Oxford solutions upper intermediate teachers guide 3rd edition

2

Third Edition

Solutions
Upper-Intermediate
Teacher’s Guide

Helen Halliwell

Katherine Stannett  Jeremy Bowell
Tim Falla  Paul A Davies


Introduction to Solutions Third Edition
A note from the authors
Welcome to Solutions Third Edition. Teachers’ responses
to Solutions and Solutions Second Edition have been
overwhelmingly positive. Solutions Third Edition has evolved,
based on teacher feedback, whilst retaining the key features
that teachers value in the Solutions series:
• engaging topics and texts
• a strong focus on exam topics and tasks
• a clear structure, with easy-to-follow lessons that always
have an achievable outcome
• a familiar teaching and learning approach with plenty of
extra practice material
• a guided and supported approach to speaking and
writing
In the course of extensive research carried out for the new
edition, we spoke to scores of teachers and asked them how

we could improve the course.
In response to their requests, we have:
• provided 100% new content
• included a Listening lesson in every unit which will
develop your students’ listening skills
• included a Word Skills lesson in every unit which explores
the grammar of key vocabulary and includes dictionarybased exercises
• addressed mixed ability, with extra support for all levels
and suggested extension activities in the Teacher’s Guide
• increased the amount of language recycling and included
a Recycle! activity to consolidate grammar students have
studied earlier in the course
• provided added flexibility with a bank of Culture lessons
with supporting DVD documentary clips at the back of
the Student’s Book and extra activities on the Classroom
Presentation Tool
Solutions Third Edition has benefited from collaboration
with teachers with extensive experience of teaching and
preparing students for exams. We would like to thank
Helen Halliwell for sharing her expertise in writing the
procedural notes in the Teacher’s Guide.
We are confident that the result is a forward-thinking and
modern course that will prepare your students for the future
and provide you with all the support that you need. We
hope that you and your students enjoy using it!
Tim Falla and Paul A Davies

The components of the course
Student’s Book
The Student’s Book contains:

• a four-page Introduction Unit, revising grammar and
vocabulary
• nine topic-based units, each covering eight lessons
• five Exam Skills Trainer sections providing exam
preparation and practice
• ten Vocabulary Builders with practice and extension
• ten Grammar Builder and Grammar Reference sections with
further practice and a full grammar reference
• nine Culture lessons with linked documentary DVD clips
Strategy boxes appear throughout to provide advice on
specific skills and how best to approach different task types.
There are Strategy boxes for listening, speaking, reading and
writing.

Workbook
The Workbook mirrors and reinforces the content of the
Student’s Book. It offers:
• further lesson-by-lesson practice of the language and
skills taught in the Student’s Book
• more listening practice
• five Exam Skills Trainer sections providing further practice
of typical exam tasks
• nine Unit Reviews to develop students’ awareness of
their progress
• Self-checks with I can … statements at the end of every
Unit Review to promote conscious learner development
• five Cumulative Reviews for Units I–1, I–3, I–5, I–7 and I–9
• Functions Bank and Writing Bank
• a Wordlist
• an Irregular verbs list

Students can download the Workbook Audio from
www.oup.com/elt/solutions. The Workbook Audio is also
available on the Workbook Audio CDs in the Teacher’s Pack.

Student’s Book and Workbook e-Books
Solutions Third Edition e-Books provide all the content from
the Student’s Books and Workbooks, with extra features to
support your students’ learning:
• Built-in audio allows students to access the course audio
straight from the page.
• Students can slow down the audio to hear every word
clearly.
• The listen, record, compare feature helps students practise
their pronunciation.
• Built-in video in the Student’s Book e-Book gives you the
option of setting video homework for your students.
• Automatic marking in the Workbook e-Book lets students
check their progress independently and saves precious
class time.



Introduction to Solutions Third Edition2


Teacher’s Pack
This pack provides everything you need to teach successful
lessons with Solutions Third Edition. The pack includes:
• Essentials Teacher’s Book – answer keys and audio scripts
for both the Student’s Book and the Workbook

• A Teacher’s Resource Disk which contains:
–– 47 photocopiable activities
–– nine DVD worksheets with keys and scripts
–– Teacher’s Guide: full teaching notes with ideas in every
lesson for extra / alternative activities, suggestions on
how to adapt material for strong and weak learners, and
extension activities for fast finishers
–– Twenty-first Century Skills Projects
–– Course Test Audio, which can be played on your
computer or on a CD player
• Workbook Audio CDs

Class Audio CDs
The Class Audio CDs contain all the listening material from
the Student’s Book, including recordings of all the reading
texts from the Student’s Book.

Course Tests
The tests are available in editable and ready-to-use formats.
They include:
• two Short Tests per unit, A and B versions
• a longer Progress Test for every unit, A and B versions
• three Cumulative Tests for Units 1–5, 6–9 and 1–9, A and
B versions
All tests are fully editable, so you can adapt them to match
your students’ needs.

Course DVD

Student’s and Teacher’s Websites

• The Student’s Website provides the Workbook Audio
(www.oup.com/elt/solutions).

• The Teacher’s Website provides further resources and

reference material (www.oup.com/elt/teacher/solutions).

Solutions Third Edition and exam
preparation
Student’s Book
The Student’s Book includes five exam-specific sections
(Exam Skills Trainer) designed to familiarise students with the
task-types for most exams.
These sections provide strategies and exam techniques
to give students the skills they need to tackle exam tasks
with confidence.
Each section provides practice of all the skills that students
will need to demonstrate in most exams: use of English,
listening, reading, speaking and writing.

Workbook
Every other unit in the Workbook is followed by a doublepage exam section to practise tasks for both oral and written
exams. Work in class can be followed up with tasks done as
homework.
The audio for Workbook listening tasks is on the Workbook
Audio CDs or can be downloaded from www.oup.com/elt/
solutions.

Teacher’s Guide

The Student’s Book Exam Skills Trainers are accompanied
by full procedural notes with advice and tips for exam
preparation.

The Course DVD provides teachers and students with 45
educational and informative DVD clips to extend the theme
and topic of the Student’s Book Culture lesson. The Course
DVD includes the following resources for Elementary,
Pre-Intermediate, Intermediate, Upper-Intermediate and
Advanced:
• one documentary-style DVD clip for every Student’s Book
Culture lesson
• worksheet and teaching notes with background notes,
answer key and script for every DVD clip
• optional subtitles in English

Classroom Presentation Tool
Deliver heads-up lessons with the Classroom Presentation
Tool. Class audio, video and answer keys, as well as your
teaching notes, are available online or offline, and updated
across your devices.
• one documentary-style DVD clip for every Student’s Book
Culture lesson
• optional lesson openers – additional lead-in activities to
motivate students and recycle language
• optional lesson closers – quiz-style round-up activities to
consolidate what students have learned in the lesson
• optional task support – for example, useful language or
extra ideas to help students complete classroom tasks

Introduction to Solutions Third Edition3


A tour of the Student’s Book

• There are clear grammar tables and rules, and the grammar

As well as the Introduction Unit, there are nine units in
the Student’s Book. Each unit has eight lessons (A–H).
Each lesson provides material for one classroom lesson of
approximately 45 minutes.

•
•
•

presentation is interactive. Students often have to complete
tables and rules, helping them focus on the structures.
Look out! boxes appear wherever necessary and help
students to avoid common errors. Learn this! boxes
present key information in a clear and concise form.
This lesson links to the Grammar Builder and Grammar
Reference at the back of the book, which provides further
explanations with examples and more practice.
There is always a supported final speaking activity for
students to apply what they’ve learned in a productive task.

Lesson A – Vocabulary

• Lesson A introduces the topic of the unit, presents

•
•
•
•
•

the main vocabulary sets, and practises them through
listening and other activities. The vocabulary is recycled
throughout the rest of the unit.
The unit map states the main language, skills and topic
areas to be taught. It gives a visual reference to the skills
pages and highlights the reference sections in each unit.
I can … statements in every lesson establish a clear
learning objective.
Vocabulary is presented in lexical groups which aids
learning, memorisation and recall of new language.
The Recycle! activity recycles a grammar structure students
have learned earlier in the course using the vocabulary
from the lesson.
The lesson finishes with a speaking task giving further
personalised practice of the lesson vocabulary.

Lesson B – Grammar

• Lesson B presents and practises the first main grammar
point of the unit. The new language is presented in a
short text or other meaningful context.

Lesson C – Listening

• Lesson C follows a comprehensive and systematic syllabus
•
•
•
•
•

to improve students’ listening skills.
Lessons start with a vocabulary focus.
There is a focus on one key sub-skill per lesson to allow
extensive development and practice of listening skills.
Each lesson has a listening strategy, focused on the sub-skill.
The second part of the lesson allows students to apply the
sub-skill to an exam-like listening task.
Lessons end with a speaking task.

Lesson D – Grammar

• Lesson D presents and practises the second main
grammar point of the unit.



Introduction to Solutions Third Edition4


• The grammar presentation is interactive: students often

•
•
•

have to complete tables and rules, helping them focus on
the structures.
Learn this! boxes present key information in a clear and
concise form.
This lesson links to the Grammar Builder and Grammar
Reference at the back of the book, which provides further
explanations with examples and more practice.
A final speaking activity allows students to personalise the
new language.

• The text recycles the main grammar and vocabulary
•
•

points from the unit.
Important new vocabulary is highlighted in the text and
practised in a follow-up activity in the lesson and in the
corresponding Workbook lesson.
All reading texts have been recorded and are on the Class
Audio CDs.

Lesson G – Speaking

• Lesson G gives carefully staged supported practice of
Lesson E – Word Skills

• Lesson E provides extensive practice of word building,
phrasal verbs and dictionary skills.

• Vocabulary is introduced in the context of a short text.
• Students learn the grammar of key vocabulary and
•

develop their understanding of the language they
are learning.
A Dictionary Work activity encourages learner autonomy.
Learning tips help students with self-study.

•
•
•

•

common exam speaking tasks.
Lessons start with a vocabulary focus and also provide Key
Phrases for the speaking task.
A Speaking Strategy gives practical advice on how to
approach the speaking task.
Students listen to and analyse recorded models for
language, ideas and how best to approach a speaking
task. They are then well prepared to do the speaking task
themselves.
The Functions Bank at the back of the Workbook is an
essential reference resource and offers an effective way to
learn language in functional sets.

Lesson F – Reading

• Lesson F contains the main reading text of the unit.
• It covers two pages although it is still designed for one
lesson in class.

• The texts are up-to-date and engaging and link to the
topic of the unit.

Lesson H – Writing

• Lesson H takes a structured approach to writing and

prepares students for a wide range of writing exam tasks.



Introduction to Solutions Third Edition5


• The lesson always begins by looking at a model text or
•
•
•

texts and studying the language and structure.
Students learn and practise Key Phrases.
In the final writing task, students are given support
(prompts / ideas) to produce their own writing

A Writing Bank in the Workbook provides models of typical
exam writing task types and guidance on structure and
language to use.

Culture Bank

• The Culture Bank consists of nine ready-to-use culture
•

lessons linked to the topic and language of the main unit.
Each Culture lesson is supported by a DVD documentary
clip with accompanying worksheets.

Exam Skills Trainer

• There are five Exam Skills Trainers (after units 1, 3, 5, 7 and
9) in the Student’s Book.

• Each Exam Skills Trainer incudes exam tasks for use
•
•

of English, listening, reading, speaking and writing.
Each Exam Skills Trainer provides students with the
language, strategies and exam skills they need to achieve
success.
The topics of the Exam Skills Trainers relate to the topics of
the previous two units.

Introduction to Solutions Third Edition6


Solutions Third Edition Classroom Presentation Tool
Deliver heads-up lessons with the Classroom Presentation Tool.

Engage your students in your blended learning classroom with digital features that can be used on
your tablet or computer, and connected to an interactive whiteboard or projector.
Play audio and video at the touch of a button and launch activities straight from the page.
These easy-to-use tools mean lessons run smoothly.
Answer keys reveal answers one-by-one or all at once to suit your teaching style and the highlight
and zoom tools can be used to focus students’ attention.
Take your Classroom Presentation Tool with you and plan your lessons online or offline, across your
devices. Save your weblinks and notes directly on the page – all with one account.
Use lesson openers, lesson closers and task support to motivate students, consolidate learning, and
support students to complete classroom tasks.

• Zoom in to focus your students’ attention on a single activity.

• Play audio and video at the touch of a button.
• Speed up or slow down the audio speed to
tailor lessons to your students’ listening level.

• Save time in class and mark answers all at once.
• Reveal answers after discussing the activity
•

wasn’t

with students.
Try the activity again to consolidate learning.

• Save your weblinks and other notes for quick

•

Example screens taken from iPad iOS version

access while teaching. Use across devices using
one account so that you can plan your lessons
wherever you are.
Work on pronunciation in class: record your
students speaking and compare their voices to
the course audio.



Introduction to Solutions Third Edition7


Introduction

I

Map of resources
IA Vocabulary
Student’s Book, page 4; Workbook, page 4

IB Grammar

Student’s Book, page 5; Workbook, page 5

IC Vocabulary
Student’s Book, page 6; Workbook, page 6
Photocopiable: Vocabulary Review

ID Grammar
Student’s Book, page 7; Workbook, page 7
Photocopiable: Grammar Review

Classroom Presentation Tool Unit I
End of unit
Short Tests: Unit I

IAVocabulary
Friends
LESSON SUMMARY

• Check answers as a class. Point out the following word
order: verb + not + infinitive, e.g. decide not to do.

KEY

1 verb + -ing form: spend time (listening); mind (putting
up with)
2 verb + infinitive: hope (to be); decide (not to do);
choose (to be)
3 verb + object + infinitive: advise (me to do)
4 verb + object + preposition + -ing form: warn (me
against doing)

5 verb + preposition + -ing form: apologise (for being)

Exercise 3   page 4 

• Students choose the correct form of the verb.
• Check answers as a class.
KEY

1  copying  ​2  to study   ​3  visiting  ​4  to go   ​
5  to apply   6​   volunteering

Exercise 4   page 4 

• Go through the verbs and check meaning and
•

Grammar: Verb patterns
Speaking: Talking about friends and friendship; talking
about memorable events
SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in and
exercise 1 brief and set exercise 9 for homework.

LEAD-IN 2–3 MINUTES

• Play hangman on the board with the word friendship.
• Ask students to call out any nouns, adjectives, or verbs that
they associate with friendship, e.g. friend, friendly, hang out.

Exercise 1   page 4 

• Focus attention on the photo and ask: What is the girl on

•

•

the right doing? (She’s taking a photo of herself with her
friends.) You might like to teach selfie /ˈselfiː/ (a photo
of yourself that you take with your smartphone, usually
to put on a social networking site) and say: She’s taking a
selfie with her friends.
Focus attention on the title of the forum and ask students
to read the posts. In pairs, they should then tell each other
what they think of the comments and think of two more
qualities that are important in a best friend.
Elicit a few opinions and suggestions.

Exercise 2   page 4 

• Explain that when one verb follows another, the form of
•

the second verb depends on the first. 
Ask students to match the highlighted verbs in the forum
post with the correct verb pattern.

pronunciation. Students match them with the correct
patterns.

Check answers as a class. Note that propose has two
structures. Then ask students to categorise the verbs
in exercise 3. Note that admit can be followed by two
structures: admit + to (preposition) + -ing form
or admit + -ing form.

KEY

1
2
3
4

verb + -ing form: deny, keep, mention, propose
verb + infinitive: afford, manage, offer, promise, propose
verb + object + infinitive: beg, persuade, remind, tell
verb + object + preposition + -ing form: accuse (of ),
blame (for), thank (for)
5 verb + preposition + -ing form: end up, insist on, think
(of / about), wonder about
The verbs from exercise 3 are as follows:
1 verb + -ing form: admit, enjoy
2 verb + infinitive: agree, hope
3 verb + object + infinitive: encourage
4 verb + object + preposition + -ing form: praise
5 verb + preposition + -ing form: admit

Exercise 5   page 4 

• Students complete the dialogue.

• Check answers as a class. You could ask two students to
read out the dialogue to the class.

KEY

1  thinking  ​2  asked  ​3  reminded  ​4  insisted  ​
5  accused / accusing   ​6  apologise

Exercise 6   page 4 

• Focus attention on the words anger /ˈæŋɡə(r)/, anxiety
/æŋˈzaɪəti/ and shame /ʃeɪm/. Check pronunciation.



Introduction1


• Ask students to find a corresponding adjective in the

dialogue. With a stronger class, elicit the adjectives first
and then ask students to read the dialogue again to check.

KEY

anger – angry; anxiety – anxious; shame – ashamed

For further practice of word families:
Vocabulary Builder IA   page 117 
1 ease, easily, hopeful / hopeless, hope, hopefully /

hopelessly, laziness, laze, lazily, beautiful, beautify,
beautifully, creation, creative, creatively, pleasure,
pleasant, pleasantly, sadness, sadden, sadly, surprising,
surprise, surprisingly, annoying, annoy, annoyingly

21 laziness  ​2  surprising  ​3  beautifully  ​

4  annoyingly  ​5  creatively  ​6  saddened  ​7  ease  ​
8  pleasant  ​9  hopefully

Exercise 7   page 4 

• In pairs, students give their opinion on Amy’s feelings towards
•

Lily and then say what they would do in a situation like this.
Monitor and check students’ use of would / wouldn’t to talk
about imaginary situations.

Language note: Verb + infinitive or -ing
forget to do = not remember to do something that you
ought to do
forget doing = not remember something that happened
in the past
go on to do = do something after completing
something else
go on doing = continue an activity without stopping
remember to do = not forget to do something; actually do
what you have to do

remember doing = have or keep an image in your memory
of an action that you did in the past
stop to do = no longer continue to do something for a
time in order to do something else
stop doing = no longer continue to do something
try to do = make an effort to do something
try doing = use, do or test something in order to see if it is
good, suitable, etc.

Exercise 8   page 4 

• Go through the Learn this! box together and ask students
•

Extension: Fast finishers
Ask fast finishers to choose three verbs from group 2 and
write two sentences to illustrate the difference in meaning
between verb + infinitive and verb + -ing.

Exercise 10   page 4 

• Tell students about something you did recently, e.g. Last

•
•

Extra activity
Ask students to write a short paragraph beginning:
I’ll never forget meeting my best friend. They should try to
use verbs from exercises 4 and 8.

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

KEY

Exercise 9   page 4 

• Students choose the correct verbs.
• Check answers as a class.
KEY

1  to go / going   ​2  to tell   ​3  to laugh   ​4  to talk   ​
5  to play / playing   ​6  to rain / raining

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can
you do now? and elicit answers: I can talk about friends
and friendship. I can talk about something I did recently. I
understand different verb patterns. I understand the different
meanings of verbs that are followed by the infinitive or the
-ing form.

IBGrammar
Present and future tenses
LESSON SUMMARY

Grammar: Present simple and continuous; will and going to
SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in and
exercise 1 brief.

LEAD-IN 2–3 MINUTES

• Act out an annoying habit such as continually tapping

your foot on the floor whilst sitting down. Ask: Does this
annoy you? Encourage students to answer Yes. / No, it
doesn’t bother me. Then ask them to suggest a habit that
annoys them.

to put the verbs into group 1 or group 2.
Check answers as a class and make sure students
understand the difference in meaning when the verbs in
group 2 take the infinitive or -ing.

1 continue, like, prefer, start
2 forget, go on, remember, stop, try

week, I went camping with a friend and her family. It started
raining on the first day of the holiday and it continued to rain
for five days!
Ask students to work in pairs and tell each other about
something they did recently.
Monitor and check students are using the correct form of
the verbs.

Exercise 1   page 5 

• Focus attention on the list of annoying habits. In pairs,
•

students answer the questions about them.
Ask some students to share their answers with the class.

Exercise 2 $ 1.02    page 5 

• Tell students that Andy is complaining about his friend
Tom’s annoying habit.

• Play the recording while students read. They have to
•

identify the fault and answer the questions in pairs.
Elicit the answers and students’ opinions and reasons.



Introduction2


KEY

He always talks about himself.
Transcript
See Student’s Book page 5.

For further practice of will and going to:
Grammar Builder I.2   page 122 
11 ’ll see   ​2  ’m going to meet   ​3  ’s going to crash   ​

4  ’ll give   ​5  ’ll be   ​6  Are you going to see   ​7  going
to fall   ​8  ’ll have   ​9  won’t forget   ​10  ’ll do

Exercise 3   page 5 

• Go through the Learn this! box together. Students then
•

match the highlighted sentences with the correct rules.
Check answers as a class.

Exercise 7   page 5 

• Go through the questions together, eliciting the correct
tenses for the answers. Note that sometimes more than
one answer is possible. With a weaker class, you could
also elicit the reasons why.

KEY

a
b
c
d
e

f
g

he never takes an interest in other people  
That’s the personality he’s got.  
Our first lesson tomorrow is English.  
Next time you see him  
his attitude is really putting me off him  
He’s always talking about his life  
I’m playing football this evening

Exercise 4   page 5 

• Students find more examples of the present simple
•

and continuous in the dialogue and match them with
the rules.
Check answers as a class. Note that Jessica uses the
present simple in You don’t seem too happy since seem is a
stative verb and is usually used in the simple form.

KEY

a he never asks  
b he doesn’t care about anyone else; it annoys you;
it irritates me; I don’t see   
e what I’m doing

Exercise 5   page 5 

• Ask students to read the text and complete it with the
•

correct form of the verbs, present simple or continuous.
They should write both forms if both are possible.
Check answers as a class. For item 2, point out that the
present continuous rather than the present simple
suggests a feeling of annoyance.

KEY

1  text  ​2  are always using / always use   ​3  go out   ​
4  am using   ​5  am revising   ​6  start / are starting   ​
7  are trying   ​8  helps

For further practice of the present simple and
continuous: Grammar Builder I.1   page 122 
11  a  ​2  b  ​3  b  ​4  a  ​5  a / b   ​6  b  ​7  a
Exercise 6   page 5 

KEY

1 present simple (habits and routines) / present continuous
with always (describing annoying behaviour)   
2 present simple (habits and routines)  
3 present continuous (future arrangements) / going to
(when we have already decided what to do)   
4 will (based on what we know or just a guess)  
5 going to (when we have already decided what to do) /

present continuous (future arrangements)

Exercise 8   page 5 

• In pairs, students take turns to ask and answer the
•

questions in exercise 7 using the tenses they identified.
Monitor their use of present and future tenses.
Make a note of any mistakes you hear and write them on
the board for the class to correct.

Extra activity
Ask students to write another version of the dialogue in
exercise 2. They should choose a different annoying habit.
They can choose one of the habits in exercise 1 or use
their own idea.

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can you
do now? and elicit answers: I can use different tenses to talk
about the present and future.

ICVocabulary

Life events
LESSON SUMMARY

missing verbs.

Vocabulary: Stages of life; life events
Speaking: Describing life events

dialogue and match them with the correct rules.

• To do the lesson in 30 minutes, keep the lead-in and

• Go through the Learn this! box together and elicit the
• Ask students to look at the underlined sentences in the

SHORTCUT

exercise 1 brief. Set exercise 8 for homework.

KEY

a  going to   ​b  will  ​c  going to   ​d  will  ​e  will
Are you going to do anything about it? – c
I’ll tell him if you want – e
I’ll speak to him then. – d
he won’t get angry – b
it looks like it’s going to rain – a

LEAD-IN 2–3 MINUTES

• Focus attention on the photo and ask students to
•

describe it, e.g. It’s the boy’s birthday. He’s five. He’s blowing
out the candles on his birthday cake.
Ask a few students: Who is the youngest person in your family?
How old is he/she? Who is the oldest person? How old is he/she?



Introduction3


Exercise 1   page 6 

• In pairs, students take turns to tell each other about two
•

things in the list. Point out that they will need to use
remember + -ing form to talk about their memories.
Ask a few students to share their memories.

Exercise 2 $ 1.03    page 6 

• Go through the stages of life together and check meaning

•
•

and pronunciation, especially adult /ˈædʌlt/ or /əˈdʌlt/,

centenarian /ˌsentɪˈneəriən/, infant /ˈɪnfənt/, elderly
/ˈeldəli/ and aged /eɪdʒd/ in middle-aged.
Tell students they will hear someone describing seven
people. Play the recording for students to match the
people with the correct stage of life.
Check answers as a class.

KEY

1
2
3
4
​5
​6
7

be an infant  ​
be a centenarian  ​
be in your teens  ​
be a toddler  
be elderly  
be an adult  ​
be middle-aged

Transcript
1 She’s started to eat solid food, but she hasn’t learned to
walk yet.
2 My great-grandma turned 100 just last week. Isn’t that
amazing!

3 My younger brother wants to study medicine at university,
but he’ll need to get really high marks in his exams this
summer to get a place.
4 She’s at a lovely age – really curious about the world – but
you have to keep a close eye on her. She has very little
sense of danger.
5 Even though she has some health problems, my mum
is still very active. She does voluntary work three days a
week in a charity shop and has just joined a hiking group.
She says she won’t let old age slow her down!
6 It’s not like when I was a student. I’ve got so much more
responsibility now. My job’s really demanding, and I have
to pay for my apartment too.
7 The children left home last year, and it’s a bit quiet around
the house now. We’ll have to start going out more often,
like we did in our twenties!

Exercise 3   page 6 

• Explain the task and go through the example together.

•
•

With a weaker class, check that students know how to
talk about obligation or necessity (have to / don’t have to)
as this language will be useful.
In pairs, students talk about the changes between the
stages of life. Monitor and help where necessary.
Ask some students to share their ideas with the class.

Extra activity: Fast finishers

• Write on the board: Would you rather be in your teens
•

than in your twenties? Why? / Why not?
Ask fast finishers to discuss the question in pairs.

Exercise 4   page 6 

• Go through the adjectives in the questions together and

•
•

check meaning and pronunciation, especially obsessed
/əbˈsest/, curious /ˈkjʊəriəs/, addicted /əˈdɪktɪd/ and
sensitive /ˈsensətɪv/.
Students complete the questions. Point out that
sometimes there is more than one correct answer.
Check answers as a class.

KEY

1  with  ​2  about  ​3  at  ​4  to  ​5  to  ​6  with / about   ​
7  by / at   8​   of

For further practice of adjective + preposition:
Vocabulary Builder IC   page 117 

31  with  ​2  of  ​3  about  ​4  to  ​5  from  ​6  on  ​
7  at  ​8  by

Exercise 5   page 6 

• Students discuss the questions in exercise 4 in pairs.

•

With a weaker class, elicit some phrases for agreement
(I think you’re right. / I agree with you.) and disagreement
(I don’t agree. / I completely disagree. / I think you’re wrong.).
Ask a few students for their opinions and reasons.
Encourage discussion if there is disagreement.

Exercise 6   page 6 

• Ask students to complete the life events.
• Check answers as a class, helping with meaning and
pronunciation. 

KEY

1  born  ​2  fall  ​3  get  ​4  have  ​5  learn  ​6  leave  ​
7  pass  ​8  settle  ​9  start  10  become

Exercise 7   page 6 

• Students complete the sentences with the correct words

•

from exercise 6. Point out that when the missing word
is a verb, students should write the correct form. With a
weaker class, do the first item together.
Check answers as a class.

KEY

1
​2
3
4
5
6
​7
8

born, moved, grew  
left, job, go, career  ​
fell, engaged, got  
grandparent, retire, a business  ​
buy, inherited, passed away  ​
emigrated, settled, started  
split, divorced, brought up  ​
left, started school, to drive

Exercise 8   page 6 

• Students complete the sentences with words from

•

exercise 6. Remind them that when the missing word is a
verb, they should write the correct form.
Check answers as a class.

KEY

1  born  ​2  emigrated  ​3  left  ​4  been  ​5  job  ​6  fell  ​
7  got  ​8  married  ​9  moved  ​10  settled  ​11  family  ​
12  brought  ​13  became



Introduction4


Extra activity

• Ask students to choose an older family member and

•

write a short biography. They should include the most
important events in the person’s life and a photo if
possible.
Display the biographies on the wall for the class to read.

Extra activity
Ask students to write true sentences about themselves or

their family using the past simple, past continuous and
past perfect. They should write one for each rule in the
Learn this! box.

Exercise 3   page 7 
Exercise 9   page 6 

• In pairs, students take turns to describe life events in
•

their family.
Ask some students to tell the class some interesting facts
that they have learned about their partner’s family.

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can you
do now? and elicit answers: I can talk about my family and
life events. I can use some adjectives + prepositions.

• Students complete the sentences.
• Check answers as a class.
KEY

1

2
​3
4
​5
​6

For further practice of past tenses:
Grammar Builder I.3   page 122 
11 was shining, were singing, left   2  saw, realised  

3  were (you) doing, called   4  were waiting, started  
5  walked, sat down, started   6  was living, moved  
7  played, was living    8  was leaving, came out

IDGrammar
Past tenses

21  hadn’t been   ​2  had always kept   ​3  hadn’t told   ​
4  had been   ​5  Had (you ever) visited   ​
6  had got up   ​7  had known

LESSON SUMMARY

Grammar: Past tenses review; present perfect simple and
continuous
SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in and
exercise 1 brief. Set exercise 7 for homework.

LEAD-IN 2–3 MINUTES

• Write get married on the board and brainstorm words

connected to getting married, e.g. wedding, church, bride,
groom, bridesmaid, bouquet, confetti, reception, honeymoon.
Help students with any unknown words.

Exercise 1   page 7 

• Focus attention on the photo and ask students to

•

describe it. Monitor their use of tenses, e.g. The bride and
groom are leaving the church. They’re smiling and they look
happy because they have just got married. Some guests are
throwing confetti at them.
Ask a few students to tell the class about a wedding they
have been to.

Exercise 2   page 7 

• Go through the Learn this! box together and then ask
students to find four sentences to illustrate the rules.

• Check answers as a class.
KEY

a  sentence 1 

b  sentence 4  
​c  sentence 3   ​
d  sentence 5

learned, was studying  ​
was snowing, were driving  
grew, moved  ​
got, had left  
emigrated, started, was living  
met, hadn’t seen 

Exercise 4   page 7 

• Go through the Learn this! box together and then ask

students to find sentences in exercise 2 to illustrate each rule.

• Check answers as a class.
KEY

a
​b
​c
d
e

sentence 8  
sentence 7  
sentence 9  ​
sentence 6  ​

sentence 2

Extension: Fast finishers
Ask fast finishers to write true sentences about
themselves or their family using the present perfect
simple and continuous. They should write one for each
rule in the Learn this! box.

Exercise 5   page 7 

• Students choose the correct form of the verb.
• Check answers as a class.
KEY

1
​2
3
4
​5
​6

been reading, finished  
been jogging  ​
married  ​
been raining  
bought  
been studying

Introduction5


For further practice of the present perfect simple
and continuous: Grammar Builder I.4   page 123 
11 ’ve been searching, haven’t found   2  ’ve visited,
’ve never seen   3  Have you seen, ’ve been looking  
4  ’ve just been talking   5  been eating  
6  Have you seen, ’s been working   7  ’ve played  
8  ’ve been watching   9  have won   10  Have, taken

For further practice of stative verbs:
Grammar Builder I.5   page 124 
11  ’re behaving, don’t understand, mean   2  are you

laughing, doesn’t fit   3  ’m carrying, know, contains  
4  Do you like, doesn’t matter, don’t mind  
5  need, don’t care, ’m enjoying

21 was looking   ​2  had  ​3  ’m seeing   ​4  was thinking  ​
5  were having   ​6  think  ​7  see  ​8  looks

Exercise 6   page 7 

• Ask students to read the text and complete it. They should
•

use the past simple, past continuous, past perfect, present
perfect simple, or present perfect continuous.
Check answers as a class.

KEY

1  ’ve (just) received   ​2  haven’t seen   ​3  got  ​4  went  ​
5  was  ​6  hadn’t been   ​7  have been   ​8  have been
living  ​9  has been working   ​10  has offered   ​11  learned  ​
12  was living

Exercise 7   page 7 

• In pairs, students discuss the questions. Encourage them
to include details.

• Monitor and check they are using the past tenses
correctly.

Extra activity
Ask students to write a short paragraph ending It was the
happiest day of my life. They should try to include as many
tenses from the two Learn this! boxes as possible.

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can you
do now? and elicit answers: I can talk about events that took

place in the past.



Introduction6


1

Fame

Map of resources

1AVocabulary

1A Vocabulary

What are they like?

Student’s Book, pages 8–9; Workbook, page 8
Photocopiable: 1A (What are they like?)

1B Grammar
Student’s Book, page 10; Workbook, page 9
Photocopiable: 1B (Past perfect simple and past perfect
continuous)

1C Listening
Student’s Book, page 11; Workbook, page 10

LESSON SUMMARY

Vocabulary: Personality adjectives; compound adjectives
Listening: Three people talking about life experiences
Grammar: Present perfect and past simple contrast
Speaking: Discussing personal qualities
SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in and

exercise 1 brief, omit exercise 4 and set exercise 10 as a
written task for homework. You can then start the next
lesson with a quick discussion about personal qualities.

1D Grammar
Student’s Book, page 12; Workbook, page 11
Photocopiable: 1D (used to and would)

LEAD-IN 2–3 MINUTES

1E Word Skills

• Write on the board: To be successful and famous, you need

Student’s Book, page 13; Workbook, page 12

1F Reading
Student’s Book, pages 14–15; Workbook, page 13

1G Speaking

Student’s Book, page 16; Workbook, page 14

•

Exercise 1   page 8 

• Focus attention on the photos and ask students if they

can name the people and their occupations. Elicit what
they are most famous for.

1H Writing
Student’s Book, page 17; Workbook, page 15

Culture 1
Student’s Book, page 108
DVD and DVD worksheet: Unit 1

Classroom Presentation Tool Unit 1
End of unit
Unit Review: Workbook, pages 16–17
Photocopiable: Grammar Review
Photocopiable: Vocabulary Review
Exam Skills Trainer 1: Student’s Book, pages 18–19
Cumulative Review I–1: Workbook, pages 108–109
Progress Test and Short Tests: Unit 1
 

to be …
Elicit adjectives and write them on the board. Then ask

students which are positive and which are negative.

KEY

A Alicia Keys; singer / songwriter / record producer /
actress; (Possible answer) She sang We are Here.
B J.K. Rowling; author; (Possible answer) She wrote the
Harry Potter books.
C Angela Merkel; politician; (Possible answer) She is the
Chancellor of Germany.
D Lionel Messi; footballer; (Possible answer) He scored the
most goals in one year.
E Keira Knightley; actress; (Possible answer) She appeared
in the film Pirates of the Caribbean.
F Mark Zuckerberg; computer programmer; (Possible
answer) He founded Facebook, the social networking
site.

Exercise 2   page 8 

• Go through the adjectives together and check meaning
•
•

and pronunciation, especially eccentric /ɪkˈsentrɪk/ and
stingy /ˈstɪndʒi/.
In pairs, students match some of the adjectives with the
occupations in exercise 1.
Elicit answers. Encourage discussion if students have
different answers.

Unit 1

1


Extra activity
Write the following on the board for students to
answer: Two adjectives to describe a charity worker
(e.g. sympathetic, selfless)
Two adjectives to describe a model (e.g. vain, outgoing)
An occupation for someone who is a bit eccentric (e.g. a designer)
An occupation where you shouldn’t be gullible (e.g. a doctor)

Exercise 3   page 8 

Exercise 7   page 9 

• Ask: How many words are there in a compound adjective?
(two) How do we join them? (with a hyphen)

• Go through the compound adjectives together and check
•

pronunciation, but not meaning. Students match them
with the definitions.
Check answers as a class.

KEY

• Focus attention on the Chinese horoscope on page 9 and

1  self-confident  ​2  single-minded  ​3  thick-skinned  ​
4  easy-going  ​5  well-behaved  ​6  quick-witted  ​
7  light-hearted  ​8  bad-mannered  ​9  open-minded  ​
10  hard-working

•

Exercise 8 $ 1.04    page 9 

•

explain that people have an animal sign according to the
year they were born.
Working individually, students read the descriptions and
match two adjectives from exercise 2 with each animal.
Check answers as a class.

KEY

tigers  spontaneous, vain   oxen  cautious, stubborn  
rats  passionate, gullible   pigs  selfless, stingy  
dogs  sociable, sympathetic   roosters  industrious, bossy  
monkeys  eccentric, untrustworthy   sheep  considerate,
insecure  horses  outgoing, bad-tempered  
snakes  shrewd, cruel   dragons  intelligent, judgemental  
rabbits  creative, self-satisfied

Culture note: The Chinese horoscope
The Chinese horoscope is based on a repeating cycle of
twelve years and each year is represented by an animal.
The Chinese believe that if you are born in a certain
animal year, you have the characteristics of that animal.

Exercise 4   page 8 

• Explain to students that they must find the animal for
•

the people in exercise 1 using their year of birth.
Check answers as a class. Ask students to compare the
adjectives to the ones they chose in exercise 2.
Ask: How accurate were you?

KEY

Alicia Keys – rooster
J.K. Rowling – snake
Angela Merkel – horse
Lionel Messi – rabbit
Keira Knightley – ox
Mark Zuckerberg – rat

Exercise 5   page 8 

• Students find their animal in the horoscope and read the
description.

• In pairs, students discuss what animal they are and
•

whether the description is correct.
Ask some students to share their ideas with the class.

Exercise 6   page 8 

• Give students two minutes to think of adjectives to
•
•

describe their famous person’s personality. They can use
adjectives they know and the ones in exercise 2.
In pairs, students listen to their partner’s description and
say whether they agree or not.
Allow a few minutes for this activity and then elicit a few
responses.

• Tell students they will hear three people talking about life
•
•

experiences. They have to listen and write the experiences
and the important qualities from exercise 7.
Play the recording.
Check answers as a class.

KEY

Speaker 1  He has had experience working as a stand-up
comedian. You need to be thick-skinned, single-minded
and hard-working.
Speaker 2  She has travelled alone and made a lot of friends
all around the world. You need to be self-confident, openminded and easy-going.
Speaker 3  His brother has worked as a DJ. You need to be
quick-witted.
Transcript
1 I’ve performed all over Britain in clubs as a stand-up
comedian, and it can be hard work. I did a show in
Liverpool last Saturday and the audience let me know that
they didn’t think I was very funny! When a show goes badly
like that, you need to be thick-skinned because people can
say some quite hurtful things. Fortunately, I’m quite singleminded and I won’t let one bad show stop me. I’ve also had
very successful nights, and I know that as long as I continue
to be hard-working, I’ll eventually do well.
2 I’ve always enjoyed travelling on my own because it gives
me the opportunity to be a real traveller, rather than a tourist.
I’ve made lots of friends all around the world that I wouldn’t
have made if I always travelled with a group of people. Of
course, you need to be quite self-confident to travel alone.
And it helps to be open-minded – on one of my trips, I was
invited to a meal with a family, and cooked insects were
on the menu! I didn’t want to seem bad-mannered, so I ate
them. You also need to be easy-going when you’re travelling
on your own and realise that things won’t always go the
way you plan them. Actually, it’s the unexpected events that
make trips more interesting anyway!
3 My brother Sean has worked as a DJ for a long time, and

he does weddings and other social events. He always tells
me that being a DJ is a lot more than just playing records. A
DJ needs to be quick-witted and able to deal with difficult
situations such as when guests are not well behaved. Two
weeks ago, an argument started at a wedding between
the bride and groom’s fathers, so my brother played a disco
classic and in two minutes they were dancing together, and
suddenly the atmosphere was much more light-hearted!
Sean has had to deal with quite a few situations like that, but
fortunately the majority of people just want a good time.


Unit 1

2


Exercise 9 $ 1.04    page 9 

• Go through the Recycle! box together.
• Play the recording again and give students a few minutes
•

to complete the sentences.
Check answers as a class.

KEY

1  has given   ​2  didn’t have   ​3  has made   ​4  tasted  ​
5  didn’t find   ​6  has had

Transcript
See exercise 8.

Exercise 10   page 9 

• In pairs, students ask and answer the questions.
• Monitor and check pronunciation and grammar.
Extra activity

• Ask students to think of a famous person and write a
•

short description of them, including their year of birth
(if possible), their occupation and their qualities.
In groups, students take it in turns to read out their
descriptions. The others must guess the name of the
person.

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can you
do now? and elicit answers: I can use adjectives, including
compound adjectives, to describe people’s personalities. I can
use the present perfect and the past simple correctly when
talking about experiences.

1BGrammar
Past perfect simple and past perfect
continuous
LESSON SUMMARY

Grammar: Past perfect simple and past perfect continuous
Reading: A text about a stunt double
Speaking: Talking about emotions
SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in brief and
set exercise 4 for homework.

• With a stronger class, ask students to think of reasons
•

KEY

(Possible answer)
A stunt double is a person who looks like an actor
and who performs dangerous stunts (dangerous and
difficult actions that somebody does to entertain people,
especially as part of a film) instead of the actor in a film.
An actor does not usually perform dangerous stunts
because they might get hurt, whereas the stunt double is
trained to do such stunts.

Extension: Fast finishers
Write the following questions on the board for fast

finishers to answer:
How long has Paul been a stunt double? (for ten years)
Why didn’t he achieve his childhood dream? (His maths
wasn’t good enough.)
Why was he particularly good as a stunt double in action
films? (He had been working out and training as a
bodybuilder.)
How many accidents has he had? (none)

Exercise 2   page 10 

• Go through the Learn this! box together. Revise the

•
•
•

•

How often do you watch films?
Do you enjoy action films? Why? / Why not?
What do the stars of action films often do?
Elicit responses. If there is a difference of opinion about
action films, encourage discussion.

KEY

For further practice of the past perfect simple
and continuous: Grammar Builder 1.1:   page 125 
11 had been trying   ​2  had finished   ​3  had known   ​

4  he’d been playing   ​5  had liked   ​6  were watching

21 had been sleeping   ​2  hadn’t eaten   ​

3  had been waiting   ​4  had been learning   ​
5  had thought   ​6  had had   ​7  had put up

Exercise 3   page 10 

• Students complete the sentences with the correct form of

Exercise 1   page 10 

• Tell students to read the text quickly and not to worry
•

about unknown words at this stage.
Ask the questions and elicit ideas. Check any unknown
vocabulary.

structure of the past perfect simple (had + past participle)
and the past perfect continuous (had been + -ing form).
Elicit the contraction of had (‘d).
Remind students that we use the past perfect, not the
past perfect continuous, with state verbs such as like, hate,
know, believe, understand and want.
Students read the text in exercise 1 again and find the
past perfect simple and continuous verbs. They then
match the verbs with the rules.
Check answers as a class.

a he’d spent; His maths had never been good enough;
he had won; had received
b he had been learning
c Paul had (always) wanted
d He hadn’t been doing

LEAD-IN 2–3 MINUTES

• Ask:

why people might want to be a stunt double, e.g. they
love taking risks, they want to be well paid.
Ask: Would you like to be a stunt double? Why? / Why not?

•

the verbs and then match them with the correct rule. With
a weaker class, do the first few as a class.
Check answers as a class. 



Unit 1

3


KEY

1 
3 
5 
7 

had finished – a   2  had been planning – d  
hadn’t been waiting – b   4  had been queuing – d  
had known – c   6  hadn’t been wearing – b  
had been trying – d   8  had won – a

Exercise 4   page 10 

LEAD-IN 2 MINUTES

• Write drone on the board and elicit its meaning (an aircraft

•

• Students complete the sentences. Tell them they will

•

sometimes have to add a word so that the sentence makes
sense, but there must not be more than five words in the
answer. With a weaker class, do the first two as a class.
Check answers as a class.

KEY

1 

3 
5 
7 

had been acting for years   ​2  hadn’t visited the USA   ​
had been watching television   ​4  had wanted to see   ​
hadn’t managed to buy   ​6  hadn’t been working for   ​
Had you left university

Exercise 5   page 10 

• Ask students to look at the adjectives and think about why
•
•

they may have felt that way.
In pairs, students ask and answer.
Monitor and check pronunciation and grammar.

Extra activity: Fast finishers

• Write on the board: This morning you were late for school.
•

You had wet hair and you were out of breath. You didn’t
have your school bag.
Ask fast finishers to write a paragraph giving a reason
for each thing, e.g. I was late for school because my alarm
hadn’t gone off. I had wet hair because …

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can you
do now? and elicit answers: I can use the past perfect simple
and continuous correctly. I can explain why I felt a certain
way in the past.

•

Exercise 1   page 11 

• Ask students to describe the photo and to discuss the
questions.

Exercise 2   page 11 

• Students read the article and then answer the question.
Encourage them to give reasons for their opinion.

Exercise 3   page 11 

• In pairs, students go through the words and phrases to
•
•

check their meaning. Help with any difficulties. With a
weaker class, do this together.
Students decide how many of the words and phrases are
in the article about drones.
Check answers as a class.

KEY

Six: paparazzi, be in the public eye, invade someone’s
privacy, celebrities, press regulators, privacy laws

Extra activity
Ask stronger students to write a short paragraph
beginning: A TV celebrity is suing a journalist for libel.
She claims that … . They should use as many of the media
words and phrases as they can.

For further practice of adjectives with positive and
negative meanings: Vocabulary Builder 1C:   page 117 
1Positive self-assured, shrewd, courageous,
enthusiastic, reserved, thrifty  
Negative  arrogant, calculating, foolhardy, pushy,
antisocial, stingy

1CListening
Press intrusion

without a pilot, controlled from the ground). Explain that
drones initially had a military use, but nowadays civilians
use them.

Ask:
Why do people use drones?
What problems do you think they can cause?
Would you ever use a drone? Why? / Why not?
Elicit responses. If there is a difference of opinion,
encourage discussion.

21 stingy  ​2  enthusiastic  ​3  foolhardy  ​
4  shrewd  ​5  antisocial 

LESSON SUMMARY

Reading: An article about drones
Vocabulary: The media
Exam topic: Identifying similar words with different
connotations
Listening: Attitudes to the media
Speaking: The paparazzi
SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in and
exercises 1 and 2 brief.

Exercise 4 $ 1.05    page 11 

• Go through the Listening Strategy together.
• Tell students they will hear five pairs of speakers talking

•
•

about people in the public eye. Then go through the
sentences together and check the meaning of the
bold words.
Play the recording for students to choose the correct words.
Check answers as a class.

KEY

1  packed  ​2  spied on   ​3  determined  ​
4  generous  ​5  gossip



Unit 1

4


Transcript
1 Man  Did you have a good night at the film premiere?
Did you see any of the stars?
Woman  It was OK, but the place was absolutely packed
with media people.
2 Girl 1  What are you looking at?
Girl 2  This photo – it’s of the lead singer of that band,
The Wanted, on the balcony of his house.
Girl 1  How do they get such close-up photos like that? I
bet he had no idea he was being spied on.
3 Boy 1  Did you see that actor on that chat show last night

with a broken arm and a black eye?
Boy 2  Yeah, I did. He’s really determined and insists on
doing his own stunts, instead of using a stunt double.
4 Boy  Look at what it says here about that new Manchester
United footballer. He’s just bought four houses! One for his
parents, one for his brother, one for his sister and one for
himself.
Girl  Must’ve cost him a fortune, but it’s very generous
of him.
5 Girl 1  Have you ever watched that reality TV show about a
group of young people living in Essex?
Girl 2  Yes, I have. But all they do is gossip about each other.

Exercise 5 $ 1.05    page 11 

• Check understanding of the adjectives.
• With a stronger class, ask students to try to answer the
•
•

questions before listening again.
With a weaker class, play the recording again for students
to choose the correct answers.
Check answers as a class.

KEY

1  a  ​2  b  ​3  b  ​4  c  ​5  a
Transcript
See exercise 4.

Exercise 6 $ 1.06    page 11 

• Tell students they will hear four more speakers giving
•
•

their opinion on aspects of the media. Go through the
summary sentences and explain the task.
Remind students to identify the attitude of each speaker
as this will help them match the sentences. Then play the
recording.
Check answers as a class.

KEY

Speaker 1  B  ​Speaker 2  C  ​
Speaker 3  A  ​Speaker 4  E
Transcript
1 I think paparazzi drones should be banned. They
completely disregard people’s right to privacy. It’s bad
enough that the paparazzi have zoom lenses and sit in trees
and take secret photos. But sending flying cameras down
the street after celebrities, or over walls into their gardens
and through their windows – I think that’s horrible, and
cruel to the people they are harassing. The tabloid press say
that they are operating ‘in the public interest’, but that’s just
an excuse for stalking people for money.
2 Well, I’m not in favour of invading someone’s privacy,
of course, but I’m also not in favour of banning drones

without thinking about it properly just because famous
people don’t like it. There’s quite a lot of media regulation
already, and we need a free press. I agree that famous

people shouldn’t be stalked or harassed, but surely
drones are useful for researching other news stories in
investigative journalism? In the US state of California,
the police have now been given the right to use drones
without needing to ask for permission first. So what’s the
difference, and who’s going to regulate it?
3 I don’t have any compassion for people who spend their
whole lives looking for fame and publicity, but then want it
only when it suits them. Famous people need the public to
recognise them. That’s the definition of fame! And so many
vain and self-satisfied celebrities use mass media to portray
only the image that they want the public to see – but that’s
false, an illusion. Why shouldn’t we see famous people as
they really are? I think journalists have the right to hunt out
lies, hypocrisy and scandal wherever they find it.
4 I think the topic of press regulation is a difficult one.
I essentially believe in a free press and serious investigative
journalism – I think they are so important in a democratic
country. But I think there’s too much pressure to produce
‘news’ these days. Journalists have to always be on the hunt
for the next big story, and so it sometimes seems that a lot of
stories are just made up. Newspapers – especially the tabloids
– just print rubbish about famous people. I’m not surprised
that celebrities get fed up with it and sue them for libel.

Exercise 7   page 11 

• Students discuss the questions in pairs. Encourage
•

them to use the words and phrases in exercise 3 in their
answers.
Ask a few pairs to share their ideas with the class.

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can you
do now? and elicit answers: I can use words and phrases to
do with the media. I can identify a speaker’s attitude. I can
give my opinion on living in the public eye and the paparazzi.

1DGrammar
used to and would
LESSON SUMMARY

Reading: A text about unusual talents
Grammar: used to and would
Speaking: Things you used to do
SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in brief and

set exercises 4 and 5 for homework.

LEAD-IN 2 MINUTES

• Ask:

What do young children usually spend their time doing?
At what age do children usually learn to read and write?
Could you do anything unusual at an early age?
What’s the typical age to go to university?



Unit 1

5


Exercise 1   page 12 

• Focus attention on the photo and ask: What do you think is
•

unusual about this boy? Elicit a few ideas, but do not say if
they are right or wrong.
Students read the text to check.

KEY

(Possible answer)

He is extremely intelligent and he did unusual things at a
very young age.

Exercise 4   page 12 

• Explain the task and ask students to note down their answers.
• Check answers as a class. With stronger students, ask
them to give the rule.

KEY

1  correct  ​2  used to own   ​3  correct  ​4  enjoyed  ​
5  lasted  ​6  used to be   ​7  correct

Exercise 5   page 12 

• Students complete the sentences. Tell them they will

Extension: Fast finishers
Ask fast finishers what adjectives from 1A they could use
to describe Akrit, giving reasons and using information
from the text.
KEY

(Possible answers)
self-confident  He could read and write from the age
of two.
passionate  He had a passion for science and would read
everything he could find about human anatomy.
considerate and self-confident  He treated a girl whose

family couldn’t afford medical care.
hard-working  At the age of twelve, he was accepted
into a medical university.
single-minded and selfless  He is currently trying to find
a cure for cancer.

Exercise 2   page 12 

• Go through the Learn this! box together. Remind students
•
•

that used to takes the same form in every person and the
negative form is didn’t use to.
Point out the contraction of would (‘d) in the sentence in
point 1 and explain that it cannot be had because had
would be followed by the past participle. 
Students find examples of used to and would in the text.

KEY

He didn’t use to play; he used to read a lot; And what did
he use to read … ?; He … would read everything

For further practice of used to and would:
Grammar Builder 1.2:   page 125 
11 used to live   ​2  used to forget / would forget   ​

3  used to enjoy   ​4  used to want   ​5  used to go /
would go   ​6  used to play / would play   ​7  used to

have  ​8  didn’t use to own

Exercise 3   page 12 

• Students complete the sentences with the correct form of
•

used to or would and decide in which sentences they can
use either.
Check answers as a class.

KEY

1 
3 
5 
6 

used to work   ​2  used to go / would go   ​
used to have   ​4  Did / Didn’t she use to wear   ​
used to follow / would follow   ​
never used to accept / would never accept 

•

sometimes have to add a word so that the sentence
makes sense, but they must not use more than five words.
Check answers as a class.

KEY

1  used to want to   ​2  did you use to have   ​3  didn’t use
to  ​4  he would do   ​5  Didn’t she use to   ​6  would let

Exercise 6   page 12 

• In pairs, students talk about when they were five or six.

Encourage them to ask questions. Elicit a question for the
examples, e.g. Did you use to take your teddy bear to bed?
Didn’t you use to have any good toys?

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can you
do now? and elicit answers: I can use ‘used to’ and ‘would’
to talk about past habits and situations. I can use the past
simple to say how long a past habit lasted. I can ask about
past habits with ‘Did / Didn’t you use to … ? ’

1E Word Skills
Position and order of adjectives
LESSON SUMMARY

Reading: A message board

Grammar: Position and order of adjectives
Speaking: A famous person you would like to meet
SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in and

exercise 1 brief and set exercises 4 and 7 for homework.

LEAD-IN 2–3 MINUTES

• Tell students to imagine that they have just read a

comment about a celebrity on an online message board.
Ask:
How do you feel when you read a comment you completely
agree with?
What do you do in response? Why?
How do you feel when you read something that you really
disagree with? What do you do in that situation? Why?

Exercise 1   page 13 

• Ask students to read the comments on the message

board and decide if they agree with any of the opinions.

• Elicit a few answers from individual students.


Unit 1

6


Exercise 2   page 13 

• Go through the Learn this! box together.
• Tell students to identify all the adjectives in the text in

exercise 1 and describe their position: before a noun or
after a linking verb.

KEY

Before a noun  talented young (actress); selfless (charity
work); huge (movie fan); baggy white (trousers); silver
(shoes); self-satisfied (celebrities); huge modern (homes);
young (children)
After a linking verb  (she’s) great; (looks) stunning; (she’s)
Amazing!; (get really) annoyed

Exercise 3   page 13 

• Ask students to look again at the adjectives that come before
•

a noun in exercise 1 and decide which category they are in.
Check answers as a class.

KEY

young – age
talented – opinion
selfless – opinion
huge – size
baggy – size
white – colour
silver – colour
self-satisfied – opinion
huge – size
modern – age
young – age

Extra activity
In pairs or as a class, ask students to think of two more
adjectives for each category, e.g. opinion: amazing, terrible;
size: massive, tiny; age: antique, ancient; colour: red, yellow;
origin: Spanish, British.

Exercise 4   page 13 

• Students write the adjectives in the correct order. Remind
•

them to refer to the Learn this! box if they are unsure.
Check answers as a class.

KEY

1 

2 
​3 
4 
5 

vain young Portuguese   ​
long white Japanese  
ridiculous massive red   ​
1960s black Italian   ​
ugly modern

Exercise 5   page 13 

• Students match adjectives with similar meanings.
• Check answers as a class.
KEY

afraid – frightened
alive – live
alone – lonely
angry – annoyed
asleep – sleeping
glad – happy

Exercise 6   page 13 

• Go through the Look out! box together.
• With the help of a dictionary if necessary, students label
the adjectives a or b.

• Check answers as a class.
KEY

a angry, frightened, happy, living, lonely, sleeping
b afraid, alive, alone, annoyed, asleep, glad

For further practice of position and order of
adjectives: Grammar Builder 1.3   page 125 
11 tasty Spanish   ​2  scary big black   ​
3  funny new Mexican   ​4  huge silver   ​
5  tiny young   ​6  new red French

21 a lonely   ​2  sleeping  ​3  angry  ​4  living  ​
5  happy  ​6  frightened

Exercise 7   page 13 

• Students identify and correct the mistakes in the sentences.
• Check answers as a class.
KEY

1 
2 
3 
4 
5 
6 
7 

Exercise 8   page 13 

• Give students a few minutes to think of a famous person
•
•

Extra activity

• Write a selection of nouns on the board, e.g. a laptop,
•

a building, a jacket, a footballer.
Ask students to call out adjectives for each noun and
write them on the board next to it. When there are
three adjectives, stop and ask a student to put them
in the correct order, e.g. a laptop: white / modern /
slim – a slim modern white laptop.

happy  
disappointed / upset, sleeping  
French  
grey  
lonely  
angry, live  
silver, Russian

they would like to meet and to make notes about them.
Tell them to try to include as many adjectives as possible.
In pairs, students share their ideas.
Monitor and check that students are using the correct
adjectives and in the correct order.

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can you
do now? and elicit answers: I can use adjectives in the correct
position and order. I can use adjectives with similar meanings
correctly.



Unit 1

7


1FReading
Vloggers
LESSON SUMMARY

Reading: An article about vloggers
Exam topic: Multiple-choice questions
Vocabulary: Digital media
Speaking: Vloggers
SHORTCUT

Exercise 5   page 14 

• Working individually, students read the text again and do
the exercise.

• Check answers as a class.
KEY

1
2
3
4
5

• To do the lesson in 30 minutes, keep the lead-in and
exercises 1 and 7 brief, and set exercises 6 and 8 for
homework.

LEAD-IN 2 MINUTES

Exercise 6   page 15 

• Students match the highlighted words in the text with

• Write vlog on the board and elicit its meaning. Elicit the
•

two words it is an abbreviation of (video and blog). Elicit
the verb (to vlog) and the people who do it (vloggers).
Ask students to tell you about a vlog they have seen on

YouTube.

Exercise 1   page 14 

• Go through the headlines together and ask the questions.
Encourage students to give reasons for their answers.

Exercise 2   page 14 

• Ask students to read the questions before they read the
•
•

text so they know what to look for.
Students read the text quickly and do the exercise.
Check answers as a class.

KEY

1  B  ​2  C  ​3  E

Exercise 3   page 14 

• Go through the Reading Strategy together.
• Students read question 1 and paragraph A before

•

choosing the correct option. They must then use the
information in paragraph A to explain why the other

options are wrong.
Check answers as a class.

KEY

1 b – The options a, c and d are wrong for the following
reasons:
a David Beckham had been at the store a few weeks
earlier. He was not the reason there was a large police
presence at the bookstore.
c The person at the store was a vlogger, not a pop
sensation.
d The police were at the bookstore because so many
people wanted to see the vlogger. A few weeks
earlier seven hundred people had wanted David
Beckham to sign their copy of his autobiography.

Exercise 4   page 14 

• Working individually and using the Reading Strategy,
•

F He attracted many more fans.  
T  
T   
T  
F Most of Zoella’s fans forgave her, but many media
experts saw her book controversy as a sign that the
media corporations were taking control of vloggers.

•

the correct definitions. Check pronunciation, especially
the stress on content /ˈkɒntent/ compared to the
adjective /kənˈtent/.
Check answers as a class.

KEY

1  providers  ​2  platform  ​3  accessibility  ​4  channel  ​
5  content  ​6  subscribers  ​7  feedback  ​8  interaction

Extra activity: Fast finishers
Ask fast finishers to write their own sentences using the
highlighted words.

Exercise 7   page 15 

• In pairs, students answer the questions. Do this as a class if
•

some students do not follow vloggers.
Monitor and help with vocabulary and grammar where
necessary.

Exercise 8   page 15 

• Students do their research for homework. Next lesson, ask
a few students to tell the class what they found out.

Extra activity

• Ask students to be a vlogger for a day. They can vlog
•
•

about anything, e.g. a hobby, a point of view, an aspect
of their daily life, but the content must be interesting.
If possible, students record their vlog on a webcam or
phone. If not, they can read their vlog to the class.
Next lesson, students watch each other’s vlogs and vote
on the best one.

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can you
do now? and elicit answers: I can understand an article
about vloggers. I can use digital media words. I can talk about
vloggers in my country.

students answer the rest of the questions.
Check answers as a class.

KEY

2  a  ​3  d  ​4  c  ​5  b


Unit 1

8


1GSpeaking
Photo comparison
LESSON SUMMARY

Speaking: Speculating about and comparing photos
Vocabulary: Extreme adjectives
Listening: Someone describing a photo and talking about
the advantages of being a celebrity
Exam topic: Using a range of adjectives

Exercise 3   page 16 

• Go through the Learn this! box together. Students then

choose the two adverbs that can modify extreme adjectives.

KEY

absolutely, totally

Extra activity

• Write each of the following situations on two separate

SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in brief, omit
exercise 5 and set exercise 6 for homework as a written
exercise.

LEAD-IN 2–3 MINUTES

• Ask: Have you ever attended an event where there were

crowds of people? Elicit the event, e.g. a pop concert, a
music festival, a football match, and some details, e.g.
where, when, what it was like and how students felt. 

•

Exercise 1   page 16 

• Go through the key phrases together and elicit when

•
•

we use them (when we do not know exactly what is
happening at an event). Model the correct intonation for
these phrases, e.g. slightly quizzical.
In pairs, students look at one of the pictures and answer
the questions.

Elicit a few answers.

Exercise 2   page 16 

• Go through the Speaking Strategy together.
• Check the meaning and pronunciation of the extreme

•
•

adjectives. Point out that the stress is on the second
syllable of delighted /dɪˈlaɪtɪd/, ecstatic /ɪkˈstætɪk/,
exhausted /ɪɡˈzɔːstɪd/ and
hilarious /hɪˈleəriəs/. The stress is on the first syllable of
the other adjectives.
Students decide if the adjectives are positive or negative.
Check answers as a class.

KEY

Positive  delighted, ecstatic, fascinated, hilarious, thrilled,
wonderful
Negative  awful, exhausted, miserable, starving, terrible,
terrified

Extra activity
Revise the normal or gradable version of the extreme
adjectives.
KEY

awful – bad; delighted – pleased / happy;
ecstatic – pleased / happy; exhausted – tired;
fascinated – interested; hilarious – funny; miserable –
sad; starving – hungry; terrible – bad; terrified – scared;
thrilled – excited; wonderful – good

•

pieces of paper, one followed by the word normal and
one by the word extreme:
You passed all your exams.
You had a nightmare last night.
You saw a stand-up comedian at the weekend.
You’ve been studying for hours.
You found a huge spider in your bed.
You lent a friend a book and they lost it.
You haven’t eaten since breakfast.
You’ve just watched a boring film.
Students take turns to pick a piece of paper and react
to it with an appropriate adjective and adverb, e.g.
(extreme) I had a nightmare last night. I was absolutely
terrified. (normal) I had a nightmare last night. I was very
scared.
Monitor and check that students are using the correct
adjectives and modifiers.

For further practice of gradable and extreme
adjectives: Vocabulary Builder 1G:   page 117 
31 clean  ​2  terrible  ​3  starving  ​4  small  ​
5  scary / terrible   ​6  cold

Exercise 4 $ 1.08    page 16 

• Tell students they will hear a student doing the task in
exercise 1.

• Play the recording for students to answer the questions.
• Check answers as a class.
KEY

1 really glamorous, absolutely wonderful, totally
fascinated, thrilled
2 the advantages
Transcript
In both photos, you can see a crowd of people surrounding
some celebrities. The main difference is that we can’t see
the celebrities in the first photo because they’re inside a car.
There are other differences too. In the first photo, the people
taking photos are probably fans, whereas in the second
photo, they look like professional photographers. And unlike
the first photo, the second photo shows an event of some
kind – perhaps an awards ceremony. In fact, overall, the
second photo is a much more positive image of celebrity
than the first photo.
I think one of the main advantages of being famous would
be getting invited to really glamorous events like the one
in the second photo. It must be absolutely wonderful to go
to a Hollywood party. Another advantage of being famous
would be that people always listen to your views. If there’s
an issue that you feel strongly about and you want to speak

out, your opinions are always reported in the magazines
and online because journalists are totally fascinated by
what celebrities think. You can use this power to give


Unit 1

9


publicity to good causes and to make a real difference in
the world. Of course, there are also disadvantages to being
a celebrity. For example, it can be difficult to have a private
life. But personally, I would be thrilled to have the kind of
opportunities that celebrities have.

Exercise 5 $ 1.08    page 16 

SHORTCUT

• To do the lesson in 30 minutes, keep the lead-in and
exercise 1 brief and set exercise 5 for homework.

LEAD-IN 2–3 MINUTES

• Ask students to call out the names of some popular
national celebrities. For each one, ask:
What makes them popular?
Do you admire them? Why?
Do you think they inspire people? In what way?

• Tell students that they are going to listen to the student
doing the task again.

• Students make a note of the phrases the student uses.
• Play the recording.
• With a stronger class, students could try to do this from
•

memory.
Check answers as a class.

Exercise 1   page 17 

• In pairs, students discuss the questions.
• Elicit a few ideas. Make sure students realise that a role

model does not have to be a celebrity. Any person who
is an example to others and inspires people can be a role
model, e.g. a teacher, a family member.

KEY

In both photos, you can see …
The main difference is …
In the first photo (the people taking photos are probably
fans), whereas in the second photo …
And unlike the first photo, the second photo shows …
In fact, overall, the second photo is (a much more positive
image of celebrity) than the first photo.

Transcript
See exercise 4.

Exercise 6   page 16 

• Students work in pairs to complete the exercise.
• With a weaker class, you could find one similarity and
•
•

one difference together as a class.
Encourage students to use the key phrases in exercise 5.
Monitor and help where necessary.

Exercise 7   page 16 

• Go through the instructions and task together and make
•
•

sure students understand what they have to do.
Emphasise that students need to look at different photos.
Remind them that they need to compare the photos and
give their own opinion on the topic.
Ask a few students to share their ideas with the class.

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can you
do now? and elicit answers: I can compare photos and give
an opinion. I can speculate if I am not sure. I can use adverbs
to modify gradable and extreme adjectives.

1HWriting
A formal letter
LESSON SUMMARY

Speaking: Role models
Vocabulary: Formal language
Exam topic: Using formal language
Writing: A formal letter

Exercise 2   page 17 

• Go through the task together and tell students to read
•

the letter.
Elicit answers to the questions and check any unknown
vocabulary. With a weaker class, quickly revise features of
formal letters, e.g. layout, greeting and ending.

KEY

Paragraph 1  a proposal  

Paragraph 2  a description  
Paragraph 3  some suggestions

Exercise 3   page 17 

• Go through the Writing Strategy together.
Working
•

individually, students find the correct formal phrases in
the letter.
Check answers as a class.

KEY

a
b
c
d
e
f
g
h
i

I would like to suggest that we
put forward my proposal
is due to take place
overcome many obstacles
achieve his goals
My suggestions are as follows

made rapid progress
suffered
would be of the same opinion

Exercise 4   page 17 

• Students rewrite the sentences.
• Check answers as a class.
KEY

1 I am writing to offer my suggestions for the school leavers’
speech.  
2 I would like to recommend that you invite our MP to
make a speech.  
3 These are my reasons for inviting her.   
4 In my view, her career is an inspiring one.  
5 Furthermore, she has also contributed a great deal to
charity.  
6 I have no doubt that we would benefit from hearing her
views.  
7 I would be grateful if you would consider my suggestions.  
8 I look forward to hearing from you at your earliest
convenience.


Unit 1

10

Exercise 5   page 17 

• Go through the task. Encourage students to think of
•

several good reasons before they start writing.
Students write their letter. Monitor and help with
grammar and vocabulary where necessary.

Extra activity: Fast finishers

Exercise 3   page 18 

• Go through the strategy together and focus attention on
the question in exercise 3.

• Ask students to identify the words in the options that are
•

Fast finishers swap letters and correct each other’s work.

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can you
do now? and elicit answers: I can talk about role models and

what they do. I can recognise informal and formal styles. I can
write a formal letter.

1 Exam Skills Trainer

•

KEY

A exchange (In the extract, the speaker wants to
exchange a few words, but exchanged in option A is in
the past tense.)
C conversation (In the extract, Lewis Collins had a
conversation with someone else, but in option C, the
celebrity and the speaker have a conversation).

Exercise 4 $ 1.09    page 18 

• Tell students they will hear three texts. They must answer a

LESSON SUMMARY

Reading: An article about celebrity through the ages
Listening: Three texts about fame
Use of English: Thinking of the types of words to fill gaps
in sentences
Speaking: Talking about an idea raised by a photo
Writing: Writing a formal letter
LEAD-IN 2–3 MINUTES

• Check the meaning of synonym /ˈsɪnənɪm/ (a word or
•

phrase that means the same as another word or phrase in
the same language).
Elicit synonyms for: occupation (e.g. job, profession),
rehearse (e.g. practise) and sociable (e.g. outgoing, friendly).

Exercise 1   page 18 

• Go through the strategy together and ask: What does a
•

key word do? (It tells you about the main idea or subject of
something.)
Focus attention on the questions in exercise 2 and elicit
key words and possible synonyms.

KEY

(Possible answers)
1 art form  entertainment
enjoyed  that is popular
large numbers of ordinary people  the masses
2 awarded a prize  given something special
3 prevent a play from happening  stop a performance
4 took advantage of  made money from / benefited from

Exercise 2   page 18 

• Ask students how they should read a text when they are
•
•

looking for certain pieces of information. (They should scan it.)
Tell students to answer one question at a time. They
should scan the text for any key words or synonyms and
write the paragraph number when they find the answer.
Check answers as a class.

KEY

1  B  ​2  A  ​3  B  ​4  C  5  A  6  C

also in the extract. They should then say why the options
are incorrect.
Encourage them to read the words on either side of the
duplicate word so that they can see how the meaning of
the word is not the same.
Check answers as a class.

•
•

question about each one. Allow time for students to read
the questions and the options.
Play the recording for students to choose the correct
answers. Play the recording again if necessary.
Check answers as a class.

KEY

1  B  ​2  A  ​3  A
Transcript
1 Philip  That went well, didn’t it?
Sandra  Yes, I think you could say it was a complete success!
Philip  Everyone seemed to be really enjoying
themselves – the crowd went wild towards the end!
Sandra  Yeah. The band looked as if they were having fun
too. They were grinning the whole time.
Philip  That’s because they knew it was all for a good cause.
Sandra  Absolutely. There were loads of people, weren’t
there? Far more than we expected.
Philip  Well, human rights is such an important issue to a
lot of people. So, how much do you think we made?
Sandra  I don’t know. The concert was sold out, but there
are still a few things to deduct from the ticket sales.
Philip  The band played for free though, didn’t they?
Sandra  That’s right. We couldn’t have done it without them.
2 Newsreader  Tales of extraordinary bravery are emerging from
Nepal after the country was hit by an earthquake measuring
7.8 on the Richter scale. The quake caused an avalanche on
Everest which swept climbers away and flattened part of the
camp at the base of the mountain. The avalanche caught
medics by surprise, and one of them, 34-year-old Rachel
Tullet, was swept onto a rock, injuring her leg. Despite the
pain, Dr Tullet leapt into action and succeeded in keeping 23
critically-injured patients alive until they could be evacuated
to hospital by helicopter. What she didn’t tell anyone was that
she had a gaping wound in her own leg at the time. Later,

she stitched up the wound herself – without an anaesthetic.
Dr Tullet is currently recovering at her home in New Zealand,
but is planning to return to Nepal in a fortnight.
3 Interviewer  Today, I’m talking to David Wilson from the
Institute of Psychology. David, could you tell us just what it
is that makes people want to be famous?



Unit 1

11


David Wilson  In my view, most people want fame for
attention and money these days – you need only look
at reality shows like Big Brother or Pop Idol to see what I
mean. The problem is that this kind of fame can be very
short-lived. Let’s take the group Hear’Say, as an example.
Now, Hear’Say were the winners of the ITV1 show
Popstars. Their first single sold 1.2 million copies and their
debut album more than a million. But sales started to slow
after their second number one single, and the band split
up less than two years after first entering the limelight.
Personally, I think it takes genuine talent rather than a
desire to be rich to stay at the top.

Extra activity
Write these numbers on the board:
Text 1: £0 (the amount the band were paid to perform)

Text 2: 7.8 (the strength of the earthquake)

23 (the number of lives the doctor saved)
Text 3:
1.2 million (the number of sales of Hear’Say’s
first single)
• Play the recording again and ask students to explain
their significance.

Exercise 5   page 19 

• Go through the strategy together and ask students to
•

think about which part of speech is needed in each
sentence.
Check answers as a class.

Exercise 7   page 19 

• Go through the strategy together and allow students 10
seconds to study the photo.

• Students then choose the correct topic suggested by the
•

KEY

Topic b

Exercise 8   page 19 

• Students work in pairs and take turns to talk about the
topic.

• Remind them that they should cover the information in all
•

Exercise 6   page 19 

• Students use their answers from exercise 5 and complete
•

• Go through the strategy together and ask students to
•

KEY

Exercise 10   page 19 

• Ask students to read the task again. Remind them that
•
•

the text.
Check answers as a class.

strangers  
resemblance  
similarities  

especially  
awareness  
privacy  
displeasing  
affectionately

Extra activity

• Write the following text on the board and ask students to
complete the gaps with the correct form of the words:
buy  ​know  ​increase  ​private  ​radio control

•

Drones are (1) … being used by the paparazzi to film
or photograph people who are in the public eye, often
without their (2) … and certainly without their permission.
These small, (3) … flying cameras can be (4) … relatively
cheaply and can easily be used to invade someone’s (5) … .
Students check their answers by looking at paragraph 1
of the article on page 11.

skim read the task in exercise 10. They then think about
why they are writing the letter.
Check answers as a class.

To complain about a magazine article.

KEY

1 
2 
3 
4 
5 
6 
7 
8 

three bullet points.
Ask a few students to share their ideas with the class.

Exercise 9   page 19 

KEY

1  noun  2  noun  3  noun  4  adverb  5  noun  
6  noun  7  adjective  8  adverb

photo.
Remind students that they don’t have to describe the
photo, but should talk about the general topic.

•

•
•

it’s important to structure their letter correctly and to use
paragraphs. Refer them back to the strategy if necessary.

Encourage them to make brief notes about what they
are going to include in each paragraph before they start
writing.
With a weaker class, elicit the organisation of the letter
and brainstorm some ideas beforehand, e.g.
Paragraph 1: your reason for writing - to complain about a
letter that has appeared in the school magazine
Paragraph 2: describe a news programme that you like
and say why you enjoy it
Paragraph 3: reasons why you think it’s important to keep
up-to-date with the news
Before students write their letters, ask:
What should you avoid in formal letters (informal words and
contractions)
How should you start / finish the letter if you don’t know who
you’re writing to? (Dear Sir or Madam / Yours faithfully)
Students write their letters. When they have finished, they
can swap their letters with a partner.
Students read their partner’s letter and offer feedback.

Lesson outcome

• If you are using the Classroom Presentation Tool, first do
•

the lesson closer to review what has been covered in this
lesson.
Ask students: What have you learned today? What can you
do now? and elicit answers: I can identify keywords to help
with multiple matching tasks. I can listen for the main idea

in a text. I can identify the part of speech that is missing in
gapped sentences. I can describe and discuss a photo. I can
write a formal letter.

 


Unit 1

12