Académique Documents
Professionnel Documents
Culture Documents
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Paul Kelly
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4852548 Spectrum TG4_PRESS.indb 1 10/06/2016 10:40
cyclists at velodrome/Dark Horse/Cultura), 86 (businesspeople reading newspapers on crowded train/Image source), 86 (Real
1 tunnel with high speed/FredFroese), 86 (Sony Corp. Makes Announcement About ‘Project Morpheus’ VR Headset At The 2015
Game Developers Conference/Bloomberg), 90 (Kabaddi match/Ed Jones), 91 (game of road bowling/Patrick Horton), 91 (road
bowling ball/Patrick Horton), 93 (people watching a 3D movie/andresr), 98 (Couple in market at cheese stall/Michael
Heffernan/Taxi), 100 (baboon covering eyes/Tom Brakefield), 100 (chimpanzee pulling a face/Andrew Plumptre),
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom 104 (Participants play their cajones/AFP), 105 (whisking eggs in a bowl/JGI/Jamie Grill/blend images), 112 (nurse assisting
Oxford University Press is a department of the University of Oxford. patient/Steve Debenport), 112 (personal trainer at gym/Hero Images), 113 (television reporter/Nano Calvo), 114 (Starship
Enterprise/BS Photo Archive), 116 (turtles on beach/Jeff Rotman), 118 (waitress in Mexican restaurant/Todd Warnock),
It furthers the University’s objective of excellence in research, scholarship, 118 (waitress in Mexican restaurant holding picture/Todd), 119 (Coach with diverse team of young children playing soccer/
and education by publishing worldwide. Oxford is a registered trade kali9/E+), 120 (Teenage friends with skateboards/Image source), 120 (Students bowing in play/Hill Street Studios/Blend
Images), 121 (Victorious Soccer Team with Trophy/Moodboard/Cultura), 120 (school trip/Friends have fun togetherness/
mark of Oxford University Press in the UK and in certain other countries franckreporter/E+), 141 (Truman, Churchill and Stalin at the Potsdam),144 (Scott Fitzgerald/American Stock Archiv),
145 (bomb disposal/Kommersant Photo), 145 (robotic hand/Gently does it/Colin Anderson/Photograhper’s choice), 146 (‘Love
© Oxford University Press 2016 Conquered Fear’ print, 1840/Print Collector), 146 (the slums of London engraving/DEA/J. E. Bulloz), 146 (railway illustrations,
1831/Print Collector), 123 (A volunteer with students at Sulaimanya Muslim School/Margie Politzer/Lonely Planet Images),
The moral rights of the author have been asserted 129 (woman twirling hula hoops/A Hudson), 129 (women doing aerobic exercise/Dennis Hallinan), 131 (emperor penguin
chick/Martin Ruegner); Isaac Allotey and the Dance Warriors of Africa: p.38 (Dance Warriors of Africa/email: info@
First published in 2016 dancewarriors.com); istock pp.26 (Ration book/chrisdorney), 32 (Modern House with Solar panels/ctor), 106 (Blindfolded
2020 2019 2018 2017 2016 young woman tasting ice cream/PJPhoto69), 129 (girl rollerskating/RyersonClark), 133 (girl reading e-book/Svetlana Braun);
Rex pp.23 (display of bathroom on elevated billboard advertising Ikea/SEVGI/SIPA/REX Shutterstock), 28 (Honest Jon’s record
10 9 8 7 6 5 4 3 2 1 shop/Ming Tang-Evans), 72 (Diggerland/Nick Cunard), 77 (Troy film set, Malta/Andrew Murray), 82 (Heaton, Park Manchester/
Simon Buckley), 96 (A Chinese young woman poses to touch a giant panda’s nose/ImagineChina), 118 (group of high school
All rights reserved. No part of this publication may be reproduced, stored students/Kelly Redinger/Design Pics); Oxford University Press Images: pp.5 (smartphone/Umberto Shtanzman), 5 (laptop/You
can more), 9 (Student study group/Juice Images), 13 (Desktop calendar/billdayone/Shutterstock), 13 (Teen Girl playing guitar/
in a retrieval system, or transmitted, in any form or by any means, without Dm_Cherry/Shutterstock), 16 (Earth from Space/NASA), 17 (Student boy/ZouZou/Shutterstock), 17 (Student girl/Monkey
the prior permission in writing of Oxford University Press, or as expressly Business Images/Shutterstock), 17 (man looking up/CREATISTA), 22 (tropical beach/leoks), 26 (Cheddar cheese/Brent
Hofacker), 26 (eggs/Kovalchuk Oleksandr), 28 (Headphones/Alexander Demyanenko), 50 (broken leg/AID/Corbis), 55 (teen boy
permitted by law, by licence or under terms agreed with the appropriate smiling/Edyta Pawlowska/Shutterstock), 55 (headshot lady/mike stone), 60 (Chinese teen girl/Mark Bassett), 60 (portrait teen
reprographics rights organization. Enquiries concerning reproduction outside boy smiling/Photodisc), 73 (Safari Helmet/Photodisc), 80 (drum kit/Dario Sabljak), 82 (Fish and chips/stocksolutions/
Shutterstock), 84 (space shuttle/Vadim Sadovski/shutterstock), 92 (teen girl/Rob Marmion), 93 (Student with glasses/Vitchanan
the scope of the above should be sent to the ELT Rights Department, Oxford Photography), 93 (high school student by lockers in purple top/Monkey Business Images), 94 (DICTIONARIES/Oleksiy Mark),
University Press, at the address above 105 (Student on Campus/Joana Lopes), 108 (Mount Fuji/Sean Pavone), 108 (Teacher helping Student/Goodluz), 108 (Travelling
Business man/NicoElNino), 120 (Girl portrait/Chris King), 145 (microprocessor/R-studio), 123 (Picking Up rubbish/Lifesize);
You must not circulate this work in any other form and you must impose Shutterstock pp.4 (Young woman photographing with digital gadget old buildings in Dubrovnik old city center. Back view
with tablet screen/RossHelen.) 4 (a Pteranodon flying isolated on white background/Valentyna Chukhlyebova) 4 (T Rex/
this same condition on any acquirer Isolated Dinosaurs on white background/metha1819) 4 (The Camarasaurus dinosaur lived in North America during the late
Jurassic Period - 3D render/Linda Bucklin.), 4 (Big Ben, London/Tangman Photography), 4 (Woman wearing glasses for
Links to third party websites are provided by Oxford in good faith and for augmented reality at Smau/Stefano Tinti5 (Rss glossy vibrant web button/Vjom), 7 (sports shop/pio3), 9 (Senior woman eats
information only. Oxford disclaims any responsibility for the materials lunch at retirement home/Alexander Raths), 8 (Climbing team on the summit of a challenging rock mountain/Greg
Epperson), 11 (library/Mikael Damkie), 11 (lovely puppy/Miroslav Hlavko), 12 (Sphere of plastic bricks/Magicvector),
contained in any third party website referenced in this work 14 (Yellowstone National Park entrance sign/Dgrilla), 15 (Yellowstone National Park/Bertl123), 18 (abstract blue background),
20 (judge’s gavel/Nata-Lia), 24 (vending-machine-for-the-sale-of-soft-drinks/Constantine Pankin), 24 (Men’s jeans (front, back
Photocopying views). Photo-realistic vector illustration/ivelly), 25 (viking helmet/koya979), 28 (Vintage Record player/kldy), 28 (Seven inch
singles/Stuart Fuidge), 29 (brunette teen girl/Tracy Whiteside), 29 (Smiling Young African American Male/Flashon Studio),
The Publisher grants permission for the photocopying of those pages marked 30 (typing on laptop/imtmphoto), 30 (Pine wood texture with grunge yellow white color/Jan Faulkner), 30 (crumpled paper
‘photocopiable’ according to the following conditions. Individual purchasers effect/Kjpargeter), 32 (Windmill Farm/Mimadeo), 32 (public electric car recharging a parking spot/Paulo Bona), 32 (3D cut of
working car motor on the engineering drawing/Nikonaft), 32 (Reset of water at hydroelectric power station on the river/
may make copies for their own use or for use by classes that they teach. Aleksandr Kurganov), 33 (White Smart watch/Koksharov Dmitry), 32 (Car battery isolated on white background/Ensuper),
School purchasers may make copies for use by staff and students, but this 33 (Some bicycles of the bike rental service in Madrid, Spain/Isa Fernandez Fernandez), 34 (Group Of High School Students
Running In Corridor/Monkey Business Images), 34 (multicolour squares background/Essl), 35 (farm of solar cell panels/
permission does not extend to additional schools or branches Stockphoto Mania), 35 (Apple iPad/r.nagy), 36 (brain model/vasabii), 36 (cardiogram background/Allies Interactive), 37 (young
basketball players playing with energy/FCSCAFEINE), 37 (cartoon bicyle/notkoo), 40 (teen boy in front of graffiti/Max Topchii),
Under no circumstances may any part of this book be photocopied for resale 40 (recycling symbols/Vitezslav Valka), 41 (Students Leaving/auremar), 42 (crumpled paper effect/Kjpargeter) 43 (wind farm/
majeczka), 43 (electric car/Artens), 45 (High School Students Taking Part In Group Discussion/Monkey Business Images),
isbn: 978 0 19 485254 8 Teacher’s Guide 44 (Men and women avatar profile picture set/Liubou Yasiukovich), 44(Speech and thought watercolor bubble shape/itVega),
isbn: 978 0 19 485248 7 Tests and Resources Disc 44(Debate concept illustration with crowd people silhouettes/madpixblue), 45 (White square graph paper/sommthink),
46 (Closeup portrait of nerdy young woman with black glasses biting her nails./PathDoc), 46 (young man with guitar/Zurijeta),
isbn: 978 0 19 482043 1 Teacher’s Guide and TRD Pack 46 (yellow smiley face/zentilia), 46 (sky at sunset/Grisha Bruev), 48 (watercolour circles/KsushaArt), 48 (watercolour painting/
Rudchenko Liliia), 48 (Tammy vector avatars/Jesus Sanz), 48 (Cool Guy people icons/FJstudio), 48 (Maria cartoon faces/
Printed in Spain dedMazay), 48 (Rainbow Harry cartoon boy/Ralf Juergen Kraft), 48 (excited woman/Ariwasabi), 49 (woman painting wall/
iofoto), 50 (Female High School Basketball Team Playing Game/Monkey Business Images), 50 (Ankle brace/Tewan
This book is printed on paper from certified and well-managed sources Banditrukkanka), 50 (Young woman scratching herself/Piotr Marcinski), 51 (Sport vector illustration/zeber), 52 (winter
landscape/RHIMAGE), 52 (people in snow/Andrew Park), 53 (grey owl/Critterbiz), 52 (ice over water/Rumo), 54 (walnuts/
Dionisvera), 54 (cooked fish fillets/HLPhoto), 54 (woman with glass of water/Sheftsoff), 54 (man asleep in bed/Monkey
acknowledgements Business Images), 54 (couple dancing in kitchen/Wallenrock), 54 (blurred light background/Kesu), 56 (sheep in Canary Wharf/
The publishers would like to thank all the teachers who have contributed to the development of this course, in particular: Sonia Blaya IR Stone),56 (set of various gardening items/Jovanovic Dejan), 56 (Funny cow/Dudarev Mikhail), 58 (Abstract business science
Albert, IES 8 de Marzo, Alicante; Mª Ángeles Cabrera Hernández, IES Vecindario, Vecindario; Jose Manuel Cano Franco, IES or technology background/DrHitch), 58 (woman holding modern mobile smartphone with login/Bloomua), 58 (chat template/
Paco Molla, Petrer, Alicante; Beatriz Carcelén Guiu, IES Ángel Sanz Briz, Zaragoza; Enrique Castillo Almira, IES El Bohío, PiXXart), 60 (cake covered in sweets/ThreeRivers11), 60 (global online communities graphic/Cienpies Design) 61 (motor bike
Cartagena; Maria José Estrada Arasa, Institut Deltebre, Deltebre; Ana María Fernández Gómez, IES Pérez Galdós, Las Palmas race/Ahmad Faizal Yahya), 62 (smiley icons flat design/rendix_alextian), 63 (Confident young man talking on mobile phone in
de Gran Canaria; María Consuelo González de Castro, CPI A Cañiza (Pontevedra); Marisa Juan García, IES Pare Vitoria, Alcoy; cinema, spectators looking angry./Stocklite), 64 (open book/Be good), 65 (Beautiful purple fields/PonomarenkoNataly),
Carmen Macarena Osuna Rodríguez, IES FLorencio Pintado, Peñarroya – Pueblonuevo (Córdoba); Jaime Tomás Pons Abad, IES 65 (Afternoon tea/c.byatt-norman), 64 (big lawn/schab), 66 (music dance background/Redshinestudio), 66 (St Leonards Festival/
Dr Pedro Guillén, Archena; Ana María Ruiz Herrera, IES Margarita Salas, Seseña (Toledo); Rosa Isabel Vera Saura, IES Santa David Fowler), 66 (dancer/ayakovlevcom), 67 (teen boy in red/Djomas), 67 (teenage boy blue top/Nolte Lourens), 67 (Smiling
Pola, Santa Pola. female teen/hturner), 67 (Colourful music background/Spectrum Studio), 68 (hiking bag and boots/Alexander Raths),
68 (climbing equipment/swinner), 68 (climbing rope/Dr. Cloud), 68 (hiking boots/ultimathule), 68 (ice axe/Krasowit), 70 (Night
The publishers would also like to thank all teachers who were interviewed, took part in Focus groups, or who answered questionnaires during
view with people enjoy on rollercoaster at Siam park amusement in Bangkok/SIHASAKPRACHUM/Shutterstock.com),
the development of this course.
70 (Music band performing/Nejron Photo), 70 (two young students talking/Helder Almeida), 70 (Night street view of Leicester
The publishers would like to thank the following for the permission to reproduce photographs: Alamy Images pp.7 (sports shop/Alan King), Square/BikeWorldTravel), 72 (alligator leather/andersphoto), 74 (Stage with Red curtains/Serafima82), 74 (theatre masks/
10 (colourful social media icons/Leigh Prather), 10 (teen girl being bullied by text message/Ian Allenden), 19 (notebook image/ Elnur), 75 (pressing hotel bell/Andrey Burmakin), 76 (blue lagoon/Tyler Olson), 78 (wood background/Nightman1965),
paper spiral/Storylife), 20 (Dog walker on the Upper West Side, New York City/© Alex Segre/Alamy Stock Photo), (23 (TV 78 (blank digital tablet/patrisyu), 78 (row of coloured books/gfdunt), 78 (Mysterious medieval castle in a misty full moon/
advert/© f8 archive/Alamy Stock Photo), 43 (notebook image/paper spiral/Storylife), 54 (man using running machine/ Zacarias Pereira da Mata), 78 (Portrait of a young woman/Tatiana Koshutina), 78 (Young woman stand near the car and look on
imtmphoto), 56 (young woman holding rake/Hero Images Inc.), 57 (notebook image/paper spiral/Storylife), 64 Katherine map/NatUlrich), 79 (Group of Young people/ProStockStudio), 80 (equaliser/Sonya illustration), 81 (Drumsticks on drums black
Mansfield, pen name of Katherine Mansfield Beauchamp (1888-1923) short story writer born in Wellington, New Zealand./ isolated/Pupes), 82 (White square graph paper/sommthink), 83 (Couple rowing boat/AVAVA), 832 (icecream cone/the Bakery),
World History Archive), 69 (notebook image/paper spiral/Storylife), 71 (Waterstone’s book display/Chris Harris), 77 (palace 82 (plate, camera, bus and map icon/Travel horizontal banner set with summer holidays sightseeing elements/Macrovector),
room/NiKreative), 80 (teen boy on bed with dogs/Image Source), 81 (notebook image/paper spiral/Storylife), 82 (people 82 (suitcase icon/Colourful set of summer icons/mayrum), 84 (high speed train/Oleksiy Mark), 85 (surfers walk along the beach
holding blank board/YAY Media AS), 82 (Old Trafford football stadium/David Goddard), 88 (snow roller/© Tom Uhlman/Alamy in Burleigh Heads/Pawel Papis), 86 (Barclays Cycle Hire station opposite Battersea power station/Dutourdumonde
Stock Photo), 95 (notebook image/paper spiral/Storylife), 100 (tiger shark/Nature Picture Library), 100 (dog with mouth open/ Photography), 91 (cricket ball/Robyn Mackenzie), 93 (ice hockey player/Andrey Yurlov), 87 (Summer fun at aqua park/
Brook Fabian), 107 (notebook image/paper spiral/Storylife), 112 (professor giving a lecture/moodboard), 117 (first aid kit/ Deviant), 94 (aeroplane flight paths/freesoulproduction), 94 (flag illustrations/Jason Winter), 94 (abstract blue background/
Jochen Tack), 119 (notebook image/paper spiral/Storylife), 135 (group of friends cycling/Jesse Wild), 135 (Personal Rapid Toria), 95 (Students trying to guess the English word/Dragon Images), 96 (woman relaxing floating/Antonio Guillem),
Transport cars at Institute of Science and Technology in Abu Dhabi/Lain Masterton), 149 (portrait girl in corridor/Hero Images 96 (headphones on music background abstract/Sandratsky Dmitriy), 96 (Woman with cake/Pavel Sazonov), 96 (underwater
Inc.), 133 (Exam results day for students - © Jim Holden/Alamy Stock Photo); Bridgeman Images pp.22 (Advert for The “Hart” blue background/ririro), 98 (Rope pomegranates/Valentyn Volkov), 98 (potato crisps/Yalcin Sonat), 98 (A young man looks at
Patent Safety Cycling Skirt, c.1897/Private Collection/Bridgeman Images),147 (The Scream, 1893), 147 (The Starry Night, June an empty board/LuckyImages), 99 (cheeseburger/ProKasia), 98 (Vegetables and pastas on brown wood background/
1889 Gogh), 147 (Composition Number 8, 1923 Kandinsky); Corbis Images pp.8 (Student consoling despaired friend on yonibunga), 99 (vector colour food icons/bioraven), 100 (grey kitten/robert_s), 102 (planet Earth/leonello calvetti), 104 (Guitar
hallway of university library © Milton Brown/Westend61/Corbis), 9 (Friends in photo booth wearing moustaches/© 13/ and Cajon/Candy Halls), 107 (Vector human iris with some highlights and reflections/Argus), 108 (young, male researcher/
Compassionate Eye Foundation/Chris Windsor/Ocean/Corbis), 12 (Easton LaChapelle/© Aude Guerrucci/Pool/Corbis), chemistry student carrying out scientific research in a lab/lightpoet), 110 (Set of vector cute character avatar icons in flat
16 (Rwandan village well/Chris Noble/Aurora Photos), 16 (polar bear mother and cubs/Theo Allofs), 20 (Teenage boy planting design/irinaflora), 113 (education concept/Vladgrin), 114 (background/deepsky astrophoto/Standret), 115 (full moon/
flowers © Ed Bock/Corbis), 24 (floating market, Indonesia/Keren Su), 28 (teenager working in office/Uwe Umstätter/ pockygallery), 116 (Toronto CN Tower at night/Andy Tam), 116 (llama at Machu Picchu/Tokelau), 116 (sunset with giraffes
Masterfile), 39 (close up of Masai Mara women/Jonathan & Angela Scott/JAI), 46 (Teenager with cell phone and headphones on silhouette/SW_Stock), 117 (Headshot of woman/Pablo Calvog), 117 (Headshot of boy/SLP_London), 117 (GPS navigator/Oleksiy
skateboard/Hero Images), 50 (Lower back pain/© B. Boissonnet/BSIP/Corbis), 70 (Friends talking at a party/© Blend Images/ Mark), 117 (DSLR camera/Marcio Jose Bastos Silva), 118 (basketball ball/Aaron Amat), 120 (students jumping/Group Student
Corbis), 92 (students watching stars in planetarium/Hill Street), 96 (Close up of camel’s mouth/© Jami Tarris/Corbis), with notebooks summer outdoors/Poznyakov), 120 (Back to school sketches/Elina Li), 120 (White square graph paper/
100 (elephants/ZSSD/Minden Picture), 102 (rock engravings, Sahara desert/Alberto Arzoz//Design), 102 (interior corridor of sommthink), 125 portrait two young women/lightwavemedia, 130 (maple wood grain texture/Nightman1965) (140 (fiery
Newgrange/Gianni Dagli Orti), 102 (rock art, Australia/Steven David Miller/Nature Picture), 106 (electricity exhibit/Sean background/nikkytok), 142 (River Duero and Aldeadavila dam/Lled, 148 (satellite dish antennas/gui jun peng), 123 (lion cub at
Gallagher/National Geographic), 108 (Barista using cell phone/© JGI/Jamie Grill/Blend Images/Corbis), 112 (model wearing conservation centre/niall dunne), 126 (blank corkboard/koosen) (127 (round flag icons/Luca_Luppi), 133 (frog in rain/Anneka),
Pringle clothing, London Fashion), 114 (control room/Mars Orbiter Mission/Jagadeesh NV/epa), 114 (rocket/India’s moon 137 (heart fighting brain/Fabio Berti), 137 (young man/Edyta Pawlowska); Stop !T Foundation: p.10 (Todd Schobel, the founder
mission/Pallava Bagla/Pallava Bagla), 129 (1960s weight reducing machine/ClassicStock), 139 (jogging frog/Chris Collins); of the STOP!T and logo); Transport Systems Catapult: p.86 (urban transport pod); Zip.2000: p.73 (zipwire images/zip.2000)
Empower Orphans: p.12 (Neha Gupta/Empower Orphans) Getty Images pp.5 (Child reading book with his imagination p.112, photos courtesy of Jose Tuduri and Tim Friers
coming to life/Gandee Vasan/Iconica), 6 (Steven Bradbury winning medal/Timothy A. Clary), 6 (Mireia Belmonte/Kazuhiro
Nogi), 8 (Selfie of a group of teenagers/Leonardo Patrizi, 14 (wolf in snow/Len Tillim), 14 (bull elk/Carol Polich Photo Oxford University Press culture video stills: pp.15, 27, 39, 53, 65, 77, 91, 103, 115,
Workshops), 14 (silhouette of wolf at sunset/Norbert Rosing), 17 (Scientists tag a sedated polar bear/Richard Olsenius/ Oxford University Press design: 28 (store logo), 58 (on screen mock ups) 62 (screen design), 42 (paper), 77 (poster), 88 (simple
National Geographic), 18 (group of students studying together/kristian sekulic), 21 (auction crowd/Rich Legg), 21 (Woman weather icons), 89 (simple weather icons), 114 (planets), 124 (icons), 130 (icons) 136 (fork and knife icon) 144 (paper texture
Painting fence/Hill Street Studios), 20(British currency/Alan Crawford), 23 (neon lights background, Times Square/Travelif), (145 (ipad background)
26 (1940s grocer pointing out ration points on canned goods/Charles Phelps Cushing/ClassicStock/Getty Images), 26 (Full Cover images by: Getty Images (snowboarding/yulkapopkova), (Radcliffe Camera/Joe Daniel Price); Shutterstock (friends/Africa
shopping cart in supermarket aisle/Dave and Les Jacobs), 29 (teen girl with crossed arms/Peter Nicholson), 31 (Mother Studio).
consoling unhappy daughter/Jamie Grill), 30 (Close up of Women with games console/TheBiggles), 34 (Neon lit disco
dancefloor/Jill Tindall), 35 (Electric guitar with amplifier/Scott Quinn Photography), 36 (portrait of a teenage boy holding Illustrations by: Martin Garlick/Beehive: 140 (volcano), 148 (satellite orbit); Alberto Hoyos: 88, 89, (newspaper illustration)
brussel sprouts on a fork/Stockbyte), 37 (Girl (14-15) sleeping in bed/Lena Katarina Johansson), 39 (Masai warriors dance/ 110, 111; Anna Hymas pp.14 (map), 26 (map), 52 (map) 38 (map), 64 (map), 76 (map), 90 (map); Rob Knipe: p.22 (cough
Nico Tondini), 42 (solar power station/Karl-Friedrich Hohl), 46 (Sulking moody blonde woman pouts defiantly/Rapid Eye), medicine poster); Andrew Lyons/Handsome Frank pp.40, 41, 88 (activity 2), 104, Sean Longcroft: pp.90 (footballers),
46 (Teenage boy (16-18) stretching, yawning in bed, elevated view/lasius Erlinger), 46 (Teen Girl Dancing in Confetti/ 100 (monkeys); Martin Sanders/Beehive Illustration: pp.32 (infographic); Roger Stewart: 105 (keyboard) 142 (power station
wundervisuals), 51 (Rafael Nadal/Maddie Meyer/Getty Images Sport), 51 (paralysed Claire Lomas finishes the London), and detail), 143 (arms)
58 (Return to Zip Wire/s0ulsurfing Jason Swain) 68 (indoor climbing/Blend Images - Jade), 70 (Two teenage girls sitting on a The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright
bus, having a conversation/Valentine/Fuse), 70 (Having fun with digital tablet/mediaphotos), 70 (blurred neon lights/ material: p.xxxix Adapted extract from “Table 2: Common Reference Levels: self-assessment grid” on pp.26–27 of Common
Terraxplorer), 74 (cinema audience/Nick White), 77 (Grand Harbour, Valletta, Malta/Terry Why), 81 (Large group of students European Framework of Reference for Languages: Learning, Teaching, Assessment by the Council of Europe. © Council of Europe.
cheering at college sporting event/HeroImages), 84 (sailing-boat on stormy sea/John Lund) 84 (Portrait of three young female Reproduced by permission.
iv Introduction
Spectrum methodology
An integrated approach For stronger students who can cope with a more extensive
During the research stage for this project, it became clear vocabulary list, there is a third vocabulary set in each unit. These
that teachers were looking for course material that engages short sets of five or six words appear on the Culture or Practical
and supports students and builds their confidence in English English lessons of each unit.
language learning. Teachers also asked for the language to be The Word builder on the Culture pages enhances students’
contextualized in varied and unusual topics to keep students awareness of language patterns in which vocabulary and
interested and motivated. At the same time, teachers asked for grammar interact, such as phrasal verbs and compound nouns.
material that’s more natural, more intuitive and closer to how This feature is supported by interactive exercises on the iPack,
we typically deal with language and that places students at the also available in the Extra Practice worksheets on the Tests and
centre of their learning. This motivated our overall approach Resources Disc.
to developing the course with a focus on meaning-centred Finally, Learn it! vocabulary focuses on words and phrases
learning. In practical terms, this means that the language that often cause difficulty for the target learners. The third
systems, grammar, vocabulary and pronunciation, aren’t taught vocabulary set and the Learn it! language are practised and
and practised in isolation but through the four skills. This tested in two- and three-star tasks and tests only.
methodology is typically known as the integrated approach. The two core vocabulary sets are presented on the page and
This section offers an overview of the distinct elements of the supported by practice tasks in the Student’s Book and on the
language systems with the integration in the four skills in order iPack. The graded practice tasks can also be printed from the
to explain the methodology and pedagogy behind each one. Tests and Resources Disc.
New target vocabulary appears in reading and listening
Vocabulary texts and in the grammar tasks, ensuring further exposure to
Each unit has two core vocabulary sets, which are generally familiarize students with the language before they use it in the
topic based. In the earlier levels, the lexical sets in some units more productive tasks in the Your turn sections.
are also of the same word class (e.g. verbs, nouns, adjectives) for Recycling is carefully planned and systematically integrated in
ease of processing and classification. In addition, Spectrum offers Spectrum. Target vocabulary appears in texts and tasks in the
carefully planned and sourced functional language phrases that Unit Review, throughout the Student’s Book and in the iPack
appear on the Practical English page. These elements make up additional material.
the ‘core vocabulary’ for all students to access and learn.
Spectrum methodology v
vi Spectrum methodology
Course components
Student’s components
The Student’s Book
• Starter unit plus nine 12-page units.
• Each unit begins with an opening double-page spread to introduce the topic and present the first
vocabulary set through photos and a range of exercises.
• The two main vocabulary sets and grammar points are practised through a reading text on spread
2 of the unit and a listening text on spread 3.
• The next pages in each unit are devoted to a Culture text and Speaking (Practical English).
• Each unit ends with a spread devoted to developing writing.
• Three projects are included to help students consolidate the language they have learned in a
practical context.
• Nine Review pages at the back of the Student’s Book recycle the grammar, vocabulary and
Practical English from each unit.
• NEW IN LEVEL 4: Nine Skills practice pages at the back of the Student’s Book offer extra support for
listening / speaking and reading/writing in alternate units.
• Nine Focus on CLIL pages at the back of the Student’s Book cover a range of ESO4 subjects.
• Pronunciation practice complete with audio offers extra practice of the Say it! points.
• Irregular verb list
The Workbook
• Eight pages of additional practice for each of the Student’s Book units. This includes graded
vocabulary and grammar practice and graded reading and writing practice.
• Each unit ends with a Cumulative review page.
• NEW IN LEVEL 4: nine pages of extra listening practice, with audio available on the Spectrum
VocApp or via www.oxfordpremium.es
• 40-page Vocabulary and Grammar reference with practice tasks for each grammar point and the
unit vocabulary.
• Irregular verbs list.
Compose email
Galician and Spanish). Oxford’s website for students using Oxford courses
offers regularly updated extra online practice
• Audio for each item in the word list.
! ? , : ;
Q W E R T Y U I O P
A S D F G H J K L including:
• Two types of quizzes. Z X C V B N M
Teacher’s components
The Teacher’s Guide contains:
• a wealth of information about the
methodology of the course, key
competences, mixed-ability classes and
other areas of interest.
• photocopiable Students’ Self-
Assessment Checklists.
• teaching notes and answer keys for The iPack contains:
all the Student’s Book material. • the Student’s Book and Workbook on screen with
• background notes, cultural pop-up answers to all the exercises.
information, and language notes. • integrated audio clearly signposted with icons.
• audio transcripts. • two interactive videos and one culture video with
• the Workbook answer key. worksheets per unit.
The Tests and Resources Disc contains:
• Make it big! and Vlogsters video scripts as PDFs.
• printable and photocopiable worksheets and tests in pdf and editable • grammar animations in each unit.
Word formats. • preparation tasks for grammar, vocabulary and skills.
• 30 graded grammar and vocabulary worksheets (1–3 star). • grammar reference in Basque, Catalan, Galician
and Spanish, grammar practice and vocabulary
• nine Curriculum extra worksheets for each of the Focus on CLIL topics.
reference and practice.
• nine video scripts.
• nine interactive team games.
• nine communicative pairwork worksheets to offer extra speaking
practice in the classroom. OXFORDPREMIUM
• ten extra practice worksheets, which are also available on the iPack.
• nine skills preparation worksheets to prepare for the skills tasks. • access at www.oxfordpremium.es
They are also available on the iPack.
• cultural extras and extra practice worksheets
• a diagnostic test and 27 graded unit tests including listening,
vocabulary, grammar, reading and writing activities (1–3 star).
• online training opportunities plus educational news
and updates
• three end-of-term tests and an end-of-year test at three levels.
• speaking tests for the diagnostic test and for each unit, end-of-term • Log onto Oxford Premium to download the course
and end-of-year tests. Programaciones. An extensive and comprehensive
• NEW IN LEVEL 4: Exam practice material. programación didáctica has been developed by OUP
for each level. The document includes overviews of
• audio for the listening tests.
the content and educational objectives, as well as
The Teacher’s edition of the Workbook guides on how to develop each lesson following the
contains: course methodology and within the framework of the
• Workbook with answers included. latest educational legislation. It proposes ways to best
The five Class audio CDs contain: exploit the wide array of course components within
the structure of each lesson. Each programación details
• all the listening material for the Student’s learning outcomes and key competences at lesson
Book, including Pronunciation and CLIL.
and activity levels and provides rubrics for evaluating
• the listening material for the tests. language acquisition alongside key competences.
4
2
5
3 6
1 Unit aims for key vocabulary, grammar and Practical English 4 Vocabulary work in the Student’s Book is supported by
are clearly summarized. additional practice exercises on the iPack.
2 These pages use striking images, discussion ideas and a video 5 NEW IN LEVEL 4 21st Century Skills feature gives
to engage students with the unit topic and to present the students opportunities to develop skills of collaboration,
first vocabulary set. communication, creativity and critical thinking.
3 Stimulating activities help activate useful language 6 Your views videos motivate students to explore the topic
structures and new vocabulary. further and allow students to express their opinion on a
topic-related question.
1 The reading text integrates the first vocabulary set and 3 NEW IN LEVEL 4 The Recycle feature revises language and
grammar point in a topic-related context. structures featured in previous levels of Spectrum.
2 Grammar is presented with the support of a grammar 4 The Your turn feature gives students freer communication
animation and additional practice exercises on the iPack. practice using both vocabulary and grammar, and helps
students express their own ideas.
1
5
2
3
6
1 Vocabulary presentation and practice in the Student’s Book 5 The online search icon indicates authentic topics and real
is supported by additional practice exercises on the iPack. people, places and events that students can research further
2 The Listening preparation activity on the iPack gives online.
additional pre-listening support. 6 Your turn gives students freer communication practice using
3 The listening task and comprehension exercises present the vocabulary and grammar, and helps students express their
second vocabulary set and grammar point in context. own ideas.
4 Grammar is presented with the support of a grammar
animation and additional practice exercises on the iPack.
4.4 Culture
1 4
6
3
1 The Culture lesson focuses on countries where English is 5 The Culture videos offer extension material on a closely
spoken. Students expand their cultural awareness through related topic.
reading comprehension, often integrated with listening work. 6 The short quiz introduces the unit’s Focus on CLIL topic.
2 The reading text presents the third vocabulary set. This is explored in more detail in the Focus on CLIL pages at
3 Learn it! tips focus on common errors, confusing words and the back of the Student’s Book, with support material in the
other vocabulary items. Tests and Resources Disc.
4 The Word builder feature systematically enhances students’
awareness of lexico-grammatical patterns in English, such as
modifying adverbs, affixes, phrasal verbs and compound nouns.
3
1
5
1 The Practical English page introduces a real-life 5 Say it! gives students practice in pronouncing
communicative situation. Through vocabulary work, listening, easily confused sounds, stress and intonation.
speaking and occasional writing tasks, students learn and 6 Functional language and associated grammatical structures
activate the target functional language. are clearly marked for students to study and memorize.
2 The Speaking preparation activity on the iPack gives 7 Students can watch either an episode of Make it big!, a
additional support. fun and exciting interactive reality show where contestants
3 Carefully structured speaking actvities and a clear model present their ideas to a panel of judges, or a Vlogster video
help students create a meaningful dialogue. where students watch a teen vlog and choose from various
4 NEW IN LEVEL 4 The Speaking strategy feature suggests options that are presented to them. Both videos showcase
ways students can increase their confidence in a variety of the functional language being used in context.
speaking contexts.
4.6 Writing
1 4
5
3
1 The writing lesson gives step-by-step help to enable students 4 Look at language highlights and tests key words and
to write a wide variety of texts more fluently and accurately. structures which students can use in their own writing.
2 Analysing a model text encourages students to recognize 5 The writing task gives students a clear reason for writing.
key textual features and language appropriate to each genre. Preparation work on the iPack and a simple guide helps them
3 NEW IN LEVEL 4 Research it! suggests areas of the topic that to produce appropriate written work.
students can research further.
4
2
1 Three exciting, creative projects offer students an 2 Analysis of a model project provides guidance and
opportunity for extensive independent or collaborative inspiration.
group work. They include a class debate, organizing a day trip 3 Useful language is suggested, with key structures
and preparing a class yearbook. Projects can be completed highlighted.
after every three units or as appropriate for the class. 4 Step-by-step tasks help students to prepare and plan their
work.
1 The Review page recycles the grammar and vocabulary 3 A reference to the Workbook for review material, including a
points from each unit through skills practice. This prepares cumulative focus covering previous units.
students for the Unit tests.
2 The Skills practice page offers extra practice of listening /
speaking and reading / writing in alternate units. This
provides extra support for students as they reach the end of
ESO4 stage.
Pronunciation practice 1
Guide to Workbook 4
Vocabulary and Grammar
1 The Workbook offers further
practice of the unit’s key
vocabulary and grammar points. 1
Guide to Workbook 4 xv
1 3
1 2
Digital Workbook
The Digital Workbook includes all the pages of the Workbook,
with exercises in an interactive format. Students and teachers
can use all the content very easily on desktop, laptop or tablet
computers.
The Digital Workbook features automatic scoring of most
exercises. In addition, the teacher version of the Digital
Workbook includes extra functionality that gives teachers the
option of revealing answers in the exercises.
A fun way to revise the unit content with your class is through
the Interactive Team Games included on the Review pages.
These include Lucky Wheel, Make a Path and Walk the Plank.
xx Mixed ability
CLIL xxv
Spectrum emphasizes productive lesson outcomes which Unit 9 (p. 113) Students assess their own career aspirations
challenge students to work autonomously, take risks and and discuss what would be challenging and motivating about
express themselves creatively. Numerous opportunities to achieving them.
contribute their own ideas keep tasks fresh and engaging, and
The Practical English sections in each unit offer numerous
help students develop planning and task management skills to
scenarios for collaborative group or pairwork and role plays,
achieve communicative objectives and to turn ideas into action.
during which students have opportunities to develop their
Unit 1 (pp. 11, 13, 15) Students work independently to analyse transferable skills of planning, negotiation and pro-activity.
past events or the local environment, organize their ideas, record
The writing, group and speaking projects after Units 3, 6
notes and deliver short talks.
and 9 challenge students to work collaboratively to extend their
Unit 2 (p. 25) Students work autonomously and collaboratively to knowledge beyond the classroom and organize and present
express their opinions on shopping and consumerism. their ideas. The projects allow them to develop negotiation,
planning, decision-making and time management skills.
Unit 3 (p. 33) Students demonstrate their sense of initiative and
pro-activity while planning and creating an infographic to illustrate Project 1 (pp. 44–45) ‘A class debate’: Students work
the green energy sources that are available in their countries. collaboratively to choose the topic of the debate, choose roles,
research the topic, present and respond to arguments, formulate
Unit 4 (pp. 49) Students demonstrate their sense of initiative and
and respond to questions during the debate, take part in a vote
risk-taking skills by planning the action they would take in different
and evaluate their own learning.
situations.
Project 2 (pp. 82–83) ‘A day trip in your area’: Students
Unit 5 (p. 59, 61) Students develop ethical awareness while
collaborate to collect ideas, research, write notes, assess each
discussing social media.
other’s work, prepare and give a presentation or make a video on
Unit 6 (p. 79) Students work autonomously while planning, activities to do in their local area.
organizing notes and preparing for a meeting.
Project 3 (pp. 120–121) ‘Our yearbook’: Students demonstrate
Unit 7 (p. 87) Students demonstrate their sense of initiative and initiative by identifying a number of sources from which to
pro-activity while planning improvements to public transport. collect ideas, writing profiles, designing, planning, organizing
and managing different tasks, assessing each other’s work and
Unit 8 (p. 105) Students build on their planning, organization
publishing the final product.
and management skills while preparing detailed instructions.
Unit 1 Unit 2
1 Complete the self-evaluation by ticking the boxes that best refer to your ability. 1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! ! * ** !! ! * **
Speaking Speaking I can talk about what my friends and I do to make a
I can talk about when I made a new friend. difference to our local community.
Page 11:9 Page 21:7
Self-assessment checklist
Yes / No
xxxiii
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xxxiv
Student self-assessment checklist Student self-assessment checklist
Name: _____________________________ Class: __________________ Name: _____________________________ Class: __________________
Unit 3 Unit 4
!! ! * ** !! ! * **
Speaking I can make future predictions about technology and Speaking I can talk about what makes me happy and what I do
Page 35:9 what type of energy it will use. Page 47:3/6 when I am stressed.
Self-assessment checklist
Speaking Reading I can extract information from a text to complete
I can give a short talk about how to be more energetic. sentences.
Page 37:10 Page 48:2
Reading Reading I can read an article and correct errors in sentences
I can scan a text for information.
Page 34.2 Page 52:2 about it.
Reading I can extract new vocabulary from a reading text and Listening I can recognize the sequence in which specified
Page 38.3 use it accurately in a new context. Page 50:4 information appears in an interview.
Listening I can extract information from a listening text to Practical English
complete sentences. I can ask for and give advice in a variety of contexts.
Page 36:5 Page 55:7
Practical English I can express interest, satisfaction and hope when Writing I can write a blog about an activity I do, using
Page 41:8 discussing ways of saving energy. Page 57:7 informal English.
Writing I can write an opinion essay about an environmental
Page 43:6 problem. 2 Complete the form.
What I remember: What did you do in English outside class?
2 Complete the form. A useful question Do homework
What I remember: What did you do in English outside class? Learn new words
A useful question Do homework A useful expression Revise before a test
Learn new words Listen to music
A useful expression Revise before a test Some useful words
Read a reader
Listen to music Watch a TV programme, video or DVD
Some useful words
Read a reader Objectives: Write an email or chat
Watch a TV programme, video or DVD One thing which I need to improve
Look at web pages
Objectives: Write an email or chat
One thing which I need to improve Write a letter
Look at web pages How can I improve?
Read a magazine
Write a letter Other activities:
How can I improve?
Read a magazine Study strategy:
Do you use phrases for paraphrasing if you
Other activities: can’t remember the exact word to use?
Study strategy:
Do you organize your ideas into a paragraph Yes / No
plan before you start a writing task?
Yes / No
10/06/2016 10:40
Student self-assessment checklist Student self-assessment checklist
Name: _____________________________ Class: __________________ Name: _____________________________ Class: __________________
Unit 5 Unit 6
!! ! * ** !! ! * **
Self-assessment checklist
before you answer them? meanings?
Yes / No Yes / No
xxxv
10/06/2016 10:40
xxxvi
Student self-assessment checklist Student self-assessment checklist
Name: _____________________________ Class: __________________ Name: _____________________________ Class: __________________
Unit 7 Unit 8
!! ! * ** !! ! * **
Speaking I can give my predictions about changes to public Speaking
I can talk about a restaurant or café I like.
Page 87:8 transport in my area in the future. Page 99:9
Self-assessment checklist
Speaking Speaking I can talk about animals I like and dislike, and explain
I can describe a memorable sporting event I have seen.
Page 91:7 Page 101:11 why.
Reading I can identify which information is covered in, or Reading
Page 90:2 omitted from, an article. Page 98:2 and I can read a text and find specific information.
Listening 102:2
I can identify different extracts and then complete
Page 88:5/6 sentences about them. Listening I can listen to instructions and identify the picture
Page 100:4 which depicts the language I hear.
Practical English I can interpret how a speaker is feeling by identifying
Page 93:7 the tone of voice they use. Practical English I can give detailed instructions and make myself clear
Page 105:9 if needed.
Practical English
I can compare and contrast different options.
Page 93:8 Writing I can complete a questionnaire and include opinions,
Page 107:6 reasons and recommendations in my responses.
Writing I can write a report outlining the benefits of
Page 95:6 something.
2 Complete the form.
2 Complete the form. What I remember: What did you do in English outside class?
What I remember: What did you do in English outside class? A useful question Do homework
A useful question Do homework Learn new words
A useful expression Revise before a test
Learn new words
A useful expression Revise before a test Listen to music
Some useful words
Listen to music Read a reader
Some useful words Watch a TV programme, video or DVD
Read a reader
Watch a TV programme, video or DVD Objectives: Write an email or chat
Objectives: One thing which I need to improve
Write an email or chat Look at web pages
One thing which I need to improve
Look at web pages Write a letter
How can I improve?
Write a letter Read a magazine
How can I improve?
Read a magazine Other activities:
Learning strategy:
Other activities: Do you remember to react to what your
Learning strategy: partner said and sound interested when you
Do you try to use the context to work out
and he/she are speaking to each other?
the meaning of words before you check in
a dictionary? Yes / No
Yes / No
10/06/2016 10:40
Student self-assessment checklist
Name: _____________________________ Class: __________________
Unit 9
!! ! * **
Speaking
I can talk about my dream job.
Page 113:8
Self-assessment checklist
your work?
Yes / No
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xxxviii
Evaluation record sheet Name of student Class
1 Classwork (Continuous assessment)
Date Vocabulary Grammar Speaking Listening Reading Writing Comments
Unit 1
2 Test results
Listening Vocabulary Grammar Reading Writing Total / 100 Speaking
Diagnostic
Unit 1
Unit 2
Unit 3
End-of-term 1 test
Unit 4
Unit 5
Unit 6
End-of-term 2 test
Unit 7
Unit 8
Unit 9
End-of-term 3 test
End-of-year test
10/06/2016 10:40
End-of-year self-assessment
Name: Date:
Evaluate your language ability in each skill area. Read the descriptions of language skills for levels A2, B1 or B2.
Then put ticks (✓) or crosses (✗) in the table.
A2 B1 B2
Listening
Reading
Conversation
Speaking
Writing
A2 B1 B2
Listening I can understand phrases and the I can understand the main points I can understand extended speech
highest frequency vocabulary related of clear standard speech on familiar and lectures and follow even complex
to areas of most immediate personal matters regularly encountered in work, lines of argument provided the topic is
relevance (e.g. very basic personal and school, leisure, etc. I can understand reasonably familiar. I can understand most
family information, shopping, local area, the main point of many radio or TV TV news and current affairs programmes.
employment). I can catch the main point programmes on current affairs or topics I can understand the majority of films in
in short, clear, simple messages and of personal or professional interest when standard dialect.
announcements. the delivery is relatively slow and clear.
Reading I can read very short, simple texts. I can I can understand texts that consist I can read articles and reports concerned
find specific, predictable information mainly of high frequency everyday or with contemporary problems in which
in simple everyday material such as job related language. I can understand the writers adopt particular stances
advertisements, prospectuses, menus the description of events, feelings and or viewpoints. I can understand
and timetables and I can understand wishes in personal letters. contemporary literary prose.
short simple personal letters.
Conversation I can communicate in simple and routine I can deal with most situations likely to I can interact with a degree of fluency
(Oral tasks requiring a simple and direct arise while travelling in an area where and spontaneity that makes regular
interaction) exchange of information on familiar the language is spoken. I can enter interaction with native speakers
topics and activities. I can handle very unprepared into conversation on topics quite possible. I can take an active
short social exchanges, even though I that are familiar, of personal interest or part in discussion in familiar contexts,
can’t usually understand enough to keep pertinent to everyday life (eg. family, accounting for and sustaining my views.
the conversation going myself. hobbies, work, travel and current events).
Speaking I can use a series of phrases and I can connect phrases in a simple I can present clear, detailed descriptions
(Oral sentences to describe in simple way in order to describe experiences on a wide range of subjects related to my
production) terms my family and other people, and events, my dreams, hopes and field of interest. I can explain a viewpoint
living conditions and my educational ambitions. I can briefly give reasons and on a topical issue giving the advantages
background. explanations for opinions and plans. I and disadvantages of various options.
can narrate a story or relate the plot of a
book or film and describe my reactions.
Writing I can write short, simple notes and I can write simple connected text on I can write clear, detailed text on a wide
messages relating to matters in areas topics which are familiar or of personal range of subjects related to my interests.
of immediate need. I can write a very interest. I can write personal letters I can write an essay or report, passing on
simple personal letter, for example describing experiences and impressions. information or giving reasons in support
thanking someone for something. of or against a particular point of view.
Adapted extract (A1 & A2) from “Table 2 – Common Reference Levels: self-assessment grid” on pp.26–27 of Common European Framework of Reference for Languages:
Learning, Teaching, Assessment by the Council of Europe. © Council of Europe. Reproduced by permission.
Starter T4
T5 Starter
Starter T6
Warm-up Exercise 5
• Ask: Who enjoys/hates shopping? Why? Ask: When did you last • Ask students which sentence in the box refers to a habit
(I support Tottenham Hotspur) and which refers to an activity
go shopping? What did you buy? Were you happy with it?
that is happening now (We’re offering a discount).
Exercise 1 • Ask students to choose the correct tenses to complete the rule.
• Ask students to check the verbs in the box in their dictionaries. ANSWERS
• Read through the first situation and elicit the correct verb simple; continuous
(borrow). Then ask students to complete the exercise.
v Grammar practice
• Check answers, inviting students to give a relevant sentence
using the correct verb, e.g. Can I borrow your jacket, please?
• 1–3 star tasks to practise present simple / present continuous.
Also available on the Tests and Resources Multi-ROM.
ANSWERS
1 borrow 2 afford 3 save up 4 be worth it 5 lend Exercise 6 $ 1.05 Audio script pT152
6 waste • DICTATION Give students time to read the gapped sentences.
v Vocabulary practice • Play the recording for students to listen and write the
completed sentences in their notebooks. Pause the recording
• 1–3 star tasks to practise the vocabulary. Also available on the
as necessary to give students time to write.
Tests and Resources Multi-ROM.
ANSWERS
Exercise 2 $ 1.04 Audio script pT152 1 in 2 at; during 3 from; to 4 until
• Read through the question with the class. If necessary, pre-
teach discount and a bargain. Exercise 7
• Play the recording for students to listen and answer the • Read through the time words in the Functional language box
questions. Check the answer with the class. and then ask students to read the example sentences.
ANSWER
• Ask students to use the time words to write sentences about
themselves, then share these sentences with the class.
a Tottenham Hotspur football shirt from last year; £30
T7 Starter
Aims
• Learn personality adjectives.
• Describe what makes a good friend.
7 Develop linguistic communication.
5 Develop social and civic competences.
Unit 1 T8
Exercise 4
• Ask students to read the internet forum.
• Divide the class into pairs to discuss the forum and choose
three comments that they both agree with.
• Then ask students to discuss in pairs the comments that they
agree with the least.
• Invite some students to share their comments with the class.
Exercise 5
• Encourage students to work individually to complete the
sentence with their own ideas. Conduct class feedback,
inviting some students to share their sentences with the class,
and others to say if they agree or disagree with the ideas
expressed.
Exercise 7
• Play the video for students to watch.
v Your Views: Friendship
• Duration: 2.10 minutes
• Topic: What do you think is important in a good friend?
• Task: Discuss your views on the topic.
Further practice
Vocabulary, Workbook page 8
Vocabulary reference, Workbook pages 100–101
Vocabulary worksheets, Tests and Resources Multi-ROM
T9 Unit 1
Warm-up
• Focus students’ attention on the photos and the title of the
article. Ask: What is bullying? Elicit a general description,
e.g. being unkind to someone, especially someone who is
younger or weaker than you.
• Ask: What do you think cyber bullying is? Elicit that cyber
bullying is using computers or mobile phones to bully others.
Ask: How can people bully others online? How can we prevent
people from bullying others online? Elicit a range of answers.
Exercise 1 $ 1.06
• Read through the question with the class and then play the
recording for students to read and listen to the article.
• Elicit answers to the question.
SUGGESTED ANSWERS
@westhighbros: @westhighbros was immediately successful
and enthusiastic students shared thousands of supportive
tweets.
STOPit!: And news agency CNN has just voted STOPit! one of
the top five apps to change the world.
Exercise 2
• Read through the instruction with the class. Ask students to
write Jeremiah, Todd or Both in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
• Check answers with the class. Ask students which idea
(Jeremiah’s or Todd’s) they like best and why. Elicit a range of
answers, and encourage as many students as possible to join
in and express their opinions.
ANSWERS
1 Both 2 Todd 3 Jeremiah 4 Todd 5 Both
6 Jeremiah
Optional activity
Elicit other situations when someone might send a supportive
tweet to a friend. Ask students to write their own supportive
tweet to a friend or classmate. If necessary, point out that a
tweet can have a maximum of 140 characters, including spaces.
Encourage students to compare their tweets in pairs. Invite
some students to read their tweets to the class.
Unit 1 T10
T11 Unit 1
Exercise 3
• Focus students’ attention on the two fact files and ask the
students to read them and answer the questions.
• Check answers with the class.
Unit 1 T12
T13 Unit 1
Exercise 1 $ 1.08
• Read through headings 1–4 with the class and make sure
students understand them all.
• Elicit the meaning of reintroduce.
• Play the recording for students to read and listen to the blog,
and match the headings to paragraphs A–D.
• Check answers with the class.
ANSWERS
1 D 2 C 3 A 4 B
Unit 1 T14
T15 Unit 1
Unit 1 T16
Exercise 7
• Read through the instruction with the class. Focus students’
attention on the causes in the box and brainstorm some
other causes that students might be interested in supporting,
e.g. save giant pandas, help build a school, teach children in
Bangladesh, etc.
• Ask students to prepare their adverts, and also to think about
more details about their project. Go round monitoring and
assisting as necessary.
Exercise 8
• Read through the instruction with the class and divide the
students into pairs or small groups.
T17 Unit 1
Warm-up
• Ask: Do you write emails? Who do you write to? What kinds of
things do you write about? Do you usually write in a formal or
an informal style? Elicit a range of answers, and encourage as
many students as possible to join in and share their ideas.
Culture note
Youth councils are popular in the UK as a way of encouraging
young people to become involved with their local
community. They can be based in youth clubs, schools or local
government offices. They may organize community-based
projects such as helping the elderly or cleaning up the local
environment, or they may be involved in making decisions
about the provision of facilities that interest young people,
such as skateparks. For those who want to become more
involved on a national level, there are national campaigns run
by the British Youth Council, such as a campaign to get the
voting age reduced from 18 to 16. There is also a UK Youth
Parliament for young people, aged 11 to 18, who are more
interested in national issues.
Exercise 1
• Ask students to read the model email. Read through the
instruction with the class and give students time to read
questions 1–5. Check that they understand the questions.
• Ask students to write full answers to the questions in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 Kirsty has been getting involved in the youth club council
since she last saw George.
2 They do things like shopping for people who are ill, or
reading to young children.
3 She used to think it was a waste of time.
4 Now she thinks it’s fantastic.
5 She feels much more outgoing and confident now.
Unit 1 T18
a Think of ideas
• Read through the instruction with the class.
• Brainstorm some ideas for actions that could make a
difference to their lives, e.g. deciding to volunteer at a local
old people’s home, joining a gym, taking up a new hobby or
study course.
• Invite a student to read the information in the diagram aloud.
• Go through each section of the diagram and check that
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks and
complete it with information about their own experiences.
b Plan
• Go through the writing plan with the class and make sure
students understand that they should structure their email in
this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.
T19 Unit 1
Functional language
Describing your personal qualities
I do / did a lot of (+ -ing / noun).
I consider myself to be (+ adjective).
I’m a dedicated (+ noun), and I love (+ noun).
I really enjoy / like …, so … really appeals to me.
I’m good with (+ noun), so (+ noun / + gerund) shouldn’t be a
problem for me.
Unit opener
Vocabulary
Aims
• Learn advertising vocabulary.
• Read about a fundraising auction.
• Discuss how you could participate in a fundraising auction.
7 Develop linguistic communication.
5 Develop social and civic competences.
VOC APP
Unit 2 T20
T21 Unit 2
Unit 2 T22
T23 Unit 2
Unit 2 T24
T25 Unit 2
Unit 2 T26
notebooks. Exercise 7
• Ask students to find two examples of each type of compound • Invite a student to read the task aloud and make sure students
adjectives and to say what they think these adjectives mean. understand what they have to do. Point out that they can
Elicit their ideas, but don’t confirm them at this point. think about a local supermarket or invent one if they prefer.
• Check answers with the class. • Divide the class into pairs or small groups to prepare the
ANSWERS adverts. Give students time to prepare their ideas by writing
1 wide-ranging; labour-saving a list of features in their notebooks. Encourage students to
2 low-priced; ready-made use compound adjectives and the language from the Useful
3 self-service; long-term language box.
• Encourage the pairs / small groups to read out or act out their
Exercise 6 adverts to the class.
• Read through the instruction with the class and ask students • Ask the class to vote for the best one.
to read the sentences quickly to get the gist. Check they
understand range and the false friend career. Exercise 8
• Ask students to read the sentences again and write them with • Students watch the video.
the correct compound adjectives in their notebooks. Remind v Culture video: Supermarkets
them also that compound adjectives are placed before nouns.
• Duration: 3:46 minutes
• Check answers with the class by inviting different students to
• Topic: Shopping
each read a sentence aloud.
• Video worksheets are available in the iPack Resources tab.
SUGGESTED ANSWERS
1 This is a labour-saving machine. Focus on … History
2 What are your long-term career plans?
3 The restaurant’s menu offers wide-ranging dishes.
• Ask students to read the question about World War II and
discuss the answer in pairs before they look at page 141 to
4 This shop sells low-priced mobile phones.
find out if they are right.
5 I bought a ready-made lasagne.
• Students can now do the Focus on CLIL activities on page 141.
Optional activity ANSWER
Write the following gapped words and phrases on the board. It was called ‘The Cold War’. It was called The Cold War because
1 c o rs there was no direct military action.
2 c s Further practice
3 c c Vocabulary, Workbook page 20
4 s Reading, Workbook page 21
5 p p Word builder, Vocabulary reference, Workbook pages 104–105
Ask students to read the article again to find the gapped Focus on History, Student’s Book page 141
words and phrases and complete them. You could do this as Curriculum extra worksheet Unit 2, Tests and Resources Multi-ROM
a race, to motivate students. Check answers and check that
students understand all the words. Point out that they can
use some of these words when they write an advert for a
supermarket in exercise 7.
ANSWERS
1 customers 2 products 3 choice 4 cost 5 popular
v Vocabulary practice
• Interactive task to practise compound adjectives.
T27 Unit 2
Unit 2 T28
T29 Unit 2
Exercise 2
• Ask students to read through points A–E. Then ask them to
read the letter again and, in their notebooks, write the order in
which the information appears in the letter.
• Allow students to compare their answers in pairs before
checking them with the class. Ask students to provide
evidence from the letter for their answers.
ANSWERS
C, E, B, D, A
Unit 2 T30
a Think of ideas
Further practice
Writing, Workbook page 22
• Read through the instruction with the class. Writing reference, Workbook page 90
• Go through each blue section of the diagram and check that Unit 2 Review and Skills practice, Student’s Book pages 124–125
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks and
complete it with information for one of the situations in
exercise 5. Tell students that they can write about a real
incident or invent one.
b Plan
• Go through the writing plan with the class and make sure
students understand that they should structure their letter in
this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.
Optional activity
Ask students to read the letter again and find formal
phrases with the following meanings:
1 I’m sending you the receipt.
2 Please write back soon.
Check answers. Point out to students that these are both
useful phrases they can use in formal letters.
SUGGESTED ANSWERS
1 Please find the receipt attached.
2 I look forward to your reply and hope that this matter
can be resolved quickly.
c Draft
• Ask students to write the first draft of their letters. If they do
this in class, go round giving help and encouragement.
• Remind them to use expressions for formal letters and past
tenses to explain what happened.
• Remind them to check their grammar and spelling carefully.
d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s formal letter.
• Students should go through their partner’s formal letter and
answer the questions.
• Students then report back to each other about their work.
T31 Unit 2
Unit 3 T32
Exercise 6
• Focus students’ attention on the infographic and read out
the different types of energy on it. Check that students
understand the vocabulary.
• Ask individual students to read the sentences in exercise 6.
Then ask them to read the infographic again and decide if
the sentences are true or false. Remind them to write their
answers in their notebooks.
• Check answers with the class.
ANSWERS
1 True 2 False 3 False 4 True 5 False
Exercise 8
• Play the video for students to watch.
v Your Views: Favourite inventions
• Duration: 2.45 minutes
• Topic: What’s your favourite invention? Why do you like it?
• Task: Discuss your views on the topic.
Further practice
Vocabulary, Workbook page 24
Vocabulary reference, Workbook pages 108–109
Vocabulary worksheets, Tests and Resources Multi-ROM
T33 Unit 3
Exercise 1 $ 1.21
• Pre-teach tiles and charge (your phone). Read through the
question with the class, and play the recording for students to
read and listen to the article.
• Elicit and discuss the forms of movement that are mentioned
in the article.
ANSWERS
running; walking; dancing
Culture note
Kinetic energy is the energy created when a person or object
moves. As well as the devices mentioned in the article,
companies are also developing other products that use kinetic
energy to produce small amounts of electricity, e.g. a child’s
skipping rope, a football and a pair of shoes. These devices
produce clean, sustainable energy, and could also bring health
benefits by encouraging people to be more active.
Exercise 2
• Ask students to read the article again and decide which
pieces of information are given.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 ✓ 2 ✗ 3 ✓ 4 ✓ 5 ✓
Unit 3 T34
T35 Unit 3
Unit 3 T36
T37 Unit 3
Unit 3 T38
T39 Unit 3
Unit 3 T40
T41 Unit 3
Unit 3 T42
b Plan
• Go through the writing plan with the class and make sure
students understand that they should structure their essay in
this way.
• Ask students to write the writing plan in their notebooks,
including relevant ideas from their answers to section a.
c Draft
• Ask students to write the first draft of their opinion
essays. If they do this in class, go round giving help and
encouragement. Remind them to use passive forms, the
conjunctions both and neither and to include both advantages
and disadvantages.
• Remind them to check their grammar and spelling carefully.
d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s opinion essay.
• Students should go through their partner’s opinion essay and
answer the questions.
• Students then report back to each other about their work.
T43 Unit 3
Unit 3 T44
Step 4
• Encourage students to nominate members of their groups to
present their arguments and summarize them.
• Invite both teams to tell the class who they have chosen for
the key roles.
• Ask the teams to practise presenting their arguments to each
other. You could ask them to work in pairs to do this, with one
student presenting and the other providing feedback.
• Tell students that they can refer to the notes that they
have made, but encourage them to speak naturally and to
use the expressions from the Useful language box in their
presentations.
Step 5
• Organize the classroom for the debate so that the speakers
are at the front.
• Introduce the debate and the main speakers. Refer them
to the agenda to remind them of how the debate should
proceed. Tell students to keep an eye on the time and signal
when speakers should stop.
• Only intervene if there is a problem.
• Allow time for questions from the audience before the groups
summarize their positions.
• At the end of the debate, ask for a show of hands from the
students to see if they are for or against the statement.
• Repeat the process for the second debate.
T45 Unit 3
Functional language
Asking for advice
What should I do?
What would you do if you were me?
Would you suggest … (+ing)?
Giving advice
If you …, you will … (+ infinitive)
If I were you, I’d … (+ infinitive)
My advice would be to … (+ infinitive)
Make sure you … (+ infinitive)
Have you thought about …? (+ing)
You could … (+ infinitive)
You should / shouldn’t … / You ought to (+ infinitive)
Unit opener
Vocabulary
Aims
• Learn phrasal verbs for actions and feelings that make you happy.
• Learn adjectives for feelings.
• Talk about what makes you happy.
7 Develop linguistic communication.
5 Develop social and civic competences.
VOC APP
For individual practice, students who have a smartphone can
download the free Spectrum VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations.
Unit 4 T46
T47 Unit 4
Exercise 1 $ 2.02
• Read through the question with the class and draw students’
attention to the colours of the blog entries. Play the recording
for students to read and listen.
• Check answers with the class, and elicit any related
experiences that students have had with colours.
SUGGESTED ANSWERS
Blue makes people less hungry. Light blue helps you to study
and relax.
Green calms people down.
Pink slows people down and makes them sleepy.
Red creates a more dynamic mood and makes people win
more games.
Yellow helps people to open up and cheer up.
Culture note
According to psychologists, yellow is associated with sunshine
and energy and is therefore a good colour to use in a kitchen
or dining room. Green is associated with nature, and is a
calm, restful colour. It is often used in bedrooms. Blue is also
believed to be a calm, soothing colour, associated also with
intellectual activity, making it suitable for bedrooms and
studies. Pink is a restful colour, associated with love, so is
most suitable for bedrooms. Red is associated with danger,
adventure and warmth. It is often recommended as a colour
for dining rooms, but not for bedrooms.
Unit 4 T48
T49 Unit 4
Unit 4 T50
ANSWERS
7 Develop linguistic communication.
1 E 2 D 3 A 4 C 5 B Exercise 9
Exercise 7 • Elicit information about sports people that students admire.
Write notes on the board as students offer information.
• Focus students’ attention on the picture and ask students
what they know about the sports stars Rafael Nadal, Serena • Focus on the notes on the board and elicit one or two third
Williams and Michael Jordan. conditional sentences about the sports people.
• Read through the sentences aloud, ignoring the verbs in • Ask students to write their sentences in their notebooks, using
brackets. Ask students if they already knew the information the notes on the board or their own ideas. Remind them to
about the three sports stars. include at least one third conditional sentence. Encourage
them to use the language in the Useful language box.
• Ask students to write the completed third conditional
Go round monitoring and assisting as necessary.
sentences in their notebooks.
• Conduct class feedback, praising good use of the target
• Allow students to compare their answers in pairs before
language and correcting any mistakes.
checking them with the class. Refer back to the rules in
exercise 5, as necessary, to explain the answers. Further practice
Vocabulary, Workbook page 34
ANSWERS
Vocabulary reference, Workbook pages 112–113
1 hadn’t started 2 had listened 3 Would ... have become
Vocabulary worksheets, Tests and Resources Multi-ROM
Culture note Grammar, Workbook page 35
Grammar reference, Workbook pages 114–115
Michael Jordan was not initially accepted into his university
Grammar worksheets, Tests and Resources Multi-ROM
basketball team because, at 1.80 m, he was considered too
short. The following year, he trained hard and also grew 10
cm, so was finally accepted into the team.
T51 Unit 4
Unit 4 T52
Your turn
Aims
• Discuss things that you take with you on a winter holiday.
• Practise using conditionals and giving reasons.
7 Develop linguistic communication.
3 Develop cultural awareness and expression.
T53 Unit 4
Unit 4 T54
T55 Unit 4
Exercise 1
• Read through the list of benefits with the class and make sure
students understand them all.
• Ask them to read the model text and make a note of the
benefits that the blogger mentions in their notebooks.
• Check answers with the class.
ANSWERS
1 and 3
Culture note
There has been a growing movement to create more urban
or inner-city farms over the last twenty years, and they can
now be found in cities around the world. The aims of urban
farming are: to produce fresh food locally in a way that
reduces the carbon footprint from agriculture; to provide
fresher food which contains fewer chemicals; to encourage
people to spend more time outdoors doing physical activity;
to help to connect people living in cities with country life.
Some larger scale urban farms have also been established,
such as the world’s first rooftop farm, which was opened in
New York City in 2010.
Unit 4 T56
T57 Unit 4
Unit opener
Vocabulary
Aims
• Learn digital technology verbs.
• Talk about how digital you are.
7 Develop linguistic communication.
1 Develop digital competence.
VOC APP
Unit 5 T58
Exercise 4
• Ask students to read the questionnaire.
• Divide the class into pairs and give them time to ask and
answer the questions. Remind them to make a note of their
partners’ answers.
Exercise 5
• Invite students to share some of their partners’ answers with
the class. Encourage them to use the examples as a model.
You could find out which students are the most digital by
asking students to give their partners one point for each
yes answer to the questionnaire. See who has the highest
score overall.
Optional activity
Give a description of how to do one of the activities in the
questionnaire, e.g. You go to the website and add your name and
a password too. Ask: What am I describing? (logging in to a site)
Ask students to choose two more of the activities in the
questionnaire and write similar descriptions of how you
do them. Invite students in turn to read out one of their
descriptions for the rest of the class to guess the activity. You
could do this as a game, awarding a point to the first student to
guess each activity correctly. With a stronger group, you could
ask students to close their books once they have written their
descriptions, to make the activity more challenging.
T59 Unit 5
Unit 5 T60
T61 Unit 5
Unit 5 T62
T63 Unit 5
Unit 5 T64
Your turn
Aims
• Discuss the ‘rules’ for social events.
7 Develop linguistic communication.
5 Develop social and civic competences.
Exercise 7
• Read through the instruction with the class and check
students understand everything.
• Ask students to write the ‘rules’ for the three situations in their
notebooks. Go round monitoring and assisting as necessary.
• Elicit other rules, e.g. for a wedding you must arrive on time,
you should buy a gift, etc. Ask students to add two more rules
to their list.
Exercise 8
• Divide the class into small groups to discuss their ideas and
see if they agree or disagree.
• Invite some students to tell the class some of the rules that
they agree or disagree about in their group. Discuss the rules
as a class and see if you can reach agreement.
Exercise 9
• Students watch the video.
v Culture video: Charles Dickens
• Duration: 3.55 minutes
• Topic: The life of the English writer Charles Dickens
• Video worksheets are available in the iPack Resources tab.
T65 Unit 5
Exercise 1
• Read through the questions with the class and focus students’
attention on the flyer.
• Elicit the answers to the questions.
ANSWERS
1 It is an art and culture festival.
2 The aim of the festival is to raise money for a new
community centre.
3 You can enjoy music, dance and theatre at the festival.
Unit 5 T66
Exercise 6 $ 2.15
• Read through the Speaking strategy box with the class. Ask
students if they can remember any examples of the strategy
from the conversation in exercise 2.
• Play the recording, pausing after each sentence to elicit which
strategy the speaker is using. Discuss how certain or uncertain
each speaker sounds.
ANSWERS
using fillers: Sophie, James
emphasizing certain words: James
pausing before or after phrases: Sophie
changing the speed we speak at: Sophie
T67 Unit 5
Exercise 1
• Invite a student to read the instruction aloud.
• Ask students to read the announcements and to make a note
of what each event is and when and where it is taking place.
• Check answers with the class.
ANSWERS
Training sessions: Tuesday and Thursday evenings in the gym
at 6 p.m.
Social events: Wednesday at 7 p.m. in the school hall.
Talk by Jason Hadderly: Next Friday, Room H303 from 5.30 p.m.
New club website: Next weekend, online.
Unit 5 T68
a Think of ideas
• Read through the instruction with the class.
• Go through each section of the diagram and check that
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks and
complete it with the topic from exercise 5 that they are going
to write their blog about.
• Ask a student to read the second bullet point aloud.
• Ask students to copy the table in their notebooks and add
details about the events.
• Brainstorm some ideas for how a club could communicate
with its members. Write the ideas on the board, e.g. text
messages, emails, letters etc. Ask students what types
of messages they would send with each method of
communication.
T69 Unit 5
Exercise 2
Grammar
• Focus students’ attention on the reporting verbs in bold in
Reported speech
the conversations. You could ask students to translate the
Reported questions, requests and commands verbs that they know into their own language to check
Reported suggestions and offers understanding.
• Read through the definitions and ask students to match the
Functional language verbs to them.
Asking for points of view • Check answers with the class.
What did you (all) think about … ?
ANSWERS
What’s your opinion? 1 G 2 D 3 F 4 H 5 A 6 C 7 B 8 E
Giving points of view
v Vocabulary practice
My view is that …
• 1–3 star tasks to practise the vocabulary. Also available on the
To my mind, …
Tests and Resources Multi-ROM.
In my opinion …
From my point of view, …
Agreeing with others
I couldn’t agree more.
I agree with you entirely / mostly / up to a point.
Unit opener
Vocabulary
Aims
• Learn reporting verbs.
• Discuss how you manage your time.
7 Develop linguistic communication.
VOC APP
Unit 6 T70
Exercise 4
• Read the question aloud and elicit a few answers from
individual students. Encourage them to use a range of
reporting verbs. Give an answer yourself first if necessary, e.g.
A friend told me that the new Avatar film is coming out soon.
I said it would probably be boring, but she mentioned that I really
enjoyed the first film.
• Divide the class into small groups to talk about
recommendations they have been given recently.
• Go round monitoring and assisting as necessary.
• Invite some students to share their experiences with the class.
Exercise 6
• Play the video for students to watch.
v Your Views: Entertainment
• Duration: 2.38 minutes
• Topic: What do you do for fun with your friends?
• Task: Discuss your views on the topic.
Further practice
Vocabulary, Workbook page 48
Vocabulary reference, Workbook pages 120–121
Vocabulary worksheets, Tests and Resources Multi-ROM
T71 Unit 6
Unit 6 T72
ANSWERS Exercise 8
1 Nathan said that his present was great. • Ask students to think about an interesting day trip, real or
2 Rebecca complained that she had forgotten her ticket. imaginary. Read the questions aloud and give students time
3 Andy mentioned that Tom had been on a day trip. to think about their answers.
4 Ella agreed that the Zip 2000 felt like flying. • Divide the class into pairs to ask and answer the questions.
5 He told Richard that he had bought a book about alligators. Ask students to note down what their partner says in their
notebooks.
Exercise 6 Recycle • Give students time to change their partner’s direct speech
• Ask students to read the Recycle box. Elicit the things that into reported speech. Encourage them to use the language in
students have to change when transforming direct speech the Useful language box. Then invite students in turn to tell the
into reported speech and write them on the board: the tenses, class about the other students’ experiences.
subject and object pronouns, possessive adjectives, expressions of
• Encourage students to self-correct any mistakes with the
time, expressions of place.
reported speech.
• Ask students to look at the example sentences and to identify
• Ask: Which day out sounds the most fun? Why?
the changes.
• Ask them to read the sentences in the exercise and to identify Further practice
the words that they will have to change. Pronunciation, Student’s Book page 151
Grammar, Workbook page 49
• Ask them to write the correct sentences in their notebooks.
Grammar reference, Workbook pages 122–123
• Check answers with the class. Grammar worksheets, Tests and Resources Multi-ROM
ANSWERS
1 Lucia said (that) she wanted to go to the cinema the next
day.
2 Jade replied (that) they still hadn’t finished their dinner.
3 Mark mentioned (that) he had seen an interview with that
author the week before.
4 Sam told me (that) Oliver had won first prize in a writing
competition the year before.
5 Oscar complained (that) their teacher had given them loads
of homework for the following week.
T73 Unit 6
Unit 6 T74
T75 Unit 6
Unit 6 T76
Exercise 6
• Read through the instruction with the class.
• Put students into small groups to think about different
films they have seen that were filmed in interesting places.
Encourage them to draw up a list of possible films in their
groups. Each student then chooses one film location they
would like to visit.
• Give students time to think individually about their answers to
the three questions.
• Read through the language in the Useful language box with
the class. Encourage students to use this language in their
discussions.
• Divide the class into pairs to have their conversations.
Go round monitoring the discussions and giving help
where needed.
• At the end of the activity, you could ask a few students to
report to the class what their partner told them. Make sure
they use reported speech correctly.
Exercise 7
• Students watch the video.
v Culture video: Iconic film locations
• Duration: 4.05 minutes
• Topic: New York: an iconic film location.
• Video worksheets are available in the iPack Resources tab.
T77 Unit 6
Unit 6 T78
T79 Unit 6
Warm-up Exercise 4
• Ask: What kinds of music do you like listening to? Who are your • Read through the instruction with the class, pointing out that
favourite bands or singers? Do you play any musical instruments? for some gaps there is more than one possible answer.
What was the last concert that you went to? Elicit a range of • Ask a student to read the text aloud. Check students
answers, and encourage as many students as possible to join understand it.
in and express their opinions. • Tell students to work in pairs and complete the text in their
notebooks with the sequencing words and expressions.
Exercise 1 • Check answers with the class, asking students to say what
• Ask students to read the instruction and the three possible function each sequencing word or expression performs, i.e.
titles. as soon as means ‘happening at the same time.’
• Invite a different student to read each paragraph aloud. ANSWERS
• Allow students to compare their answers in pairs before 1 At first
checking them with the class. 2 as soon as
• Invite students to explain why A and B are not correct. 3 While
ANSWERS 4 Then / Next, / After that, / After a while, / (A little) later,
A incorrect – Andy’s dream of being like Max, the drummer of 5 Then / Next, / After that,
N19, is fulfilled because he replaces Max at the concert. 6 Finally / In the end
B incorrect – Andy plays the drums not the guitar.
Optional activity
C correct
Ask students to write three sentences about themselves
Exercise 2 using sequencing words and expressions from exercise 3,
• Read through the questions with the class and make sure e.g. I sometimes listen to music while I’m having a shower.
students understand everything. Make sure the students Go round monitoring and assisting as necessary.
realize that some of the questions are not answered in the With books closed, invite students in turn to read one of their
text. If you want to make the exercise easier, tell the students sentences to the class, omitting the sequencing word or
that there are two questions that are not answered. Remind expression. See if other students can guess the missing word
them to write their answers in their notebooks. or expression. You could do this as a game, awarding a point
• Allow students to compare their answers in pairs before to the first student to guess each missing word.
checking them with the class.
ANSWERS
1 He was the best drummer in the school.
2 Not answered.
3 He was fifteen.
4 Not answered.
5 The people felt excited at first.
6 Because it was the most unforgettable experience of
his life. / Because it was his ambition to be like Max, the
drummer in N19.
Unit 6 T80
a Think of ideas
• Read through the instruction with the class.
• Remind students to create a character that they think will be
suitable for the story.
• Ask students to work in pairs and complete the notes in their
notebooks.
• When the students have finished, discuss with the class which
information they think they are unlikely to use in the story.
Ask them to explain why.
• Invite a student to read the information in the plot
diagram aloud.
• Go through the questions that each section of the plan asks
for. Tell students that they have to answer the questions with
their own ideas and create a plot for their main character.
b Plan
• Go through the writing plan with the class and make sure
students understand that they should structure their stories in
this way.
• Ask students to write the writing plan in their notebooks,
including relevant ideas from their answers to section a.
c Draft
• Ask students to write the first draft of their stories. If they do
this in class, go round giving help and encouragement.
• Remind them to use sequencing words and expressions.
• Remind them to check their grammar and spelling carefully.
d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s story.
• Students should go through their partner’s story and answer
the questions.
• Students then report back to each other about their work.
T81 Unit 6
Warm-up
• Ask students: What school trips have you been on? Ask
questions about their experiences, e.g. Where did you go? What
activities did you do? What did you learn? What did you enjoy the
most? Which things were not so enjoyable? Why?
Unit 6 T82
Step 4
• Read through the phrases in the Useful language box with the
class and make sure students understand them all. If you have
time, you could play the recording from Before you start again,
for students to hear some of the phrases in context.
• Ask students to work individually to make notes for their part of
the presentation. Emphasize that they should just be making
notes, and not writing a full script of what they plan to say.
Suggest that they write bullet points, rather than full sentences.
T83 Unit 6
Grammar Exercise 2
Future continuous • Focus attention on the headlines and ask: Where might you
Future tenses see headlines like these? Read out each one and check that
students understand deal, mission, charity and sailor.
Comparatives and superlatives
Future expressions
• Ask students to read the headlines again and match them
to photos (1-5) in their notebooks. Ask students to think of
photos to illustrate the other two headings.
Functional language
Comparing and contrasting places
• Invite some students in turn to describe their photos for the
headlines. As a class, discuss and decide which are the best
It might be (+ comparative) … photo suggestions.
… is less / more (+ adjective) than …
ANSWERS
There are (not) as many as … 1 C 2 E 3 G 4 B 5 A
They are not so (good) as …
There’s never been a (+ comparative) way to … Exercise 3
You’ll not only (+ infinitive), but you’ll also (+ infinitive) … • Focus students’ attention on the highlighted phrasal verbs in
… is the only (+ noun) in town with (+ noun). the headlines A–G. Encourage them to guess their meaning
from context. Point out that the pictures might help them.
It may be (+ adjective), but it won’t be as (+ adjective) as …
• Read the first definition aloud and ask students to match the
phrasal verb in the text to it.
Unit opener • Ask students to match each phrasal verb to one of the
definitions (1–10) in their notebooks.
Vocabulary • Check answers with the class, and make sure that students
understand all the words.
Aims ANSWERS
• Learn phrasal verbs for travel. 1 get on 2 come across 3 get off 4 get away
• Read newspaper headlines for travel stories. 5 speed up 6 turn back 7 see off 8 set off 9 take off
• Describe your dream holiday. 10 stop over
7 Develop linguistic communication. Optional activity
5 Develop social and civic competences. Ask students to write one more newspaper headline using
one of the phrasal verbs in exercise 3. Elicit a few examples
from the class first, e.g. Walkers come across mysterious animal.
Ask students in turn to read out their headlines, inserting a
‘beep’ sound where the phrasal verb should be. See if other
students can guess the missing phrasal verbs.
Unit 7 T84
Exercise 5
• Invite a student to read the instruction and advert E aloud.
• Tell students that they should get ideas by answering the
questions and ask more questions if necessary to prompt
students, e.g. How long would you get away for? What exciting
things would you like to come across during your holiday?
• Ask students to read the example answer and then to write
their descriptions in their notebooks. Go round monitoring
and assisting while they are working, and encourage them to
use a range of phrasal verbs.
• Divide the class into small groups to read their descriptions
to each other and agree on the best dream holiday in their
group. Invite groups in turn to read their chosen dream
holiday aloud. As a class, discuss and decide which is the best
dream holiday overall.
Exercise 7
• Play the video for students to watch.
v Your Views: The news
• Duration: 2.22 minutes
• Topic: Do you read the news? Can you remember a news story
that really grabbed your attention?
• Task: Discuss your views of the topic.
T85 Unit 7
Culture note
Vehicle-to-vehicle (or V2V) communication is being
developed and tested by several large motor manufacturers,
including General Motors, BMW and Audi.
Urban transport pods are seen by many as a cheap, clean
alternative to current ways of getting about towns and cities.
One town in the UK, Milton Keynes, has announced that it
intends to introduce the pods by 2017, as a way for people to
travel between the train station and the town centre.
Unit 7 T86
Exercise 6
• Ask students to read the newspaper article quickly, ignoring
the gaps, to get the gist.
• Read the first sentence aloud and elicit the correct verb form.
Ask students to read the rest of the article and complete it with
the correct forms of the verbs in the box in their notebooks.
• Check answers with the class. Invite a confident student to
read the completed article to the class.
T87 Unit 7
Unit 7 T88
T89 Unit 7
Unit 7 T90
Your turn
Aims
• Describe a memorable sporting event.
5 Develop social and civic competences.
7 Develop linguistic communication.
T91 Unit 7
Unit 7 T92
Exercise 7 $ 3.09
• Read through the information in the Speaking strategy box
with the class. Then read the question.
• Play the recording once for students to listen.
• Play it again, pausing after each set of sentences to discuss the
answer to the question with the class.
• Play the recording a further time, pausing after each
enthusiastic sentence and asking individual students to
repeat, copying the intonation and tone of voice.
ANSWER
They sound more enthusiastic in both of the second sentences.
Exercise 8
• Invite several students to read the instruction and the two
situations aloud.
• For question 2, brainstorm some ideas for places in the
students’ home town that students might suggest.
• Divide the class into pairs and ask them to prepare their
conversation. Remind them to use the dialogue from
exercise 4, expressions from the Functional language box
and a suitable tone of voice to sound enthusiastic. Go round
monitoring and assisting as necessary.
• Invite some pairs to perform their conversation for the
class. Encourage other students to give feedback on how
enthusiastic they sounded.
T93 Unit 7
Unit 7 T94
a Think of ideas
• Read through the instruction with the class.
• Go through each section of the diagram and check that
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks and
complete it with the topic that they are going to write their
report about.
b Plan
• Go through the writing plan and make sure students
understand they should structure their reports in this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.
c Draft
• Ask students to write the first draft of their reports. If they
do this in class, go round giving help and encouragement.
Remind them to check their spelling and to make sure the
reports include formal language and linking expressions,
suitable modal verbs and evidence for the benefits that they
write about.
d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s report.
• Students should go through their partner’s report and answer
the questions.
• Students then report back to each other about their work.
e Write
• Students write the second and final drafts of their reports.
• Tell them to correct any mistakes their partners found.
• If they do this in class, go round giving help and
encouragement. Remind them to use formal language.
• Invite some students to read their reports to the class. Their
classmates can listen for the main points of the report.
• Alternatively, students could work in pairs to read their
partner’s reports to check that it follows the plan, and that the
spelling and grammar is correct.
T95 Unit 7
Unit 8 T96
Optional activity
Divide the class into small groups. Ask them to choose one of
the senses and plan their own event or exhibition to explore
this sense. Encourage them to be creative and use their
imaginations! Go round monitoring and assisting as necessary.
Then invite groups in turn to present their ideas to the class.
Ask students which of the events they would like to go to
and why.
T97 Unit 8
Exercise 2
• Ask students to read the article again and write the answers to
the questions in their notebooks. Encourage them to use their
own words as much as possible in their answers.
• Check answers with the class.
ANSWERS
1 We depend on our eyes when we choose food because we
are bombarded with colour, light and images while we are
shopping.
2 It can be difficult to use all our senses when shopping
because many shops don’t like people to touch their
products, and packaged food is hard to smell.
3 You can often taste food in food markets.
4 Touch is the most important sense for people with no sense
of smell.
5 Take your time when eating and use all five senses so you
can enjoy every aspect of your meal.
Unit 8 T98
T99 Unit 8
Unit 8 T100
Exercise 10
• Read through the instruction and the words in the box with
the class.
• Ask students to read the text quickly, ignoring the gaps, to
get the gist. Then ask them to write the missing words in their
notebooks.
• Check answers with the class.
ANSWERS
1 dogs 2 affection 3 a dog 4 Lucky 5 the friendliest
6 a walk
v Grammar practice
• 1–3 star tasks to practise articles. Also available on the Tests
and Resources Multi-ROM.
T101 Unit 8
Unit 8 T102
Your turn
Aims
• Talk about a place that you find interesting for historical or
artistic reasons.
• Write a fact file on the place you talked about.
5 Develop social and civic competences.
3 Develop cultural awareness and expression.
Exercise 7
• Invite a student to read the instruction aloud.
• Divide the class into small groups and ask them to read the
questions and think of a place.
• Ask students to write their fact files in their notebooks.
Encourage them to use the expressions in the Useful language
box. Go round monitoring and assisting as necessary, and
encourage them to use a range of vocabulary.
• Invite some students to read their fact files to the class.
T103 Unit 8
Unit 8 T104
T105 Unit 8
Unit 8 T106
a Think of ideas
• Read through the instruction. Students choose one of the
ideas on the board and write it at the top of the questionnaire.
• Ask students to think of three positive and three things that
could be improved.
• Ask some students to read out their ideas.
b Plan
• Go through the writing plan and make sure students
understand they should structure their answers to the
questionnaire in this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.
c Draft
• Ask students to write the first draft of their questionnaire
answers. If they do this in class, go round giving help and
encouragement. Remind them to check their spelling and to
make sure to use expressions for giving opinions and to use
linkers to give reasons for their opinions.
d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s questionnaire answers.
• Students should go through their partner’s questionnaire
answers and answer the questions.
• Students then report back to each other about their work.
e Write
• Students write the second and final drafts of their
questionnaire answers.
• Tell them to correct any mistakes their partners found.
• If they do this in class, go round giving help and
encouragement. Remind them use expressions for giving
opinions and to use linkers to give reasons for their opinions.
• Invite some students to read their questionnaire answers to
the class. Encourage their classmates to listen for reasons and
examples of because of …, as a result of …, and due to … .
T107 Unit 8
Unit opener
Vocabulary
Aims
• Learn verbs and prepositions related to education.
• Read and complete a quiz on you and your future.
• Describe your future plans.
Unit 9 T108
Exercise 5
• Ask students to read the sentences, ignoring the gaps, to get
the gist.
• Tell students to complete each sentence in their notebooks
with a verb from exercise 4.
• Check answers with the class.
ANSWERS
1 concentrate; prepare 2 specialize; graduate 3 apply
4 participate 5 believe
Optional activity
Ask students to close their books. Divide the class into teams
of three or four students and make sure they have a pen and
paper ready. Write the bold verbs (but not the prepositions)
on the board.
Call out the verbs one at a time in random order. Each time,
teams race to write a sentence using the verb and the correct
preposition. The first team to bring you a correct sentence
gets a point.
Continue until all the verbs have been practised. See which
team has the most points.
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Exercise 6 21st Century skills: Life plans
• Focus students’ attention on the 21st Century Skills box and
read through the task.
• Ask students to answer the questions by writing notes on a
small piece of paper. Tell students to fold up their papers and
collect them in a bag.
• Ask each student to take out a paper, read the notes and
guess whose future they have chosen.
• Ask the person who wrote the notes to reveal themselves so
the students can see if their guesses were correct or not.
T109 Unit 9
Unit 9 T110
ANSWERS Exercise 10
1 present simple 2 present continuous 3 used to • Divide the class into small groups to read their posts to each
4 past simple 5 past continuous 6 present perfect simple other and vote for the ideas they like best.
7 present perfect continuous 8 past perfect simple • Invite some students to tell the class about the ideas they chose.
9 be going to 10 will future 11 future continuous
Further practice
Exercise 7 Pronunciation, Student’s Book page 151
• Ask students to read the sentences and write the correct verb Grammar, Workbook page 73
forms in their notebooks. Grammar reference, Workbook pages 134–135
• Allow students to compare their answers in pairs and discuss Grammar worksheets, Tests and Resources Multi-ROM
any differences before checking them with the class.
ANSWERS
1 I have been revising for hours now but I still haven’t
finished.
2 Alice lost her mobile phone while she was working in the
library yesterday.
3 Raj usually studies in his bedroom but at the moment he’s
working in the sitting room.
4 This time next week I’ll be doing my Maths exam. I think
I’ll need a break after it.
5 Mark commented on the forum regularly last year, but he
hadn’t posted anything on it before then.
T111 Unit 9
Unit 9 T112
Exercise 6
• Ask students to read the text quickly, ignoring the gaps, to
get the gist. Ask: What is the writer’s conclusion? (that modern
teenagers aren’t afraid of hard work)
• Ask students to read the text again and write the correct
words in their notebooks.
• Check answers with the class, and revise any grammar items
that a lot of students found difficult.
ANSWERS
1 had 2 to do 3 asked 4 the 5 which 6 These
7 which 8 would
v Grammar practice
• 1–3 star tasks to revise tenses. Also available on the Tests and
Resources Multi-ROM.
T113 Unit 9
Unit 9 T114
Your turn
Aims
• Discuss different topics.
• Practise using technology vocabulary.
7 Develop linguistic communication.
6 Develop mathematical competence and basic science and
technology competences.
Exercise 6
• Invite a student to read the instruction aloud and focus
students’ attention on the list of topics.
• Give students time to make notes about their ideas, and then
divide the class into pairs to talk about the topics. Encourage
them to use expressions in the Useful language box. Go round
monitoring and assisting as necessary, and note down any
common mistakes.
• Then, as a class, invite students to present some of the ideas
that they have discussed. Praise good use of the target
language and correct any mistakes.
Exercise 7
• Students watch the video.
v Culture video: Visiting Mars
• Duration: 3.44 minutes
• Topic: Advancements in NASA’s exploration of Mars.
• Video worksheets are available in the iPack Resources tab.
T115 Unit 9
Exercise 2
• Read through the list of words and phrases with the class and
model the pronunciation of any difficult words.
• Refer students back to the web page and ask them to match
the highlighted words to the meanings in their notebooks.
• Check answers with the class.
ANSWERS
1 accommodation 2 destination 3 expert 4 timetables
5 support 6 itineraries
Unit 9 T116
T117 Unit 9
Exercise 1
• Ask students to read the advert quickly to get the gist. Ask:
What is the British Language Institute offering? (three summer
course vacancies to students who want to study in Britain)
• Ask students to read the advert again, more carefully, and
decide what kinds of information (1–6) they would include on
a CV in response to the advert.
• Encourage students to share their ideas with the class, asking
them to explain their reasons where appropriate.
Exercise 2
• Ask students to read the CV and answer the question.
• Discuss the answer with the class, encouraging students to
give evidence to support their answers.
ANSWERS
Adriana has included her experience of using language and
her personal qualities.
Unit 9 T118
a Think of ideas
• Read through the instruction with the class.
• Go through each section of the diagram and check that
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks
and complete it with further notes about their own skills,
experiences and personal qualities that are relevant for the job
in exercise 5.
b Plan
• Go through the writing plan and make sure students
understand they should structure their CVs in this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.
c Draft
• Ask students to write the first draft of their CVs. If they do this
in class, go round giving help and encouragement. Remind
them to check their spelling and to make sure the CVs include
positive verbs and adjectives about themselves, a list of
achievements and clear sections.
d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s CVs.
• Students should go through their partner’s CVs and answer
the questions.
• Students then report back to each other about their work.
T119 Unit 9
Warm-up
• Ask: Do students at your school produce a yearbook at the end of
the year? If the answer to this question is yes, ask: What kinds of
things are included in the yearbook? Who writes the articles? Who
is the yearbook for?
• If students are not familiar with the idea of a yearbook,
explain that it is a collection of profiles of individuals, which
is something that students can keep to remind them of their
year at school. Ask: What activities from this year might you write
about in your profile for a yearbook? Elicit a range of answers.
Culture note
Almost all high schools in the USA, Canada and Australia
produce yearbooks. They are usually produced by a student
committee, with help from members of staff. Over the last ten
years, they have become increasingly popular in British schools.
Unit 9 T120
Step 4
• Ask a student to read the instruction aloud.
• Divide the class into groups to read each other’s pages and
edit them.
• Point out that students should not be too critical of each
other’s work. They should work together and focus on the
three areas highlighted in blue in Step 4, correct mistakes and
make the pages lively and interesting.
• Go round monitoring and assisting as necessary.
• Ask students to prepare the final version of their personal
profiles, either in class or for homework.
Step 5
• Go through the instruction with the class.
• When all the students are satisfied with the contents of their
pages, invite them to consider the layout of the yearbook.
Divide the class into groups and ask them to plan the best
order of pages for the yearbook. Ask the groups to present
their suggestions and decide on the best order.
• Now focus students’ attention on the design of the cover
of the yearbook. As a class, students decide who should
create it. The class could discuss the type size and colour that
they want for the title and headings. You could also ask for
suggestions for any artwork or photos.
• Ask for two or three volunteers to bring the pages together
and put them in the correct order.
• Ask students to print out their yearbook.
• If students are producing an online yearbook, they should
send or upload their work to the appropriate place.
• Finally, distribute the finished yearbook to groups of students
for them to read.
T121 Unit 9
Review T122
Review T124
Writing
Exercise 2
• Read through the instruction with the class, and ask students
to confirm what they have to do.
• Refer students to the questions and give them time to think of
ideas and plan their reviews.
• Divide the class into pairs or groups to compare their plans.
Give them time to adjust their own plans.
• Ask: What style would be appropriate for this writing task? Elicit
that a review should be in quite informal language.
• Ask students to write their reviews in their notebooks. Remind
them to use a range of vocabulary and structures. Go round
monitoring and assisting as necessary.
• When students have finished, ask them to read the task again
and make sure they have completed it correctly, kept within
the word limit, given reasons for their opinions and used an
appropriate style.
Exercise 3
• Read through the instruction with the class. Give students
time to read the questions. Make sure they understand them.
• Divide the class into pairs or groups and ask them to plan
their websites. Ask them to write the three questions in their
notebooks or a large piece of paper and note down their
responses to them. They should also consider the design and
illustrations that they would use.
• Go round monitoring and assisting as necessary.
• When students have finished, ask them to present their ideas to
the class. You could ask the class to vote for the best website.
Further practice
Review, Workbook page 23
Unit 2 Tests, Tests and Resources Multi-ROM
Review T126
Writing
Exercise 2
• Read through the instruction with the class, and ask students
to say what they have to do. Read through the three
questions and remind students that they should make sure
they answer these three questions in their letter or email of
complaint.
• Ask: What do you think is an appropriate style for this task?
Elicit that the email or letter of complaint is for a company so
should be formal. Discuss ways in which students can achieve
this, e.g. by using full forms rather than contractions and using
formal phrases for linking ideas, expressing opinions and
giving reasons, e.g. In addition, … However, … On the other
hand, … In my opinion, …
• Give students time to plan their email or letter of complaint.
Students could compare their plans in pairs and suggest
improvements.
• Ask students to write their emails or letters of complaint in
their notebooks. Remind them to use a range of vocabulary
and grammatical structures. Go round monitoring and
assisting as necessary.
• When students have finished, ask them to read the task again
and make sure they have covered all the key points in the task
and kept within the word limit. Remind them to read their
writing carefully and correct any mistakes they find.
• Invite some students to read their emails or letters of
complaint to the class. Encourage other students to give
positive feedback.
Review T130
Speaking
Exercise 3
• Read the instruction aloud, and give students time to read
through the types of communities. Ask students: What other
types of community can you think of?
• Brainstorm topics related to each type of community and
write them on the board, e.g.
an animal that lives in a group: hunting
a tribe: rites of passage
a cultural community in my country: activities, etc.
• Ask students to do online research for their presentation using
their phones or tablets. Set a time limit for the online research,
to avoid students becoming distracted.
• Give students time to organize their notes and practise their
presentation.
• Divide students into groups to give their presentations and
give feedback at the end on points that you noticed.
• Invite some students to give their presentations to the class.
Encourage other students to give positive feedback.
Further practice
Review, Workbook page 47
Unit 5 Tests, Tests and Resources Multi-ROM
Review T132
Optional activity
Ask: Do you think you could spend a whole hour / afternoon /
day doing nothing? Why? / Why not? Can you forget about social
media for a day? Why? / Why not? Hold a brief class discussion
and encourage as many students as possible to join in and
express their opinions.
Writing
Exercise 2
• Read the instruction aloud, and ask students to say what they
have to do. Elicit or point out that in this task students must
choose one of the topics and give their own opinion, with
reasons to support their opinion. They do not have to give
both sides of an argument, but they can give contrasting
opinions, for example by saying: Some people would say
that … , but I don’t agree.
• Divide students into pairs and ask them to brainstorm ideas
for both topics. Then put pairs together into groups of four to
compare their ideas.
• Give students time to plan their essay. Students could
compare their plans in pairs and suggest improvements.
• Ask students to write their essays in their notebooks.
Remind them to use a range of vocabulary and grammatical
structures. Go round monitoring and assisting as necessary.
• When students have finished, ask them to read the instruction
again and make sure they have answered the question in the
task and kept within the word limit. Remind them to check
their work carefully for mistakes.
• Invite some students to read their essays to the class.
Encourage other students to give positive feedback.
Exercise 3
• Read through the instruction with the class. Give students
time to read the first line of the role play (what Mum says) and
the four questions and check they understand everything.
• Divide the class into groups and ask them to answer the
questions to prepare the role play. Suggest that the groups
nominate someone to take notes.
Review T134
Speaking
Exercise 3
• Read through the instruction and the statement with the class.
• Ask students to look at the notes and decide which are in
favour and which are against driverless cars.
• Divide the class into pairs of student As and pairs of student Bs
and ask them to prepare to argue for or against the statement.
They can use the ideas on the page and from the recording as
a starting point, and add some of their own ideas.
• Set a time limit to avoid preparation going on too long.
• Go round monitoring and assisting as necessary.
• Reorganize the pairs so that each new pair is formed by a student
A and a student B and tell them to debate the statement.
• Monitor while they are working, and give feedback at the end
on points that you noticed.
• Finish by asking students to vote in favour or against the
statement depending on what they really think about
driverless cars.
• Invite some students to explain the reasons for their opinions.
Review T136
Writing
Exercise 2
• Read through the instruction with the class, and ask students
to explain what they have to do. Discuss the key points in
the task (begin with the sentence in the task, write 100–150
words). Remind students that they should make sure they do
these things in their story.
• Ask: What makes a good story? Elicit that a story must have a
beginning, a middle and an end, and the ending should be
interesting in some way.
• Ask: What kind of language should you use in a story? Elicit that
you should use narrative tenses (past simple, past continuous
and past perfect) for the events in the story, and you should use
adjectives and adverbs to make the story interesting and exciting.
• Ask: What do you think is an appropriate style for this task? Elicit
that the story should be fairly informal and be appropriate for
a young audience.
• Give students time to plan their story. Students could
compare their plans in pairs and suggest improvements.
• Ask students to write their story in their notebooks. Remind
them to use a range of vocabulary and grammatical
structures. Go round monitoring and assisting as necessary.
• When students have finished, ask them to read the instruction
again and make sure they have covered all the key points in
the task. Remind them to read through their story carefully
and correct any mistakes, e.g. in spelling.
• Invite some students to read their stories to the class.
Encourage other students to give positive feedback.
Exercise 2
• Read through the instruction with the class.
• Ask students to read the text quickly, ignoring the gaps, to get
the gist.
• Have students complete the missing words in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 unskilled 2 challenging 3 rewarding 4 well-paid
5 varied 6 vocational 7 motivating 8 unsociable
Review T138
Speaking: A conversation
Exercise 3
• Read through the instruction with the class. Then read the
statements aloud and make sure students understand them.
• Elicit different ways to start a conversation, e.g. by asking a
question, giving an opinion or giving an interesting piece of
information, e.g. Do you think that exams are the best way to
evaluate students’ knowledge? / I don’t think that exams are the
best way to evaluate students’ knowledge. Do you agree?
• Ask the groups to think of two more statements about
studying and careers. Students write their ideas on small pieces
of paper and put them on the table.
• Students then take it on turns to read out a statement and
talk about it with the group. Encourage students to use the
expressions in the book to express their opinions.
• Monitor while they are working, and give feedback at the end
on points that you noticed.
Further practice
Review, Workbook page 79
Unit 9 Tests, Tests and Resources Multi-ROM
End-of-term 3 Tests, Tests and Resources Multi-ROM
End-of-year Tests, Test and Resources Multi-ROM
Aims • Check answers with the class, and make sure that students
• Read and listen to a text about the Cold War. understand all the words.
• Understand new vocabulary in context. ANSWERS
• Listen to a conversation about historical events. 1 developing world 2 by proxy 3 nuclear weapons
• Complete a timeline with dates and information. 4 emerged 5 embargoes
• Discuss ways of preserving peace. Exercise 3 $ 4.10 Audio script pT161
3 Develop cultural awareness and expression. • Explain to students that they are going to listen to a boy
7 Develop linguistic communication. revising for a History test. Read through the timeline with the
class, and make sure that they understand all the country and
Warm-up place names.
• Ask: What do you know about the Second World War? Elicit a • Play the recording for students to listen and complete the
range of answers, and then ask: What happened in Europe after timeline, pausing as necessary to give them time to write.
the Second World War? Elicit a few ideas, prompting students
with more questions as necessary, e.g. What happened to
• Allow students to compare their answers in pairs before
checking them with the class. Ask students which of
Germany? What about Russia? Encourage students to share
the events in the timeline they have heard of. Elicit any
their knowledge with the class.
information that they have about the events.
• Focus students’ attention on the photo and ask students if
they recognize any of the people. Elicit or explain that the ANSWERS
photo shows Winston Churchill, President Truman and Joseph 1 1945 2 air 3 Organization 4 1950–1953 5 1955–1975
Stalin. Elicit what students know about these people. 6 1955 7 Wall 8 1962
Warm-up
Exercise 4
• With books closed, ask: How can electricity be generated? Elicit
a range of ideas, including coal-fired power stations, nuclear
• Invite a student to read the instruction and the questions
aloud. Then ask students to read paragraph C of the text
power, wind power and solar power. If students don’t mention
again and note down the advantages and disadvantages of
hydroelectric power, bring it up and check that students
hydroelectric power that it mentions.
understand what it is.
• Ask: What ways are used to generate electricity in your country?
• Bring the advantages and disadvantages together on the
board, and elicit others, e.g:
Elicit what students know, and encourage them to share
(advantages): unlike solar or wind power, hydroelectricity can
information with each other. Tell students that they are going
be produced all year round, in all weather conditions.
to look at hydroelectric power in more detail.
(disadvantages): channelling a river into a hydroelectric power
Exercise 1 $ 4.11 station might take water away from other areas that need it;
• Read through the instruction and the headings with the class. there is a danger of the dam bursting and flooding a large
area of land.
• Play the recording for students to read and listen to the
information and match the headings to the paragraphs. • Invite some individual students to tell the class which
arguments they find the most convincing and why.
• Check answers with the class.
ANSWERS
ANSWERS
1 It is clean, renewable, efficient and cheap. Hydroelectric
A Hydro-history B How hydro works C Pros and cons
power stations are expensive to build and need a lot of
Exercise 2 land. They can also have negative consequences for animals
and their habitats.
• Ask students to read the sentences and then read paragraph
B again to decide if the sentences are true or false. Optional activity
• Ask them to correct the false sentences in their notebooks. Divide the class into groups of four and ask them to choose
• Check answers with the class, asking students to provide four other ways of generating electricity, e.g. solar power,
evidence from the text for their answers. wind power, nuclear power, wave power, geothermal power.
ANSWERS Each student should then choose one form of power to
1 True. 2 False. The pressure increases as it flows. 3 True. research individually. Explain that they should find out how
4 False. The rotor spins round. 5 True. it works, and what the advantages and disadvantages are.
Alternatively, students could do the research for homework.
Exercise 3 In their groups, students should then take turns to present the
• Focus students attention on the words in the box. Ask form of power they have researched. As a group, they should
students to read paragraph B of the text again, and look at the then discuss the four forms of power they have chosen and
words in context. Then ask the students to match the words decide which one is the best for their country to use.
to the different parts of the diagram, writing the correct words Invite groups in turn to tell the class which form of power they
in their notebooks. Students could work in pairs to do this. think is the best and why.
• Check answers with the class.
ANSWERS
1 reservoir 2 dam 3 sluice gate 4 generator 5 turbine
Aims ANSWERS
• Read and listen to a text about muscles and movement. 1 slow twitch 2 fast twitch 3 voluntary muscles; pull
4 antagonistic pairs 5 strains; cramp
• Learn vocabulary to do with muscles.
• Discuss different sports and the muscles they use. Optional activity
6 Develop mathematical competence and basic science and Tell students you are going to give a definition of one of
technology competences. the words from exercises 2 or 3. Say: This happens when your
5 Develop social and civic competences. muscles are tired. It’s very painful. (cramp)
Divide the class into pairs to prepare definitions of two words
Warm-up from exercises 2 and 3. Go round monitoring and assisting as
• Ask: How much exercise do you do each week? How much exercise necessary.
do you think you should do? Elicit ideas and encourage students
Ask students to close their books. Invite pairs in turn to read
to talk about their own experiences and express their opinions.
out their definitions. The first student to guess the word gets
• Ask: Why is it important to do exercise? Elicit ideas and build up a point. Continue until all the words have been practised. See
a list of benefits on the board, e.g. good for your heart, helps who has the most points at the end.
you to lose weight, good for reducing stress. If students don’t
mention muscles, introduce the idea that doing exercise
keeps your muscles strong, which helps you to move easily. Exercise 4
• Invite different students to read the questions aloud.
Exercise 1 $ 4.12 • Give students time to think about their answers. Then divide
• Read through the instruction and the questions with the class the class into pairs or small groups to ask and answer the
and make sure that students understand everything. questions.
• Play the recording for students to read and listen to the • Invite some students to tell the class something they learned
text and match the questions to the paragraphs in their about their classmates.
notebooks.
• Check answers with the class. Optional activity
Divide the class into groups of four and ask each student to
ANSWERS
choose a different sport, e.g. football, tennis, swimming, cycling.
1 C 2 B 3 D 4 A
In their groups, students should each research their sport, to
Exercise 2 find out which muscles are important for that sport, and what
• Read through the words in the box with the class. Encourage kinds of training are useful for the sport. If students are doing
students to use their dictionaries to check the meaning of the the research in class, monitor and help while they are working.
words. Then have them copy the diagrams in their notebooks Alternatively, students could do the research for homework.
and write the correct words to complete the diagram. In their groups, students should then take turns to present the
• Check answers with the class, and make sure that students information they found and discuss what forms of exercise are
understand all the words. the best for each sport.
Invite groups in turn to tell the class what they learned about
ANSWERS
the muscles used for different sports and different forms of
1 contracted 2 biceps muscle 3 tendon 4 tendon
exercise for each sport.
5 relaxed 6 triceps muscle
Exercise 3
• Focus students’ attention on the words in the box. Ask
students to find and read the words in the text and try to work
out their meanings from the context first. Then they can use
their dictionaries to check the meanings if necessary.
• Ask students to read and complete the sentences by writing
the correct form of the words in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
Aims Exercise 4
• Read and listen to a text about robotics. • Read through the areas in the box and the questions with the
• Learn vocabulary for robotics. class and check that students understand everything. Refer to
• Discuss the positive and negative consequences of robotics. the warm-up and ask students to think of other areas that are
affected by robotics.
6 Develop mathematical competence and science and • Brainstorm some positive and negative consequences of
technology competences.
robotics and cybernetics in one or two of the areas.
Warm-up • Put students into pairs or groups to discuss the questions.
• Focus students’ attention on the photos and ask: Where do we • Monitor and help while students are working.
use robots? Elicit what students know, and encourage them to • Invite some students to tell the class about the positive and
share the knowledge that they have. negative consequences that they have discussed.
• Ask students where they think we will see the use of robots
increase in the future. Write these categories on the board and Optional activity
elicit a few ideas and encourage students to speculate: home, Divide the class into pairs and ask them to prepare a short
work, school, entertainment, health, transport. presentation about an important invention that has changed
our lives.
Exercise 1 $ 4.15
In their pairs, students should research their invention, to find
• Read through the instruction and the headings with the class. out who invented it, when and why it was useful. Students
• Play the recording for students to read and listen to the should also explain how it has changed our lives. If students
information and match the headings to the paragraphs. are doing the research in class, monitor and help while they
• Check answers with the class. are working. Alternatively, students could do the research for
ANSWERS
homework.
1 B 2 C 3 A In their pairs, students should then take turns to present the
information they found and the class should discuss which
Exercise 2 invention they think has been the most useful.
• Focus students’ attention on the highlighted words in the text.
Encourage them to check their meanings in their dictionaries.
• Ask students to write the words that complete the diagram in
places 1 and 2 in their notebooks.
• Check answers with the class.
ANSWERS
1 controller 2 actuators
Exercise 3
• Invite different students to read the questions aloud. Check
that students understand military and application.
• Ask students to read the text again and answer the questions
in their notebooks.
• Check answers with the class.
ANSWERS
1 Robots do very repetitive or mechanical tasks.
2 The robots are controlled remotely so that their operators
can stay out of danger.
3 The sensors in the London Fire Brigade’s robots are used
to detect the presence of toxic chemicals, radiation or
combustible gases in burning buildings.
4 By implanting a microchip in his arm which was connected
to his nerves.
5 A possible application for Professor Warwick’s experiment
would be to help people with physical disabilities.
Aims Exercise 4
• Read and listen to a text about the Industrial Revolution. • Invite two students to read the questions aloud. Ask students
• Learn vocabulary about industry during the Industrial to look again at the pictures, and give them time to prepare
Revolution. their answers. Encourage them to make notes, but not to
• Discuss the effects of the Industrial Revolution. write full sentences. Go round monitoring and assisting as
necessary.
6 Develop mathematical competence and basic science and • Divide the class into groups to compare their ideas and
technology competences.
discuss the questions.
5 Develop social and civic competences. • Ask some students to report on the ideas that the groups
Warm-up have discussed and have a class discussion on the positive
• Focus students’ attention on the pictures and elicit what they and negative effects of the Industrial Revolution.
show. Ask: What period in history do you think this is? Elicit a ANSWERS
range of ideas, and introduce the term Industrial Revolution. 1 Positive: new machines were invented; mechanization made
• Ask: What was life like before the Industrial Revolution? How did textile production faster and cheaper; roads were improved
the Industrial Revolution change people’s lives? How do you think and canals and railways were built so that materials, products
people felt about the first railways? Elicit a range of answers, and and people could be moved more cheaply and quickly; food
encourage students to share their knowledge with the class. became cheaper and people’s diets became more varied; life
expectancy was higher; education was free.
Exercise 1 Negative: Factories were often noisy and dangerous and
• Read the instruction aloud and ask students to match the many children worked in them; many people lived in poverty.
words in the box to the pictures. Ask: What do you think life
was like for the people who lived in these houses and worked in Optional activity
this factory? Ask students to imagine that they are living in a small town
• Check answers with the class. before the Industrial Revolution. Elicit the different kinds
of people who live in and around the town, e.g. farmers,
ANSWERS
business people, a teacher, a doctor, young people.
1 factory life 2 housing 3 travel
Tell students that there are plans to build a railway through
Exercise 2 $ 4.16 the town, and new factories near the town. Ask: Who might
• Ask a student to read the instruction aloud. Then play the be in favour of the changes? Why? Who might be against the
recording for students to read and listen to the text, and changes? Why? Elicit a range of ideas.
match the pictures to the paragraphs. Ask students to choose a character from the town to role play,
• Check answers with the class. and decide how they feel about the changes that are going
to happen. Give them time to plan their ideas. Go round
ANSWERS monitoring and assisting as necessary.
1 A 2 C 3 B
Divide the class into large groups to role play a discussion
Exercise 3 about the future of their town. Encourage them to use
• Focus students’ attention on the words in the box. Encourage their imagination and argue from the point of view of their
them to read them in context in the text again and try to work character. At the end, ask them to hold a vote on whether or
out their meaning. They can use their dictionaries to check not to allow the railway to be built in their town.
the meanings if they are unsure.
• Ask students to read the sentences and write the correct
words in their notebooks.
• Check answers with the class, and make sure that students
understand all the words.
ANSWERS
1 steam 2 Coal 3 textile 4 Iron; steel
Exercise 3 $ 4.29
• Invite students to read the sentences aloud. Students could
do this as a class or in pairs or small groups.
• Play the recording for students to listen and check their
pronunciation.
Starter unit, page 6, exercises 2 and 3 C 1.03 Assistant: Well, all the new football shirts cost the same. But
Presenter: Hello, and in this week’s Sporting Moments podcast, we’re offering a £20 discount on last year’s shirt from this week
we’ve decided to take a look at sportsmen and women who to the end of August. I can also put your brother’s name on the
became winners by accident. Here’s Angela with the first story. back for no extra cost.
Angela: What do you think of when you hear the words ‘Australia’ Marta: So that would be… £30. Um, I’m not sure.
and ‘sport’? Cricket or rugby, perhaps. Or possibly water sports Assistant: Remember, the discount only lasts until the end of the
like surfing. But I’m sure that nobody thinks of ice-skating! month.
However, ice skater Steven Bradbury surprised Australians (and Marta: Well, OK. It’s not exactly a bargain but it’ll be worth it
the rest of the world) when he won his first ever gold medal for when he sees it!
Australia in the Winter Olympics of 2002. For years Australians Assistant: Let’s see… . What’s your brother’s name?
have asked the same question: how did he do it? Well, here’s Marta: Guillermo.
the story… Assistant: Can you spell that for me?
Most of his friends took up outdoor sports at school, but Marta: Sure. It’s G-U-I–DOUBLE L–E-R-M-O.
Bradbury decided to try out ice-skating and ended up Assistant: G-U-I–DOUBLE L–E-R-M-O. Anyway, I’m learning
representing his country. At the Salt Lake City Olympics, luck was Spanish at the moment but I don’t have many opportunities to
on his side! Bradbury was tired after the first two races, and in practise. Maybe I should go and…
the semi-final he couldn’t catch up with the leaders. He thought
the Olympic Games had finished for him. Then, suddenly, three Starter unit, page 7, exercise 6, Dictation C 1.05
of the other skaters fell. Bradbury came second and qualified for 1 I arrived in May.
the final! In the final, Bradbury was even more tired and was last 2 I also work in a clothes shop at weekends during the day.
with 50 metres to go. Incredibly, the other four skaters crashed 3 We’re offering a discount from this week to the end of August.
and fell. Bradbury skated past them and won the gold medal! 4 Remember, the discount only lasts until the end of the month.
He hasn’t skated in any competitions since then, but Australians
have invented a phrase to describe unexpected success: doing Unit 1, page 12, exercises 4 and 5 C 1.07
a Bradbury! Molly: Hi Sarjit. What are you doing?
Presenter: Wow! That’s quite a story. Thanks, Angela. Now we go Sarjit: Well, I saw an advert about an award for people who
from a lucky skater to a lucky tennis player. Here’s Ian to tell us all make a difference in their community, and I started looking for
about... information about people our age who do something special to
help others.
Starter unit, page 7, exercises 2 and 3 C 1.04 Molly: Oh, yeah? Have you found anything interesting?
Marta: Hello. Have you got a minute? Sarjit: Well, yes, I’ve found some pretty inspirational people.
Assistant: Yes, of course. How can I help? Molly: Really? Like who?
Marta: I’m looking for a football shirt for my brother. Sarjit: Well, the first person I read about was Neha Gupta who
Assistant: What team does he support? set up the charity Empower Orphans. She’s from Pennsylvania, in
Marta: Err… Totten … Totten … How do you pronounce it? the USA, but her parents are Indian.
Assistant: Tottenham Hotspur, but most people just call them Molly: Why did she set up the charity?
Spurs. Sarjit: Well, every year, she used to visit her grandparents in India
Marta: That’s much easier! and take presents for the local children. During one trip to India,
Assistant: Are you Spanish? she visited the children’s orphanage and discovered that the
Marta: Yes. I arrived in May so I’ve been here all summer. children didn’t go to school. When she got home to the USA,
Assistant: Oh yeah? What are you doing here? she started the charity Empower Orphans in order to help the
Marta: I’m learning English at a language school. I also work in a children in the community.
clothes shop at weekends during the day to earn money and to Molly: Wow, that sounds great! How long has she had the charity?
practise my English more. Sarjit: Since 2005, when she was only nine years old…
Assistant: Your English is very good! Molly: Wow! That’s incredible!
Marta: Thanks. Sarjit: Hang on, I still haven’t finished!
Assistant: So, what size does your brother take? Molly: There’s more?
Marta: Err, extra large. Sarjit: Yes, listen to this. The charity has already raised over $1
Assistant: OK, here you go. million and has sponsored the education of 100 children.
Marta: Thanks. How much is it? Molly: That’s really inspirational!
Assistant: £50. Sarjit: I know! Easton LaChappelle is also very impressive. He’s
Marta: £50! I can’t afford that! Maybe I’ll save up and come back from Colorado, in the USA. He loves Lego and he made a robotic
in a few weeks. hand with pieces of Lego when he was fourteen.
Project 2: Before you start, page 82 C 2.22 Unit 7, page 92, exercises 2 and 3 C 3.05
Alex: Hello! My name’s Alex and this is Katie. In this presentation, Announcer 1: Don’t miss the grand opening of Milton Planetarium
we’re going to tell you about all the fun things we’ve organized on Saturday, 3rd June. It’s guaranteed to be the most exciting
for your day trip on 6th April! day of the year. Milton Planetarium has all the latest technology
Katie: We’re going to leave early in the morning because there and hundreds of interactive exhibits. It promises to be one of the
are lots of places we want you to visit. We’ll meet at quarter to most educational leisure options in town. There’s never been a
nine outside the school and the coach will leave at nine. If you’re a more enjoyable way to learn about the planets. And get there
football fan, I think you’ll enjoy our first stop. We’re going to visit Old early, because we are giving a year’s free entrance to the first
Trafford, the home of the city’s greatest football team, Manchester three visitors! Milton Planetarium is where science rocks!
United! Man City fans wouldn’t agree with me, though! The tour Announcer 2: Incrediview Cinema is a must for all film fans, with
lasts an hour, and then there’ll be time to buy souvenirs in the gift as many as ten top films to choose from every day. Don’t miss
shop. After that, we’re going to go to the biggest park in the city, our Super Wednesday deal with 30% off all ticket prices and a
Heaton Park. We’ll arrive at about one o’clock and we’ll have a picnic free soft drink for all cinema goers. Incrediview Cinema – the
lunch if the weather’s good enough. only cinema in town with real Digital 3D.
Alex: Thanks, Katie! After lunch, you can choose what you want Announcer 3: Keep cool on the ice this summer at Hockey Dock
to do in Heaton Park. You can go to the animal centre, hire a – and discover the joy of ice skating. Train with the best coaches
rowing boat on the lake or just chill out. Again, it’ll depend on the in the world at our state-of-the-art ice rink. We offer training
weather. A bit later on, we’re going to take you into Manchester city sessions in speed skating, figure skating and ice hockey. And
centre. You’ll have a couple of hours there to explore. If you’re into if you just want to skate for fun, Hockey Dock is the place to
shopping, you could go to the Arndale Centre. Our final activity go. Planning a celebration? Make your birthday extra special
of the day will be dinner at one of our favourite restaurants. We’re by having your party on the rink. Opening times: Monday to
going to take you out for a British classic: fish and chips! Thursday 4 p.m. to 9 p.m., Friday to Sunday 9 a.m. to 11 p.m.
Katie: Finally, here are a couple of practical tips. Manchester can What are you waiting for? Discover the Hockey Dock.
be cold and wet in April, so bring an umbrella and a warm coat!
Also, I’d recommend wearing comfortable shoes, as you’ll spend Unit 7, page 93 exercise 5, Dictation C 3.07
a lot of the day walking around. That’s all for now, but if you’ve Megan: How about the Incrediview Cinema? It’s the only 3D
got any questions, just get in touch. We’re really looking forward cinema in the country!
to showing you our city! Joe: I’d like to do something a bit more interesting.
Harry: Well, I think the planetarium is the most interesting place.
Unit 7, page 88, exercises 5 and 6 C 3.03 And it’s more educational than the other options. It’s where
News anchor: ... and now Angela González reports on an Science rocks, remember!
innovative plan to try to stop some of the 1000 tornadoes that Megan: I’m not sure. The planetarium might be educational, but
hit the USA every year. it won’t be as exciting as the Incrediview Cinema. Incrediview
Angela: Tornadoes destroy property and kill people and scientist, Cinema is also less expensive than the planetarium.
Rongjia Tao, believes it’s time we stopped them. He is presenting Joe: Well, I think Hockey Dock is the place to go. It’s much more
his idea for the construction of giant walls in Denver next week. exciting than the planetarium and it has more activities than the
The walls will be over 300 metres high and 45 metres wide, but cinema. It’s also the most active leisure option.
will they be big enough to resist a tornado? Megan: So, we’ll not only have fun, but we’ll also keep fit! I like
News anchor: A giant wall, what a great idea! And that’s all for now… that. What do you think, Harry?
Radio voiceover: Every once in a while we hear of strange Harry: Well, OK. I don’t mind going to Hockey Dock.
weather phenomena like this story from Lajamanu, a small town Joe: Excellent, thanks, Harry. So, what are we waiting for? Let’s go!
in the Australian desert, 400 kilometres from the coast.
Eyewitness: “It had just started to rain hard, when I noticed white Unit 8, page 100, exercises 4 and 5 C 3.11
things falling out of the sky and moving around on the ground. Podcast presenter: Welcome to Talking Animals. This week we’re
It was raining fish! There were fish everywhere!” talking to zoologist Zoe Adams about animal communication.
Radio voiceover: How very interesting! Find out more about the How is animal communication similar to human
day it rained fish. Weird Weather starts next Wednesday at 7 p.m. communication?
on Radio 3. Zoe: Well, both animals and humans use body language and facial
TV Presenter: OK, it’s time to see if Anna Logan has some good expressions to show feelings of anxiety, sadness or affection, for
news about the weather for the weekend. example. Think of how dogs wag their tails when they’re happy,
Weather woman: Unfortunately not, Tom. Those black clouds for example. Animals and humans also use their sense of smell to
coming in from the Atlantic show that today’s drizzle is going to discover information about other people or animals.
turn into heavy rain this evening. We also think that the breeze Podcast presenter: Right. And whose sense of smell is better?
will turn into gales tomorrow, I’m afraid.
The workbook audio is available on Spectrum 4 Voc App, or via Unit 2 Listening practice, page 81,
www.oxfordpremium.es exercises 1 and 2 2.1
As I arrive at Marienplatz, the main square in the German city
Unit 1, Listening practice, page 80, of Munich, the first snow starts to fall. The temperature is minus
exercises 1 and 2 1.1 two degrees, but thanks to my thick coat, hat, scarf and gloves,
Radio presenter: Volunteer tourism, or ‘voluntourism’, allows I’m not thinking about the cold. Instead, I’m enjoying the
people to travel while helping local people and wildlife. It’s magical sight of my first German Christmas market.
an industry that’s growing fast. In fact, over 1.6 million people Whether you’re buying presents or just want to enjoy the
already choose this kind of holiday every year. My guest is Louise atmosphere, a visit to a German Christmas market is the
Richardson, who’s just returned from a volunteering holiday. perfect way to celebrate the winter. These markets are famous
Welcome, Louise. Can you tell us about your trip? throughout the world, and it’s easy to see why. The square has
Louise: Of course. I spent this summer in Borneo in Southeast been transformed into a winter wonderland. There are around
Asia, where I was working at a centre for orangutans. 150 traditional market stalls selling all kinds of beautiful things,
Radio presenter: How amazing! from wooden decorations to handmade candles. In front of the
Louise: Yes, it was wonderful. My favourite part was hanging out Town Hall is Munich’s famous Christmas tree, which is about 30
with the baby orangutans. They were adorable. metres high and decorated with more than 2,500 lights. The
Radio presenter: What gave you the idea of going on a sky above the square is full of bright stars and the air smells of
volunteering holiday? spices, Bratwurst sausage and freshly baked biscuits.
Louise: I wanted to make the most of my summer and do My main reason for being here is to buy presents for my family.
something to make a difference instead of just lying on a beach. But I can’t resist the delicious biscuit smell so I decide to follow
Then I saw a television documentary about the Great Orangutan it. I find myself at a stall selling Lebkuchen, beautifully decorated
Project, which made a big impression on me, and I knew biscuits in the shape of stars and hearts. I buy a bag of six
immediately how I wanted to spend my holiday. biscuits and then continue walking around the square, stopping
Radio presenter: Now, voluntourism has faced some criticism, to listen to musicians and take photos. I’ve never been a fan of
hasn’t it? People have suggested that perhaps, for some shopping, but this is wonderful – much more fun than being in
volunteers, the motivation is to improve their CV or upload a crowded department store.
exciting photos to Facebook. What’s your view on that? The market in Marienplatz is the oldest Christmas market in
Louise: I can’t speak for everybody, but personally, I believed in Munich – it started in the 14th century – but it isn’t the only one.
the project and wanted to help. Of course, there were lots of There are twenty other Christmas markets here and many more
benefits for me. It was a fantastic adventure and I made some in other German cities.
great friends. But if you can enjoy yourself and do something German Christmas markets are very popular so make sure you
useful at the same time, why not? book your travel and accommodation early to find the best price
Radio presenter: What advice would you give people who’d like for your trip. Prices for a return flight to Munich …
to try voluntourism?
Louise: Remember that you’re there to get things done, not to Unit 2 Listening practice, page 81,
relax. Also, be aware that it isn’t cheap. Volunteers usually have exercises 4 and 5, Dictation 2.2
to pay for flights, accommodation, food and other things. And 1 As I arrive at Marienplatz, the main square in the German city
finally, make sure the organization is dependable, especially if of Munich, the first snow starts to fall.
you’re travelling to an unfamiliar part of the world.
2 A visit to a German Christmas market is the perfect way to
Radio presenter: Thanks, Louise. To find out more about
celebrate the winter.
volunteering…
3 There are around 150 traditional market stalls selling all kinds
Unit 1, Listening practice, page 80, of beautiful things.
exercise 4, Dictation 1.2 4 This is wonderful – much more fun than being in a crowded
1 It’s an industry that’s growing fast. department store.
2 Then I saw a television documentary about the Great 5 The market in Marienplatz is the oldest Christmas market in
Orangutan Project, which made a big impression on me. Munich…
3 And I knew immediately how I wanted to spend my holiday.
4 It was a fantastic adventure and I made some great friends.
5 Make sure the organization is dependable.
page 4 Grammar 4 **
1 kind 2 sympathetic 3 outgoing
Starter unit Past simple and present perfect
4 dedicated 5 dependable
1 **
Reading 5 ***
1 ’ve been
1 * 1 optimistic 2 outgoing
2 called
1 F 2 T 3 T 4 F 3 enthusiastic 4 truthful
3 took
6 ***
4 has already gone
Vocabulary Students’ own answers.
5 haven’t arrived
Technology verbs 2 **
1 * page 9
1 taught 2 hasn’t done 3 has lived
1 update 2 charge 3 scroll 4 Press 4 went 5 did, spend Grammar
5 tap
Past simple, past continuous and
2 ** 3 *** used to
1 text 2 browse 3 Swipe 4 plug in 1 joined 2 ’ve, started 3 ’ve done 1 *
5 update 4 went 5 didn’t like 6 ’s, taken up 1 ✓ 2 - 3 - 4 ✓ 5 - 6 ✓
3 **
2 *
1 Scroll 2 swipe 3 text 4 charge, page 7 1 Emma didn’t use to be so sensible.
plug 5 Press, tap 6 browsing
Grammar 2 Where did you use to live?
page 5 3 They used to be best friends.
Present simple and present
4 We didn’t use to get on well.
Grammar continuous
5 We used to play together.
1 *
Modals 3 **
1 winning 2 having 3 studying
1 * 1 When, was doing
4 visiting 5 stopping 6 taking
1 B 2 F 3 D 4 E 5 C 6 A 2 Just when, invited
2 **
2 ** 3 was waiting, when
1 drinks, ’s having
1 S 2 D 3 D 4 S 5 S 4 Just when, discovered
2 doesn’t, win, ’re playing
3 ** 5 while, was talking
3 ’re looking, don’t want
1 need to 2 didn’t have to 3 couldn’t 4 **
4 are getting on, fight
4 able to 5 must 1 used to be
5 love, ’m not reading
4 *** 2 didn’t use to be
6 ’m listening, don’t understand
1 able 2 have 3 ought 4 mustn’t 3 Did you use to like
3 ***
5 could 6 allowed 4 used to cry
1 ’m studying, Students’ own answers.
5 used to have
Vocabulary 2 play, Students’ own answers.
6 did you use to enjoy
3 S tudents’ own answers, is learning,
Phrasal Verbs Students’ own answers.
7 didn’t use to play
1 ** 8 used to spend
4 go, Students’ own answers.
1 A I think I might enjoy it 5 ***
2 B I couldn’t run fast enough page 8 Students’ own answers
3 A I was ill
4 A I’d missed the last bus Unit 1 Making a difference page 10
5 B it’s a good way to get fit Vocabulary
2 ***
Vocabulary
1 try out 2 take up 3 pick up Personality adjectives Collocations: get and make
4 catch up with 5 miss out on 1 * 1 *
1 ive 2 ful 3 able 4 ible 5 ing 1 make 2 get 3 get 4 make 5 get
page 6 6 ed 2 **
1 B try hard
Vocabulary 2 A participate
Money and shopping 3 A have an impact
1 * 4 B achieve your goals
1 waste 2 save up 3 lend 4 afford 5 B improve
5 be worth 3 **
2 ** 1 get involved
1 worth 2 save 3 lend 4 afford 2 * 2 make an effort
5 borrow 1 optimistic 2 sympathetic 3 kind 3 made an impression
3 *** 3 ** 4 got better
1 afford 2 worth 3 borrow 4 lend 1 supportive 2 sensible 3 dedicated 5 get the feeling
5 waste save up 4 truthful 5 dependable
D W L R Q B
Writing 4 had/’d lost
5 retired
Look at language: linking expressions
A Z S S F A 3 **
1 1 Basically 2 so 3 Anyway
1 had got home
M V H H E N 2 1 been going
2 arrived
S T P A C K 2 become
3 had appeared in TV adverts
3 been
W I L D L E 4 had stopped working
4 been cleaning up
5 had seen the advert
D O E E K D 5 increased
4 ***
6 realized
1 had been 2 had claimed 3 needed
7 been learning
4 had done 5 appeared
3 1 ✗ 2 ✗ 3 ✓ 4 ✗ 5 ✓
ic
onicdfyperforms
ipateryuwireless
2 **
ub
ghfeelinghyhtran
1 will be supplied 5 was invented
b row s e fg u i c c h
seg hosolargr h
2 will be saved 6 were read 1 performer 2 dancer 3 training
3 is consumed 7 are given 4 instructor 5 participants
4 is made 8 are used 3 ***
5 *** 1 er, Students’ own answers
2 ance, Students’ own answers
ctr
ar kp
Helicopter urcha
n
gex gele
1 It was invented in the 20th century. 3 ate, Students’ own answers
1 1 wireless 6 browse
2 An early version was drawn by 4 er, Students’ own answers
2 performs 7 feeling
Leonardo da Vinci. Practical English 3 purchase 8 electronic
3 Today they are flown by the army. 4 transport 9 charge
4 They are also used as air ambulances.
Interest, satisfaction and hope
1 * 5 participate 10 solar
5 F lying drones will be used more and 2 1 recommend 6 wild
1 do 2 in 3 with 4 to 5 with 6 if
more 2 take up 7 Training
2 **
6 They will be transported into space. 3 promote 8 burns
1 I’m really pleased with second prize.
2 It’d be great if you could tell me about 4 sustainable 9 innovative
page 26 5 celebrate 10 boost
your invention.
Vocabulary 3 I’m a bit disappointed with its Grammar
Function verbs appearance. 3 1 was built
1 * 4 Having a boss doesn’t appeal to me! 2 went
1 transport 2 burn 3 rest 4 boost 3 are used
5 repair page 29 4 is trying
2 * 5 will be produced
Reading 4 1 will be transported
1 absorbed 2 crashed 3 repair 1 **
4 rest 5 perform 6 burn 2 love each other
1 radio 2 torch
3 ** 3 will be able to develop
1 bsorb 2 oost 3 rocess 4 didn’t use to train
2 **
4 ransports 5 elease 6 est 5 blames himself for the argument
1 Trevor 2 Trevor 3 Ann 4 Trevor
4 *** 5 Ann
1 crash 2 boost 3 release 4 burn
page 32
3 ***
5 perform 1 Example: find sustainable ways to Unit 4 Live well
generate energy.
page 27 2 Example: few people had electricity. Vocabulary
Grammar 3 Example: a toy and a clock. Phrasal verbs
4 E xample: the heat produced by a
Reflexive pronouns, each other and calm
human hand.
one another 1 down
5 Example: $25,000 for her education. slow
1 *
1 myself 2 yourself 3 herself page 30
4 itself 5 yourselves 6 themselves
chill
2 out
2 ** Writing work
1 each other 4 yourselves Look at language: both and neither
2 themselves 5 one another 1 cheer
3 each other 6 themselves 1 both wind energy and solar power. 3 up
3 ** 2 neither sings nor dances open
1 yourselves 5 myself 3 both protect the environment and 1 *
2 herself 6 ourselves save you money 1 calm, slow
3 themselves 4 Neither oil nor gas is sustainable 2 chill, work
4 himself
3 cheer, open
3 complained
uffgh
savsh
2 his
bu rs
3 there stergi afilmb
m
a s u g ge
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