Exam

LONGMAN activator
Classroom and self-study
exam preparation
Teacher’s Book
Marta Umińska / Dominika Chandler

contents
   2    Introduction
   8    Thematic part (Units 1–12)
  32   Photocopiable material
  47   Vocabulary tests
  53   Grammar tests
  77   Key • Vocabulary tests
  77   Key • Grammar tests

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 Introduction

Student’s book
Reference Part
• The structure of the Reference Part reflects the structure of a typical exam – a separate
section is devoted to each part of the exam.
• The Reference Part includes:
t information about the structure of a typical exam and an explanation of exam
strategies
t a functions bank with useful phrases and relevant functional language
t a set of exercises and a typical exam task which can help students put the vocabulary
and exam tips into practice
t a set of sample writing tasks, text models and extensive lists of useful expressions
• The Reference Part is primarily intended for self-study. However, as it is closely linked to
the Thematic Part, it can also be used in class. The teacher can refer to it while discussing
particular topics from the Thematic Part.

Thematic Part
• The Thematic Part consists of twelve units covering typical exam topics, which allows
for organised revision of the material and offers extensive practice of all types of most
common exam tasks in a relevant context.
• It has a definite lesson-like feel to it, offering complete and logical lessons.
• It is geared towards practical use of the language, avoiding unnecessary repetition of
the same exam information in each unit of the book.
• Every unit includes a Wordbank (a list of vocabulary phrases with phonetic transcription)
which can be a very useful revision tool before the exam.
• examworkout tasks help students apply and activate proper exam strategies to solve
specific exam tasks, or provide them with the necessary language to do so.
• examtask exercises allow students to solve typical exam tasks in an exam-like context.
• The examworkout and examtask exercises are clearly linked to the strategies from the
Reference Part.

Grammar
• The Grammar part includes reference sections devoted to the most important grammar
points and a set of grammar review exercises for each of them.
• The last exercise in most sections is an Exam Practice task, which sums up a particular
grammar area and shows how a given grammar structure could be used to complete
various types of exam tasks.

Key
The Key section of the Student’s Book contains the answers to the exercises from the
Reference Part and the Grammar part.
Tapescript
The Tapescript contains the scripts of the recordings from the Student’s Book.
CD
The CD contains the recordings from the Student’s Book.

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 Longman Exam Activator – classroom and self-study exam preparation

Teacher’s book
The Teacher’s Book contains references to sections of the Reference Part that can be used in
class while working on the material from the Thematic Part.

Thematic Part
• The Teacher’s Book contains teaching notes for every unit of the Thematic Part, including:
t advice on how to set up particular exercises
t ideas for warm-up tasks
t additional speaking and vocabulary exercises and revision activities
t Culture Notes related to topics from the Student’s Book
t the Key to all the exercises from the Thematic Part of the Student’s Book

Photocopiable material
• This section of the Teacher’s Book contains twelve photocopiable activities (for each unit
of the Thematic Part) with detailed teaching notes.
The photocopiable exercises are related to the Vocabulary section of each unit.
Vocabulary tests
• This section of the Teacher’s Book contains twelve vocabulary tests with answer keys.
Each test is related to one unit from the Thematic Part.

Grammar tests
• This section of the Teacher’s Book contains eighteen grammar tests with answer keys.
Each test is related to one grammar point from the Grammar part.

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 Reference part
This part of the book focuses on the examination itself. Writing
It consists of a systematic presentation of each part of Starting with a general brief introduction to the writing
a typical exam which includes requirements, strategies part of the examination, this section of the book is
and advice for candidates as well as sets of practical then divided into two sub-sections. The first of them
exercises and sample examination tasks. As the title offers advice and exercise practice focused on writing
suggests, it is primarily intended for self-study, providing a short text. Following a range of strategies which
the candidates and their teachers with relevant reference address the main challenges in writing this type of text,
material whenever they may need it. The colour coding there is a selection of exercises aiming to gradually
system used throughout the book will make this cross- build the candidate’s writing skills. In its final part, the
referencing even easier and more effective. On the sub-section also includes models for various types of
other hand, the Reference Part can also be used in the short texts (postcard, announcement, invitation, note)
classroom: both strategies and exercises provide the accompanied by a typical exam task and lists of useful
teacher with a lot of useful material which can form part words, phrases and structures.
of a lesson or be set as homework. The other sub-section offers advice and exercise practice
focused on writing a long informative text. Similarly to
Written exam the former, it also includes a set of strategies followed
Reading comprehension by a selection of exercises. At the end of the sub-section
Listening comprehension there are models for various types of long informative
The sections of the book dedicated to listening and texts (informal letter, letter of enquiry, letter of complaint
reading are structured in a similar way. They both start and letter of application) including a typical exam task
with a brief presentation of the listening and reading and lists of useful words, phrases and structures.
parts of a typical exam. This is followed by a set of exam
strategies which tackle a range of typical problems Spoken exam
such as ways of dealing with unknown vocabulary or The most common speaking tasks that the candidates
answering various types of exam tasks. The strategies may deal with in the spoken part of the exam include:
are accompanied by exercises designed to provide the 1 General Conversation/Individual Long Turn
candidates with opportunities to immediately put into 2 Discussion
practice some aspects of the ‘theory’ and advice they 3 Situational Roleplay
have just been offered. 4 Photo Description
The listening and reading sections then proceed to the Reflecting this sequence, the part of the book dealing
presentation of the most common kinds of examination with oral examination is divided into four sub-sections
tasks. After a brief introduction to each task type, the dedicated to each of the speaking tasks respectively.
candidate is provided with a set of exam strategies Each of the sub-sections begins by introducing a set of
referring to the given type of task, exercises which include exam strategies and functions of particular relevance to
typical examination tasks and exercises focusing on the task under consideration. This is followed by exercise
strategies needed to deal with specific parts of the task. practice which aims to target as many of these functions
This kind of awareness-raising activity is particularly as possible, and thus encourage the candidate to use
recommended for classroom use as it can help students them in a variety of contexts.
build their skills and confidence for the exam.
Use of english
This section of the Reference Part offers overview of the
most common types of exercises which are found in
the Use of English part of the exam. There is a separate
sub-section devoted to each type of exam task, offering
a set of exam tips and strategies as well as a selection of
exercises that help the students to apply the strategies in
practice. The last exercise in each section is a typical exam
task.

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 Thematic part
This part of the book is intended mainly as classroom Use of english
material, although there are parts which are best set as This section of every unit offers a typical exam task. The
homework. exam tasks are introduced either by examworkout tasks,
or by lead-in speaking exercises. It is suggested that the
Vocabulary sections with the examworkout tasks could be done
All the Vocabulary sections can be covered in class or set in class, as they offer a step-by-step guidance on how
as homework (with the possible exception of listening to apply selected exam strategies when tackling this
and speaking exercises). A mixture of the two will part of the exam. The remaining sections can be set as
probably work best. If you want to do the Vocabulary homework or done in class, depending on students’ and
section in class, you may wish to start your lessons with teacher’s needs.
short vocabulary brainstorming exercises. They should
help you establish what vocabulary your students already Speaking
know. All the units contain a SPEAKING section devoted to
If you wish to set the Vocabulary section as homework, one of the exam parts. There are also numerous speaking
you can still ask students to brainstorm vocabulary exercises interspersed throughout the book (in Reading,
from the different categories at the end of the lesson. Listening and Use of English sections) which can be used
Remember to point out that they have got the to practice conversations similar to the first part of the
Wordbank to help them with the homework. exam. Additionally, there are six clearly referenced Photo
examworkout Description sections to be found at the back of the book.
Each section includes a typical exam task (examtask)
The Workout tasks are designed to provide guided step- and an examworkout exercise, the aims of which include
by-step preparation for all types of typical exam tasks. analysing the exam task and preparing the language and
Their role is to offer practice related to specific strategies structures necessary to deal with the exam task using the
or exam tips, or to help analyse the exam task and revise Reference Part, Grammar part and Vocabulary sections.
the language needed to successfully complete it. In some cases, one of the students is supposed to take on
The Workout tasks contain cross-references to other the role of the examiner, so the students are encouraged
sections of the book: the Reference Part, the Grammar to do the task twice, swapping roles so that both of them
part and the Vocabulary sections in the Thematic Part. can do the exam task. All speaking sections are definitely
To achieve best results, it is strongly recommended that classroom material.
students use resources from all parts of the book when
working on exam tasks. Photo description
examtask All Photo Description sections contain examworkout
tasks, focusing on such skills as finding things to say
These are typical exam tasks. They are not preceded by
about a photo, speculating about the picture, predicting
other exercises referring to the same text or recording,
the examiner’s questions, applying appropriate exam
which allows the students to solve the exam tasks in an
strategies and providing students with relevant
exam-like context and offers exam practice of each part
vocabulary and functional language. The Photo
of the exam in every unit. They are clearly linked to the
Description sections also include examtask exercises
strategies from the Reference Part, so if any problems
which are typical exam tasks.
arise in class, the teacher can easily refer to the theoretical
section of the book. Writing
Reading and listening All writing sections contain examworkout tasks,
the purpose of which is to analyse the exam task and
The sections devoted to receptive skills are designed as
‘collect’ all the language necessary to deal with it. The
lesson material. ‘Pure’ exam listening or reading tasks
examworkout should be done in class and the writing
(examtask) are accompanied by a variety of lead-in
itself set as homework. After covering a few units, and
and follow-up exercises (the latter usually involving
when students are therefore familiar with the structure
speaking practice and vocabulary work). If you are short
and purpose of examworkout, it is possible to set the
of time, the reading can be set as homework. If a reading
whole writing section as homework if you are short of
or listening task is preceded by an examworkout, the
time.
strategy or tip practised in the Workout is then used
to answer questions in the main task (examtask). Language &Culture
Throughout all the units, little Language and culture
boxes provide bits of information which lie somewhere
on the border between language and culture.

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 Grammar
While it is true that grammar is tested directly only in
the Use of English part of the exam, students should
understand that knowledge of grammar contributes to
achieving good grades in all parts of both the spoken and
written exam. It is definitely important to make students
aware that grammatical accuracy is not the major focus
of assessment in the exam, but, at the same time, they
should realize how grammar impacts on their final grade.

The book provides both a grammar reference in English

(with examples) and exercises that allow for the practice
of the eighteen most important grammatical points. This
section of the book can be used very flexibly – either
as guided work in class or individual work at home. It is
also suitable for mixed-ability/level classes, where some
students might need more theoretical background and
practice than others. Students’ individual strengths
and weaknesses in the area of grammar can be quickly
assessed while they are doing the Workout tasks. If any
difficulties arise, students are directed to the grammar
point in question since all tasks contain cross-references
to other sections of the book. It is also possible to
concentrate on a particular grammar point and make it
a focus of one separate grammar revision lesson. Students
could be asked to do some or all practice exercises in the
book and then be assessed on how they have mastered
the content of the lesson through a short test (provided
in the Teacher’s Book).

In most sections of this part of the book there is

an Exam practice task, which shows how a particular
grammar point should be used to complete a typical
exam task set in either oral or written part of the exam.
This exercise is probably the best illustration of how
grammar is interwoven with other language elements
and skills.

Longman Exam Activator, page 189

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 ALL SECTIONS OF THE BOOK ARE COMPLEMENTARY AND OFFER PREPARATION FOR EACH PART OF
A TYPICAL EXAM:

READING: TRUE/FALSE SPEAKING: PHOTO DESCRIPTION

REFERENCE PART
THEMATIC PART
GRAMMAR

REFERENCE PART THEMATIC PART GRAMMAR

• information about the exam and • examworkout tasks offer a step-by- • grammar structures useful for all
explanation of exam strategies step preparation for the actual exam parts of the exam
• a set of language functions and useful tasks • grammar theory explained in an
expressions • examtask exercises provide exam approachable way and presented
• practice exercises and typical exam practice in an exam-like context with memorable examples
tasks • Vocabulary and Wordbank • Exam practice tasks show how
• models for various types of writing sections in every unit offer a useful a particular grammar structure can
tasks vocabulary revision tool be used to complete various types of
exam tasks

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 1 People, family and social life
Warm-up 2 Exploring language
This is a lead-in to the unit. Write on the board: I am Play the recording from Look around you… What do you
human because… / Humans are wonderful because… see? to We’re all so different! again and ask students to
/ Humans are dreadful because… Ask the students to write down as many words describing appearance as they
complete the sentences. Ask for a few responses to be can. Students compare lists in pairs or groups and choose
read aloud. If there are quite a few interesting or funny 4–5 words to describe themselves.
responses, you can display them in your room.
Answers
Vocabulary 2 1a 2b 3b 4a 5c 6c
The whole section can be set as homework. To check
Use of english – open cloze
exercises 2 and 7, play the recorded dialogues.
The aims of the Workout are to make students aware that
Answers it is useful to read the text first ignoring the gaps, to get
2 1 socks 2 sandals 3 underpants 4 shorts 5 jumpers the general idea of what it is about, and that considering
6 hat 7 scarf 8 gloves 9 trunks grammar of the text and the words that come before and
3 1 head 2 cheek 3 nose 4 chin 5 mouth/lips 6 eye after the gaps are both equally important when doing
7 ear 8 neck 9 shoulder 10 hand 11 fingers 12 chest this type of task. As a follow-up task, you can ask the
13 stomach 14 arm 15 knee 16 hip 17 thigh 18 ankle students if they have ever felt „test anxiety” and ask them
19 wrist 20 foot to share their own ideas about how to beat it.
4 2 wavy 3 ponytail 4 moustache 5 jeans 6 sweater
Answers
7 anorak 8 boots
5 1 sensible 2 bossy 3 relaxed 4 sensitive 5 ambitious 1a
6 friendly 7 reliable 8 rebellious 9 cheerful 10 selfish • Test anxiety is a type of performance anxiety.
6 1f 2h 3a 4b 5g 6c 7d 8e • When performance is important.
7 1 clubbing 2 play 3 entertainment 4 watching 5 go out • Use stress to your advantage, learn to accept mistakes,
6 listen 7 dance try to relax.
8 1 get 2 have 3 go 4 play 5 take 1b 1a 2c 3h 4e 5f 6b 7g 8d
1c and 1d Students’ own answers.
Reading 1 2 1 have 2 so 3 of 4 an 5 out 6 that 7 if 8 them
After doing Exercise 1, you can ask students to read the 9 feel/are 10 takes
text quickly to find out if any of their ideas appear in
Reading 2
it. Apart from including vocabulary for family life and
everyday activities, the text touches on important social examworkout
issues. The aim of Exercise 4 is for students to reflect on The aim of the Workout is to demonstrate the process
children’s standard of living in their country. When they of selecting the right answer in a multiple choice
have written the profiles, they should compare them in exercise, by first eliminating the obviously wrong one(s),
small groups. then analysing the remaining ones and identifying the
Answers elements that make all but one of them not quite correct.
2 1F 2F 3F 4F 5T 6T examtask
3 1 an only child 2 cousins 3 orphan 4 elderly
5 pocket money 6 lie in The same strategy as in the Workout can be used
especially in answering questions 2,3 and 5.
Listening 1 Answers
If students have difficulty thinking of ideas in the pre- 2 1 Option C
listening task, you can write the following prompts on the 2 Option A: You present women as object that are nice
board or read them aloud: height / build / proportions of to look at.
the body / strength and fitness / skin colour / hair / intellect Option B: She had to go to hospital to be treated for
/ personality. anorexia.
Additional activities Option D: Why don’t you print articles about women
1 Exploring ideas who are brave or intelligent, or who have done
When discussing Exercise 3, ask students to recall some of something special for other people?
the predictions the speaker makes about future humans. 3 Suggested answers: …the consequences for other
Ask if they think these ideas might be true. people./…what might happen as a result.
4 Option B.
3 1B 2C 3D 4C 5D 6C
4 Not very important: appearance, perfect teeth, a sexy
body, looking like a skinny model.
Important: a lively personality, being friendly, being
generous, a sense of humour.
8

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 Listening 2 Revision activity
The quiz is intended for men. If you have about the same Distribute blank slips of paper. Students write their
number of boys and girls in your class, girls interview boys names on them and put them in a hat or a box. Everyone
in pairs. If you have more girls, in some groups two girls then draws a slip and has to write a description of the
question the same boy. person they drew without mentioning the name. Write
the following prompts on the board: Appearance /
Answers Clothes today / Personality / Likes and dislikes / Mood
2 1T 2F 3T 4T 5F 6T today. The descriptions are all placed on the board and
everyone has to find the description of themselves. Use
Speaking 1 your judgement to decide if there is any risk of nastiness
examworkout towards any individuals!
The aim of the Workout is to provide students with some
useful language that they could use when doing the exam
task in Exercise 2.
Answers
1 1 What do you like doing in your free time?
2 What are some of your good and bad qualities?
3 Could you please describe one of your friends?
4 Have you got any brothers or sisters?
5 How do you spend time with your friends?
6 Can you tell me something about your family?
2 1c 2d 3f 4b 5a 6e

Speaking 2
examworkout
In the oral exam, many students do less well than they
could because they do not know what to say about the
picture. The Workout introduces an effective strategy to
prevent that from happening: the candidate should ask
herself/himself a series of set questions about the picture.
Answers
1 The student can’t think of much to say about the picture.

Writing – informal letter

examworkout
The Workout should be done in class and the writing itself
set as homework. Its aims are to provide the students
with some natural-sounding phrases they can include
in their letter and to revise opening and closing phrases
for personal letters. Encourage students to use the
Wordbank and the texts in the unit to choose words and
phrases to describe appearance and personality.
Answers
1a Positive: 3, 4, 6, 7
Negative: 1, 2, 5, 8
1b Openings: Dear Kitty, Hi Ricky.
Endings: Love, All the best, Best wishes, Yours,

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 2 Home
Warm-up Answers
This activity works at any stage in the unit. 2 1C 2G 3A 4E 5D 6F
Prepare a lot of slips of paper approximately A6 in size, House B doesn’t match any of the questions.
sticky tape, drawing pins and blu tack. Ask students to 4 types of houses and flats: studio flat, terraced house,
label all the parts of the room (e.g. walls, windows) and all semi-detached house, residential building, bedsit, tower
the furniture and furnishings (desks, radiators etc.) block
adjectives and phrases to describe houses and flats: in
Vocabulary very good condition, bright, modern, spacious, roomy,
The whole section can be set as homework except recently renovated, extended, modernised, stylish,
Exercise 3 (pair work, speaking). Exercise 6 is checked by furnished, unfurnished
listening to the recording of the dialogue. Afterwards, you furniture and furnishings: shower, fitted kitchen, fitted
may ask students to read the dialogue in pairs, trying to wardrobe, leather sofa, coffee table, bookcase
imitate the intonation of the recording.
Answers
Listening 1
Additional activity
1 1 fence 2 gate 3 drive 4 garage 5 balcony 6 roof
If there’s time, you can hand out copies of the tapescript
7 chimney 8 window 9 door 10 sofa 11 rug 12 TV
and ask students to underline all the words connected with
13 floor 14 cooker / oven 15 bath / bathtub 16 curtains
the topic of housing. If students have got the spidergrams
17 washbasin 18 bed 19 wardrobe 20 desk 21 chair
they made in Reading 1, Exercise 4, they can add more
22 lamp / light
types of houses to them: cottage, bungalow, chalet,
2 1 garage 2 garden 3 balcony 4 drive 5 gate 6 fence
penthouse, skyscraper.
7 roof
4 1 fridge 2 cupboard 3 sink 4 freezer 5 microwave Answers
6 cooker 7 dishwasher 2 1C 2A 3A 4C 5B
5 1g 2h 3e 4b 5c 6a 7d 8f
6 1 renting 2 details 3 located 4 views 5 public Use of english – sentence transformations
6 underground 7 bedrooms 8 living room 9 furnished
10 rent 11 per 12 advance examworkout
7 Do: do the dishes / the washing up, do the housework, The aim of the Workout is to encourage the students
do the ironing, do the shopping, do the washing to predict what grammar structures they are supposed
Other verbs: cook dinner, vacuum the floors, clean the to use in the given set of transformations before they
bathroom, put away your clothes, clear up the mess actually start doing the exam task. In this way the
8 A move house / in / out; pay the rent; go home; feel students will find it easier to complete the second
homesick; stay at home / in sentence according to the exam task requirements, as
B pay the bills; see someone home; lock the door; well as to double check their answers at the end of the
get home; share a flat / a room exam. It could be useful to remind students to keep the
9 A 1 pay the rent 2 moving out / moving house meaning of the new sentence as close as possible to the
3 felt homesick 4 stay in / stay home 5 go home original sentence (for example, by making sure that they
B 1 pay the bills 2 see you home 3 got home use the same tense.)
4 share a room 5 lock the door
Answers
Reading 1 1 1B 2D 3C 4A 5E
In Exercise 1, as in all speaking exercises, encourage 2 1 Jenny asked me how on earth I had known that.
students to prepare what they are going to say before 2 I should have my car repaired.
they start talking. They should look at Wordbank (p. 85), 3 If John were rich, he would go for a trip around the
especially at the sections ‘Types of houses and flats’ and world.
‘Condition and size’. 4 I have been living here for more than ten years.
In Exercise 5, encourage students to use the property ads 5 It’s not warm enough to go swimming.
from the reading material as models. If there is time, the 3 1 This room is too small for me.
activity can be extended: display all the ads on a notice 2 I need to have/get the living room painted.
board, ask students to come up and read them and to 3 I asked the landlord how much the rent was.
talk to someone whose flat they would like to buy. Use 4 I have been living here for years.
your judgment as to whether this might result in any 5 If I could afford a house with a big garden, I would buy
unkindness to students who are not well off. it immediately.

10

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 Reading 2 Writing – letter of enquiry
examworkout examworkout
The purpose of the Workout is to make students aware The aim of the Workout is to prepare useful language:
of how quantifiers change the meaning of sentences, vocabulary related to the topic, opening and closing
and the implications for answering True/False questions. phrases appropriate in formal letters and indirect
People often fail to notice that ‘most people’ does not questions. It is recommended to do the section on
mean the same as ‘all the people’, or that ‘almost nobody’ indirect questions from the Grammar part (p. 203) before
is not synonymous with ‘nobody’. You may wish to do the starting the Workout. There is a model letter of enquiry in
grammar section on quantifiers (p.194) before starting the Reference Part (p. 50). After all the preparation work,
the Workout. You can also tell students to read or re-read the writing itself is best set as homework.
exam strategies for true/false tasks on page 23.
Answers
examtask 1b 1 Dear Sir or Madam,
In the exam task, the answers to points 2 and 4 rely on 2 I am writing to enquire / to ask about the house / flat
the idea presented in the Workout. It is worth pointing advertised…
that out when checking answers. 3 I look forward to hearing from you. Yours faithfully, /
Yours sincerely,
Answers c 2 How far is it to the nearest post office?
1 1C 2F 3A 4E 5B 6D 3 Are there any sports facilities in the area?
2 1✗ 2✓ 3✓ 4✗ 5✗ 4 Has the house been redecorated recently?
3 1T 2F 3F d 2 Could you please let me know how far it is to the
4 1T 2F 3F 4T 5F 6T nearest post office?
3 Do you happen to know if there are any sports
Listening 2 facilities in the area?
Exercises 4 and 5 aim at rounding up all the vocabulary 4 I would also like to ask if the house has been
from the unit. Encourage students to look through the redecorated recently.
unit and use Wordbank when preparing to talk. Revision activity
Answers Students work in pairs. Distribute large (A3–A4) sheets of
2 1T 2F 3F 4T 5F 6T paper and ask students to do the following activity:
3 in their bedroom: under the beds, in the chest of 1 Ss open their books to the Wordbank (p.85) and draw
drawers, in the wardrobe, on top of the wardrobe, on the a picture containing as many of the things and ideas
bookshelf; listed there as they can – at least 12. Encourage them
in the kitchen: in the oven, in all the cupboards, under to include not only objects, e.g. ‘coffee table’, but also
the sink, inthe microwave, in the fridge; phrases, e.g. ‘do the dishes’ or ‘share a room’.
in the bathroom: behind the mirror, in the shower, 2 Pairs get together in groups of four or more and show
behind the toilet; one another their pictures. First they try to name
in the living room: behind the curtain, under the coffee as many things as they can in each other’s pictures/
table, on the sofa where their mother is sitting describe each other’s pictures. Then the pair who drew
the picture point out the elements the others didn’t
Speaking notice.
examworkout
The aim of the Workout is to provide students with some
functional language and ideas they could use when doing
the exam task.
Answers
1A
• public transport: 3, 6
• access to cultural events: 1
• shopping opportunities: 2, 4
• education and employment opportunities: 5

11

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 3 School
Warm-up Reading 1
This activity works best before starting the Vocabulary In Exercise 1, let the students walk around the classroom
section. and interview others about their ideas. You may set
Write the title SCHOOL on the board, and underneath a limit on the number of people they talk to: Ask five
write the headings: types of schools, places in a school, people. Next, you may ask students to read the texts
people in a school, subjects, things used at school. All quickly to find out if they contain any of their ideas.
students come to the board (in groups of 3–5, depending
on how much chalk or how many whiteboard pens you Answers
have got) and write 2 words each, each one in a different 2 1B 2C 3B 4B 5A
category. 4 study hard; revise for exams; learn things by heart; do
your homework; take notes; hand in homework
Vocabulary
The whole section can be set as homework except Listening 1
Exercises 3 and 9. These can be done while checking In Exercise 3, ask a few pairs to perform their dialogues in
those done at home. It is important to communicate front of the class.
to students that not all school concepts can easily be
Answers
translated into your language, as school reality differs
from one country to the next. 2 1F 2N 3F 4F 5T 6N
Additional vocabulary information Use of english – word building
The British have A-levels, but the term might be
unfamiliar to anyone who’s not from Britain. The most examworkout
confusing word of all, however, is college. Here is a note on The aim of the Workout is to make students aware that
its different meanings and usage: various words might be made from the same root word,
The meaning of college including antonyms made with prefixes and suffixes.
Most generally, a college is a place where students go to Answers
study after they’ve finished school. More specifically…
• It can be an institution of higher education with a lower 1a adjective adverb verb noun
status than a university. different differently differ difference
• A college of further education (especially in Britain) is happy happily – happiness
a place where students are trained for a specific job, e.g. able – be able ability
a secretarial or agricultural college. low – lower low
• In old universities, such as Oxford and Cambridge, fair fairly – fairness
colleges are independent parts of the university, located
educated educationally educate education
in separate (often historic) buildings. They are not
like departments in that the division is not related to easy easily – ease
the subjects studied – a college offers many different powerful powerfully power power
subjects, and the same subject can be studied at 1b indifferent, unhappy, unable, unfair, uneducated,
different colleges. Students may also live at their college. powerless
• Sixth-form college is an upper secondary school for 2 1 different 2 happily 3 ability 4 lower 5 unfair
students over the age of 16, preparing to take A-levels. 6 education 7 easily 8 powerful
• Community colleges are local, state-owned educational
institutions which run courses for adults (for example Reading 2
computing, dancing or flower arrangement).
Culture note – The Bronx
Answers The Bronx is one of the five boroughs (districts) of New
1 1b 2c 3a 4f 5d 6e York. The other four are Brooklyn, Manhattan, Queens
4 1f 2e 3a 4g 5h 6b 7c 8d and Staten Island. President John F. Kennedy as well as
5 1 students 2 examiner 3 lecturer 4 head teacher, actors Al Pacino and Jennifer Lopez were born in the
deputy head 5 classmate 6 staff Bronx.
6 1c 2i 3f 4h 5g 6d 7a 8b 9e Hip-hop music and breakdancing originated there. The
7 1 board / blackboard, chalk 2 notebooks 3 files / folders Bronx has experienced serious social problems in the
4 textbook 5 rubber, pencil case 6 locker 1970s and 1980s. Since the 1990s efforts have been
8 prepared for – took – failed – retook – passed OR, as made to improve the quality of life in the borough, and
one student pointed out: took – failed – prepared for – these have begun to show positive results.
retook – passed
10 1 form 2 fees 3 competition 4 certificate 5 mark
6 staff 7 results
11 1 make 2 do 3 do 4 made 5 do 6 making 7 doing
8 make 9 doing 10 do

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 Answers Speaking 2
1 There aren’t really correct and wrong answers here, since examworkout
the question is what might be true about a school in
an area with social problems. You can ask students to The focus of the Workout is the use of present tenses in
compare their ideas in groups. Then, you can ask them photo description: present continuous prevails, as it is
to read the text quickly to find out the correct answers used to say what people are doing; state verbs appear
for the place described in the text. in the present simple. You may wish to do the section
Suggested answers: on present tenses in the Grammar part (p.174) before
1 a lot 2 high 3 good 4 poor 5 regardless of 6 more starting the Workout.
7 quite a lot of Answers
2 1F 2T 3T 4T 5F 6F
1 1 is painting 2 is concentrating 3 is enjoying 4 is helping
3 Suggested answers:
5 is showing 6 are sitting 7 are preparing 8 likes 9 seems
1 more lessons (from 7.25 a.m. to 5.00 p.m. on weekdays,
plus Saturdays and 3 weeks in the summer) Writing – formal letter (a letter of enquiry)
2 weekly tests and quizzes
3 lots of support examworkout
4 students can phone teachers for homework help The aim of the Workout is to emphasise the importance
5 constant communication with parents of including all the information required by the rubrics
6 hard-working, creative, motivating teachers in the writing task and to present ways in which students
7 singing, chanting and movement can develop their answers.
8 the orchestra
9 extra-curricular activities: art., PE, business studies Answers
10 field trips 1a: The writer has included all the bullet points but the
5 academic results; academic skills; academic record letter is not properly developed – it is too short and
does not include a proper closing line.
Listening 2 1b: Dear Sir or Madam, I have read your advertisement and
examworkout I am interested in taking a course. However I would like
to know some more details. Could you please tell me
The purpose of the Workout is to make students realise something about the school’s facilities? For example,
that work on a listening task starts before the recording is there a computer room and a library? I also wonder
is played: while reading the questions, they should about the social activities that you mentioned in the
be making predictions about what they might hear. advertisement. What are they exactly? Finally, may I ask
Another point worth emphasizing is that when the you to let me know the price of a one month General
same word appears in one of the recordings and one of English course? Yours sincerely,
the sentences, it does not necessarily mean the two go
together. The use of the word strict is an example. Revision activity
Ask students to think of some memorable school
Answers experiences. Students then look through the Vocabulary
2 1D 2A 3B section (pp.86–87) and Wordbank (p.93) and choose at
3 strict least 15 words/phrases to use in describing one particular
4 1G 2B 3H 4D 5A 6E experience. If there is time, ask students to first tell
5 1d 2e 3a 4b 5c a partner about the experience, and then write about it,
using the selected vocabulary. If time is short, do either
Speaking 1 the speaking or the writing, depending on the needs of
examworkout your class.

The Workout focuses on functional language: suggesting

and disagreeing. Encourage students to consult pages
58–61 of the Reference Part.
Answers
1a 1 organising 2 go 3 going 4 doing 5 to behave
1b Polite: I see your point, but..., I see what you mean but...,
I’m afraid I can’t agree with you about that., I am not
sure it’s very educational.

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 4 Work
Warm-up Listening 1
This is intended as a lead-in to the unit, but it can also Additional activity
be done at the start of any lesson within it. It’s best if After finishing the section, you may ask students to work
students sit in a semi-circle for this activity. The first in pairs and make their own conversations, choosing one
student says the name of a job. The second student has of the situations listed in Exercise 1 (job interview etc.)
to say a word they associate with that job (for example,
doctor – hospital). Then the second student names a job Answers
and the third one has to give an association, and so on. 1 1d 2e 3a 4f 5b 6c
The same jobs must not be repeated. 2 1B 2A 3C 4F 5D
‘E’ doesn’t match any of the conversations
Vocabulary 3 1 salary 2 benefits 3 paid holiday 4 sick pay 5 day care
The whole section can be set as homework except 4 bus driver, driving instructor, factory worker, cook,
Exercise 4, which can be done after checking Exercises postman, sales rep (representative)
1–3. It is also worth listening to the dialogue in Exercise 9.
You may then wish to ask students to read it in pairs. Use of english – multiple choice
Answers examworkout
1 1 accountant 2 director 3 electrician 4 librarian The aim of the Workout is to present how one of the
5 musician 6 politician 7 computer programmer exam strategies could be applied while doing a multiple
8 postman / postwoman 9 psychologist choice exercise. Students are provided with a set of
10 photographer 11 scientist questions they should consider before making their final
2 1d 2e 3f 4g 5c 6b 7a choice.
3 1d 2g 3a 4f 5b 6c 7e
Answers
5 1 nurse 2 plumber 3 doctor 4 vet 5 waiter 6
mechanic 7 lawyer 8 hairdresser 2 1B 2C 3A 4D 5A 6B 7D 8A
The vertical word is SERVICES
6 1 badly-paid 2 temporary 3 part-time Reading 2
7 1 apply 2 advertisement 3 CV 4 qualifications Pre-teach perks, germs, drawer, famine, manual labour.
5 experience 6 responsible 7 skills 8 interview You can use this matching exercise if you like, or just the
8 1c 2e 3f 4g 5a 6d 7b definitions from it:
9 1c 2c 3a 4b 5a 6c 7b 1 perks a work done with your hands
10 1 for 2 as 3 on 4 of 5 for 6 for 7 for 8 on 2 germs b a situation when many people have little
3 drawer or no food and many die
Reading 1 4 famine c additional benefits at work, for example
5 manual a company car
examtask
labour d a part of a desk that can be pulled out
Students may ask why title D is not appropriate for part 1. e bacteria
There are two reasons: (Answers: 1c 2e 3d 4b 5a)
1 the ad states that candidates with musical or sports
Answers
ability are preferred, so an interest in music is not
a requirement; 2 1A 2D 3C 4A 5C
2 ‘artistic’ in English describes a person good at visual 3 1 long 2 working 3 from 4 applying 5 strike
arts, not at any art form, e.g. music.
Listening 2
Additional writing activity Some of the terms in the survey may need explaining,
Ask students to imagine they are doing one of the jobs for example like this:
described in the text and to write a postcard to a friend varied – not the same all the time
describing their day. In groups, students swap and read worthwhile – important, interesting and worth doing
each other’s postcards. recognise someone’s achievements – to notice and
Answers appreciate them
3 1C 2F 3E 4G 5A 6B supportive colleagues – colleagues who support you
Headings D and H are extra. Answers
5 1 post 2 vacancy 3 Overtime 4 reference 5 shift 2 1 Friendly supportive colleagues 2 Enjoyable work
6 Odd jobs 3 Good boss or manager 10 High salary
6 1d 2a 3e 4b 5c 3 1F 2T 3T 4F 5F
4 1 staff 2 profits 3 off 4 charge 5 hand

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 Speaking
examworkout
This Workout focuses on questions that the examiner
might ask during the first part of the exam. It also reviews
some vocabulary related to Work and phrases that
the students can use to play for time and express their
uncertainty.
Answers
1 1 do 2 job 3 for, company 4 salary, work 5 team
6 well-paid
2 1e 2f 3a 4b 5c 6d

Writing – letter of application

examworkout
The aims of the Workout are:
• Exercises a–c: To point out a common mistake
candidates make in the exam: not including some of the
information required by the rubric. You may want to
refer to the Reference Part, pp. 46–48 and p. 52.
• Exercise d–f: To prepare language which will help
students do the exam task: vocabulary, linking words,
and a first sentence.
Answers
1
a Include (1) details of the position you are applying for,
(2) describe your professional experience, (3) say why
you would like to get the job and (4) why you think you
are a suitable candidate, (5) describe your level of English
and (6) your experience in using it in practical situations.
b Items 3, 4, 6 are missing.
c 2, 4, 5
d 1 e 2 c 3 d 4 f 5 a 6 b
e 1 I am very patient and I also like working with children.
2 I am very patient and I like working with children as
well.
3 As well as being very patient, I like working with
children.
f I would like to apply for the position of waiter advertised
in the Guardian on May 28.
Revision activity
Ss open their books to the Wordbank (p.101). Students
read through the section ‘jobs’ and choose the job they
would least like to do. In pairs, they tell each other
their choices. The partner’s role is to write at least 4–5
arguments why that job is in fact perfect for their partner.
They have to use at least 6 words or expressions from the
word list. They then read their arguments either in pairs
or in small groups. Monitor the activity and choose some
of the best/funniest arguments to be read to the whole
class.

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 5 Food
Warm-up Reading 1
This is intended as a lead-in to the unit, but it can also School lunches are a pet hate in many schools. If that’s
be done at the start of any lesson within it. Write on the the case in yours, you can give students the opportunity
board: Are you hungry? What would you like to eat and to complain and say what they think should be changed,
drink right now? Students ask and answer these question as long as they do it in English.
in small groups. (Alternatively: students stand up and ask
the questions of at least five classmates.) Additional vocabulary information
English names of meals can be confusing. The most
Vocabulary common situation nowadays is as follows: Most people
The whole section can be set for homework. have breakfast in the morning, lunch some time between
When checking Exercise 3, you can ask a few students noon and 1.30 (the size of this can vary greatly depending
about their preferences: How do you like your tea, weak or on the person), and dinner – the largest meal of the day –
strong? What kind of water do you prefer? etc. in the evening. Fewer and fewer people have tea (a small
afternoon meal) or supper (a late-evening meal), as most
Additional vocabulary information people nowadays try to avoid overeating.
The meaning of pudding
Pudding means so many different sweet and savoury Answers
things that you can’t help wondering why English 2 1C 2A 3E 4B 5D
speakers don’t fall into total confusion. Here are the main 4 a Noodles b veg c buffet d soft drinks e Pasta
meanings:
SWEET Listening 1
• In Britain, pudding can be synonymous with dessert, Additional activity
as in: What’s for pudding? After completing the section, put these questions on the
• It can also be one of several types of sweet dish, a sort board. Students ask and answer in pairs.
of cake with fruit or jam in or on it, often served hot, Have you seen any TV advertisements for food recently?
e.g. treacle pudding, Christmas pudding, sponge pudding, What sorts of foods were advertised? Did you buy any of
summer pudding. them?
SAVOURY Answers
In Britain, pudding can be a hot dish similar to a pie, made
of pastry filled with meat and/or vegetables and/or gravy: 3 1 eat 2 food 3 crisps 4 burgers 5 apples 6 ten
Yorkshire pudding, steak and kidney pudding. 7 aggressive 8 fell 9 80%

Answers Use of english – multiple choice

1 1g 2d 3a 4b 5f 6c 7e examworkout
2 (The words in italics are sample answers.)
Cereal products: breakfast cereal, pasta, rice, rolls, bread, The aim of the Workout is to remind students that even
cornflakes though it is not a reading exercise, they should first read
Vegetables: cabbage, cauliflower, cucumber, green peas, the text ignoring the gaps, to get the general idea of what
lettuce, radish, red pepper, sweetcorn, potato, tomato, it is about. Only then should they start to complete the
carrot gaps using the given options. Exercise 2 uses the same
Fruit: apricot, cherry, grapes, peach, pear, plum, options as the exam task, which shows how the same
strawberry, watermelon, apple, banana, orange words might be used in a different context. You might
Meat: bacon, beef, pork, sausage, steak, turkey, ham, want to have the students explain their choices before
chicken they proceed to doing Exercise 3 to make it easier for
Fish and seafood: cod, herring, tuna, salmon, prawns them to complete the actual exam task correctly.
Dairy products: cottage cheese, eggs, milkshake, yoghurt, Answers
milk, cheese 1 1T 2F 3T
Fats and sweets: chocolate, margarine, olive oil, butter, 2 a since b isn’t c on d enough
cakes, ice cream 3 1D 2B 3D 4C 5B 6A 7A 8A
3 1d 2e 3f 4a 5c 6b
4 1g 2e 3f 4a 5b 6d 7c Reading 2
5 1h 2g 3c 4i 5e 6f 7a 8b 9d
6 1 breakfast 2 barbecue 3 packed lunch 4 dinner We hope students will enjoy some of the zany humour of
5 snack 6 picnic the story. You can ask a few additional questions:
7 1e 2f 3d 4a 5c 6b What does the sentence ‘We haven’t eaten in five hundred
8 1 Cook a meal 2 Lay the table 3 Have a meal and seventy-six thousand million years’ suggest? (That the
4 Clear the table 5 Do the washing up characters have jumped in time.)
9 1 lose 2 go 3 put on 4 junk 5 low 6 high 7 vegetarian What do the last two lines tell us about Zaphod? (That he’s
got two heads.)

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 Answers Writing – note
2 1c 2e 3g 4b 5f 6d 7a examworkout
3 1F 2T 3T 4T 5F 6F
5 1 order 2 interest 3 don’t you 4 have 5 glass, please The Workout illustrates how following the bullet points
6 1 boiled 2 fried 3 grilled 4 mashed 5 roast one by one, perhaps writing one paragraph for each, is
a simple but effective way of structuring a text and at the
Listening 2 same time making sure that you do not leave out any
If you find out from responses to Exercise 1 that many of information required by the rubric.
your students do eat out and enjoy it, you can introduce Answers
further questions for discussion in pairs/small groups: 1
• How important are these things to you in a restaurant: 1 Donny,
· tasty food, 2 Help! I’ve got a problem. Jim hurt his leg playing football
· how much food you get, today and I have to take him to the clinic.
· what the place looks like, 3 It’s nothing serious, but I can’t prepare the Greek salad
· quick service, I promised to bring to the party. Could you please do it
· polite service, for me?
· the cost? 4 The tomatoes and peppers are on the kitchen table, and
• Which restaurant(s) do you like best? the onions, olives and cheese are in the fridge. Just chop
• What was the most unusual restaurant you’ve ever been everything and put it in a bowl with some olive oil!
to and why? 5 I’m really sorry to bother you; I hope it’s not too much
trouble. Thank you very much and see you in the
Answers evening,
2 1 Find a table 2 Read the menu 3 Order 6 Adam
4 Have a starter 5 Have a main course 6 Have a dessert
Revision activity
7 Ask for the bill 8 Leave a tip
Ss open their books to the Wordbank (p.109).
3 1C 2B 3A 4B 5B
1 Each student makes a shopping list of about 10–12
Speaking 1 items. Encourage them to include some quantities and
packaging (a carton of juice etc.).
examworkout 2 Students have a minute to memorize their lists.
The Workout focuses on two areas: functional language 3 Students work in pairs. Each of them goes shopping,
for negotiating and building an extended response. but has left his/her shopping list at home. First student
A is the shopper and student B the shop assistant.
Answers A asks for all the items from his/her list he/she
1 1 think 2 good 3 sure 4 better 5 about 6 What remembers, then checks the list to see what he/she has
forgotten. Then they switch roles.
Speaking 2
examworkout
The Workout here encourages students to prepare
the language they are going to use in their descriptions
(remind them that this is something they should
always do.)
Answers
1a Suggested answers: a group of young people, fresh/
healthy/delicious vegetables, sunny weather, tasty
sandwiches, vegetable salad, a plastic/large bowl, paper
plates, slim girls, a bottle of red wine.
1b have a snack, unpack the basket, slice a tomato, pour
a glass of wine
1c A: fresh/healthy/delicious vegetables, vegetable salad,
a plastic/large bowl, slim girl, slice a tomato.
B: a group of young people, sunny weather, tasty
sandwiches, paper plates, a bottle of red wine, have
a snack, unpack the basket, pour a glass of wine.
1d Suggested answers: A – mix, prepare; chop. B – sit, eat,
relax.

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 6 Shopping and services
Warm-up Reading 1
This is a whole class activity. It works best if students are
examtask
sitting in a circle or semi-circle. The teacher starts off
by saying: I went shopping yesterday and I bought some You may wish to give your students these additional
apples… [or anything else that starts with an ‘a’]. The explanations:
first student has to say: I went shopping yesterday and I Statement 3 is false because it says … depending only on
bought some apples and a/some b_ [something the price, and ‘psrus’ also mentions another criterion he/
that starts with a ‘b’]. Each next student has to repeat the she uses when shopping: If an advert irritates me, I make
whole list (which gradually becomes longer) and add one sure I never buy the product it’s advertising.
item starting with the next letter of the alphabet. Stop Statement 4 is false because ‘Niall878’ writes about car
when everyone’s added an item or when you’ve reached advertisements encouraging people to drive too fast, not
the end of the alphabet. Ideas for items starting with ‘y’ to buy the cars.
and ‘x’: some yoghurt or a yacht, and a xerox machine or
Answers
a xylophone. At the end of the activity, you may ask the
class to name some of the shops they must have been to 2 1T 2T 3F 4F 5T 6T
in order to buy the items they named. 4
Types of Where can you see /
Vocabulary advertisements hear them?
The whole section can be set for homework except hoardings in the street
Exercise 3. Exercises 5 and 9 should be checked with the leaflets in your letter box
recording, and it is worth asking students to read the
dialogue from Exercise 5 in pairs, as it is an exam-type jingles on the radio
conversation. commercials on the TV
Answers brochures in shops
1 1 greengrocer’s 2 off-licence 3 fishmonger’s 4 bookshop glossy ads in magazines
5 stationer’s 6 newsagent’s 7 furniture shop 8 DIY store 5 1 slogan 2 logo 3 brand name
9 flower shop 10 petrol station
2 1 greengrocer’s 2 chemist’s 3 stationer’s 4 flower shop Use of english – open cloze
5 newsagent’s 6 bookshop
3 A5 B4 C6 D2 E1 F3 As a follow-up exercise you might want to encourage
4 1 shop assistant 2 queue 3 trolley 4 size 5 changing students to talk about places where they like and dislike
room 6 checkout shopping.
5 1 complaint 2 return 3 receipt 4 exchange 5 back Answers
6 refunds 7 manager 2 1 in 2 the 3 had 4 be 5 many 6 were 7 it 8 most
6 1c 2b 3a 4e 5d 9 too
7 1e 2d 3a 4f 5h 6c 7g 8b
8 1 price 2 off 3 offer; free 4 sale 5 discount 6 reduced Reading 2
9 1 by 2 take / accept 3 in 4 on 5 by 6 machine examworkout
Listening 1 The aim of the Workout is to practise interpreting
Additional activity pronouns, i.e. identifying the nouns they refer to in the
Directly after Exercise 2, read out these statements from text (Exercise 1), and then to use that knowledge to
the dialogue and ask students to shout and correct you if put removed sentences in the correct places in a text
they hear one that’s impossible. (Exercise 2). This skill can then be applied to the exam
1 I got your wine at the off-licence. ✓ task.
2 I got some sausages at the greengrocer’s. (at the examtask
butcher’s)
3 I went to the baker’s and got some rolls for breakfast. ✓ Point out to students that interpreting pronouns will
4 I got a new handbag... at the DIY store. (at a leather help them do the task. Pronouns referring back to nouns
goods shop) appear in the following sentences:
5 I got some lovely fresh fish at that big furniture shop in A – 5 (they – your kids)
Camden. (at the fishmonger’s) B – 1 (he, his, him – my nine-year-old son)
D – 3 (their – these kids)
Answers F – 2 (they – his old trainers)
2 1B 2C 3B 4A 5C 6B While checking you may ask students who or what the
pronouns refer to.

18

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 Answers Revision exercise
1 she – my mother / her – my mother / ones – jeans Encourage students to use the Vocabulary section and
2 gap 1 – C; gap 2 – A Wordbank (p.117) while working on this activity.
3 1B 2F 3D 4C 5A Every student writes a list of 6–8 things to buy and do in
5 1d 2c 3e 4a 5b the coming week. Each of them should involve going to
6 fashion labels / fashion boutiques / fashion accessories a different shop. You can put this example on the board:
buy flowers for mother
Listening 2 get a new haircut
Some students may need help with the Language and While students are working on their lists, put the
Culture note. You may wish to explain the meaning of following phrases on the board:
developing countries (=Third World countries) and/or I need to…
are getting a better deal (=are getting a better price for There’s a… just around the corner/next to the…
their products and better wages for their work, are not Students should work in pairs and use their lists and the
exploited). prompts on the board to have conversations like this:
– I need to buy flowers for my mother.
Answers – There’s a flower shop just around the corner.
2 1F 2D 3C 4E 5A

Speaking
examworkout
The aim of the Workout is to help students prepare the
language they could use while doing the exam task.
Answers
1 Arguments for: It’s useful./It shows we like him./Everyone
likes.../It’s a good present from an international group
of students./If he doesn’t like it, he can give it away./It’s
connected with his work.
Arguments against: We don’t know if he likes.../I think
he has probably got one already./It’s too expensive/
too cheap./We don’t know his size./It’s not very original.
Everyone gives... as a gift./I don’t think it’s appropriate to
give...

Writing – letter of complaint

examworkout
The aim of the Workout is to help students prepare all the
language they will need to write the letter: stating what’s
wrong with the product and what action they expect
from the seller, plus an appropriate first and last sentence.
There is a model letter of complaint in the Reference Part
(p.51).
Answers
1 a Sentences that could be used to complain about an
mp3 player: 1, 3, 4, 5, 7, 8, 10.
b 1 replace / exchange 2 refund / back 3 refund
c First sentence: 2, last sentence: 3

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 7 Travelling and tourism
Warm-up Listening 1
This warm-up works best before starting the Vocabulary If your students are tired of doing exam tasks, you can do
section. Write on the board: ‘Travel and Tourism’. Ask Exercise 4 as a first listening task, before Exercise 3.
everyone to write down 10 words they associate with
this topic. Allow 1 minute to 90 seconds. Students get Additional activity
together in small groups and compare their lists. Ask If students seem interested, you may ask them to look
them to think of some categories into which the words up Alastair Humphreys’ website at home and find out,
could be divided. You may wish to write some of the for example, the route of his journey, or what he is doing
suggested categories on the board. now.
Answers
Vocabulary
3 1B 2A 3C 4C 5C 6B
The whole section can be set as homework except 4 • any four out of: Egypt, Japan, South Africa, Sudan,
Exercise 2. To add variety, you may wish to do the quiz Russia, Colombia. (Patagonia, Alaska and Siberia are not
(Exercise 12) in class as a competition (in pairs or small countries, but praise students for catching the names)
groups). • any four out of: 46,000 miles, 5 continents, 60 countries.
Answers 4 years and 3 months, 45ºC, minus 40ºC, 4,200 km
1 air travel: plane, flight, terminal, runway (without a break), 4,900 metres (the height of the
rail travel: sleeping car, dining car, platform, mountain he cycled up), 15 (punctures in one day),
compartment £13,000 (the sum he raised for charity).
road travel: coach, motorbike, motorway, traffic jam • any four out of: getting visas for some countries,
sea travel: ferry, yacht, harbour, cruise, voyage difficult customs officers at some borders, getting lost,
2 A4 B5 C2 D1 E3 crashes, extreme weather (hot an cold), 15 punctures in
3 1 flat tyre 2 petrol station 3 fined 4 speeding 5 braked one day
4 1 I 2 J 3 A 4 C 5 F 6 H 7 G 8 E 9 B 10 D
5 1 guest house 2 tent 3 youth hostel 4 caravan
Reading 2
5 campsite After doing Exercise 1, you can ask students to read the
6 1F 2T 3T 4F 5T 6F text quickly and find out if the people in the story had
7 1e 2c 3d 4b 5a any of the problems they listed.
8 1 take 2 book 3 travel 4 go 5 miss Additional activity
9 way At the end of the lesson, if there is time left, ask students
10 1 find my way 2 ask the way 3 are on our way to write a short list of ‘dos and dont’s’ for people
4 show me the way travelling abroad, to help them avoid such problems. You
11 1 see 2 set 3 meet 4 get can put the following sentence openings on the board:
12 1 A, B 2 B, C 3 A, B 4 A, C 5 A, C 6 B, C 7 A, B You should…
Make sure you…
Reading 1 [Whatever you do,] don’t…
With a weak class, you might choose to pre-teach the
highlighted words before reading (definitions can be Answers
found in Exercise 4), or ask students to look them up. 2 1B 2A 3D 4C 5C 6C
Possible introductory reading activity: before starting the 3 Verb phrases: board a train, catch a train, (also possible:
exam task, ask students to read the text quickly and find put someone on a train)
three bits of information that might be useful to them. Nouns: express train, ticket, platform
Answers Use of english – sentence transformations
2 1 month 2 cheaper 3 more 4 299 5 book 6 dangerous
examworkout
7 member
3 30 – An Inter-rail pass is valid for 30 European countries. The aim of the Workout is to focus the students’ attention
€399 – the price of an Inter-rail pass (second class) on typical mistakes that are made in this part of the
26 – the age up to which you can use Inter-rail and exam. After the students correct the mistakes in Exercise
Eurolines passes for young people 1, you can ask them to name the structures tested in the
€439 – the price of an under-26 Eurolines bus pass in sentences 1–5 (1 – wrong verb pattern, 2 – not using
high season the given word in the sentence, 3 and 4 – using a wrong
€1 – cheap air fares start from €1 tense, 5 – inappropriate comparative form, conveying
€30 – airport taxes which are added to the price of your meaning different from the original sentence.) Encourage
plane ticket. the students to make sure they avoid such typical
€15 – annual YHA membership fee / price per night in mistakes when doing the exam task in Exercise 2.
a youth hostel
4 1 pass 2 rucksack 3 border 4 fare 5 high season

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 Answers Speaking 2
1 examworkout
1 The guide told the tourists not to leave the luggage
unattended. The Workout focuses on structuring a photo description.
2 You won’t know how the camcorder works unless you Play the bad model (Exercise 1) and ask students what is
read the manual carefully. wrong with the description. Then play the good model
3 I haven’t seen Jackie since Sunday. (Exercise 2) and explain why this one is better.
4 My car is still being repaired. Answers
5 Mike is not as tall as John.
1 The first description is not very good. It’s chaotic. The
2
student wastes time discussing the question of whether
1 It took us a long time to decide where to go.
the person in the photo is a man or woman, focuses on
2 We haven’t been to Egypt for ages.
details (jeans, a grey shirt with blue sleeves), and doesn’t
3 It was sunny every day.
say what the main theme of the photo is.
4 It was hotter than I expected!
2 The second description is much better. The student
5 We were not able to swim in some parts of the sea.
starts with a general statement, like a title: ‘The photo
6 The hotel had a nice spa centre.
shows a young man (or woman) camping alone in the
7 The water in the swimming pool was not warm enough.
mountains.’ Then he discusses the most relevant details
8 There were (only) few diving centres around.
– the scenery, what the character is doing, how he may
9 Our guide told us to take sun lotion with us.
be feeling.
10 You won’t see the Pyramids unless you go to Egypt.
Writing – postcard
Listening 2
Make sure students notice the information that the examworkout
dialogue takes place in the future. After doing the exam The Workout focuses on using richer and more varied
task, you may elicit and discuss details of the future language and avoiding repetition. Make sure students
situation portrayed in the recording (Exercise 3). Play the consult the Reference Part on writing postcards (p.42).
recording again if it helps.
Answers
Answers 1 The response is monotonous, because the candidate
2 1T 2F 3T 4N 5T uses only one adjective: ‘nice.’ She uses it 6 times in
3 1 Planes 2 cars 3 transport 4 trains 5 Bikes 3 sentences!
5 1 take 2 budget 3 flight 4 fares 5 off 6 airport 7 check 2 1d 2f 3e 4a 5c 6b
8 check-in 9 departure 10 boarding 3 fantastic wonderful lovely brilliant excellent dreadful
awful hopeless horrible
Speaking 1
Revision activity
examworkout 1 Ss open their books to the Vocabulary section on
The Workout here aims to generate some ideas that the p. 119. Tell students they have 60 seconds to read
students can use in Exercise 2 and to review vocabulary through Exercise 8 and memorize as many of the
connected with the topic of the unit. phrases as they can.
2 After 60 seconds, students close their books and write
Answers down all the phrases they can remember (reassure
1 1g 2h 3e 4f 5d 6a 7c 8b them this is not a test!) They can then open their books
and check what they have forgotten.
3 Everyone composes three sentences using three
different collocations from Exercise 8.
Ask for some sentences to be read aloud.

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 8 Culture and free time
Warm-up Reading 1
This activity works best as a lead-in to the unit. After Exercise 4, ask students which types of paintings
Write the following on the board: they prefer: landscapes, portraits, still lifes? Or perhaps
What would you like to do tonight? abstract paintings, which don’t represent anything
go to the cinema, go to the theatre, go to a concert (what specific? Who can name a painting which they consider
kind of music?), see a film on video, stay at home and read to be a masterpiece? Has anyone in the class ever painted
(what?), stay at home and watch TV, go to an art gallery or a picture?
museum
Ask everyone to decide what they would like to do. Then Answers
ask students to stand up and find one or two people 2 1F 2T 3F 4T 5F 6T
who’d like to do the same thing. Students can sit down 4 subjects: self-portrait(s), landscapes(s), still life(s);
together in the groups they have formed and start techniques: drawing, collage, oil painting;
working on the Vocabulary section, beginning with the opinion: masterpiece
topic that interests them most (music, film etc.)
Vocabulary Use of english – word building
The whole section can be set for homework. Remind As a follow-up exercise, you might want to hold a class
students to use the Wordbank (p.133) to help them. discussion where half of the students are supposed to be
in favour of the experiment and the other half against it.
Answers
Answers
1 1 band 2 songwriter 3 guitarist 4 singer 5 drums
6 single 7 hit 8 album 9 charts 10 lyrics 11 release 2 1 rushing 2 crowded 3 different 4 beautiful 5 musician
12 awards 13 concert 14 musicians 15 tour 6 interested 7 violinist 8 unusual 9 unexpected
3 1 novel, plot, chapter 2 character 3 volumes 4 novelist
5 plays 6 poet, Nobel prize, poetry / poems 7 short
Listening 2
stories 8 detective stories 9 fairy tales 10 bestseller examworkout
4 1 Phone the box office to book tickets. 2 Go to the The Workout focuses on answering questions about
theatre. 3 Buy a programme. 4 Find your seats and look speakers’ attitudes and opinions. Before doing the
at the audience to see if there are any friends. 5 Watch Workout, ask students to read Strategy 2 (p.10 of the
the first act. 6 Discuss the performance during the Reference Part). You may also choose to do Exercise 5
interval. 7 Watch the rest of the play. 8 Clap as the (p.12) at this point.
actors come on stage again at the end of the show.
5 1e 2g 3c 4b 5d 6h 7a 8f examtask
6 1 stars 2 shooting 3 directed 4 released 5 dubbed The strategy practised in the Workout is relevant to
7 1g 2f 3a 4h 5b 6d 7c 8e questions 3 and 6.
8 1 the news 2 serials / soap operas (in any order)
3 sitcoms 4 quiz shows 5 cartoons 6 talk shows 7 live Answers
broadcasts of football matches 8 reality shows 1 1C 2B
9 1 article 2 headlines 3 editor 4 copy 5 reporter 3 2B 3A 4B 5C 6A
6 magazines 7 newspapers 8 newsagent
The vertical word is what links all the words in the Reading 2
crossword – ‘the press’.
10 1 exhibition 2 Gallery 3 painter 4 sculptor 5 paintings Culture Note
6 drawings 7 sculptures 8 masterpiece 9 studio Apart from directors, there are also famous New York
11 1 tells 2 made 3 set 4 based 5 takes 6 worth 7 on actors. The Actors Studio drama school, started by
8 played Elia Kazan and led for many years by Lee Strasberg,
educated some of America’s best-known stars,
Listening 1 including Marlon Brando, Robert de Niro, Al Pacino,
Dustin Hoffman, Harvey Keitel and Jane Fonda, and
Additional activity
for some time also Marylin Monroe. Lee Strasberg
Make photocopies of the tapescript for all the students
taught what is known as ‘the Method,’ in which the
and ask everyone to highlight words related to the area
actor considers the background and psychology of the
of culture they are most interested in: art, music, TV,
character in great depth and identifies with him or her
literature or the performing arts (film and theatre).
to an extent which makes it possible to reproduce the
Alternatively, ask everyone to highlight words from all
character’s emotional states.
five areas.
Answers
2 1E 2C 3B 4F 5A

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 Additional activity Writing – invitation
If you feel your students need some more vocabulary
examworkout
before doing Exercise 4, write the following on the board:
What makes a film bad? The Workout draws students’ attention to the content
• too much violence and organization of invitations, and to the differences in
• not enough action style between the two sample texts. It is not intended
• a boring plot that students should study the differences between
• sentimental scenes formal and informal style in depth at this point, this is
• bad acting just to signal that such differences exist. It is expected
• you can guess the ending that in the exam task students will instinctively go for the
• you can see it’s commercial more relaxed and easier style of the second model.
The relevant section of the Reference Part is on page 44.
• the dialogues were meant to be funny but aren’t
Ask students to choose the points they agree with and Answers
think of examples of films they disliked for these reasons. 1 The fırst ınvıtatıon:
Ask them to discuss their ideas in pairs. 1 Everyone in the school / The headmaster, staff and
Answers students
2 All parents
2 1D 2A 3C 4B 5C 6A 3 An exhibition of paintings by Year 12 students
4 Date, time, place guest of honour
Speaking 1
5 Quite formal
After students have read the exam task in Exercise 1, 6 …request the pleasure of your company
encourage them to brainstorm ideas. List ideas on the The second ınvıtatıon:
board and help with vocabulary. 1 A Year 12 student called Sally
examworkout 2 Sally’s grandma
The aim of the Workout is to prepare language and 3 An exhibition of paintings by Year 12 students
generate ideas to use in the exam task. 4 Date, place, Sally’s pictures are going to be there, there
will be snacks and drinks
Answers 5 Friendly and informal
1a 1 believe that 2 That’s why/For that reason 6 I would be very happy if you could come
3 seems to me that it 4 All in all/To sum it up 5 in fact 2 concert festival performance exhibition
6 for example 7 What I mean is that Revision exercise
1b A: social role B: education C: relaxation You will need Scrabble tiles or just pieces of paper with all
the letters from a to w on them, one of each.
Speaking 2 1 Ask students to write out the letters of the alphabet
examworkout in a column. As they work on it, write the alphabet on
the board. Ask everyone to check if they have got all
The Workout here is aimed at helping the students
the letters (including q). Cross out x, y and z – they will
prepare their descriptions. Exercise 1 reminds students to
not be used.
start by answering basic questions about the pictures and
helps them to develop the description. 2 Individually or in pairs, students have to write one
word related to the theme of Culture for each letter,
Answers for example: acting, band, chapter… Allow them to
1 Suggested answers – Picture A: look through Unit 8, but not to use the Wordbank at
a The photo shows a young woman in a room full of first. They can start using the Wordbank (p.133) when
books. She’s sitting on the back of a sofa and reading they run out of ideas.
a book. 3 Work with the whole class to make a list on the board.
b The woman is quite pretty, slim, with long brown hair 4 Students draw 1–2 Scrabble tiles or pieces of paper
tied in a ponytail and a sensitive, thoughtful face. each. Everyone has to write a sentence using culture-
c There are shelves full of books in the room, from the related words beginning with the letters they draw.
floor to the ceiling, and a sofa to sit on a nd read.
d She is probably interested in literature, perhaps also in
theatre. Or perhaps in psychology?
e I think she might be a quiet, thoughtful person, who likes
being alone. Perhaps she’s a bit shy.

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 9 Sport
Warm-up Listening 1
Bring a ball (any kind, but not too heavy) to class. The listening introduces the topic of the unit by
Students stand in a circle. Explain that you want them mentioning various sports and asking the question: What
to name all the sports they can think of that are played is a sport? In Exercises 3 and 4 students are encouraged to
using a ball. Throw the ball to a student and say the name formulate their own opinions.
of a sport (e.g. table tennis). He or she then throws the
ball to a classmate and says another name. Allow students Answers
to help each other. When they run out of ideas, introduce 2 1G 2F 3E 4D 5A 6C
the next category: sports in which you move from place
to place, for example running, swimming. (Other ideas: Reading 1
cycling, rollerblading, skiing, sailing, horse riding, skating.) examworkout
The third category can be combat sports (e.g. boxing).
The aim of the Workout is to show that an appropriate
Vocabulary heading should summarize the meaning/gist of the
The whole section except Exercise 8 (speaking) can be set whole paragraph, not just of one part of it. Heading A is
for homework. wrong, because sporting events are just one of the things
mentioned in the paragraph. Heading C is wrong for the
Answers same reason. Heading B is good because it encompasses
1 1 football 2 skiing 3 tennis 4 swimming 5 volleyball both big events and sports done by ‘the average Brit’.
6 fencing 7 running / athletics 8 yoga
examtask
2 (Sample answers)
individual sports: marathon, cycling, athletics, If some students, especially those not interested in sports,
snowboarding, skateboarding find the text difficult to tackle, you can help them with
team sports: basketball, volleyball, football, hockey the following clues:
indoor sports: table tennis, volleyball, basketball, • Start by identifying the kind of sport in each paragraph.
gymnastics • Find out what the critical situation was in each case.
outdoor sports: rollerblading, cycling, sailing, • Match titles to paragraphs 1, 2, 4 first, and after that 6.
snowboarding • To choose a heading for paragraph 3, find out when the
water sports: sailing, swimming, windsurfing, diving dramatic situation happened.
winter sports: skating, snowboarding, skiing • To choose a heading for paragraph 5, find out how
combat sports: fencing, karate, judo, boxing difficult the penalty was.
3 1 ski 2 swimming 3 tennis 4 football
4 1 court 2 (skating) rink 3 track 4 gym 5 stadium Answers
5 1
Sport Sportsperson a (sample answer) Sports in Britain
running runner b B, the most general answer. Answer A includes only
events, and answer C – only sports people take part in,
skiing skier but the text is abut both what they play and what they
ski jump ski jumper watch.
sailing sailor 2 1E 2H 3D 4F 5G 6B
tennis tennis player (Title C does not match any of the texts because neither
hockey hockey player of the penalties mentioned in either 3 or 5 is described as
difficult.)
football football player / footballer
3 1 World Cup 2 world championships 3 semi-final
basketball basketball player / basketballer 4 score a goal 5 won the race
cycling cyclist
athletics athlete Listening 2
As students prepare to do Exercise 4, you can write this
6 1g 2h 3a 4b 5d 6c 7e 8f
opening line on the board:
7
A: So, you’d like to take up a sport. Do you have any special
GO PLAY DO reason for it?
swimming football yoga
rollerblading tennis aerobics Answers
skateboarding badminton karate 2 1T 2F 3T 4N 5T 6N
cycling squash aikido
skiing basketball
9 1c 2d 3a 4b
10 1 set, record 2 won, match 3 does, sports
4 scored, goals

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 Use of english – multiple choice
The lead-in exercise can be expanded in a class discussion
with students voting for the sports they find the most
exciting to watch and do.
Answers
2 1A 2D 3B 4C 5A 6D 7A 8B

Reading 2
Additional activity
After Exercise 2, ask students to go through the text again
and underline or highlight words and phrases related to
chess and to boxing.
Chess: round, [chess/black/white] pieces, checkmate,
stalemate, board
Boxing: round, boxing gloves, to knock sb out, ring
Answers
2 1B 2B 3A 4C 5D

Speaking
examworkout
The Workout focuses on preparing functional language
and useful vocabulary.
Answers
1 A: 3, 6, 10; B: 2, 4, 5, 8; C: 1, 7, 9.

Writing – informal letter

examworkout
The aim of the Workout is to prepare both ideas and
language, including sports terminology and functional
language.
Encourage students to consult the relevant section of the
Reference Part on page 49.
Answers
1a 1g 2e 3b 4c 5h 6f 7j 8a 9d 10k 11i 12l
The sentences that could be used in the exam task: 1, 3,
4, 5, 6, 8, 11, 12.
1b • thank her for writing you: 1, 4, 11
• explain why you don’t want to take part in the
marathon: 6, 5
• suggest a different sports event you could both take
part in: 3, 8, 12
Revision activity
In groups of two-three, students choose and prepare to
mime at least 8 names of sports, sports equipment and
other related vocabulary from the unit. Groups take turns
to mime the words/phrases, without repeating any that
have already appeared. The rest of the class guess.

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 10 Health
Warm-up Use of english – open cloze
This activity works best at the very beginning of the unit. Additional activity
Write on the board two titles: BEING ILL and BEING WELL. As a follow-up task, you can ask students to work in
You may add examples if you wish, e.g. flu (or any other groups and write one more piece of advice about how to
disease) and in good shape. Ask students to come up to avoid stress. When they have finished writing, ask them to
the board (they can do it in groups of 3–5, depending prepare an open cloze exercise for their paragraphs. They
how much chalk or how many whiteboard pens you should find a grammar structure or a vocabulary item
have) and add one word each to either category. they would like to test and insert a gap in the sentence.
Next, they can swap their paragraphs with another group
Vocabulary and do each other’s exercises.
The whole section can be set for homework.
Answers
Answers 2 1 for 2 the 3 more 4 have 5 can 6 is 7 your 8 If
1 1f 2b 3c 4e 5d 6a 9 other
2 Illnesses: cancer, heart disease, pneumonia, stroke, flu
Injuries: broken ribs, sprained wrist Reading 2
3 1 cold 2 sneezing 3 coughing 4 fever
examworkout
4 1e 2d 3a 4b 5c
5 1e 2f 3d 4a 5c 6b 7g The purpose of the Workout is to draw students’
6 1 bones 2 muscles 3 heart 4 lungs 5 liver 6 spine attention to a well-known exam trap: the same words
7 stomach appear in a reading or listening text and in some of
7 1 examined 2 treated 3 cured the answers to questions, but the answers containing
8 1 pills 2 injections 3 X-ray 4 surgery 5 vaccine 6 herbs those words are wrong, since the meaning of the whole
9 People: 1 c 2 d 3 e 4 a 5 b sentence is different. Take time to analyse the wrong
Places: 1 c 2 d 3 a 4 b answers with your students. (There is a brief analysis in
10 1 from 2 of 3 to 4 to 5 from 6 on 7 in 8 out 9 in the answer key.)
11 1 see 2 make 3 take 4 take 5 keep After finishing the Workout, remind students that correct
answers in both reading and listening tasks usually
Reading 1 express an idea from the text using other words, often
Alternative task synonyms or antonyms. You may ask the class to re-read
If your students are tired of doing exam tasks, you can exam strategies on pp.20–21.
approach this one differently. examtask
Students work in groups of 3–6. Give each student one
or two paragraphs to read (possible differentiation: one Start by asking your students if they’ve read Catch 22.
for weaker students, two for stronger ones), so that each Ask them to read the Language and Culture note about
group has all six paragraphs. After two or three minutes, the book.
students tell their group what they’ve read. They may In the multiple choice task, there are several questions
discuss their reactions to each item. (You might write which follow up the idea of the Workout. The answers
some questions on the board: Do you believe this? Do you which are wrong despite containing words which
think it is useful?) Students then return to their books and also appear in the text are: option C in question 1
do the exam task. (‘impatiently’), D in question 5 (‘comfortable’) and B in
question 6 (‘volunteer’). It is worth pointing that out
Answers especially if any students fall into the trap.
1 1c 2d 3e 4f 5b 6a
2 1B 2C 3G 4F 5E 6A Language notes on the text
4 1 illness 2 disease 3 condition You may wish to point out to your students some or all of
the following:
Listening 1 • The first sentence, Yossarian was in the hospital, is
American. In British English it would read Yossarian was
Additional activity in hospital, without the article, similarly to at school or
If students have enjoyed the recording, you can give them in prison.
photocopies of the tapescript and ask them to act it out
• The idiomatic fell just short of being jaundice means ‘it
in groups of three.
was almost jaundice but not quite’.
Answers • Still no movement? refers to bowel movement. (Use your
2 1C 2B 3A 4C 5A 6B judgment to decide if this bit of vocabulary information
will make you class laugh uncontrollably for half an
hour.)

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 Culture Note Speaking 2
This is how you convert temperatures between the examworkout
Fahrenheit and Celsius scales:
To convert temperatures expressed in Fahrenheit to The Workout here aims at giving students some
Celsius, subtract 32, multiply the result by 5 and divide vocabulary they could use to prepare their descriptions.
by 9. For example, Yossarian’s temperature was: (101°F It also encourages the students to answer some basic
– 32) ∙ 5 : 9 = 38.3°C questions about the pictures, which could help to
To go from Celsius to Fahrenheit, work the other way: generate ideas for things to say – not only about what
multiply by 9, divide by 5 and add 32. For example, is happening in the photo, but also what has happened
normal body temperature is: 36.6°C ∙ 9 : 5 + 32 = 97.9°F or what they think is going to happen next. It also helps
practice appropriate tenses: Present Continuous, Present
Answers Perfect, will, going to – all are possible.
1 1C 2D Answers
2 1 C (‘His behaviour encourages the other patients, 1a Picture A: In the picture, there is a football stadium.
previously too frightened to be themselves…’) Two paramedics are carrying an injured footballer on
Analysis: a stretcher. Another player must have fouled him. He is
‘disturb’ – he disturbs the routine, not the other patients going to be taken to hospital.
‘frightened’ – they were frightened previously (by the Picture B: There is an ambulance standing in the street.
nurse, we can guess). Three paramedics are putting an injured person on
‘conflict’ – the conflict is between McMurphy and the a stretcher. There has probably been an accident.
Nurse, as he ‘challenges her authority’ and ‘encourages They’re going to take the victim to hospital.
others to do the same’. 1b Picture A: sport injury, foul, paramedics, stretcher,
2 D (‘they did not fit the conventional ideas of how they opposite team, red card, hospital, play fair, football pitch.
should behave’) Picture B: car accident, paramedics, stretcher, hospital,
Analysis: ambulance, traffic, victim, first aid.
‘conventional ideas’ – mentally ill people ‘don’t fit them’,
so they can’t have them, but the text does not suggest Writing – note
anything nearly as strong as their hating them.
This is the second text of this type that students have to
‘pushed’ – the text says they are ‘pushed out’ (of
write. They can consult the Reference Part (p.45) and the
society), not ‘pushed around’ (ordered to do things and
previous Workout (p.108, Unit 5).
treated without respect)
3 1A 2B 3B 4A 5C 6C examworkout
The aim of the Workout is to practise relevant language in
Listening 2
context.
If the students find the recording amusing, you may ask
them if they ever had anyone speaking to them about Answers
health issues at school and what they thought of the talk. 1 1 the flu 2 prescribed 3 medication 4 take things easy
5 come and help a bit 6 get well
Answers
2 1 you eat 2 five 3 low-fat 4 give-up 5 exercise 6 gym Revision activity
7 stress 8 enough sleep Students work individually. Ask them to go over the
whole of Unit 10 and write down ten words or phrases
Speaking 1 which they find especially useful and would like to
remember. When the lists are ready, students compare
examworkout them in pairs, explaining why they chose those specific
The aim of the Workout is to give students some vocabulary items.
functional language which they could use to complete
the exam task in Exercise 2.
Answers
1 1 just like to say that 2 understand your point of view
3 considered, … 4 important I’d like to add 5 I don’t
think that 6 all up, … 7 to say is that 8 agree with me?
2 A: 5, 7 B: 3, 6 C: 1, 4 D: 2, 8

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 11 Nature and environment
Warm-up Reading 1
This requires some preparation, but it can be fun. Follow-up
1 Find some photos (from old calendars, magazines, Exercise 6 will be more fun if you give students real blank
etc.) of the things listed in the Wordbank (p.157), postcards (the cheap kind with no picture), ask them to
for example, landscape features, weather, animals write to their classmates (they could draw names or agree
or plants, natural disasters, things related to who’s writing to whom), and ‘deliver’ the cards at the end.
environmental issues (e.g. wind turbines for ‘wind Encourage students to use some of the vocabulary they
power’) etc. You will need at least one photo per picked out from the texts.
student, more if possible. Decide which categories they
represent. Answers
2 Before the lesson, write the categories on the board 2 1D 2F 3C 4E 5A
or on large pieces of paper pinned to a noticeboard or 4 1d 2e 3a 4b 5c
just taped to the wall. Prepare enough board magnets, 5 (Sample answers)
pins, blu-tack, and/or sticky tape for each student. (rocky) coastline, sandy beaches, island, river, green
3 Students pick a photo each. Their task is to put the valleys, snow-peaked mountains, oasis, desert, mountain
photos under the right headings and to write captions range
under them (on the board or on separate pieces of
paper). If you think the latter will be too difficult, Listening 1
you can prepare captions on pieces of paper, which examworkout
students have to pick off a table and match to their
photos. Those who finish first take another photo, The Workout focuses on the use of synonyms and
until all the photos are displayed on the walls. antonyms in listening tasks. In the recording, the same
ideas as in the questions are expressed using different
Vocabulary words – often synonyms or antonyms.
Before doing the Workout, ask students to (re)read
The whole section can be set as homework.
Strategy 6 (p.11 of the Reference Part). If you haven’t
Answers done Exercises 8 and 9 (p.13) yet, it is worth doing them
1 1 mountain 2 stream 3 hill 4 river 5 forest 6 waterfall now.
7 lake You may also remind students that in Unit 10, Reading 2
2 1 hot 2 warm 3 cool 4 chilly 5 cold 6 freezing (p.146) they dealt with answers which were wrong
3 despite containing the same words as the text.
Verb Adjective examtask
sun The sun is shining. a sunny day In the main listening task synonyms and antonyms are
cloud – a cloudy day also used several times. While checking answers, ask
cloud+rain It’s raining. a rainy day students what words were used in the recording to
snow It’s snowing. a snowy day express the following:
(1) smart (answer: intelligent); not aggressive (friendly,
wind The wind is a windy day
gentle)
blowing.
(3) bravery (courage)
4 1 foggy 2 stormy 3 frosty 4 misty (4) amusement (entertainment)
5 1 fruit 2 leaf 3 branch 4 trunk 5 root 6 grass 7 flower (6) difficult teenagers – (aggressive, angry kids with
8 bush 9 soil problems)
6 1 mammals 2 birds 3 fish 4 insects 5 reptiles You may wish to replay the relevant parts of the
7 1 fox 2 hare 3 brown bear 4 European bison 5 stork recording, or pause after each relevant phrase while
6 deer 7 squirrel 8 wolf checking.
8 1d 2e 3g 4f 5b 6a 7c
Answers
9 1g 2h 3a 4c 5b 6d 7e 8f
10 1 unleaded petrol 2 greenhouse effect 3 sort your 2 (Sample answers)
rubbish 4 animal species word synonym antonym
11 1 protect 2 become 3 sort 4 environmentally
safe secure dangerous
5 harmful 6 damage 7 pick up
sad unhappy cheerful
noisy peaceful quiet
3 1T 2T 3F
4 1F 2T 3T 4T 5F 6T

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 Reading 2 Speaking
Introductory activity examworkout
Tell students they’re going to read a text from somebody’s
blog, or online diary. Ask for examples of things people The aim of the Workout is to revise some of the phrases
write about in blogs (it can be any kind of experiences: that could be used in this part of the exam as well as
travels, partying, thoughts on films, music, politics, vocabulary relevant to the situation. It also gives students
society… or dreams). a model for the exam task that follows.
Answers Answers
2 1A 2C 3B 4D 5C 1 1 don’t we 2 such a waste of time 3 do you mean
4 4 responsibility 5 don’t want to 6 let’s 7 How’s that
Natural disasters Environmental problems Writing – informal letter
drought global warming
flood greenhouse effect examworkout
hurricane acid rain Encourage students to make use of page 49 of the
forest fire air pollution Reference Part, where there is more information about
this kind of writing task. The aim of the Workout is to
Use of english – multiple choice provide vocabulary and some functional language the
students could use while writing the letter at home.
Additional activity
As a follow-up task, you can ask students to work in pairs Answers
and write 5 sentences related to the topic of the unit and 1 (sample answers)
prepare multiple-choice options for them. Remind them a green valleys, blue skies, sandy beaches, high cliffs,
what vocabulary items or grammar structures are usually lovely scenery.
tested in this part of the exam; next, they swap their b gorgeous weather, pour with rain, it’s freezing,
sentences with other pairs and do each other’s exercises. moderate climate.
Answers c shorts, trekking boots, tent, waterproof jacket,
rucksack.
2 1B 2A 3B 4B 5D 6A 7C 8C 9B d 1 might 2 can 3 should
Listening 2 Revision activity
Additional activity 1 Prepare little slips of paper with the headings from
If you have several vegetarians in your class, you might the Wordbank (p.157) on them: landscape features,
invite them to present the case for vegetarianism and weather etc. The number of slips should be the same as
the other students to agree/disagree with the arguments. the number of students.
Alternatively, you can put the following statements on 2 Students work in pairs. Each pair draws two slips.
the board and invite students to agree/disagree with If they draw the same heading twice, they need to
them, first in small groups, then as a class. exchange it.
• Eating meat is natural for humans. 3 Students open their books at page 157 and revise the
• Meat is unhealthy. vocabulary from the categories they’ve drawn.
• People should stop killing animals for meat. 4 The task is to prepare a short speech (about 1 minute)
• If you don’t eat meat, you have too little protein in your on both topics on the slips together, for example, on
diet. Animals and weather, including at least 16 words from
• Eating meat makes people aggressive. the relevant sections of Wordbank.
• Vegetarians can be annoying. 5 Students take turns to make their speeches in pairs.
• Animals on big meat farms live in cruel conditions. Circulate and monitor, then ask for a few of the
funniest speeches to be repeated.
Answers
2 1B 2C 3C 4A 5C 6B

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 12 Science and technology
Warm-up Answers
This is a lead-in to the unit. Write the following on the 1 mathematcian physicist chemist biologist geologist
board: psychologist archaeologist
numbers and shapes: 2 1e 2d 3c 4a 5g 6f 7b
energy, waves, forces etc.: 3 1 hypothesis 2 research 3 findings 4 evidence 5 record
substances and their reactions: 6 lab
living organisms: 4 1 aerial 2 transistor 3 socket 4 plug 5 cable 6 button
The study of…
rocks: 7 remote control 8 battery 9 headphones
relics of the past: 5 1 crashed 2 virus 3 downloading 4 error 5 restarting
the human mind: 6 data 7 software
languages: 6
Ask the class for the first word (mathematics), then create
let students work in pairs. Ask a few of them to come
and write the answers on the board. The answers open
are mathematics, physics, chemistry, biology, geology, save a document / a file
archaeology, psychology, linguistics.
print
Vocabulary delete
The whole section can be set for homework. Remember
to work on pronunciation, especially word stress, when 7 1 computer 2 CD / DVD drive 3 USB port
checking Exercise 1. 4 on / off button 5 CD 6 monitor
7 memory stick / pendrive 8 keyboard 9 mouse
Culture Note 10 speaker / loudspeaker 11 printer
• When we say Sir Humphry Davy discovered sodium 8 1 space 2 ship 3 astronaut 4 rocket 5 comet 6 satellite
and magnesium (in 1807 and 1808 respectively), we 7 orbit 8 station 9 universe 10 meteor 11 launch
mean that he was the first to isolate those metals The vertical word is: space travel.
in pure form from compounds by passing electric 9 1 came 2 kept 3 area 4 won 5 made 6 out 7 in 8 out
current through them. 10 1 net / web 2 on, press, order, down
• At the beginning of the 20th century, geneticists
disagreed with Darwin’s theory of evolution. At that Reading 1
stage in their research they studied features coded The educational aims of this section go beyond language
by one pair of genes. Darwin, on the other hand, learning. Many people have a rather simplistic image of
described evolution as the gradual cumulation of scientists as people who mix chemicals in a laboratory
small changes. At a 1946 conference in Princeton, and look at things under a microscope. (Of course,
which brought together specialists from many areas there are also scientists who do that.) We try to show
of biology, consensus was finally reached between how scientists in all areas do something much more
genetics and the theory of evolution. fundamental: they think, formulate hypotheses and
• Jane Goodall has lived and studied chimpanzees look for evidence to prove (or disprove) them. That is
in Gombe Stream National Park in Tanzania for why words such as observe, hypothesis, analyse, evidence,
nearly half a century – since 1960. She was the first confirm constitute fundamental ‘science vocabulary’,
researcher to give the chimps she studied names which can be found in publications on any branch of
rather than numbers. science.
• As a medical student in St. Louis in the 1940s, Ernst
Wynder became intrigued during the autopsy of Answers
a heavy smoker who had died from lung cancer. He 2 1C 2D 3A 4C 5B
started collecting similar case histories. He met the 3 1 Observe the world 2 Formulate a hypothesis
throat surgeon Evarts Graham, a heavy smoker, who 3 Carry out an experiment 4 Analyse the findings
was skeptical at first, but gave Wynder access to his 4 1 discovered 2 observed 3 chemist 4 experiments
records and sponsored his work. Wynder and Graham 5 confirmed 6 evidence
published the results of the first large-scale research
on smoking and cancer in 1950.

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 Listening 1 Listening 2
Culture Note The pre-listening exercise is short, but try to get students
The ‘electromagnetic induction ring’ was a device to say as much as possible. If necessary, prompt them
constructed in 1831 by physicist Michael Faraday with the question: What do you think could have
for the experiment thanks to which he discovered happened? They can use the Wordbank (p.165) and the
electromagnetic induction. It consisted of an iron ring exercises on computer words (pp.158–159) to look up
with two coils of metal wound around it, and was words for specific problems. The language generated at
a prototype of today’s transformers. The discovery this stage will help them follow the recording.
allowed Faraday to build the first electric motor. Answers
It was crucial to the development of all electricity- 2 1C 2A 3B 4C 5C 6B
powered machinery.
Speaking
Answers
3 1A 2A 3C 4C 5C examworkout
The aim of the Workout is to generate ideas for students
Use of english – multiple choice to talk about in the exam task. They are also provided
examworkout with some relevant functional language to use in
Exercise 2.
The aim of the Workout is to remind the students that
they should pay attention to what comes before and after Answers
the gap as well as consider both grammar and vocabulary 1a Education: online dictionaries, educational software
when they make their final choice. Encourage them to Communication: mobile phones, Internet
explain their choice and consult the Grammar part if they communicators
have doubts. Entertainment: game consoles, MP3 players
Work: data storage, Internet banking
Answers
1 1a discovered 1b were discovered 2a because Writing – informal letter
2b although 3a to 3b from
2 1A 2B 3C 4C 5A 6C 7B 8D 9B examworkout
Encourage students to (re)read page 49 in the Reference
Reading 2 Part for more information about this type of writing task.
examworkout The aim of the Workout is to revise relevant vocabulary
and functional language which students could use while
The Workout focuses on dealing with unknown words. It doing the writing task at home.
shows how their meaning can be inferred using context
and external knowledge. Answers
1a 1 interesting 2 liked 3 interested 4 amazed / impressed
examtask
1b 1 Wish you were here.
The same skill is practised in the main reading task. 2 I’m sure you’d love it.
The students may find it satisfying to be able to express 3 It’s a pity you’re not here with me.
scientific concepts in English. 4 It’s just the kind of thing you love.
Answers 1c Openings: Hi!, Hi Steve,
Endings: Love, See you soon, Yours,
2 1 exhale is a verb. 2 melt is a verb. 3 solid is a noun here
(it can also be an adjective) Revision activity
3 1C 2A 3B Students work individually. Ask them to go over all of
4 1T 2F Unit 12 and write down ten words or phrases which
5 1T 2F 3F 4T 5F 6T they find the most useful and would like to remember.
6 a assimilate b cell c extinguish d evaporate e oxidise Students then compare lists in pairs, explaining why they
f dissolve chose those specific vocabulary items.
7 1 extinguish 2 cell 3 evaporates 4 assimilate 5 dissolves
6 oxidized

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