Cambridge University Press

978-1-108-64789-2 — Open World First Teacher's Book with Downloadable Resource Pack
Claire Wijayatilake
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1 FIGHTING FIT
3 003 Ask students to read the sentences and try to guess
UNIT OBJECTIVES what the missing words and phrases are. They could pencil
Topic: health and itness in any ideas. Play the audio and students correct any
Grammar: gerunds and ininitives; comparing and guesses and write in what they hear. Give them time to
contrasting ideas with linkers compare answers in pairs and play again to check.
Vocabulary: health and itness; idioms
1 plenty of 2 junk food 3 obesity 4 calories,
Listening: understanding distractors consume
Reading: Part 7: multiple matching
Speaking: Part 2: individual long turn Check students’ understanding of the words and phrases.
Writing: Part 1: essay Note: Consume calories and count calories are common
Pronunciation: weak forms: the schwa collocations. We don’t say eat calories.
Exam focus: Reading and Use of English Part 7;
Writing Part 1; Speaking Part 2 4 Students discuss the questions in groups. Conduct class
feedback by eliciting some of the groups’ answers. Did all
Real world: Being active in … Zurich
of the groups have the same answers?
Remind your students to watch the Grammar on the move
videos before each grammar lesson in this unit.
ALTERNATIVE
Give students a few minutes to read and think about the
questions without discussion. Read out the first question.
GETTING STARTED Ask those who say Yes to go to the let and those who say No
SB P14 to go to the right of the classroom. With others of the same
opinion, they share their reasons. Then they find someone
WARMER on the opposite side (numbers might not be even so it could
be one Yes and three No’s for example). They have mini-
Ask students to keep their books closed. Write Healthy
debates on the question. Repeat for the other two questions.
Living on the board and tell students it is the title of a
magazine. Ask them if they would like to read a magazine
with this title. Students work in groups to discuss what AUDIOSCRIPT 003
might be included in a magazine with this title (healthy
Matt: Hey Daniel, I thought the plan was to wander
recipes, types of exercise class, information about dietary
around the park, sit down and enjoy our lunch.
supplements, etc.). Get them to share their ideas by writing
We’ve got plenty of time.
them on the board as a mind map around the title.
Daniel: Yeah, I know, Matt. I just can’t help it. Even when I
was younger, I always ate too quickly.
1 Ask students to open their books and look at the five Matt: Don’t you get indigestion?
headlines. Do they relate to any of the ideas on the board?
Daniel: Sometimes, though I think that depends on what
In groups, ask students to discuss what each article might
I’m eating to be honest. I get a bit of heartburn if I
be about. What would they like to clarify about each one?
eat too much junk food.
You could give them some phrases for clarification, e.g.:
Matt: You know that speed-eating’s not good for your
I wonder what you would do on a health holiday? health, right?
I’d like to know how you think yourself it. Daniel: Oh? Why not?
What do you think they are referring to in the last headline? Matt: Well, research suggests there’s a link between
What do they mean by ‘apps to shape up’? obesity and eating quickly.
Daniel: I don’t believe you!
Get students to choose which article they would most like
Matt: It’s true. Your brain doesn’t get the chance to tell
to read. Which is the most popular with the class as a
your stomach it’s full.
whole? Why do they find it an interesting topic? Which is
the least popular? (Elicit reasons for their answers.) Daniel: That sounds ridiculous!
Matt: No, really. It takes a while for your stomach to
2 003 Tell students they are going to listen to two people send messages to your brain that you’ve had
talking about one of the headlines. Point out that they enough. Therefore, the quicker you eat, the more
might not hear all or any of the words in the headline, but calories you’ll consume.
they should be able to link the conversation to one of the Daniel: Oh!
headlines using clues from the dialogue. This is a gist task, Matt: Yeah. You might clear your plate quickly, Daniel,
so at this stage, students don’t need to focus on every word. but in the long run, it could harm your health!
Daniel: Hmm … Matt? Are you going to eat that
No prize for inishing irst sandwich? I’m still hungry!

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Claire Wijayatilake
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P WEAK FORMS: THE SCHWA Can students remember anything about the unhealthy
things he used to do and the healthy things he does now?
It is important to raise awareness of weak forms because they
can cause students to misunderstand what they hear. 2 Students work independently to match the definitions
In English, unlike many other languages, each word of two or with the words in bold from the text. Give them a few
more syllables has one syllable that is stressed more than minutes to check with a partner.
others. Words that carry meaning are stressed while ‘grammar
words’ such as prepositions, articles and auxiliary verbs are 1 cut down 2 keep up 3 keeping track
usually unstressed (weak). 4 overweight 5 overdid 6 rate 7 aching

5 004 Put the first sentence on the board. Ask students

to predict which words might be pronounced weakly. EXTENSION
Remind them that they are not going to be the words that If you have a strong class, you might want to raise their
carry the main meaning (time, dinner). Play the first awareness of some of the word types in the exercise.
sentence and ask students where the weak forms are: Highlight words with the prefix over-. Can they think of any
It’s time for dinner. others? (overpay, overworked, overdue, etc.). Point out that
they share the meaning of ‘too much’. What is the opposite
Model and get students to repeat the sentence with the of overweight? (underweight). What are the phrasal verbs in
weak forms. the exercise? (cut down, slim down). What are the opposites
Ask students to look at sentences 2–5 and decide where of these words? (increase, put on weight). Can they think of
the weak forms will be. Play the audio as many times as any others with down? (back down, break down, calm down,
students need to check their answers. etc.). If necessary, recommend that some students use
dictionaries to help them with this exercise.
Suggested answers
(The sounds in bold are weak) 3 Students need to read the whole sentence carefully to
1 It’s time for dinner. 2 It’s a health and itness decide which word is needed and which form it should be
book. 3 How long has she worked there? 4 I can in. Draw their attention to the first sentence and ask what
play tennis on Saturday. 5 We’ve got quite a lot of type of word is needed (verb). Ask which form they will
work to do. need to use (verb -ing). Elicit the answer (overdoing).
Ask students to first decide what type of word is needed,
Get students to practise the sentences with a partner.
then choose the word and finally, decide on the correct
Check they are saying the weak forms correctly. Monitor,
form of the word for 1–7. Give students the option of
support and make a note of common errors.
working individually or in pairs. If they choose to work on
It is a good idea to come back to this idea of weak forms their own, get them to check with a partner aterwards.
regularly, for example when you hear mistakes and when
practising a dialogue. 1 overdoing (verb – -ing form) 2 overweight
(adjective) 3 keep up (verb – base form) 4 ache
(verb – base form) 5 cutting down (verb – -ing form)
VOCABULARY 6 keep track (verb – base form) 7 rate (noun)
SB P15

HEALTH AND FITNESS 4 Read through the task with the class and elicit a few
examples of the kind of questions they could ask, making
WARMER sure they use words from the previous exercises. Prompt
them if they are having dificulties. Put students into pairs
Tell students you are going to list a few habits and ater to work on their five questions. Both students should
each one they have to say ‘healthy’ or ‘unhealthy’. Include write the questions down. Monitor, checking students’
some habits that might be questionable, e.g.: use of the language, grammar, spelling, etc., making
• eating lots of fried food (unhealthy) suggestions when needed. Set a time limit of seven to ten
minutes. Some pairs might not have time to complete all
• driving everywhere (unhealthy)
five questions.
• riding a bicycle (healthy)
• drinking milk every day (?) Example questions
• eating red meat (?) Was it dificult to keep track of what you were eating?
• going to the gym (healthy) What type of food did you cut down on?
Did you use an app to monitor your progress?
1 Tell students to read Mauro’s blog quickly to find out How did you cope with muscle ache?
whether his lifestyle is healthy or unhealthy. Set a time Did you ever overdo it at the gym?
limit of one minute to encourage the correct reading style.

healthy (He used to live an unhealthy lifestyle, but now

he leads a healthy lifestyle.)

UNIT 1 FIGHTING FIT 17

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5 Form new pairs and ask students to interview their 3 Tell students they are now going to practise the skills
partner, noting down their responses. Monitor, listening needed for Part 7. They are now reading for specific
to the students’ answers, and note down any repeated or information. Ask them to start by reading the questions
significant errors for correction at the end of the activity. and highlighting the most important words, i.e. the words
they will be looking out for when reading. Remind them
EXTENSION that the exact words may not be in the texts, so they will
need to look for words with a similar meaning too (1 relax
When both students have asked their questions, ask them to
(note: present tense not past); 2 brain, body, good health;
return to their original partners. Ask them to compare the
3 most senior, graduated, university; 4 addicted; 5 recovered,
answers they received to each question. Can they remember
rapidly). Encourage students to read in order to answer the
what questions they were asked and how they answered?
questions, skipping parts of the texts that are not relevant.

EXAM PREPARATION 1 D 2 B 3 B 4 A 5 C

It would be useful at this point to discuss ideas for recording

and storing vocabulary and the importance of students EXTENSION
reviewing their vocabulary notebooks or files regularly. Ask students to identify distractors. If students got any
This habit is also good preparation for the B2 First exam. othe questions wrong, they may have already have
You could ask students to discuss these questions: found them.
• Do you store vocabulary in a notebook, on your
computer or on another device? Possible answers
• What information do you need to record about a word? 1 A – Peggy took a few years out to rest but that was in
(meaning, collocations, pronunciation, spelling, part of the past. 2 Any could be distractors – all talk about
speech, level of formality, how common it is, brain OR body. Only Allan talks about both.
translation, etc.) 3 A – Peggy was the oldest person to graduate from
• How can you make your vocabulary notes user-friendly? Bristol University, but the question is more general.
(space words out, write clearly, use colours, etc.) 4 B – The text says perhaps he’s obsessed whereas
• How often should you review your vocabulary? (after the Peggy is hooked. Both obsessed and hooked are
class where you learn it, the following day and then synonyms for addicted. 5 A – Peggy also had to
weekly until you are conident of it) recover from an illness but there is no mention that what
she is doing is making her recovery faster.

READING AND USE OF ENGLISH 4 Give students a few minutes to talk in groups about what
they admire about the people in the texts. You could
PART 7 TRAINING provide some useful phrases if you think it will help:
SB P16
• What I admire about … is
1 Elicit a stereotypical view of older people (staying at • I am amazed that s/he still …
home, inactive, unhealthy, dependent on others, etc.). • I really respect people who …
Refer students to the photos and ask them to compare the • I’ve never heard of anyone who has …
peoples’ lifestyles in pairs. Encourage them to talk about • I admire the fact that s/he …
any active older people they know. Share ideas as a class. • I ind … really inspirational.

2 Tell students that in Part 7 they oten have a number of 5 Point out that the four people from the texts are real
related short texts to work with. They will have to adopt people and they are going to find out more information
diferent reading styles for diferent questions. For about them. Either give each student a free choice or put
example, they will sometimes have to read a part of a text them in groups of four, assigning one person to each
in detail and sometimes read the whole text fairly quickly student. Set a time limit of ten minutes for research and
to identify the writer’s opinion. Tell them that for this task note-taking. Students share what they have learnt and
they ONLY have to match the photos to the texts. This decide who they find the most inspirational.
requires quick skim reading. Ask them to raise their hand
when they’re done to encourage speed.
VOCABULARY
Photo 1: Text D Photo 2: Text C Photo 3: Text A SB P17

IDIOMS
1 Ask students to match the five highlighted phrases in the
texts to definitions A–E.

A – back on her feet B – keeps in shape C – touch

and go D – recharge his batteries E – keep his
brain sharp

18

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Claire Wijayatilake
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Remind students that in this kind of idiomatic expression, 3 005 Focus students on the use of phrases to compare
the words cannot usually be changed except to change a and contrast the two pictures in Maria’s long turn.
pronoun, e.g. her to his. Ask: Can we say ‘go and touch’? Point out that all these phrases are useful for this part of
(not with the same meaning), Back on her toes? (no) the text. Students listen and tick the words and phrases
Recharge her batteries? (yes). that Maria uses.

2 Point out that this Key Word Transformation is designed to both, while, looks like, rather than, look as though,
practise the idiomatic expressions from the previous even though
exercise, but in the exam a wide range of grammatical and
lexical items is tested. Ask students to read the instructions.
Ask: How many words can you write? (2–5) Can you write one
EXTENSION
word? (no) Can you write three words? (yes) Can you write six Ask students to read the audioscript and highlight the
words? (no). Read through the first question, which has phrases. What phrases could also be used?
been done as an example, with the students. Remind them
that they may have to change the form of any verbs to make
both – in each photo
the sentence grammatically correct.
while – whereas
Get students to work individually to complete sentences even though – although
2–4 and check with their partners. look as though – look as if
looks like – appears to be
2 keeping my brain sharp 3 recharging her batteries
4 to keep in shape rather than – instead of

AUDIOSCRIPT 005
SPEAKING PART 2 TRAINING Well, in both photos, food is being consumed. The irst photo
SB P17 shows two women sitting in a restaurant or café, enjoying
what looks to be fast food, while the second photo shows a
EXAM INFORMATION woman eating on the move. I think the women in the irst
Part 2 of the Speaking paper requires students to compare photo have decided to eat this type of meal because they
and contrast two photos and answer a question about them. enjoy it. Even though they look happy, it doesn’t look as
They speak alone for a minute. The other candidate then though the food they’re eating is too healthy. The woman in
comments on the photos for up to 30 seconds. the second photo appears to be eating fast food, possibly a
burger or a sandwich. It looks like she’s commuting to or
from work and so it’s possible that she doesn’t have the time
1 Student discuss the questions to generate interest and to sit down and enjoy her meal. Personally, I think the women
ideas before doing the Speaking Part 2 task. Allow students in both photos should try to eat a more balanced meal
up to five minutes to share their ideas with their partner and rather than food which is high in salt and fat.
do brief whole-class feedback.

2 005 Before students focus on the questions, ask them to 4 Tell students that this exercise relates to common errors
look at the photos and describe what they see. If you feel it students make in this part of the Speaking test. Tell them
is needed, you could review phrases for describing, e.g.: the errors are grammatical. Give students time to identify
and correct the errors and compare with their partners.
• On the right/left of the picture … If possible, show the sentence on the Smartboard or
• In the background there’s … whiteboard and get a diferent student to come up and
• In the top/bottom right/left hand corner … correct each one. Ask other students whether they agree
with the correction.
Refer students to the questions relating to the pictures.
Point out that although students can describe what they 1 At In the irst photograph, you can see a picture of two
see, they also need to give opinions and suggest what they people eating in a restaurant. 2 The second photo
think might be happening. Ater giving the students appears to show a woman eating on a bus. 3 It looks
adequate time to discuss the questions in pairs, elicit an as like / as though two people are enjoying a meal
answer to each question from one pair, allowing other together in the irst photo. 4 I think the woman eats is
students to add their own ideas. eating a burger or a sandwich in the second photo.
Students listen to Maria, a student, doing a Part 2 task. Ask 5 A lot of people tend being to be quite busy at work, so
students to read the three questions, listen and decide they don’t have much time to eat.
which one Maria is answering.

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5 Suggest to students that they might like to record their

Chloe: True. I was thinking about a cheaper option. I know
own long turn on their phone so that they can reflect on
they have lots of free apps you can download, like
their performance at home. Suggest that the listener act
the ones some people use to measure whether
as time keeper.
they’re getting a good night’s sleep.
Ater students complete the task, allow them time to Ali: Yes. That’s a great idea, though you never get up
reflect on how they performed. Did they manage to say until mid-morning, so I don’t think you really need
everything they wanted to say, did they keep talking, did that one.
they manage to use any of the language from Maria’s Chloe: I agree. You can also get one that checks your
model answer? pulse. You know, measures your heart rate.
I thought about downloading it but I don’t think
I have any problems with my blood pressure and
LISTENING anyway, it isn’t very user-friendly.
SB P18
Ali: I see.
UNDERSTANDING DISTRACTORS Chloe: There’s even one where you type in what you’re
eating and it tells you how much fat, protein and
WARMER carbohydrates you’ve consumed. Brilliant if you’re
trying to cut down on calories.
With books closed, ask students what their favourite apps
Ali: So, you’re getting that one then?
are and whether they have used any apps relating to health
Chloe: Err no, it’s far too time-consuming entering all that
and fitness. If they haven’t, ask how they think apps could
data. I’d be bored after a few days.
be used in this area.
Ali: So?
Chloe: I’ve discovered a great app for cyclists.
1 Ask students to look at the photos of the apps and discuss
Ali: Hold on a second, I thought you hated cycling?
the questions in groups of four or five. As the purpose of
Chloe: I know. But it includes other physical activities too,
this exercise is to generate interest before listening, there
like walking, running and swimming. So, I’ve
is no need to do whole class feedback or correct errors.
downloaded it and I’m starting now.
2 006 The first time they listen, all students need to do is Ali: Err, Chloe, was that you? I think someone’s
identify which app Chloe is trying out. This mirrors exam calling you.
tasks in that all the apps are mentioned and rejected for Chloe: Nope, that’s just my phone telling me to get
some reason. moving. See you, Ali. I’m off to get it …

A
EXTENSION
Get students to read through the audioscript and highlight
3 006 Read through the information in the box with the
class. Tell students that there will usually be some the sections where the other apps are eliminated:
mention of each option or other distractors to ‘tempt’ App B – … but I don’t think I have any problems with my
them away from the correct answer. Therefore, they need blood pressure and anyway, it isn’t very user-friendly.
to keep listening and see whether an idea that is App C – Err no, it’s far too time consuming entering all the
mentioned is later rejected by one of the speakers. data. I’d be bored after a few days.
Play the audio again and give students an opportunity to
App D – … so I don’t think you really need that one.
compare answers before checking.

1 They are too expensive. 2 the app that measures 4 007 Ask students whether they think Chloe succeeded
your sleep 3 the app that measures your heart rate in getting fit using the app. Tell them that she has now
4 the app that measures your food intake 5 Ali is given up. Check the meanings of the phrases and get
surprised because he thought Chloe hated cycling. students to predict the reason Chloe gave up. Students
listen to the audio and check their predictions.

AUDIOSCRIPT 006
didn’t lose weight
Chloe: Hello Ali.
Ali: Hi Chloe. 5 007 In the audio, all the potential reasons for giving up
Chloe: Ali, I’m going to get myself in shape! are mentioned and discounted. Students listen and note
Ali: But you’re not overweight. down why they are discounted. Let them listen a third
Chloe: Well, I do need to slim down a little. Anyway, time if necessary and/or read the audioscript.
as you know, I’ve wanted to buy a smart watch
for ages.
Ali: Yep. You said they were too expensive and that
you decided not to get one.

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sore muscles – Chloe says that her legs aching wasn’t Suggestions
really an issue. 1 These apps can be helpful to raise awareness of eating
an injury – Chloe says she never hurt herself, but her too much or not enough, eating at irregular times, etc.,
friend Sunita hurt her ankle. especially if you are busy. However, they might cause
extremely hungry – Chloe says that she could deal with people to become obsessed with weight or sleep habits
being hungry. and actually make the situation worse. An app to track
too tired – Chloe says that she could put up with being heart rate can be useful to see how effective exercise is or
out of breath from time to time. to monitor stress levels. However, it may not be totally
accurate. 2 Technology may have made people’s
lifestyles more sedentary as they spend more time playing
AUDIOSCRIPT 007 games or going on social media. On the other hand, the
Chloe: Hey Ali, how’s it going? internet can be a good way to share information on
exercise and healthy eating, and some apps may be
Ali: Oh, hi Chloe. Good thanks. How are you getting
helpful to monitor diet, sleep and exercise. 3 Healthy
on with the app?
eating is deinitely a good thing, but the body needs a
Chloe: I’m a bit stressed to be honest.
certain amount of fats and protein, which some people
Ali: Really? Why’s that? forget when they are too obsessed with healthy eating.
Chloe: Well you know I’ve been using it to keep track of Also, it is important to be able to relax and enjoy a treat
the number of steps I’ve been taking. I mean, on a special occasion and to enjoy your meals..
I wasn’t obese, but I’d put on a few kilos and 4 Smartwatches are becoming more popular, but they
thought I was a little overweight. are not the ‘must have’ item that a phone is. With most
Ali: Yeah. I remember you telling me you were giving smartwatches, you still need a phone for connectivity and
it a go. You said it was your favourite app. a lot of people feel they duplicate the functions of a
Chloe: Not anymore. At irst, everything was great. phone. Having said that, they are useful for people who
It monitored my steps and sent me little reminders don’t want to carry their phone everywhere and they are
when I’d stopped moving for longer than 30 useful for sportspeople who want to track their steps and
minutes or so, to help with the weight loss and itness levels.
keep my heart rate up. It even had me running up
and down the stairs once. My legs didn’t stop
aching for days after that, which wasn’t really an
FAST FINISHERS
issue. It just took me much longer to get around. If a group or pair finish their discussion early, put them
Ali: Ha! I’d like to have seen that. You told me to with another group to compare their ideas.
download it if I remember rightly. Several times!
Chloe: Don’t remind me. Anyway, that’s not why I’ve
given it up. I mean. I could put up with being out GRAMMAR
of breath from time to time. And I never hurt SB P19
myself or anything like that though my friend
Sunita hurt her ankle when she tried. The thing is, GERUNDS AND INFINITIVES
I was starving. All the time!
Ali: Well I guess your metabolism was working harder, REMEMBER!
so I’d expect you to eat more.
When two verbs are used together, the first verb
Chloe: Actually, I didn’t mind that bit of course, and determines the form of the second. So, for example, the
I could deal with being hungry, but guess what? verb want is followed by the infinitive, e.g. to eat. This is
I actually put on weight which put me off the app true whatever the tense or form of the first verb: I want to
completely. go / He wanted to study / They’ve been wanting to see.
Ali: Oh no! Not really what you wanted was it?
I guess …
1 Write the two sentences on the board. Ask how many
verbs each sentence has (two). Ask which tense the verbs
6 Get students to work with someone diferent and discuss in bold are in (1 present perfect; 2 past simple). Elicit the
the questions. If your students are more confident form of the second verb in each sentence (1 infinitive;
speakers, you could ask them to discuss in groups of three 2 gerund). Ask why they are in those forms (because want
or four. Those students who are lacking in confidence is followed by infinitive and stop is (oten) followed by the
might prefer to have one partner. Encourage students to gerund).
share their ideas. If some pairs/groups are not speaking
much, guide them with some ideas: Write on the board I want a smartwatch. Ask what
tense the verb is in (present simple). Ask what form of the
verb buy goes in the gap (to buy). Change want to I will
want or I wanted to show that the first verb changes the
tense and the second is always infinitive. Repeat with a
second sentence if necessary.

1 ininitive form 2 the -ing form (gerund)

UNIT 1 FIGHTING FIT 21

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2 Explain that in this exercise students have to put the verb 3 We use the -ing form after try to show that you do
in brackets either in the infinitive or the gerund form. something to see if you like it or not or to show that
Read out the first sentence with the two options (Having a someone has recommended that you try it (e.g. a
high protein diet is supposed to be good for you / Having a doctor or a friend). We use the ininitive form after try
high protein diet is supposed being good for you). Ask which to emphasise that something is dificult to achieve.
is correct (the first one). Ask students to complete the
sentence in their book by writing to be in the gap. Ask 6 This exercise should be done individually to check each
students to work individually to complete sentences 2–7 student’s understanding. Write the answers on the board
and check with their partners. for students to self-mark. If they got any wrong, refer
them back to the key above.
1 to be 2 to skip 3 using 4 harming
5 to drink 6 eating 7 playing 1 consuming 2 to cut out 3 to grab 4 to eat
5 trying 6 putting

3 Students discuss the opinions in Exercise 2, using the

correct verb patterns. Allow five to seven minutes for this 7 Ask students to look at the points. Give a few examples
exercise. Monitor, correcting errors in the target language. relating to yourself, e.g. I can’t stand watching rugby
matches. (Point out ‘doing’ should be replaced with a
4 008 Give students a minute or two to read through the diferent verb.); I refuse to eat spicy food.
dialogue, ignoring the gaps. Ask what Matilde and Franco Students individually write a sentence for each point.
are talking about (vegetarianism and a food market). Monitor and ofer suggestions or corrections as
Tell them that each gap contains two verbs, the second of necessary. Put students in groups to share their
which is either a gerund or infinitive. Play the audio and sentences.
students write down what they hear. Play it again if
necessary. Give students a minute or two to compare EXTENSION
their answers before giving feedback.
Students might want to agree with others’ sentences.
1 stopped to take 2 stopped eating 3 remember Point out that if they are the same, they can use So do I,
telling 4 remember to give 5 try cutting out Nor/Neither did I, etc.
6 tried to book
Examples
A: I’ve given up drinking coffee. B: So have I!
5 Write the first pair of sentences on the board, using A: I can’t stand doing homework. B: Nor/Neither can I!
diferent colours if possible:
I stopped to take a look.
More and more people have stopped eating meat. WRITING PART 1 TRAINING
SB P20
To illustrate the meaning of the first sentence, mime
walking and stopping in order to have a look at
something. For the second sentence, again mime walking,
EXAM INFORMATION
stopping and eating something. Ask: Is this correct? (no) Part 1 is the compulsory question, so it is important to
Do they eat meat now? (No, they ate meat before but now ensure all students taking the exam are familiar with the
they don’t. They have stopped eating meat.) format and the skills needed to answer it.
Ask students to come up with their own sentences to
illustrate the two patterns, e.g.: 1 Read out the question Is your lifestyle helping or hindering
your health? Check the meaning of hindering (opposite of
I was writing my essay, but I stopped to have a coffee
helping, getting in the way of). Ask students to answer the
My father has stopped driving to work. Now he goes by bus.
questionnaire individually.
Ask students to discuss the diferences between the
other pairs: 2 Put students in groups of three or four to compare their
answers and decide who has the healthiest lifestyle.
I remember telling you about the beneits of vegetarianism. / Students read the analysis of their answers on page 198.
I didn’t remember to tell you. Ask them to tell their partners whether they want to make
I should try cutting our meat and ish from my diet too. / any changes to their lifestyle.
I tried to book a meeting with a professional.
1 We use the -ing form after stop to show that an action CULTURAL NOTE
or event is no longer continuing. We use the ininitive In the UK, although the traditional diet was quite healthy,
form after stop to show that someone has stopped fast food became available in the mid to late twentieth
doing something in order to do something else. century and people become unhealthier. In recent years,
2 We use the -ing form after remember to show that the however, there has been a change with campaigns such as
action comes irst and then you remember it. We use ‘eat five (portions of fruit and vegetable) a day’. Now we
the ininitive form after remember to show that you can find healthy fast food chains as well as burgers and
remember something irst, and the action comes after. fries. Ready meals are also healthier than the ‘TV dinners’
in the 1970s and 1980s.

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3 Write the words Diet, Exercise, and Work on the board.

Give an example of how people’s lifestyles have changed,
GRAMMAR
e.g. In recent years, gym membership has risen as people SB P21
realise the importance of exercise. Ask students to discuss
the changes that have taken place either in their own
COMPARING AND CONTRASTING IDEAS
country or where they are now. Monitor and prompt with WITH LINKERS
ideas if necessary. 1 Tell students that they are going to look at how the writer
links ideas in the essay. Point out that ‘Organisation’ is
EXAM INFORMATION one of the criteria they will be assessed on in the exam.
Tell students they are going to see an example of a Part 1 Draw their attention to the highlighted linkers in the
Writing task and that this is a compulsory question. Check essay and give them time to study how they are used.
meaning of compulsory (you must do it). The format of the Which ideas does each one link? What is the relationship
question is always the same and it is always a discussion between the ideas? (even though – contrast, rather than –
essay. First, there will be a statement that students must alternative, despite – contrast, instead of – alternative,
agree or disagree with or a question to respond to. This will than ever before – comparison, however – contrast).
be followed by a short set of notes. Draw their attention to Do the first question with students as an example. Ask:
the question and notes. The notes always provide two ideas What are the two ideas? (The rates of obesity have
for students to write about and a blank space for students’ increased and many people still lead healthy lifestyles.)
own ideas. Point out that there are only three ideas What is the relationship between the two ideas? Elicit that
because there is both a time limit and an upper word limit. the first idea is negative (It is bad that rates of obesity
have increased.) and the second is good (People still lead
healthy lifestyles.), so it is a relationship of contrast. Ask:
4 Ask students what their own idea would be. Most will say
What are the contrast linkers from the essay? (even though,
‘work’ ater the discussion in Exercise 3, but they could
despite and however). Tell students that as well as the
choose something diferent such as ‘stress’ or ‘free time’.
relationship between the ideas, they also need to
Students read the model answer to check their
consider the grammar. Only one of the three contrast
predictions.
linkers fits grammatically (even though).
Ask students to look at the ‘shape’ of the essay. How
Students work in pairs to complete questions 2–6.
many paragraphs are there? (5). How many lines is each
paragraph? (2 or 3). Ask them to work in pairs to answer
1 Even though 2 instead of / rather than
the Focus on structure questions.
3 Despite 4 instead of / rather than 5 However
6 than ever before
1 yes 2 work – the writer talks about how working
longer hours is affecting our health 3 the inal
paragraph – the writer says I agree that it’s more dificult 2 Remind students that they need to think about grammar
to be it and healthy in modern society … 4 To sum and punctuation in terms of meaning when using linkers.
up – other words and phrases that can be used are: In The errors in these sentences might relate to either
conclusion, In summary, Overall grammar or punctuation. Students work in pairs to
correct the errors. Ideally, have the sentences on the
Smartboard or whiteboard and get a student to come up
EXTENSION
and make the correction on the board.
If you have a Smartboard or computer/projector, you could
jumble up sentences or paragraphs for students to 1 Despite hating carrots … 2 … to walk to school,
reconstruct the essay. This exercise helps raise awareness even though it might take … / … to walk to school.
of cohesion and coherence in the text. You could also blank However, it might take … 3 ✓ 4 … rather than
out subject-related vocabulary and ask students to fill in pay money … 5 Instead of writing down …
the gaps.

Model essays are oten a rich source of input material and a 3 There are diferent ways to approach this task. You could
good opportunity to highlight useful collocations and just ask students to write the essay independently either
phrases. Students can annotate their copies or note the in class or at home. However, as it is their first attempt at
words and phrases in their vocabulary notes. a Part 1 question, you might want to spend time in class
brainstorming ideas under the headings ‘technology’ and
Examples from this essay: arguably, foods high in vitamins ‘food’ and sharing ideas for a third topic. You could then
and minerals, consuming (more formal than eating), lead to, get them to write individually, using the ideas
tend to, build their muscles, burn calories, fast-paced generated as a class. Alternatively, you could try pair or
lifestyles, under pressure, physical and mental well-being group writing.
Remind students of the word limit (140 to 190 words). It is
a good idea to get students used to sticking to the word
limit though at this stage, time limits should not be
imposed too rigidly.

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Whichever way the essays are written, provide feedback,

Suggested answers
focusing on whether they have included the two ideas
given and one other, and whether they have used a range Day 1: 5 am swim. 7 am body assessment. Manage
of linking words appropriately. If appropriate, use the Metabolism. How food is broken down.
correction code introduced in the Starter unit. Day 2: 5 am 5-mile run. Work out in ield behind gym.
Ability to work out for longer. Intensive workout /
Good examples of student essays can be displayed on a interval training. Build endurance.
notice board or shared in some other way (digitally or
Day 3: Looking at bad habits from sitting, slouching.
physically) with other students.
Working with Pilates expert.
Day 4: Fuelling body to get energy and weight loss.
Learn how to nourish our bodies after the course. 5:30
PUSH YOURSELF C1 am 10-mile hike.
SB P21 Day 5: 5:30 am meditation. Swim in the lake. Damaging
effects of stress on long term mental health. Looking at
UNDERSTANDING HEALTH lifestyle, eating habits and personal relationships.
Point out to students that every unit of this book has a section Personal guidance from an expert.
called Push yourself to C1, which means it is a bit more
challenging than the other exercises. If your class is struggling AUDIOSCRIPT 009
with the other exercises, this section may be omitted.
Gavin: Good evening and welcome everyone. I’m Gavin and
thanks for signing up for First Fit Boot Camp. I’m sure
CULTURAL NOTE
you’ll love every minute of it. Ok, perhaps not every
Boot camps were originally military or correctional in minute. I’m going to work you guys hard – but if you
nature, providing intense training or promoting changes in stick with it, I guarantee that, by the end, you’re going
behaviour or attitudes. Therefore, they had a negative to feel amazing!
connotation. In recent years, fitness boot camps have Right guys, so what have we got in store? Day one
become popular as a way to kick-start a fitness regime or starts at ive am with a quick dip in the lake to help
take it to a higher level. Although they are hard work, some wake us all up. Then at seven am, you’re going to
of them provide luxury accommodation and nutritious but have a body assessment with some of the country’s
delicious food cooked by world-class chefs, and it can be leading nutritionists. Fitness begins in the kitchen and
very expensive to attend. that’s why they’ll be advising you on how to manage
your metabolism. After your assessment, they’ll be
1 Write fitness boot camp on the board. Ask students if they teaching you a bit about the science of food and how
have heard the term before. Can they guess what happens your body breaks it down. I know some of you have
at such a camp? Ask them to open their books and look at allergies to certain foods and in a later session we’ll
the pictures and describe what they can see. Do they talk all about how to fuel our bodies by eating clean.
think boot camp is easy or dificult? (dificult). Will it be Ok, so day two is another ive am start, but this
enjoyable? (probably not for most people, unless they are morning we’re off for a ive-mile run around the lake,
very fit and love exercise). followed by a workout in the ield behind the gym.
Here we’re going to focus on extending your energy
2 009 Check the meanings of the five words in the box. levels and your ability to work out for longer by doing
Students can use their dictionary apps if necessary. Ask intensive interval training. And when I say intensive, I
them to look at the itinerary. How many days is the camp? mean you’re going to feel exhausted by the end of it,
(5). Explain that they need to match the five words with but I can assure you that intense workouts followed by
the five days. Play the audio and check answers. short periods of rest will encourage you to burn more
calories and build endurance.
Day 1: Digestion Day 2: Stamina Day 3: Posture Now, in your pre-boot camp questionnaire, many of
Day 4: Nutrition Day 5: Well-being you mentioned suffering from aches and pains
associated with your study or work habits, and this is
our focus on day three. As we get older, bad habits
3 009 Get students to write the five headings in their
like not sitting up straight, crossing our legs and
notebooks, leaving plenty of space for notes. They listen
inactivity can lead to back and shoulder problems.
again and make notes under each heading. Give them
We’ll be splitting you into small groups to work with
time to compare their notes with a partner. Was there
our Pilates experts. You might ind some of the
anything they didn’t understand? If needed, play the
positions uncomfortable to start with, but they’ll
audio again with or without the audioscript. (Each
become natural with practice.
student can decide whether to use the audioscript.)

24

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Day four is the follow-up from the irst day and this is EXAM FOCUS SB P22
where we’re going to focus on how to fuel your body
to give you suficient energy and to promote weight READING AND USE OF ENGLISH PART 7
loss. Of course, while you’re here our exceptionally
talented chefs are preparing what you need, but it’s See if students can remember what they have to do in Part 7 of
important that you know how to give your bodies the the Reading and Use of English paper. Ask: Do you read one
right vitamins and minerals and how to prepare a long text or a few shorter texts? (a few shorter texts). Point out
healthy, balanced meal. This will take place after the it might be a longer text divided into sections. Ask: How many
ten-mile hike which will start slightly later than usual, questions do you have to answer? (10) What kind of questions are
at ive thirty am. they? (match the question to the correct text).
That leads us to the inal day. We’re going to start
Tell students they are going to have an opportunity to practise a
with meditation at ive thirty am, followed by a quick
Part 7. This could be done individually in class or at home, but it
swim in the lake. Then we’re going to spend the rest of
is a good way for students to test themselves. Before they start,
the morning looking at the damaging effects of stress
read through the Exam facts and Exam tips with them.
on long-term mental health. We know that keeping it
and active can help to reduce anxiety. However,
1 A 2 D 3 A 4 D 5 C 6 D 7 B 8 A
everyone is different and that’s why we’re adopting a
9 B 10 C
tailored approach to this session. We’ll look at your
lifestyle, eating habits and personal relationships.
You’ll then be given personal guidance from an ALTERNATIVE
expert in the ield.
Allocate each question to a diferent pair. Each pair might
Right, so welcome again and, well, as it’s nine pm,
have one, two or three questions. They must highlight the
I suggest we all get an early night and I’ll see you at
key words and find synonyms or paraphrases for them,
ive am sharp!
e.g.: 1 believes – thinks, feels, is of the opinion that;
Any questions… possible – it can be done, you can do it; unhealthy – not
very healthy, in poor health, in bad condition, out of
4 Ask students to discuss with a partner which of the five condition; overweight – fat, heavy, weigh too much
days they would most and least like to do. You could start
by giving your own ideas, e.g. I think day 5 looks the best
FAST FINISHERS
because I like meditation and I’m interested in the efects of
stress. For me, day 2 looks awful because I don’t have much Although this task is mainly for students to test themselves,
stamina. it provides texts rich in vocabulary. Ask students to highlight
any words, phrases or collocations that are new to them or
In the second part of this exercise, students can do their
that they have not used actively themselves. Ask them to try
own research to find out more about boot camps and
and work out the meaning from context, check in a
possibly find one they would like to do. Set a time limit of
dictionary and/or write their own sentences using the word
about ten minutes and tell them to make notes as they
or phrase.
will share what they have found out with their group later.
Ater ten minutes, put students into groups to share what Some words they might want to focus on include: hit home,
they found out. Has anyone found a boot camp they get out of breath, regrettable, critical, slip into, hard work
would like to take part in? paid of, fussy eater, strict diet, processed food, give it a go,
stuck with it.
Possible answers
Activities provided: hiking, yoga, camping, mountain
biking, team games, abseiling, workshops WRITING PART 1
Factors to consider: cost, location, accommodation,
SB P23
itness levels required, activities, previous experience
needed This exercise is an opportunity for students to put into
practice what they have learnt in the unit. However, you might
feel your students need more support. Read through the
question and notes with the students and the Exam facts and
Exam tips. Elicit ideas for their own ideas (sleep, stress, work
habits). Remind them to write in paragraphs and use linking
words such as those presented in this unit as well as some of
the topic-related vocabulary they have learnt.

Provide feedback, focusing on relevance of ideas, clarity of

ideas and opinions, cohesion (linking ideas), grammar,
vocabulary, spelling and punctuation.

WRITING BANK / pages 234–235

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3 010 Ask students to close their books and see how many
SPEAKING PART 2 of the eight pieces of advice they can remember. Which
SB P24 pairs can remember all eight? Play the audio and students
Students practise their individual long turns with a partner. identify which two pieces are discussed. Can they
Before they start, read through the Exam facts and Exam tips remember what Gina and Pierre said about each one?
with them. Students work in pairs to complete the task. Gina and Pierre talk about points 1 and 2.
Students oten find it useful to do the task a second time to
improve their performance. If they are keen to do this, you AUDIOSCRIPT 010
could change the pairings so that they get to work with a
diferent partner. Gina: Hello Pierre, did you manage to ind some low-
cost travel insurance for our trip to Zurich?
Monitor and listen to diferent pairs. Make notes on common Pierre: Oh, hi Gina. Yes, I did. And as we’re planning on
errors you hear and at the end of the activity, write them on taking a few trips this year, I’ve taken out an
the board for students to correct. annual policy. Medical expenses are covered for
Draw students’ attention to the self-evaluation at the end of the up to 5 million pounds.
task. They could do this for each activity in the Exam Focus Gina: That’s great. I’m sure we won’t need to make an
section. You might need to explain the meaning of the three insurance claim while we’re there, but it’s better to
options: be safe than sorry. Prescription charges can be
high, wherever you travel.
Gave it a go – I am less that satisied with my performance.
Pierre: Yes, they can. I remember I was prescribed a
Getting there – I did okay. course of antibiotics when I got an infection in
Aced it – I was pleased with how I did. Finland last year and was surprised at how much
SPEAKING BANK / pages 246–249 it cost.
Gina: Weren’t you covered by insurance?
Pierre: I’d forgotten to take any out!
REAL WORLD
SB P26 4 011 Ask students to read through sentences 1–6.
Can they think of any other ways to say the phrases in
italics? Tell students they will hear phrases that could
WARMER replace the phrases in italics so they need to listen for the
Write Zurich on the board. What do students know about it? non-italicized part of the sentences (e.g. I’ve eaten
Share some of the information in the Fact File and elicit something which …) and note down the phrase that
comment. follows it. Play the audio more than once if necessary.

1 didn’t agree with me 2 an upset stomach

1 Ask students what they do to prepare for a trip abroad 3 under the weather 4 quite light-headed
(with books closed). Tell them they are going to read some 5 coming down with something 6 do you good to get
advice about this topic. Get them to read through the
advice. Were any of their ideas mentioned? Students
complete the sentences with the words in the box and AUDIOSCRIPT 011
check with a partner. Gina: Oooh …
Pierre: What’s up, Gina?
1 Take out 2 Refer to 3 Read 4 Make sure
Gina: I think I’ve eaten something which didn’t agree
5 Subscribe 6 need 7 Find 8 Pack
with me.
Pierre: Are you sure? We ate the same for dinner last
2 Students re-read the advice in Exercise 1 and find words night and I feel ine.
and phrases for the definitions. Gina: Well, I’ve got a bit of an upset stomach and I feel
quite weak.
1 vaccination 2 policy 3 roaming charges
Pierre: Oh dear. You do look a little under the weather.
4 carry-on (luggage) 5 visa 6 alerts
Do you have any other symptoms?
Gina: Yes, I do. I think I’ve got a slight temperature and
I’m feeling quite light-headed when I stand up.

26

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Pierre: I’m sure it’s nothing serious but maybe you’re LIFE COMPETENCIES
coming down with something. That guy on the bus SB P27
from the airport was coughing and sneezing, so
perhaps you’ve caught whatever he had. CREATING NEW CONTENT, SYNTHESISING
Gina: Maybe you’re right. INFORMATION
Pierre: It’s probably just a cold but it might do you good
8 Working as a team is an increasingly important skill in
to get some sleep for a few hours and then if you
both higher education and the workplace. Encourage
feel worse, perhaps we should go to the doctor?
students to make decisions collectively, rather than the
Gina: That’s a good idea. I might feel better after most dominant students picking a city. To work well as a
some rest. team, students will share out the work and each research
a diferent aspect of the topic. Therefore, it is important
5 The phrases on the medicine bottle are typical of a more to give them time in class to set up the task, even if the
formal style used in the medical context. Ask students actual research takes place at home.
what might happen if a visitor to an English-speaking In the next class, students must come together and share
doctor didn’t understand the instructions on their their information, working together to select information,
medication (they could be very ill, the medicine might not discard anything that is relevant or repeated and order
help them, etc.). Students match the instructions to their information in a logical way.
their meanings.
ALTERNATIVE
1 May cause drowsiness 2 One capsule twice daily
3 If symptoms persist, consult your physician 4 Only Students can make a PowerPoint presentation with slides
to be taken as directed 5 Side effects may include and pictures to present their information to the class in a
nausea and vomiting more formal way.

WORKBOOK / Unit 1, page 8

6 Students practise using the words and phrases from this
section to talk about their own experience. Give suficient
time for all students to answer all the questions orally
with their group.

7 Tell the students that they are going to watch a short

video about Zurich. Ask students to make notes under the
headings. Give them time to compare their notes in
groups or pairs. Play the video again, if necessary, for
students to check their answers.

Suggested answers
The city of Zurich: located in Switzerland, famous for its
banks, many of which are found in Paradeplatz
Things to see and do: shop in Bahnhofstrasse, go to see
operas, plays, ballets and concerts, relax by the river
The fondue tram: enjoy a fondue dinner during a
two-hour circular trip through the city
Sports and recreation in and around Zurich: hosted the
17th cyclo-cross world championships in 1967, go skiing
and snowboarding at the Flumserberg ski resort, enjoy
the panoramic views at Mount Rigi, go hiking and relax
in the baths and spas

UNIT 1 FIGHTING FIT 27

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