum
of Modern Art in Paris.
7 1 had someone break into it
2 had our bags searched by a security guard at the museum entrance
3 are having the art gallery designed
4 is having her portrait painted
8 1 Have e-announcements sent.
2 Have posters put up and flyers given out.
3 Have artwork delivered.
4 Have paintings organized in gallery.
5 Have refreshments and food for guests prepared.
The Walt Disney Concert Hall in Los Angeles was designed by

the architect Frank Gehry and opened in 2003. It’s the home
of the Los Angeles Philharmonic Orchestra. The postmodern
building’s exterior is made from curved panels of stainless
steel and mirrors. Light is a key feature and it is designed to
catch the sunlight, while the interior of the main auditorium
is made out of wood from oak and fir trees. Large wood
columns are placed in the atrium to look like tree trunks and
represent nature.
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8
VOCABULARY GRAMMAR
1 5
2
6
3 7
DICTATION
9
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1 1 riddle Crossword
2 haunted Across
3 unidentified 3 uncomfortable
4 suspense 6 couldn’t
2 1 Un–believable, expected 8 suspect
2 Im–possible, practical 9 back
3 Il–logical 10 out
4 Ir–regular, responsible 11 pretty
5 In–correct Down
6 Dis–loyal 1 gloomy
3 1 legible ... illegible 2 unbelievable
2 predictable ... unpredictable 4 figure
3 logical ... illogical 5 bulletproof
4 organized ... disorganized 7 must
4 1 called out Error Correction
2 freak me out
3 figure out 1 He can’t be in a bar! He’s underage!
4 scare away 2 Firefighters wear fireproof clothes at work.
5 ruled out 3 He must have called out for help because a man rushed to help him.
4 He must have been sleepwalking, because he was walking and
5 1 might snoring!
2 must 5 Ok, so let’s pick up where we left off.
3 can’t 6 An unidentified witness called the police.
4 might 7 The mysterious disappearance kept the town guessing.
6 Suggested answers 8 There’ll be a Christmas party for sure. There always is.
1 It might have been the door.
2 He must have been scared.
3 It might have been delayed.
4 She can’t be tired.
7 1 might had seen
2 must have found
3 must have been
4 must have felt
5 can’t have solved
8 1 It must have made an emergency landing.
2 The driver might not have been able to see.
3 She might not have taken her coat.
4 Someone must have broken in and stolen them.
You may not have heard about the story of the disappearance
of The White Bird but it’s one of the great mysteries in the
history of aviation. On the 8th of May 1927, it set out from
Paris heading for New York. Flying the aircraft were two
French pilots. The plane disappeared shortly after take-off
and was never seen again. Rumours suggest that it might
have got caught in a storm in the Atlantic but others say it
could have crashed in Maine or Newfoundland, although no
wreckage from the plane was ever found.
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9
VOCABULARY GRAMMAR
1 5
7
3
DICTATION
9
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1 1 chain store Crossword
2 retailer Across
3 bargain 3 round
4 merchandise 4 trial
2 1 Ence–coincidence, interference 6 waste
2 Ment–endorsement, placement 8 put
3 Al–arrival, removal 10 cowardly
4 Ance–appearance, performance 11 late
5 Ation–association, imagination Down
3 1 appearances / endorsement 1 browse
2 coincidence 2 out
3 placement 5 impulse
4 endorsement 7 through
5 association 9 call
4 1 shop Error Correction
2 giving 1 I’m mad about football. I could watch it forever.
3 sold 2 The removal company took care of moving all our furniture.
4 take 3 They’re giving away free samples of this new chewing gum at the
5 try station!
5 1 A team of fashion designers came up with ideas for the shop. 4 S he always hands in her class projects late, and the teacher never
2 You can try that dress on in the changing room. says anything!
3 I’ll pick her up from the shopping centre later. 5 I am busy now, but I’ll call you back in a minute.
4 I splashed out on a new pair of sunglasses for my holiday. 6 On top of this, I also think smoking is bad for other people’s health.
6 1 mixed them up 7 She easily jumped over the fence. / She jumped over the fence easily.
2 pick things up 8 The teacher read out the text in a bored voice.
3 come in for
4 thrown away
7 1 The retail park will have its grand opening tomorrow. / Tomorrow
the retail park will have its grand opening.
2 Have you ever bought anything in a shop that you knew you
didn’t need?
3 Viral marketing allows companies to spread the message about
their new product quickly.
4 I always look through the rail of discount clothes when I go shopping.
8 1 animatedly
2 effectively
3 straight
4 in a friendly way
5 in a relaxed way
Retailers employ many different techniques to encourage

people to shop more often in their stores; from brightly
coloured posters offering the latest discounts on the side of
buses, to TV and magazine adverts with celebrities endorsing
their products. Have you ever gone into a shop, seen something
you like, but left it to buy it another day, only to find it’s not
being sold anymore? This is done deliberately to make you
buy something straight away. This ‘fast fashion’ technique
is employed so there’s always something new in the shop to
tempt you and encourage you to make an impulse buy.
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490747 _ 0300-0317.indd 300 28/07/15 13:57
Grammar Reference Starter
Modals
I usually have something light for dinner.

There isn’t anywhere I’d prefer to be now than here.
There’s nowhere I’d prefer to be now than here.
They shouldn’t talk to strangers. Is there anything you can’t eat?

You must not touch the fire. Why aren’t you eating – is there something you don’t like?
I can’t open the file. I cannot open the file. . Can I do something to help?
Can somebody please get the phone?
Could you take out the rubbish?
Diana must study harder if she wants to pass all her exams.
Everyone loves my granddad.

Does anybody have a pen they can lend me?
I didn’t really like the film – nothing really happens in it.
Before I got my new printer, I had to go to an internet café to print
Reflexive pronouns
documents.
myself yourself himself ourselves themselves
yourselves herself
When the teacher asked me, I couldn’t think of a thing to say. itself
If we put labels on the bins, people will be able to recycle more easily.
I made myself a cup of coffee and went back to work.

James will help you. Did you buy yourself something nice?
Would you like a drink?
I prefer to do it
Does the file have to be closed before you transfer it?
My mum makes her own jewellery.
I ought to go home now.

We oughtn’t to use the car as much as we do.
Do you think I ought to lock up my bike?
Tim and Jan looked at themselves
Indefinite pronouns
Tim and Jan looked at
Someone* Something Somewhere

Anyone* Anything Anywhere
Everyone* Everything Everywhere Remember to behave yourselves at your grandparents’ house.
We really enjoyed ourselves at the party.
No one* Nothing Nowhere
Are you OK? Did you hurt yourself?
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Grammar Reference Unit 1 Grammar
Present simple Present perfect simple Future review
I walk to school. I don’t walk to school. I’ve read the instructions. I haven’t read the instructions.
She walks to school. She doesn’t walk to school. He’s read the instructions. He hasn’t read the instructions.
Making plans and predic

Do I walk to school? Yes, I do. / No, I don’t. Have you read the instructions? Yes, you have. / No, you haven’t.
Does she walk to school? Yes, she does. / No, she doesn’t. Has he read the instructions? Yes, he has. / No, he hasn’t.
My karate class starts at 6 an
I read every morning on the underground.

My brother’s going away for t
My aunt has curly hair like me. My sister’s travelled throughout most of South America.
What are you doing after sch
Have you read my blog?
Historic present
What are you going to do next

I’m going to get my driving lic
Harry goes to Hogwarts and learns to become a wizard.
Bruce Wayne decides to dedicate himself to a life fighting crime and Jenny and I have known each other for ages.
becomes Batman. That advertisement has been on TV for months now.
First-time writer wins literature prize. I think you’ll have a great tim
Police arrest local man for bank robbery. She’s had the e-reader since January and she’s loving it. You’re probably going to be re
Dad hasn’t stopped playing his guitar since we got it for him.
Present continuous
How long have you studied English? Tomorrow is going to be a lon
How long has John been in the football team?
I’m reading a classic novel. I’m not reading a classic novel. I’m going to bring a jumper be
You’re reading a classic novel. You aren’t reading a classic novel. Linking to the present
It may not work the first time
She’s reading a classic novel. She isn’t reading a classic novel.
Do you have any money you can lend me? I’ve left my wallet at home. I think I’ll go home now – I’m t
Philip’s never been to the park before, so I’m going to take him. I might get a cup of tea. Do yo
At the moment I’m reading a crime novel by my favourite author.
I’m sleeping in my brother’s room while they paint mine. just, yet & already
I normally wear contact lenses, but today I’m wearing glasses.
I’ve just had Future continuous
agree appear believe belong contain depend disagree dislike

doubt enjoy feel fit hate hear know like love matter mean I’ll be waiting for you.
need owe own prefer promise realize recognize remember
I haven’t finished reading your book yet
seem sound suppose surprise taste think understand want
Have you had lunch yet
weigh wish Will you be waiting for me?
I’ve already seen this film. This time tomorrow, I’ll be flyi
I’m liking your new look! When you’re 30, I think you’ll b
Has he already done
money!
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Grammar Reference Unit 2
Future review First conditional with if, when, unless, as soon as, until
en’t read the instructions.

asn’t read the instructions.
Making plans and predictions

you have. / No, you haven’t.
he has. / No, he hasn’t.
My karate class starts at 6 and finishes at 7.30. If you learn to manage your stress, you’ll feel much better.
It won’t work if you don’t turn it on.
How will you know if you never try it?
My brother’s going away for the weekend with his friends.
f South America.
What are you doing after school today?
When he calms down, he’ll be easier to talk to.

I’ll tell mum as soon as I get home.
What are you going to do next summer?
I’m going to get my driving licence as soon as I’m old enough.
ages. Mum won’t serve dinner until you get home.

months now.
We’ll stay in here until he comes in and then shout ‘surprise’.
I think you’ll have a great time.
d she’s loving it. You’re probably going to be really tired when you come home.
nce we got it for him. She won’t do it unless you tell her to.
Unless you help us, we’ll never finish in time.

Tomorrow is going to be a long day!
team?
I’m going to bring a jumper because it might get cold. First conditional and modals
It may not work the first time, but it will work if you keep trying.
If you need a lift home, you can come with us.

e? I’ve left my wallet at home. If we stay here one more day, we could go on the river tour.
I think I’ll go home now – I’m tired.
o I’m going to take him. Sarah might not come on Saturday if her aunt comes to stay.
I might get a cup of tea. Do you want something?
If you want to keep the book for one more week, you must let us
know.
Imperative conditionals
think? Future continuous
If you want to transfer photos, simply drag them to where you want
them to be.
I’ll be waiting for you. I won’t be waiting for you. Call me if you need me.
t. If you’re ever back here again, don’t forget to come and see me.
Will you be waiting for me? Yes, I will. / No, I won’t.
This time tomorrow, I’ll be flying to Morocco!

When you’re 30, I think you’ll be living in the UK and earning loads of
money!
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Second conditional Third conditional Past simple
The story ended happily.

He was very excited.
Did the story end happily?

Was he very excited?
If you saw a friend stealing something, what would you do
If we hadn’t advertised the concert, no one
On 13th October, the rescue s
I wouldn’t have known if you hadn’t told It all happened in June.
What would you have done if Jane had been We got home at midnight.
If I won the lottery, I’d buy
The hurricane hit on Monday
We went there last night.
I met her three years ago.
If the concert hadn’t had so many big names, it probably wouldn’t
If you could be anyone you wanted to be, who would you be? Past continuous
have raised so much money.
If we stayed over at your house, where could we sleep?
Dad might have been less angry at you for breaking his favourite CD
if you’d owned up to it.
He was watching the news.
If I were you, I’d join the drama club. You’re a great actor! You were watching the news
She wouldn’t have lent me the money unless I’d promised to pay it
back tomorrow.
If I saw some money on the street, I think I’d probably keep Was he watching the news?
Were you watching the news
They mightn’t give you a refund if you didn’t
If my mum hadn’t met my dad, I wouldn’t be At ten o’clock, the people were
I wouldn’t be able to afford it unless it was on sale.
You wouldn’t be in trouble if you’d listened
wish about the present We were all sitting in the dow
come and expecting the wors
I wish you were

If you weren’t my friend I wouldn’t have lied for you. When I woke up, my family w
I wish I didn’t have so much homework.
The earthquake struck while
wish about the past

I wish it were a bit warmer.
While you were watching TV,

I wish I’d brought He sat and sang to himself wh
I wish I hadn’t eaten
I wish it would stop raining.
I wish you’d stop doing that.
I wish our teacher would speak a bit more slowly.
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Past simple used to & would
The story ended happily. The story didn’t end happily. There used to be a mine there. There didn’t use to be a mine there.
He was very excited. He wasn’t too excited.
Did there use to be a mine there? Yes, there did. / No, there didn’t.
Did the story end happily? Yes, it did. / No, it didn’t.
Was he very excited? Yes, he was. / No, he wasn’t.
Dad used to have curly hair, but now he’s completely bald.
one would have come. You didn’t used to wear glasses, did you?
On 13th October, the rescue started.
ld me. It all happened in June.
been there? We got home at midnight.
My brother used to watch TV for hours before he went to university.
The hurricane hit on Monday.
When we were younger, Mum used to pick us up from school.
We went there last night.
I met her three years ago.
ames, it probably wouldn’t When Max was a puppy, he’d eat anything you put in front of him.
Past continuous Our last teacher would always give us homework for the holidays.
for breaking his favourite CD
He was watching the news. He wasn’t watching the news. We used to live in a small flat in the suburbs.
unless I’d promised to pay it You were watching the news. You weren’t watching the news.
Past perfect
Was he watching the news? Yes, he was. / No, he wasn’t.

Were you watching the news? Yes, you were. / No, you weren’t.
He had tricked everybody. He hadn’t tricked anybody.
n’t be here now. At ten o’clock, the people were being evacuated from their homes. Had he tricked anyone? Yes, he had. / No, he hadn’t.
ned to me.
We were all sitting in the downstairs room, waiting for the storm to
come and expecting the worst. Suddenly, … By December 2007, Darwin had been missing for over five years.
e lied for you. When I woke up, my family were all standing round me.
The earthquake struck while we were sleeping.
We came outside to see what had happened
While you were watching TV, I was fixing your bike for you.
He sat and sang to himself while he waited.
He thought he’d prepared for everything.

Suddenly she remembered where she’d seen his face before.
We had already gone home when you arrived.

When you knocked at the door I’d just woken up.
Did you take my plate? I hadn’t finished yet!
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Reported speech Reporting orders, requests & advice Present perfect continuou
I’ve been studying Maths.

She’s been learning Maths.
The brochure says that accommodation’s included.
Natalie: ‘Quick, give me my camera!’
We told the guide we wanted to stay a bit longer.
Natalie told me to give her her camera.
Have I been studying French?
Has she been studying French
Dad: ‘Can you help me close this suitcase?’
Simon: ‘The mountains are
Dad asked me to help him close the suitcase.
Simon said the mountains were
Marie: ‘My family went
Chris: ‘You should get a visa before you get there.’
Marie said that her family had been
Chris advised / told us to get a visa before we get there.
I’ve been talking to your teac

Guide: ‘Please don’t take photos in here.’
You look exhausted! What hav
The guide told us not to take photos in there.
Reporting questions
Daniel has been playing muc
Donna: ‘Are you OK?’

How long have you been play
Donna asked me if I was OK. .
I’ve been learning to drive for
We’ve been waiting since ten
Melanie: ‘Do you speak Indonesian?’ Present perfect simple and

Pamela: ‘I need to wash my hands.’ Melanie asked me if I spoke Indonesian.
Pamela said she needed to wash her hands. .
Brian (two weeks ago): ‘Jane stayed here last week.’
Brian told us Jane had stayed there the previous week.
Mum (last week): ‘We can stay at this hotel again tomorrow.’ Julia: ‘When are you coming?’
Mum said we could stay at the hotel again the next day. Julia asked (me) when I was coming.
Mike: ‘Which seats do you want?’
I’ve read the book.
Mike asked (us) which seats we wanted.
I’ve been reading the book.
Inge: ‘How long did it take to get there?’
Bill said he had seen the film Inge asked (us) how long it took to get there.
Dad’s cooked dinner.
Dad’s been cooking dinner
Kim: ‘Jo’s really good at surfing.’

Kim said Jo’s really good at surfing.
How long have you been at un
How long have you been stud

Kim said Jo was really good at surfing, but he’s only had two lessons.
I’ve known her for a year.
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vice Present perfect continuous Gerunds & infinitives
I’ve been studying Maths. I haven’t been studying Science.

She’s been learning Maths. She hasn’t been learning Science.
Have I been studying French? Yes, I have. / No, I haven’t.

Has she been studying French? Yes, she has. / No, she hasn’t.
?’
case.
et there.’
Marie enjoys studying.
ore we get there.
We’ve finished doing our homework.
I’ve been talking to your teacher and she says you’re doing well.
You look exhausted! What have you been doing? I’m not very interested in seeing that film.
there.
Wipe your feet before coming into the house.
Daniel has been playing much better recently.

Skiing is great fun.
Making mistakes is an important part of learning.
How long have you been playing the guitar?

as I OK.
I’ve been learning to drive for a couple of weeks. It’s worth doing a few practice tests before the exam.
We’ve been waiting since ten o’clock. There’s no point worrying about it.
Present perfect simple and continuous compared

… if I did speak
I want to set up my own business one day.

But you promised to help me!
I’ve read the book. My dog’s always happy to see me when I come home.
d.
I’ve been reading I think it’s difficult to know how to start.
here.
Dad’s cooked I don’t mind not having the window seat, if you want it.
Dad’s been cooking dinner In the end, we decided not to go to the party.
I’ve started to do / started doing judo classes.

How long have you been We stopped eating.
We stopped to eat
How long have you been studying
I’ve known her for a year. I’m looking forward to hearing from you.
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The passive Active & passive Modals of speculation
The liquid is carbonated and flavoured before being put in bottles.

Granny Smith apples were discovered by accident in Australia in 1868.
Frank Gehry designed the Guggenheim . The Sydney Opera House was designed by Danish architect Jørn Utzon.
The Guggenheim was designed by Frank Gehry . It may be someone playing a t
There could be life somewhere

Juan was caught
The painting was sold You might win the prize – you
They make it here. It’s made here. Our front door has been painted with graffiti.
Sheila’s making them. They’re being made by
Sheila. He might not be home yet.
We haven’t cooked the The pasta hasn’t been You can get She may not let you, but ask a
pasta yet. cooked yet.
Marconi invented the The radio was invented Tickets can be bought
radio. by Marconi.
Audrey was making The costumes were
the costumes. being made by Audrey. It can get cold here in winter.
No one had done it It had never been done
before. before. The drawings at the exhibition were all It could get cold tonight.
When will they finish When will the house be

the house? finished?
We are going to finish The project is going to He must be very brave to go s
the project today. be finished today. Russell Crowe played the role of the gladiator Maximus, and was
awarded an Oscar for best actor. Jim must speak quite good Fre
They’ll have painted it It will have been
by Monday. painted by Monday.
have / get something done
They might move the The statue might be
‘After a 12-hour flight, you mu
statue to another moved to another
slept on the plane.’
room. room.
‘Your parents must be happy w
You can see the wall The wall can be seen
delighted.’
from space. from space. I’m having my hair cut
My brother’s just had braces put in.
We get our car washed
It can’t / couldn’t be a ghost –
ghost…
They will be discussing the question at the meeting tonight.
The question will be discussed at the meeting tonight.
Jonah got his wallet stolen
Julie is going to have her photo put in a magazine.
They have been building the new museum for some years now.
The new museum has been under construction for some years now.
We’re having our house painted by professionals.

She had her car scratched by some local vandals.
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Modals of speculation Modal perfects of speculation
before being put in bottles.

y accident in Australia in 1868.
y Danish architect Jørn Utzon.
It may be
Pirates may have captured
There could be
James didn’t come to class on time. He might have slept through his
usand pounds. You might win
I don’t know why Francine’s not answering. She could have forgotten
raffiti. her phone.
He might not be
She may not let She might / may not have remembered we’re coming.
It can get cold here in winter. I must have left my coat at your house – I remember taking it off
done by children. It could get cold tonight. And you won first prize? You must have been really happy.
He must be very brave to go somewhere dangerous like that.

diator Maximus, and was The crew couldn’t have disappeared completely. Someone must have
Jim must speak
You can’t have seen her. She was with me.

‘After a 12-hour flight, you must be very tired.’ ‘Actually we’re OK. We
slept on the plane.’
‘Your parents must be happy with your exam results.’ ‘Yes, they’re
delighted.’
It can’t / couldn’t be a ghost – they don’t exist.
magazine.
fessionals.
al vandals.
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Multi-part verbs Adverbs
grow up deal with sign up for tell off turn out check in / out
set up get across call out
Advertising seems to be everywhere nowadays.
A lot of advertising works subconsciously.
Go into her room and say hi.
In my opinion, I’d never pay that much for a phone.

go into Amazingly, he was the same guy I’d met the day before.
Advertising has been around for a long time. However, it has changed
a lot since digital media.
When are you going to grow up?
Slow down – you’re going too fast!
She’s always late. I’ve already seen this advert. That also happens to me.
He speaks English very well. .
We were all talking so the teacher told off the whole class.
We were all talking so the teacher told the whole class off.
quick – quickly happy – happily tragic – tragically

She told us off. .
I was so into the book I couldn’t put it down.
He looked at me in a friendly way. He gave me a friendly look.

I’ll deal with the mess on the floor – don’t worry.
I’d like to get into medicine, but it involves a lot of study.
He hardly noticed me.
He works very hard.
I’d like to sign up for Vikram yoga classes, please.
What about Daisy? Do you get on with her? You can speak freely here.
They’re giving them away free.
Your teacher speaks very highly of you.

Guerrilla marketing is widely considered to be one of the most
effective cheap ways of advertising.
grow up – become an adult – A child or a teenager grows up. The doctor will be with you shortly.
tell off – reprimand somebody – A teacher, parent or boss might tell
you off for doing something wrong.
be taken in – believe something that is untrue – be taken in by a
fraudulent email, for example
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UNIT 4 Page 45 exercise 8 STUDENT A UNIT 7 Page 79 exercises 3 & 4 STUDENT A
FAMOUS FRAUDS
BALLOON BOY
Americans Richard and Mayumi Heene rang the
police, 1 … their son Falcon had gone missing in
a homemade balloon. When the balloon landed,
the boy wasn’t in it, 2 … fears that he had fallen
out, and 3 … an international media story. In fact,
Falcon’s 4 … parents had made their son go into
5
… in the attic where he was found in a cardboard
box. The reason for 6 … this was so they could get
publicity for the couple’s TV show.
UNIT 7 Page 74 exercise 4 UNIT 8 Page 84 exercise 3
311
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UNIT 4 Page 45 exercise 8 STUDENT B UNIT 8 Page 89 exercise 3
●
●
●
FAMOUS FRAUDS ●
●
THE CHAMELEON
●
Frenchman Frédéric Bourdin did an incredible
●
thing by 1 … an American couple that he was
●
their missing son, Nicholas Barclay. The 2 …
parents even brought him to America, 3 … him
●
to be genuine. He was sentenced to six years in
●
jail. After 4 … to France, the ageing Bourdin then
●
became a 15-year-old Spanish boy, 5 … as a
●
teenager and 6 … a baseball cap to hide his age.
He married in 2007 and had three children, giving
●
up his life of crime.
UNIT 7 Page 79 exercises 3 & 5 STUDENT B UNIT 9 Page 93 exercise 10
312
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UNIT 1 Page 13 UNIT 6 Page 65
●
●
UNIT 5 Page 55
313
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FACE 2 FACE
UNIT 7 Page
UNIT 8 Page
UNIT 5 Page 53
UNIT 2 Page 21
UNIT 9 Page
UNIT 3 Page 31
UNIT 6 Page 63
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Pronunciation
UNIT 7 Page 75 UNIT 1 /v/ and /b/
b b b b
UNIT 8 Page 85
UNIT 2 Contracted ’ll
UNIT 9 Page 95
Answers page 318
315
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Pronunciation
UNIT 3 Sentence stress (1) UNIT 5 Abbreviations and acronyms UNIT 7 Sounding
sounding
1
1
1
2
2
UNIT 4 used to
UNIT 6 Sentence stress (2)
1 UNIT 8 Word str
verbs an
1
Answers page 318
316
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nd acronyms UNIT 7 Sounding polite and 2
sounding firm 3
rebel
UNIT 9 Stress in nouns and verbs
2 1
(2)
UNIT 8 Word stress in identical
verbs and nouns
2
blue
operate
1 occupation
Answers pages 318–319
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Pronunciation ANswers
Student’s Book page 127 UNIT 4
1 4.16 Students’ own answers

UNIT 1
2 1 /ju:st/
2 /ju:zd/
1 4.10 Students’ own answers 3 /ju:st/
2 4.11 4 /ju:st/
1 brother’s ... clever 5 /ju:zd/
2 novel’s ... better 6 /ju:st/
3 been ... Venice
4 lived ... Britain 3 4.17 Students’ own answers
5 bought ... van
6 books ... every
UNIT 5
7 bored ... movies
8 bet ... love 1 4.18
3 4.11 Students’ own answers Individual letters: RSVP, DIY, ASAP, PS, ATM, SOS, UFO, BBC, FYI, VIP
New word: IKEA, PIN, UNESCO
UNIT 2 2 4.19 Students’ own answers

2 4.13 UNIT 6
1 will ... you’ll
2 I’ll ... I’ll 1 4.20 Students’ own answers
3 will
4 I’ll 2 4.21
5 will 1 No, I’ve been listening to Pink Floyd.
6 we’ll 2 No, I’ve actually been living in Chicago.
3 No, I’ve been talking for five minutes.
3 4.13 Students’ own answers 4 No, I’ve actually been studying English.
Student’s Book page 128 Student’s Book page 129
UNIT 3 UNIT 7
1 4.14 1 4.22 Students’ own answers
1 I wouldn’t have gone if I’d known.
2 If the car had started, we wouldn’t have arrived late. 2 4.23
3 If you had asked, I would have called you. 1 firm
4 It would have been great if it hadn’t rained. 2 polite
5 I wouldn’t have failed the exam if you’d helped. 3 polite
4 firm
2 4.15 5 firm
1 left ... asked 6 polite
2 crashed ... been
3 laughed ... heard
4 been ... come
5 complained ... seen
6 loved ... gone
318
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Pronunciation ANswers
UNIT 8
1 In the nouns, the first syllable is stressed.
In the verbs, the second syllable is stressed.
UNIT 9
1 4.26
delegate delegation
revise revision
converse conversation
investigate investigation
compete competition
P
inform information
receive reception
2 1 televise
2 discussion
3 introduce
4 description
5 operate
6 occupation
319
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STORY
The Island
FAST FINISHERS
320
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1
2
3
FAST FINISHERS
Answers page 326
321
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STORY
Junk Planet
PART ONE
PART TWO
FAST FINISHERS
322
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1
2
PART TWO
3
FAST FINISHERS
Answers page 326
323
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STORY
The Body Artist
FAST FINISHERS
324
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1
2
3
FAST FINISHERS
Answers page 327
325
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Stories ANswers
Student’s Book pages 130–131 Student’s Book pages 132–133
Warmer Warmer
Ask students to look at the illustration on page 141 and in pairs, Ask students to think of a science fiction film or book that
write down as many words as they can – nouns that they can see they’ve seen or read. In small groups, ask them to describe the
in the picture, adjectives to describe it, and verbs that someone film or book to each other. Give them the following questions
could do in that place. Give them 5–10 minutes to make their to help their descriptions: Where is it set? Who are the main
lists, then ask them to swap lists with another pair and count characters? What happens in the film or book? How is the setting
their words. See which pair got the most words. different from our world? Does it give a positive or negative view
of the ‘world’ that it describes?
1 Students’ own answers After about 10 minutes, ask each group to feed back on one film
2 4.28 Students’ own answers or book that they discussed.
3 1 H
er phone isn’t working, she can’t connect to the internet and
she’s alone without her friends Zadie and Alice. 1 Students’ own answers
2 They have a family crisis. 2 4.29 Students’ own answers
3 She heard a bird screeching, heard noises in the bushes and then 3 1 D
heard the whine of a mosquito. 2 E
4 He had been born in the old lighthouse, spoke English and he 3 F
could tell amazing stories. 4 A
5 Andreas told her many different stories and to her it seemed like 5 C
every stone, tree and ruin had its own tale to tell. 6 B
6 She feels calm and relaxed because she is comfortable on the
island alone now.
4 dull roar: the waves 5 1 They drifted along, they fell asleep and when they woke the fog
had lifted. They arrived at an unknown place and saw Big Ben
electronic music: Melissa’s phone
collapse into the River Thames.
screeching: a bird
tinkling: bells
2 The Earth was floating at the far side of the universe. It had trees
and swans gliding along a crystal stream. He imagined it like this
whine: a mosquito
because he wanted to be there; it was perfect and what he hoped
5 Students’ own answers for. It was his dream planet.
3 A solitary tower (Big Ben) moving in the air.
326
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Stories ANswers
Student’s Book pages 134–135
Warmer
Before students open their books, tell them they are going
to read a story called The Body Artist. Get them to work in
small groups and make predictions about the story, i.e. main
characters, setting, plot. Get each one to make a record of
their predictions. At the end of the lesson, read out the groups’
predictions and see who was closest to the actual story.

3 1 He was an artist and was working in a gas station.
2 He painted with oils. His pictures reflected and enhanced what he
saw in the world.
3 By giving his paintings in exchange for meals at a cheap
restaurant.
4 She had an idea, other companies loved this idea and were willing
to pay for it.
5 They wanted something that would last.
6 He now had no job and was covered in tattoos that were
worthless.
4 1 make a career of
2 adore
3 end up
4 ornate
5 chuckle
s 6 twitch
d 7 worthless
327
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Reading Extra WORKBOOK ANSWERS
Workbook page 122 Workbook page 128

1 Students’ own answers 1 Students’ own answers
2 Penny 2 From the title of a painting by Claude Monet, called Impression,
3 1 T Sunrise.
2 F 3 1 Claude Monet.
3 F 2 Outdoors.
4 T 3 Rodin.
5 T 4 Tubes.
5 Painting wet paint on top of wet paint.
Workbook page 123 6 The subject.
1 Students’ own answers Workbook page 129
2 She doesn’t want to be there.
3 1 Other islands.
2 They probably were in a relationship or liked each other and she 2 No
has been a witness to something dangerous he did. 3 1 T
3 Because the weather is not good, Kate doesn’t want to be there, 2 F
the father and the mother don’t seem to be on good terms and 3 F
there is nothing to do. 4 T
5 F
Workbook page 124 6 T
1 Students’ own answers Workbook page 130
2 A very expensive diamond ring.
3 1 She was giving him her spare change.
2 The next day when she went to look for it. 2 Yes
3 No. She hoped she’d find it, but she was certain she would never 3 1 Football, fashion and being an ambassador.
see it again. 2 That he was giving away all of his salary from Paris Saint-Germain
4 His grandfather. to charity.
5 $145,000 donated to the Billy Ray Harris fund. 3 The fact that she was a famous pop star helped him gain more
publicity opportunities and provided him with a ‘brand rub-off’.
Workbook page 125
2 An area where more tornadoes occur, because the warm and cold air
clash.
3 1 The Gulf in the south and the Rocky Mountains and Canada in the
north.
2 24 people.
3 May.
4 Oklahoma.
5 Bowser.
Workbook page 126

2 That some students do it just to feel better about themselves.
3 1 T
2 T
3 T
4 F
5 T
Workbook page 127

2 His childhood in the mid 30’s.
3 1 Because the weather of the island eased his methods.
2 He already kept a diary on nature.
3 He would take a stroll with Margo in the garden to look at the
flowers.
328
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Richmond ®
58 St Aldates
Oxford OX1 1ST
United Kingdom
© Martyn Hobbs and Julia Starr Keddle
© Santillana Educación, S.L. 2015
Writers: Sofia Diez Pereda, Terry Prosser, Tim Roberts
Publishing Director: María Lera

Managing Editors: Tom Hadland, Catherine Richards
Editorial Team: Brígido Adán Lozano, Ben Pincus,
Paloma Rodríguez Esteban
Digital Managing Editor: Virginia Santidrián Ruiz
Recordings: EFS Television Production Ltd.
Art Director: José Crespo

Cover Design: Manuel Estrada
Design: Dave Kuzmicki, Novimago S.L.
Art Coordination: Rosa Marín, Javier Tejeda
Technical Director: Jorge Mira Fernández

Technical Coordination: Rocío Lominchar Romero
Layout: Colart Design
Photo Researcher: Amparo Rodríguez
Printed in Spain
ISBN: 978-84-668-2054-7
DL: M-33056-2013
CP: 490747
All rights reserved.

No part of this work may be reproduced, stored in a retrieval system
or transmitted in any form, electronic, mechanical, photocopying
or otherwise without the prior permission in writing of the copyright
holders. Any infraction of the rights mentioned would be considered
a violation of the intellectual property (Article 270 of the Penal Code).
If you need to photocopy or scan any fragment of this work, contact CEDRO
(Centro Español de Derechos Reprográficos, www.cedro.org).
Every effort has been made to trace the holders of copyright,

but if any omissions can be rectified, the publishers will be
pleased to make the necessary arrangements.
The publishers would like to thank all those who

have contributed to the development of this course.
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9 Shop 'til you drop Unit overview

Vocabulary Language objectives

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Answers Students’ own answers

2 3.27 The text is available to listen to.

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Adjectives ending –al and –ic 6

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get round to put off sort out take back

I took it back to the shop. I

Why did you write ‘watch’?

Because I splashed out on a new watch

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GRAMMAR OPTIONS 4 3.28 The text is available to listen to.

Teaching tip Answers Students’ own answers

2 You could also do the activity by giving the students words on

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out take back

YOUR TURN TO SPEAK

ed out on a new watch

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5 These expressions are all common idiomatic expressions in spoken

Answers Students’ own answers Teaching tip

Answers 7 3.31 The expressions in Express yourself are available to listen

4 3.29 Transcripts page 272 Get students to read the questions

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Watch this space – it could be the next

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Answers Students’ own answers

2 3.32 The text is also available to listen to.

Answers Students’ own answers

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PRONUNCIATION Stress in nouns and verbs

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3 Encourage students to check their answers together.

Answers Students’ own answers Answers

Extra activity 10 Get feedback and check the answers together.

11 Get class feedback and prompt extra discussion.

Answers Students’ own answers

12 Check if students recognize any of the multi-part verbs.

14 Encourage students to use the multi-part verbs in their discussions

Answers Students’ own answers

Go Digital! Continuous assessment

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I think that’s false! Your parents wouldn’t let you. 6

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2 Get students to look back at the adverbial phrases in the grammar

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I think the USP for the chips is that 3

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In this lesson, the students think about the important things in

1 Explain that in America chips are called french fries. In American

Answers Students’ own answers

2 Maybe explain a USP as something different and better about the

Answers Students’ own answers

3 Get the students to talk with another group to compare their

Answers Students’ own answers

Answers Students’ own answers

Answers Students’ own answers

Answers Students’ own answers