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Optimise B1+ Teacher’s Resource Centre © Macmillan Publishers Limited 2017.
This sheet may be photocopied and used within the class.
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STUDENT’S BOOK | Answer key
Optimise B1+
B1+
UNIT 1
Pages 4–5
READING
Exercise 1
1 Students’own answers
2 Things that existed in 1986
include: phones, but no
smartphones; videos, but no
DVDs; video games, but no
Xboxes; photos, but no Instagram;
TV, but no cable TV; maps, but no
satnav; libraries, but no internet.
Students’own answers
Exercise 2
1 b 2 b 3 a
Exercise 3
1 T (asks the reader to imagine
a situation: Imagine living in a
world without smartphones and
then says Welcome to 1986!)
2 T (uses past tenses to describe
what a family did, e.g. decided, got
rid of, used)
3 F
4 T (uses direct speech to show
opinions/reactions; mentions
various effects: … it’s made
me realise how much time we
wasted … and … they hope to help
their kids spend more time using
their imagination and less time on
the smartphone.)
Exercise 4
1 C (We all spend a fair amount
of our time connected to
technology …)
2 A (The writer describes the
McMillans’situation in this
paragraph)
3 D (The writer mentions all the
other options: A They even got
hairstyles just like the ones people
had in 1986! B got ridof their
cable TV … new games console …
C got rid of their smartphones,
internet … satnav …)
4 B (More and more parents today
worry about the effect technology
is having on their children)
5 A (The McMillans are now back
in the present with a different
attitude)
Exercise 5
1 satellite, cable 2 texts 3 app
4 dependent 5 gadgets
6 surfing, internet 7 virtual
Page 6
GRAMMAR 1
Grammar in context
Some people are surfing the
internet on their phones. (first
paragraph, line 4 of the text)
The writer has used the present
continuous to describe actions
happening at a specific moment.
We all spend a fair amount of our
time connected to technology, …
(first paragraph, line 11 of the text)
simple to describe people’s habits.
We seem much more relaxed now …
(fifth paragraph, line 3 of the text)
simple because seem is a stative
verb.
Exercise 1
1 ’m watching (pc – actions
happening now)
2 rely (ps – asks about people’s
habits – stative verb)
3 do you use (ps – asks about
people’s habits)
4 are becoming (pc – a changing
situation)
5 Do you have (ps – permanent
situations)
6 don’t post (ps – habits)
7 have (ps – possession – stative)
8 ‘m using (pc – temporary
situation)
Exercise 2
1 ’m calling 2 ’m standing 3 ’ve got
4 am not joking 5 does, look
6 are selling 7 are queueing
8 wants 9 ‘m getting 10 ’m coming
Exercise 3
am owning – own, are thinking –
think, spend – am/’m spending,
am having – have, am choosing –
choose, is being – is, are switching –
switch, am supposing – suppose
T
THINK | RESEARCH | CULTURE | LEARN | ME
Page 7
VOCABULARY
Exercise 1
Answers/Audioscript
adjective ends with -able
admirable advisable believable
fashionable identifiable reasonable
adjective ends with -ible
accessible horrible permissible
reversible sensible terrible
Exercise 2
1 horrible/terrible
2 advisable/fashionable/
reasonable/sensible
3 admirable/reasonable/sensible
4 reversible
5 identifiable
6 reasonable/sensible
Exercise 3
Answers/Audioscript
1 My parents and I have come to
an agreement. I’m only going
to use my games console at the
weekend.
2 You should take my advice when
I tell you to spend less time on
your smartphone.
3 Could you do me a favour and
lend me your tablet for five
minutes?
4 I do take your point about very
young children and limiting
screen time, but I disagree when
it comes to teenagers.
5 I’m really doing my best to use
the internet less. I’ve deleted my
Facebook account.
6 I have come to the decision that I
will only use electronic gadgets at
the weekend.
7 I spend too much time online, but
I’m making progress. I’ve got it
down to three hours a day!
Exercise 4
1 If people come to an agreement,
they end up agreeing to do
something, probably after
initially disagreeing.
2 If you take someone’s advice, you
do what they suggest.
3 If you do someone a favour, you
help them somehow.
4 If you say you take someone’s
point, it means you understand
what someone is trying to say.

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5 If you do your best, you try as
hard as you can to do something.
6 If you come to a decision, you
make a choice after thinking
carefully about it.
7 If you make progress, you
improve or develop, or get better
at doing something.
Exercise 5
Answers/Audioscript
1 She posted some photos on her
Facebook page
2 If our computer freezes, we
usually switch it off and restart
it because that often solves the
problem.
3 I am addicted to my electronic
gadgets, especially my tablet.
4 How much did it cost to fix your
computer? How much did it cost
to mend your computer?
5 Many parents want to limit how
much time their children spend
playing games online.
Exercise 6
1 mend, fix 2 switch off 3 online
4 upload
Page 8
LISTENING
Exercise 1
Exercise 2
Speaker 1 is agreeing. Phrase
used: I agree with the last point.
Speaker 2 is disagreeing. Phrase
used: I’m not convinced that’s true.
used: I’m not so sure about that.
used: You must be joking!
used: I don’t see why.
Exercise 3
Questions 1, 2 and 4 are about
disagreement. Questions 3 and 5
are about agreement.
Exercise 4
1 A (You must be joking!)
2 B (I’m not convinced that’s true)
3 C (That’s a great idea / I guess
you’re right. The man does
disagree at one point – I don’t see
why … but they agree in the end)
4 C (I’m not so sure about that)
5 C (I agree with the last point)
Page 9
GRAMMAR 2
Grammar in context
1 b 2 c 3 d 4 a
Exercise 1
1 ✓
2 inviting – to invite
3 to play – play/playing
4 leaving – leave
5 being – to be
Exercise 2
1 deny dropping
2 made me turn
3 mind (me/my) using
4 started using / to use
5 suggest playing / we play
Exercise 3
1 watching 2 to spend 3 take
4 limiting 5 setting 6 playing
7 using 8 checking 9 to be
10 taking
THINK | RESEARCH | CULTURE | L
LEARN | ME
agree: + full infinitive
dislike: + -ing form
imagine: + -ing form
refuse; + full infinitive
Page 10
SPEAKING
Exercise 1
1 Rachel has the most amount of
free time per day: 4–5 hours – up
to 5 hours.
Patrick and David have the
least amount of free time per day:
2–3 hours.
2 Nicky: a lot of sport – running,
swimming, walking, sometimes
cooking, playing computer games
with friends.
Patrick: going to the cinema, the
gym, playing video games.
David: cooking, swimming,
cycling, playing video games.
Rachel: baking cakes and
desserts, climbing, reading.
3 One person (David) plays video
games every day.
Exercise 2
These expressions are heard on the
video: hardly ever [Nicky 01:05], per
day [Patrick 01:17, 01:37], I tend to
[David 01:54], up to [Rachel 02:22]
Exercise 3
First question: Students’own
answers
Second question:
Suggested answers:
good things: routines are
comforting, help create a lifestyle,
they become good habits, you get
more done in the day, they help
you have more energy, you are
healthier and happier, they help
you have a clearer and sharper
mind all day.
bad things: routines make life
boring, they cause inactivity, they
limit your creativity, they make you
resist change and stop you from
seeing new opportunities, they
become bad habits.
Exercise 4
Exercise 5
1 I tend not to 2 hardly ever
3 My usual routine 4 a day
5 up to, typical
Exercise 6
Page 11
USE OF ENGLISH
Exercise 1
Exercise 2
1 a, b 2 a 3 a 4 a 5 b 6 a
7 a, b 8 a
Exercise 3
1 be able to do
2 deny
3 tend to do
4 suggest + -ing, suggest (that)
someone (should) do, suggest
+ noun
5 make someone do something
6 succeed
Exercise 4
1 are not / aren’t able to stop

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2 denies breaking
3 tend not to find
4 suggested (that) we (should/could)
5 make me play
6 succeeded in solving
THINK | RESEARCH | C
CULTURE | LEARN | ME
Pages 12–13
WRITING
Exercise 1
Exercise 2
The writer agrees with the
statement.
Exercise 3
… I completely support the idea
that … (first paragraph)
I totally agree with the idea that …
(second paragraph)
I do not accept the argument that …
(third paragraph)
I am not in favour of … (fourth
paragraph)
Exercise 4
1 support 2 favour 3 totally
4 accept 5 against 6 convinced
Exercise 5
1 belief 2 tend 3 From 4 I’m
5 In 6 To
Exercise 6
Student’s own answers
Exercise 7
Exercise 8
Exercise 9
Exercise 10
UNIT 2
Pages 14–15
READING
Exercise 1
Suggested answers
1 (a) 1–5 years old: walk, talk, sing,
hop, climb, ride a tricycle …
1 (b) 5–10 years old: write, read,
ride a bike, tell the time, draw in
detail, tie your shoelaces …
Exercise 2
Suggested answers
1 Perhaps it’s a boyfriend, brother,
friend.
2 Perhaps it’s tests, or cooking
lessons.
3 It might be party invitations.
Exercise 3
Exercise 4
1 C (You have to practise a lot before
you can do it well. / I had the time
as my brother had quite a lot of
studying to do.)
2 B (I had to practise for ages until I
could do it properly too.)
3 E (Most people learn their times
tables at school when they’re about
seven. / In the evenings, while my
mum was getting dinner ready, she
tested my sister.)
4 A (She was working out the prices
for something and she said,‘So,
that’s seven times eight. Seven
eights are …’)
5 G (… one significant thing I
learnt when I was young was the
importance of writing a thank-you
letter when someone gives you
a present / just a few sentences
saying thank you and sharing your
news)
6 D (… my cousin Bruce from
Canada … is a bit of an expert /
He was also responsible for
deciding if the waves were right
for a beginner …)
Unused answer: F (All the skills
and abilities in the text were
acquired by being told what to do,
Listening attentively or through
practice, not by note-taking or
explanation.)
Exercise 5
1 expert 2 a bit like
3 a whole load of 4 reminded me of
5 for ages 6 properly 7 acquire
8 totally
Page 16
GRAMMAR 1
Grammar in context
Exercise 1
1 was/were, went, had, taught,
stood, practised, kept, started
2 Accept one of the following:What
skill or ability did you acquire
from friends and family? Was it
easy to learn? How old were you
when you first learnt it?
3 If we used the past simple (got), it
would change the meaning from
an action in progress (she was in
the middle of getting the dinner
ready when she tested the writer’s
sister) to a completed action (she
had already got dinner ready when
she tested the writer’s sister).
Exercise 1
1 were watching, realised, wanted
2 didn’t learn, went
3 learnt/learned, was staying
4 knew, didn’t know
5 taught
6 Were you wearing, fell off
7 did you learn
8 did clean
Exercise 2
1 got up (completed past action)
2 was raining (use of the
past continuous to describe
atmosphere at a particular time
in the past)
3 asked (completed past action)
4 said (completed past action)
5 suggested (completed past
action)
6 didn’t realise (past state)
7 was (past state)
8 decided (completed past action)
9 was practising (longer action in
the past continuous)
10 tickled (shorter action in the
past simple which interrupts the
longer action)
11 led (completed past action; we
prefer the past simple to give
precise detail)

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Page 17
VOCABULARY
Exercise 1
Answers/Audioscript
1 The driving test was tough, so she
was surprised that she managed
to pass it.
2 It’s amazing. It’s the first time
we’ve beaten that team in five
years.
3 After a lot of practice, I finally
succeeded in doing an Ollie on my
skateboard.
4 At first I was terrible at juggling,
but after two weeks I was
progressing well.
5 The explorers overcame a lot of
problems before they reached the
South Pole.
6 I was pleased that Julia came first
in the class test because she had
done a lot of revision.
7 I achieved a new best time for
swimming 1,000 metres at the
weekend.
8 We accomplished a lot this
morning because everyone
worked really hard.
9 Some of the players started
crying when they lost the final
match.
10 I felt awful. I didn’t expect to
win the race but I didn’t think I
would come last either.
11 Jack was really disappointed
when he failed his French exam
for the second time.
12 Argentina suffered a painful
defeat to England in the World
Cup Final.
Exercise 2
Answers/Audioscript
adjectives with -ful: harmful,
painful, playful, stressful, thankful,
useful
adjectives with -ive: active,
attractive, creative, secretive,
effective, productive
Exercise 3
1 creative 2 playful 3 thankfully
4 useful 5 actively 6 harmful
Exercise 4
Answers/Audioscript
1 Learning some musical
instruments helps you build up
muscle strength. answer b
2 I understood the instructions, but
it was difficult to carry them out
in practice. answer a
3 Sarah used to need arm-bands
when she went swimming, but
she’s learnt to do without them
now. answer a
4 I didn’t listen to Dad’s directions,
and we ended up in the wrong
place. answer b
5 The instructor told them to stop
talking and get on with packing
their equipment. answer a
6 I don’t know how you put up with
such an annoying neighbour.
answer b
7 What did you get up to last night?
Anything interesting? answer a
8 I’ve no idea how you go about
teaching a dog to dance! answer b
Page 18
LISTENING
Exercise 1
Suggested answers
1 Kayaking. Other activities could
include: abseiling, zip-wire, rock-
climbing, building fires, making a
natural shelter, tracking, etc.
Exercise 2
1 happy, many (students add a
number that could apply to a
group of teenagers)
2 excited (students add an adjective
that could describe the hut they
slept in)
3 teacher, tutor (students add
another role on an adventure
holiday)
4 stones (students add another
possible object)
Exercise 3
Exercises 4 and 5
1 30/thirty (There were about thirty
of us)
2 wooden (a big wooden hut) Elicit
from students that the correct
adjective here can’t be big as
this is already covered in the
question (The large hut they slept
in was …).
3 instructors (We had three
instructors – Paul, Kelly and Dave)
4 rock
5 open wound (for someone who’s
broken their arm, and how to treat
an open wound) More than one
type of injury is mentioned, but
the word preceding the gap is an
so the word must begin with a
vowel.
6 on a rope / (by) abseiling
(abseiling.That’s when you come
down a rock face you’ve just
climbed on a rope)
7 freezing (It was really dark, and
the water was freezing) Elicit that
it refers to the night.
8 a (sharp) knife (how to use a
sharp knife safely) Ask students
to notice the change in word
order here.
T
Page 19
GRAMMAR 2
Grammar in context
a 3 b 1 c 2
Exercise 1
1 making (the main verb to
be indicates that it is the
construction be used to)
2 used to / would (past habits –
both are correct)
3 would always / always used to
(past habits – both are correct)
4 to listen (used to to describe past
habits)
5 Are (Did you used is incorrect –
Are you used … ? is the correct
form)
6 wouldn’t (we didn’t use is missing
to and therefore is incorrect)
7 would / used to (past habits –
both are correct)
8 ‘m used to (-ing form of washing
and ironing indicates be used to is
correct here)
Exercise 2
1 she used to be quite shy.
2 Diana would / used to want to
be dream of being a famous
comedian.

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3 She would / used to spend hours
Reading joke books
4 She didn’t use to / wouldn’t tell
any jokes at school though
5 she is used to telling jokes in
front of thousands of people
6 She still isn’t used to people
recognising her in the street and
asking her to tell them a joke
Page 20
SPEAKING
Exercise 1
1 Jack prefers learning at school
because he’s with friends and
finds it more fun.
2 Ally prefers to be taught by a
person NOT in her family, as she
says she argues a lot with her
family.
3 Jack prefers working in a small
group because he’s with people
of the same ability and people in
the group can help each other.
Ally says a smaller group is more
focused and she gets more time
for herself.
Exercise 2
video: Both types of … are … [Tilly
2:36], It isn’t as … as … [Darius
01:47], One key difference is … [Ally
01:22], One way they differ is …
[Darius 02:01]
Exercise 3
Exercise 4
1 similarity 2 both 3 key
4 whereas 5 differ 6 as
Exercise 5
1 both photos show people
learning; the people in both
photos seem to be enjoying
learning; there is a teacher in
both photos; the people learning
are concentrating
2 Photo A shows people learning
together whereas Photo B shows
one person learning alone;
Photo A shows people learning
a physical activity but Photo B
shows a person learning a game
that doesn’t need physical effort;
the people in Photo A need sports
equipment but the person in
Photo B needs a board and game
pieces
3 this way of learning might be fun;
it is practical to learn in groups;
it’s a team-building experience;
it’s good to be taught by a
professional
4 learning this way can go at the
pace of the learner; it can be done
in a caring and safe environment;
it can be fun; it’s flexible as far as
time is concerned
Exercise 6
Page 21
USE OF ENGLISH
Exercise 1
1 Are,Were – auxiliary
2 could, would, can, will – modal verb
3 never, rarely – negative word
4 made – main
5 was –auxiliary
6 up – particle
Exercise 2
Exercise 3
a) The gaps that probably need
verbs or verb forms are 1, 3, 7.
b) The gaps that need other parts
of speech are 2, 4, 5, 6, 8.
Exercise 4
1 was 2 about 3 progress 4 not
5 of 6 up 7 would/did/could 8 up
T
Pages 22–23
WRITING
Exercise 1
Exercise 2
1 F (She starts the letter with a
greeting)
2 T (She talks about Hannah’s
recent birthday and the photos
she receives)
3 T (think about where in the UK
you want to go … make sure you
check how much they charge …
ask your English teacher and your
parents)
4 T (Remind students to pay
attention to organisation: all
writing options require them to
write four to five paragraphs)
5 F (Why not make a list of all the
things you’d like to see and do
there? You might find that it’ll help
you choose between, say, London
and Edinburgh)
Exercise 3
One thing you should do is …
Why not …
If I were you, I’d …
Make sure you …
One idea is to …
Finally, my advice is to …
Students should tick: 1 (should),
2 (Why not), 3 (If I were you, I’d),
4 (Ask, see).
Exercise 4
Exercise 5
Exercise 6
Exercise 7
Exercise 8
Exercise 9
PROGRESS CHECK
UNITS 1–2
Pages 24–25
Exercise 1
1 fashionable 2 attractive
3 unreasonable 4 harmful
5 dependent 6 stressful 7 active
8 productive
Exercise 2
1 for 2 take 3 you 4 come 5 bit
6 posted 7 switch 8 do 9 progress
10 managed
Exercise 3
1 ‘m/am studying 2 Did you have
3 was I saying/did I say 4 arrive
5 ate 6 were you doing

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7 was living 8 ‘s/is working
9 was still writing 10 got
Exercise 4
1 to take 2 forgetting 3 to turn
4 playing 5 to understand
6 closing 7 doing 8 to let
9 to make 10 to disturb
Exercise 5
1 come to an agreement
2 get on with (doing)
3 getting on
4 take your point
5 would (often) drive / (often) used
to drive
6 put up with
UNIT 3
Pages 26–27
READING
Exercise 1
Student’s’own answers
Exercise 2
1 Chuggaconroy, grav3yardgirl,
2 2010, 2011 3 the USA; the UK
Exercise 3
1 The age Emiliano Rodolfo
Rosales-Birou was when he
uploaded his first video.
2 The number of videos
Chuggaaconroy had posted/
uploaded by the end of 2013.
3 The number of subscribers to
Jacksgap by September 2012.
4 Around the amount of money
Bunny Meyer makes a year from
her channel.
5 The number of fans Bunny
Meyer’s channel has got.
6 The number of views that
Jacksgap had by September 2012.
Exercise 4
1 C (… her fans … love her excited,
crazy style and attitude …)
2 A (He was soon joined by his twin
brother, Finn, …)
3 B (… tours of the US and Asia, and
a recording contract.)
4 A (Jacksgap now includes
vlogs that encourage social
and environmental awareness,
and raises money for various
charities.)
5 C (Bunny is known for her series
‘Does this thing really work?’,
where she tests beauty products
that have been advertised on TV.)
6 A (the advertising revenue they
made covered the cost of the boys’
travels in Thailand.)
7 B (until chat show host Ellen
DeGeneres heard about it. What
followed next was a dream come
true for Greyson: an appearance
on the TV show, …)
8 D (LPers record themselves
playing the game and talking
about it at the same time.They
edit their videos, put them online,
and their viewers watch them to
learn what they should do in the
game, …)
Exercise 5
1 channel 2 goes viral 3 Revenue
4 LPers 5 edit 6 viewers
7 upload/post 8 comment
Page 28
GRAMMAR 1
Grammar in context
1 can, might 2 b
Exercise 1
1 a (obligation) 2 b (ability)
3 a (advice) 4 b (permission)
5 c (ability – past of can)
6 a (advice) 7 c (ability)
8 b (we also use should to indicate
when something is probable, as
well as for advice or criticism)
Exercise 2
Exercise 3
Exercise 4
1 have to / must (obligation)
2 can’t (can for choice and
opportunities)
3 should (weak obligation)
4 could/might (possibility)
5 can (general possibility)
6 might/could (possibility)
7 can/might/must (possibility/
obligation)
8 have to / must (obligation)
Page 29
VOCABULARY
Exercise 1
Answers/Audioscript
Nouns with -ity: activity,
complexity, creativity, originality,
popularity, simplicity
Nouns with -ness: awareness,
cleverness, happiness, openness,
weakness, youthfulness
Exercise 2
1 awareness 2 openness
3 popularity 4 weakness
5 creativity, originality 6 simplicity
Exercise 3
Answers/Audioscript
1 It will do you good to get out and
meet your friends once in a while.
2 I watched his Vube channel, but I
didn’t find it funny.
3 It was fun to take part in my
friend’s latest video.
4 I often have friends round, and
we play games or watch videos
online.
5 You should take a break and do
something fun, like watching a
DVD.
6 Why don’t we go online and see
if there are any funny videos to
watch?
7 I can’t really tell jokes very well,
so I wouldn’t be a very good
comedian.
8 You shouldn’t make fun of people
in your videos. It’s not nice.
Exercise 4
1 If something does you good, it
benefits you.
2 If you find something funny, it
makes you laugh.
3 If you take part in something,
you’re involved in it and
participate in it.
4 If you have friends round, you
invite them to visit you and they
come.
5 If you take a break, you stop what
you’re doing for a while.
6 If you go online, you use the
internet.

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7 If you tell a joke, you tell a kind
of funny story to make people
laugh.
8 If you make fun of someone, you
laugh at them in an unkind way.
Exercise 5
Answers/Audioscript
1 chat show 2 sitcom
3 documentary 4 game show
5 the news 6 soap opera
7 talent show 8 wildlife programme
9 music show 10 weather forecast
11 cookery show 12 reality show
Page 30
LISTENING
Exercise 1
Exercise 2
Students should circle C, D, F
, H.
Exercise 3
1 c 2 d 3 f 4 b 5 g 6 e 7 h 8 a
Exercise 5
Speaker 1 C (It was actually a lot
harder than it seemed.You need to
concentrate … It was a lot of work …)
Speaker 2 B (… the video went
viral! It got 200,000 views in the
first month! So I got a lot more
viewers …)
Speaker 3 H (I got bored with
making and editing the videos and
decided that it was a lot easier to
watch other people’s …)
Speaker 4 A (… but I never get paid
anything …)
Speaker 5 F (When it’s just me
and the camera, it’s as if I have a
different personality.)
THINK | R
RESEARCH
H | CULTURE | LEARN | ME
Page 31
GRAMMAR 2
Grammar in context
1 yes
2 because there is evidence (the
video went viral)
3 other modals for deduction: must,
could, may (not), might (not)
Exercise 1
1 might/could/may 2 can’t
3 must/may/might/could
4 can’t 5 might/may/could
6 must
Exercise 2
1 No, it can’t be Josh because he
wasn’t there.
2 She must be here because I saw
her car.
3 (I think) it might/could be in the
classroom.
4 (I think) it could/might be
Sophie’s.
5 No, it can’t be Harry because he’s
ill in bed at home.
Exercise 3
1 may/might 2 must 3 may/might
4 must 5 can’t
Page 32
SPEAKING
Exercise 1
1 The useful skills you can learn
from playing games online
include: coding, maths, improving
your memory, coordination skills.
2 The things you can learn from
chatting to people around the
world include: language skills and
information about other cultures,
and cooking skills, e.g. sushi.
3 The useful skills you can learn
from making videos online
include: editorial skills, media
skills, developing creativity.You
can also help others and build
your self-confidence.
Exercise 2
How about … [Drea 01:09], I suggest
we … [Christian 00:36], What
about … [Jordan 02:33], Why don’t
we … [Maisie 01:45]
Exercise 3
Suggested answers
researching information online:
where to find information,
understanding different opinions
playing games online: using a
map, working with other people
chatting online to people around
the world: understanding other
cultures
using social networking sites:
good communication skills,
learning about other people’s lives
Exercise 4
1 might 2 about 3 what 4 don’t
5 choose
Exercise 5
Exercise 6
Exercise 7
Page 33
USE OF ENGLISH
Exercise 1
1 achiever, achievement 2 belief
3 capability 4 choice
5 creativity/creation/creator
6 decision 7 giver/gift 8 loss/loser
9 naturalness/nature
10 personality 11 sadness
12 thinker/thought
Exercise 2
1 belief 2 loser 3 personality
4 loss 5 sadness 6 creator
Exercise 3
1 noun 2 adjective (negative)
3 noun 4 noun 5 adjective 6 noun
7 noun 8 adjective
Exercise 4
1 thought 2 unoriginal 3 capability
4 personality 5 creative
6 awareness 7 creators 8 natural
Pages 34–35
WRITING
Exercise 1
1 The purpose of a review is firstly
to give factual information about
the subject and secondly, to give
an opinion about it which will
help the reader/viewer to decide
whether to buy the book, see the
film or go to a restaurant, etc.
Exercise 2
1 T (they have a professional
look … the sound quality is
always excellent)
2 T (Abigail … tells jokes and talks
about her life)

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3 F (The text describes Abigail’s
personality not her appearance)
4 F (some of the jokes she tells
are old ones … Admittedly, she
sometimes refers to her close
friends …)
5 T (I would definitely recommend
this channel)
Exercise 3
Students should underline:
great, professional, excellent,
good, interesting, unusual, funny,
successful
Exercise 4
teenagers who visit a website
Exercise 5
Exercise 6
Exercise 7
Exercise 8
Exercise 9
UNIT 4
Pages 36–37
READING
Exercise 1
Suggested answers
1 In a city, there are people from
many different places and lots
of shops and entertainment
facilities. In the country, you can
find animals, plants and rural
architecture.
2 The disadvantages of living in a
city are that it is noisy, stressful,
dirty and crowded. But it is also
more diverse and there are
more job opportunities.The
disadvantages of living in the
country are that it can be too
quiet and boring.The advantages
are that it is clean, safe and
relaxing.
Exercise 2 and Exercise 3
1 places in one city (finding the
word London in each mini-
paragraph)
2 positive (skim Reading for
adjectives like incredible,
fantastic, etc.)
3 teenagers mainly (skim for the
key word teenagers/you (or your
parents)
4 a newspaper (informative but
not factual, style of text, features
typical of newspaper articles such
as reference to a website, etc.)
Exercise 4
Exercise 5
Suggested answers
1 (it’s) more affordable
2 fashion and jewellery
3 open to the public
4 (an) earthquake / a simulated
earthquake
5 (the) squeamish
Exercise 6
1 everywhere in
2 really looking forward to
3 not what you like 4 amaze
5 very popular 6 go to
THINK | R
RESEARCH
Page 38
GRAMMAR 1
Grammar in context
1 We’ve travelled
Have you ever wanted
has been described (Note: this
is the present perfect passive.
You could highlight that this is
a useful tense for saying that
something has been done by
someone at some time up to
now – we might not know who or
when. Point out to students that
they will look at the passive in
more detail in Unit 8.)
2 Maybe you’ve been dying to see
London from the air …: here, the
use of present perfect continuous
emphasises duration – the
continuing long-lasting situation.
Note: it would be wrong for it
to say here ‘you’ve died’.This
meaning of ‘die to’is almost only
ever found in the continuous.
The Unicorn Theatre, near Tower
Bridge, has been putting on shows
specifically for teenagers for
decades … this suggests that the
situation still continues today
(although note that even if the
present perfect simple had been
used, that would still be true). It
also emphasises duration.
Exercise 1
1 no 2 yes 3 yes 4 no
Exercise 2
1 ever 2 become 3 has 4 he has
5 admired 6 working 7 for
8 always liked
Exercise 3
1 has enjoyed / has been enjoying
2 has she been living / has she
lived
3 have been waiting
4 Have you bought
5 haven’t even checked in
6 haven’t been
7 have been planning
8 Have, worked
Page 39
VOCABULARY
Exercise 1
Answers/Audioscript
Suggested answers (accept all
sensible suggestions)
1 Most of London’s best tourist
attractions are in the city centre.
2 My family live in a block of flats
in the north-east of the city.
3 In New York the underground
train system is called the subway.
4 It is often hard to find a parking
space in the street outside our
house.
5 There are over a hundred
different shops in this shopping
centre.
6 There are excellent public
services in Bristol, including
libraries and public transport.
Exercise 2
1 suburbs:Young families often
prefer to live in the suburbs
where life is quieter and children
can play more freely.

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2 an office block: My sister works
in an office block in the centre
of town. Her office is on the fifth
floor.
3 the Tube: I’ve travelled on the
underground in London. It’s
called the Tube, and I went from
Oxford Circus to Waterloo.
4 car park:You have to pay to leave
your car in the car park at the
shopping centre.
5 department store: I think Harrods
is the most famous department
store in London.
6 attractions: One of my favourite
attractions in London is Kew
Gardens.
Exercise 3
Answers/Audioscript
The underlined words should be:
1 whatever 2 has no plans to turn
3 solve 4 There are, all over
5 had enough of
6 throw all your litter away
Exercise 4
1 regardless of,You’ll have a great
time in London regardless of the
weather.
2 have any intention of,The
city council doesn’t have
any intention of turning the
playground into a car park.
3 find/come up with a/the solution
to,We’re going to have to find
a solution to the problem of
wheelchair access soon.
4 is covered with,The outside
of the building is covered with
beautiful plants.
5 fed up of/with, I’m really fed up
of living in a small village.
6 dispose of (all) your litter, Make
sure you dispose of your litter
properly.
Exercise 5
Answers/Audioscript
1 noun 2 adjective
3 adjective 4 noun
5 adjective (a noun does fit here,
but it’s unusual to have a noun in a
list of adjectives)
6 adjective 7 noun 8 adjective
9 verb 10 verb
Exercise 6
2 unaware 3 unable
4 disadvantage 5 uncomfortable
6 insecure 7 inability
8 unbelievable 9 disagree
10 disappeared
Note: if some students suggest
discomfort for number 5, point out
that this does not really fit because
it’s very unusual to have a noun in
a list of adjectives.
Page 40
LISTENING
Exercise 1
Exercise 2
1 M 2 P 3 N 4 N 5 P 6 M
7 M 8 N
Exercise 3
To be ticked: all of them except Up
to a point
Exercise 4
1 C (My dad … got in touch with
people we know around the
world … he arranged for me to
stay with each of them …)
2 B (I’m more of a country person
myself)
3 C (I was expecting … a really
crowded and dirty and polluted
city, but it didn’t feel like that
at all)
4 B (I preferred Montreal – it’s a bit
more laid back and relaxed)
5 A (In a way, it’s a combination of
all of them)
Page 41
GRAMMAR 2
Grammar in context
1 haven’t 2 which 3 did 4 Was
5 they’re
Exercise 1
1 isn’t it? 2 aren’t they? 3 aren’t I?
4 have you? 5 does he?
6 shall we? 7 will you? 8 will you?
Exercise 2
1 Students should tick: 1, 3, 6
2 did Romulus and Remus found /
was founded by Romulus
and Remus?
4 goes 5 does that bus go
Exercise 3
Suggested answers (accept all
sensible and grammatically-correct
suggestions)
1 Where was New Amsterdam? /
Which island was New
Amsterdam on?
2 Who did the Dutch do a deal
with? / With whom did the Dutch
do a deal?
3 What was the deal? / What deal
did they do? / What did they swap
(the city for)?
4 Who changed the name of the
city (in 1664)? / Who got/took
control of the city?
5 Who did they name the city
after? / Who was the city named
after? / Who gave his name to the
(new) city?
Page 42
SPEAKING
Exercise 1
1 Emma would like to live in a
city because it would be more
convenient with transport links,
whereas David would prefer to
live somewhere smaller / quieter.
2 David thinks that children would
learn the same at school, but the
children in the countryside would
learn extra skills, such as farming.
Caroline thinks that children
who grow up in the city learn to
find their way around the city and
so become more independent.
3 Emma would like to live at the
top of the flats to have fewer
noisy neighbours and get a good
view, whereas Caroline would
rather live on the ground floor
as there would be fewer stairs to
climb and there is easy access to
the garden.
4 Both Emma and Caroline think
that safety is important and living
close to shops and amenities.
Caroline thinks it would be
good to live near a Tube station,
whereas Emma thinks that
would be noisy and so it would be
better to live a little way from the
Tube station.

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5 David thinks cities will be much
bigger and noisier. Emma thinks
more people may move out of
cities and work from home.
Emma thinks there will be more
cars but David thinks that people
might take more public transport.
Caroline thinks lots of people
will be using electric bikes. David
thinks the cities will be greener
with roof gardens.
Exercise 2
These expressions are heard in
this order on the video: 1 I think
the opposite [David 00:44] 2 That’s
a very good point [Caroline 01:09]
3 I agree [David 01:18] 4 That’s
true [Caroline 01:34] 5 There’s
something in that [David 01:46] 6
I’m not sure I(’d) agree with that
[Emma 02:07] 7 That’s a good point
[Caroline 02:12] 8 That’s right
[Caroline 02:24] 9 I think that’s true
up to a point [Emma 02:26]
Exercise 3
Suggested answers
First question: The best things
about my area are the shopping
centre, the skate park and the
public swimming pool.
Second question: I would improve
my area by making it more
accessible for disabled people. I
would also make sure there were
plenty of facilities for young people.
Exercise 4
1 right 2 point 3 in 4 true
5 extent 6 entirely 7 sure
8 opposite
Exercise 5
Page 43
USE OF ENGLISH
Exercise 1
Suggested answers
You can have a flower and
vegetable garden. It is a great
hobby and can help reduce stress.
Exercise 2
1 make 2 world 3 fan 4 take
5 multi-storey 6 trip 7 recent
8 access 9 make 10 see 11 partly
12 store 13 virtual 14 space
15 general 16 public 17 capital
18 point 19 block 20 factor
Exercise 3
Suggested answers
Green roofs (roofs with plants
on) can help with building and
city temperature, and reduce
electricity bills.They’re good for
the environment and can look
lovely too.
Exercise 4
1 B 2 D 3 B 4 A 5 A 6 C 7 B 8 D
Pages 44–45
WRITING
Exercise 1
Exercise 2
What is it
an example
of?
What
specific
example
is given?
example 1 big cities Dubai,
New York
example 2 life difficult
if high up
can’t open
a window
wide on a
hot day
example 3 problem with
technology/
electricity
power cut
example 4 skyscrapers
can be
dangerous
if in fire –
difficult to
escape
example 5 they’re
beautiful
works of art
New World
Trade
Center
Exercise 3
1 for 2 instance 3 of 4 such
5 like (Note: ‘such as’fits here, but
the rubric asks for one word)
Exercise 4
Exercise 5
Exercise 6
Exercise 7
Exercise 8
Exercise 9
PROGRESS CHECK
UNITS 3–4
Pages 46–47
Exercise 1
1 popularity 2 uncomfortable
3 openness 4 simplicity
5 creativity 6 originality
7 awareness 8 unbelievable
Exercise 2
1 ever 2 been 3 for 4 to
5 may/might/could/will
6 may/might/could/will
7 have 8 would
Exercise 3
1 good 2 go 3 make 4 find
5 telling 6 take
Exercise 4
1 set 2 come 3 check 4 head
5 dispose 6 have
Exercise 5
1 have 2 How 3 have/need to
4 doesn’t
5 couldn’t / could not / wasn’t / was
not able to / didn’t / didn’t know
how to / did not know how to
6 What 7 should
8 shouldn’t / should not / mustn’t /
must not / oughtn’t to / ought not to
9 aren’t 10 must/should 11 Who
12 has to / must
Exercise 6
1 Zara can’t/cannot/couldn’t / could
not be
2 no intention of moving
3 to take part in
4 disposing of
5 must be an
UNIT 5
Pages 48–49
READING
Exercise 1
1 On Saturday morning, I play
football with my club.Then I
usually hang out with my friends.
On Sunday, we always see my
grandparents.

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2 My ideal weekend would be to
go away to the mountains and
practise one of my favourite
hobbies, either walking in the
mountains or skiing.
Exercise 2
1 F 2 F 3 F
Exercise 3
1 Have you ever stopped to
wonder, though, exactly where it
originated? (the weekend)
2 And how is the concept going
to change? (the idea of the
weekend)
3 Their working lives were once
ruled by nature (people who left
the country to work in factories)
4 By the end of the century they
had managed to reduce the
working week to five and a half
days. (the campaigns for workers’
rights)
5 This meant that working people
could take an interest in hobbies
(the fact that the working week
was reduced to five and a half
days)
Exercise 4
1 D (The modern weekend took
shape during the Industrial
Revolution … their employers
demanded a different rhythm.)
2 A (They had managed to reduce
the working week to five and a
half days.)
3 B (… allowing his employees time
to purchase and enjoy the cars)
4 C (Technology enables more
people to … plan their own use
of time.)
5 A (Some people have
recommended a 21-hour working
week.)
Exercise 5
1 leisure activities
2 the Industrial Revolution
3 chill out 4 nine-to-five job
5 spring up 6 campaign
7 originated 8 the working week
Page 50
GRAMMAR 1
Grammar in context
a 3 b 2 c 1
Exercise 1
1 both 2 are you going to 3 both
4 ’m/am meeting 5 both 6 Shall
7 ’ll 8 finishes
Exercise 2
1 are you seeing / are you going to
see
2 sell
3 ’m/am not doing
4 are going / are going to go
5 Will you ask
6 does it open
Exercise 3
2 ’m/am going / ’m/am going to go
4 ’re/are visiting / ’re/are going to
visit
7 Will your cousin Rick be / Is your
cousin Rick going to be
10 ’s/is organising / ’s/is going to
organise
11 ’re/are having / ’re/are going to
have
Page 51
VOCABULARY
Exercise 1
Answers/Audioscript
Students should cross out: special
– we add -ise to special to form the
verb specialise and the adjective
specialised.
The other words are: activate,
affectionate, considerate, decorate,
desperate , equate, fortunate,
motivate, stimulate, evaluate
Exercise 2
1 considerate 2 decorate
3 fortunate 4 desperate 5 equate
6 motivates 7 affectionate
8 activate
Exercise 3
Answers/Audioscript
1 (b) I try not to let it get me down
when I have to work over the
weekend.
2 (c) When I don’t feel up to seeing
people, I just stay in my bedroom.
3 (f ) I hate it when people put
other people down just because
they want to play video games all
weekend!
4 (g) I hope that in the future, when
I look back on my teenage years, I
remember the fun times.
5 (a) I can’t believe my parents
let my sister off when she came
home really late last Saturday!
6 (d) Our boss is quite nice, but she
doesn’t stand for people talking
when they should be working.
7 (h) I’d been working so hard that
I started to drop off when we
went out at the weekend!
8 (e) It’s important to sort out any
problems before they grow into
something bigger.
Exercise 4
1 get me down: to get depressed
2 feel up to: feel that you are
physically/mentally healthy and
strong enough to do something
3 put (somebody) down: to criticise
someone, especially when other
people are present, in a way that
makes them feel stupid
4 look back on: think about a time
or event in the past
5 let off: to give someone little or no
punishment for something that
they did wrong
6 stand for: accept something that
someone does
7 drop off: start to sleep
8 sort out: to do what is necessary
to deal with a problem,
disagreement or difficult
situation successfully
Exercise 5
Answers/Audioscript
Computer hobbies: blogging,
DJing, online gaming,
programming, social networking
Sports hobbies: martial arts,
mountain biking, scuba diving,
yoga
Other hobbies: board games,
painting, photography
Exercise 5
Suggested answers
blogging: create, post, type, upload,
etc.

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DJing: choose, mix, play, spin, etc.
programming: add, enter, download,
upload, etc.
social networking: favourite, follow,
friend, like, etc.)
martial arts: fight, think, move,
react, etc.
mountain biking: crash, cycle,
exercise, race, etc.
scuba diving: breathe, explore, see,
swim, etc.
yoga: breathe, exercise, relax,
stretch, etc.
board games: compete, lose, play,
win, etc.
painting: draw, create, copy, paint,
etc.
photography: post, edit, take,
upload, etc.
Page 52
LISTENING
Exercise 1
Suggested answers
1 I belong to a mountain-climbing
club.We go up to the mountains
every month.
2 People like to get together with
other people who have the same
hobby because they can learn
from each other and they share
the same interests.
Exercise 2
1 principle (P) 2 point (P)
3 certain P 4 eye D
5 wavelength D
Exercise 3
1 A 2 A 3 B 4 B 5 A
Exercise 4
1 That’s true up to a point. But
there’s only so many hours in
the day and it’s hard to motivate
myself after a difficult day …
I’m sure you can do something if
you plan it a little.
2 I suggested we have the dinner
at that new Italian restaurant in
town, and that was about the only
time anybody saw eye to eye on
anything.
3 However, those people who have
already joined the leisure centre
have yet to be convinced that it will
be such a benefit.
4 Maybe a photography contest is
a better idea. We could charge
people to enter.
… OK, let’s speak to the other
members and see what they think.
5 For me, the only problem was
not feeling like I was on the same
wavelength as the others.
Page 53
GRAMMAR 2
Grammar in context
a 1, 2 b 2, 4 c 4 d 1, 3
Exercise 1
1 is shorter than
2 is cheaper than
3 is more expensive than
4 are smaller than
5 are bigger than
Exercise 2
1 the most fantastic 2 faster than
3 the least interesting 4 bad as
5 the greatest 6 more fun than
Exercise 3
Suggested answers
1 best 2 more 3 expensive
4 better/higher 5 less 6 harder
Page 54
SPEAKING
Exercise 1
Jordan would like to follow her
father’s example and become a
police officer. She would also like to
have a happy family and a healthy
life.
Drea would like to be a primary
school teacher and would like to
have a family and children.
Sophie would like to go to
university to perhaps do a PE
course, and continue doing
gymnastics.
Maisie is going to do a creative
writing course. She plans to go and
live in New York with a friend and
would like to become an author.
Exercise 2
1 My ambition is to … [Jordan
00:39] 2 in the future, I’d like to …
[Drea 00:56] 3 at some point
[Drea 01:07] 4 I’m hoping to …
[Sophie 01:28] 5 I’m not sure, but …
[Sophie 01:33] 6 I’d (really) love
to … [Maisie 01:37] 7 I’m looking
forward to … [Maisie 01:40] 8 We
are planning to …[Maisie 01:44]
Exercise 3
Suggested answer
I can see a young woman who
looks as if she might be working
as a building site supervisor or a
surveyor.The photo makes me feel
happy because the young woman
looks as if she is enjoying her job.
Yes, I would like to be like the
young person in the photo because
I think she has a good job. Her job
looks interesting.
Exercise 4
Exercise 5
Exercise 6
Exercise 7
Page 55
USE OF ENGLISH
Exercise 1
Exercise 2
1 at, to 2 at, at, before 3 off, to
4 in, on 5 since, until/till, at
6 out, with 7 in, at, up
8 After, on, from 9 out, up, at
10 since, up
Exercise 3
The three gaps that are part of a
phrasal verb are: 1 (chill out)
4 (sprung up) 6 (run out of)
Exercise 4
1 out 2 to 3 to 4 up 5 in 6 out
7 off/after 8 at
THINK | R
RESEARCH | CULTURE | LEARN | ME
Pages 56–57
WRITING
Exercise 1

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Exercise 2
The writer tries to get the reader’s
attention by asking rhetorical
questions (questions where you
don’t really expect an answer).
Exercise 3
Students should underline the
following reasons:
… their parents want to control all
their time.
… they want the best for you …
… in the future you will have to do
that without their help.
Exercise 4
That’s because, Because,The reason
for this is that
Exercise 5
Exercise 6
Exercise 7
Exercise 8
Exercise 9
UNIT 6
Pages 58–59
READING
Exercise 1
Exercise 2
1 support 2 pain
Exercise 3
1 high 2 little 3 healthy 4 hot
5 certain
Exercise 4
1 D (If I had a pound for every time
my mum stopped me leaving the
house with wet hair, I’d be rich.)
2 B (I’d say at least 15 or 20 minutes
would probably be enough.)
3 C (I believe it’s based on a
misunderstanding with the word
‘starve’ in the old days.)
4 A (I’ve heard of a study
which suggests it may reduce
inflammation, so it’s worth a try)
5 C (There was no difference in
terms of how many caught a cold.)
Page 60
GRAMMAR 1
Grammar in context
1 This is a first conditional.The
verb in the if clause is in a
present tense and the verb in
the result clause is future tense.
The first conditional is used to
talk about real or likely situations
now or in the future.
2 This is a second conditional
describing a hypothetical
situation in the present.The use
of the past simple in the if clause
tells us that the speaker doesn’t
actually have a pound (now)
for every occasion they heard
something (in the past).The use
of would (’d) tells us that they
aren’t actually rich.
3 This is a zero conditional,
presenting a real and possible
situation and result. It could
be talking about a general
situation or it could be talking
about a specific one-off situation
right now.
4 This is a zero conditional with
unless. Here, it’s not a scientific
fact, but an opinion about a
general truth. Unless here
means except if or if not: It’s
probably good advice except if
you’re vegetarian or vegan. / It’s
probably good advice if you aren’t
vegetarian or vegan.
Exercise 1
1 d 2 g 3 a 4 c 5 h 6 b 7 e 8 f
Exercise 2
1 take 2 won’t be 3 I’d
4 doesn’t feel / isn’t feeling
6 would
Exercise 3
1 you go swimming on a full
stomach, you might get cramp.
2 I drink more water, my headache
will stay/won’t go away.
3 gets enough sleep, she has a lot of
energy.
4 be weird if doctors believed most
old wives’tales.
5 eat carrots regularly, you’ll/you
have great eyesight.
6 take my advice, you’ll recover
very soon.
take my advice, you won’t recover
very soon.
take my advice, you’ll recover
very soon.
Page 61
VOCABULARY
Exercise 1
Answers/Audioscript
1 Do you think you might be
addicted to chocolate?
2 When would you advise against
going swimming?
3 Do you know any sayings that
date back to the old days?
4 Do you ever do anything that’s
based on an old wives’tale?
5 Do you know anyone who’s
allergic to penicillin?
6 Do you approve of people eating
crisps for breakfast?
7 What diseases do you think they
will have found a cure for by
2050?
8 If you had to get rid of one thing
from your diet, what would you
choose?
Exercise 2
1 addicted to: not able to stop
having (eating, drinking, etc.) or
doing
2 advise against: suggest not doing
something
3 date back to: from a specific time
in the past
4 based on: used specific ideas to
make a decision, plan, etc.
5 allergic to: be made ill by eating/
drinking/touching, etc.
6 approve of: agree with
7 cure for: something that makes an
ill person become healthy
8 get rid of: throw away, give away,
sell, etc.

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Exercise 3
Answers/Audioscript
adverb is adjective + -ly:
accidentally, anxiously, cheerfully,
currently, frequently, gradually,
hopefully, regularly, relatively,
shortly, surprisingly, traditionally
adverb is not just adjective + -ly
but ends with -ly: automatically,
basically, comfortably, daily, early,
easily, extraordinarily, happily,
remarkably, truly, unbelievably
adverb does not end with -ly: fast,
well
Exercise 4
Answers/Audioscript
1 Joe picked up a very hot pan that
was in the oven and there’s a
nasty burn on his hand.
2 I’ve felt ill for ten days. I think I
must have a virus.
3 40.1 degrees is a very high
temperature.You should go to the
doctor.
4 Anna cut her finger with a knife
in the kitchen. I think she needs
a plaster.
5 Lots of people catch flu in the
winter.
6 One of the symptoms of flu can
be a sore throat.
7 Max has got a headache and a
fever. I think he’s got flu.
8 Beatrice can’t walk very well. She
sprained her ankle playing tennis
today.
9 I’ve been sitting down all day and
now I’ve got a cramp in my leg.
10 You’ve got a bad cold so make
sure you wear some warm clothes
and take some tissues with you.
11 My eyes are sore and my skin is
red. I think I’ve got an allergy. It
must be your cats.
12 David had a nasty bruise on his
arm after he fell off his bike.
Page 62
LISTENING
Exercise 1
Suggested answers
We use a neutral tone and a rising
pitch towards the end of the
sentence to express worry.
We speak fast and use an
enthusiastic tone to express
happiness – the pitch goes up at
the end of the sentence.
We use a higher pitch and rising
intonation on time and home to
express surprise.
We use a falling intonation on time
and home and an irritated tone to
express anger.We usually speak
loudly when we are angry.
Exercise 2
1 positive 2 no 3 yes
Exercise 3
1 B 2 C 3 B 4 A 5 C
Exercise 4
1 I think I found out for sure what
the truth is, so I feel really good
about that.
2 Yes, and I’m totally addicted to it!
… it’s just absolutely fascinating.
3 … they got me thinking about the
human body and the things that
can affect it. I really appreciate
that …
4 It’s not exactly great advice, is it?
… that’s just a bit odd, isn’t it?
5 I’m off to visit my sister in
Cornwall tomorrow. I’m not quite
sure what to do now. Should I
cancel the trip …?
Page 63
GRAMMAR 2
Grammar in context
1 who 2 which/that 3 when/that
4 why/that
Exercise 1
Defining: sentences 2, 3 and 4.
Non-defining: sentence 1
Exercise 2
1 which/that 2 when/that
3 why/that 4 whose 5 where
6 whom
Exercise 3
1 Acupuncture, which is a
treatment using needles, is
becoming more popular.
3 Hypnosis, which involves putting
someone into a hypnotic state, is
only practised by a few doctors.
Exercise 4
1 which 2 which 3 who/that
4 whose 5 where 6 who/that
7 why 8 which
Page 64
SPEAKING
Exercises 1
1 Nicky likes fizzy drinks but
drinks water as fizzy drinks are
bad for your teeth.
Patrick prefers water. He doesn’t
drink fruit juice as it contains too
much sugar and he prefers eating
fruit.
David prefers fruit juice because
it’s more interesting than water
and counts as one of your five a
day (five fruits and vegetables
per day recommended by the
Health Service).
Rachel also prefers water as
it’s available everywhere and is
thirst-quenching.
2 Nicky prefers eating salad as it’s
fresh and light to eat.
Patrick prefers a sandwich as
he needs something filling after
going to the gym.
David is always eating `on the go’
so he prefers a sandwich because
you can take it with you.
Rachel prefers to eat a salad
because it’s healthier.
3 Nicky likes eating in but usually
takes her food out.
Patrick always eats out when he’s
on the go. He doesn’t like eating
in.
David prefers to eat in to be
away from the traffic noise and
pollution where it is peaceful and
quiet.
Rachel likes to eat in in the
winter, but prefers to eat out in
the summer.
4 Nicky, David and Patrick prefer
savoury snacks, but Patrick
also likes to have a sweet snack
occasionally. Rachel would
choose a sweet snack because
she likes baking and cakes.
Exercise 2
video: my preference would be …
[Nicky 00:30], I would (definitely)
rather … because [Patrick 00:36 /
David 00:46 / Rachel 00:53, / 02:01],

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the reason why … [David 01:25],
would prefer (not) to … [Patrick
00:42], because (of) … [Nicky 01:08]
Exercise 3
Exercise 4
1 for 2 for 3 than 4 over/to
5 (not) to
Exercise 5
1 c 2 e 3 a 4 d 5 b
Exercise 6
1 The positive thing about the
restaurant in the first picture
is that the food there is healthy
and good for you. However, the
food in the second picture might
be cheaper, and sometimes it’s
tastier.
2 The restaurant in the first picture
might be expensive and maybe
a bit boring.The food in the
restaurant in the second picture
is not good for your health.
3 The people in the first photos
look a if they feel happy and
relaxed. I think the people in
the second photo also look as if
they’re having a good time and
enjoying themselves.
4 My preference would be for the
restaurant in the first picture
because the food and drinks look
healthy and I would rather eat
food that’s good for me.
Exercise 7
Page 65
USE OF ENGLISH
Exercise 1
fast food: food that is prepared very
quickly and can be eaten on the
move
processed food: food that contains a
lot of additives and is not natural
fresh food: food that is not treated
and has nothing added to it
organic food: food that is prepared
in as natural a way as possible,
using natural ingredients and the
best growing or rearing methods
comfort food: food eaten to make
someone feel happier, safe, etc.
Exercise 2
1 adjective (e.g. incredible)
2 adverb (e.g. incredibly)
3 adverb (e.g. environmentally)
4 adjective (e.g. strange)
5 adverb (e.g. easily)
6 adverb (e.g. Amazingly)
7 adjective (e.g. hard)
8 adverb (e.g. slowly)
9 adjective (e.g. calm)
10 adverb (e.g. slowly)
Exercise 3
1 adverb 2 adverb 3 adjective
4 adjective 5 noun 6 adverb
7 adverb 8 adverb
Exercise 4
1 Remarkably 2 easily 3 scientific
4 healthy 5 strength 6 surprisingly
7 daily 8 truly
THINK | R
Pages 66–67
WRITING
Exercise 1
1 a 2 b 3 a
Exercise 2
Suggested answers
1 yes 2 yes
3 They used rhetorical devices such
as You know what it’s like. and But
do you know what the strangest
thing is? where you have to read
on to find out what they’re talking
about.They addressed the reader
directly (You know what it’s like.
and Think about smart snacking).
They used friendly informal
language (I’m sure it’s the kind of
thing you’ve heard your parents
say!). They had an interesting
idea to write about (a common
saying).
Exercise 3
1 the reader
2 no
3 It makes us want to read on to
find out what they are talking
about.
4 no (it’s a rhetorical question)
5 no
6 It makes us want to read on to
find out what they are talking
about.
Exercise 4
Exercise 5
Exercise 6
Exercise 7
Exercise 8
PROGRESS CHECK
UNITS 5–6
Pages 68–69
Exercise 1
1 fortunate 2 motivate 3 well
4 truly 5 extraordinarily
6 considerate
Exercise 2
1 is going to rain 2 will happen
3 am going to have 4 won’t see
5 Are you making
6 are you going to do
Exercise 3
1 which 2 when/that 3 whose
4 where 5 why/that 6 which/that
7 who 8 which 9 which 10 where
Exercise 4
1 most 2 than 3 even 4 best
5 further than
Exercise 5
1 c 2 e 3 a 4 d 5 f 6 b
Exercise 6
1 networking 2 to 3 of 4 against
5 for 6 medicine 7 to
Exercise 7
1 got rid of
2 complain if I was/were
3 the most considerate and caring
4 as long as
5 unless it has (got)
UNIT 7
Pages 70–71
READING
Exercise 1

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Exercise 2
1 before long, to begin with
2 in other words
3 as a result
4 apart from that
Exercise 3
Suggested answers:
1 next/then 2 what I mean is
3 consequently
4 in contrast to that
Exercise 4
apart from that: sentence E
before long: sentence C
in other words: sentence B
to begin with: sentence F
Exercise 5
1 F Students should think about
what the question word why is
referring to. Around the gap there
are things that got progressively
better over time (We’d quickly
got over that, though, and as time
went on, we’d become really good
friends …) which fits with the
negative start in option F To
begin with, she and I hadn’t hit it
off. It also fits grammatically, with
two examples of the past perfect.
2 B Students should identify
that these two sentences talk
about changes in appearance
that match to option B: I’d been
expecting her to look different
after ten years … The girl in the
photo was the same old Lauren
though.
3 G Students should identify that
stories about long lost friends
getting back in touch after years
apart and I had been thinking
about our friendship match
option G.
4 C Students should see Before
long and link this to the chain
of events in this paragraph. It
means soon here and it contrasts
with the long wait I waited for
what seemed like forever, and then
her reply came.
5 A Students should see As we
did that … and ask themselves
As they did what? The sentence
before the gap says they were
telling each other about the last
ten years, so that makes logical
sense.Then the sentences after
the gap explain the reasons why
friends are so special, which fits
well with the second clause in
option A I realised what it was
about our friendship that was so
precious.
6 E Apart from that, though, events
aren’t as important … introduces
a clause about how people don’t
really change despite the things
that happen in their lives.This
contrasts with the idea in the
previous sentence about major
life changes.The option is also a
good summary of the whole idea
of the text – the lesson she has
learnt (That’s what Lauren and I
learnt that day …) – so it fits well
in this concluding paragraph.
Exercise 6
1 a 2 b 3 b 4 a 5 a
T
Page 72
GRAMMAR 1
Grammar in context
In the first sentence, the writer
uses the past perfect to describe
an action that happened before the
main past time in the story.
In the second sentence, the writer
uses the past perfect continuous to
describe a situation continuing up
to a moment in the past.
Exercise 1
1 a 2 b 3 a 4 a 5 b 6 b
Exercise 2
1 waited, waiting
4 been dancing, had (been dancing)
6 been knowing, known
7 listen, been Listening
Exercise 3
1 had been crying
2 had been arguing
3 had happened
4 had forgotten
5 hadn’t bought
6 had done
7 hadn’t forgotten
8 had been joking
9 had got
Page 73
VOCABULARY
Exercise 1
Answers/Audioscript
I first met Nadia when she moved
in next door.We got on really well
straight away, started walking to
school together and soon made
friends.We would share all our
secrets and gossip about the boys
in our class. Even when we argued,
it never took long before one of us
would forgive the other one, and
when I was having some trouble at
school, I knew I could rely on Nadia
to help me get through it.
When we were both 18, we went to
different universities and then she
moved to Sweden and got married.
After that, we lost touch. But two
years ago, I got a friend request
from her on Facebook.
We started chatting online and she
confided in me that she sometimes
felt quite lonely in Sweden, so I
suggested visiting her. A few weeks
later, I flew to Stockholm to see
her. I really admired her for moving
abroad and learning a language,
which I knew wasn’t easy. I knew
she appreciated my visit but I was
just really pleased that I could
support her like she had done with
me. After all, it’s important to be
able to count on your friends.
Exercise 2
Answers/Audioscript
1 assistance 2 development
3 encouragement 4 existence
5 friendship 6 membership
7 partnership 8 performance
9 preference 10 relationship
Exercise 3
1 friendships/relationships
2 relationship/friendship
3 encouragement/assistance
4 assistance/encouragement
5 partnership
6 development

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Exercise 4
Answers/Audioscript
1 (f ) For me, my heroes are people
I look up to and admire, such as
my friend Josh, who has had a
difficult life.
2 (c) People tell me that I take after
my dad, but I think I’m more like
my mum.
3 (b) I decided to go round to my
friend’s house to see what she
was doing.
4 (d) It’s important to try to get
along with people, even if you’re
not close friends.
5 (g) Polly was ill, so we dropped in
to see her on our way home.
6 (a) If you want to make new
friends, you have to keep on
trying and you’ll find people you
like.
7 (h) Elena took her friend’s letter,
ripped it up and threw the pieces
onto the fire.
8 (e) When Daisy walked out of the
party, I ran after her to apologise
for what I had said.
Exercise 5
1 look up to: admire, respect, think
highly of
2 take after: look or act like a parent
or grandparent
3 b (go round to: visit)
4 get along with: have a good
relationship with
5 drop in: visit, often on the way to
somewhere else
6 keep on: continue
7 rip up: tear into pieces
8 run after: follow quickly
Page 74
LISTENING
Exercise 1
Exercise 2
1 c 2 b 3 f 4 e 5 a 6 d
Exercise 3
A It’s difficult for me to make new
friends. Difficult – not easy /
hard/complicated/tough. Make
new friends – meet new people /
get to know someone new.
B I’ve learnt to make friends
because we’ve moved a lot. Learn
– study / pick up / train. Move
a lot – change house/flat, travel
around / relocate.
C I made friends while we were
on holiday. Friends – mate/
colleague/pal/companion. On
holiday – go away / go abroad /
travel to another country.
D My friends usually introduce
me to other people. Introduce –
present / get together / meet.
E I feel more comfortable making
friends online. Comfortable –
easy/enjoyable/happy/relaxed.
F I follow the advice someone
once gave me. Advice – opinion/
encouragement/guidance/
instruction.
G My experience has made me
nervous around new people.
Nervous – anxious/quiet / not
confident / embarrassed/shy.
H I generally wait for the other
person to start a conversation.
Start a conversation – start
chatting / begin talking to
someone.
Exercises 4 & 5
Speaker 1 C (… it’s different when
I’m abroad … Last year, I met a
couple of girls from Italy … We spent
the whole two weeks together … It
was a shame when we all had to go
home … We’ve kept in touch …)
Speaker 2 E (I’m on one or two
social networking sites, and I’m
more relaxed there. I don’t know –
maybe it’s because I can’t see the
person I’m communicating with.)
Speaker 3 A (… I don’t really try to
make new friends very often. I find
it tough because I’m quite quiet and
don’t really know what to say.)
Speaker 4 G (… how difficult
it can be … I’ve had one or two
problems … I can get quite anxious
around people I don’t know. It began
when I tried to start a conversation
with someone on a train once.They
just ignored me, and I felt really
embarrassed.)
Speaker 5 B (My mum’s in the
army … she was sent all over the
place, and of course the rest of the
family … I’d often find myself in
a class of strangers, so I had to
either make new friends or be on my
own …)
THINK | R
Page 75
GRAMMAR 2
Grammar in context
1 even 2 despite 3 However
Exercise 1
1 arguing 2 even though 3 Despite
4 Although 5 despite 6 However
Exercise 2
Accept all correct answers,
including:
1 Although she doesn’t have many
friends, Grace is happy. / Grace is
happy although she doesn’t have
many friends.
2 Grace doesn’t have many friends.
However, she is happy. / Grace
doesn’t have many friends. She’s
happy, however.
3 Even though he is quite friendly,
Rob doesn’t get along with his
brother. / Rob doesn’t get along
with his brother even though he
is quite friendly.
4 In spite of being quite friendly,
Rob doesn’t get along with his
brother. / In spite of the fact that
he is quite friendly, Rob doesn’t
get along with his brother. / Rob
doesn’t get along with his brother
in spite of being quite friendly.
/ Rob doesn’t get along with his
brother in spite of the fact that he
is quite friendly.
Exercise 3
1 although / even though
2 However
3 Although / Even though
4 Despite / In spite of
5 despite / in spite of
6 However
Page 76
SPEAKING
Exercise 1
1 Darius thinks that the qualities
of a good friend are being
friendly and caring and being
there for you if you need them.

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Ally thinks that the qualities of a
good friend are being supportive
and trustworthy.
Jack thinks that the qualities of a
good friend are honesty and trust.
Tilly and Zoe agree that the
qualities of a good friend are
being generous and caring.
2 Ally says that having a good
sense of humour is really
important in a friendship because
if you’re having a bad day a
friend can cheer you up. Jack
and Zoe agree that having a good
sense of humour really helps in a
friendship.
Exercise 2
1 Are you saying that you think …?
[Tilly 02:17]
2 What do you mean when you
say …? [Darius 00:55]
3 Could you give me an example?
[Darius 01:14]
4 Do you mean that …? [Zoe 01:54]
5 Could you explain exactly what
you mean? [Ally 00:43]
6 Sorry, but I don’t really see your
point. [Jack 01:47]
Exercise 3
Exercise 4
Exercise 5
Exercise 6
Exercise 7
Page 77
USE OF ENGLISH
Exercise 1
Exercise 2
1 c 2 a 3 b 4 c 5 a 6 b
Exercise 3
1 Question 1 2 Question 4
Exercise 4
1 have/’ve never been to
2 you aware of
3 despite living many
4 that I had caused
5 spite of disagreeing
6 takes after his father
Pages 78–79
WRITING
Exercise 1
Exercise 2
Exercise 3
1 past perfect continuous: I had
been waiting …
The writer uses this tense to
describe an action continuing up
to a moment in the past.
2 past simple: … when I suddenly
realised …
describe a completed action in
the past.
3 past continuous: The train was
slowly leaving the platform, …
describe the background action
in a story.The action was in
progress, not completed.
4 present simple: It arrives at West
Station in …
The writer uses this tense in
direct speech to describe a
scheduled event.
5 past perfect simple: I had passed
West Station earlier, …
The writer uses this tense
to describe something that
happened before the main past
time of the story.
Exercise 4
Exercise 5
Exercise 6
Exercise 7
Exercise 8
Exercise 9
UNIT 8
Pages 80–81
READING
Exercise 1
Suggested answers
Problems you could have on the
way up and down: you could get lost,
the weather could change suddenly,
you could fall and injure yourself,
etc.
Things you should take with you:
compass, map, guidebook, flashlight,
batteries, ropes, a backpack, a
helmet, insulated clothing, hiking
boots, climbing harness, a mobile
phone, hat, gloves, axe, water bottles,
knife, camera, lighter, first aid kit,
etc.
Exercise 2
1 strenuous 2 visit it
3 to visit the movie locations
4 impressed
Exercise 4
1 B (Sir Edmund Hillary trained
here for his amazing 1953 Everest
climb.)
2 C (I tried to be happy for my
family’s sake, but I only relaxed
once we were back on the ground.)
3 D (… pack your winter clothing!)
4 A (I visited it as part of a school
project …)
5 C (Every time I looked down, I felt
dizzy, and as a result, I lost my
appetite.)
6 D (I had expected to see the huge
film sets but of course, they were
dismantled once filming had
finished.)
7 A (If you are interested in doing
the trail, book in advance as
there are limited places, avoid the
rainy season (October–April) and
consider taking tablets to deal with
the altitude.)
8 B (There are six main routes –
some more difficult than others …)
Exercise 5
1 the average level of the sea in
relation to the land
2 the height of a place or thing
above sea level
3 going up

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4 a very tall machine used for
lifting or moving heavy objects
and building tall buildings
5 the benefit or good of someone or
something
6 the scenery and props as
arranged for shooting a film
7 natural things such as trees, hills
and lakes that you can see in a
particular place
8 extremely impressive or beautiful
THINK | R
RESEARCH
Page 82
GRAMMAR 1
Grammar in context
1 are 2 been 3 is 4 were
Exercise 1
1 dozens of people are rescued
from the steep slopes
2 are usually taken to hospital by
helicopter / are usually taken by
helicopter to hospital
3 was carried up the mountain by
ponies / was carried by ponies up
the mountain
4 the path to the summit made
5 should only be climbed in the
spring and summer / should be
climbed only in the spring and
summer / should be climbed in
the spring and summer only
Exercise 2
1 by 2 of 3 with 4 as 5 in/with
6 by
Exercise 3
1 is/’s called
2 is/’s located
3 has never been reached / is never
reached
4 is often referred / has often been
referred
5 is considered
6 are usually attempted / have
usually been attempted
7 was first conquered
8 has been reached
9 have been killed / were killed
LEARN | ME
Page 83
VOCABULARY
Exercise 1
Answers/Audioscript
1 a volcano 2 a cliff 3 coast
4 a path 5 a slope 6 a summit
7 a valley 8 a mountain range
9 a waterfall 10 a stream
Exercise 2
1 stream 2 path 3 summit
4 slopes 5 cliff 6 coast
Exercise 3
Answers/Audioscript
1 Our arrival at the summit was
greeted with cheers.
2 Their departure from base camp
was delayed due to bad weather.
3 We’ve got no choice.We’ll have to
turn back.
4 I want everyone on their best
behaviour.
5 I loved her description of the view
from the top.
6 We’d better find a solution soon or
we’ll be stuck here all night.
7 There’s a huge variety of plants
and flowers on the lower slopes.
8 We need to make a decision about
our geography project.
9 I’ve come to the conclusion that
rock climbing isn’t for me.
10 You’ll notice a wide variation in
temperature from day to night.
Exercise 4
Answers/Audioscript
1 She warned me against going
rock climbing and abseiling.
2 She said: ‘Carol, what’s the
purpose of going all the way up,
just to come down again?’
3 But when Angie picked me up,
I actually felt optimistic about it
and thought we’d have a great
day.
4 What I was lacking in experience
I’d make up for with enthusiasm.
5 I wasn’t worried at all – I knew
the instructors specialised in
dealing with novices.
6 After we’d checked there was
nothing wrong with the way I’d
attached my harness, I started my
descent.
7 I didn’t realise you’ve got to
be careful not to crash into the
rock face as you go down, and
secondly that you can get stuck.
8 After I’d been hanging there for
several minutes – with no shelter
from the driving rain – I knew I
was in serious trouble.
Page 84
LISTENING
Exercise 1
Suggested answers
Environment, living conditions,
agriculture, percentage of Earth
that is mountainous, mountain
activities, mountains on other
planets, famous mountain ranges,
tourism, endangered animals,
national parks, hydroelectric
power, the origins of mighty rivers,
volcanoes, etc.
There are many other possibilities;
accept all other sensible
suggestions.
Exercise 2
1 tend 2 sense 3 seems 4 disagree
5 mind 6 ask 7 Personally 8 view
Exercise 3 and 4
1 climates
2 (different) scientific organisations
3 define
4 Europe and Asia / Asia and
Europe
5 complicated
6 (complete) (mountain) range
7 valley
8 21,000 / twenty-one thousand
metres
LEARN | ME
Page 85
GRAMMAR 2
Grammar in context
1 topic 2 mountains
3 geography, research
Exercise 1
1 is 2 was 3 were 4 ’s/is 5 amazes
6 look
Exercise 2
1 time 2 little 3 few 4 much
5 many 6 a few

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Exercise 3
1 – 2 a 3 the 4 the 5 – 6 the/an
7 – 8 – 9 the 10 – 11 the 12 a
13 the 14 an 15 –
Page 86
SPEAKING
Exercise 1
1 Emma and David mention
abseiling and water skiing.
Sureni and Aaron mention rock
climbing, abseiling and skiing.
2 Emma and David think water
skiing is the most dangerous,
expensive and fun to watch.
Sureni and Aaron think that
skiing is the most expensive and
the most exciting to watch, but
they think that rock climbing is
the most dangerous.
3 Students’own answers.
Exercise 2
These expressions are heard on
the video: as far as I’m concerned …
[Emma 00:50], I (don’t) agree with
(you) that [Emma 01:05 / Aaron
0:26], if you ask me … [David 00:41],
in my opinion … [Sureni 01:18],
Personally … [David 00:45]
Exercise 3
Exercise 4
1 In 2 tend 3 ask, don’t
4 concerned 5 say
Exercise 5
Exercise 6
Page 87
USE OF ENGLISH
Exercise 1
Exercise 2
1 depth 2 death 3 growth 4 length
5 strength 6 truth 7 warmth
8 width 9 youth
Exercise 3
positive noun
mature maturity
perfect perfection
possible possibility
responsible responsibility
negative noun
mature immaturity
perfect imperfection
possible impossibility
responsible irresponsibility
Exercise 4
1 death 2 choice 3 responsibility
4 behaviour 5 arrival 6 treatment
7 departure 8 description(s)
Pages 88–89
WRITING
Exercise 1
Exercise 2
Suggested answers
1 It was lovely to hear from you!
2 I’m glad you’re settling in well at
your new school.
3 So, your project on mountains
sounds interesting!
4 As you know, I live in the city …
5 … which is a 2-hour drive from
where I live.
6 We went there on a school trip
recently.
7 It’s great because it’s really high,
but there’s a railway up to the top
so you don’t have to spend hours
walking and climbing to get there.
The view is stunning – you can
see for miles.They have lots of
telescopes up there, so you can see
things far away in great detail.
8 There are loads of things you can
do there, including horse-riding,
rock climbing, mountain-biking
and even whitewater rafting.
9 We didn’t do anything like that on
our trip …
10 I hope that’s useful for you.
Exercise 3
1 informal 2 one 3 no
Exercise 4
Exercise 5
Exercise 6
Exercise 7
Exercise 8
PROGRESS CHECK
UNITS 7–8
Pages 90–91
Exercise 1
1 existence 2 relationships
3 friendship 4 encouragement
5 assistance 6 behaviour 7 choice
8 decision
Exercise 2
1 is 2 much 3 isn’t 4 number
5 few 6 was 7 are 8 a little
9 are 10 iron
Exercise 3
1 – 2 a 3 a 4 an 5 the 6 – 7 The
8 the 9 – 10 a
Exercise 4
1 d 2 b 3 g 4 e 5 f 6 c
Exercise 5
1 be given 2 has just been climbed
3 was built 4 are always checked
5 being rescued 6 to be given
Exercise 6
1 was given to us by
2 had been climbing for
3 warned you against taking
4 are lacking in experience
5 find a solution to
UNIT 9
Pages 92–93
READING
Exercise 1
Suggested answers
Musical instruments: clarinet,
cello, drums, double bass, flute,
French horn, (electric, bass) guitar,
(grand) piano, saxophone, trumpet,
violin, etc.
Different genres of music: classical,
disco, hip hop, electronic, funk, jazz,
pop, rap, reggae, rock, soul, etc.

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Exercise 2
Exercise 3
a 1 b 5 c 7 d 4 e 2 f 6 g 3
Exercise 4
a an opinion b Ruisi’s life
c Ludlow’s life d Ludlow’s opinion
e Ruisi’s opinion f the violin
g fact
Exercise 5
1 B Main ideas in this paragraph:
the orchestra (synonym =
ensemble) and the rare
instrument, the Stradivarius
or Strad. Pronoun reference =
He refers to the 18-year-old,
referring back to Roberto in
paragraph 1.
2 C Main idea in this paragraph:
biographical details about
Ludlow’s life in the past tense.
Key linker = After that.
3 G Main idea in this paragraph:
parallels between Ludlow’s and
Ruisi’s early life. Key linker = As
well as.
4 F Main idea in this paragraph:
the instrument. Pronoun
reference = It (the Strad).
5 A Main idea in this paragraph:
Ruisi talks about Ludlow and
playing the Strad. Key words =
To me.
6 D Main idea in this paragraph:
Ludlow Speaking about how
Ruisi is a more accomplished
violinist at the same age. Key
words = Robbie referring to
Roberto.
Exercise 6
1 on tour 2 veteran 3 high-profile
4 concert venues 5 composer
6 accomplished 7 applaud 8 fiddle
Page 94
GRAMMAR 1
Grammar in context
1 b 2 b
Exercise 1
1 was 2 that 3 thought 4 had
5 were 6 would 7 night 8 would
9 not 10 him 11 wouldn’t 12 him
Exercise 2
Suggested answers
1 sitting / that they sit right at the
front
2 to play a solo in the concert the
next/following day
3 breaking / having broken the
music stand
Exercise 3
Suggested answers
1 ‘I’ve never been to a better school
concert than the one last night,’
said Jim.
2 ‘Henry, what did you think of the
concert and did you enjoy it?’
asked Lucy.
3 ‘I’m really sorry I missed the
concert and/but (I promise) I’ll
come to the next one,’Lucy’s
mum told her.
Page 95
VOCABULARY
Exercise 1
Answers/Audioscript
1 c ‘as fit as a fiddle’means
‘healthy’
2 f ‘rings a bell’means ‘is familiar’
3 a ‘drum up some support for’
means ‘get people interested in’
4 d ‘face the music’means ‘accept
the criticism or punishment’
5 b ‘play it by ear’means ‘do
something without preparation’
6 e ‘changed his tune’means
‘changed an opinion or attitude’
7 h ‘blows her own trumpet’means
‘boasts, talks proudly about
oneself’
8 (g) ‘make a song and dance
about’means ‘complain about
something, make a fuss’
Exercise 2
Exercise 3
Answers/Audioscript
1 Lily said she was thinking of
going in for the school singing
competition.
2 After that, Ludlow went on to lead
orchestras at the Royal Opera
House and the English National
Opera.
3 Let’s put on an end-of-term
musical. It’ll be great fun!
4 Charlotte had to drop out of the
violin competition when she
broke her arm.
5 Max entered a piano competition
for teenagers but got knocked out
in the first round.
6 Are you sure you want to
organise the school concert? It’s a
huge amount of responsibility to
take on.
7 The school talent show’s coming
up again soon.What shall we do
this year?
8 I don’t want to give away any
secrets, but we’ve got a surprise
guest performing at the concert
tonight.
Exercise 4
Answers/Audioscript
1 accountant 2 applicant
3 assistant 4 attendant
5 consultant 6 contestant 7 cyclist
8 guitarist 9 journalist 10 optimist
11 participant 12 perfectionist
13 pianist 14 servant 15 specialist
16 violinist
Exercise 5
1 specialist 2 attendant
3 journalist 4 applicant 5 optimist
6 consultant /specialist
Page 96
LISTENING
Exercise 1
Exercise 2
A
Exercise 3
Suggested answers
Only note down key information
(content words not function
words, e.g. nouns not verbs and
adjectives), use of abbreviation
(e.g. mth for month).
Exercises 4 and 5
1 6/six months 2 surprised 3 voice
4 6.45 (a.m./am) / quarter to seven
5 sociable 6 screens 7 fear
8 out of tune
THINK | R

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Page 97
GRAMMAR 2
Grammar in context
If she’d just said Tell me your name
and address and Give me three
words that describe your character,
the interviewer wouldn’t have
made any grammatical mistakes.
She’d just have been more direct
and correspondingly less polite.
Exercise 1
1 know 2 wonder 3 grateful 4 like
5 Could
Exercise 2
1 I’d like you to tell us/me when
you first started playing.
2 I wonder (if you could tell us/me)
what you like and dislike about
being famous.
3 Could you tell us/me how you
travel around the country?
4 I’d like to know when your next
video is coming out./Do you know
when your next video is coming
out?
5 I’d be grateful if you could tell
us/me what your plans for the
future are. / are your plans for
the future.
Exercise 3
1 a 2 a 3 c 4 c 5 a
T
Page 98
SPEAKING
Exercise 1
Drea
The person is a musician playing
a keyboard
He/she is playing a keyboard
and might be performing to an
audience.
The person may be wearing a mask
because they could be shy and lack
confidence and want to create a
distance between themselves and
the audience.
Sophie
This is a person in a horse mask
playing a game on a laptop
or typing.
I think they are playing the piano
because they might be a musician.
They might be wearing a mask just
to be different or perhaps they are
playing a song about a horse.
Jordan
That could be a backpacker that
has decided to sit down and play
the keyboard.
They are playing the keyboard
to fellow backpackers during the
hike to perhaps cheer up the other
backpackers because they are tired.
They could be wearing the mask to
keep their ears warm because it’s
cold.
Maisie
It could be a musician playing on
the street.
They might be playing piano or
keyboard to entertain people
walking by on the street.
They could be wearing a mask
to look comical and make other
people laugh.
Exercise 2
1 It’s not totally clear, but one
possibility is that … [Drea 00:49]
2 This is a photo of … [Sophie
01:19] 3 It’s difficult to say, but …
[Sophie 01:57] 4 Perhaps/Maybe
[Sophie 02:01] 5 I’m not really sure,
but … [Jordan 02:43] 6 He/She/They
might be [Maisie 03:23]
Exercise 3
Exercise 4
1 clear 2 may/might/could
3 Perhaps/Maybe
4 option/possibility
5 could/might/may 6 difficult/hard
Exercise 5
Suggested answers
1 The people in the first picture
might be carol singers or
members of a singing group.The
people in the second picture
might be a group of friends or in
an organisation.
2 The people in both pictures
might be singing to raise money
for charity.
might be outside someone’s
house or a school. In the second
picture it looks as if the people
are out in the street.
might be feeling a bit nervous as
there aren’t many of them so if
they make a mistake, it would be
obvious.The people in the second
picture look as if they are feeling
happy or excited.
Exercise 6
Exercise 7
Page 99
USE OF ENGLISH
Exercise 1
Exercise 2
1 b 2 c 3 c 4 c 5 b 6 b 7 a 8 c
Exercise 3
1 and 7
Exercise 4
1 C 2 D 3 D 4 A 5 D 6 B 7 C 8 B
Pages 100–101
WRITING
Exercise 1
Exercise 2
1 Anyone looking for an exciting
film with loads of great songs
and an incredible cast, older
teenagers, people who like
musicals.
2 Younger teenagers and children,
people who don’t like musicals.
3 It’s exciting, has loads of great
songs, an incredible cast, it’s
based on the award-winning
stage musical, the cast, songs and
singing are fantastic, particularly
when Anne Hathaway sings
the most famous song from the
musical, I Dreamed A Dream.
4 Are you looking for …If you are …,
exciting, great, incredible, It isn’t
difficult to see why!, fantastic, I
would definitely recommend …, if
you do, you won’t be disappointed!

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Exercise 3
Exercise 4
Exercise 5
Exercise 6
Exercise 7
UNIT 10
Pages 102–103
READING
Exercise 1
Exercise 2
1 urban 2 typical 3 battling
4 organisers 5 route
Exercise 3
Suggested answers
1 mild
2 because it’s on snow and ice at
–20 °C
3 strong winds (from the South
Pole)
4 Don’t expect to run your quickest
time.
5 penguins or crowds cheering you
Exercise 4
The idea is expressed in these
sentences: But it’s far from a typical
marathon, with runners often
battling strong winds from the South
Pole. As the organisers state,‘Don’t
expect to run your quickest time. …’
Runners is a synonym for entrants
and Don’t expect to run your
quickest time is a synonym for
breaking their personal marathon
time record.Therefore the answer
is: (battling) (strong) winds.
Exercise 5
Suggested answers
1 (battling) (strong) winds
(But it’s far from a typical
marathon, with runners often
battling strong winds from the
South Pole. As the organisers
state: ‘Don’t expect to run your
quickest time …’)
2 crowds (cheering)
(Also, forget about penguins or
crowds cheering you along the
route – no penguins live this far
south.)
3 a fleece (layer)
(They suggest three layers for
the upper body: a thermal layer,
then a fleece layer underneath a
windproof jacket.)
4 approach companies (and
organisations) (for sponsorship)
(The organisers are very aware
that it’s too expensive for most
people, so they encourage potential
entrants who haven’t got enough
money to approach companies and
organisations for sponsorship.)
5 the toughest of athletes
(… then you might be interested
in the 100 km ‘ultra race’ held a
couple of months later, in January.
As the organisers say, this ultra-
marathon challenge is reserved for
only the toughest athletes.)
THINK | R
RESEARCH
Page 104
GRAMMAR 1
Grammar in context
1 so 2 such, that 3 too 4 enough
5 much
Exercise 1
1 so 2 such a 3 too, such 4 so
5 enough 6 such a lot of 7 such
8 too much
Exercise 2
1 too 2 to 3 enough/much 4 so
5 so 6 that 7 such 8 that
9 enough 10 for
Page 105
VOCABULARY
Exercise 1
Answers/Audioscript
1 sponsor: a person who gives
money to an event or a person
taking part in an event
2 participant: a competitor, entrant,
person taking part
3 supporters: the people who watch
a sporting event
4 medic: a person who gives
medical help or treatment
5 leader: the person at the front of
a race
6 winner: the person/team who
comes first in a race or event
7 referee: the person in some
sports who makes sure players
obey the rules
8 fundraiser: a person who
organises an event to collect
money for charity
9 captain: the player who is in
charge of a sports team
10 coach: the person who trains a
sports person or team
Exercise 2
The other words are: competitor, an
entrant, player, players, team
Exercise 3
Answers/Audioscript
adjective deep noun depth verb
deepen
adjective high noun height,
highness verb heighten
adjective large noun largeness
verb enlarge
adjective long noun length verb
lengthen
adjective low noun low, lowness
verb lower
adjective strong noun strength
verb strengthen
adjective wide noun width verb
widen
Exercise 4
1 height 2 strengthen 3 enlarge
4 length
Exercise 5
Answers/Audioscript
1 Emma ran a mile when Bob
asked her to help him with his
homework!
2 Elaine hit the ground running
when she moved to a new school
and immediately made some
friends.
3 We’re so busy at work this week –
I’m run off my feet.
4 The car’s been in the garage for
months, so it’ll be good to get it up
and running again.

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5 We’ve been running around in
circles trying to decide what to do
the project on.
6 The first day of the course went
well. In fact, I’d say we got off to a
running start.
7 By not revising, you’re really
running the risk of failing the test.
8 Phil wants to record ten songs
and hasn’t even written one yet.
He’s trying to run before he can
walk!
Exercise 6
Suggested answers
run a mile: do anything to avoid
doing something
hit the ground running: immediately
work very hard and be successful
at the start of an activity
be run off your feet: be worked very
hard
up and running: working again
run around in circles: to waste time
in aimless activity, doing the same
thing over again
get off to a running start: have an
initial advantage when starting
something new
run the risk of: be in a situation in
which something bad could happen
try to run before you can walk: try
to do something difficult before
you’ve learnt the basic skills
Page 106
LISTENING
Exercise 1
Suggested answers
1 running in a fun run or race
2 to raise money for charity / to
have fun
3 they look like they’re having a
great time / having fun / enjoying
themselves
Exercise 2
1 T 2 F 3 T
Exercise 3
1 doing my homework
2 watching TV
3 often go
Exercise 4
1 C (I was doing my homework in
the kitchen after school, and my
dad was watching TV in the living
room. An item came on the local
news about the park where my
friends and I often go after school.)
Exercise 5
1 C (I was doing my homework in
the kitchen … An item came on the
local news about the park where
my friends and I often go after
school.)
2 B (If we hadn’t had the playground
to play in, we would have been
very bored. Kids need somewhere
like that.)
3 A (… but the idea that they
wouldn’t replace them … well, we
didn’t agree with that …)
4 A (… my grandma sponsored me
5 euros per kilometre …)
5 A (We did better than that,
actually. We needed 6,000.The
final total was €6,745 …)
Page 107
GRAMMAR 2
Grammar in context
1 Yes 2 No
Exercise 1
1 had/’d trained, have improved
2 would/could / might have
finished, had not / hadn’t fallen
3 would/could / might have been
cancelled, had not / hadn’t been
4 have participated, had cost
5 had not / hadn’t taken place,
wouldn’t/couldn’t / might not
have taken part
6 had / ‘d drunk, wouldn’t have
been
Exercise 2
1 If Layla hadn’t fallen over during
the race, she wouldn’t have hurt
her leg. / Layla wouldn’t have
hurt her leg if she hadn’t fallen
over during the race.
2 Oliver would have won the race
if he had entered. / If he had
entered, Oliver would have won
the race.
3 If I had had my trainers, I would
have run. / I would have run if I
had had my trainers.
4 If we hadn’t forgotten our tickets,
we could have gone in. / We could
have gone in if we hadn’t
forgotten our tickets.
5 I wouldn’t have got fit quickly if I
hadn’t joined a gym. / If I hadn’t
joined a gym, I wouldn’t have got
fit quickly.
6 If I hadn’t lost my shoes, I
wouldn’t have been late getting to
the starting line. / I wouldn’t have
been late getting to the starting
line if I hadn’t lost my shoes.
Exercise 3
Suggested answers
1 If Mo’s father hadn’t met his
mother on holiday, Mo wouldn’t
have been born.
2 Mo might not have learned/learnt
English if he hadn’t moved to
England.
3 If his teacher hadn’t recognised
his talent, Mo might not have
focused/focussed on running.
4 He might not have won a
European title if he hadn’t won
national titles first.
5 If he had run faster in the Beijing
Olympics, he might have reached
the final.
T
Page 108
SPEAKING
Exercise 1
1 Darius ran a 5K race a long
time ago. Zoe has never run
in a marathon but she used to
run in cross-country at school.
Ally hasn’t; she only does short
distance running. Tilly regularly
runs in 5K races with a local
running club that she belongs to.
2 Darius ran one race dressed as a
giant banana, but he didn’t really
enjoy it. Zoe and Ally have never
run in fancy dress but would
like to try. Tilly has never run
in fancy dress and wouldn’t like
to - she prefers running in her
running gear.
3 Zoe and Ally haven’t taken part
in any other sports competitions,
but Darius plays on the school
rugby team and Tilly takes part
in triathlons.

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Exercise 2
1 To be honest, if you asked …
[Darius 00:43]
2 No, but it sounds like fun.
[Zoe 01:07]
3 It’s funny you should say that,
because … [Ally 01:32]
4 Actually, we haven’t. I prefer …
[Tilly 01:58]
5 Sadly no. I’d like to though.
[Zoe 01:13]
6 I ran one race dressed as a
giant banana, if that counts.
[Darius 00:37]
Exercise 3
Exercise 4
Exercise 5
Page 109
USE OF ENGLISH
Exercise 1
Exercise 2
1 2nd/second 2 3rd/third 3 zero
4 1st/first
Exercise 3
1 d 2 a 3 b 4 c
Exercise 4
Questions 3, 4 and 6 test
conditionals.
Exercise 5
1 was such a successful marathon
2 is the depth of
3 if he hadn’t / had not run
4 enough money to enter
5 you run the risk of
6 if we hadn’t / had not been
THINK | R
RESEARCH
Pages 110–111
WRITING
Exercise 1
Exercise 2
Exercise 3
Suggested answers
1 Becky takes part in a race but
pulls out to help someone who’s
had an accident.
2 Yes, it’s a good short story
because it engages the reader,
makes you want to read on, the
plot has an element of excitement
(the excitement of the beginning
of the race, the excitement of
how she’s going to handle the
situation with Greg), and it
concludes in a satisfying way.
3 It’s about right. Any more
complicated, and you won’t come
to a satisfying conclusion within
the world limit. Any simpler, and
it will seem too simplistic.
4 These things are unexplained:
how far they’re running,
where exactly they are, what
their relationship is (friends?
colleagues?), why Becky didn’t
like Greg very much, how old
they are (adults? teenagers?),
whether there’s a prize, how Greg
had his accident, how they will
react to Becky’s decision, etc
5 It makes the story better as it
encourages the reader to use
their imagination.
6 It is appropriate, but maybe a
little boring and predictable.
7 It’s satisfying. One criticism might
be that it’s a little clichéd and
predictable.
Exercise 4
Exercise 5
Exercise 6
Exercise 7
Exercise 8
PROGRESS CHECK
UNITS 9–10
Pages 112–113
Exercise 1
1 applicant 2 perfectionist
3 length 4 pianist 5 violinist
6 widen 7 accomplished
8 specialists
Exercise 2
1 on 2 out 3 off 4 out 5 on
6 round/up 7 on/off 8 away
Exercise 3
1 veteran 2 participant
3 composer 4 fiddle 5 winner
6 referee 7 venues 8 sponsor
9 applaud 10 medic
Exercise 4
1 had/’d known, have/’ve invited
2 have learnt/learned, had/’d had
3 had/’d trained, have/’ve done
4 have/’ve been, had taken
Exercise 5
1 knowing – know
2 is the nearest police station – the
nearest police station is
3 you tell me – you could tell me
4 I like – I would like / I’d like
5 can I – I can
6 you could – if you could
Exercise 6
1 as fit as a fiddle
2 would have come to
3 go in for
4 denied breaking Ed’s
5 rings a bell
UNIT 11
Pages 114–115
READING
Exercise 1
Suggested answers
1 & 2 Students’own answers
3 baby-sitting, part-time shop
work, part-time waiting on tables,
dog-walking, etc.
Exercise 2
Suggested answers
2 I said I was sorry for what I’d
done wrong lots of times.
3 They told me I’d have to pay some
money because of my mistake.
4 I was working there in the school
holidays.
5 I was told to say some simple
facts again by my boss.
6 By mistake, I showed her
something that she wasn’t
supposed to see.

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7 I looked at the text several times
and thought it was correct.
8 Even today I frequently ask
myself why I did that.
Exercise 3
1 (just) before university
2 pick … up 3 slight 4 wages
5 devastated 6 relief
Exercise 4
1 biggest 2 in a hurry 3 (to) sack
4 ✗ 5 ✗ 6 shortly
Exercise 5
1 B (it had cost the company a large
amount of money)
2 D (I kept calling them to tell them
how sorry I was.)
3 A (told me it was going to cost me
my whole wages that summer.)
4 A (I was working in my dad’s
garage for the summer just before
university.)
5 C (he made me repeat them to
him twice, just to be sure I’d got it
right!)
6 B (I … sent it to the client’s main
competitor instead!)
7 C (I’d read the letter so many
times …)
8 D (I still have nightmares over
this.)
T
Page 116
GRAMMAR 1
Grammar in context
1 can’t:We use can’t + perfect
infinitive when we feel sure
something didn’t happen in the
past.
2 must:We use must + perfect
infinitive when we feel sure
about something in the past.
3 might:We use might + perfect
infinitive when we are unsure
about something in the past.
4 should:We use should + perfect
infinitive to criticise our past
actions.
Exercise 1
1 couldn’t 2 could/may 3 ought to
4 ought to; sentence
5 can’t be changed
Exercise 2
1 no 2 yes 3 no 4 yes 5 yes 6 yes
7 yes 8 yes
Exercise 3
Suggested answers
1 needn’t have (gone) (to the office)
2 can’t/couldn’t have seen Sophie
yesterday
3 ought to have come back from
her business trip
4 might have made some people
redundant
5 should have asked for help
6 may have been interviewing job
applicants
7 could have fired Amelia
8 ought to have called the office
Page 117
VOCABULARY
Exercise 1
Answers/Audioscript
nouns with -er: adviser, builder,
lecturer, manager, newsreader,
presenter, producer, reporter
nouns with -or: actor,
administrator, advisor,
commentator, conductor, counsellor,
director, editor, inspector, inventor,
operator, sailor, supervisor
The word that goes in both
columns is adviser (advisor).
Exercise 2
1 lecturer 2 conductor 3 operator
4 actor 5 builder
Exercise 3
Answers/Audioscript
1 Our local bookshop was recently
taken over by a large chain
2 Mr Hedges is ill, so he’s asked me
to stand in for him at tomorrow’s
meeting.
3 Hello, could you put me through
to whoever’s responsible for
customer complaints?
4 I find it impossible to get through
the working day without some
chocolate!
5 It’s very hard to get by on such
low wages.
6 Dan, a problem’s come up with
a customer and I need to talk to
you about it.
7 Our manager asked us to put
forward any ideas or suggestions
we had.
8 She didn’t like my idea at first,
but apparently she’s coming
round to it now.
Exercise 4
Suggested answers
1 If one business takes over
another, it buys it and takes
control of it.
2 If you stand in for someone, you
replace them temporarily and
represent them.
3 If a receptionist puts you through
to someone, they connect you
using a phone network.
4 If you get through a situation, you
successfully get to the end of it.
5 If you can get by, you can survive
(often in terms of money, food,
etc).
6 If a problem comes up, it arises,
appears or happens.
7 If you put forward an idea/
suggestion/etc, you suggest it.
8 If you come round to an idea, you
start to like and value it, or end
up liking it after not liking it at
first.
Exercise 5
Answers/Audioscript
1 told to leave a job: given the sack
2 for a limited period of time:
temporary
3 money paid for work, usually
based on hours/days worked:
wages
4 jobs available: vacancies
5 periods of work time: shifts
6 without a job: unemployed
7 regular amount of money paid
for work, usually paid monthly:
salary
8 be without a job because the job
didn’t exist anymore: was made
redundant
9 about 35 hours a week or more:
full-time
10 continuing without stopping
or happening for a long time:
permanent
11 less than about 35 hours a week:
part-time
12 extra hours worked: overtime

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Page 118
LISTENING
Exercise 1
too much work/responsibility, not
being trusted, not paid enough,
bad relationships with boss/
colleagues, long time to commute
to/from work, get bored/tired,
mistakes have consequences, lack
of promotion, stress, etc.
Exercise 2
1 delighted 2 stressed 3 angry
4 guilty 5 confident
Exercise 3
Exercises 4 & 5
Speaker 1 E (… but some situations
make me uncomfortable … In the
end, I was nervous and didn’t really
do a good job on the day …)
Speaker 2 G (I was devastated
when I saw what she’d written … it’s
eating me up inside. It’s horrible!)
Speaker 3 A (So, what I’m getting
at is that I think it’s time they gave
me quite a bit of a pay rise to reflect
what I do for them.)
Speaker 4 D (He makes things up
that aren’t true, blames me for work
he hasn’t done, that kind of thing … I
just want it to stop.)
Speaker 5 B (… but my boss won’t
seem to consider it – even though
he’s implementing other people’s
ideas. It’s like I’m invisible and he
just isn’t hearing my input.)
T
Page 119
GRAMMAR 2
Grammar in context
1 F 2 T
Exercise 1
3 have decorated my room – have
my room decorated
5 stole – stolen
6 do – done
8 having delivered something –
having something delivered
Exercise 2
Suggested answers
You can have your car repaired.
You can have your house broken
into.
You can have your living room
decorated.
You can have your nose pierced.
You can have your photograph
taken.
You can have a program installed.
You can have your windows
cleaned.
Exercise 3
1 having/getting it checked by
2 having/getting a/your photo
taken
3 have/get it printed by
4 get a friend to give
5 get someone to video
6 having/getting your hair done
Page 120
SPEAKING
Exercise 1
Emma doesn’t talk about the
similarities, she only talks about
the differences.When she talks
about them both enjoying their
final presentation – that is in
answer to the question: ‘say what
you think the people enjoy about
doing their job’. Not part of the
answer to comparing the photos.
Sureni only says what one person
enjoys about their job: the chef.
Aaron doesn’t compare the
pictures at all; he describes each
one separately. However, he does
answer the question.
Keith answers the question
completely. He compares the
pictures, talking about the
similarities and differences and
he answers the question. Emma
only talks about differences – she
doesn’t talk about similarities.
Therefore she doesn’t answer the
question completely
Exercise 2
Phrases used to organise (O)
A final observation is that … [Aaron
00:50], and not forgetting the
question … [Sureni 02:30], My first
observation is that … [Aaron 00:41],
to begin with … [Keith 02:42]
Phrases used to compare (C)
The key difference between the
photos is … [Emma 01:22],The two
photos differ in so far as … [Sureni
02:22], they have more things in
common than differences. [Keith
02:53]
Exercise 3
Exercise 4
The correct order is: C A B
Exercise 5
Suggested answers
1 Both people have to prepare
for work and they both speak
in front of a lot of other people
- the teacher talks to a class of
students and the news reader
talks to thousands or millions of
people on television.
2 The teacher has been able to
prepare his lesson beforehand
but the news reader has to
present the news as it happens
and may not know what she is
going to say until just before
appearing on TV
.The teacher
is in a classroom and the news
reader is in a TV studio.
3 The students may ask unexpected
questions or they may get bored.
The teacher needs to keep the
students interested in the lesson.
4 The news reader might have to
read very sad or upsetting news.
The news reader must speak
clearly and not make mistakes.
She might feel nervous.
Exercise 6
Page 121
USE OF ENGLISH
Exercise 1
Exercise 2
1 put 2 get 3 up 4 come 5 for
6 get 7 off 8 taken
Exercise 3
Gaps 2, 3, 5 and 7

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Exercise 4
1 C 2 C 3 B 4 A 5 A 6 B 7 A 8 B
T
Pages 122–123
WRITING
Exercise 1
Exercise 2
1 student 2 expects and values
3 a formal 4 polite 5 serious 6 has
7 appropriate 8 know
Exercise 3
Suggested answers
1 Hi Sam, Bye for now!, Dave
(i.e. first name only)
2 Thanks, you got, really cool, hope
I get, Lots of, Anyway, how it goes
3 you’re, I think that’s, don’t, I’d,
don’t you?, And don’t, they’re,
you’re
Exercise 4
Task
A
Task
B
1 Your letter/email
will be informal.
✓
2 You know the
name of the
person you are
writing to.
✓ ✓
3 You only have
to write one
paragraph.
4 You should
recommend a
person, explaining
why.
✓
5 You should give
advice, expressing
your opinion.
✓
6 You will need
to use your
imagination to
come up with
ideas.
✓ ✓
Exercise 5
Exercise 6
Exercise 7
UNIT 12
Pages 124–125
READING
Exercise 1
Exercise 2
Suggested answers
Figures from history: Gandhi,
John Lennon, Martin Luther
King Jr., Rosa Parks, Abraham
Lincoln, Aung San Suu Kyi, Mother
Theresa, etc.
Characters in a film/book:
Batman, Sherlock Holmes, Mulan,
Jane Eyre, Katniss Everdeen, Bilbo
Baggins, etc.
Exercise 3
1 They might include famous people
from the worlds of sport and
entertainment who we see as role
models. We might also admire the
achievements of great leaders or
figures from history.
2 For instance, in Britain, the state
awards honours to people twice
each year, at New Year and on the
monarch’s … official birthday.
3 You might expect that public
figures like MPs would appear on
the Honours List …
4 It’s a little more surprising,
perhaps, to see charity workers
and volunteers also being
honoured.
5 The person may receive an
honour such as an MBE (Member
of the British Empire), an OBE
(Order of the British Empire)
or a knighthood, an honour that
allows them to use the title ‘Sir’.
The equivalent honour for women
allows them to use the title ‘Dame’.
6 Another is Maria Hanson, who
recently received an MBE for her
charity work.
Exercise 4
1 include 2 instance 3 like 4 as
5 example
Exercise 5
1 T, We think of them …
2 T, A list is announced …
3 F, If you believe someone …
4 F, The person may receive …
5 F
, Since 2006, she has …
6 F
, Maria and Gbolahan are …
Exercise 6
1 heroines (female heroes)
2 role models (people who are
examples of good behaviour)
3 achievements (important things a
person has done)
4 everyday (ordinary, usual)
5 all walks of life (of all different
kinds and occupations)
6 nominate (suggest someone for a
position, award, etc)
7 deserves (if you deserve
something, it is right that you
get it)
8 community (the people who live
in an area)
Page 126
GRAMMAR 1
Grammar in context
1 b 2 c 3 a
Exercise 1
1 will be travelling
2 will have been working
3 will have left
4 will be going
5 Will you have finished
6 will you be doing
Exercise 2
1 will have been doing
2 should/will have finished
3 will have been announced
4 will have been waiting for
5 will (still) be sleeping
6 may/will have gone out
Exercise 3
1 ‘ll/will have been helping
2 ‘ll/will have handed
3 ‘ll/will be doing
4 ‘ll/will have travelled
5 ‘ll/will have been living
6 ‘ll/will be exploring
Page 127
VOCABULARY
Exercise 1
Answers/Audioscript
Students should cross out friend –
we add -ship to friend to form the
noun friendship.

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The other words are: capitalism,
criticism, favouritism, heroism,
idealism, racism, tourism,
vegetarianism
Exercise 2
1 heroism 2 racism
3 vegetarianism 4 favouritism
5 tourism 6 criticism
Exercise 3
1 egotism: a feeling of being more
important than other people
2 sexism: the belief that men
and women should be treated
differently, e.g. with regard to jobs
3 magnetism: the ability to attract
and interest people
4 escapism: something exciting that
helps you forget about real life
and its problems
and Students’own answers
Exercise 4
Answers/Audioscript
1 When Oscar got an OBE, it
really made him proud of his
achievements.
2 We should all do our duty and
help those less fortunate than
ourselves.
3 Local heroes can really make a
difference to their community.
4 You should try to do good in the
world and not worry about the
rewards.
5 Stop making excuses and start
trying to follow your role models.
6 Helping others makes sense
because one day you might need
help too.
7 It certainly won’t do you any harm
to volunteer at the food bank
from time to time.
8 Lily believes she’s doing the right
thing by supporting her local
charity.
Exercise 5
Suggested answers
1 make (somebody) proud: do
something good that makes
people who know you proud
2 do (your) duty: do jobs, tasks, etc.
that are expected of you
3 make a difference: have an
important/good effect on
something
4 do good: do nice, helpful, positive
things, often that help others
5 make excuses: explain why you
did something bad or did not do
something you should have done
6 make sense: be practical and
sensible
7 not do (you) harm: used to say
what you think someone should
do
8 do the right thing: do the correct/
best/proper thing
Exercise 6
Answers/Audioscript
1 Someone who is popular has lots
of friends.
Someone who is famous well-
known and may appear on TV
,
etc.
2 Someone who is unknown is not
a famous person.
Someone who is infamous is
well-known for a negative reason.
3 Someone who is sympathetic
is good at Listening to and
understanding other people’s
problems.
Someone who is likeable has an
attractive personality.
4 Someone who is polite uses
language that shows respect,
such as ‘please’and ‘thank you’.
Someone who is kind does nice
things to help other people.
5 Someone who is ordinary is an
everyday person, not unusual in
any way.
Someone who is typical of a sort
of person is a good example of
that sort of person.
6 Someone who is caring is kind,
helpful and sympathetic.
Someone who is careful thinks
about what they are doing to
avoid making mistakes.
7 Someone who is sensible does
things in a reasonable and
practical way.
Someone who is sensitive does
things in a caring way that is
considerate of others.
LEARN | ME
Page 128
LISTENING
Exercise 1
Exercise 2
Question 1:
Sentence 1 C
Sentence 2 A
Sentence 3 B
Question 2:
Sentence 1 C
Sentence 2 A
Sentence 3 B
Exercises 3 & 4
1 A (I thought only real heroes like
firefighters got awards.)
2 A (… it would be the fact that it
can take up a lot of time … If only
there were more hours in a day!)
3 A (Well, I’d never met anyone who
was homeless until a man, Jake,
came to our school and gave a
talk … he suggested emailing the
charity.)
4 B (They’re everyday people who
listen to others and care about
their problems …)
5 B (… find a charity that is close to
your heart, one you feel strongly
about.)
THINK | R
Page 129
GRAMMAR 2
Grammar in context
1 introduced 2 were 3 wanted
Exercise 1
1 unless 2 Suppose/Imagine
3 Imagine 4 What 5 about 6 wish
7 rather 8 Did
Exercise 2
1 time they gave Mrs Jennings an
award
2 I could help (but I can’t)
3 came on Thursday rather than
Friday this week
4 if you would sponsor me for the
charity bike ride
5 ‘d/had been to the local animal
rescue centre, you’d know about
the great work they do
Exercise 3
1 thought / were thinking
2 didn’t take 3 had 4 found
5 knew 6 trusted 7 did

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Page 130
SPEAKING
Exercise 1
Which heroes are mentioned?
Patrick’s hero is the former
manager of Manchester United
football team, Sir Alex Ferguson.
Nicky’s hero is her sister and
Rachel’s hero is her mum.
David’s hero is his best friend
Michael, who was also best man at
his wedding.
Famous person or everyday hero?
There are mostly everyday heroes.
Only Patrick mentions a famous
person and the other three
speakers mention everyday heroes.
Qualities of a hero
Being successful and an expert
in their job and inspiring other
people to succeed / having lots
of energy / being able to do a job
(well) and bring up a family /
coping with illness and physical
problems (being in a wheelchair)
while taking care of children and
living a happy life / being kind and
considerate, good fun and a good
friend.
Exercise 2
1 Shall we start with this one?
[Patrick 00:11]
2 Do you think we should go
for …? [Rachel 02:30]
3 Shall we move on to …? [David
02:02]
4 Should we consider …? [Nicky
00:32]
5 Do you agree that our first choice
should be …? [Rachel 01:56]
6 It looks as (if) though we agree
that we should choose … [Patrick
01:05]
7 I suggest our final choice should
be … [Nicky 01:19]
Exercise 3
Exercise 4
Exercise 5
Page 131
USE OF ENGLISH
Exercise 1
Exercise 2
1 were 2 had been 3 does 4 is
5 has 6 was, be
Exercise 3
1 made A 2 had A 3 one M
4 making A 5 he M 6 make A
Exercise 4
Gap 8
Exercise 5
1 made 2 was 3 would 4 been
5 be 6 were 7 have 8 their
T
Pages 132–133
WRITING
Exercise 1
Exercise 2
1 reason 2 Because
3 Therefore/Consequently/So
4 so/therefore
Exercise 3
Suggested answers
1 because they sometimes put their
own lives at risk (and help people
who are in trouble every day)
2 because they give up their free
time to help other people
3 because they improve people’s
lives and make the world better
4 because he/she believes the most
important quality is being selfless
rather than selfish
Exercise 4
Exercise 5
Exercise 6
Exercise 7
PROGRESS CHECK
UNITS 11–12
Pages 134–135
Exercise 1
1 tourism 2 editor 3 manager
4 criticism 5 inspector
6 sympathetic 7 counsellor
8 administrator
Exercise 2
1 through 2 up 3 through 4 in
5 forward
Exercise 3
1 making 2 made 3 do
4 make / have made 5 do
Exercise 4
1 took 2 didn’t chew 3 had 4 lived
5 had 6 knocked 7 was wondering
8 went 9 asked 10 was / were
Exercise 5
1 b 2 e 3 a 4 d 5 f 6 c
Exercise 6
1 he will be driving
2 We will have finished
3 she won’t have been working
4 No-one will be
5 they will have been selling
6 I will have put
Exercise 7
1 should not / shouldn’t have asked
2 had/got the report typed by
3 make a fuss
4 makes sense for
5 easy to get by
OPTIMISE YOUR
EXAMS
Pages 136–137
READING
Exercise 1
1 b (Units 1, 5 and 6)
2 c (Units 2, 7 and 9)
3 a (Units 3, 8 and 11)
Exercise 2
b) 2 c) 1, 3 d) 2 e) 1, 3 f) 2 g)1 h) 1
i) 1, 2, 3 j) 1, 2, 3
Exercise 3
Suggested answers:
2 What do we learn about Eddie in
the final paragraph?

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A He felt the experience was
positive, despite the problems.
B He was looking forward to going
on another trip soon.
C He didn’t think the trip had
taught him anything new.
D He wishes he had taken
more advantage of the whole
experience.
Exercise 4
1 C
At that moment, Jane wasn’t
even sure that she was old
enough to buy a lottery ticket.
She assumed she had to be 18.
But that wasn’t the case and she
won the big prize!
2 E
Most lottery winners prefer to
remain anonymous and avoid
public interest. However, Jane
immediately went public. She let
everyone know about her win by
posting it on social media.
Exercise 5
3 and 5
Exercise 6
3 received funding in the text is
similar to was given financial help
5 was given a prize in the text is
similar to got an award
The incorrect options all have
words or phrases which are the
same as in the text, but do not have
the same overall meaning.
Exercise 7
1 There is no correct answer to this
question but students should be
aware of the time they have to
complete the whole exam and try
to divide up their time carefully
with the number of tasks. It can
be a good idea to start with the
Reading task a student finds most
difficult first and leave the easier
task to the end. Students don’t
need to do the different questions
in a fixed order.They should
try to leave a short time [five
minutes to check through their
answers at the end of the exam].
2 If students don’t know a word,
they should move on to read
the whole text and questions. In
many cases, the unknown words
or phrases may not be relevant to
getting the answer to a question
right.
3 Encourage students not to panic
and to move straight on to the
next question so they don’t waste
time.They can then go back to
any questions they weren’t sure
about and try to answer them
once they are confident about
their other answers.
4 It’s a good idea to make notes
next to specific questions if
students feel it is useful but
again, there is no correct answer
to this. Some useful notes could
be words or phrases which
are similar to those found in
individual questions or line
numbers of where the relevant
information to answer a question
might be found.
5 Most official exams require
students to complete a separate
mark sheet and no extra time is
given for transferring answers
from the Reading paper. Students
must make sure that they leave
time for this or do it as they
go along.
Pages 138–139
LISTENING
Exercise 1
1 B 2 D 3 C 4 A
Exercise 2
Suggested answers:
B 1, 3, 4 C 1, 3, 4 D 2 E 1, 3, 4 F 3
G 2 H 1, 2, 3, 4 I 1, 2, 3, 4
Exercise 3
C is the correct answer: To my
mind, I don’t think we need to define
it too closely …
Exercise 4
1 no 2 at the end
Exercise 5
1 several thousand
2 in the/a queue 3 having fun
4 application form 5 character
Exercise 6
Suggested answers:
C I perform my own songs but
also work with other artists
online. [play, sing, original music/
compositions, different musicians]
D I’m less shy when I use it and it
improves my performance. [not
nervous, relaxed, play better/ well]
Exercise 7
B and D and students’own answers
Exercise 8
1 In most Listening tests, including
Cambridge First and First for
Schools, each part is heard twice.
2 Small spelling mistakes are not a
problem but the wording should
be as clear as possible.
3 Yes.
4 Yes, usually about five minutes.
5 Move on to the next question in
each individual part and then go
back to see if you can complete
the question after you listen the
second time.
Pages 140–143
SPEAKING
Exercise 1
2 free time 3 travel/places
4 the internet 5 family and leisure
6 holidays 7 daily routine
8 your town 9 friends and family
10 education
Exercise 2
Which
questions
from
Exercise
1 do they
answer?
Do they
extend their
answers?
What
interesting
language do
they use?
Student
A
–
Laura
1, 8 She extends
her answers
after being
asked a
follow-up
question by
the examiner.
‘ambience’
‘… is like
we’re all
growing
and always
changing so
there’s not
really stable
friendships.’
Student
B
–
Julio
4, 10 Yes. He
offered detail
about the
climate in his
city.
‘… mild
climate – so
er is not very
cold but not
too hot.’
Exercise 3
Do they speak clearly?
Student A:Yes, most of the time.
Student B:Yes, most of the time.
Does the student stress the right
words and parts of sentences?

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Does the student use intonation
correctly?
Exercise 4
For more details about the
Students’performances see the
Optimise Speaking Test Video
Analysis.
1 F 2 F 3 T 4 F 5 T 6 T
Exercise 5
Exercise 6
Exercise 7
Does the student compare the
photographs describing similarities
and differences? Give examples.
Student A: Yes: ‘And also in the
second picture they are like in a
bbq … So I think in the first and in
the second erm … they’re having
fun but the first is like all erm …
with uniforms and in a building
and in the seconds is it’s like all
natural with their own clothes
and …’.
Student B: Yes: ‘I think it’s more
formal music than the one in the
picture below.’
Does the student use a range of
grammar structures, vocabulary
and expressions, and linking words?
Give examples.
Student A:
Grammar structures: She relied
heavily on the present tense. A
relative clause was used with
the incorrect relative pronoun:
‘someone which’– She could have
used a wider range of grammar
structures. It would have been
better if she’d used more advanced
language to speculate (could be,
might be).
Vocabulary and expressions:
‘relaxed’, ‘bbq’, ‘uniforms’, ‘it’s like
all natural’.
Linking words: She used ‘so’and
‘because’– She could have used a
wider range of linking words.
Student B:
Grammar structures: He used some
advanced structures: ‘… they might
be practising …’. However, he made
some errors with simple structures.
Vocabulary and expressions:
‘… auditorium so [it] is more
expensive’, ‘chill out’.
Linking words: ‘in the first picture’,
‘here’, ‘but’– He could have used a
wider range of linking words.
Does the student talk for one
minute? Does the student answer the
question about the photographs?
Student A: Yes. She talked for
about a minute to answer the first
question about the photographs.
However, she could have extended
her answer for the second question.
Student B: No. He talked for
approximately 40 seconds.The
examiner repeated the question
about the photos, and the student
gave a brief answer to the question.
He needs to ensure he speaks for
the appropriate amount of time for
each question and to offer relevant
information in the first instance.
Exercise 8
1 together 2 two minutes 3 have
some time 4 discuss the points
together 5 a minute 6 should try
to agree 7 must 8 will
Exercise 9
Exercise 10
Students should tick:
C, D, F
, G, H, K, L
Accept all reasonable suggestions
for examples of useful language.
Exercise 11
1 They did not always answer the
question directly.They talked
about who they would prefer to
talk to, rather than what they
could learn from the speakers.
2 They listened to each other and
answered each other’s questions.
3 Yes, they talked about all options,
but they did not answer the
question.
4 Student A: She used ‘So …?’and
‘Any ideas?’to invite her partner
to talk. Student B: He asked
‘What do you think?’to invite his
partner to talk.
5 Both of the students used ‘I
think’, and Student B asked
‘What do you think?’three times.
It would be better if he could vary
the way he invites his partner
to talk. Student A responded
with ‘interesting’every time. She
would benefit from varying her
responses. She also said ‘I think
it’s better if we eliminate the
others and only keep two …’
6 Student A: ‘Yes, that’s true but …’
Student B: ‘Yes, I agree with the
explorer.’
7 Student A: She asked questions
about the clothes designer to
express her thoughts about what
a clothes designer does: ‘Why is
this like fashion and this not?
Why we have to wear this on
each occasion?’
Student B: He tries to develop an
opinion about why they should
‘eliminate’the writer. He also
adds to her final point about a
clothes designer. He needed to
add and develop more ideas.
8 In the second question, the
students didn’t reach an
agreement on the two people to
choose, but they aren’t penalised
on this in the exam.
Exercise 12
Exercise 13
Do schools prepare students well
for the future world of work?
What things might you need to
consider before doing further
studies or choosing a job?
What’s more important – being
happy in your job or earning a lot
of money?
Some people think in the future
more and more people will work
from home.What do you think?
And if you could choose any job to
do, what would it be?
Exercise 14
1 C 2 A 3 B
Exercise 15
Student A
1 She started off by saying ‘the
most important things are
accent’, giving a clear answer.
However, she thought the
speakers would be English
speakers, and did not answer the
first question directly.

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2 She spoke fluently in response
to the second question and
addressed the question directly.
She didn’t use ‘like’or ‘er’as
much as in the other three parts.
3 ‘because’and ‘but’– She gives
a realistic choice and contrasts
it with her ideal choice: ‘I go
like, medicine because I love er,
helping people like him but if I
could choose any work I could
take astronaut’.
4 She mentioned technology to
justify her answer to the question
about more people working from
home in future.
5 No.
6 She reacted to her partner’s
opinion in the third question and
added information: ‘I agree with
him and I have to add …’.
Student B
1 He didn’t address the first
question coherently: ‘to talk about
a job is [better] that someone to
talk about a job is better than
someone talks to you who works
in the job’and didn’t provide any
reasons to clarify his position.
2 He hesitated and did not answer
the first question coherently or
the second question fully.
3 He used a conditional structure
to connect and express his ideas:
‘I think it’s better to be happy in
your job because if you are not,
if you are not happy in what you
are doing, you er, will be very sad,
and … er you don’t want to be
sad, so …’.
4 He didn’t provide any reasons to
clarify his position in his answer
to the first question.
5 No.
6 He mentions ‘robots’ in response
to the question about more
people working from home in
the future, adding to Student A’s
comment about technology.
Pages 144–145
USE OF ENGLISH
Exercise 1
1 a long time 2 B, takes 3 out
4 C, sort 5 accused 6 D, of
Exercise 2
1 a relative pronoun
2 a phrasal verb
3 an auxiliary verb 4 a phrasal verb
5 a relative pronoun
6 a grammar structure
7 a phrasal verb 8 an auxiliary verb
Exercise 3
1 where 2 out 3 had 4 up 5 when
6 so 7 went 8 would
Exercise 4
1 1, 4, 5, 6 and 8 2 3, 7 3 2
Exercise 5
1 complexity 2 gradually 3 creative
4 performance 5 criticism
6 assistance 7 sensible 8 weakness
Exercise 6
A 2 B 4 C 1 D 6 E 5 F 3
Exercise 7
1 was successful in landing
2 fallen out with 3 up to my neck
4 made fun of 5 got away with
6 had her face painted
Exercise 8
1 a, b, c 2 d 3 c 4 a 5 a, b, c 6 c 7 d
8 b 9 d 10 a, b, c, d
Pages 146–147
WRITING
Exercise 1
1 b, c 2 a, b 3 a, c 4 a, c
Exercise 2
1 b 2 d 3 e 4 c 5 a
Exercise 3
1 B 2 A 3 C 4 B 5 A 6 C
Exercise 4
The best plan is 1. It covers both
prompts in the task and introduces
a third idea.The main ideas in Plan
1 are interesting and relevant, and
show how the writer will go on
to develop his/her arguments. In
addition, the writer has planned a
concluding paragraph where he/
she can restate the main ideas and
summarise his/her opinion. Plan
2 doesn’t cover everything in the
question.The writer also includes
ideas which are not relevant to the
task and there is no conclusion.
Exercise 5
The best plot is 2. It’s nice and
simple and has some tension,
which makes the story more
interesting.The plot has a good
chronological sequence of events
and concludes well.The student
can show the examiner that he/she
knows a wide variety of Vocabulary
and tenses. Plot 1 includes the idea
of a surprise but does not include
a family event. It is simple and of
limited interest, and can be told
using only past simple sentences.
Exercise 6
Individually, students tick the
possible stages of writing they
should do in the 40-minute time
limit for each writing task. Ask
them to say how much time they
should spend on them.
Exercise 7
Suggested answers:
Make a paragraph plan and notes:
5 minutes
Write first draft and final draft: 30
minutes
Count number of words: Students
shouldn’t worry about counting
the exact number of words. Most
people write 10–12 words per line,
so for 190 words, students should
write about 15 lines. It’s OK if they
run over by 20–25 words.
Check for mistakes: 5 minutes

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Ôn tập tiếng anh trong kinh doanh nâng cao