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492 views328 pages

Features: Pizza With A Pedigree Imaginary Eating A Caffeine-Fuelled World Dangerous Dining

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FEATURES

58 Pizza with a pedigree

Traditional dishes get special status

60 Imaginary eating
Discover the power of your mind!

62 A caffeine-fuelled world
An in-depth look at the role of caffeine in modern life

66 Dangerous dining
A video about an unusual Japanese delicacy

Some fruit and vegetables are thrown

away because they are ‘too ugly’ to sell.
apple: there are three small green apples visible on the right hand
side of the photo
carrot: there are many orange carrots arranged vertically and
horizontally in the photo
green pepper: there are two green peppers visible
onion: there is an onion in the top right corner near the apple
red pepper: there are three red peppers visible
squash: there is one pale coloured squash
sweet potato: there are several strangely-shaped sweet potatoes
In addition there are two pears and two pomegranates.
__________________________________________________________________________________________________________________
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teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit 5-p. 57
2 Work in pairs. Discuss the questions.

1 How much do you know about the recommended amount of different

food groups you should eat each day?
2 How do you decide what is the right size of a portion of food?
3 Does everyone need to eat the same amounts?
Students’ own ideas

3 Work in pairs. What do you think the portion sizes of these types of food are?
Listen to an extract from a radio programme about food. Complete the table.
Track 34

one/your
your
two (of your own)
two (of your own)

Really, the first thing to say about food is that everyone has different needs. That means
we can’t say ‘a portion should be this size’. What you have to do is eat for the size that
you are. So, children obviously need to eat less than adults, and most women need to
eat less than most men. How do you know how much to eat? Use your body as a guide.
So for a typical adult woman, the amount of cereal or rice in a portion is the same size
as your clenched fist. Notice I say your, not a fist. It’s the size of your hand that matters.
If you’re eating a piece of meat, then make sure it’s no bigger than the palm of your
hand. For snacks like popcorn, the biggest portion size is two of your own handfuls. And
for cakes, which we all know we need to be careful with, then the portion should be the
size of two of your fingers. That doesn’t sound like very much? Exactly!

1 Does any of the information in Exercise 3 surprise you?

2 How much attention do you pay to your diet?
3 In what ways can food and diet influence your health?
Students’ own ideas

1 What are the traditional dishes of your country or region?

2 How often do you eat or make these dishes?
3 How often do you eat or make dishes from other countries? Which ones?
4 What’s your favourite pizza? What’s on it?
Students’ own answers

1 Why is Pizza Napoletana in the news?

2 What are some of the other foods in the same group as Pizza Napoletana?
3 What are the rules for an ‘authentic’ Pizza Napoletana?
1 It’s in the news because it has become a European Union-
certified food and drink product.
2 Scottish Farmed Salmon, Spanish Melon from la Mancha and
English Blue Stilton cheese.
3 The diameter, thickness of crust, ingredients and application of
ingredients are regulated.

Pizza with a pedigree

There is pizza – and there is Pizza Napoletana. The two, experts say, have as much in
common as virgin olive oil has with ordinary cooking oil. Now, authentic Pizza
Napoletana is one of the elite group of European Union-certified food and drink
products – like Scottish Farmed Salmon, Spanish Melon from La Mancha and English
Blue Stilton cheese. In order to qualify for this list, these food products had to pass
strict tests.
Once a product achieves Guaranteed Traditional Speciality status, other similar
products are not allowed to use the same name. For example, if your sparkling wine
doesn’t come from the Champagne region of France, you can’t call it ‘Champagne’.
But be warned: the EU specifications for ‘real’ Pizza Napoletana are very
complicated – it takes almost as long to read them as it does to make the pizza. To be
labelled ‘Guaranteed Traditional Speciality’, the pizza mustn’t be over 35 centimetres
in diameter and the crust mustn’t be more than two centimetres thick. The
ingredients must include type 00 flour and up to 100 grams of San Marzano tomatoes
applied in a spiral. And the cheese has to be fresh ‘Mozzarella di Bufala’.

Of course, pizza has a long history in Italy. The word ‘pizza’ first appeared in an AD
997 manuscript from Gaeta, a southern Italian town. A millennium later, in 1997,
political groups in northern Italy tried to ban pizza because it was a symbol of their
rivals in the south. You don’t have to know anything about pizza’s history to enjoy
eating it, of course. But you should try an authentic Pizza Napoletana at least once,
and see if you can taste the difference!

1 verbs forms in the

news item: can’t,
mustn’t, must,
3 Look at the grammar box. Answer these questions. has to, should,
don’t have to
1 Which verb forms from the box are in the news item? Underline the verb
forms in both the box and in the news item.
2 What form do we use to talk about obligation in the past? Circle this form in
the news item. 2 had to: … these food products had to meet very strict
criteria.
3 Two of the modal verbs in the news item do not express rules. Which verbs?
3 do not express rules: should, don’t have to (see Grammar notes)
__________________________________________________________________________________________________________________
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5a-p. 58
4 Read the labels from food packaging. Look at the example. Write sentences
using one of the modal verbs in brackets.

1 Vegetarians shouldn‘t
1 eat/drink/use this
product.
(shouldn’t / don’t have to)
Vegetarians shouldn’t eat this product.

2 People with nut allergies

mustn’t eat this product.
2
(don’t have to / mustn’t)
3 You shouldn’t eat more
than the recommended
3 daily intake of salt.
(can / shouldn’t)

5 You have to heat this

product before serving.
5
(can / have to)

6 Diabetics shouldn’t
eat/drink/use this
6 product.
(allowed to / shouldn’t)

1 Have you eaten any of these food items?

2 Do you know of any special treatment these things need before you can
eat them?

take durian on buses in Singapore

1 durian: you aren’t allowed to __________________________________
only qualified chefs are allowed to ____________________
2 fugu: ____________________ prepare fugu

ferment hakarl first

3 hakarl: you have to __________________________________
peel potatoes before you boil them
4 potatoes: you don’t have to __________________________________
eat oysters in summer / in the warm summer
5 oysters: you mustn’t __________________________________
months
6 avoid using raw eggs in mayonnaise
eggs: you should _________________________________________
you
7 red beans: ______________ boil red beans for fifteen minutes
must ______________________________
eat steak raw
8 steak: you can __________________________________

1
A: I’ve never tried durian. Have you? Apparently, it tastes much better than it smells.
B: No, I haven’t tried it. But I know that it smells so much that you aren’t allowed to
take it on buses in Singapore.
2
C: What’s fugu? F– U– G–U?
D: Oh, I know what it is. It’s a kind of fish they eat in Japan. It’s actually poisonous, so
only qualified chefs are allowed to prepare it in restaurants. If you eat the wrong
part, it can kill you!
3
E: Can you eat shark meat?
F: Yes, it’s popular in lots of countries. Sometimes, you have to ferment it first because
the fresh meat is bad for you. That’s what they do in Iceland. It’s called hakarl there.
4
G: Are you going to boil those potatoes like that, without peeling them?
H: Yeah, why? You don’t have to peel potatoes before you boil them.
G: Yes, you do. At least that’s what we do in my house!

5
I: I love eating oysters, but I can never remember when it’s safe to eat them.
J: The rule is you mustn’t eat them in the warm summer months, but I don’t know
why not.
6
K: I feel a bit sick. I wonder if it was the mayonnaise on my salad?
L: Was it fresh mayonnaise? You should avoid using raw eggs in mayonnaise, didn’t
you know? They can make you ill.
7
M: Are you making chilli con carne?
N: Yes, but the recipe says you must boil red beans for fifteen minutes or they aren’t
safe to eat. Do you think that’s right?
8
O: What’s this on the menu? Steak tartare? Is that raw steak?
P: Yes, you can eat steak raw. It’s cut into very thin pieces. You should try it.

b Work in pairs. Decide if you (don’t) have to do these things. Discuss with
your partner.

1 rules you had to follow when you were in primary school

2 information that should be on food labels
3 places where you’re not allowed to eat hot food
4 table manners
5 things you’re only allowed to do when you’re eighteen
6 questions you shouldn’t ask someone you don’t know well

A: When we were at primary school, we had to line up outside the

classroom.
B: Oh, yes! So did we!
Students’ own answers. However, here are some ideas you could suggest if
students need them:
1 school times, school uniform, be quiet in class
2 number of calories, type of ingredients, ingredients like nuts that could
be dangerous
3 on a bus, in a cinema, in the street (in some countries)
4 eat with your mouth closed, ask for things – don’t reach for them, pass
things to other people, don’t start eating until everybody is ready, keep
your arms close to your body, use the right fork and knife
5 get married, drive, join the army, vote, drink alcohol, go in a nightclub,
watch a horror film (each of these depend on the country though, and
some will be allowed with parental consent at 16)
6 This depends on culture but typical answers are: age, salary, marital
status, religious or political beliefs

1 Self-belief: the difference between a winner and a runner-up is in

attitude, not skill.
2 Willpower: you can achieve anything if you think you can do it.
3 Train your mind: people who consider themselves to be lucky have more
‘lucky’ moments.
EXAMPLE ANSWERS
1 Self-belief: e.g. Many top athletes don’t win until they really
believe they can.
2 Willpower: e.g. It takes willpower to give up addictive foods.
3 Train your mind: e.g. If you think you will do well when you
take an exam, you are more likely to be calm and positive and
do well than if you have a negative mindset.
__________________________________________________________________________________________________________________
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5b-p. 60
2 Read the news item Imaginary eating. What does the imaginary eating
technique involve?

It consists of imagining you are eating a specific food because

research shows that you want to eat the food less if you imagine
eating it.

Rpineapple23
This study is just another proof of how
powerful our brain is. The better we
are at using that power when making
decisions and controlling certain
behaviours, the healthier we will
become.

Christine Dell’Amore
National Geographic News

a if this technique works.

b I’ll let you know.
c I’ll try just imagining it.
d unless I try.
e when I see it.
f you won’t be able to lose weight.

L = Lin, J = Jack
L: Hi, Jack. Have you read this item on imaginary eating?
J: Hi, Lin. Yes, I saw it this morning. What a load of rubbish! I’ve never heard anything so
ridiculous. If we think about eating food, we’ll lose weight, it said.
L: Not exactly. It said if you think about eating food, you stop wanting to eat it so much. So if you
don’t eat it, then you might lose weight. I thought it made sense.
J: No, it’s rubbish. I’ll believe it when I see it! You can’t ‘think yourself thin’.
L: Well, I’m not so sure. I think willpower is really important, especially where food is concerned.
Imagine you are overweight and you want to lose a few kilos. If you don’t train your mind, you
won’t be able to lose weight. I reckon you can achieve anything if you believe you can do it.
J: You mean like ‘mind over body’? Well, OK, mental attitude is important when you’re trying to
change something in your life. But I don’t think that’s the same as what the news item said. So
are you going to do this imaginary eating thing, then? Do you really think it’ll work?
L: Yeah, why not? I won’t find out unless I try.
J: And what exactly are you going to do, then?
L: OK, let’s think. I eat too many crisps and snacks, right? So, when I want to eat a snack, I’ll try
just imagining that I’m eating it. Hey, you know what? This could be amazing. I’ll never need to
buy chocolate again if this technique works!
J: Well, I can’t believe my ears!
L: Hey, as soon as it starts working, I’ll let you know. Self-belief, that’s what’s important.
J: I’m going to buy you some chocolate just in case. I think you’ll need it.

6 Look at the grammar box. Answer the questions.

a Which verb forms are used to make the first conditional?
b Where can if go in conditional sentences?
c Look at the position of if in the sentences. When do we use a comma (,)?
d Which of the sentences refers to future possibility and which refers to
something which is generally true?
e Find three sentences with the first conditional pattern in the news item.
Do the sentences refer to future possibility or to something which is
generally true? See next slide for answers
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2b-p. 61
Exercise 6

a If + present simple, will + infinitive without to

b at the start or in the middle, joining the two clauses
c We use a comma when if is used at the start.
d Sentence 2 refers to future possibility and sentence 1 refers to something
which is generally true.
e 1 if you are less interested in a certain food, you will eat less of it
(something which is generally true)
2 if you just imagine eating a specific food, your interest in it will drop
(something which is generally true)
3 if you force yourself to think about chewing and swallowing food, you’ll
actually reduce your desire to eat (future possibility)

believe
1 If you _________________ (believe) in yourself, you
’ll be (something which is generally true)
__________________________________________ (be) more successful.
’ll need
2 I _________________ (need) a lot of willpower if I
want (future possibility) (want) to give up chocolate.
________________________
don’t buy
3 If you _______________ (not buy) snacks, you
won’t be able (future possibility) (not be able) to eat them.
________________________________
find
4 If you _______________ (find) any more information,
will you let (future possibility)
___________________________________ (you / let) me know?
5 If you _______________
reduce (reduce) the amount of food on your plate, you
_______________________________________
’ll lose (something which is generally true) (lose) weight.
Note this could also be used for future possibility. It’s the context
that makes it clear.

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5b-p. 61
Speaking
Choose one of the topics below, work in pairs and
make a presentation!
Preparation time: 5 mins
1. Why do you think some people choose to be vegetarians?
2. How do you think the way we eat will change in the future?
3. Is American-style ‘fast food’ popular in your country?
(Why? Popular with whom?)
4. Is it important to you to eat healthy food?
5. What are your strict rules to keep yourself healthy?
6. Food is much better than before. Agree or disagree? Why?
7. How are the eating habits now in your country different
from eating habits in the past?
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teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
5b-p. 61
Speaking
EXAMPLE ANSWERS
11 Work in pairs. Make a list of all the possible consequences you would face in
these situations. 1 giving up junk food:
(+) feel healthier, eat more nuts and fruit,
1 giving up junk food lose weight, have more energy, save money
2 changing your job/studies (–) miss going to burger bars, etc.; shopping
and cooking takes longer
3 sharing a flat with friends 2 changing your job/studies:
(+) get a better job or study something
4 taking up extreme sports
more interesting; feels exciting and new
(–) stressful, may not like it as much, have
to make new friends, new things to learn
3 sharing a flat with friends:
(+) fun, shared experiences, independence
from parents
(–) more expensive than being at home,
arguments, untidy place, miss home
4 taking up extreme sports:
(+) fun, exciting, new adventures, new
friends
(–) dangerous, scary, may have an accident,
expensive
__________________________________________________________________________________________________________________
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teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
5b-p. 61
12 Work in groups of four. The aim of this game is to keep answering questions
as long as you can. Student A is going to do one of the things in Exercise 11.
The rest of the group asks the questions. If Student A can’t answer, Student B
takes a turn, and so on.

A: I’m going to give up junk food.

B: What will you eat when you want a snack?
A: Don’t worry. If I want a snack, I’ll eat nuts or some fruit.
C: And what if you find out you’re allergic to nuts?

1 Is your lifestyle very different to that of your parents’ generation? In

what way(s)?
2 Do you often hear comments about modern life? What kind of
comments?
3 How much tea/coffee or other drinks do you have in a normal day?
Students’ own answers
2 Read the article on page 63 quickly. Choose the correct option to complete
the sentence.
The article is about caffeine and children / daily life / sugar.

Exercise 2: 0.5pt
Exercise 3: 2.0 pts (0.5/each)
Exercise 4: 2.5 pts (0.5/each)
Exercise 6: 0.5pt
Exercise 7: 3.5pts (0.5/each). At least 1
example.
Exercise 9:1.0pt
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5c-p. 63
Track 40

Over the centuries, people have created many traditions around preparing and
drinking their favourite drinks, tea and coffee. Just think of the Japanese tea
ceremony, British afternoon tea or the morning coffee custom in many societies.
Why are these drinks so popular? The answer is their secret ingredient – caffeine.
In the modern world, the new caffeine ‘delivery systems’ are canned ‘energy’
drinks. And the more modern our world gets, the more we seem to need caffeine.
Caffeinated drinks make you less tired and more alert. This double power of
caffeine to reduce physical tiredness and increase alertness is part of the reason
why it is the world’s most popular mood-changing drug. It is the only habit-
forming drug we routinely serve to our children (in all those soft drinks and
chocolate bars). In fact, most babies in the developed world are born with tiny
amounts of caffeine in their bodies.
__________________________________________________________________________________________________________________
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5c-p. 63
Track 40

Most people don’t think twice about their caffeine intake being harmful.
However, it raises blood pressure and so increases the risk of heart disease.
That’s why the use of caffeine is considered to be a problem by scientists and
public health authorities. In the United States, for example, many canned energy
drinks carry warnings. In most European countries, manufacturers have to label
cans with warnings. But in France and Denmark you are not even allowed to sell
energy drinks.
On the other hand, there’s also research which suggests that caffeine may have
benefits for human health. It helps relieve pain, reduces asthma symptoms and
increases reaction speed.
And it seems we need coffee – or Diet Coke® or Red Bull – to get us out of bed
and back to work. Charles Czeisler, a neuroscientist at Harvard Medical School,
explains that traditionally people went to sleep and woke up following sunset
and sunrise. Then the way we worked changed and people did more indoor jobs.
Consequently, we had to adapt. Electric light and caffeinated food and drink
allowed people to follow a less natural work pattern. Therefore, without caffeine,
the 24-hour society of the developed world simply couldn’t exist.
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5c-p. 63
Track 40

Czeisler says, ‘Caffeine helps people try to ignore the natural human rhythms.’
He warns us that ‘there is a heavy, heavy price to pay’ for all this extra
alertness. Without enough sleep – the traditional eight hours out of each 24 is
about right – the human body will not function at its best, either physically,
mentally, or emotionally, the doctor says.
According to Czeisler, the modern desire for caffeine is a ‘Catch 22 situation’.
‘The main reason that people want caffeine is to stay awake,’ he says. ‘But the
main reason that people can’t stay awake is they don’t get enough regular
sleep – because they use caffeine.’

The Shibuya Crossing in Tokyo, Japan is always busy.

increases pain
asthma
risk

4 Complete these sentences with words from the article.

ingredient
1 Caffeine is an _____________ of tea, coffee, soft drinks, energy drinks
and chocolate.
mood
2 Caffeine is a drug which changes your _____________.
warnings
3 Several countries put health _____________ on energy drinks.
pattern
4 People have changed to a less natural work _____________.
awake
5 Caffeine is popular with people who need to stay _____________.

5 Work in pairs. Do you think anything the writer says is true about your own
lifestyle? What?
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teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
5c-p. 62
Critical thinking writer’s purpose
6 What is the writer’s main purpose in this article? Give reasons for your
answer.
to entertain / to inform / to persuade the reader
Students should include some of the information in the answer
key to Exercise 7 when they give reasons.

7 Look at the list of features which are typical of informative texts. Find
examples in the article.
1 the present simple 5 specific examples
2 the third person 6 quotes, often from experts
3 questions and answers 7 linkers to show how ideas are connected
4 facts
See next slide for answers

1 present simple: used throughout, especially in paragraphs 1 (think, are, is,

gets, seem), 2, 3, 5 and 6
2 third person: the first person (I) is never used
3 questions and answers: Why are these drinks so popular? The answer is their
secret ingredient – caffeine.
4 facts: Caffeinated drinks make you less tired and more alert; In fact, most
babies in the developed world are born with tiny amounts of caffeine in their
bodies; … it [caffeine] raises blood pressure and so increases the risk of heart
disease.
5 specific examples: In the United States, for example, many canned energy
drinks carry warnings. / In most European countries, manufacturers have to
label cans with warnings. But in France and Denmark you are not even
allowed to sell energy drinks.
6 quotes, often from experts: Czeisler says, ‘Caffeine helps people try to ignore
the natural human rhythms.’ He warns us that ‘there is a heavy, heavy price
to pay’ for all this extra alertness; According to Czeisler, the modern desire
for caffeine is a ‘Catch 22 situation’. ‘The main reason that people want
caffeine is to stay awake,’ he says. ‘But the main reason that people can’t stay
awake is they don’t get enough regular sleep – because they use caffeine.’
7 linkers to show how ideas are connected: In fact; However; But; On the other
hand; And; Consequently; Therefore

1 Do you think the writer is successful in his/ her purpose?

2 Did you change your ideas about caffeine after reading the article?
3 In what way has the article influenced your opinion of caffeine?
1 The author is successful in informing the reader. Here are some
of the many examples: Caffeinated drinks make you less tired
and more alert … it raises blood pressure and so increases the
risk of heart disease … there’s also research which suggests that
caffeine may have benefits for human health.
2 Students' own answers
3 Students' own answers

1 Why are these drinks so popular?

2 It raises blood pressure and so increases the risk of heart disease.

We can replace so with as a result in sentence 2.

We can replace so in sentence 1 with very or really.

Students’ own ideas for the two-line dialogues

1 close
We never _____________.
2 today
See the films of tomorrow _____________.
3 all
Open _____________ hours.
4 on
‘Always’ _____________ broadband.
5 night
Late _____________ shopping every Thursday.
6 day
All _____________ breakfasts served here.
Students' own ideas for where the slogans are from, but see the
Background information box for suggestions.

Students' own ideas

2 Put these stages in eating out (a–h) into a logical order (1–8).
a book the table 1 e leave a tip 8
b have a starter 4 f look at the menu 2
c have dessert 6 g order a drink 3
d have the main course 5 h pay the bill 7
__________________________________________________________________________________________________________________
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teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
5d-p. 64
3 Are these comments usually said by a customer (C) or a waiter (W)?

W 1 Are you ready to order? C 7 And I’ll have the same.

W 2 Would you like something to W 8 And for your main course?
drink while you decide? C 9 Does it come with vegetables?
C 3 What’s that made from? W 10 And what about you, sir?
C 4 What do they taste like? W 11 Certainly.
C 5 I think I’ll try that.
W 6 Can I take your order now?

Real life describing dishes

4 Listen to the conversation in a Jamaican restaurant. Check your answers
from Exercise 3. Track 41

plantain fritters: Plantain is a kind of banana and a fritter is a fried

dish.
akkra: It’s made from a kind of bean called black-eyed peas.
ackee and saltfish: Ackee’s a kind of fruit that’s traditionally served with
saltfish … it’s a bit like fresh cod. It doesn’t taste salty when it’s cooked.
goat curry: It’s like lamb, but the flavour’s a bit stronger.
__________________________________________________________________________________________________________________
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teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
5d-p. 64
Script Track 41

W = waiter
W: Are you ready to order?
A: Erm, not quite.
W: No problem. Would you like something to drink while you decide?
A: Yes, please, just water’s fine for the moment.
B: Oh, this menu looks interesting. I love trying new dishes. What are plantain fritters?
A: Well, plantain is a kind of banana and a fritter is a fried dish – in this case, fried, mashed
banana balls.
B: Do you mean like a sweet, dessert banana?
A: No, plantain is a type of savoury banana you eat as a vegetable. It’s quite a bland flavour,
really.
B: OK. What about akkra? What’s that made from?
A: It’s made from a kind of bean called black-eyed peas. They’re fritters too.
B: Hmm. What do they taste like?
A: Well, akkra’s usually pretty hot and spicy.
B: Sounds good! I think I’ll try that. Now, what’s this – ackee and saltfish?
A: Where’s that?
B: In the main courses, at the top of the list.
A: Ah yes. I think ackee’s a kind of fruit that’s traditionally served with saltfish.
B: And saltfish?
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Script Track 41

A: That’s dried salted cod. You have to soak it in water before you cook it, but then it’s a bit
like fresh cod. It doesn’t taste salty when it’s cooked.
B: OK. I might try that. What are you going to have?
A: I can’t make my mind up. Oh, here comes the waiter again.
W: Can I take your order now?
B: Yes, please. I’ll have the akkra to start with.
A: And I’ll have the same.
W: And for your main course?
B: I’d like to try the ackee and saltfish. Does it come with vegetables?
W: Yes, with plantain.
B: And how’s that cooked? Is it fried?
W: No, it’s boiled.
B: OK, that sounds fine.
W: And what about you, madam?
A: Can I have the goat curry, please?
W: Certainly.
B: I’ve never tried goat.
A: You can try some of mine when it comes. It’s like lamb, but the flavour’s a bit stronger.
B: OK, great.

Both customers start with akkra.

The woman (Customer 1) chooses goat curry.
The man (Customer 2) chooses ackee and saltfish.

a Listen to the sentences with these words. Cross out the part of the word
which is not pronounced – the disappearing sound – in each word. Listen
again and repeat the sentences. Track 42
1 interesting interesting
2 savoury savoury
3 traditionally traditionally
4 vegetables vegetables

b Cross out the disappearing sounds in these words. Then work in pairs. Write
sentences with the words for your partner to read out.

chocolate natural restaurant separately technique

9 Work in groups of three. Take turns to describe your mystery foods. Who can
guess each one the quickest?

Paragraph 1 What two actions are the students writing about?

Paragraph 2 Who is affected by the supermarket’s actions?
Paragraph 3 What question do the writers have?
Paragraph 4 What alternatives do the writers suggest?
1 the supermarket is throwing out huge amounts of fresh food
every day; it is also putting bleach on food
2 people who need the food
3 Will your supermarket consider working with them [local
organizations] to pass on unwanted food to people who need it?
4 passing food on to local organizations, reducing the price of food
when it reaches its sell-by-date

a Find these words in the letter. They link causes and consequences. For each
word, underline the cause and circle the consequence.

1 as a result (paragraph 1)
2 mean (paragraph 2)
3 lead to (paragraph 4)

1 cause: you put bleach on the food

consequence: it becomes inedible
2 cause: If you stop putting bleach on the food that you throw out
consequence: people can make use of it
3 cause: more people (will be able to) buy it [the food]
consequence: less waste and more profit for you.

As a result / Consequently / Therefore

1 We object strongly to this plan. __________________________________,
we will not be able to support it.
2 We welcome the new community kitchen. This will
lead to / mean / result in
______________________________ more people eating a hot meal.
As a result / Consequently / Therefore
3 The prices have gone up. _______________________________________,
fewer people will shop here.
mean
4 New price policies _____________________ we’ll be able to buy more.
mean / lead to / result in
5 We suggest lowering prices as this could ___________________________
more customers coming in.
as a result / consequently / therefore
6 We reduced our prices and ______________________________________
increased the number of customers.

5 Write your letter. Follow the structure of the paragraphs in Exercise 2. Use
these questions to check your letter.
• Is the style correct for a formal letter?
• Is the purpose of the letter clear?
• Is it clear what action the person who the letter is addressed to needs to
take?
6 Exchange letters with your partner. Read your partner’s letter. Take the role
of the person it is addressed to. Are you going to take any action as a result
of the letter? Write a short reply to the letter.

You’re keen on cooking, aren’t you? What dish do you like to

cook? Where do you buy all the ingredients from?

Write an email responding to Lucy. You should write at least

120 words. You do not need to include your name or
addresses. Your response will be evaluated in terms of Task
Fulfillment, Organization, Vocabulary and Grammar.

A fugu restaurant in Osaka, Japan

a Read the sentences. The words in bold are used in the video. Guess the
meaning of the words.
1 Sugar is a major cause of people’s problems with their teeth.
2 Some snakes have poison in their teeth.
3 Check the regulations before you enter the competition.
4 Lots of people go to the dentist annually.
5 If you feel nervous, breathe in and out slowly.

b Match the words in bold in Exercise 2a with these definitions.

2a something that can kill you if you eat or drink it
4 b every year
5 c take air into your lungs
3 d official rules
1 e important, big

4 Watch the first part of the video again with the sound ON. Check your ideas
from Exercise 1 and find out the name of the food.
1 Japan
2 puffer fish, or fugu
3 It’s poisonous unless properly prepared.

5 Watch the second part of the video (0.43–1.43) with the sound OFF. What
do you think the diners (Tom and Aki) and the chef are saying to each other?
Then watch with the sound ON and check your ideas.
Students’ own answers
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5f-p. 67
6 Watch the whole video. Choose the correct option to complete the
sentences.

1 A lot of people died from eating fugu after / during World War II.
2 At this time, licences for catching and selling / preparing and serving
fugu were introduced.
3 There were 2,500 / 10,500 deaths from fugu from 1945 to 1975.
4 Nowadays only about three people die every year, mostly from
poisoning at home / in restaurants.
5 One tiger fugu has enough toxin to kill 3 / 30 people.
6 The fugu toxin attacks a person’s heart / lungs.

Part 2
0.40–1.06 Tom Caradonna has come to Tokyo for the complete fugu experience, and he’s brought
his friend, Aki. Wisely, Tom has chosen to eat at the famous Matsumoto restaurant. This fugu
restaurant is 120 years old and it’s well-known for its careful preparation of puffer fish. That’s
important when you’re taking risks with a toxin that is 1,000 times stronger than cyanide!
1.08–1.13 ‘I’ve heard stories about people dying by trying the fugu, but it hasn’t really concerned
me.’
1.14–1.26 Even though Tom isn’t too worried to try fugu, there is a big risk. Over the years,
hundreds of people have died from eating it. Chef Hayashi is the one who must prepare the fish
safely so that Tom and Aki don’t get sick.
1.27–1.43 ‘It’ll be fine, don’t worry. I’ve been doing this for 53 years. I took the exam in 1949 and
passed. This is my fugu chef licence.’

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After you watch
7 Vocabulary in context
a Watch the clips from the video. Choose the correct meaning of the words
and phrases.
b Complete the sentences in your own words. Then work in pairs and compare
your sentences.
1 I saw an advert for a holiday with a complete … experience.
2 One thing that concerns me is … .
3 The last time I got sick was … .
4 Have you ever fooled anyone? 5 Students' own answers
5 Do people in your country eat mainly in restaurants or in private homes?
EXAMPLE ANSWERS
1 I saw an advert for a holiday with a complete festival/ travel/adventure
experience.
2 One thing that concerns me is next month’s exam/the weather.
3 The last time I got sick was when I was very young/when I was on holiday.
4 Yes, once when I performed a magic trick on a friend.
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5f-p. 67
Videoscript Dangerous dining
c1 The puffer is so ugly it’s cute, but it doesn’t fool most diners.
a appeal to
b frighten
c trick
b2 Tom Caradonna has come to Tokyo for the complete fugu experience.
a to catch fugu with local fishermen
b to eat all types of fugu dishes
c to report on deaths from fugu
c3 ... but it hasn’t really concerned me.
a helped
b included
c worried
a4 Chef Hayashi is the one who must prepare the fish safely so that Tom and Aki don’t get sick.
a become ill
b die
c enjoy the meal
a5 About 70 per cent of the poisonings happen in private homes ...
a people’s houses
b secret places
c small restaurants

The best way to avoid getting sick from fugu is:

a by going to a well-known restaurant.
b not to eat it.
c to take anti-toxin medicine. Students’ own ideas

9 Work in pairs to prepare a survey on risk-taking. Look at the sentence in

Exercise 8 and write three similar sentences for activities that include risks.
Then ask your classmates their opinions. Which are the most popular
responses?

A: Do you know how to make risotto?

B: Oh yes. 1 I show / I’ll show you if you want.
A: OK, great. 2 Can / Must I use this pan?
B: Yes, sure. You 3 have to / don’t have to ask.
A: When the onion 4 is / will be ready, I add the rice.
B: Yes, then the liquid. But you 5 must / have to add it slowly. Don’t add
more until the rice 6 absorbs / will absorb it.
A: OK, that’s all the liquid in. 7 Am I allowed to / Should I stir it all the time
now?
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U5 Review-p. 68
B: Yes, because you 8 must / mustn’t let it stick to the pan. If it 9 sticks / will
stick, it will burn.
A: 10 Should I / Do I have to add salt?
B: You can if you want to, but you 11 mustn’t / don’t have to. And the
risotto 12 can’t / has to rest for a while before 13 you eat / you’ll eat it.
A: 14 Am I allowed to / Do I have to taste it?
B: Of course you are. You made it!

2 Answer the questions about the conversation in Exercise 1.

1 Are the friends making a hot or a cold dish?

2 Why is it important to add the liquid slowly?
3 Why is it important to stir all the time?
1 hot
2 If you don’t add the liquid slowly, the rice won’t absorb the liquid.
3 If you don’t stir it all the time, it will stick to the pan.

A: I think I’ll buy a bike.

B: If you buy a bike, you’ll get more exercise.
A: Yes. And if I get more exercise, …

reduce = cut down on

start = take up
stop = give up / cut out
Possible sentences:
Cutting down on sugar in your diet can help you lose weight and
also helps to avoid problems with your teeth. If you want to get fit,
you should take up a new form of exercise. Most people agree that
giving up smoking is a good idea. When I wanted to lose weight and
look after my heart I cut out very fatty foods from my diet.

7 Work in pairs. Tell your partner if you never, always or sometimes do these
things when you eat out. Explain your reasons.

EXAMPLE ANSWERS I usually leave a tip, because I think

I sometimes book the table when we eat it’s important to show your
out in a restaurant, but usually my appreciation of the service in a
husband does it. restaurant.
I never have a starter – I don’t want to I always pay the bill by credit card.
eat too much so I save myself for the It’s easier that way and it means I
dessert instead! have a record of how much I paid.

kind/sort of seafood dish.

Ceviche is a Latin American dish. It’s a 1 ____________
made
It’s 2 ____________ fruit
by using the juice of citrus 3 ____________, in this
raw
case limes, to ‘cook’ a mix of 4 ____________ fish and seafood.

72 Desert art
The mysterious Nasca lines in Peru

74 Lost and found?

Current theories about Amelia Earhart’s disappearance

78 Encounters with a sea monster

A video about strange creatures in the water

1 the photo
2 the cows
3 the background
4 the people (in the photo)
5 in the place where the picture was taken – the coast of
Andalusia

W: What a photo! It’s like a dream. Is it real? I mean, do you think the photographer
Photoshopped it?
M: No, it’s totally genuine according to the website. It was taken on a really hot day, so
maybe that’s why it looks a bit strange.
W: But I don’t really understand where the cows are.
M: They’re on a beach. It says here the photographer was driving along a coast road in
Andalusia and saw some cows lying on the empty beach. He couldn’t get close in his
car, so he had to park and walk along the beach in 35 degrees Celsius heat.
W: That sounds horrible. I don’t think I’d do that just to get a shot.
M: I know. I’m surprised he didn’t frighten them – it’s hard to get close to animals.
W: But what‘s going on in the background? I can’t make it out.
M: It looks like people on the beach. I think they’re parasailing. It’s a really popular
sport there. It’s always windy on that beach.

EXAMPLE ANSWERS
photos: to make them look better, to create a particular artistic
effect, to pretend something happened that didn’t bags, clothes,
watches, etc.: to make money (students may mention fake designer
goods, e.g. fake Louis Vuitton handbags and fake Levi jeans)
eyelashes: to look good – also hair extensions or wigs
money: or order to buy things they wouldn't be able to buy
otherwise
paintings: there have been many cases of forgeries of valuable
paintings, or of painters making new paintings and pretending they
are by a well-known artist.
passport: to make money, pretend to be someone else, e.g. to enter
a country illegally

2 Compare your ideas for the

candle puzzle with another
pair. Then turn to page 155
to find out the answer to the
puzzle. Was it easy or
difficult to work out?

Students refer to Student’s Book page 155.

4 Listen again and complete the sentences. Track 44

1 creative
How good are you at flexible and ____________ thinking?
2 harder
Does the promise of a reward make you work ___________?
3 quickly
Imagine I offer half of you some money to do this task more __________.
4 I’m going to see how long it takes you so that we can find out the average
time
____________.
money
5 The people with the reward of ___________ will be quicker, right?
answer
6 The people in the first group need more time to find the ___________.

I have two questions for you today. The first: how good are you at flexible and creative
thinking? And the second: does the promise of a reward make you work harder?
So, let’s test your flexible thinking. I’m going to give you a task. You have a candle, a box
of drawing pins and some matches. The task is to attach the candle to the wall so that
the wax doesn’t drip on the floor below. How do you do it? Well, clearly the matches
are to light the candle with and we know that drawing pins are for attaching things to
other things. But what about the box? Yes, it’s for holding the drawing pins. But you can
also use it to hold the candle. And then you attach the box to the wall. Did you get it?
Yes? Congratulations, you’re a flexible thinker.
Now, let’s turn to the second question. Imagine I offer half of you some money to do
this task more quickly. Not a lot of money, but a fair amount. It’s work – and we all work
for money, don’t we? And I tell the other half of you that I’m going to see how long it
takes you so that we can find out the average time. What do you think will happen? The
people with the reward of money will be quicker, right?
Well, I can tell you the results of this experiment. And it’s the same result every time.
The people in the first group – the ones who are offered some money – need more
time to find the answer – usually about three minutes longer, in fact. That’s right. It’s a
mystery. You offer someone a reward, and they work more slowly. What’s going on?

People often think that a reward can make people work harder. However, that’s
not always true. Basically, it depends on the type of task or work. Rewards are
great for making people concentrate and concentration helps with tasks that
have a clear set of rules – the kind of thing where you follow the rules to
complete the task – for example, doing maths problems or working in computer
programming. But concentration doesn’t help with creative and flexible thinking.
When the task doesn’t have a clear answer, concentration doesn’t help. In fact,
your brain needs to be relaxed and open so that it can look at the problem in
different ways. In the workplace, the reward is usually money. So businesses
need to think carefully about the relationship between work and pay – because
it’s true that people work harder for a reward, but only in some kinds of work.
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6a-p. 70
5 Read the article and find the answer to the mystery the speaker mentioned.
When is a reward useful? When is it not useful?
A reward is useful for helping people concentrate on tasks that have
a clear set of rules.
A reward is not useful when the task doesn’t have a clear answer
and requires flexible or creative thinking.

1 something it took you a long time to do

2 a place a long way away you have visited
3 something you could do all day long
4 something you found too long
A: When I first started learning English, it took me ages to learn how to
pronounce ‘daughter’.
B: Oh, I had the same problem with ‘vegetable’!
EXAMPLE ANSWERS
2 A: I visited Australia once – it took a long time to get there
but it was great.
B: Really? I’ve always wanted to go there.
3 A: I could sleep all day long.
B: Oh, I couldn’t. I like to do as much as I can in a day.
4 A: I found Titanic too long – you know, the movie.
B: Yeah. And everybody knew the ship was going to sink!

8 Look at the grammar box. Answer the questions.

1 Which verb form follows to? infinitive

2 What can follow for? a noun, the -ing form of the verb
3 What follows so that? subject + verb
4 Do the sentences answer the question how or why / what for?
why / what for
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6a-p. 71
9 Look at the article Flexible thinking and rewards. Underline the patterns like
those in the grammar box.
Rewards are great for making people concentrate
you follow the rules to complete the task
your brain needs to be relaxed and open so that it can look at the
problem in different ways
people work harder for a reward

10 Choose the correct option to complete the sentences.

(1 followed by an infinitive form)
1 We worked together for / to solve the problem faster.
2 (followed by an -ing form)
2 The box was useful for / to holding the candle.
3 We looked at the key for / to the answers. 3 (followed by a noun)
4 to (followed by an infinitive form)
4 I went to the conference so that / to find out more about the brain.
5 (followed by a clause with a modal)
5 I sit near the front so that / to I can hear better.
6 (followed by an infinitive form)
6 The speaker used pictures for / to make the explanation clearer.
7 (followed by an infinitive form)
7 Lots of people do Sudoku so that / to keep their brain active.
8 I’m learning Chinese for / so that I can work in China.
8 (followed by a clause with a modal)
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6a-p. 71
11 Match the beginnings of the sentences (1–6) with the endings (a–f). Then
complete the sentences with to, for or so that.
1 I want to learn another language so
d1 I want to learn another language that I can enjoy travelling more.
b2 My friend called me 2 My friend called me to ask my advice about
c 3 I write everything down his course.
g4 We download the homework to our phones
h5 Are you going to London 3 I write everything down to help me
e 6 This notebook is remember it.
a7 Would you like to meet 4 We download the homework to our
phones so that we can study on the
f 8 Did you get much chance
bus.
a a coffee after class? 5 Are you going to London for work
b ask my advice about his course. or on holiday?
6 This notebook is to keep my
c help me remember it. passwords in.
d I can enjoy travelling more. 7 Would you like to meet for a coffee
e keep my passwords in. after class?
f speak Italian on your trip? 8 Did you get much chance to speak
g we can study on the bus. Italian on your trip?
h work or on holiday?
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6a-p. 71
Speaking
12 Work in small groups. Take turns to choose one of the items from the list
(without saying which one) and say why we need it. The other students in
your group have to try and guess the item, and also add another reason why
we need it.

A: We need this to find our way around a strange place.

B: We need it so that we don’t get lost? A map?
A: Yes!

1 drawing
This looks like a child’s _____________ of a horse.
2 shape
Look at that cloud. It’s in the _____________ of a heart.
3 Can you draw a ten-centimetre straight _____________line without a ruler?
4 figure
I can see a _____________ at the door, but I don’t know who it is.
5 pattern
I prefer plain shirts to ones with a colourful _____________.
6 diagram of how to cut up a pineapple isn’t very clear.
This _____________

a ‘They must be in a desert because there aren’t any plants or anything

there.’
‘Yes, it looks really dry.’
b ‘They might be roads.’
‘No, they can’t all be roads. That’s clearly a spider.’
c ‘There’s a plane above it.’
‘Yeah, so they must be pretty big.’
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6b-p. 72
3 Work in pairs. What do you think the answers to the questions in Exercise 2
are? Listen to an extract from a radio programme and check your ideas.
1 They are enormous drawings on the ground; there Track 46
are lines and shapes, some are in the shape of
animals, some are human figures.
2 in the Nasca desert in southern Peru
3 huge – the biggest of the drawings is about two
hundred metres across
4 What do you think the purpose of the lines was? Listen to another Track 47
extract from the radio programme. Complete the sentences.
patterns
1 The Nasca people couldn’t have seen the ______________ from above.
2 Maria Reiche was convinced that the lines must have been a type of
calendar
______________.
roads
3 Other people thought the lines may have been ancient Inca __________.
4 The strangest idea was the lines could have guided creatures from
space
______________.
5 The Nasca people can’t have known the lines would still be visible
centuries
______________ later.
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6b-p. 72
Script Track 46

The Nasca lines are enormous drawings on the ground, in the Nasca desert in southern
Peru. Most of the lines are just shapes, but about seventy are animals such as a spider,
different types of birds, a monkey, or a dog. There are human figures as well. And they
are huge – the biggest of the drawings is about two hundred metres across. Altogether,
there are hundreds of these drawings and they are in an area of about eighty
kilometres across.
The lines were made by the Nasca people over a period of time starting about two
thousand years ago. They moved the brown stones that cover the desert and so
showed the white ground underneath. You can still see the stones along the edges of
the lines.

The mysterious thing about the lines is that they only became clear about one hundred
years ago when air travel began. But the Nasca people couldn’t have seen the patterns
from above. So the question is how, and indeed why, did they make them?
One of the first people to study the lines was an archaeologist called Maria Reiche. She
became convinced that the lines must have been a type of calendar. Other people
thought they may have been ancient Inca roads. The strangest idea was that they could
have guided creatures from space!
One of the other mysterious aspects of the Nasca people is that although this region of
Peru is one of the driest places on Earth, they built a successful society there. How
could they have done this without water? Well in fact, there is a river in the mountains.
It goes underground for many kilometres before it reappears on the surface. Some
people think that this might have seemed mysterious to the Nasca people, and so the
lines were part of traditional or religious beliefs linked to the water. Whatever the
explanation, one thing is for sure: the Nasca people can’t have known that the lines
would still be visible centuries later.

6 Look at the grammar box. Underline the patterns in the sentences in

Exercises 2 and 4.

See next slide for answers

1 We use must to say if something is or was possible / probable.

2 We use might, may and could to say if something is or was possible /
probable.
3 We use can’t and couldn’t to say if something is or was impossible /
improbable.

can’t be
1 This drawing has eight legs. Insects have six legs. So it _______________
an insect.
might/may/could be
2 ‘What are the straight lines?’ ‘I’m not sure. They ____________________
paths.’
might/may/could be photographing the
3 ‘What’s the plane doing?’ ‘It ____________________
lines, but I can’t see a camera.’
must be
4 It’s summer in Europe now, so it ____________________ winter in Peru.
mightn’t/may not let
5 I’d like to walk along the lines, but they ____________________
people do that.
must be
6 The figures are so big a plane ____________________ the only way to
see them properly.

must have meant

1 The lines ______________________ something very special to the Nasca
people. (must / mean)
can’t have been
2 We know water ______________________ easy to find. (can’t / be)
might have disappeared (might / disappear)
3 The water in the area ______________________.
4 People ______________________
might have made the drawings for fun. (might / make)
couldn’t have been
5 The animal drawings ______________________ roads. (couldn’t / be)
must have lived
6 The animals ______________________ in the region. (must / live)
could have used
7 The Nasca people ______________________ simple tools. (could / use)
must have looked after the lines carefully. (must / look after)
8 People ______________________

b Work in pairs. Read the conversations aloud. Pay attention to your

pronunciation of have.

See next slide for answers

EXAMPLE ANSWERS
1 An electrical device failed to work (e.g. washing machine, phone)
or ran out of battery (e.g. phone, tablet, baby monitor).
2 Somebody has not been invited for interview or not received a
reply of any sort to something (e.g. a job) they applied for.
3 arriving a house with lights on; arriving at an event to find
somebody hasn’t come
4 something lost – a bag, a key, a phone
5 ‘It’ could be a letter or package. ‘He’ didn’t stop at the post office
to get it.
6 Somebody is sitting in an exam room but not writing anything.
7 Somebody is late.
8 Somebody can’t find some money – their wallet seems empty.

A: Oh no! The battery’s flat on my phone

B: You must have forgotten to plug it in. Do you want to use mine?
A: Thanks, but the number I need is in my contacts – I can’t remember it.

Exercise 3: 1.0 pts (0.25/each)

Exercise 4: 1.5pts (0.25/each)
Exercise 5: 1.5pts (0.5/each)
Exercise 6: 1.0pts (0.25/each)
Exercise 7: 2.0pts (0.25/each)
Exercise 8: 1.0pts (0.2/each)
Exercise 9: 2.0pts (0.5/each)
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6c-p. 75
Track 49

Three Theories by John Roach

Amelia Earhart, the first woman to fly solo across the Atlantic Ocean, was
attempting a round-the-world flight in 1937. She planned to land on the tiny
Pacific Ocean island of Howland just north of the equator. She never arrived.
Exactly what happened to her and her navigator, Fred Noonan, is still one of
aviation’s greatest mysteries. Researchers have spent millions of dollars
investigating the case and several books have been published that look at the
different theories.

The official US opinion is that Earhart ran out of fuel and crashed in the Pacific
Ocean. The radio records from a US Coast Guard ship suggest that she must
have been near Howland when contact was lost.
Another theory says that Earhart could have landed and later died on a
different island, called Nikumaroro. Nobody lived there.
And another theory says she was captured while on a secret mission to the
Japanese-controlled Marshall Islands in the North Pacific and eventually
returned to the USA with a new identity.

Amelia Earhart’s dried saliva could help solve the mystery of the aviator’s 1937
disappearance. Scientists plan to take samples of her DNA from letters she
wrote and create a genetic profile. This could be used to test recent
suggestions that a bone found on the South Pacific island of Nikumaroro is
Earhart’s.
Justin Long is a Canadian whose family is financing part of the DNA project. He
makes the point that at the moment, anyone who finds pieces of bones can say
that they are Amelia Earhart’s remains. According to Long, Earhart’s letters are
the only existing items that are definitely hers and that might contain her DNA.
The remains of Earhart, her navigator Noonan and their twin-engine plane
were never found. But in 2009, researchers with the International Group for
Historic Aircraft Recovery discovered a piece of bone on Nikumaroro, which
they believed might have been from one of Earhart’s fingers. However, some
scientists have suggested the Nikumaroro bone isn’t human at all but may be
from a turtle.

The new Earhart DNA project will be organized by Dongya Yang, a genetic
archaeologist at Simon Fraser University in Canada. Yang will work on four
letters Earhart wrote to her family. More than 400 of Earhart’s letters still
exist today. Much of Earhart’s correspondence was dealt with by her secretary.
However, with the four personal letters, it is believed that Earhart must have
sealed the envelopes herself.
Meanwhile, geneticist Brenna Henn of Stanford University, USA said she
knows of no other case where DNA has been collected from old letters. The
problem is that the envelopes probably don’t contain much DNA. The project
needs a big sample to distinguish between Earhart’s DNA and that of other
living people because about 99 per cent of the genome is identical among all
humans. To make sure that the DNA from the letters belonged to Earhart, the
team will compare it to DNA from Earhart’s relatives who are still alive and
also DNA extracted from another letter, written by Earhart’s sister.

1 What is the theory talked about in the article?

2 Which modern scientific technique might give an answer to the Earhart
mystery?
3 If the new project is successful, what will it prove?
4 What is the biggest problem for the researchers on the new project?

1 The theory that Earhart landed on Nikumaroro.

2 DNA sampling
3 It will prove that a bone found on the island of Nikumaroro is
Earhart’s – and that she died there.
4 About 99 per cent of the genome is identical among all
humans, so the team needs to have enough material to show
that the DNA belongs to Earhart and nobody else.

1 My grandparents are paying for my studies. financing

distinguish
2 It’s easy to see the difference between a leg bone and an arm bone.
3 The doctor took small amounts of my blood to do tests. samples
4 The soldier was caught and put in prison by the enemy. captured
5 The cyclist is trying to break the world record. attempting
6 The two brothers look exactly the same to me. identical

6 Work in pairs. Complete the summary.

The new project aims to provide a way of testing
claims about Earhart’s remains The success of the project depends
1 ________________________________.
human
on several things. Firstly, that the bone is from a 2 _____________________,
not a turtle. Secondly, that Earhart’s saliva still exists on
the envelopes of letters that she sent And thirdly, that there is
3 ____________________________________.
give them a DNA sample
enough saliva to 4 ________________________________.
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6c-p. 74
Wordbuilding nouns and verbs

7 Look at the wordbuilding box. Find these words in the two articles. Are they
used as nouns or verbs?

1 fly (line 1) fly – verb 5 contact (line 13) contact – noun

2 land (line 3) land– verb 6 plan (line 23) plan – verb
3 books (line 8) books – noun 7 test (line 26) test – verb
4 records (line 11) records – noun 8 remains (line 35) remains – noun

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6c-p. 74
8 Look at the same words in these sentences. Is the meaning similar to the
meaning of the word in Exercise 7?
1 Have you got any plans for the weekend?
2 We always book our hotel rooms in advance.
3 I tried to contact them yesterday without success.
4 Did Amelia Earhart hold any flying records?
5 Everyone did badly in yesterday’s English test.
1 yes (to plan something is similar to make a plan)
2 no (to book = to reserve; a book = something you read)
3 yes (contact = when you call or signal someone so they know you
are there; to contact = to call, send a signal or write to
someone – so they are similar)
4 no (records = (countable) information about something that is
written down or stored on computer, film etc. so that it can be
looked at in the future; a record = an achievement, e.g. Usain
Bolt has the 100 metres world record)
5 no (to test = to find out if something works; a test = something
you do to find out how good you are)
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6c-p. 74
Critical thinking speculation or fact?
9 Read the definitions. Then decide if the sentences from the articles report
speculation (S) or fact (F).
Speculation is having a theory or guessing about something.
Facts are items of information that we can check, or show to be true or not
true.
F 1 Amelia Earhart […] was attempting a round-the-world flight in 1937.
S 2 Earhart could have landed ... on a different island.
S 3 The problem is that the envelopes probably don’t contain much DNA.
F 4 About 99 per cent of the genome is identical among all humans.
1 (we can prove this – from news reports, news reels or history
books)
2 (just an idea – no proof has been found)
3 (this is just an idea, confirmed by the use of ‘probably’)
4 (established scientific fact)
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6c-p. 74
Speaking

Think about one of the latest news/stories/

mysteries that you have read or experienced
recently.
Preparation: 5 minutes
Speech: 3 minutes.

- When?
- Where?
- Who?
- How?
- Results?
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6c-p. 74
10 Find one more fact and one more speculation in the articles. Then work in
pairs. Do you agree with your partner’s choices?

EXAMPLE ANSWERS
Fact: Researchers have spent millions of dollars investigating the
case …
Speculation: … she was captured while on a secret mission to the
Japanese-controlled Marshall Islands in the North Pacific …

Speaking
11 Work in groups. Think of at least three news stories you have heard about
recently. Suggest as many reasons as you can for what has happened.
A: Did you see that … isn’t going to make any more films?
B: I know! Do you think he/she could be ill?

1 a Track 51
b

2 a

3 a

b
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6d-p. 76
2 Can you remember? Answer the questions for each story.

1 What is the problem?

2 Does the second speaker believe the first speaker?
3 What is the date?
Story 1:
1 Sheep are reflecting the sun back into the atmosphere because
they are white and causing global warming.
2 no
3 1 April
Story 2:
1 Blue twenty-euro notes are forged.
2 yes
3 1 April
Story 3:
1 The young woman has filled her father's car with petrol – but
it’s a diesel car.
2 yes
3 1 April
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6d-p. 76
3 Look at the expressions for reacting to surprising news. Listen to the
conversations again. Put the expressions in order (1–9). There is one extra
expression.
Track 51

9
6
2

1
8
4
7
5
3

4 April Fools’ Day (1 April) is a day when people try to trick each other in many
countries. Do you do anything similar in your country?
Students' own answers
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6d-p. 76
Script Track 51

1
A: Did you hear that story about the sheep?
B: No, I don’t think so. What was it about?
A: Apparently, they reflect the sun back into the atmosphere, because they’re so white.
B: Oh yeah?
A: And then the heat from the sun gets trapped, so it makes everything hotter. So they
think sheep cause global warming.
B: Come off it!
A: Well, that’s what it says in the paper today.
B: You’re having me on!
A: It does – here, look.
B: Hmm, that can’t be right! Hang on a minute, what’s the date today?

2
C: Let me have a look at those twenty-euro notes for a moment.
D: Why?
C: The blue ones are no good – they’re forged.
D: You must be joking! All twenty-euro notes are blue!
C: Not the real ones.
D: Are you sure?
C: I’m absolutely positive. The girl at the travel agent’s told me. It was on the news last
night.
D: They must have made a mistake … oh no, and we’ve just changed all this money!
What are we going to do?
C: I don’t know … but it is 1 April today…
D: Oh, honestly! I really believed you!

3 D = daughter, F = father
D: Dad, did you see the news about petrol prices? They’ve gone down to almost half
the price.
F: Really? How come?
D: I don’t know. But anyway, I’ve put petrol in the car.
F: Great … hold on … did you say petrol?
D: Yeah.
F: Are you serious? The car uses diesel, not petrol!
D: I know, but petrol is so much cheaper!
F: Yes, but …
D: I’m sorry, did I do something wrong?
F: Diesel engines don’t work with petrol, you must know that! Oh, this is going to cost
me a fortune.
D: Dad?
F: Yes?
D: How do you suppose I managed to drive the car home, then? April Fool! It’s 1 April!

a Listen to these expressions for reacting to surprising news. Notice how the
speaker’s intonation rises to show interest and falls to show disbelief.

1 Oh yeah? Track 52

2 Come off it!

b Listen to the other expressions for reacting to surprising news. Repeat the
expressions.
Track 53

c Work in pairs. Take turns to respond to these statements.

1 I’m setting off on a round-the-world trip on Monday.
2 A meteorite has crashed to Earth in the middle of Berlin.
3 I found a wallet full of money in the street this morning.
4 Biologists have discovered a parrot that can speak three languages.
5 I’m starting a new job tomorrow.

7 Work with a new partner. Take turns to listen and react to your stories. Use
the expressions for reacting to surprising news to help you. Don’t forget to
show interest or disbelief with your intonation.

2 Writing skill structuring a news story

a Read the introductory sentence in the news story again. Answer the
questions.
1 What happened? 1 A woman accidentally cut through an
underground cable.
2 Who was involved?
2 an elderly Georgian woman
3 Where did it happen? 3 in Georgia

1 how the woman cut the cable.

2 four things that happened after she cut the cable.
3 two pieces of background information.
1 She was digging for metal when her spade damaged the fibre-optic cable.
2 Internet services to Armenia were cut off; A monitoring system detected
the damage; A security team went to the sport; The woman was
arrested.
3 Possible answers could include: The woman was digging for metal;
Georgia provides 90 per cent of Armenia’s internet; Web users in the
nation of 3.2 million people were left twiddling their thumbs; The cable is
protected, but apparently landslides or heavy rain may have left it
exposed on the surface; The woman has been called ‘the spade-hacker’ by
local media.
c Read the main paragraph again. How are the events and background details
organized?
The main events are in chronological sequence.
Background information is inserted after the main event it relates to.
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6e-p. 77
3 Vocabulary -ly adverbs in stories
a Find these adverbs (1–5) in the story. Then match the adverbs with their
meanings (a–e).

b1 accidentally a at once
e 2 unfortunately b by mistake
c 3 temporarily c for a short time
a4 immediately d it seems
d5 apparently e we are sorry to say

c Work in pairs. Decide which of the sentences in Exercise 3b fit into the story
and where they fit.
3 Internet services were gradually restored across the region.
This could go after ‘… temporarily affected.’
6 Hopefully, the police will release the woman because of her age.
This could go after ‘… three years in prison.’
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6e-p. 77
4 You are going to write an April Fools’ story or a news story that is not true.
This can be invented or it can be a story you have heard. First, make notes
about the main events and the background details of the story. Think about
what? who? where? and also why? and how?

5 Write an introductory sentence to summarize the story. Then number your

notes in the order you will write about them. Include at least three adverbs
where appropriate.

6 Work on your own. Write your story in about 150–200 words. Write an
interesting headline.

7 Work with a new partner. Exchange stories. Use these questions to check
your partner’s story.
• Did the headline make you interested in reading the story?
• Are the facts of the story clear?
• Do you think the story is true?

Write your story in about 150–200

words. Write an interesting headline.
NOTICE:
- Using Adverbs: apparently, hopefully, fortunately,…
- Making the story interesting and lively.
- Thinking about What? Why? Where? Who? And Why?
- Including an introductory sentence to summarize the story.

See next slide for answers

What could that be?

a Read the sentences. Try to guess the missing words.

1 buoy
Don’t take the boat out past the red ____________.
2 eyewitnesses who saw the accident.
Police talked to several ____________
3 hump
Do camels have one ____________ or two?
4 motor
Can you switch off the boat’s ____________, please? It’s very noisy.
5 submerge into the water
It’s surprising how quickly submarines can ____________
and disappear.
wake
6 There were lots of seabirds following the ____________ of the ferry.
a motor (n) an engine
b buoy (n) a coloured object that floats in water to indicate danger for
boats
c eyewitnesses (n) people who see something happen, especially an
accident, a crime, etc.
d hump (n) something that has a round shape and that sticks out
e wake (n) the waves behind something that moves through water
f submerge (v) to go under the surface of water
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6f-p. 79
b Read the words in bold and their definitions. The words are used in the video.
Complete the sentences in Exercise 2a with the words.

a motor (n) an engine

b buoy (n) a coloured object that floats in water to indicate danger for
boats
c eyewitnesses (n) people who see something happen, especially an
accident, a crime, etc.
d hump (n) something that has a round shape and that sticks out
e wake (n) the waves behind something that moves through water
f submerge (v) to go under the surface of water

6 Work in groups of three. Compare your notes. Is there any information still
missing? If you need to, watch the video again and check.
Richard Smith:
Bob Iverson: 1 in a boat
1 in his garden looking out over the water 2 a nice, clear day
2 calm water, dead flat 3 very close (‘at point blank range’)
3 three hundred yards away 4 disappeared, then came up again
4 it went up, then down, up, then down, and then it was gone
Marjory Neal:
1 on her sundeck 2 no information
3 twenty or thirty feet beyond the mooring buoy
4 went across her view, then went down leaving a massive wake

Part 2
0.52–0.59 Narrator Seven years later only seven miles away, another unlikely monster spotter was
on her sundeck.
1.00–1.37 Marjory Neal It happened, I would say, anywhere between twenty and thirty feet behind
the mooring buoy, that’s when I first saw it. It went right across my view and then all of a sudden it
went down. But there was nothing else out here and it left this massive wake.
I knew I wasn’t dreaming when I saw the wake. It took up the total view that we can see from our
deck.
1.39–1.49 Narrator A few miles east and twenty years before, another encounter. And this time at
point blank range.

EXAMPLE ANSWERS
Plausible explanations for ‘Nessie’: an unusually large eel (long, snake-
like fish), the wake of a large bird taking off from the water, a
Greenland shark, smaller animals such as otters seen in such a way
that they look bigger, misshapen trees in the water, a mirage or
optical effect on the water, gases coming from the water, a hoax
(there have definitely been hoaxes – perhaps local people have tried
to attract tourists by making a hoax Nessie and photographing it)

b Complete the sentences in your own words. Then work in pairs and compare
your sentences.
1 I was on my way to class once when all of a sudden …
2 Sometimes when I watch TV, I wonder …
3 I spend anywhere between … hours studying English each week.
4 A news story about ... caught my attention last week.
EXAMPLE ANSWERS
1 I was on my way to class once when all of a sudden it
started to rain / I fell over.
2 Sometimes when I watch TV, I wonder what is happening
to the world / whether there isn’t anything better to do.
3 I spend anywhere between 10 to 12 / 13 to 82 hours
studying English each week.
4 Students' own ideas
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6f-p. 79
Videoscript Encounters with a sea monster
c1 All of a sudden, these three or four humps came up ...
a at the same time
b slowly and quietly
c very quickly, with no warning
b2 ... they were up and then they were down. That caught my attention.
a I didn’t understand.
b I noticed it.
c It looked at me.
c3 ... that’s what really made me wonder what it was because of the speed ...
a believe it
b identify it
c question it
a4 It happened, I would say, anywhere between twenty and thirty feet behind the mooring buoy ...
a approximately twenty or thirty
b less than twenty or thirty
c more than twenty or thirty
c5 ... another encounter. And this time at point blank range.
a a long way away
b at an unknown distance
c extremely close

2 Answer the questions about the text in Exercise 1.

1 What are three theories about the origins of Stonehenge?
2 What is known about the stones?
3 What are three theories about the purpose of Stonehenge?
See next slide for answers

1 a It might have been part of King Arthur’s court.

b Invaders from Denmark could have built it.
c It could be the ruins of a Roman building.
2 The larger stones weigh 25 tons and they come from about 30
kilometres away from the site. The smaller stones originate from
Wales, 230 kilometres away. Stonehenge is in the shape of a circle
and the stones are placed so that they match the sun’s highest and
lowest points in the sky.
3 a It could have been a scientific observatory.
b It was designed to help aliens land.
c It may be a kind of cemetery.

unfortunately
1 I’d love to come for lunch, but u__________________ I’m busy that day.
immediately
2 You need to reply to this letter i__________________. It’s urgent.
3 Oh dear, I’ve a__________________
accidentally deleted the email. How did that
happen?
temporarily
4 I’m working t__________________ as the manager while my boss is
away.
apparently
5 We checked our records and a__________________ the package was
posted on 2 May.
deliberately
6 I think the boys arrived late d__________________ to miss the test.

EXAMPLE ANSWERS
1 They are eyelashes that are not real / ones you put on and take off.
2 A flexible thinker is someone who can solve problems that don’t have a
clear answer.
3 You might get a reward when you do something well and receive
something in return, e.g. you find something and return it to the
police/owner.
4 Students’ own answers, for example: sleep, sunbathe, relax, watch TV
5 Students’ own answers, for example: circle, rectangle, square, triangle,
oval, sphere, star, cube, diamond, pentagon, hexagon, etc.
6 no
7 Students’ own answers, for example: She broke the world record. (noun),
He’s recorded a new song. (verb), She’s got some cycling records. (noun),
I’ve made a record of our conversation. (noun)
8 No, a hoax is a thing, a plan to deceive someone.
9 A trick is something you do to deceive someone; a puzzle is an activity in
which you have to put pieces together or answer questions using skill.
10 for digging

Well, clearly the matches are to light the candle with and we know that drawing
pins are for attaching things to other things. But what about the box? Yes, it’s
for holding the drawing pins. But you can also use it to hold the candle. And
then you attach the box to the wall. Did you get it? Yes? Congratulations, you’re
a flexible thinker.

84 Homes around the world

An architect talks about homes

86 Sweet songs and strong coffee

Visit a community in Puerto Rico

90 The town with no wi-fi

A video about an unusual town

EXAMPLE ANSWERS
1 It’s a small tropical fish inside what looks like a soda can.
2 Perhaps in the sea, or perhaps inside a fish tank or aquarium.
3 It could be in any of the three suggested places, but it has
found something to hide in – an old can – which would not
naturally be found in its usual habitat.

3 a I can’t wait to leave my parents’ house and get some independence.

3 b My family’s lovely, but I’d like to have my own home and some privacy.
2 c My flatmates aren’t here much, so it’s just like having my own place really.
1 d It’s cramped and noisy, but at least you’re never lonely.
2 e Sharing a flat with friends is not as easy as I thought it would be.
1 f I love living with my mum and dad and brothers. I won’t leave until I get
married.
(Speaker 1 = d; f Speaker 2 = c; e Speaker 3 = a; b)

1
We’re a big family, and it’s quite a small house. I share a bedroom with my two older
brothers. My grandparents live with us too. It’s cramped and noisy, but at least there’s
always someone around. It’s the only house I’ve ever known. I love living with my family,
we all get on so well. I suppose I’ll move out when I get married. I don’t know when
that will be!
2
I had to move to London when I started work. I saw an advert in the paper for a room in
a shared house. Well it’s a flat on the first floor of a big house, actually. My flatmates
are away working quite a lot, so it’s just like living on my own a lot of the time, really …
especially during the week. Weekends are different. I have to say that living with friends
is more difficult than I thought it would be. For one thing, nobody ever wants to do any
housework.
3
I’m in my last year at college and I’m really looking forward to finishing and going
abroad or getting out of this town! I can’t wait to get away from here and be
independent. It’s going to be brilliant. My sister and I have shared a room all our lives.
My family’s lovely, but I’d like to have the chance of my own space – preferably in a
lovely sunny country somewhere.
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3 Work in groups. Discuss the questions.

1 Which room do you spend most time in at home?

2 How do different family members use different rooms?
3 Do you consider your home a private place, just for family? Or do you
often have friends round?
Students' own ideas

public transport system to get you around the city.

1 There’s an excellent _______________
financial
2 It’s got an important business and _____________ district.
built-up
3 It’s one of the most _____________ places you can live, with few open
spaces.
skyscrapers are spectacular, especially at night.
4 The views from the _____________
residents
5 There’s lots to do, both for tourists and _____________.
neighbourhoods are more dangerous than others.
6 Some _________________
atmosphere is exciting and lively.
7 The _____________
blocks
8 The streets divide the city into _____________.
Arguably, all the sentences are true of New York.

EXAMPLE ANSWERS
In the city centre, the atmosphere in the restaurants is exciting and
cosmopolitan.
There’s an extensive public transport system – there are trams and
buses to all the suburbs.
My capital city has got a new financial district.
The neighbourhoods in the north are crowded and dangerous.

1 What do you think the area that is now New York was like before the city
was built?
2 What kind of people do you think lived there?
3 What kind of landscapes do you think there were?

1 It was a ‘pristine (= unspoilt and pure) wilderness’ of forests,

marshes and grassland. There used to be sandy beaches along the
coasts and 90 kilometres of fresh-water streams.
2 A family called Murray used to have a farm on what is now
Fifth Avenue, and in 1782 the British soldiers landed near there.
3 You could see forests, marshes and grassland, sandy beaches
along the coasts and 90 kilometres of freshwater streams.

Of all the visitors to New York City in recent years, one of the most surprising was
a beaver which appeared one morning in 2007. Although beavers used to be
common in the area in the seventeenth century, and people used to hunt them
for their skins, there haven’t been any for more than two hundred years.
For ecologist Eric Sanderson, the beaver’s appearance was especially interesting.
For ten years, Sanderson has been in charge of a project to show what the area
used to look like before the city changed it completely. As Sanderson says, ‘There
are views in this city where you cannot see, except for a person, another living
thing. Not a tree or a plant. How did a place become like that?’
In fact, long before the skyscrapers came to dominate the view, this place was a
pristine wilderness where animals like beavers, bears and turkeys would move
freely through forests, marshes and grassland. There used to be sandy beaches
along the coasts and ninety kilometres of fresh-water streams.
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7a-p. 82
Track 55

At the end of Sanderson’s project, he built a 3D computer model of the area.

(See the top photo on the right.) You can pick any spot in modern New York and
see what used to be there. Take Fifth Avenue, for example. A family called
Murray used to have a farm here and in 1782 (during the American War of
Independence) the British soldiers landed near here. ‘I’d like every New Yorker to
know that they live in a place with amazing natural potential – even if you have
to look a little harder to see it,’ says Sanderson.

1 What’s the connection between Eric Sanderson and the image with the
article?
2 What did Sanderson aim to do with his project?
3 Why do you think the appearance of the beaver in 2007 was important
for Sanderson?
1 Sanderson, who is an ecologist, built a 3D computer model of
Manhattan island to show what the area was like before the
city of New York was built. The image shown with the article is
of this ‘pristine wilderness’.
2 For ten years, Sanderson has been leading a project to visualize
what the area of New York used to look like before the city
transformed it. He wants every New Yorker to know that they
live in a place with amazing natural potential.
3 There haven’t been any beavers in New York for around 300
years, so the beaver symbolized the New York that Sanderson
was trying to recreate with the map.

6 Look at the grammar box and the article. Underline the sentences in the
article with used to and would. Do they refer to past habits and states or to
single actions in the past?
Past habits: people used to hunt them for their skins; beavers,
bears and turkeys would move freely
Past states: beavers used to be common in the area; what the
area used to look like; There used to be sandy beaches; see what
used to be there; a family called Murray used to have a farm here
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7a-p. 83
7 Look at the article again. Find three examples of single actions in the past.
What is the verb form?
Examples of single past actions using the past simple:
a beaver … appeared one morning in 2007;
he built a 3D computer model;
the British soldiers landed near here

8 Look at the grammar box. Match the sentences with used to (1–4) with the
uses (a or b). Then match the sentence with would with its use.
a past state
b past habit (repeated action)
1 b – past habit (repeated action)
2 a – past states
3 a – past states
4 a – past states
Would b – past habit (repeated action)
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7a-p. 83
9 Rewrite the sentences using used to + infinitive where possible.

1 New York was a lot greener than it is now.

2 The early residents didn’t live in a large city.
3 People farmed the land.
4 Farmers hunted wild animals for food.
5 Soldiers fought an important battle on the island.
6 What was in the area where Fifth Avenue is now?
1 New York used to be a lot greener than it is now.
2 The early residents didn’t use to live in a large city.
3 People used to farm the land.
4 Farmers used to hunt wild animals for food.
5 (used to is not possible – it’s a single action in the past)
6 What used to be in the area where Fifth Avenue is now?

moved
I remember when I first 1 ______________ (move) to New York from
California with my parents. Every day for the first month, I
used to stand / would stand (stand) in the street and stare up at the
2 ___________________________
were
skyscrapers. They 3 _______________ (be) taller than anything I’d ever seen.
The streets 4 ______________
were (be) much busier than in California and I
used to run / would run
5 ____________________________ (run) from one side to the other holding
my mother’s hand. For the first few months, we
6 _______________________________________
didn’t use to go / wouldn’t go / didn’t go (not / go) further than
didn’t use to own / didn’t own
four blocks from home. My parents 7 _______________________________
(not / own) a car, so on Sunday mornings we
used to take / would take / took (take) the subway to Central Park.
8 ________________________________
used to have / would have / had (have) breakfast at a lovely deli
We 9 _______________________________
used to go / would go / went (go) skating. The city
and then we 10 ________________________________
used to be / was
11 ________________________ (be) a lot more dangerous and scary then.

See next slide for detailed answers

• my street • my school
• my home • my village / my town
• my classroom
my street: then – lots of cars; now – residents only

13 Work in pairs. Tell each other about the places you chose in Exercise 12. Use
used to and would. Decide which places have changed the most and whether
they are better now than they were in the past.
A: There used to be a lot of cars in my street, but now only residents can
park on it.
B: What do visitors do? Can they drive up to your house?

• Let’s imagine that you are 70 years old and have

retired from work. Prepare 2 jobs that you used to
have in private.
• Prepare 4 questions for each job the first sentence
will contain the clue most difficult to guess the last
sentence will contain the easiest clue.
• The first sentence will be awarded 4 points and the
last one 1 point.

4
Well, it all depends on the local weather. I mean, if you live in an area that has
regular 14__________, it’s a good idea to live in a house on stilts. That way,
you can live much more 15___________ above the water and you don’t have
to worry every time it rains a lot! And the 16__________ the stilts, the safer
you are!
5
I think that modern homes are fairly 17___________wherever they are in the
world, which doesn’t always mean that they are the best design for every
situation. In our 18 __________ cities, modern houses are getting smaller and
smaller so that they can be built more cheaply. Unfortunately, sometimes
modern houses are also built badly. They don’t work as efficiently as
19____________houses – they need central heating in winter and air
20___________ in summer.

3 Marta Fereira presents the TV series Home Planet. Read the questions (a–e)
that viewers have sent in to the programme’s website. Then listen and match
Marta’s podcast replies (1–5) with the questions. Track 56
1 a Why are you so interested in traditional house design?
5 b We live in a new house that my dad calls a ‘box’. What do you think of the
design of modern houses?
4 c Why are some types of house more common in some areas of the world
than in others?
2 d You mentioned shelters in your last programme. What’s the difference
between a shelter and a home?
3 e I’d like to stay in a ger, but they look a bit basic. What are they really like?
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7b-p. 84
4 Listen again and complete the sentences. Track 56

weather
1 Traditional houses usually survive bad _____________ conditions better
than modern ones.
brick
2 Rock homes heat up less quickly than _____________ houses
_____________.
wooden
3 You can put up a ger much faster than a _____________ house
_____________.
water
4 You can live much more safely above the _____________.
smaller
5 Modern houses are getting smaller and _____________.
modern
6 Unfortunately, sometimes _____________ houses
_____________ are also built
badly.
houses
traditional ___________.
7 Modern houses don’t work as efficiently as ____________

5 Which of the homes in the photos would you like to spend time in? Why?
EXAMPLE ANSWERS
The river houses are in a beautiful spot for fishing and going around
in boats; the ger might be fun to put up or take down, can be
moved to other locations and is a great place to socialize; the rock
houses are probably warm and cosy and fascinating to explore.
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7b-p. 84
Script Track 56

1
As an architect, I’m interested in everything about house design. But we can learn so
much from traditional buildings and designs. Traditional houses usually survive bad
weather conditions better than modern ones, so the question is, what can we copy
from those houses when we build new houses? Like the rock homes, you know? They
heat up less quickly than brick houses, which is great in hot climates.
2
Well, a shelter is a lot less permanent and more basic than a house. The igloos that
people build with ice in the Arctic region are a perfect example of a shelter. A shelter
just protects you from the weather, but a home has several spaces with different uses.
3
I’d say a ger is both a shelter and a home. It’s organized around a fire in the centre with
a chimney, and it has separate areas for men and women. A ger isn’t as solid as a brick
or wooden house but you can take it down and put it up much faster, which is what
nomadic people in Mongolia need.

4
Well, it all depends on the local weather. I mean, if you live in an area that has regular
floods, it’s a good idea to live in a house on stilts. That way, you can live much more
safely above the water and you don’t have to worry every time it rains a lot! And the
higher the stilts, the safer you are!
5
I think that modern homes are fairly similar wherever they are in the world, which
doesn’t always mean that they are the best design for every situation. In our crowded
cities, modern houses are getting smaller and smaller so that they can be built more
cheaply. Unfortunately, sometimes modern houses are also built badly. They don’t work
as efficiently as traditional houses – they need central heating in winter and air
conditioning in summer.

6 Look at the grammar box. Underline the comparative adverbs in the

sentences in Exercise 4.
1 better than 5 smaller and smaller
2 less quickly than 6 –
3 much faster than 7 as efficiently as
4 more safely

1 A brick house heats up more quickly than a rock house.

2 A rock house heats up less quickly than a brick house.
3 A rock house doesn’t heat up as quickly as a brick house.
All three sentences mean the same thing. The audio says:
They [rock homes] heat up less quickly than brick houses.

more quickly
Last year, terraced houses sold 1 __________________ (quickly) than flats,
but one-bedroom flats did 2 __________________
better (well) with young buyers.
faster
The number of large houses for rent rose 3 __________________ (fast) than
worse
other types of home. Sales of large flats did 4 __________________ (badly)
than in previous years. So what does this mean for you? You can now rent a
more cheaply
large house 5 __________________ (cheaply) than ever before, but if you’re
as easily
trying to sell yours, you probably won’t find a buyer 6 __________________
(easily) as in previous years. Renting it out is a good alternative, so come and
talk to us today.

10 Look at the grammar box. Which sentences describe change? Which

sentence describes two related things?
Sentences describing change:
Modern houses are getting smaller and smaller.
House prices are going up more and more quickly.
Sentence describing two related things:
And the higher the stilts, the safer you are.

go wrong more and more often

the greater the number of residents, the lower the
monthly payment is
the cheaper the place, the better
getting higher and higher

fewer, the better

Marcus: Neighbours! The 1 ________________________ (few / good), I say.
In my old flat, I used to have noisy people living right above me and I got
angrier and angrier
2 ________________________ (angry) as the months went by. So I
moved into my own house and life is much quieter now.
Frances: I love having a garden, but it’s a lot of work – so the
the smaller, the better (small / good), I think. As time passes,
3 ________________________
more and more quickly (quickly), until in
the garden gets untidy 4 ________________________
the end I have to do something about it.

3 live more cheaply eat less often; eat smaller portions; shop more carefully
choose your food more carefully; don’t eat as greedily
4 eat more healthily as you did; cook more and more often
5 spend more wisely plan your weekly shopping more carefully; the less you
go shopping, the less you’ll spend
6 shop more sensibly think more carefully before you buy; the more lists
you use, the less you are likely to spend
A: I think you can learn English more quickly if you go to live in an
English-speaking country.
B: I agree. You won’t learn as quickly if you stay at home. You won’t meet
native English speakers as easily, for example.

2 Read the article about a town in Puerto Rico. What is the article mainly
about? Choose the correct option (a–c).
a daily life and work
b festivals and holidays
c people and traditions

There’s a dreamy atmosphere to Adjuntas, a coffee town in the Valley of the Sleeping Giant
high in the mountains of Puerto Rico. And there’s love, the love of the people for their land
and its customs. People here say their families have lived here ‘since forever’. You feel this
love in the streets, with the smell of food cooked at roadside barbecues. You see it in the
beautiful horses that parade through town on holidays. And you feel it as you sit in the
large, elegant square, with its romantic fountains and stone benches.
Several decades ago, this love of the land also led the local people to prevent a mining
development in the surrounding mountains. They used money from the area’s successful
coffee production to provide the money for a national park, El Bosque del Pueblo. The park
opened in 1998 and runs a reforestation programme allowing young and old to plant trees.
‘Learning to manage the forest has been a kind of new life for us,’ said Tinti Deya, a local
resident. ‘It’s another world where we’re like children doing everything for the first time,
except in our case we’re grandmothers.’

Later, I played the recording I’d made for my 88-year-old Spanish father, who has
Alzheimer’s disease. His dark brown eyes shone with recognition. He nodded his head,
smiled, and said, ‘Oh yes, this I remember, this I remember …’

4 Work in pairs. What can you remember about these things in Adjuntas?
1 the horses 3 Lala Echevarria
2 the town square 4 Tato Ramos
1 beautiful; parade through town on holidays
2 elegant; with its romantic fountains and stone benches
3 85-year-old great-great-grandmother; was born and still lives
in a small, neat and tidy home on the oldest street in town;
grew up before electricity and running water, and remembers
when the first car arrived in Adjuntas
4 a local singer; appeared and began to sing in a flamenco style
that hasn’t changed for centuries; improvised songs on topics
requested by shop customers
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7c-p. 86
5 What do you think of Adjuntas as a place to live? Or a place to go on holiday?
Tell your partner and give reasons using information from the article.
Students' own ideas

6 Look at the wordbuilding box. Find the adjectives in the article that are
formed from these nouns.
1 romance (line 10) romantic
2 nation (line 16) national

energetic and enthusiastic.

1 The farmer never stops working. He’s ____________
coastal
2 The ____________ part of the island is quite flat and the ____________
central
part is mountainous.
beneficial
3 Opening the forest park was ____________ for the villagers and the
wildlife.
natural
4 We saw lots of birds in their ____________ habitat.
economic crisis hasn’t affected business.
5 The ____________
historic
6 The ____________ area of the city around the old market is worth
visiting.

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7c-p. 86
Critical thinking descriptions
8 The writer aims to ‘paint’ a picture of Adjuntas in the reader’s mind. Which
descriptions in the article helped you to build a mental picture of Adjuntas?
Underline words and phrases in the article.
EXAMPLE ANSWERS
a dreamy atmosphere …
a coffee town … high in the mountains of Puerto Rico
the smell of food cooked at roadside barbecues
the beautiful horses that parade through town on holidays
the large, elegant square, with its romantic fountains and stone benches
Grandmothers are everywhere in Adjuntas
Lala Echevarria … still lives in a small, neat and tidy home, … remembers
when the first car arrived in Adjuntas, … used to spend all my time carrying
water, finding firewood, looking after the chickens and the cows, … would
wash our clothes in the river and … used to cook on an open fire
we kids would sit on the floor to eat
the dozens of photographs of four generations of her family
men meet to swap stories and have a drink … working-class men clapping,
tapping and nodding to the music.
His dark brown eyes shone with recognition. He nodded his head, smiled
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7c-p. 86
9 Work in pairs. Compare the words you have underlined with your partner. Do
you think the writer has been successful in her aims?
EXAMPLE ANSWERS
The writer has been successful. Point out the number and range of
descriptive adjectives (dreamy, elegant, romantic), the way active
verbs are listed to suggest a range of activities or movements
(carrying water, finding firewood, looking after the chickens;
clapping, tapping and nodding) and the way would and used to are
used to evoke nostalgia for a time past.

Topic 1: All students should have an after-school job or

internship.
Topic 2: Social media has improved human
communication.
Topic 3: Schools should block sites like YouTube,
Facebook, and Instagram on students’ technology
gadgets when they are at school.

3 Look at the expressions for stating preferences. Listen to the conversation

again. Complete the expressions. Track 58

rent buy

something small
small
a
lift
look at new
older
towns villages
here
walk cycle
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7d-p. 88
Script Track 58

A = estate agent, C = customer

A: Good morning.
C: Hi, I’m interested in any properties you have in the town centre.
A: OK, and is that to rent or to buy?
C: Oh, it’s to rent. I’ve just started a new job here, so I think I’d rather rent than buy, for now anyway.
A: Right, well we have quite a few flats on our system, from one-bed studios to four-bedroom apartments.
C: I’d prefer something small, but not too small. I imagine I’ll get a lot of friends staying with me. So, two
bedrooms, and preferably with a lift. I cycle a lot and I don’t want to carry my bike up lots of stairs!
A: Well, most of the modern buildings have lifts, but a lot of the properties in the centre are quite old.
Would you rather look at new places or older ones?
C: I don’t mind, at this stage I’m just getting an idea of what things are like here.
A: OK … so you’re new to the area?
C: Yeah, I lived in a little village up near the mountains until recently.
A: Oh, that sounds lovely.
C: To be honest, I prefer towns to villages. The problem with a village is that everyone knows your
business. Maybe I’m unfriendly, but I like the way that in a town you don’t know everyone.
A: Ah yes, I’ve heard a few people say that! To be honest, I prefer living here. I suppose I like my privacy
too. Right, erm, what about garage space? Do you need that?
C: No, I haven’t got a car, I prefer to walk or cycle. It keeps me fit.
A: Of course, you mentioned your bike!
C: Yeah! And anyway, in my experience, driving in town is a nightmare!
A: I know, and it’s getting worse. OK, well, the next thing to consider is your budget and the rental period.

wants to rent – she’s just started a new job

two bedrooms – wants small flat but expects friends to stay
wants a lift – doesn’t want to carry her bike upstairs
prefers towns – likes her privacy
doesn’t want a garage – no car and driving is a nightmare (=
really difficult)

a Listen to this question. Notice how the intonation rises then falls. Track 59

Would you rather live in a town or a village?

b Listen and repeat the questions. Track 60

1 Do you prefer playing football or basketball?
2 Would you rather have tea or coffee?
3 Do you prefer summer or winter?
4 Would you rather go by car or by bike?
5 Do you prefer maths or science?
6 Would you rather eat fish or meat?

a a personal blog
b an estate agent’s website
c a tourist information website

b (the text uses typical estate agent words and phrases: charm;
within walking distance; good schools close by; prices are
reasonable)

streets and buildings: historic; streets are picturesque streets;

gorgeous buildings
shops: fascinating old shops
facilities: variety of bars, restaurants, leisure centres; great parks
(like Greenfields), an excellent public library and good schools
local residents: a real sense of community; a mix of original
residents and new arrivals
atmosphere: a lot of charm; almost like living in a village

a Read the text again. Write the number of the paragraph (1–4) next to the
heading. There is one extra heading.
a What kind of place is Sandgate? paragraph 1
b What are the bad points? (not used)
c Overall opinion? paragraph 4
d What kind of people live there? paragraph 3
e What can you do there? paragraph 2

b Where is the best place in the text to include a paragraph with the extra
heading from Exercise 3a?
The paragraph on ‘What are the bad points?’ should not be first or
last. It could come as the second paragraph, but would be best as
the penultimate paragraph.

1 … and like many other historic city-centre neighbourhoods, it has …

It is similar to / It is many historic city-centre neighbourhoods.
2 As a person who lives in a city, I know …
I am similar to / I am a person who lives in a city.
Other examples in the text: it’s almost like living in a village;
Sandgate seems to be perfect both as a place to live and a
place to visit

6 Complete the sentences with as and like.

As (having a job, role or use) a life-long resident of my town, I take
1 _____________________________
pride in our community.
like (‘similar to’)
2 I love modern shopping malls _____________________________ this.
as (having a job, role or use) a holiday destination.
3 It’s ideal _____________________________
like (‘similar to’)
4 Our public library is _____________________________ a palace.
Like (‘similar to’)
5 _____________________________ all good cafés, the one in my village
has a great atmosphere.
like (‘for example’)
6 The old buildings _____________________________, the town hall, are
beautiful.

8 Decide on the order of the paragraphs in your description. Then write about
150–200 words.

9 Use these questions to check your description.

• Are your ideas clearly organized into paragraphs?
• If you’ve included as or like, have you used them correctly?
• Does your description give the reader a clear picture of your
neighbourhood?

10 Read a description a classmate has written about their neighbourhood.

Would you like to move there or not? Give your reasons.

Two satellite dishes in the USA

cell/cellular phone = mobile phone

Congress = Parliament
downtown = city centre
gasoline = petrol
store = shop

a Read the sentences. The words in bold are used in the video. Guess the
meaning of the words.
1 Jack built his house to his own design – it’s certainly unique!
2 I’d love to have a telescope to see the stars at night.
3 I can’t call you from the beach because there’s no phone signal.
4 The heavy traffic badly affects the city’s atmosphere.
5 I’ve looked all over the house for the cordless phone, but I can’t find it.

b Match the words in bold in Exercise 3a with these definitions.

2a a piece of equipment that makes distant things seem closer
3 b radio waves which are sent or received
1 c special and different from any others
4 d the air in a certain place or area
5 e without a cable or wire attached to it

Artie Barkley
1 ____________________ Joyce Nelson
and ____________________ are residents of
the quiet zone (QZ) in Green Bank, West Virginia.
Michael Holstine
2 ____________________ works as the Business Manager of the National
Radio Astronomy Observatory (NRAO) in Green Bank.
Karen O’Neil
3 ____________________ is the Site Director of the National Radio
Astronomy Observatory (NRAO) in Green Bank.

1 What does quiet zone mean exactly?

2 What does the NRAO do in Green Bank?
1 Quiet Zone (QZ) means no cell phones, etc.
2 NRAO uses a radio telescope in Green Bank for listening for
signals from space.

6 Watch the first part of the video (0.00–0.59) again. Check your ideas from
Exercise 4. What do the people say?
nature
1 Artie Barkley says he just listens to ____________.
protect
2 Michael Holstine says that to ____________ the radio atmosphere,
Congress created the National Radio Quiet zone.
telescope in an area of lots of
3 Karen O’Neil says if you have a radio ____________
radio noise, the signal you’re looking for is destroyed.

1 Which ONE of these modern conveniences is it OK to use in Green

Bank?

2 Why would it be difficult to create a new radio quiet zone?

1 diesel engines
2 because you’d have to walk into an area and take things
away from people

1 Do the residents of Green Bank seem happy to live there? Give your
reasons.
2 How would you feel about living in a quiet zone like Green Bank?
EXAMPLE ANSWERS
1 The residents of Green Bank all seem happy. They praise the
peace and quiet or say how amazing it is to work in a high
technology place without using new technology themselves.
2 Students’ own answers

1 What are the advantages and disadvantages of playing football in the

car park?
2 Why are gyms popular in cities?

1 Advantages: they could play more often, it’s convenient

Disadvantages: they couldn’t play as well there as on a field and
they couldn’t kick the ball as hard as when they played outside.
2 People spend a lot of time sitting at desks or in cars and this
means they are less active and feel less healthy.

1 igloo (the others are things that homes are made from)
2 run-down (the others are things you find in cities)
3 neighbourhood (the others are types of home)
4 residents (the others are adjectives which describe cities)
5 garden (the others are places where there are lots of homes)

96 Walking for wildlife

Mike Fay: a personal approach to saving wild places

98 All aboard!
A report on global tourism

102 Questions and answers

A video about National Geographic Explorers’ lives

3 1; 2
3 1
2 1
3 3
1 2

3 Listen again. Each speaker shares a travel tip. What are their tips? Discuss the
tips with your partner. Track 61

Speaker 1: Just take a small backpack with the essentials.

Speaker 2: The key to a good trip is good planning. Don’t leave anything to
chance!
Speaker 3: Once the ﬂight starts, take your watch off and relax. You have no
control over the time you arrive, so why get stressed?

1
A couple of years ago I went on a round-the-world trip with a friend. What an experience!
The best bits were when we took local buses and trains – you know the kind of thing. They
stop everywhere and it takes ages to get to where you’re going. On the other hand, we met
some really interesting people on the buses in Peru. We learned a lot about the history of
Peru. But I took far too much luggage with me – I couldn’t carry it easily and I worried about
losing it. Just take a small backpack with the essentials, that’s my advice.
2
I haven’t travelled very much in the last few years. I’ve been on a few day trips to Liverpool
and I’ve had a couple of weekends away to Scotland this year. I don’t go far any more. I’m
more interested in the place I’m going to than in the journey. Edinburgh and Glasgow are
fascinating cities. But in my experience, the key to a good trip is good planning. Don’t leave
anything to chance!
3
I work in IT and I travel a lot – too much – for my job. I spend a lot of time on planes and in
my car on the motorway, travelling to the projects I’m working on. I don’t particularly enjoy
it, especially when there are delays, but it’s part of my job. I often get a very early flight from
Gatwick and delays can mean I lose a whole working day. I have to go on business trips
abroad several times a year. My travel tip? Once the flight starts, take your watch off and
relax. You have no control over the time you arrive, so why get stressed?
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4 Which countries or cities have you been to? Find people in your class who
have had similar experiences to you.

A: Have you been to Vietnam?

B: Yes, we had a holiday there last year.
A: Me too! Where did you go?

Students’ own answers

1 Lucy Chang
I step off the train in Taipei and follow the crowd into Shilin, one of the city’s most famous
night markets. Brightly-lit red, white and yellow signs are swinging above the market
stalls. I’m not very good at reading Chinese characters, in spite of being from Taipei
originally. Stall holders call out to me. It’s my first visit here and I’m too embarrassed to
speak. Back home in London, I learned to say a few words, but right now my mind is
blank. It’s not a good start to my trip.
2 Liz Mullan
Arriving at Belfast International Airport is always emotional. It feels like home. We head
north to some of Europe’s highest ocean cliffs. After a couple of hours, we’re standing on
the Giant’s Causeway. The wind almost blows us off the rocks into the North Atlantic
Ocean. I look west towards home and imagine sailing across this wild ocean to Canada,
like my great-grandfather did in 1890. We planned to walk along the coast like last time,
but it’s raining hard so we decide to find a café and hot food. Maybe tomorrow will bring
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Track 62

3 Frank Rossellini
When I was a child, my parents always promised to take me to Sicily one day. Finally, when
they are both in their eighties, we have managed to get here. In this tiny village, we sit
down to a dinner with lots of aunts, uncles and cousins. Eating together is still the most
important part of the day here. After enormous plates of sausage, pasta, salads and
homemade bread, everyone enjoys telling us stories of the friends and family members
who left for New York decades earlier. It feels great to be here and I think about coming
back again in the future.

Examples of -ing form in the article after certain verbs: imagine sailing, enjoys
telling
as the subject of a sentence: Arriving, Eating together
after prepositions: good at reading, in spite of being, think about coming back
Examples of to + inﬁnitive after certain verbs: learned to say, planned to walk,
decide to ﬁnd, promised to take, managed to get
after adjectives: embarrassed to speak, great to be

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8 Choose the correct option to complete the sentences. Then work in pairs.
Tell your partner which sentences you agree with.
1 Travelling / To travel by train is usually pleasant.
2 Good hotels are easy finding / to find.
3 Cycling / To cycle can be a good way of seeing a new city.
4 Sleeping / To sleep on a plane can be difficult.
5 Some hotels are too expensive staying / to stay in.
6 I’m interested in trying / to try new things on holiday.
7 Going / To go on holiday with friends is always fun.
8 I get fed up with spending / to spend every day on the beach.
1 (subject of the sentence)
2 (after an adjective)
3 (subject of the sentence)
4 (subject of the sentence)
5 (after an adjective)
6 (after a preposition)
7 (subject of the sentence)
8 (after a preposition; fed up with = bored with)
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9 Complete the conversation with the -ing form and to + infinitive form of the
verbs. Then listen and check.
Track 63
Rose: Hi there, I’m Rose.
Matt: Hi, I’m Matt.
Rose: Is this your first time in Corfu?
Matt: No, actually. We come every year. We love 1 ___________
staying (stay) here.
Rose: So do we. We keep 2 ___________
coming (come) back year after year. It’s hard
3 ___________
to ﬁnd (find) somewhere with everything you need for a holiday –
great beaches, fantastic weather and something for everyone to do.
Matt: I know. Actually, there’s a paragliding class later – I fancy 4 _________
trying (try)
that.
Rose: My friends want 5 ___________
to do (do) that too! To be honest,
6 ___________
lying (lie) by the pool is my idea of a holiday.
Matt: Oh, I get a bit bored with 7 ___________
doing (do) that after the first day or
two. I need 8 ___________
to move (move) around and do things.
Rose: Well, why not? It’s a different way of 9 ___________
relaxing (relax), I suppose.
Matt: Yes, that’s right. Well, if you decide 10 ___________
to go (go) paragliding with
your friends, we’ll see you there!
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Script Track 63

R = Rose, M = Matt
R: Hi there, I’m Rose.
M: Hi, I’m Matt.
R: Is this your first time in Corfu?
M: No, actually. We come every year. We love staying here.
R: So do we. We keep coming back year after year. It’s hard to find somewhere with
everything you need for a holiday – great beaches, fantastic weather and something
for everyone to do.
M: I know. Actually, there’s a paragliding class later – I fancy trying that.
R: My friends want to do that too! To be honest, lying by the pool is my idea of a
holiday.
M: Oh, I get a bit bored with doing that after the first day or two. I need to move
around and do things.
R: Well, why not? It’s a different way of relaxing, I suppose.
M: Yes, that’s right. Well, if you decide to go paragliding with your friends, we’ll see you
there!

12 Work with your holiday companion and decide what kind of holiday to have.
Tell the class:

• where and when you would go

• how you’d get there
• where you’d stay
• what you’d do there and why

trekked 10,000 kilometres in Africa and

North America
counted giant redwood trees in North America,
elephant populations in central Africa
created 13 national parks in Gabon
protected thousands of elephants from
poachers
survived a malaria attack, an elephant
attack, a plane crash
flown over the African continent for an
aerial survey
uploaded thousands of photos to Google
Earth
helped to create a marine park off the
Gabon coast
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Listening
1 What kind of work does a conservationist do? What is their main aim?

A conservationist is somebody whose job involves trying to protect natural

environments. Conservationists might campaign to stop people or companies
from cutting down trees, killing wildlife or polluting water supplies. They might
work to stop plants or animals from going extinct.

2 Look at the information about Mike Fay. Do you think he’s a typical
conservationist? Why? / Why not?
probably not, because he’s trekked 10,000 kilometres and has had some
dangerous/exciting experiences.

1 Mike Fay’s work is about saving the last ________________

wild places on Earth.
2 He’s spent a total of more than ________________
two years of his life on
treks.
3 His usual luggage is a T-shirt, a pair of shorts and a ________________.
pair of sandals
4 He’s walked in Africa, the United States and ________________.
Canada
5 He’s worried about how ________________
seven billion people will affect the planet.

5 Work in pairs. Would you like to spend a year working with Mike Fay? Why? /
Why not?
Students’ own ideas

When you’ve walked across half of Africa and you’ve walked up the west coast of North
America, where do you go next? On tomorrow’s show my guest is a man who can give us the
answer.
I’m talking about the conservationist Mike Fay – a man with a very personal way of saving
what he calls the last wild places on Earth. For those of you who don’t know Mike Fay, he
does some unusual things in his work with the Wildlife Conservation Society. For instance,
he’s spent more than two years of his life trekking through some of the toughest places on
the planet. And he often just takes a T-shirt, a pair of shorts and a pair of sandals on these
treks. Fay says he has only slept in a bed about fifty times in ten years. The last time he was
on the show, he’d just finished a survey of giant redwood trees on the west coast of the
United States. What has he been doing since then? Well, he hasn’t been taking it easy! In
fact, recently he’s been walking again, this time across Canada. In western Canada, mining
companies have been looking for gold and oil. To do this, they’ve been digging up enormous
areas – they’ve destroyed hundreds of square kilometres of wilderness. You can hear what
Mike Fay feels about this in tomorrow’s show. And we’ll also find out what’s been happening
to national parks in Gabon since Fay was there. We know that people have been trying to set
up mines near the parks and the Gabonese government has stopped at least two mining
operations. Hear more tomorrow in my interview with Mike Fay, and find out what he thinks
a population of seven billion people might do to our planet.

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Grammar present perfect simple and continuous
6 Look at the grammar box.
Answer the questions.
1 How do we form the
present perfect simple?
How do we form the
present perfect
continuous?
2 Which verb form
emphasizes the duration
or repetition of an
activity? Which verb
form emphasizes an
action or an activity that
is complete?
1 present perfect simple: has/have + past participle of main verb
present perfect continuous: has/have + been + -ing form of main verb
2 The present perfect expresses completion and result.
The present perfect continuous expresses repeated activity.
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7 Complete the text with the present perfect simple and present perfect
continuous form of the verbs.
This year, Mike Fay 1 _______________________________
has been working (work) in Gabon.
He 2 _______________________________
has been checking / has checked (check) the situation in the
national parks and he 3 _______________________________
has discovered (discover)
some problems. For example, poachers 4 ____________________________
have been killing
(kill) elephants again. Fay 5 _______________________________
has been talking / has talked (talk)
about ways of controlling poaching with the Gabonese government. As a
result, the Gabonese president 6 _______________________________
has sent
(send) soldiers to several of the parks. So far, the poachers
7 ___________________________
haven’t returned (not / return). Meanwhile, for the past
few years, foreign ships 8 ____________________________
have been ﬁshing (fish) in the
marine park. The Gabonese government 9 ___________________________
have been trying
(try) to find ways of dealing with this problem.

1 What have you been doing recently?

2 Have you been preparing for any new trips?
3 How have you been feeling since the plane crash?
4 How many photos have you taken in your career?
5 How long have you been travelling alone?
6 Have you been anywhere dangerous lately?

10 Look at the grammar box. Which verb form is used in each question? Why?
1 How long have you had this camera? = present perfect simple because
it’s incomplete but uses a state verb
2 How long have you been travelling alone? = present perfect continuous
because it’s an incomplete action which is repeated and has duration
3 How long did it take you? = past simple because it’s a ﬁnished past action

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11 Match the questions (1–6) with the answers (a–e). Then work in pairs and
continue the conversations.
b1 How long have you been coming to this resort?
Example
a 2 How long did the flight from London take?
3 How long have you known each other? A: How long have you known
d
4 How long did you spend in Canada? each other?
c
5 How long have you been waiting for the bus? B: Not long – we met on
e 6 How long have you been here? holiday this spring.
f a About ten hours non-stop. A: Really? Where did you
b For the last four or five years.
meet?
c I was there for a couple of months.
B: On holiday. We were both
d Not long – we met on holiday this spring.
e Only a few minutes. But I think we just missed one.on the same tour bus.
f We arrived yesterday morning.
A: How long have you been coming to this resort?
B: For the last four or five years.
A: Has it changed a lot in that time?
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Speaking
12 What kinds of activities are you interested in? How long have you been doing
them? Work in pairs and tell your partner. Ask follow-up questions. Use some
of these ideas.
I’ve been … since/for …
I took it up when …
I’ve always/never …
In the last few … , I’ve …
EXAMPLE ANSWERS
I’ve been interested in stamp collecting / birdwatching since 2012 / for ten
years.
I took it up when I left home / my wife left me.
I’ve always/never loved working with my hands.
In the last few years, I’ve found some rare Zambian stamps.

Exercise 2: 1.0pt
Exercise 3: 4.5pts, 0.5/each
Exercise
Track 66
4: 1.5pts, 0.25/each (0.25/each
reason)
Exercise 5: 3.0pts, 0.5/each

Track 66

The tourism industry started to grow rapidly in the middle of the last century
and it’s been growing ever since. In the last twenty years especially, more and
more people have been travelling to distant places around the world. It’s a
wonderful thing, to be able to travel to destinations we had previously only read
about or seen on television. But what kind of impact do large numbers of people
have on these places?
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Track 66
A voyage to the end of the Earth?
A large cruise ship can carry as many as six thousand passengers at a time, with
about twenty-four million people going on cruises every year. Cruise ships drop
about ninety thousand tons of waste into the oceans every year and each ship
produces as much air pollution as five million cars. The effects of this are made even
worse by the fact that cruises visit the same places over and over again, so the
damage is repeated. In Patagonia, this has been having an effect on wildlife. The
numbers of Magellanic penguins have been falling for some years now, for example.
Climbing to the top of the world
Far fewer people go climbing or trekking in the Himalayas than take a cruise, but in
the short climbing season each May about a thousand people try to climb Everest. At
times, there are actually queues of climbers on the route to the top. The difficult
conditions mean that everyone needs to take a lot of equipment with them.
Unfortunately, for the last few decades, climbers have been leaving their equipment
on Everest. In recent years, clean-up teams have been organizing expeditions just to
pick up this rubbish. The teams are made up of local and international climbers. One
group has brought over eight tons of rubbish down from the mountain!

Let’s all go to the beach

What happens when a region of about a million people is visited by thirteen
million tourists every year? The Balearic Islands in the Mediterranean Sea have
been dealing with this situation for decades. Where has the fresh water, the food,
the petrol and the electricity for thirteen million tourists come from? And how
have the islands maintained the quality of the beaches, the roads and the
countryside? Recently, the government of the Balearic Islands decided to charge
tourists an ecotax of two euros a day. This has been tried once before, but it wasn’t
a success. However, the challenges have been getting harder every year. The
money from the tax is used to reduce the negative effects of tourism on the local
environment.
Difficult choices
So, should we travel or simply stay at home? Many destinations offer low-impact
tourism such as ecotourism. It’s time to ask ourselves some difficult questions. Can
we really visit the world’s beautiful places without destroying them?

3 Read the article again and complete the table.

Patagonia 6,000
Magellanic penguins

Everest about a thousand rubbish

Balearic islands thirteen million

(the) local environment

charge
1 Airlines usually ______________ you a lot of money if your luggage is
over the weight limit.
2 On average, each person in the UK produces about 500 kg of
rubbish
______________ each year.
3 I don’t have much kitchen ______________
equipment – just a microwave.
4 Speaking a new language can be one of the hardest ______________
challenges
when you travel abroad.
5 ______________
Ecotourism is a way of enjoying a holiday without damaging the
environment.
6 Plastic is a major cause of ______________
pollution in the oceans.

1 F: The tourism industry started to grow rapidly in the middle of the last
century and it’s been growing ever since. (i.e. it hasn’t yet reached its peak)
2 T: In Patagonia, this (repeat visits by cruise ships) has been having an effect
on wildlife. The numbers of Magellanic penguins have been falling for some
years now, for example.
3 N: (There is no mention of how or whether the local population is affected in
the text.)
4 N: (The text asks where the fresh water has to come from, but doesn’t say
whether there is enough or not.)
5 N: (The text suggests that being an ecotourist is a good thing but doesn’t say
whether it’s better or worse than staying at home.)

EXAMPLE ANSWERS
1 Students’ own ideas. An eco-tax might be good because it will raise
money to protect the environment, make tourists more aware that they
are having an impact on the environment, and potentially reduce the
number of tourists.
2 Students’ own ideas

6 using eco-friendly cleaning products

Using eco-friendly cleaning products is good because they avoid chemicals and
other pollutants that can harm wildlife.
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10 Work in groups. How easy is it for you and your family to live a green lifestyle?
A: We’ve been recycling paper for years. It’s not hard to remember to do if
you have a special box for it.
B: We do that too.

a The person has missed his/her flight home. Track 67

b Someone has had an accident.
c The luggage hasn’t arrived.
d The flight has been delayed.
e The person has lost his/her plane tickets.
f Someone is ill.

T
G
G
T
G
T
T
T
T
G
T
G
G
G

T = tourist, G = guide
1
T: I wonder if you could help us. Our luggage hasn’t arrived.
G: Right. Are you with SunnyTimes tours?
T: Yes. Mr and Mrs Cameron.
G: And which flight were you on, Mrs Cameron?
T: The FastJet flight from Manchester. I think it’s FJ2498. We’ve been talking to some of
the other passengers and their luggage has come through, no problem.
G: Ah, yes. It seems some bags have gone to another airport. Flight FJ2498?
T: Yes, that’s right. Do you know which airport our bags have gone to?
G: Yes, I’m afraid the luggage has gone to Rome.
T: Rome? How did that happen?
G: I’m not sure, but all the missing bags are coming on the next flight.
T: But when’s the next flight?
G: It’s tomorrow morning. Don’t worry, we’ll arrange everything. Which hotel are you
staying at? Your bags will go there directly.
T: But all our summer clothes are in the suitcases.

2
G: Hello, Mr Jones. Is anything wrong? Can I help?
T: Well, it’s about my wife, actually. She hasn’t been feeling well for a couple of days.
G: I’m sorry to hear that. Is it something she’s eaten, do you think? Or just travel
sickness?
T: I don’t know. She’s had a temperature all night, but she feels cold.
G: OK, … erm, how long has she been feeling like this?
T: A couple of days? Yes, since the boat trip on Tuesday. Is there anything you can do?
G: Well it’s probably nothing to worry about. But I’ll ask the hotel to arrange for a
doctor, just in case.
T: That’s great, thank you.

a Look at the position of to in these sentences. Listen to the sentences. In

which sentence is to strong /tuː/? In which one is it weak /tə/? Track 68

1 Do you know which airport our bags have gone to? strongly stressed
2 Yes, I’m afraid the luggage has gone to Rome. weakly stressed

b Listen and repeat these questions. Use strong or weak forms of at, from and
for. Then work in pairs. Ask the questions and give your own answers.
Track 69
1 Which hotel are you staying at?
2 Are you staying at the Ocean Hotel?
3 Where have you travelled from?
4 Why haven’t we heard from the airline?
5 What have we been waiting for?
6 Are you waiting for the manager?

7 Take the roles of a tourist and a tour guide. Choose from the problems in
Exercise 2 and act out two conversations. Use the expressions for dealing
with problems to help you.

Lynne uses all the features in her message:

abbreviations: cos (because); Spk (Speak / Let’s speak / We’ll speak); L (Lynne)
comment in brackets: (wow!); (awesome!)
contractions: he’s
exclamation marks: Bangkok!!!; (wow!); (awesome!); for summer!
informal expressions: Hi; made it; fantastic; awesome
listing items: So far have: been shopping in Oxford Street, seen the Shard (wow!), done the Harry
Potter tour (awesome!), had a boat trip along the river.
missing out words: (I) Finally made it; after (an) 18-hour delay; (The) Weather here (is) awful but
(the) people (are) fantastic. London (is) massive; So far (I) have; Then (I) slept all day; (I was)
jetlagged; (I had a) Text from my uncle in Edinburgh – (he) has found me a job there for (the)
summer!
symbols: sweat from forehead face (after ‘Bangkok!!! In line 1); unhappy face (after ‘jetlagged’ and
before full stop in line 4); blowing kisses face (after ‘L xx’ at end)

Finally, I / I ﬁnally made it to London after an 18-hour delay in Bangkok!

c Mark the places in the message where Lynne has missed out words. What
are the words?

(The) Weather here (is) awful but (the) people (are) fantastic. London (is)
massive compared to Brisbane! So far (I) have: been shopping in Oxford
Street, seen the Shard (wow!), done the Harry Potter tour (awesome!), (and)
had a boat trip along the river. Then (I) slept all day & night cos (I was)
jetlagged. (I had a) Text from my uncle in Edinburgh – (he) has found me a job
there for (the) summer! Spk (Speak / Let’s speak / We’ll speak) soon L xx

1 The city is massive and noisy!

2 I haven’t got any theatre tickets because the theatre was fully booked.
3 I've been visiting the Tower of London – it’s scary!
4 I took lots of selﬁes on Oxford Street.
5 I can’t understand the London accent, though/but I‘m trying (to)! / I‘m trying
to understand the London accent, but I can’t.
6 I had a text from Jo – she’s arriving on Sunday.

5 Send your message to someone in your class. Then read the message you
have received. Use these questions to check your classmate’s message.
• Is everything clearly expressed?
• Are there any sections you do not understand?

6 Work in pairs. Tell your partner about the message you have received.
A: I got a message from Daisuke the other day.
B: Oh! How’s he getting on?

EXAMPLE ANSWERS
1 They travel the world and go to places other people don’t go to. They do
research, they ﬁnd out about unknown areas, and they are often involved with
the conservation of plants, wildlife, and the way of life of traditional people
and their languages. They take photos and make ﬁlms. They often work
outdoors in dangerous and inhospitable places.
2 Items: cameras, binoculars, good boots, climbing equipment, waterproof
clothing, maps, GPS systems, sunglasses, knife, camping and/or survival
equipment.
3 To see the world, because they have a sense of adventure, to get away from
ordinary life, to pursue their interest in science or geography or geology, to
help protect and conserve the environment.

a Read the sentences. The words in bold are used in the video. Guess the
meaning of the words.
1 If you want to watch animals in the wild, a pair of binoculars is very useful.
2 I’d get really burned if I didn’t use sunblock.
3 I’m not very good with a paintbrush – I prefer doing pencil drawings.
4 All children are curious about the world around them.
5 I’ve been making good progress in Italian since I started classes.

b Match the words in bold in Exercise 2a with these definitions.

3 a a tool to paint with
2 b cream that protects your skin from the sun
1 c equipment with lenses for looking at things far away
d improvement and development
5
e interested in something and wanting to learn about it
4
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While you watch
Video 1: What item would you not leave home without?
3 Read what four of the explorers say about why they chose the items they
take with them. What do you think they are talking about?
1 Carlton Ward, photographer Students’ own ideas at this stage
‘without a _______________, we’d still be paddling in circles somewhere’
2 Amy Dickman, zoologist
‘_______________, just to have a break at the end of the day’
3 Chris Thornton, archaeologist
‘_______________. I’m very, very white.’
4 Cory Richards, photographer
‘a _________________ to record what I’m experiencing’

4 Watch the video. Check your ideas from Exercise 3.

1 GPS 3 sunblock
2 DVDs 4 pencil / camera / paintbrush / vehicle / way
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5 Watch the video again. Tick the items the explorers mention.

camera hat
binoculars sunblock
knife local person
GPS pencil
DVDs paintbrush
headlamp
6 Work in pairs. Which of the items in Exercise 5 surprised you? Did the
explorers mention any of the items you discussed in Exercise 1 question 2?
Students’ own answers

__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8f-p. 103
Videoscript Questions and answers
0.00–0.13 ‘Uh, the one thing I wouldn’t leave home without …’
‘Mmm, eh …’
‘That’s a good question.’
‘Phew.’
0.14–0.19 John Francis, ecologist You know, when I’m packing if I don’t have a camera or my
binoculars then I feel nude.
0.20–0.24 Andrés Ruzo, geologist I’ve got a habit of carrying like a rosary and a knife.
0.25–0.30 Carlton Ward, photographer My GPS. Without a GPS, we would be still paddling in
circles somewhere.
0.31–0.40 Amy Dickman, zoologist I always take DVDs. It’s very sad, but it just gives me something
to look at that’s nothing to do with the field and just have a break at the end of the day.
0.41–0.49 Eric Patterson There’s a lot of times where the power goes out. My headlamp has
become sort of an essential tool even though I might not have thought so at first.
0.50–0.59 Lee Berger, paleoanthropologist It’s my hat. I’ve got a hat that I wear all the time and I
wouldn’t … It’s my lucky hat and so I make my discoveries with my hat on.
1.00–1.03 Chris Thornton, archaeologist Sun block. I am very, very white.
1.04–1.06 Kuenga Wangmo, archaeologist I wear this … It’s supposed to protect you.
1.07–1.14 Aziz Abu Sarah, humanitarian Items – I don’t care about anything. I need to make sure I
have a local with me. That’s the one thing I would never give up on.
1.15–1.26 Cory Richards, photographer You don’t want to leave home without a pencil, a camera,
a paintbrush. One thing I would not leave home without is a vehicle or a way to record that which I
am experiencing.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Video 2: Why is it important to explore?

7 Read what the explorers in the video say. What do you think the missing
word is? Then watch the video and check your ideas.
1 John Francis, ecologist
‘If you have _________________
questions and you don’t pursue them, then to me
it’s a life unlived.’
2 Laly Lichtenfeld, big cat conservationist
life
‘It keeps _________________ exciting, I mean that’s what exploring is
about.’
3 Enric Sala, marine ecologist
‘Without exploration, there would be no _________________
progress .’
4 Lee Berger, paleoanthropologist
‘We think we _________________
understand how things work, but we don’t.’

8 Watch the video again. Who gave the most interesting answer, in your
opinion? Students' own ideas

b Answer the questions in your own words. Then work in pairs and compare
your answers.
1 Does the power ever go out where you live? What do you do when that
happens?
2 Do you think it’s human nature to be curious? What else is human
nature?
3 What kind of thing do you think drives artists and business people?
EXAMPLE ANSWERS
1 Students’ own ideas
2 It is human nature to fall in love, to have ambitions, to get angry.
3 Artists: desire to create something, to be famous.
Business people: desire to be rich, to lead people.
__________________________________________________________________________________________________________________
National Geographic Learning, a Cengage Company. © 2019 Cengage Learning, Inc. ALL RIGHTS RESERVED. This presentation tool is for
teaching purpose only. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 8f-p. 103
Videoscript Questions and answers

c1 There’s a lot of times when the power goes out.

a I’m really tired
b there’s no petrol
c we have no electricity
2 I need to make sure I have a local with me.
b a a map of the area
b a person from the area I’m in
c a place to stay
3 It’s part of human nature to be curious …
a experiencing wild places
c b our education
c the way we are
4 It’s where you find yourself, where you find new things, where you grow.
a feel happy
b understand who you really are
b c want to live
5 That’s what drives people to the highest mountain …
a makes people want to go
b takes people in a car
a c works as a driver for explorers

1 What would you not leave home without if you were travelling?
2 Why is it a good idea to travel?

EXAMPLE ANSWERS
Students’ own ideas
1 I wouldn’t leave home without my mobile phone because it’s a way of
communicating with people, a GPS system to help me know where I am
going, and a camera to record my journey.
2 It’s a good idea to travel because you see new places, meet new people,
and ﬁnd out what it is like to be in new places.

4 Work in pairs. Have you ever been to places like these on holiday? Ask and
answer questions about your experiences.

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