Cambridge English: First Masterclass Teacher's Book

Simon Haines Barbara Stewart with Anna Cowper a E Lis •I OXFORD UNIVERSITY PRESS

OXFORD UNIVERSITY PRESS Great Clarendon Street, Oxford, ox2 6DP, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University's objective ofexcellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2014 The moral rights ofthe author have been asserted First published in 2014 2018 2017 2016 2015 2014 10 9 8 7 6 5 4 3 2 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work Photocopying The Publisher grants permission for the photocopying ofthose pages marked 'photocopiable' according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part ofthis book be photocopied for resale ISBN: 978 0 19 451278 7 Printed in China This book is printed on paper from certified and well-managed sources

Contents Student's Book Contents 4 (') Introduction 6 10 0 Appearance and identity 18 2 Talents 25 :..:.I.. 3 Compulsion 33 (I) 39 4 Roles :..:.I.. 5 Travel and Culture 46 6 The mind 52 Ill 7 Free time 58 8 Media 64 3 70 9 Around us 76 81 10 Innovation -87 11 Communication 111 12 Society 120 126 Unit Tests 131 Progress Tests Test answer keys Sample Cambridge English: First answer sheets DVD information and Speaking criteria

Student's Book Contents Part 7 - Multiple matching p22 Part 2 - Sentence Part 2 - Individual long turn p27 Part 2 - Open cloze p25 completion p31 Pronunciation: Sentence stress p27 Part 3 - Word formation p30 Adjective prefixes: extra, hyper, over, under p31 Part 3'; Collaborative task p41 Phrasal verbs: tum p22 ·Part 4 - Multiple Pf!rt e -.: <sani:>ea ie~tp38 . choJ~ep34 . J?art2 - sentence Parts 3 & 4 - Collaborative task (Part 3) & · · c!;)rtjptetion p70 Discussion on topics of collaborative task (Part 4) p65 l?e.r.sonal qpalities p70 Pronunciation: Opinion language p65 Parts 3 & 4 - Collaborative task (Part 3) & .Discussion on. topics of collaborative task (Part4) p73 Pronuncic;ltion: Linking words p7$ Part 6 - Gapped text piOO so and such p100 Part 5 - Multiple choice p106 Part 4 - Multiple Part! 1 ~ 9~nversation with interlocutorp112 Wora building p107 choice.p.:;t.1$ P~onuncia't:ion:(ntonation in sentences p112. TravelcoJ109ations P+.is Part 7 - Multiple, mat~hing p.:;L4Z Pat\"t 3 - [yluttlple Parts 3 & 4 - Collaborative task (Part 3) & Discussion on topics of collaborative task Crime vocabulal\"){p142 matchif1g.p146 (Part 4) p134 Collocations with say, speak, talk and tell p134 Extra material p153 Grammar reference p158 Overview of exam tips p175 Confusing verbs: hope, wait, expect, look 4 forward to p134 Showing you are listening p134 Question tags p135 Pronunciation: Sentence intonation p135 Parts 1; 2, 3 & 4 - Convi:frsattcm with interlocutor: {!fart 1), lridhtidu.al long turn (Part 2), Collab9rative ta.$k (f>art 3) and Discussion on topics. ofc,oUahoratlve task (Part .4) p147 Writing guide p178 Audioscript p185

Part 2 - Email p28 can/ be able to and other ability Formal and informal language p28 structures p24 Comparatives and superlatives p26 Meanings of get p29 Habits and typical behaviour p35 Phrasal verbs p37 p44 used to and would p35 Phrasal verbs with give p37 Part 2 - Open cloze p36 Pronunciation: Phrasal verbs p37 Countable/ uncountable nouns p36 Adverbs p40 Part 2 - Review p66 Gerunds p71 Travel phrasal verbs p61 p80 Evaluative adjectives p66 Gerunds and infinitives p71 Part 4 - l{ey word transformation p61 Compound adjectives p67 Part 4 - Key word transformation p72 Words often confused p64 Language of recommendation p67 Extrerne adjectives p64 1 '- Essay p78 Collocations p76 Part 1 - Multiple-choice cloze p77 Part 1 - Essay p102 Reporting statements p95 Compound nouns p98 Connecting ideas p103 Reporting questions p95 Pronunciation: Stress in compound Avoiding repetition p103 Time references p95 nouns p99 Other references p95 Word formation p99 Reporting functions p96 p116 Part 4 - Key word transformation p96 Dependent prepositions p110 Part 4 - Key word transformation Relative clauses p108 p111 Part 2 - Open cloze p109 Conditionals 0, 1 and 2 p132 Conditional 3 p132 Mixed conditionals p133 unless, as long as, provided that p133 Part 4 - Key word transformation p133 - Report p150 Probability and Part i - cioze sentences p151 Articles

Course Overview Reading and Use of English About First Ma$terdass Each Reading and Use of English section provides practice for one or several exam-type tasks from the Reading and Use This fully updated and revised edition of First Masterclass of English paper. Through the course, students develop the provides materials which give prospective candidates vocabulary and grammar needed for the Reading and Use of appropriate preparation and practice for the 2015 Cambridge English paper Parts 1, 2, 3 and 4 and the reading skills needed English: First (FCE) exam. In addition to offering students for Parts 5, 6 and 7. Reading and Use of English sections start extensive guidance and exam training, it also contains with a lead-in that prepares students for exam practice either interesting, lively and challenging materials for the classroom. by activating existing knowledge or developing language and skills. The exam practice task is clearly labelled and is About the exam accompanied by a tip box with advice on how to approach the task. These sections finish with vocabulary extension or The Cambridge English: First exam consists of four papers: discussion activities (Over to You) that enable students to react Reading and Use of English, Writing, Listening, and Speaking. to the reading texts and activate the language covered in that The Reading and Use of English paper carries 40% of the total section. marks, with the remaining three papers each carrying 20%. The examination is Level B2 on the CEFR scale. An overview of the All the reading passages are authentic texts, with only minimum examination appears in the Student's Book on pages 4-8. modifications within the guidelines for the exam. They have been selected from a variety of sources - magazines, journals, Course components popular and serious newspapers - and reflect a variety of registers and styles, ranging from formal to informal and serious The course comprises: to humorous, to prepare students for the range of texts they '\" Student's Book with access to Online Practice and an on line may encounter in the exam. Cambridge English: First practice test listening & Workbook (with I without key) with Multi ROM, including Each Listening section focuses on one examination task type Workbook audio and access to an additional Cambridge from the Listening paper. Throughout the course, students English: First on line practice test listen to a wide range of texts and learn to identify the function 0 Teacher's Book with Speaking DVD and photocopiable Unit and purpose of each text, recognize feelings, attitudes, opinions and Progress Tests and agreement between speakers and identify gist, details and main ideas. All recordings in the Student's Book fully replicate Student0s Book the actual exam. First, students hear the examiner's instructions. Then, there is a timed pause during which students read the The Student's Book contains: listening task. A 'bleep' marks the end of the pause and the \"' Overview of the exam beginning of the recording. As in the exam, the recordings .. 12 topic-based units include a variety of accents. Full audioscripts including the @ A Review page at the end of each unit examiner's instructions are located at the back of the Student's ~ Tip boxes alongside exam-practice tasks Book and in the Teacher's Book within the unit notes. 0 Grammar reference section ~ Overview of exam tips Speaking 0 Writing guide with sample answers ® Audioscripts Each Speaking section includes practice of one or several Part Each unit includes an introduction and review, practice for all 1, 2, 3 and 4 tasks from the Speaking paper. Through the course, parts in each of the four Cambridge ofEnglish: First papers, and students gain experience in organizing individual and pair additional grammar and vocabulary building activities. responses and in handling different types of discourse, such as expressing an opinion, describing, comparing and reaching intmcluction agreement. Relevant pronunciation exercises are included. Several speaking sections include opportunities for students to This section presents the overall theme of the unit by listen to examples of candidates doing a speaking task and to engaging students' interest in the new topic, activating general compare their own ideas with those of the candidates. These knowledge, introducing related vocabulary and providing recordings replicate the exam situation, enabling students to opportunities for both general fluency practice and specific hear the examiner's instructions as they would be given in an exam practice for Speaking.

actual exam. Audioscripts of these recordings are located at the in each unit. These tips provide guidance on how to approach back of the Student's Book and in the Teacher's Book within the each of the task types on the Cambridge English: First exam. unit notes. Writing guide: This guide (pages 178-184) provides a model answer for each of the tasks in Part 1 and Part 2 of the Writing Writing paper with accompanying notes on how to approach each These sections prepare students for the Part 1 essay and the task type and how to structure a response. Useful phrases and Part 2 questions. They follow a similar procedure throughout. expressions that students can use in their own writing are also given. First, students consider an aspect of writing such as purpose, Audioscripts: Complete audioscripts (pages 185-191) enable register, organization or content. Next, students analyse a students to follow the recordings or to note how specific writing sample to inform their own work. Finally, students language items are used in context in follow-up work in class or complete an exam-type task using the accompanying notes to at home. help them. Further support can be found in the Writing guide at the back of the Student's Book. Online practice . Grammar A unique unlock code on the card at the back of the Student's Book gives access to Cambridge English: First Online Practice Each grammar section focuses on at least one major area of and an on line Cambridge English: First practice test. There are language. In order to exploit what students already know, an over 50 exercises which allow students to continue to develop inductive approach to grammar is taken, meaning the target the language, skills and sub-skills they need for the Cambridge language is shown in context rather than presented explicitly. English: First exam outside class time. For each part of each This context might be a preceding reading or listening text or paper, there are two skills-training exercises and an exam- a set of sentences. Students answer questions or do a variety of practice task. tasks to show what they know or what they can work out about the meaning and form of the target language. This introduction Using the Online Practice is followed by several practice activities. Each grammar section ends with either an opportunity for students to use the target The Online Practice can be: language in an exam-practice task or in a less controlled * teacher managed via a free Learning Management System speaking or writing task. The exam-practice tasks provide students with further practice in completing Part 2 and Part 4 of (follow the instructions for Option 1 or Option 2 on the card the Reading and Use of English Paper. at the back of the Student's Book) Vocabulary OR \" used by individual students for self-study (refer your students Vocabulary plays a prominent role in every unit. As well as regular contextualized vocabulary work in the Reading and to the instructions for Option 3 on the card at the back of the Use of English and Listening sections, most units include two Student's Book) vocabulary pages, which focus on specific topics or lexical systems. Wherever possible, students are encouraged to use Teacher-managed Online Practice vocabulary in both controlled and free-practice activities. If using the Student's Book in class, we recommend choosing Review this option so you can assign exercises and tasks from the Online Practice and the on line practice test via the free Learning Each unit ends with a Review page that enables students to Management System (LMS), where it is easy to: revisit key grammar and vocabulary from the unit. The Review also includes an exam-style practice task from Part 1, 2, 3 or 4 of \" manage what exercises and tasks your students do and when the Reading and Use of English paper. they do them Featmes ® see your students' results in an on line markbook so you can identify areas of class or individual weakness, allowing you to Grammar reference: A link at the beginning of the grammar focus on what students really need to work on section in each unit guides students to the appropriate sections of the Grammar reference on pages 158-174 of the Student's \" read, comment on and mark your students' extended writing Book. Organized on a unit-by-unit basis, this reference provides tasks on line with an option to return work to students for concise explanations and further examples of the grammar them to improve and resubmit. A marking guide and sample points covered in each unit. This section should be regarded answers are provided as a first point of reference for students to check their answers to introductory questions and tasks or when working through @ listen to, comment on and mark your students' recorded practice exercises. It can also be used for general revision responses to speaking tasks online purposes. You can choose whether to assign the exercises and tasks in the Overview of exam tips: This section (pages 175-177) On line Practice with 'no help' (for assessment) or 'with help' (for amalgamates the tips that accompany the exam practice tasks supported learning). For exercises and tasks you set'with help', students are allowed to: o mark their answers, try anything they got wrong again, see the correct answers with explanatory feedback 1

\" look up the meaning of words in questions and texts in the Speaking: This section contains two skills-training exercises for integrated on line Oxford Advanced Learner's Dictionary, 8th Edition (this saves time and helps students improve their each part of this paper and an accompanying speak-and-record vocabulary) exam practice task for each of the parts. \" read tips and strategies to help them prepare for the exam Students can simply work through the material at their own pace, or you may wish to assign specific exercises for e see sample answers for the writing tasks and useful language homework. For example, if you have focused on Reading and Use of English Part 2 in a lesson, you might like to get students for the speaking tasks to do the Reading and Use of English Part 2 skills-training tasks and exam practice task for homework to further familiarise and 0 If you assign exercises with 'no help', these support features prepare them for that particular task type. will be disabled. learning support features You could choose the sections or exercises of the Online Practice you wish students to do, and assign them first with These learning support features are available to students for 'no help'. i.e. with all support features disabled. This will allow assignments set 'with help' or if students are using the self-study you to assess how well prepared your students are at any stage option. of the course. You can then assign any problematic exercises again 'with help'. i.e. with all support features enabled, so that Feedback Students get answers and explanatory individual students can benefit from the learning support feedback on automatically marked features. You can assign the whole Online Practice in one go, or Dictionary look-up: questions. If they can understand why a unit, or a selection of sections or exercises. Oxford Advanced they answered a question incorrectly, Learner's Dictionary, it will help them to think more clearly If you choose to use the LMS, we recommend following 8th Edition about a similar question next time. instructions for Option 1 on the card in the Student's Book. If Tips you would prefer to register students yourself, you will need to Allows students to look up the collect their cards with unlock codes and follow the instructions Audioscripts meaning of words in exercises and for Option 2. texts. They just type the word in the Sample answers search box and get a definition from Self-study Online Practice the OALD in a pop-up window. Useful language You may prefer your students to work through the material in Tips are available on how to answer the Online Practice and Cambridge English First practice test exam questions and other general at their own pace, using the 'self-study' option. Students will language learning topics. Students can need an email address to register. They will need to follow the look at the tips before they attempt an instructions for Option 3 on the card in their books. exercise or if they get stuck. Students need to click 'Show Tip' on the left of For this option, students will have access to all the learning their Online Practice screen. support features (see table below), but you will not be able to track their progress, see their results or do any marking on line. Students can read audioscripts in the Listening and Speaking sections Note! It is very important that you tell your students which to help them understand any areas access option you want to use. For more information about they didn't understand when they on line practice and on line practice tests and the LMS go to just listened. They can view these by www.oxfordenglishtesting.com. clicking the 'Audioscript' link at the bottom of their screen. Students have 18 months to complete the Online Practice and Cambridge English: First practice test from the time they register. Students can see sample answers in the Writing sections. They can analyse Online Practice content the sample answer and then read comments on the sample answer There are four sections: to give them a good idea of what is Reading and Use of English: This section contains an exam expected in the exam. Students can practice tasks for each of the seven parts of this paper preceded then improve their own answer. by two skills training exercises for each part. There are 21 exercises in total in this section. Lists of useful language are provided in the Speaking sections. Students just listening: this section contains skills-training exercises and an need to click the 'Useful language' link exam practice task for each of the four parts of this pa per. There at the bottom of their screen for lists are 12 exercises in total in this section. of useful expressions for the Speaking exam. Writing: This section contains two skills-training exercises and an exam practice task for Part 1 and two skills-training exercises for Part 2 plus an exam practice task for each of the five text types that may come up in Part 2 questions: letter, email, report, review and article.

Change your Students can click the 'Change' button includes exercises to further extend students' vocabulary for the answers and try to try to do an exercise again or to Cambridge English: First exam. again answer a question again. If students are There is a Multi ROM at the back of the Workbook which using the self-study option or you have contains audio material linked to the Listening sections in set them the assignment'with help'. the Workbook. Students can play the audio in a CD player or they can change their answers as many on a computer. There is also a link which takes students to times as they want before they submit www.oxfordenglishtesting.com where they can get access to a their assignment. complete, interactive Online Practice Test. The test offers: \" authentic test practice OnUne Cambridge English: First pradke test ~ automatic marking for instant results 9 online dictionary look-up The unlock code that students get for the Online Practice also includes access to a complete rn<fordenglishtesting.com Information about the Cambridge English: Cambridge English. First practice test. If you are using the LMS first exam option you can assign this test to your students as a whole test, or by paper or part using Test mode(= 'no help'/ no key) There is an overview of the exam on pages 4-8 of the Student's so that you can assess how well-prepared your students are, Book. Please go to http://teachingsupport.cambridgeenglish.org/ or in Practice mode(= 'with help' I with key) for practice and for up-to-date information about the exam including full exam specifications with sample question papers, assessment criteria familiarisation with the exam task types. There is access to an for the Writing and Speaking papers and samples of graded additional on line Cambridge English: First practice test with the writing tasks. Workbook Packs (see below) Teacher'§ Book This Teacher's Book contains procedural notes and a full answer key, including suggested answers for the activities in the Student's Book. It also includes the audioscripts for the Listening sections with answers in bold, as well as optional activities for classroom use. There are twelve Unit Tests and three Progress Tests, covering vocabulary and grammar taught in the Student's Book, with answer keys, which can be photocopied for classroom use. Speaking DVD Included in the Teacher's Pack is the Speaking DVD which contains the following: @ overview of the Speaking test and explanation of the format of the four parts of the test \" an example of Cambridge English: First candidates carrying out each of the four parts of the exam under exam conditions '\" commentary and analysis of the candidates' performance by experienced oral examiners @ two students carrying out a complete test followed by a general assessment of their performance according to the Cambridge English: First assessment criteria Workbook Pack The First Masterc!ass Workbook Pack consists of a Workbook of twelve six-page units, each of which covers the following areas: Reading and Use of English, Writing, Listening, Grammar and Vocabulary. It is available with or without an answer key. Each unit of the Workbook relates to the corresponding unit in the Student's Book in both topic and content. In this way the Workbook reinforces the grammar and vocabulary from the Student's Book. In addition, each unit in the Workbook

~ntroduction page9 . Audioscript 1·01 1 Give students a couple of minutes to look at the photos in You will hear people talking in eight different task 1 in pairs and match them with the statements. You situations. For questions 1-8, choose the best answer (A, B or C) Question 1. You hear a man telling a friend about an email might need to explain the meaning of cheeky (disrespectful he has received. or rude but in an amusing or playful way, e.g. a cheeky little boy, to make cheeky comments about someone); moody So tell me exactly what happened. (having moods that change quickly and often, e.g. teenagers . Well, I got one of those emails that looked as if it came are often moody); and easy-going (relaxed and happy to · from my bank. It said I was at risk of identity theft and told me · accept things as they happen, e.g. an easy-going personality). I had to log on and verify my account information. I was really , Before students do tasks 3 and 4, check they understand the worried. meaning of all the adjectives and adverbs. Ask them to rank So what did you do? the modifiers in order of intensity- i.e. not at all, a bit, fairly I Well, I was about to reply to give them the information quite I rather; very. reallyI extremely. they wanted, but then I thought I ought to check with my , bank first. So I rang my branch and they said they never sent 2 · emails like this. But it looked so realistic - it had my bank logo on it and it had links to real websites. ~ Underline: cheeky, confident, easy-going, moody, shy I've heard of that before. Apparently, it's a very Circle: rather, very, quite, really, fairly common scam which everyone needs to be aware of. 3 & 4 Students' own answers. Question 2. You hear someone talking about her first : impressions of someone. listening Parfl: 1 page10 The first time I met Ben was at a party. We were Th!r1kahead . introduced to each other by Charlie, a mutual friend, and we Get feedback on the gap-fill from the class and ask random chatted for a few minutes -you know, we exchanged the pairs to justify their opinions as to why they agree or disagree usual pleasantries: 'Where do you live?'; 'What do you do?'; with the statements. 'How do you know Charlie?' - that sort of thing. Then he started talking about his job - he seemed very self-centred ~ and that put me off a bit, but I didn't think much about it. A in 11 of I about of about; to to couple of weeks later, he phoned me and asked if I'd like to meet for a drink. I ummed and ahhed a bit and then I said, Multiple dioke 'Yeah, why not?' So we met and he was really nice. He even said he was sorry if he'd come over as a bit arrogant at the 2 Draw students' attention to the Tip in the box. You might party. want to check that students understand the meaning of Question 3. You hear a conversation between a these words and expressions: to exchange pleasantries (to talk , young man and an older relative. to each other politely about unimportant things, especially I wonder if I could ask your advice. when meeting for the first time or before getting down Sure. How can I help? Well, I'm going for a job interview next week and to business); scam (a dishonest way of making money by I'm thinking about how to do my best. They've already got tricking or deceiving people); dress down (to wear clothes that my CV, so they know about my qualifications, and obviously I must look my smartest at the interview and sound as are more informal than you usually wear). intelligent as I can. Do you know all about the company? Im Not yet, but I'll be doing a bit of research at the Bc c Bc A BA weekend so that I can ask sensible questions about the kind of work I'd be doing if I got the job. Good idea. So what are you worried about? I want them to see what I'm really like -you know, · I don't want to have to pretend to be someone I'm not. That's fine. Just be yourself. I'm sure they appreciate ' that. iO

Question 4. You hear someone describing how he Question 8. You hear a politician talking about his heard about winning a competition for a mobile phone. appearance. Last year, I got an email telling me I'd won a mobile Mali If you want my opinion, I think appearance is very phone in a competition. I couldn't remember going in for a competition, but that didn't matter. I had to email my debit important if you want to convince people that you're a card details so they could charge me for the cost of shipping serious politician. That's why I always wear a suit and tie the phone to me. Like an idiot, I made a basic mistake by if I'm on official business - especially if I'm in a meeting, giving them my card details and the address for the phone being interviewed on television, or talking to members of the to be delivered to. Needless to say the phone never arrived, public. I know there are politicians - especially the younger but my bank statement showed that money was being taken ones - who think it's cool to dress down -you know, jeans, out of my account. open-necked shirt and trainers, but for me that's just too Question 5. You hear two friends talking about : informal. Of course, at home with my family, I dress informally, tennis. too, but never when I'm at work. It projects the wrong image. ·1 Hello, Anna! Where are you going? To play tennis, believe it or not. Can't you tell from Over to you what I'm wearing? 3 Students' own answers. Well, you do look as though you're going to play Grammar (1) page11 something, but I didn't know you played tennis. I've only just started - I don't have my own racket Modai verbs of obligation Well, you look very smart. We must have a game 1 Before students do these tasks, encourage them to look at some time. the section on modal verbs of obligation in the Grammar Do you play tennis, then? reference on page 159 to revise and refresh their memories. Yes, I do. In fact, I've been playing since I was eleven or twelve. 24 67 5 OJ 2 Really? Are you a good player? I used to be very good, but I haven't played much 2 u recently. Great - I'll give you a ring to arrange a time. mD .u Question 6. You hear someone talking about a bad (D experience on a social networking site. I'll have to I had a pretty nasty experience on a social networking You'll have to (Note: Must can refer to the present or the OJ site. It started when I got a series of offensive messages, future so it is not absolutely necessary to change answer d . then whoever it was said they were going to pass on private to represent the future.) OJ information about me if I didn't give them money. At first I You won't have to ::J thought it might be someone in my group at college, but I didn't recognize the information on the person's profile. n It was obviously a fake identity. I did think about going to the police, but in the end I decided to ignore the whole (D thing and not make a fuss. And fortunately, after a week or two it stopped. So, if you want my advice, you shouldn't OJ put confidential information about yourself on social ::J networking sites. Question 7. You hear a message on a telephone Q_ answering machine. Hi, Maryl It's Alice. I'm just ringing to say sorry for Q_ something that happened yesterday. I was in town doing (D some last-minute shopping and someone on the other side of the road called my name. When I looked round, I didn't ::J see anyone I recognized - just a police officer and hundreds rt- of shoppers Anyway, I didn't think any more about it. Then, rt- about half an hour later, I was on the bus coming home, when I suddenly remembered -your brother Jeremy joined '< the police last year, didn't he? It must have been him who ; called to me, but Ijust didn't recognize him in his uniform. 3 Please apologize to him for me when you see him. Thanks. OD Bye. Different: First option means there is no obligation - it's a matter of choice. Second option is a prohibition - dressing up is not allowed. Same meaning: There is no obligation, it is not necessary, Slightly different: First option is personal - the speaker thinks this. Second option is external - someone else thinks this. 4 fim In both sentences there is no necessity to hurry because there is plenty of time; but in sentence a the speaker knew there was plenty of time so did not hurry, whereas in sentence b the speaker hurried but later found it had not been necessary to hurry because there had been plenty of time. There was plenty of time so I didn't need to hurry (and I didn't). There was plenty of time so we needn't have hurried (but we did).

5 ' must C: It has been claimed that 'bin diving' is a common way for should thieves to get information. In an extensive survey, a credit ~ must checking agency examined the contents of 400 rubbish both possible need to bins. needn't will have to B: All it takes is one dishonest employee and people can mustn't had to say goodbye to their hard-earned cash. both possible D should both possible Word building Over to you 4 6 & 7 Students' own answers. dm Reading and Use of English unqualified finance fraudulent retirement immigrants organization Part 5 page12 e impersonator f thief Think ahead Over to yolll 1 Check students understand the meaning of identity theft 5 Students' own answers. (using someone else's name and personal details in order to gain access to resources or to obtain credit and other Grammar (2) pa9e14 benefits in that person's name). Present tenses Ask students how they think criminals can steal other people's identities (for example, over the internet). 1 Before students do these tasks, you can encourage them to look at the section on present tenses in the Grammar 2 Check students understand what a fraudster is and, if reference on page 159 to revise and refresh their memories. Alternatively, you could ask them to try to complete exercise necessary, explain that it comes from fraud, the crime of 1 and 2 first and then to refer to the Grammar reference to cheating somebody in order to obtain money or goods check any points they are unsure about. illegally; a fraudster is a person who pretends to be somebody lm buy, sell he or she is not in order to trick or cheat people. are shopping is booming ~ contain use Mr Bond wasn't a fraudster; he was the victim of identity theft. 2 Identity crime is increasing. ~ Exam practke: Multiple choke a, b (present continuous) c, e (present simple) 3 Before students do the task, draw their attention to the Tip in d (present simple) the box. 3 Before students read the text, you may like to check that mD they understand the meaning of these words: crook (a dishonest person or criminal); prey on (to take advantage of 1 'I live in Madrid.'This suggests the speaker thinks of this as or hurt someone, particularly when that person is smaller or being a permanent situation. weaker than yourself); booming (successful and fast growing); 2 'I'm living in Madrid.'This suggests the speaker thinks of foolproof (it's impossible for this not to work): unscrupulous this as being a temporary situation. (having no scruples (principles), prepared to behave in a 1 'Shh! Can't you see I'm watching the news?'This is dishonest or unfair way to get what you want); snippet (a happening at the moment of speaking. The Shh! small piece of something); impeccable (without mistakes or emphasizes that this is a current action. faults); benefit fraud (when someone tries to get additional financial support from the government that they are not 2 'These days I'm watching a lot of documentaries.'This refers entitled to); bin diving (looking through someone's rubbish bin to find information about them). to an ongoing, temporary action happening 'around now'. ~ 1'They always forget my name.' Th is is a statement of fact C: they are fraudsters who prey on people's good nature D: Away from people who knew him, Mr Bond's reputation relating to a routine occurrence. was based solely on the contents of a police file. 2 'They're always forgetting my name.'The use of the D: all an unscrupulous thief needs to start using a person's continuous form shows that the routine occurrence name is a few snippets of information happens too often. It may imply that the speaker is annoyed.

4 ~ QJ noun+ noun ~ verb+ noun -0 I have verb + preposition She understands adverb +verb .u ([) < What exactly do you mean? 2 QJ I believe ~ QJ Adverbs Act suspiciously; conceal your true identity; confidential information; judge somebody by their appearance; peer :nJ 5 pressure ([) ~ The words close, cover, friend, perform and rank from list A do Present simple: every day; every so often; most weekends; not combine with any words in list B. QJ never; occasionally; often; rarely; sometimes; twice a week; usually; today Exam pradke: Muitip~e-choke doze :J Present continuous: at present; at the moment; currently; now; D... this week; today 3 Before they start the task, draw students' attention to the tip D... 6 in the box to remind them that it is best practice to read the text first to get the general idea before they start looking at ([) ~ the questions. :J ,; Every day I Every so often I Most weekends I Occasionally I imD rt Sometimes /Twice a week I Usually, I wear bright clothes. rt I never I occasionally I often I rarely I sometimes I usually 1 B A D A B D 'C c '< wear bright clothes. Over to you I wear bright clothes every day I every so often I most 4 Suggest that the students approach the discussion questions weekends I occasionally I sometimes I twice a week. At presentI At the moment I Currently I Now I This week I by first considering which groups in society often have to Today, I'm wearing bright clothes. wear uniforms - e.g. school children, soldiers and other I'm wearing bright clothes at present I at the moment I members of the armed forces, nurses, flight attendants, currently I now I this week I today. servers in some fast food restaurants, etc. - and what purpose the uniform might serve in each case. Over to you Vocabuiary page16 7 Students' own answers. Parts of the body Reading and Use of English Let students use a dic.tionary as necessary and check their Part 1 p;ige1s answers in pairs or groups as they work through these vocabulary exercises. When feeding back on the answers Exam skms with the class, check students are aware of the correct pronunciation of all the body parts: of note are the silent'w' 1 Explain to students that becoming familiar with common in wrist and the pronunciation of thigh word combinations or collocations is an important aspect of ~ becoming more proficient in English and will contribute to A forehead eye cheek mouth chin neck their success in different exam tasks. Tell them that extensive reading is the best way to develop familiarity with common knee shin ankle toes K shoulder t elbow collocations and to expand vocabulary in general. As you go M chest fingers wrist palm stomach through the answers to task 1 with the class, try to elicit other common collocations with the words in the examples, e.g. Fi waist S hip thigh calf other collocations with friend - an old friend a close friend, a 2 You may need to explain that the verb to stub is usually only best friend, a loyal friend; other collocations with mutual- a mutual benefit, a mutual advantage, a mutual acquaintance, a found in the expression to stub one's toe, meaning to hurt mutual feeling; collocations with fake - a fake smile, a fake tan, your toe by accidentally hitting it against a hard object, and a fake passport; collocations with identity- a sense ofidentity, in the phrasal verb to stub out a cigarette I cigar, meaning to stop a cigarette from burning by pressing the burning end mistaken identity, etc. against a hard surface. ~ palms wrist knees shoulders toe elbows, head

Seeing verbs Audioscript l 002 3 If students are confused about the difference between Good morningl My name is Gail Evans and this is gaze and stare, you can explain that whilst both mean to my colleague John White. And your names are? look at someone I something for a long time, when you My name is George Pappas. stare at someone I something you are likely to have a hard, My name is Adriana Calligaris. fixed expression and be either very curious, trying to look Can I have your mark sheets, please? Thank you. threatening or in the grip of some strong emotion - e.g. • Where are you from, George? Don't stare at people, it's rude, the two boxers tried to stare each other down; she stared at the advancing tiger in horror; whereas I'm from Patras - it's a fairly large town in the south west of Greece. when you gaze at someone I something, your expression is usually softer and you are often either admiring someone I And you? I'm from Granada. something or absent-minded and thinking about something else - e.g. She gazed admiringly into his handsome face; I was First, we'd like to know something about you. What gazing out of the window instead oflistening to the teacher. do you enjoy doing in your spare time, George? !Im watching Look d notice gazed I read quite a lot, but I'm also very keen on all kinds of sport. I play football, basketball and tennis, so sport takes looks, staring most of my spare time. see And Adriana? I like sport, too. 4 Tell students to discuss the question and then compare their Do you play any sports? ideas with the explanation on page 153 in the Student's Book. I used to play tennis. Speaking Part 1 rage11 George, who do you spend your spare time with? My team mates if there's a match or a practice. I spend Think ahead the rest of my spare time with college friends or my family. I have two brothers and a sister and we all get on very well. Remind students that Part 1 of the Speaking test is an interview with the examiner, during which candidates have to give Tell us something about one of your close friends. personal information about themselves and talk about past OK. My best friend is called Anatol. We're in the same experiences, present circumstances and future plans. · class at college, but we've been close friends since we were about 12. Actually, we have completely different characters. \"**'1'1ID~ I'm sociable whereas Anatol's rather shy- especially with people he doesn't know well. When I first met him, he Clothes: Do you like to dress up for special occasions? What kind · seemed very unfriendly, but now we get on extremely well. of clothes do you feel most comfortable in? /-/ow important are clothes to you? Adriana, I'd like to ask you about your clothes. What Education: What are you studying? Where do you study? What • kind of clothes do you feel most comfortable in? was your favourite subject at school? Family and friends: Do you have brothers and sisters? What do T-shirt, jeans and trainers. you enjoy doing with your family? When do you spend time with Are there occasions when you wear smart clothes? friends? Free time: How often do you go to the cinema? What was the Yes, there are. last film you saw? What sort of music do you enjoy listening to? When was the last time you wore smart clothes? Work: What do you do? Where do you work? What do you enjoy about yourjob? Last weekend. ,..,,,'\"''\"\"·~\" George, do you ever wear smart clothes? 2 & 3 Students' own answers. Yes, sometimes, for example for special family occasions like weddings, and for interviews. But I prefer T-shirts and jeans like Adriana. Thank you. 4 Direct the students' attention to the Tip in the box to help them answer this question. They should hopefully have no problem in recognizing that George gives better answers than Adriana. This is because he replies in full sentences each time and extends his answers to give the examiners additional useful information; for example, after he's told the examiners that he's from Patras, he adds that this is a fairly large town in the south west of Greece. Adriana, on the other hand, restricts herself to brief answers with minimum information and therefore doesn't help to develop the conversation in any way.

fiW#©!1<.i$ !j~Jt31MtimnlJ 8 The first candidate, George, gave better answers. He gave Oli fuller, more detailed answers than the second candidate, Adriana, who gave very short answers. For example, compare The words are stressed because they are the most important the following answer to the examiner's question: Where are words in the replies. f\\Jote that the stress falls on the syllable in the word which is normally stressed, not the whole word - you from? e.g. CA-su-al. George: I'm from Patras - it's a fairly large town in the south Exam practice: Sh{llrt ex(hanges west of Greece. 9 Remind the students to adhere to best practice when Adriana: I'm from Granada. asking and answering the questions with their partner and to answer in full sentences, giving additional relevant 5 information beyond the bare minimum where possible. ~ Actually, completely, rather Audioscript 1°04 a fairly large but now Where are you from? sometimes Describe the area where you live. quite a lot, but, very, so Tell me some of the things you enjoy doing with very well your family. Do you have any holiday plans for next year? d but, close What did you do on your last birthday? What is your favourite way of travelling? 6 Make sure the students understand that 'giving fuller answers' involves both speaking in full sentences and giving additional information beyond the bare minimum. tt@Z>imtmn1>i!AH•J.1 Writing Part 1 - Es§ay page1a QJ \"O I feel most comfortable in a T-shirt, jeans and trainers for Think ahead most of the things I like doing, but I prefer to wear smart .\"O clothes for special occasions. 1 Remind students that in Writing Part 1, there is only one Yes, there are, for example if I go to parties or if it's a special (D family occasion. possible question which they have to answer, whereas in Part QJ Last weekend - we had a big family celebration for my 2 they can choose between five different questions. father's fiftieth birthday. OJ When feeding back on the pairwork, elicit the different :i Sentence stress reasons why each of the people in the photographs wears a uniform for work. n 7 Students whose native language is not stress-timed (for example, speakers of French, Spanish, Italian, Cantonese ~~})fil (D and Mandarin) may find it challenging to identify sentence A uniform allows others to see what each of these people stress. If they are struggling, you can stop the recording after does. QJ each question and answer and repeat the answer yourself, :i stressing the appropriate word (in bold in the audioscript) in Police officer: to show rank and instil respect I fear Q_ a slightly exaggerated manner to help them identify it. Nurse: for protection and also to help patients to recognize them Q_ Airline pilot: to instil confidence in passengers (D Traffic warden: to justify him I her looking at vehicles Fast food worker: for protection and so that customers :i know who to talk to if they need something rt Postman: so that people recognize who the person is when rt they open their door. A uniform gives people status and ensures that their '< function is recognized by the public and their peers. Audioscript 1·03 Some people may enjoy wearing a uniform because they feel it makes them look good I smart and invests them ''\"'\"\"'\"'''\"'' What did you do last weekend? with a certain authority. People may show more respect I went to the cinema. to somebody wearing a uniform. Wearing a uniform can How long have you been studying English? also give people a sense of belonging and of pride in being I've been studying English for four years. part of an organization. How do you spend your spare time? I swim quite a lot. Who do you spend most of your spare time with? I spend most of my spare time with my friends. t'\":rrwr;,\"\"· What kind of clothes do you like wearing? I'd have to say casual clothes. Tell us something about one of your close friends. My best friend is called Antonio. OD years swim friends casual best ;,;; cinema 15

Exam skms However, uniforms have disadvantages for some people. They make everyone look the same (4) because I so that 2 people cannot express their individuality in the same way as m:i if they were wearing clothes they had chosen themselves. A more serious problem may be for soldiers who are fighting. This piece of writing is an essay, so the students are writing Their uniform gives the enemy a clear target and may for a general audience and should employ a relatively (5) actually I probably cost soldiers their lives. formal and neutral tone. In my experience, I have found that people in uniform In this type of essay question - sometimes known as a 'for' are often given more respect than people in ordinary and 'against' essay, it's important that students address clothes. (6) For instance I An example, it would be difficult both sides of the argument, not just the side they agree for someone in ordinary clothes to arrest another person. with. The essay should include an introduction, followed (1) In conclusion !To end with, I would say that there are by the arguments for and against the wearing of uniforms certain jobs for which wearing a uniform is necessary. in different jobs, giving reasons in each case. It should end with a conclusion in which the writer can give their own 6 actually opinion. m! 3 this tim For example For instance Other In conclusion A Quite interesting, but not appropriate as an introduction - so that an introduction introduces the key ideas to be discussed in the body of the essay and does not go straight into details Essay on a particular point, as this answer does. This would be better as a paragraph in the body of the essay. 7 Encourage students to refer to the Writing guide on page Opening with a question makes this paragraph quite 178 before they begin to plan and write their essay. Stress interesting, but as it continues it becomes too descriptive the importance of planning the essay properly in advance. Having a clear idea of what points you want to cover in each uc and specific for an introduction. It then rambles and paragraph is the main key to success in essay writing. (() becomes unfocused. QJ Before they start writing, ask students to check that their u Inappropriate because it is too personal and informal. essay plan contains an introduction, a 'for' paragraph with the most important reasons in favour of wearing smart clothes c and an 'against' paragraph with the reasons why this could (() D Interesting and appropriate. It introduces the subject not be a good thing. The final paragraph should conclude '- by giving their own opinion supported by their reasons for m economically and makes two or three interesting points: QJ o._ uniforms are everywhere I worn for work I no choice for Q_ ro the wearer The most suitable is paragraph D. it. Normally, writers present the opposing argument, the one 4 they don't agree with, in the first part of the essay. £iDl Yes. The writer has: Unit 1 Review page20 ·agreed with the statement • referred to uniforms as helping us to identify people 1 Crest • referred to uniforms as means of protection • included ideas of their own: the disadvantages of uniforms I mD uniforms conferring respect A point B considering D clothing 5 C contacted 7 C early lim A employed D market The most common reason for (1) this I which is that uniforms 2 allow wearers to be seen and identified by the public. (2) For example I Like, if you are visiting someone in hospital, ~ you need to know who is a nurse or doctor and who is an don't I do not have to go or needn't I need not go ordinary member of the public. AnotherI Other reasons mustn't I must not take include protecting wearers from danger or disease, for needn't have I need not have hurried example fire fighters at a blaze, or nurses working in a mustn't I must not tire yourself out hospital. didn't have to I did not have to send her an email or didn't I did not need to send her an email 16

3 d3D I'm expecting !:i normally works, he is visiting ( Do you have, I'm trying I don't usually like, I'm reading, I'm enjoying flows You may like to give students the UnitTest on pages 87-88 for this unit. DJ u -0 (I) DJ 'DJ :J n (D DJ :J 0... 0... (D :J rt rt '<

Introduction Exam practice: Multiple matching 1 Make sure students are clear what jobs or activities the 3 Direct students' attention to the Tip before they start people in the photos are doing (see below) before they reading the text. Ask them to locate the key words in 1 to discuss their ideas in pairs or small groups. start with (complete and education) and then refer back to POSSIBLE ANSWERS the previous exercise for the synonyms. You may like to check that students understand the meaning of get away Top left to bottom right: with in 2 (to manage to make a mistake or do something a Photo 1: gymnast - flexibility, athleticism, competitiveness bad without being criticized for it or suffering any negative consequences). Photo 2: surgeon - excellent hand-eye co-ordination, knowledge about anatomy, precise focus Encourage students to read the whole text through once Photo 3: model - good looks, tall and slim, poise quickly to get the general idea. You can perhaps ask them to Photo 4: singer - good voice, ability to perform for others, tell you what is extraordinary about each of the four people. memory for words in songs Remind students to use the synonyms and paraphrases of Photo 5: teacher - presentation skills, knowledge of the key words they have underlined to help them do the subject, empathy for students exercise. Photo 6: museum tour guide - presentation skills, knowledge of art, enthusiastic personality Words in the text that you might want to check students b Students' own answers. understand are: autism (a social disability, when a person doesn't develop the communication skills necessary to be (/) able to interact normally with other people); painstakingly (very carefully, taking a lot of time and effort); improvise Reading and Use of English Part7 (when actors or musicians perform without fixed text or music but make it up as they perform it); recall (remember); Exam skills and jaw-dropping (very surprising and impressive - literally making a person's mouth drop open in amazement). 1 This section helps students prepare for Part 7 of the Reading and Use of English paper, which involves locating specific ma information in a text. These activities develop students' ability C: A high-school dropout ... to identify and match synonyms and paraphrases, which will 2 A: He does occasionally play the wrong note, but because he help them to complete Part 7 task types more quickly and easily. is able to improvise, he can cover it up without anyone even noticing. ma 3 D: Eskil is well aware of the risks involved in what he does. 4 B: He acquired these skills afteryears ofpractice ... a accidentally: by chance, unintentionally 5 A: Derek Paravicini was born blind, with severe learning b ability: skill, talent difficulties and autism. He has limited verbal skills, poor short- c currently: presently, these days term memory and cannot read even Braille ... at nine, Derek d cover (sth) up: conceal, hide gave his first ofmany major public performances. e participate: be involved, take part 6 C: Ron says the key to his training is to be distracted while f pressure: demands, stress memorizing things; this gives his brain incredible focus. For example, to become the USA Memory Champion he 2 memorized cards while snorkelling. 7 A: Adam painstakingly taught Derek how to play properly ... ma 8 D: He performs all his feats without a safety net or harness. 9 B: His ambition was to become a professional bee-keeper but left school; was expelled from school; didn't finish school; instead he ended up becoming an academic. dropped out of school (do not provide this unless students 10 C: Ron currently teaches memory techniques to people all come up with it) over the United States. 7 had classes I lessons; was taught by somebody (do not provide this unless students come up with it) 18

Ptu·a$al verbs: turn 4 li We can use managed to or succeeded in in sentence b because the sentence refers to a specific event in the past, 4 although the verb following succeeded in would need to take the -ing form: OD The doctors managed to save the woman's life. The doctors succeeded in saving the woman's life. 5 b6 3 2 We can use managed to or succeeded in in sentence c because the sentence refers to a specific event in the past, Over to you although the verb following succeeded in would need to 5 Students' own answers. take the -ing form: After five hours, the firefighters managed to put out the fire. Grammar (1} pa9e24 After five hours, the firefighters succeeded in putting out the fire. can, be able to 6 1 Encourage students to refer to the appropriate section of the Grammar reference on page 160 for help with these tasks. i3D fim \" didn't succeed in finding <> Derek Paravicini is not able to read even Braille, but he has wasn't able to complete I do I finish an amazing talent; he is able to play any piece of music after only one hearing. succeeded in passing He was able to play a toy organ when he was two. ill managed to break in I enter 2 was(n't) able to swim OD f managed I has managed to get '\" There is no infinitive form of can. tr There is no present perfect form of can to talk about ability. ~i wasn't able to fall 3 ll succeeded in opening I uncorking Have I Haven't (you) managed to lose mi) a He can run 100 metres in just over twelve seconds. It is not possible to use could or couldn't in sentences c, d, f When I was younger, I could run up a hill without getting and i. out of breath. c They had eaten such a big breakfast that they couldn't couldn't find !] couldn't sleep finish their lunch. He could probably touch his toes if he lost weight. ii couldn't finish h could open ;;: Even if I'd been stronger, I couldn't have lifted those heavy weights. could swim 4 Over to you i1m 8 Students' own answers. It is not possible to use could in sentence c, because could Reading and Use of English refers to a general ability in the past, whereas were able to refers to a specific event in the past. In sentence c we are Part 2 page2s talking about a specific event in the past, not a general ability in the past. Exam skills Other ability structures 1 Tell students that it will help them to save time in the matching task if they check they understand the exact 5 meanings of the three possible titles and compare the differences between them before they read the text. ~ We can use the past forms of manage to and succeed in for You might want to check that students understand the sentences band c. meaning of determines (decides or influences). We cannot use managed to or succeeded in in sentence ~ a because this sentence refers to a past, ongoing habit How different learners learn best (smoking). Managed to or succeeded in refer to a specific event in the past, when something became possible. 2 Students' knowledge of grammar and syntax should help them choose the correct answers from the alternatives. For example, for question 1 the syntax of the sentence indicates that a verb is needed in the gap. This - and the knowledge that everyone takes the singular rather than the plural form of

the verb - will guide students to the correct answer, which is 5 has. mD ~ need good II cheaper younger; cleverer d the unluckiest has 2 there 3 an 4 Because to e better ·~ hotter g more difficult less I more legibly 1 order however 9 what ·rn many i easier .i faster; sooner Exam pradke: Open doze 6 To help students sort out this list of modifiers, you could present the key below as a table under three headings - 3 Read the Tip with the class before students start the exercise. 'no difference', 'a small difference' and 'a big difference'. It reminds them to look at the words before and after the £iD gap to help them decide what part of speech - verb, noun, adjective or article - is needed. You might also want to no difference: just (as ... as); no a small difference: a bit; a little; slightly check that students understand the meaning of visual stimuli a big difference: far I by far; much; a lot; not nearly (as ... as); considerably (things which 'stimulate' the vision - i.e. cause it to react). Over to you ~ to that I which 5 rather 6 for 'i a if I when be 7 i while I whilst f#MM:fi.jj@el41~f:M\\llil My brother is taller than me but not as tall as my husband. I Over to you don't think my brother is as witty as I am, because he does not value sense of humour as much as I do. We both had a 4 Students' own answers. lot of education, but I studied harder than him at school and at university. I think I am kinder than my brother, and he is a Grammar (2) 1x1ge26 little bit moodier than I am, but he is more sociable. Comparatives and superlatives Speaking Part 2 pag\"n 1 Ask the students to read the text quickly the first time and Exam skms tell you the three main changes in classrooms between now and a hundred years ago (answer: the average class size is 1 The tasks in this section prepare students for Part 2 of the smaller, teachers are less strict and there are more subjects on Speaking paper of the exam. Candidates are put in pairs, the curriculum). Then give them more time to read the text in and each candidate is given two photographs to talk about detail and discuss other changes mentioned. (making a comparison between the two) for one minute. The candidates also have to answer a question from the examiner 2 Encourage students to refer to the appropriate section of the about their partner's photographs. Grammar reference on page 161 for a review of comparative The purpose of this first exercise is to remind students of and superlative structures. what they have to do for Speaking Part 2, so tell them they need to listen carefully. ~ as big as; higher; stricter; more severe; less extensive; as ~ effective as; the most interesting a Each candidate is given two photographs. 3 Each candidate has to talk about his I her own photos for about one minute. £§1 Next, each candidate answers a question about the other longer, the longest I shorter, the shortest candidate's photo. larger, the largest I later, the latest 1 Audioscript 1·05 ' flatter, the flattest I thinner, the thinnest El!ami11e1· In this part of the test, I'm going to give each heavier, the heaviest I funnier, the funniest more important, the most important I more independent, of you two photographs. I'd like you to talk about your the most independent photographs on your own for about a minute, and also cleverer, the cleverest I narrower, the narrowest to answer a question about your partner's photographs. better, the best I worse, the worst George, it's your turn first. Here are your photographs. They · show people studying in different places. I'd like you to ll better, the best I worse, the worst compare the photographs and say how you think the people more quickly, the most quickly I more carefully, the most feel about studying in these different places. All right? carefully 4 ~ The adjective or adverb takes its basic form - e.g. as quick as, as quickly as I as beautiful as, as beautifully as.

2 Before students start the speaking task with their partner, Contrasting words but, however, The main difference between ...,unless, whereas, while remind them that this activity is all about making Words which give and, also, because, in addition comparisons, so it is a good idea to begin by making a more information mental list of all the obvious similarities and differences Words which I'd prefer to do ... than, I'd much between the two photographs to serve as a basis for express a rather ... , I prefer to do ... than ... discussion. preference I I prefer doing ... to ... , /find ... , Iimagine that ..., Personally Monitor students as they do the task without interrupting, and give feedback to the class at the end. 3 Before you play the recording, elicit a few examples of each Pronunciation type of word expression from the class - e.g. contrasting 5 Before they listen, remind students that the most heavily words: but, however, while; words which give more information: and, also; and words which express preference: stressed word in each sentence will be the one which is I'd prefer to, I'd rather. important for the message the speaker wants to get across. For example, the point that the first speaker wants to make ma is not just that the lecture hall is bigger than the classroom, but that it is much bigger: much is therefore likely to be the Contrasting words but, The main difference between ... , stressed word. unless, whereas, while ma Words which give and, also, because a much more information b nearly Words which I'd prefer to do ... than ..., I find ... , c just (an alternative stress pattern could be to put the main stress on the word spefn express preference I imagine that ... , I'd much rather ... , d considerably Personally Audioscript 1·06 Audioscript 1·07 George In this picture the students are studying in a lecture The lecture hall is much bigger than the classroom. hall - probably in a university or college. In the other picture Teachers aren't nearly as strict as they used to be. the students are studying in a classroom. The lecture hall It's just as hard to spell a word in English as to pronounce it. is much bigger than the classroom and there are many Class sizes are considerably smaller these days. more students in the hall than the classroom. Some of the students have to sit a long way away from the lecturer 6 If students seem very unsure about which words should whereas in the classroom they are a lot nearer. The main difference between the two places is that you can ask the be stressed here, remind them that the objective of these teacher questions in the classroom, but you can't interrupt sentences is to compare two things. The most important a lecturer if there is something you don't understand. I (and therefore most heavily stressed) words will relate to the imagine that the students who are in the lecture hall feel comparison. Here the important thing for the speakers is not less involved than the ones in the classroom because they the quality itself (the adjective) but the extent of the quality are just listening and taking notes while in the classroom (the modifier). Get students to compare answers. the students would feel more involved because they can participate in the lesson and do more active activities, like 7 Students should listen and compare their answers, then listen speaking for example. Examiner Thank you. Adriana, which of these places would again and repeat. you prefer to study in? Adriana I'd much rather study in a classroom than in a lecture mD hall. Personally, I find it hard to hear and see if I'm in a big room, so unless I'm sitting right at the front I find it difficult a bit; lot b nearly; far c just; far; much d no to follow what the lecturer is saying and I switch off. And of course if you switch off you could miss something really Audioscript 1·08 important. I also find sitting still for an hour very difficult, and just listening and taking notes is boring. In the classroom you My sister's only a bit older than me. She's a lot cleverer than can move about and there is the opportunity to work with me, though. other people. This car's not nearly as expensive as that one. And it's far Examiner Thank you. cheaper to run. This lecture is just as hard to follow as yesterday's. Physics is by far the most difficult subject I've studied. It's much harder than chemistry. Italian is no more difficult to learn than Spanish. 4 Long turn mD 8 Students' own answers. The words and expressions in bold are in the audioscript. Ones not in bold are additional alternatives. 21

Writing Part 2 ~ letter I emaU pagew 6 ~ Think ahead INF: Best wishes; Cheers; Good to hear from you!; Hello; Hi!; Give students a short time to discuss the questions in pairs Hiya!; How are things with you?; Jo; Thanks for your email; You before getting some feedback from the class. Most students asked me about ... will probably say that the majority of their correspondence is via email, so ask them how much of this is informal F: Best wishes; Dear Sam; Dear Sir; I'm (I am) writing to ... ; correspondence with friends and how much of it is formal I official. Say that the language of formal correspondence by Regards; Thank you for your email of 7517 2; Yours sincerely; email is similar to formal letter writing; however, the language Yours faithfully; Jo Hunter (Ms) of informal correspondence with friends will be more like spoken language. 7 e to inform you because Exam sldUs ~ returned home a snack 2 attempted Ii I do apologize (3D c therefore In the reply, you need to: d sent you a text message ·say what happened to you last night ·provide an excuse for not showing up (and apologize) 8 ·say when you would like to meet up I reschedule the meeting !CID! 3 The second email uses delayed instead of held up and arrive (311 instead of get in because held up and get in are phrasal verbs Although both emails give a full response to Charlie's and therefore preferably not used in formal writing. message and answer all his questions, the first reply (on the left-hand side of the page) is more appropriate because it is 9 written in an appropriate style for an email between friends. The other answer is far too formal for an email to a friend, and Ol2I the format I layout is more appropriate for a formal letter. 31 My boyfriend refuses to back down even when he knows formal and informal language I'm right. I wish people wouldn't eat at their desks. I just can't put up 4 with it. mD c I wish you wouldn't put me down in public - it's really embarrassing. INF b F d I bumped into someone I was at school with yesterday. Have you heard about Tim and Jan? They've called off their wedding! ·r My grandparents brought up five children on a very low income. INF cl F e; F INF INF rt INF Meanmngs of get 5 10 OD ilm The informal features included in the first email are: Underline in the first email: get in, got changed, get you on, get •short sentences, e.g. No, nothing's wrong! (Note: exclamation it, got there Formal equivalents in second email: get in= arrive home, marks are more likely to be used in informal writing.), got changed= changed, get you on =contact you on, get it= instead of: In your email you enquire whether anything is receive, got there = arrived wrong and in response I must assure you that no, nothing is wrong. Exam pradke: EmaH • contractions, e.g. nothing's wrong instead of nothing is wrong ·phrasal verbs, e.g. held up 11 ·omitted words (e.g. pronouns), e.g. Sorry about last night instead of I am sorry about last night mD •the use of very simple words or slang, e.g. 'cos instead of because Talk about your classes+ say whether your classes are interesting+ describe the things you do in your classes+ say whether you are learning a lot from your classes. b Sam is the target reader, and because he I she is your friend the style would be informal. d Students' own answers. 22

Reading and Use of English listening Part 2 .page31 Part 3 page3o Think ahead Exam ski~I$ 1 To help students deduce what the title of the article might mean, tell them that the prefix hyper is of Greek origin and 1 The ability to recognize and form different parts of speech means'over' or'in excess' /'too much': for example, a hyperactive from root forms is an important aspect of students' language development and a skill that is tested in Part 3 of the Reading person is someone who is overactive and can never sit still or and Use of English paper. relax. From this, they can deduce what hyper-parenting might OD mean: parenting taken to excess in some way. a noun because it follows an article b a verb because it follows a pronoun and is followed by a 2 Tell students that for Listening Part 2 tasks, they should also try, as this question asks, to predict what kind of information relative clause might go in the gaps. ~ an adverb because it is describing the action of the verb in ~g1is1;:JMf41@~tpJ:i:f\"'I the phrase'pass the ball' an adjective because it describes the type of person you swimming lessons need to be to get to the top in a sport 2 stress 3 many I both 2 disagree ~ skilfully ambitious 4 a healthy diet/ healthily I well S sick/unwell rm.D clubs I activities height a few neglecting I failing 3 the independence I the responsibilities rt '!O fun I relaxation Q) OD Exam practice: Sentence completion ro -al arrival, refusal 3 Direct students' attention to the Tip before you play the audio ::J -ance performance -er employer, performer, worker and tell them to look through the gaps in the text one more rt -or predictor, protector time to decide what kind of information they need to listen -ion prediction, rejection, protection, completion for. Their predicted answers to 2 will help them to have a (fJ -ation expectation, information clear idea about this. -ity prosperity -ment employment, improvement ma 4 Draw students' attention to the Tip and say that a good title basketball stress for the text would be one that summarizes the main idea middle-class or topic. This text deals with the material rewards of being the right foods a sports star, where these rewards come from and also the ;; (frequent) headaches pressures, so a good title might include these ideas. 6 clubs I private-sector extra-curricular activities 1 four (4) Exam practice: Word formation letting down the freedom 5 argument disagree unable (free) play sponsorship ,5 hardly 4m Audioscript 1·09 You will hear a man talking about'hyper-parenting'. 1 competitions entertainment For questions 1- 10, complete the sentences with a word or short phrase. You now have forty-five seconds to look at i3 famous Part 2. Prese!'llte~ Life for Cathy Hagner and her three young children Over to you is set to permanent fast-forward. Their full school day and her 9 a.m.-2 p.m. job are busy enough. But it's at 4 p.m., when 6 Students' own answers. , school is out for the day, that the pace really quickens. · Cathy frantically drives Brendan, twelve, and Matthew, ten, : from soccer field to basketball court while dropping off • eight-year-old Julie at piano lessons. Often, the exhausted family doesn't get home until 7 p.m. - just in time for a quick : supper before the children have to do their homework. 23

' Cathy, who lives in a small town outside Buffalo in New York structured activity. She sums up: 'Everyone wants their child State, acknowledges the stress such a way of life causes the to shine, but going to art or jazz classes is not necessarily whole family and has wondered whether it is worth it. But · any more beneficial than giving young children time and she defends herself by saying that she knows lots of families ' freedom to play by themselves. Or just to sit and think: , whose children do even more than hers do. Adjective prefixes: extra!' hyper, over,,, under This is the world of hyper-parenting. A world in which middle-class American - and, increasingly, British - parents 4 Ask students which prefixes indicate 'more than' or 'in treat their children as if they are competitors eternally racing excess' (extra, hyper, over) and which indicate 'less than' or towards some unidentified finishing line. A world in which insufficiency (under) i children are rushed from activity to activity in order to make You can also tell them that the prefixes hyper and over usually i their future CVs as impressive as possible. A world in which have negative connotations. They indicate that the excess is negative in some way- for example, to be hypersensitive ' raising the next top sportsperson, musician, artist, whatever, is to be too sensitive and touchy, and to overdo something has apparently become a more important goal than raising a is to do it too much. Extra, however, means 'beyond' in the happy, well-balanced child. sense of'outside' and has neutral or positive associations - for US child psychiatrist Or Alvin Rosenfeld, co-author of Hyper- example, extraordinary means out of the ordinary and has Parenting. Are You Hurting Your Child by Trying Too Hard?, positive connotations. explains why hyper-parenting has become such an issue. He OD '. says, 'Parents have been led to believe that they can somehow : programme their children for success if only they do all the hyperactive; extracurricular; overindulgent; overoptimistic; overpopulated, underpopulated; overpriced, underpriced; right things. It starts even before they are born, when pregnant hypersensitive, oversensitive; overstaffed; understaffed; women are warned of dire consequences if they don't eat the extraterrestrial; overused, underused; overvalued, undervalued right foods. Then, they are told that playing a baby Mozart . could speed its development, so they play Mozart and it just 5 overindulgent £ hypersensitive goes on from there. It's a very winner-takes-all view of society extraterrestrial • and it's making a lot of parents - and children - very unhappy. «m Childhood expert, William Doherty of the University of Minnesota, informs us that doctors across the country are <i hyperactive reporting a growing trend in children suffering frequent headaches due to exhaustion and stress. understaffed In the UK, too, GPs and child experts are reporting similar symptoms of stress. With two working parents now the Unit 2 Review page 32 . norm, many children have to go to clubs at the end of the school day through necessity. But competitive pressures are ~ also fuelling an explosion of private-sector extracurricular magicians :.! known variety throughout activities, including sports, language, music and maths . classes for children as young as four. .5 athletic performance dangerous celebrity '. PyschiatristTerri Apter admits that there is definitely a new · parenting trend under way which says that parents have 2 to uncork all their child's potential at a young age. They are concerned that they are letting down their children if ~ they don't. She goes on to say that it isn't an entirely new Could phenomenon, that there have always been pushy parents, but that what was previously seen as eccentric behaviour was !:I didn't manage now much more the norm. Mothers see their children's friends succeeded doing lots of extra-curricular activities and they believe they haven't managed have to follow suit. It all becomes very competitive. Can I Can't Terri Apter has seen at first hand the harmful effects of didn't manage to I couldn't I weren't able to hyper-parenting. She is currently studying a group of British could : and American eighteen-year-aids, many of whom are having succeeded enormous difficulty adjusting to the freedom of college life. She explains that a lot of them are so used to having their 3 time completely filled up by their parents that when they leave home they lack the most basic self-management skills I'm back down to e into up and simply don't know what to do with themselves. The answer, she says, is for parents to lighten up and take a out ' sensible middle road - allowing time for free play as well as You may like to give students the Unit Test on pages 89-90 for this unit. 24

Introduction page33 mobile phone, more than an hour, more than two hours, etc., and write the number of students in each category on 1 Before students start discussing the questions in pairs or the board. The students could then decide as a group if they small groups, make sure they recognize the central action of think the class as a whole has a'digital addiction' problem or if each photo. (Top left to bottom right: photo 1, using a games a percentage of the class does. console; photo 2, sending text messages; photo 3, working late; photo 4, surfing the internet; photo 5, buying shoes I Exam practice: Multiple choke shopping; photo 6, making coffee.) 2 (3D 4iD c cA 4 B '.J A a The unit title Compulsion refers to activities that people can't stop doing. The photographs show activities which B people can get addicted to. All of these activities are potentially addictive. Addictive Audioscript 1·10 n behaviour has a range of consequences for the person whom it affects - for example on their health and, in the You will hear part of a radio phone-in programme 0 case of an addiction to shopping, their finances. Addiction on the subject of people's use of digital technology. For often leads to a breakdown in the addicts' relationships questions 1-7, choose the best answer (A, B or C).You now 3 with family and friends. have one minute to look at Part 4. u 2 In this evening's programme, we're starting c with a subject which has got many of you worried. We'll lfl@J>'f1!:j§!f/41gi'bifJ!A§*' be discussing young people and digital technology. It's CJ) something that worries not only parents but young people Some people are thrill-seekers - they want to try out themselves. On our studio panel, we have Evan Matthews, a 0 new things. Such people may do something once for the child psychologist, Joanne Carter, a secondary school head ::J thrill, but may find they continue doing it until it becomes teacher, and Liz Winslett, who has three teenage children and a dominant part of their lives because they become is a student counsellor. Our first caller this morning is James addicted, first to the thrill and then to the habit or drug. Benson. What is your question, James7 Even though they may not continue to enjoy doing it, they may be unable to stop. Certain people are genetically Thank you. I'd like to ask you what you think about my more inclined to develop addictive behaviour. Others may parents' recent behaviour. They're getting more and more seek to use drugs to escape problems in their lives. obsessed about the amount of time I spend with what 1:i Education can play a big part in helping young people they call my'virtual friends'. avoid addiction by making them aware of the dangers of certain activities and explaining why they should avoid Hi, James. Can you tell me who these friends are? doing things to excess. They should be made aware that there are alternative ways to deal with problems and I They're mainly people I've met on social networking or better ways to experience thrills. Counselling services sites. should be offered to those who are genetically inclined Ewm And how much contact do you have with them7 to develop addictive behaviour, and addicts should be helped to recognize that they have a problem and Well, on a normal day, I'll update my status as soon provided with guidance on how to change their habits or as I wake up. Then I'll check to see if anyone's sent me any lifestyles. messages on my mobile. listening Part page34 And how long does that usually take? About five minutes if I have to reply to any messages. Think ahead What about later in the day? 1 You could either get the students to discuss the questions Well, if I don't have to go to college, I'll spend a about their own use of digital technology in pairs or small groups, or you could address them as a class. For example, couple of hours chatting to friends in the morning and you could ask students to raise their hands if they spend · maybe another two in the evening. more than half an hour a day talking to friends on their Hmm, that does seem rather excessive. I suppose so, but it's what I'm used to. But actually, what Mum and Dad really object to is seeing me texting my friends - especially at mealtimes. They say it's rude and anti- social. And what do you think? I just think it's completely normal for people of my age. How many texts do you send a day7

James About fifty or sixty. t1 Sentence 1 refers to an ongoing habit. Sentence 2 refers to fomme OK - and do you understand why your parents are getting so annoyed? a past habit that is no longer relevant. -'~1m!> Not really. It's just a bit of fun. I think adults take these Sentence 1 refers to an ongoing habit (I'm accustomed to things too seriously. doing this). Sentence 2 refers to a developing habit Can I ask you, James, do you have any other interests used to and would outside your virtual world? 3 J;imes No, not now. I used to play tennis with my dad most im weekends. But he always seems too busy these days. Pifesente1· OK, James, I think we get the idea of what your a used to I would used to \" used to life is like. I'd now like to ask our panel to comment on what d used to I would used to I would they've heard. Can I start with you, Evan? Evan OK, James. I have to say I have great sympathy with We can use used to to talk about habitual I regular actions or your parents and completely understand their point of states in the past that are now finished. view. They feel they're losing you to your virtual friends. My We can use would to talk about habitual action:;; in the past, advice to you would be to spend less time on your phone and try to spend at least a couple of hours a day when you're but not to talk about past states. not at college doing things with real people. Presenter Thank you. Joanne? 4 Jo@n11e Here's what I suggest, James. First, I think you should accept that you have an addiction, then I suggest you try to mD cut back your contact with digital friends by a few minutes every day, so that by this time next year your life is more in Sentences a and c could take would as well as used to balance. Try to get back to playing tennis with your dad like because they refer to habitual actions rather than permanent you used to. And try to spend more time with real people - states. (Note: for sentence c would smoke means they smoked you'll soon get used to it. You won't lose any genuine friends sometimes, e.g. at parties or after dinner - not all the time.) and you won't have your parents nagging you all the time. Preseii~!!r Thanks. And lastly, Liz Winslett. 5 Students' own answers. Uz Right, James. I imagine your addiction is probably a very 6 For a, encourage students to talk about what used to happen temporary one. I would guess that in a month or two you'll get bored with your virtual life and just slip back into your old in the past (but doesn't now) and what they are used to (as in life- that's if my own son's experience is anything to go by. 'accustomed to') doing, comparing these with the ongoing In other words, I think you're going through a phase. changes they are getting used to. Prese!ll:er Thank you all very much - and thank you, James, for your intriguing question. For b, students should talk about the changes they would J;i1m~$ Thanks. and wouldn't find it easy to get used to. Over to you Grammar (2) 3 Students' own answers. Ccnmtab~e and uncountable nouns Grammar (1) page3s 1 Habits and typical behaviour (3D 1 Encourage students to attempt the exercise and try and work Countable: adults, things, parents, point of view, phone Uncountable: fun, sympathy, advice, time out the answers to anything they don't know before they look at the Grammar reference on page 162. 2 o:D ilm any time any time past past e future Only used with countable nouns: many, a few, few, several Only used with uncountable nouns: not much, a little, little any time !\\i past Used with both: all the, some, most of the, enough, a lot of, plenty of, no, none of the 2 3 OD mD a Sentence 1 refers to a past habit, which is now over (I don't do this any n1ore). Sentence 2 refers to an ongoing habit a bit of: advice, clothing, equipment, fruit, furniture, (I'm accustomed to doing this). information, music, news, paper, research, luck a box of: clothing, equipment, fruit, matches, paper a glass of: milk a piece of: advice, clothing, equipment, fruit, furniture, information, music, news, paper, research a sheet of: music, paper

a stroke of: luck 1 a word of: advice an item of: clothing, equipment, information, news ~ The writer feels a bit defensive about the fact that the reader 4 might laugh at him I her, proud that he I she has the addiction under control at the moment and also a bit smug that he I she @1,11:1@'41&-iMii\\l;fi doesn't put on any weight even when he I she eats a lot of chicken: Each of the chickens has laid an egg. I Shall we have chocolate. He I she is also determined to keep up the addiction. chicken or fish for dinner? chocolate: Chocolate is too sweet for me. I She bought herselfa 2 Students' own answers. box ofchocolates. Phrasal verbs exercise: I try to do exercise every day. I Swimming is an 3 excellent form of exercise. experience: People learn best from experience. I I had a ~ frightening experience last night. cut down: reduced turns off: disgusts language: I'm very interested in everyday language. I My father speaks six lcmguages. get by: survive putting on: gaining light: You can see light through the trees. /The car hasn't got its lights on. light up: shine give up: stop noise: There is a lot of noise in the city. I There are many different kinds of noises. (Note: hooked on is also a phrasal verb meaning 'to be very room: Is there enough room for us all? I The hotel hos over a enthusiastic about something'.) hundred rooms. time: I never hove enough time. I How many times have we Phrasal verbs with give done this before? 4 2 ~3 5 ll3D OD ~ 4;6 b 5 ( 1;7 Cupcakes are something mothers make for their children and 5 d give in n are a reminder of childhood for many people. giving out mD 0 Exam practice: Open doze give (it) back 3 6 Students will encounter this type of open cloze task in Part b giving up on !'. giving away 'Dc 2 of the Reading and Use of English paper. Encourage them to look at the words on either side of each gap to help them Pronunciation (f) determine what part of speech the missing word is likely to be. 6 0 You might want to check that students understand the :J meaning of get hooked on (a more informal expression which ~ means 'to get addicted to') and buttercream (a kind of icing The main stress is on the particle in phrasal verbs. In three- for cake made from butter and icing sugar). part phrasal verbs the main stress is on the first of the two particles. ma a 2 like to all used back would give in into give out give away Over to you give back 7 Students' own answers. 7 Vocabulary page37 O]) When a pronoun is inserted between the phrasal verb and Think ahead the particle, the main stress is on the particle. When a noun is inserted between the phrasal verb and the Check students understand the meaning of the title: confession particle, the main stress is on the noun. (something wrong that people admit to doing), chocoholic (Note: three-part phrasal verbs are not separable.) (somebody who is obsessed with eating chocolate). 27

Audioscript 1·12 Over to you I really ought to give it back. 3 Students' own answers. I really ought to give the DVD back. One of the supermarkets is giving them away. Vocabulary page4o One of the supermarkets is giving free samples away. Over to you Adverbs 1 Before students read the article, check they understand 8 Students' own answers. the meaning of superstition (a belief which is not based on human reason or scientific knowledge, but is connected Reading and Use of EngUsh with old ideas about good luck, magic, etc.). Check students' Part 6 pa<Je3s understanding of the meaning of the extract by asking these questions: What superstitions does the narrator's sister have? (she won't walk under ladders and she won't open Exam skills an umbrella in the house) What about the narrator's brother? (he touches wood for luck) How does the narrator feel about 1 This section develops the skills students need to tackle the people who are superstitious? (it's understandable because it's long gapped text task found in Part 6 of the Reading and Use a natural human characteristic) of English paper. To be successful in dealing with this type of task, students need to understand how texts are constructed 2 Students' own answers. and recognize the ways in which different elements cohere 3 to create meaning. This first exercise works at sentence level and involves students finding corresponding elements in mD order to match pairs of sentences. Tell students that the Four adverbs of manner: clearly, accidentally, dramatically, matching elements could be the content - the sentences are honestly obviously talking about the same thing - or it could be the Two comment adverbs: amazingly, fortunately grammar and syntax, but it is more likely to be both. Two focusing adverbs: even, only Two frequency adverbs: never, always mD An adverb of degree: really J i.i 5 b 3 6 !! 2 f 4 4 Since the order of adverbs in a sentence is not covered in the _) Exam pradke: Gapped text Grammar reference, you might like to revise this topic with the class before students attempt the exercise. Try to elicit the 2 Before students begin the task, you may like to check that rules from the students based on the examples in the text. they understand the meaning of these words: override (to take control of something); to coin (to invent a new word or Adverbs of frequency come before the main verb (e.g. We expression); distress (feelings of great worry or unhappiness); always made sure ... ) except ifthe verb is be, in which case endorphins (chemicals produced in the brain which stop the they come after it (e.g. We were never allowed.) feeling of pain); tolerance (the ability to be affected by a drug or by difficult conditions without being harmed); get a kick Comment adverbs usually come right at the end or right at outofsomething (to get feelings of pleasure from something) the beginning of a sentence (e.g. Fortunately, his predictions imD never came true. I His predictions never came true, fortunately.). G: With a negative addiction, on the other hand ... contrasts Adverbs of degree come before the adverb or adjective they modify (e.g. To make sure they do really well ... ); but if with the previous section, which describes the effects of a they modify a verb, they can come either before or after it positive addiction. (I strongly agree. I I agree strongly.) Z E: Steve, a personal trainer, used his work to mask his Adverbs of manner and focusing adverbs can come both secondary addiction. This links with Whatever workout my before and after the verb in a sentence depending on what client was doing, .... the speaker wants to emphasize (e.g. clearly remember, which 3 F: The thrill from the exercise is the thing, ... links back to could also be remember clearly; and occidentally broke a body image isn't so central in the previous sentence. mirror, which could also be broke a mirror accidentally). A: five times the amount (of endorphins) links back to the body produces endorphins in the previous sentence. ma a Sadly, my sister failed her driving test last week. I My sister 5 C: the thrill con never quite compare with that achieved by failed her driving test last week, sadly. taking drugs is followed by the example ofTony, who took If someone sneezes, people often say, 'Bless you!'. drugs doily for almost a decode. I completely agree with you. I I agree with you completely. 6 D: there's on underlying unhappiness links with the sentence cl I hurriedly checked my email before I left for work. I that follows: If they haven't sorted out the reasons for this I checked my email hurriedly before I left for work. state .... Sentence B is not used.

e Surprisingly, I found out later that you'd been trying to Audioscript 1-14 phone me. I I found out later that you'd been trying to Sophie I think these are all really good ideas, so let's take them phone me, surprisingly. one at a time, shall we? f I only know his name and nothing else. I I know only his Christian OK. Well, for a start, I think they should raise the name and nothing else. price of cigarettes. That way young people would probably 5 smoke less. POSSIBLE ANSWERS Sophie We don't want them to smoke less. We want them not a early I on time to smoke at all. If it was up to me, I'd raise the smoking age b politely I correctly I naturally I normally I responsibly to twenty. c quietly I politely I slowly d remembering people's names Christian Twenty? I'm not sure about that. You might stop e the Earth is flat young people from buying cigarettes, but if you did that, f a famous writer they would just get their older friends or even their parents to buy cigarettes for them. They do that now, don't they? Speaking Part 3 Sophie That's true. What about banning advertising? Do you 1 This section practises Part 3 of the Speaking paper. This think that would make a difference? consists of a two-way conversation between candidates, during which they have to demonstrate not just their ability Christian Yes, it might. Seeing pictures of good-looking to speak but also manage to keep a conversation going. people smoking and looking happy must make smoking ma very attractive to some young people. a Two minutes Sophie Yeah, so if we stopped them from seeing those b They are on a committee which has been asked to come images, it might help. up with ideas for stopping young people from smoking. c (Written prompts) Suggestions and a question to answer. Christian The other thing I think they should do is have an d Talk about the advantages and disadvantages of the advertising campaign to show people how smoking can damage their health. suggested ways of getting people to stop smoking. Sophie They've tried that before, haven't they, and they found Audioscript 1·13 Examiner Now, I'd like you to talk about something together it didn't make much difference. It's like the health warnings on cigarette packets which say things like 'Smoking kills'. for about two minutes. I'd like you to imagine that you are on They don't seem to stop people smoking. a committee which has been asked to come up with ideas for stopping young people from smoking. Here are some of Christian You're right. I think they tried it with teenagers - and the suggestions and a question for you to discuss. First you have some time to look at the task. teenagers do all kinds of things that damage their health - Now, talk to each other about the advantages and and they don't seem to care. What they should do is have a disadvantages of each suggestion. campaign in every primary school. 2 Sophie You're probably right- it's definitely worth a try and ma we've got to try everything. Do you think providing people with alternatives would be a good idea - such as patches a Yes, they talk about them all to some extent. that you stick on your arm or special chewing gum? b Yes. The examples they give are: raising the permitted Christian Anything's worth a try. Have you heard about age for smoking to 20; banning adverts which show electronic cigarettes? good-looking people smoking and looking happy; health campaigns; putting health warnings on cigarette packets; Sophie Yes, that's a really weird idea, isn't it? offering medical alternatives such as patches that you stick Christian Yes, it is, but I know someone who tried them - and on your arm or special chewing gum; electronic cigarettes. c The examiner ends the discussion by saying 'thank you'. it's worked quite well so far. Examiner Thank you. 3 ma a The candidates have to decide on two ideas which that would be most likely to succeed in stopping young people from smoking. b one minute Audioscript 1·15 Examiner Now you have about a minute to decide which two ideas would be most likely to stop young people from smoking. 29

4 6 mD ([D The expressions the candidates use are shown in bold in the They decide on a health campaign in primary schools, and a audioscript below. See also the table for exercise 5. complete ban on cigarette advertising. Audioscript 1.17 Audioscript 1·16 Now, I'd like you to talk about something together Well, they're all quite good ideas, aren't they? for about two minutes. I'd like you to imagine that you are on Yes, but we've already decided that raising the age a committee which has been asked to come up with ideas for stopping young people from smoking. Here are some of when people can buy cigarettes won't work, haven't we? the suggestions and a question for you to discuss. First you Yes, they'll just get other people to buy them. We have some time to look at the task. Now, talk to each other about the advantages and need to think of a way of stopping young people actually disadvantages of each suggestion. · wanting to smoke in the first place. I think these are really good ideas, so let's take them. That's true, but the thing is that all the ideas have one at a time, shall we? been tried before, haven't they? C!uistia11 OK. Well, for a start, I think they should raise the price of cigarettes. That way young people would probably Yes, but something needs to be done, doesn't it? smoke less. Christian You're right - they've got to do something. We don't want them to smoke less. We want them not So, can we decide on two ideas? smoke at all. If it was up to me, I'd raise the smoking age to Shall we suggest a health campaign in primary twenty. Christian Twenty? I'm not sure about that. You might stop schools and a complete ban on cigarette advertising? young people from buying cigarettes, but if you did that, OK! That sounds sensible. they would just get their older friends or even their parents Thank you. to buy cigarettes for them. They do that now, don't they7 5 Elicit an example of each type of communicative structure That's true. What about banning advertising? Do you think that would make a difference? from the class before asking students to do the task. Emphasize that being able to use structures like these to Yes, it might. Seeing pictures of good-looking manage a conversation is important for success in this part of people smoking and looking happy must make smoking very the exam. attractive to some young people. You may prefer to let students use the audioscript at the back Yeah, so if we stopped them from seeing those of the Student's Book to identify the words and expressions images, it might help. for this activity. Chr~5ti;:m The other thing I think they should do is have an advertising campaign to show people how smoking can Function Example From the recording damage their health. Making How about ...? Let's take them ... They've tried that before, haven't they, and they found suggestions it didn't make much difference. It's like the health warnings I think we should ... What about ... ? on cigarette packets which say things like 'Smoking kills'. They don't seem to stop people smoking. Shall we suggest ... ? Cluusfozm You're right. I think they tried it with teenagers - and teenagers do all kinds of things that damage their health What they should do is ... - and they don't seem to care. What they should do is have a campaign in every primary school. Giving Ithink they should ... opinions Ithink ... You're probably right - it's definitely worth a try, and The other thing Ithink we've got to try everything. Do you think providing people with alternatives would be a good idea - such as patches they should do is ... that you stick on your arm or special chewing gum7 If it was up to me, I'd ... Anything's worth a try. Have you heard about Asking for What do you think? Do you think that would electronic cigarettes? opinions Do you think ... ? make a difference? Yes, that's a really weird idea, isn't it? Oiristi;m Yes, it is, but I know someone who tried them - and Agreeing OK it's worked quite well so far. re~a:rmmf\"r Thank you ... Now you have about a minute to That's true. decide which two ideas would be most likely to stop young You're right. people from smoking. You're probably right. Disagreeing I'm not so sure. I'm not sure about that. Expressing I'm absolutely sure ... it's definitely worth a certainty that ... try, and we've got to try everything. Anything's worth a try. Giving for instance It's like ... examples ... such as ...

Well, they're all quite good ideas, aren't they7 Creath1g interest (\") Yes, but we've already decided that raising the age 4 0 , when people can buy cigarettes won't work, haven't we? Yes, they'll just get other people to buy them for lm 3 . them. We need to think of a way of stopping young people Essential features of an article title are a, b, d and e. -c0 ' actually wanting to smoke in the first place. 5 (J) That's true, but the thing is that all the ideas have been tried before, haven't they? ~:fll:il!\\!4U0W@:J>i1 0 This title is quite bland, although it might attract someone :J Yes, but something needs to be done, doesn't it? who wants to start sky-diving. You're right - they've got to do something. b This title is the most likely to make someone want to read So, can we decide on two ideas? the article, because it creates an element of mystery. It Shall we suggest a health campaign in primary gives no idea of what the article is going to be about, but suggests that it is something unusual. Readers may be , schools and a complete ban on cigarette advertising? curious to find out what it is about. OK! That sounds sensible. This title might attract the attention of people because of Thank you. its conversational style. This title suggests something that is serious, dense and Exam pradke: Collaborative task possibly dull. 7 Draw students' attention to the Tip before they start the 6 task and remind them that, for this part of the exam, the iN@J;.$1m@i\\fMW.im!l@11\"1 way they interact with their partner is as important as how they express their own views and opinions. It is important This is a less interesting opening sentence. to demonstrate that they are really listening to what their This sentence immediately engages the reader by asking a partner is saying and respond appropriately. dramatic question. This is less inclusive and so might not attract as many Writing Part 2 - Artide JJage42 readers. This might attract people because of its inclusivity. Think ahead Exam practice: Artide @$1hJMIJl@~iV~A§G.i 7 Before students make their notes, encourage them to refer on the train I bus, in the bath, when they are relaxing, in to the section of the Writing guide about writing articles on doctors' and dentists' waiting rooms page 182. b It may depend on whether they are interested in the O:@JS'.Wlltj,\\1~,..wum!t subject, whether the writing style is accessible, or on how well the article is presented on the page. Scuba diving - opens up the underwater world; you can see wonderful animals and plants; keeps you fit; great if 2 you love the water; takes you to interesting places; requires a'buddy'. ~ Reader is likely to be a youngish person who is interested Your favourite hobby; something you are 'crazy about'. in underwater sports. Style is quite informal. First of all the editor of the magazine inviting articles, but Introduction - brief introduction to concept of scuba in the end the readers of the English-language magazine. diving and why I 'always wanted to do it'. Quite informal: the article is probably intended for young Paragraph 1 - nature: underwater world becomes open to people - it is a light-hearted subject and the title 'I'm just the diver and the flora and fauna of the underwater world crazy about .. .'is an informal expression. are fascinating and often new; travel to exciting locations. Paragraph 2 - health reasons, e.g. keeping fit; good for de- 3 stressing. Paragraph 3 - social: you have to have a 'buddy' to dive mD with; dive in groups; meet divers in other countries. Conclusion - a reminder of how it all started, i.e. refer back by talking enthusiastically about the subject from a to when I 'always wanted to do it'. personal point of view b Students' own answers. i: informal; personal; serious; yes paragraph 3 extreme adjectives such as: fantastic, terrifying

Unit 3 Review page44 1 (3D from of in does because after 7 with out 2 4 e3 mD 2 1' 5 3 mD a little None of d plenty a few most of a piece no a bit You may like to give students the UnitTest on pages 91-92 for this unit. I ~ J 0 u

Introduction women will be able to have children without them) What is Alpha Centauri? (the star system that is closest to Earth) 1 Before you ask students to discuss the photos in pairs or small groups, make sure they understand what is meant by'role' in POSSIBLE ANSWER this exercise - i.e. you want them to think not just about what b A single-sex crew might miss the company of the opposite relationship the people in each photo have with each other, but also the position or purpose of each person within the sex and the distractions they can provide, and a single-sex relationship. What does each person expect of the other? Is environment would be very unnatural. A single-sex crew the relationship equal or unequal? may squabble without the balance provided by the other sex. There may be times when the women would benefit If you think the students might not be able to easily identify from masculine thinking patterns, physical strength and so the roles in the photos, elicit from or tell the class what each on. It would be boring being in a single-sex environment. pair of people are meant to be. Note that the description Children need both sexes to influence their development. given of these roles is from a Western-European cultural Exam practice: Multiple choice perspective and may differ slightly in other social and cultural , contexts. Just as the roles may differ in different social 2 This exercise involves reading for detail so allow plenty of contexts, so might the extent to which they have changed in time for it. Before they begin, make sure students understand recent years. the rubric and the multiple-choice questions. You may like POSSIBLE ANSWERS to check that the students understand the meaning of ., Top left to right: these words: tensions (bad feelings between people); remote Teacher and student: an unequal relationship based on trust (distant I isolated), accomplish (finish); colonization (when a 0 within an educational setting, in which the teacher has a group of people settle in a new area); constraint (restriction); duty of care to the student; the teacher has an element of adjust to (become accustomed to); sustain (keep going), iD authority over the student. monogamy (the practice of having only one wife or husband Parent and child: an unequal relationship based on deep love over a period of time); morals (ethics I socially acceptable (/) and care; the parent has responsibility to care for the child. ideas), far-fetched (unlikely). Husband and wife I partners: an equal relationship with ml joint responsibility as spouses I partners and maybe also as C: The family has the kind ofnatural organization and parents. motivation to deal with the tensions which are likely to Bottom left to right: characterize space trips ... . Manager and employee I boss and worker: an unequal 2 D: ... spacecraft size is no longer the constraint it was, relationship; the boss has some authority over the employee. making it possible to take ordinary people such as midwives, Friends: an equal relationship. electricians and cleaners. Nurse and patient: an unequal relationship: the nurse has the 3 A: Whenever colonization is done on Earth, it is always by knowledge the patient needs; the nurse has a duty of care to people looking for a better life. the patient. 4 C: Starting with a population ofchildless married couples also 2 Students' own answers. works best on board a spaceship because it will give the initial crew a few years to adjust to their new surroundings without Reading and Use of English the distraction and responsibility of taking care ofchildren. 5 A: Designing morals for people on such a fantastic voyage Parts is problematic because people on Earth would have little influence once the crew was on its own. Think ahead 6 B: Experts predict that such a space mission will take place within the next hundred years. 1 Check students understand the meaning of these words and phrases: set sail (start a journey); crew (group of people Collocations with have and take who work on a ship, aeroplane, spaceship, etc.); artificial (not natural); interstellar (amongst the stars). 3 Check students understand the meaning of the extract by ' ml asking these questions: Who will be on board the spaceship? (women only) Why won't men be required? (because the a have children b take care of children c take the opportunity to d take place 33

4 take e having f have 5 £!D ®1011:Jij#t:,1~!f.1Yi!W0 This time next week I'll be sitting on the beach. 11 have b take ( have have I take b By this time next year I'll have finished my exams. This time next year I'll be living in Spain. Over to you In five years' time I'll have started up my own company. 5 bound to/ likely to a Suitable people: doctors, nurses, midwifes, teachers, 6 Check students understand the meaning of these structures builders, farmers, scientists, etc. by writing these examples on the board: Susie is unlikely to Personal qualities: determination, bravery, sense of get married and Susie is bound to get married. Ask students in adventure, sense of humour, ability to work as part of a team, etc. each case if you should buy Susie a wedding present (in the Students' own answers. first case, the answer should be 'no' because if something is unlikely it probably won't happen; in the second case, the Grammar P,a9e4{! answer is 'yes'. because if something is bound to happen then there is no doubt it will occur). The future tl@}.\"£1hlU!t~ 1 Encourage students to refer to the appropriate section of the Grammar reference on page 164 for help with these tasks. My brother's likely to be working abroad I unlikely to be rich. mD 6 f3 2 b He's bound to be looking for a better-paid job. 4bl~Sd7 7 2 Encourage students to read through the text quickly, fm (}) During the economic recession, many jobs disappeared from industries traditionally dominated by male workers. It may be ~ ignoring any gaps. Check that they understand by asking that women, who traditionally work in health care, education ,0_ these questions: Where are Sue and her husband planning to and other service industries, will take the lead in the labour market. travel to7 (Paris.) What are they going to do there? (Go to a jazz Exam practk~: Open doze concert.) 8 Ask students to read the text quickly, ignoring the gaps. ~ I start I I'm starting Check they understand it by asking these questions: Why is it likely that men will be taking a more active role in looking after 2 're having I 're going to have the family in the future? (because more women will be going 3 're going to start I 're starting I start out to work) Why might the number of women in the workforce 4 'II get up I 're going to get up soon overtake the number ofmen? (because many of the jobs 5 leaves that have disappeared since the last economic recession were traditionally held by male workers) 'II stop 7 'II drive I 're going to drive im:D 8 'II take 9 'II probably go on does has or will least such Hl 're catching i\\ who 11 'II send Over to you 12 Are you doing I Are you going to do 9 3 mDl s:nm1:01.nwmm Students' own answers. .'1J I'm going to check his I her mobile phone messages. The traditional thinking is that women are better in the I'm sorry, but I'm staying with my aunt and uncle then. caring professions - perhaps because they are used to acting in a motherly way. ( I'll do the decorations if you like. Future contii'U.llOU§ and future perfect 4 3 ~ 2 34

listening Part 3 pageso Audioscript 1·19 Pronundation You will hear five short extracts in which people are ' 1 talking about bringing up children. For questions 1-5, choose lt3ll from the list (A-H), what each speaker says. Use the letters adventurous conservative conventional I : only once. There are three extra letters which you do not unconventional extraordinary fashionable imaginative need to use. You now have thirty seconds to look at Part 3. norrmal strange surprrising traditional unusual l I'd say that men and women are as good as each 2 Students listen and check. other at looking after children and loving them. I grew up Audioscript 1·18 without my dad around. At the time it seemed normal , adventurous conservative conventional unconventional extraordinary fashionable imaginative · enough, but now I have kids of my own, I realize that mothers ; normal strange surprising traditional unusual and fathers help us in different ways. As a dad myself, I know 3 Elicit from the class what the common theme in all the photos is (parents I adults looking after children) before there's a bond between children and their dads that's just as asking them to do the task. Students should use the important as having a mum around, and from experience I'd adjectives from 1 to describe the photos and their reactions to them and compare their ideas with a partner. Encourage say that only a man can really do that job. them to consider the roles illustrated by the photos, as discussed at the beginning of this unit. If you're thinking about the day-to-day care of m;;@~$1hJYl4J~ti!@4;1 : children, I'd say that fathers and mothers can be equally All the photos are of parents and their children. I really like : successful. I know several families where the mother is the the first photo because everyone looks so relaxed. The first and second photos are of fathers with their children, and main breadwinner and the father looks after the kids - and it the other two are of mothers with their children. They all show normal situations, rather conventional, although the works perfectly well. But I'm sure that the physical relation man carrying the baby in the second photo may be a little untraditional for some people. : between a baby and its mother creates an emotional tie 4 Students' own answers. which there's no substitute for, and of course this won't Exam practice: Multiple matching change because men will never be able to have children. 5 Direct students' attention to the Tip before they start the task and remind them that it is essential to spend time reading Mothers and fathers are different and always will the instructions and options carefully. Check that they know how many options are not needed (three). The first time be, but both are essential. It's far too much work for one you play the recording, remind students to listen for general understanding and make a note of key words. Encourage person to look after a family on their own, so it's important ' them to make their first choice of answers before you play the recording a second time. At the second listening, for the father to help out right from the start. The key thing is students should be listening out for the key words associated with the options, especially the ones they are least sure to always put the interests of the children first. I know that I about. After the second listening, students should make their final choice of answers. If they really don't know an answer, have a special relationship with them as a mum, but I can see they should make a guess; this is preferable to leaving an empty space on the answer sheet, which they should take that my kids need their dads around, too. \"\"'I care never to do. The idea that men are worse at looking after 0ro H A Fc children is rubbish. Dads can do everything just as well as (f) B, D and G are not used. mums. Women are only better at childcare because, at the moment, they spend more time with their kids than men do. It's like my mum - she doesn't understand how to use email, but if she worked in an office like me she'd know exactly what to do - it's just a question of familiarity. 5 When I was a kid, my father made more effort to spend time with us than most fathers would have done, which wasn't what real men were supposed to do. Whenever he wasn't at work, he dedicated all his time to me and my sisters. Other than my mum, people didn't really recognize how special he was. My father wasn't like everyone else, so people just ignored him. Nowadays, most men are involved with their kids like he was. 6 4m a bond between children and their dads - an emotional connection This bond may be different from the bond between children and their mums because it is usually mums who stay at home with children. day-to-day care of children - looking after children in every way, every day: feeding them, keeping them safe, getting them up and ready for bed, nurturing them, changing their clothes, nappies, etc. 35

, the main breadwinner - the person in the family who earns Reading and Use of English the most money Yes, there can be other breadwinners. Part4 !l an emotional tie - a link between two people who have Exam skills feelings for each other Other ties: family, professional, cultural, economic one between two and five yes, it does no, I can't e he dedicated all his time to me and my sisters - he spent all his time on I his main priority was the speaker and her 2 sisters o:D Vocabulary I were you, I 'd Phrasa! verbs with bring been ages since I saw have been reports of flooding ~ 4 that she disagreed with my Bringing up b bring her round c brought about bring up brought in f brought back g bring down Exam practice: Key word transformatk11n 11 brought forward i bringing out 3 Read the Tip as a class before you let students begin the 2 exercise. Working out the grammar for the gapped sentence can be the most difficult part of this type of task; however, mD if students consider what part of speech the key word is, this can give them a lot clues. For example, if the key word I find it very difficult to bring up ... is a past participle of a verb, this points towards a structure If I had the power, I would bring in ... involving either the present perfect tense or the passive c ... always brings back ... voice in the answer. Collocations are also important. Students ::l I think the hardest thing about bringing up children is ... should make a note of any words that are commonly used with the key word and that they associate with it They are Words w~th several meanings likely to be another clue that will help find the right answer. 3 imB mD get used to ;: is believed to have caused WORK ~ more expensive to rent have an ongoing, positive effect ::! function have given up doing jobs ;; it was I were up to me b KEY most important not bring it up button (on a keyboard) 3 set of answers Speaking Part 2 c INTEREST which are attractive 1 In Part 2 of the Speaking exam, students have to talk for an rates at which money increases rights I concerns extended length of time (one minute) and demonstrate their d EXPERIENCE ability to 'organize a larger unit of discourse'. Preparation is occasion I event I happening one of the keys to success here, and this section is designed knowledge I skill gained through doing something for a to give students practice in preparing and organizing their period of time in the past ideas. To give some initial help with assisting students to ::; practice I doing things organize their ideas about these two workplace photographs, MAKE UP you could put a list up on the board of things to consider reconcile I make peace I forgive and forget in relation to different types of job and workplace - e.g. surroundings, routines, colleagues, bosses, breaks and meal 2 invent I think up I fabricate times, working hours, stress, job satisfaction, etc comprise I form 2 Students listen and compare their ideas to the audioscript. 4 Students' own answers.

Audioscript 1·20 Writing Part 1 pa9es4 El(amiWl:!t' In this part of the test, I'm going to give each of you Think ahead two photographs. I'd like you to talk about your photographs on your own for about a minute, and also to answer a £!D question about your partner's photographs. Claudia, it's your turn first. Here are your photographs. They show two offices. a Role models are most often people famous in their own I'd like you to compare the photographs and say how you field, like singers, actors and actresses, sport stars or even think the relationships are different in the two offices. All scientists or politicians. They can also be older public right? figures (like Nelson Mandela) or people who have achieved Cim£iliii: In this picture all the employees are sitting at their great things or made great sacrifices. own computers, so they almost certainly can't see each other. This probably means that they don't talk to each other b Role models have status, personality traits, etc. that others very often except in their breaks. It looks like a very big office aspire to. They act as examples to show others what is maybe with hundreds of employees, so it could be a call possible. They can inspire people, particularly if they are centre of some kind. In this picture the manager may work ordinary people rather than people who were born into a in a separate office so the chances are he or she is quite privileged position. remote from the staff. He or she may not even know all the employees' names, but probably has to check regularly how Exam skill§ hard they are working. By contrast, the other picture shows a small open office with just a few employees. I should think 2 ; that these employees have good relationships with each ' other and you can see that they all look quite happy. Their mD manager may be in this office, but you can't tell who it is. I'd say he or she knows the names of all the staff, and probably A topic sentence: has a clear topic; interests the reader; doesn't need to check how hard they're working. In offices expresses the main idea(s) of the paragraph; is a full , like these I imagine it's possible to have regular meetings so · that problems and difficulties can be sorted out before they sentence. get worse. ~::amii!i:;r Thank you. Kostas, which of these places would you r, Sentence 2 gives an explanation; sentence 3 adds prefer to work in? Why? information. I'd much rather work in the office on the right , because everyone looks so happy and relaxed. I guess the 3 ..., atmosphere in the other office might be very tense. I think ~ 0 i I'd find this office quite a stressful place to work in. I think it's Not a clear topic - sensitive to or about what? ii) : probably a call centre and these places have a bad reputation An improved version might be: Parents need to be sensitive, · as places to work. I know from experience that I work better especially in situations where they believe their children have U1 chosen unsuitable role models. if I'm relaxed. I'm also quite a sociable person, so I'd enjoy the Not a full sentence. social side of any job I did. I think it would be easier to make An improved version might be: It has been claimed that the friends with colleagues in this office. period from the early 7970s to 2000 is one which witnessed the end of the traditional family. 3 probably looks like could be 4 I'd say I imagine I guess mD ~i.t@1\"'fh1mM:.t1~~ Many celebrities owe their position more to good luck than ?J almost certainly to recognizable talent. the chances are If we want our diildren to become responsible adults, we Exam priildke: long turn should make sure they have clear rights and responsibilities 4 Draw students' attention to the Tip before they start the task. from an early age. Remind them that it should be easier to speak continuously Most people today would agree that parents have the prime because they have prepared well and should have a clear list responsibility for the bringing up of children. in their heads of the different things they want to say and Teachers should have a good knowledge of their subject, as points they have to make. Giving examples and supporting well as having an understanding of the processes by which evidence for each point will help to extend their speaking children learn. time. 5 dcf tlm 1h 2e a b g 37

62 OD (3D will retire I will be retiring for instance; however; the result of this; in the end; to begin with; in addition 'm going to cycle I 'II be cycling 'II lend you Linking words d leaves will have worked I will have been working 7 Are you doing @1>11:)$j41~!0·$@ijat!i 'II have moved; 'II be living For instance: for example 3 However: despite this; in spite of this The result of this: as a result; because of this lliD In the end: ultimately a brought up To begin with: firstly; for a start; to start with b brings back In addition: also; as well as this; furthermore what is more, bring round bring about 8 '' brought up ff.llllJ,i>ii:U@'l'Jru:@!ffiB You may like to give students the UnitTest on pages 93-94 for For example, if they see their role models behaving badly, this unit. they may be tempted to imitate their behaviour. What is more, they may persuade their friends to act in the same way. To begin with, they are usually well-educated and take their subject seriously. In addition, they are keen to help other people. In the end, however, they can only be successful if U) their students are willing to learn. ~ 0 For instance, a famous person who earns millions but has '-- no talent is not the best person to be a child's role model. However, there are undoubtedly some celebrities who have talent, and they may make good role models. Exam pradke: Essay 9 Read the Tip with the class before students attempt the task, and encourage students to refer to the appropriate section of the Writing guide on page 178 for an overview of essay writing. Emphasize that good planning and preparation are essential to produce a good piece of writing and that students shouldn't worry about taking the necessary time to do this because it will ensure that they use their writing time more efficiently. Ask whom the students are writing for and elicit that the audience for an essay is always 'the teacher'. so it needs to be written in an appropriately formal style and tone. Unit 4 Review 1 ([D was suggested (that) I look I looked I should look been reports of clashes between couldn't get used to 's bound to get S is believed to be responsible 'm unlikely to be I arrive on

Introduction 6 F: The tourist is me. I feel no shame. 7 B: Looking down on tourists is snobbery ... And it infuriates 1 What these photos have in common is that the cultural references in them are not unique to one particular country. me. For example, even though the people in the bottom-right 8 D: with some initial reluctance, villagers embraced the photo are eating sushi, we can't be sure the photo was taken in Japan because sushi restaurants are found globally. As tourism development- going to work in the new hotel, a result, we can't say with any certainty where each of the opening guest rooms oftheir own and running pleasure trips photos was taken. in their fishing boats. 9 C: But if they didn't wander off to unexplored spots, and write Reading and Use of English and talk about it on their return, the rest of us would be in Part7 ignorance. Some readers were inspired to follow. 10 A: ... the most noxious is the tourist ... I sense heads nodding. Exam skills Over to you 1 3 Students' own answers. '3D Grammar a 2; 3 b 1; 3 Past time Exam practice: Multiple matching 1 c past continuous r---1. ' 2 Look at the Tip as a class before getting students to do the d past perfect simple '3D OJ matching activity. Remind them that everyone is different and that they shouldn't hesitate to try different approaches to a present perfect simple < the various types of exam task in order to find out which suits b past simple them best. CD 2 You might also like to check students understand the OJ meaning of these words and phrases: noxious (unpleasant '3D c past simple and harmful); off the beaten track (away from where most d past continuous a::.l. people normally go); look down on (to think that someone a past perfect simple nc or something is not as good or important as you are); mutually exclusive (not possible to exist at the same time); b present perfect simple ;:::;: trailblazer (a person who does something for the first time); c--. embrace (to accept something with enthusiasm); reluctance (unwillingness to do something); resent (to feel angry and CD bitter about something you are forced to accept or do); compromise (to lower your standards or principles). 3 Encourage students to refer to the Grammar reference '3D on page 165 for help with identifying the verb forms B: There is no conflict between tourism and travelling. Just as and identifying the differences in meaning between the one may eat one day at McDonald's and the next at a five-star Michelin restaurant, so one may both enjoy the beaches of sentences in each pair. the Costa de/ Sol and a trek through the Sarawak rainforest. These experiences are not mutually exclusive. Verb forms: 2 E: By contrast, tourists ... bring cash in buckets. a past simple; past simple 3 C: In its heyday, such places throbbed with people and commerce. past simple; past perfect 4 F: They appreciate their genuine experiences so much that b present perfect; present simple they resent sharing them. S A: Scarcely anyone has had a good word to say before or present perfect continuous; present simple since. c past continuous; past simple past simple; past simple d past simple past continuous e past simple present perfect The differences in meaning are: a In the first situation the play started at the time they arrived at the theatre. In the second situation the play was already in progress when they arrived - the play started 39

before they arrived; it was an earlier past event than their Encourage them to make a note of any common word arrival. combinations they associate with the given word. b In the first situation the presents have been bought - (3D the shopping happened at some time in the past and is has been unemployed for finished. In the second situation the process of shopping n't been abroad since last began in the past but is still going on in the present. In the first situation the speaker was in the process of 3 been ages since I had just set off crossing the road when he I she saw Adam. In the second leave until she had locked situation the speaker saw Adam and decided to cross the Ii to get away for road (to avoid I meet him). d In the first situation the passport application is complete Reading and Use of English and was finished 'last night'. In the second situation she was in the process of filling out the passport application Pa rt 3 pa!Jeu2 'last night' (when something else probably happened). e In the first situation he is no longer a travel agent, but in Think ahead the past he had been a travel agent for a period of two years. In the second situation he started working as a travel 1 Students' own answers. agent two years ago and is still working as a travel agent. Examskms 4 Ask students to read the text, ignoring the gaps. Check that they understand by asking these questions: What 2 news had the man just heard? (his wife had just had a baby) Where did he live? (Newcastle) Where was the train he caught ~ going to? (Edinburgh) Why was the man upset? (it didn't stop a dissatisfied (Note: dissatisfied refers to people being QJ in Newcastle) How did he get offin Newcastle? (the driver unhappy, frustrated or disappointed with a situation, I~ slowed down and the ticket collector lowered him onto the person or thing, while unsatisfied refers to the feeling of needing more and can apply to abstract concepts.); u platform) What did the guard at the back of the train do? (he unsuitable; irregular; impatient; inadequate; inexpensive -o pulled the man back on to the train because he thought he inappropriate; uncomfortable; incorrect; unimportant; illegal; i6I was trying to catch it) CJ.) ~ immoral; disobedient; irresponsible; unsuccessful; unsuitable It is often possible to form the opposite of adjectives, or > give the negative meaning of an adjective, by adding a ro negative prefix. However, there are no set grammatical had just had 7 had made rules as to which group of prefixes work with which _',_-, refused adjectives; students need to familiarize themselves with held which prefixes work with which adjectives through use was working dropped and exposure. looked lived missed 4 heard was sitting was going Vocabulary The most common negative prefixes used with adjectives are dis-, ii-, im-, in-, ir- and un-. Others that are quite common are a-, anti-, counter-, ma/- and non-. Travel phrasai verb$ The prefixes im-, ii- and ir- are, in fact, a variety of in and there are certain 'rules' that often apply as to when to use 1 im-, ir- or if-. The rules are not set rules: OD 6 e2 f 4 • im- before words beginning with m or p, e.g. impersonal, immortal a3 5 ·ii- before words beginning with /,e.g. illegal 2 takes off • ir- with words beginning with r, e.g. irregular ~ Most compounds with non- are written with a hyphen in set off checked in see (you) off British English, but not so in American English, e.g. non- alcoholic (British English) and nonalcoholic (American e pick (a friend) up f stop over English). Exam piradke: Key word trransformation Ex~m pr~ctke~ Word formation 3 Draw students' attention to the Tip before they do the task. 3 Before students do the task, direct their attention to the Tips. Remind them that as well as thinking carefully about the Remind them not to leave any spaces empty but to make a grammar of the gapped sentence in terms of active or guess for any answers they don't know. passive forms and verb tenses, their knowledge of common collocations can also help them to find the correct answer.

~ 1 fa!m I really didn't have much choice. If I hadn't unbelievable 2 necessity ;; farming fairly ; eaten it, I would have offended my hosts. As simple as that. 5 valuable inefficient nearby heating So was that the worst thing you've ever been Over to you 1 served? 4 Students' own answers. \"~·\"'\"'\"\"' It was among the worst, certainly. But there Ustening Part 4 page63 ' have been many others. I had dried bat once when I was in Think ahead . the Pacific; that wasn't very nice, either - dry and leathery! It 1 : wasn't so much the taste, which was bad enough, but the @Q.'.@l>\"f1M~:ZW.l!Athfi3 Oysters: chewy, hard, slimy, slippery, smooth, soft , fact that it was almost impossible to swallow. But I think top Avocados: creamy, oily, slippery, soft, squishy Honey: gooey, smooth, sticky of the list is probably snake blood, which was served to me Oranges: juicy, slippery, smooth, squishy Locusts: crispy, crunchy, dry, hard, oily . at a meal in Thailand. 2 Students' own answers. ,.~,,,,,,,,,,,,e;,1 What makes something repulsive to eat? Exam pradke~ Multiple choke ''\"'\"'\"'\"m. If I can see what it actually is, it's worse. If I am 3 Encourage students to read carefully through the questions obviously eating a part of an animal which is recognizable and compare the three options before you play the as such, then that makes it harder to eat. If what is on your recording. Read the Tip with the class so that students remember to make a note of the options they think are plate is an eyeball, then you can't pretend that you are eating possible and eliminate those they decide are definitely not possible the first time they listen. something else. For some people smell is the most important {3D factor, but I don't have a very good sense of smell, fortunately, ·1 B 2 A B c c A B and yes, taste is important as well. I once ate raw turtle eggs. Audioscript 1·21 They were fishy, in an extremely unpleasant way. You will hear a man talking about his experiences of \"1·\"''\"'\"\"\"'\"'' So what advice would you give to someone in a eating in other countries. For questions 1-7, choose the best answer (A, B or C).You now have one minute to look at Part 4. i situation where something is put in front of them that they W1°t\"31mi0wc~w This afternoon we have in the studio John Reginald, a former diplomat and now a full-time writer. His . don't want to eat? first book, an autobiography, has the title A Strong Stomach. Why this title, John 7 I'd say: one, don't not eat it. You need to be fa!m Well, food really can be a tricky issue. Obviously, as a diplomat you attend many official dinners and you have polite. It could be one of their national dishes. Two, take it to learn to negotiate your way through a minefield of rules of etiquette - what is acceptable in one culture can be quite easy; eat too fast and you might find that you get some more. .r-r inappropriate in another. But the main thing I discovered very early on is that basically you really have to be prepared And, three, pretend you're eating something you like. O.J to eat whatever is set in front of you. And, believe me, this does sometimes necessitate having a strong stomach, hence I have to say that I found your book very < the title. '\"'\"\"'''\"'.''·\"'M Can you give us some examples? amusing. From the title I thought it was going to be some (]) The one that springs to mind happened at my sort of medical textbook, so I was pleasantly surprised. Is O.J first official dinner when I was in the Middle East. The main ::J there another book in the pipeline? 0... Yes, but the next one will be totally different. n c . My editor wanted me to do a follow-up - again, based on my ;:::;:: c experiences; things that almost led to diplomatic incidents. --; (]) And I had thought about doing a sort of guide book for businessmen who travel abroad - etiquette in different countries; but I've recently become interested in the origins and rationale behind the consumption of food in different countries, so that's what it'll be about. Over to you 4 Students' own answers. Vocabulary page64 Think aheaid 1 When students have read the text, check that they understand the meaning of etiquette (an acceptable way of behaving). ~ It is not acceptable to leave even a tiny amount of rice in your bowl.

Words often confused imD 2 <i learning a language backpacking ma working as an au pair dishes; pair; raises : Audioscript 1·22 Example sentences: These plates haven't been washed properly; they're still dirty. Now, I'd like you to talk about something together There were only a few couples on the dance-floor. for about two minutes. I'd like you to imagine that your The tide rises twice a day. . teacher has asked you for your ideas on different ways of getting to know a country and its culture. Here are some of 3 c junk d tap; still savoury cook the ways of getting to know a country and its culture and a , question for you to discuss. First you have some time to look aD · at the task. Now, talk to each other about how much you can learn recipe Ii fast about a country and its culture from these experiences. menu; list Shall I start? Extreme adjectives ~ Yes, if you like. 4 Personally, I think you can probably learn quite a lot about a country if you're doing voluntary work there. ~ You're likely to be working alongside local people for a tiny t?m1fi;111.n:tf'!.t I guess so, but I'm not sure how much you'd learn 5 about the country. You'd probably be working with poor people or disadvantaged people. They're not representative tmD freezing: cold of the whole country. furious: angry amazed: surprised hilarious: funny ; (<1miida~e A Yes, that's a good point. OK, let's move on to huge: big boiling: hot spotless: clean sightseeing. terrified: scared If you ask me, I believe you can get a good delicious: tasty general impression of the history of a country from iJ delighted: pleased . sightseeing 'cos you're seeing lots of historical monuments. exhausted: tired Do you agree? ll [am!idate Yeah, and you usually have a guide who tells you . all about the history, too. But you don't really get to meet the > filthy: dirty . people, do you7 ;J B No, you're right. 'Cos you're usually in a big group , of people from your own country. Learning a language? ::; ... In my opinion you can learn a lot about a country from learning a language. For a start, if you know a language you 6 ' can communicate with the people. I don't think you can really know a country if you don't speak the language. What mD d angry; hilarious do you think? a boiling II big ( spotless I agree. Au pair? I'm not sure I know what an au pair is ... e delighted delicious It's someone who goes to live in a country so they can study the language. They stay with a family and look Over to you . after the children and in exchange they get their food and accommodation and time off to go to classes. 7 Students' own answers. tzm::J!(la:t\" S Ah, right. Well, I'd say you could learn a lot through doing that You'd be living with a typical family, Speaking Parts 3 & 4 page6s seeing how they live and improving your language ... Not necessarily. They could be recent immigrants Think ahead and speak their own language all the time. Ohl I suppose so. Right, the last one, 1 Students' own answers. , backpacking. Have you ever done that abroad7 ; Yes, I backpacked around Asia for six months a 2 This task is another example of Part 3 of the Speaking exam. few years ago. Before students listen to the recording, you might want to check they understand the following: voluntary work (working for a charitable organization without being paid); backpacking (type of low-budget travel using a backpack or other luggage that is easily carried across long distances or for long periods of time; travellers usually travel for longer than a standard two- or three-week holiday, do things cheaply and try to experience 'real' local life rather than behave like a tourist).

Candidate B And did you learn a lot about the countries you Candidate A Yes. So we've got three left to choose from. visited? Personally, I'd choose learning a language and backpacking. Candidate A Yeah, quite a lot. You tend to use public transport Candidate B I'd agree with you on learning a language, but I'd so you get to meet ordinary people and you can take have to disagree with you on backpacking. your time to look around places. But if you don't speak the language - as I didn't - then the experience is limited. Candidate A Would you? Why? Candidate B Because, as you said, if you don't speak the Examiner Thank you. language then you can't really communicate with the people. 3 Candidate A Why would you choose working as an au pair? OD Candidate B Well, I know you said that you might end up Giving an (Personally) I think ...; Ifyou ask me ...; working with recent immigrants, but I'm sure you'd be able to opinion change families if that happened. I believe ...; In my opinion ...; Well, I'd say ... Candidate A That's very true. I take your point. Asking for an Do you agree? What do you think? Candidate B Shall we agree on learning a language and opinion working as an au pair, then? Candidate A OK, you've convinced me. Examiner Thank you. Agreeing with I guess so; Yes, that's a good point; Yeah; No, 7 an opinion you're right; I agree; Ah, right; I suppose so; Yes Disagreeing Not necessarily OD with an opinion Giving an Personally, I'd ... opinion 4 Asking for an Would you? Why? Why would you ... ? OD opinion Shall we agree ... ? c: Agreeing with Absolutely!; I agree with you up to a point; Agreeing with I think we more or less agreed; I think we ::I an opinion both thought ... an opinion I couldn't agree more I'd agree with you on ...; That's very true; ;:::;.: I take your point; OK, you've convinced me. Disagreeing I don't know about that; Sorry, but I have to (J1 with an opinion disagree with you there; I'm not sure I agree .r,l\" with you there Disagreeing I'd haye to disagree with you on ... QJ 5 with an opinion < OD Pronunciation CD a total agreement: Absolutely!; Yes, that's a good point; I 8 When you play the audio the first time, ask students just to QJ couldn't agree with you more. listen and to pay attention to the speakers' intonation. Do total disagreement: Sorry, but I have to disagree with you they think the speakers' voices go up or down at the end ::i there. of the phrase?Then play the audio a second time and ask 0.. students to listen and repeat, paying particular attention to b partial agreement: I guess so; I suppose so; I agree with you try to imitate the intonation. cn up to a point. partial disagreement: Not necessarily; I don't know about Audioscript 1·24 ;:::;:: that; I'm not sure I agree with you there. I don't know about that. (fall) .c, Absolutely! (rise) I agree with you up to a point. (fall) CD Sorry, but I have to disagree with you there. (fall) 6 I'm not sure I agree with you there. (fall) I couldn't agree more. (rise) OD a learning a language and working as an au pair b Students' own answers. Audioscript 1·23 Exam practice: Collaborative task & Examiner Now, you have about a minute to decide which two discussion experiences you think you would learn the most from. 9 Direct the students' attention to the Tip before they begin the exercise. Remind them that they mustn't come to an Candidate B I think we more or less agreed that you might agreement too early on in their discussion or they risk running out of things to talk about. One way to avoid this is not learn a lot from voluntary work. to discuss all the different aspects of the topic fully, and to Candidate A Yes. Candidate B And sightseeing. I think we both thought that you'd learn a lot about the culture and history of a place but you wouldn't have many opportunities to meet the people. 43

make sure they back up any opinions or suggestions with 5 reasons and examples. 10 Students' own answers. ma Writing Part 2 - Review page6li a view: awesome, beautiful, breathtaking, depressing, dismal, dreadful, gorgeous, sensational, stunning, terrible il:m b a journey: appalling, boring, dreary, interesting, sensational, tedious, terrible You have to describe and provide factual information about food: appalling, awful, disgusting, dreadful, excellent, a hotel or guest house in your town so as to inform readers. interesting, sensational, tasteless, terrible, vile You also need to evaluate whether it is a good place to stay the service in a restaurant: appalling, awful, brilliant, at or not. This means you will look at positive and negative dreadful, excellent, poor, terrible points and provide a recommendation. Compound adjectives 2 6 '3D ~ Positive points: it has the advantage of being just a short four-storey; family-run walk away from most ofthe important visitor attractions; 7 all the rooms have central heating and air-conditioning (it mentions also that air-conditioning is essential in summer); fl3D the delicious typical Turkish breakfast; amazing views of the Bosphorus river; the friendly welcome a three-course meal (Note: in compound adjectives with Negative points: ifyou are travelling on your own you will numbers the noun is in the singular and there are no apostrophes.) need to book well in advance ifyou want a single room; a five-minute walk a no- I non-smoking restaurant Luxurious it isn't; steep stairs (and no lift) overpriced food Situated in the historic district of Sultanahmed, Turkey; handmade goods four-storey guest house; family-run; offers a variety of centrally-heated rooms accommodation; need to book well in advance if you want g locally-caught fish a single room; all the rooms have central heating and a tree-lined boulevard air-conditioning; typical Turkish breakfast consists of eggs, an all-inclusive price cold meats, tomatoes and olives; breakfast is between 8 a conveniently-situated hotel and 10 a.m.; the kitchen is on the top floor, where you have amazing views of the Bosphorus river; steep stairs; no lift language of recommendation Yes, they have. Students' own answers. 8 3 '3D (3D The first sentence: It is easy to see why the Blue Mosque Guest Adjectives: easy, popular, historic, short, important, four-storey, House is a popular place for tourists to stay ... family-run, single, best, delicious, typical, cold, Turkish, top, 9 amazing, luxurious, steep, friendly Amazing could be replaced by: fantastic, wonderful, lfiW...i®JMr.>i!mM stunning, breathtaking a package holiday: I wouldn't recommend a package Eva~uative adjectives holiday if you like doing your own thing on holiday, but otherwise I would say they are good value for money. 4 b a city: I recommend (name of a city), not only for its beautiful botanic gardens but also because there are so ~ many wonderful outdoor sculptures. Positive: awesome, beautiful, breathtaking, brilliant, excellent, t a car: I wholeheartedly recommend an electric car as a way gorgeous, interesting, sensational, stunning to decrease your 'carbon footprint' on the environment. Negative: appalling, awful, boring, depressing, disgusting, an airline: I definitely would not recommend a budget dismal, dreadful, dreary, foul, poor, tasteless, tedious, terrible, airline, because it packs the people in. vile

10 an a hotel: airport shuttle; amenities; check-in I out; en-suite; room service; single I twin I double room aa restaurant: la carte menu; book a table; buffet; dessert; house speciality; self-service; set menu; wine list both: complimentary; make a reservation; staff 11 Students' own answers. Exam practice: Review 12 Encourage students to look at the appropriate section of the Writing guide on page 183 before they attempt the task. Remind them that the purpose of a review is to give the reader information to help them make their own mind up about whether to use, visit or buy something, so the writer should check that he or she is giving useful facts about the subject of the review and not just stating their opinions. Read the Tip with the class and give them some time to quickly note down their answers to the two parts of the questions before they start planning their writing. Unit 5 Review 1 6 there r-t,- an <OJ 1 where 2 who 3 were 4 as 5 well CD OJ 7 but I whereas I while I whilst 8 of ::i 0.. 2 cn an ;::;:: a 1 hadn't rung .c.., 2 got 3 rushed CD 4 had left 5 found 45 6 was lying 7 had packed b 1 have ever ridden 2 sat 3 seemed c 1 happened 2 was travelling 3 was driving 4 was listening 5 was lying 6 had crashed 3 an a over b up c in d off e off f off You may like to give students the UnitTest on pages 95-96 for this unit.

f ',v';, 'l · Unit\\6·.·..'<·,'.:··~~: The mind ~ ~\\ ,*: ( ~0\"\" l \"' )' \\ 1 l , ' ' \"' i Introduction Social class: this should not influence your success but does in fact often have an influence. 1 Before students attempt the task, check that they understand Upbringing: this influences one's sense of identity and what is meant by IQ and EQ. You can tell them the term confidence, so it can influence success. IQ, standing for intelligent quotient, was originally coined Wealth: like social class, this should not be a factor in success by the German psychologist William Stern in the 1890s. He but sometimes is. had the idea that it might be possible to find a standard for measuring and quantifying human intelligence, and Exam practice: Sentence completion helped to develop the first IQ tests in the early 20th century. Nowadays, there are a number of widely recognized IQ 2 Read the Tip with the class before students attempt the task. tests in use, although their validity and usefulness are not universally accepted. Encourage students to take the time to read through the text carefully before you play the recording to get a good The idea of emotional intelligence, or EQ, is a much more understanding of the subject matter and to predict the recent one, which only began to appear in the late 1980s. sort of information they need to listen for to complete the It is defined as social intelligence - a person's ability to missing phrases. manage their own emotions and interpret and respond to the emotions of others. Some people have claimed OD 6 teenagers. that emotional intelligence is as important as intellectual 7 higher IQ scores. intelligence, particularly in areas such as management and 1 just as important as 8 optimism. leadership, where it is needed in order to get the best out of 2 successful 9 recruiting and training people. 3 emotional self-control. 10 pessimistic I pessimists 4 two sweets. OD 5 a third a ii (there are three shapes which are repeated; however, in Audioscript 1·25 the second sequence they are mirrored) Narrator You will hear part of a radio programme about b Kate is the richest. (Mark and Ann are equal. They are both factors which determine success. For questions 1-10, poorer than Kate and richer than Jack; however, Jack is also complete the sentences with a word or short phrase. You poorer than Kate.) now have forty-five seconds to look at Part 2. Radio DJ The idea that thinking is superior to feeling is an c&d Students' own answers. attitude that many psychologists today would consider out-of-date. They would argue that emotional intelligence 2 Students' own answers. is just as important as IQ when determining a person's overall success. Let me give you two examples of research Listening Part 2 which backs up this theory. When ninety-five graduates from Harvard University were followed into middle age, Think ahead the men with the highest intelligence test scores in college were not found to be particularly successful - in terms of 1 Encourage students to think of positive and negative salary, productivity or status - compared with those who influences. For example, a caring upbringing may lead to had scored lower. IQ, it would seem, contributes only about confidence in later life. However, indifferent parents who 20% to the factors that determine life success, leaving 80% don't seem very interested in their child's progress and to other forces. So, what are these other forces? Peter Salovey development may cause low self-esteem and a tendency to of Yale University would argue that emotional self-control fail. is one of the most important. He conducted an experiment with a class of four-year-olds. He gave each of them a sweet, POSSIBLE ANSWERS and told them they could eat it immediately. However, if they could resist eating the sweet until the experimenter Character: personality and character will obviously influence came back into the classroom, he would then give them two a person's choices in life and their ability to get on with other sweets. people and succeed. For what seemed like an endless 15 minutes, most of the Education: standard of education is a factor in whether or not children waited. However, about a third of the children were you get certain jobs, and this could have a direct influence on unable to wait. They grabbed the sweet almost immediately your success. How you use your education is most important. after the experimenter left the room. Intelligence: it depends on what kind of success in what kind of work you seek. 46

When the same children were followed up as teenagers, 3 those who at four had been able to resist temptation were, as adolescents, more socially competent, self-reliant, mD dependable and confident. They also had dramatically higher scores on IQ tests. However, those who at four had been at remembering I at memorizing unable to resist temptation were more indecisive, more of memorizing I of remembering socially isolated and less confident. This experiment suggests in improving that emotional self-control is an important contributor to about having intellectual potential, quite apart from IQ itself. Another for reminding ability that can determine not just academic but job success is optimism. In a study of insurance salesmen, psychologist 4 Martin Seligman, showed the relation between optimism and high work performance. Selling insurance is a difficult job and m1'.1i:JJ1m~ti!4i>J.il three quarters of insurance salesmen leave in their first three be mad about, adore, love, enjoy, be keen on, be interested years. Given the high costs of recruiting and training, the in, like, dislike, have an aversion to, can't stand, can't bear, emotional state of new employees has become an economic detest, hate, loathe issue for insurance companies. Selig man's study found that new salesmen who were natural optimists sold much more 5 Students' own answers. than salesmen who were pessimists, and were much less likely to leave in the first year. Why? Because pessimists Gerunds and mnfinit~ves think failures are due to some permanent characteristic in themselves that they cannot change, whereas optimists 6 to meet c changing ii to be e losing believe they are due to something temporary that can be to lend Ii driving to understand j to buy changed. They believe they can succeed next time round. ~ <l to catch to play Over to you 7 A2,B1 A1, B2 d A2, B1 3 Students' own answers. mi1l A2, 81 Personal qualities 8 4 ~ a to buy «m to announce Positive: confident (confidence); dependable (dependability); opening self-reliant (self-reliance) fidgeting I playing I reading I whispering, etc. agreeing Negative: indecisive (indecision, indecisiveness); pessimistic eating (pessimism) leaving 5 confidence [ self-reliant dependable Exam practice: Key word transformation mD 9 Read the Tip with the class before students attempt the task. indecisive Si e Pessimists can't stand people interrupting arriving on I in time Grammar p~gen n't good at remembering; no good at remembering arranged to meet John I him Gerunds couldn't afford to go regrets not finishing 1 Encourage students to refer to the appropriate section of the Speaking Parts 3 & 4 jli)ge73 Grammar reference on page 166 for help with these tasks. Exam practke: Collaborative task £rD selling 1 1 Before students look at the task, elicit some ideas from the thinking 1; feeling 2, 4 il eating 3 class about common causes of stress in adults and young adults (having too much to do; fear of failure; social pressure rl recruiting and training 4 to look or behave in a certain way) and why stress is bad for you (it can affect sleep patterns; cause health problems such 2 Remembering Repeating I Saying Forgetting ~ Having Writing

as headaches, digestive problems, high blood pressure, etc.; them. Just to give a few examples: people work and sleep at can encourage people to use substances such as tobacco different times, so there is bound to be conflict here; some and alcohol; and generally has a negative effect on quality of people don't think of their neighbours and play loud music life) Remind students that this Part 3 task is a collaborative or have their televisions up too high, and because the one and they will be judged on their ability to manage walls of most modern buildings are quite thin you can hear interaction as much as what they actually say, so they should everything. make sure they listen to their partner and respond to his or her ideas and suggestions. Maria, do you think people today are more or less '. stressed than they were in the past? Audioscript 1·26 Now I'd like you to talk about something together That's difficult to say. I think people today think that they are more stressed than people were in the past, yes, but for about two minutes. I'd like you to imagine that the whether they are or not is another matter. principal of your college has asked you to give a talk to the . There was an interesting programme on TV where a other students on the best ways to relieve stress. Here are family lived life for a couple of months as they would have ' some activities people do to relieve stress and a question for lived it in the 1940s. I can remember being surprised that at you to discuss. First you have some time to look at the task. the end of the se1·ies the woman said she found modern life Now, talk to each other about how effective each of the more stressful than life in the 1940s. She said it was because activities is in relieving stress. women had a simpler role in life then - to be wives, mothers and housewives. Nowadays, they have to be all those 2 Students' own answers. things, not to mention work as well. Exam skills I agree, but I think one of the main reasons why people feel more stressed today is because society is more 3 materialistic People want more things. Things cost money. In order to make more money you have to work more. ma That means you have less time to do the other things you either want to do or have to do. And that is what makes you Candidate A: many cities are huge; commuting on stressed. crowded trains and buses; traffic jams in cars; worrying about getting to work on time Also, I think technology has made life today more Candidate B: tensions due to living close to each other, e.g. , stressful. In the past people worked a nine-to-five job and working at different times; noise pollution : then went home and switched off But nowadays, if you work b Candidate A: materialistic society is causing people to work more and more for the things they want; not doing the in business, for example, you are on call almost twenty-four things you want or have to do enough hours a day, and even when you are on holiday you are Candidate B: multitasking for women; technology causing expected to check your emails. you to work all the time Candidate A: cannot be too relaxed in certain jobs, Is it always a good thing to be relaxed? Can you e.g. pilots at take-off and landing, surgeons, air traffic think of any occasions when it might be a bad thing to be controllers; cannot be too relaxed when driving too relaxed? Pierre? Candidate 8: should not be too relaxed during an interview Too relaxed? Hmm .. Audioscript 1·27 Maria? Do you agree that living in a city is more stressful Well, you can't be too relaxed in certain jobs, at than living in the country? least not all of the time. For example, pilots need to be I've never actually lived in the country, but I imagine it alert during take-off and landing. They can be relaxed the rest of the flight unless something happens and there is an would be. emergency, of course. In fact, there are many jobs where Why? you can be relaxed a lot of the time but need to be alert and concentrating hard at other times: surgeons, for instance, Well, for several reasons: first of all, because many cities and air traffic controllers. Not only are people's lives in their nowadays are huge, people spend a lot of time just getting hands but also, in the case of pilots, their own lives, too. to and from their workplace. This is stressful as they usually have to travel on crowded trains or buses, or if they go by It's not a good idea to be too relaxed during an car, they may spend hours stuck in traffic jams. They can interview either because you might give the impression that i never be sure that they will get to work on time so this you don't really care if you get the job or not ' makes their daily commute to work stressful. And we mustn't forget about when people are Do you agree, Pierre 7 driving. I heard that most accidents happen when people are Yes, I do. And apart from the reasons that Maria gave I'd driving near their homes. Because they are familiar with the also like to add that, since people live much closer together route, they are too relaxed and not paying enough attention in cities, there is a greater possibility of tension between to the road and that's when accidents happen.

4 7 mD ~ The linked words in exercise 6 work together as expressions for several reasons; because while the words in exercise 7 are each important in defining as the vocabulary in one way or another In fast natural speech since we link words together when a word ending in a consonant is not to mention followed by a word which begins with a vowel. Note: f; one of the main reasons why , In the word 'one; the final 'e' is silent, so effectively the word Also For example ends in a consonant. h for instance • In a word ending in 'r; for example 'far' and 'mother; the Not only; but also forget about 'r' is not pronounced except when the next word begins with a vowel, when it is pronounced to link the two words Cm:didEn\"~e i:l together. For example: My mother and father are in their stressful. fifties. (21ndidate For example, pilots need to be alert during take- off and landing. 8 A In fact, there are many jobs where you can m:a be relaxed a lot of the time but need to be alert and concentrating hard at other times: surgeons, for instance, First of all, because many cities nowadays are huge, and air traffic controllers. people spend a lot of time just getting to and from their workplace. Not only are people's lives in their hands but also, b People work and sleep at different times so there is bound in the case of pilots, their own lives, too. to be conflict here. '\"'c\"\"\"'\"' A And we mustn't forget about when people are Audioscript 1·30 5 First of all, because many cities nowadays are huge, people OD spend a lot of time just getting to and from their workplace. a reason: for several reasons, because, as, one of the main People work and sleep at different times, so there is bound reasons, since to be conflict here. an example: for example, for instance ( additional information: not to mention, also, not only ... but Exam practke: Discussion also, ... and we mustn't forget about 9 Read the Tip with the class before students start on the task. PrornJndation Remind students that in Part 4 of the Speaking paper, the examiner is looking for evidence that the candidates can 6 Before students listen, you might want to play the recording express and justify their opinions, agree and disagree with again and have students listen to how but also and for other people's ideas and speculate. Encourage them to use example are pronounced. the language from 5 to do this, particularly any expressions which they hadn't encountered before or don't normally use forget about not only one of very often. Audioscript 1-31 E11aro1ii1e~ Which do you think would be more stressful - being self-employed or working in a large company? What could companies do to make work and the workplace more relaxing for their employees? What kind of holiday would you find stressful? Reading and Use of English Part 6 page74 Exam skms 1 This activity helps to raise students' awareness of how pronouns are used to create cohesion in a longer text After they have completed the task, tell students that being able to link pronouns back to the subject to which they refer is an