4 Live well

Unit summary Exercise 1

• Focus students’ attention on the people in the photos and ask
Vocabulary them to use adjectives to describe how the people feel.
Phrasal verbs: calm (sb) down, cheer (sb) up, chill out, cut • Invite different students to read aloud the different responses
down on, face up to, open up to, slow (sth) down, wake (sb) up, to the question. Ask the class to read and listen and see if
work out the adjectives that they used to describe the photos are
Aches and pains: broken, bruised, dislocated, itchy, sore, mentioned. Tell them to write the adjectives that are in each
sprained, swollen text in their notebooks.
Phrasal verbs: carry on, end up with, keep in, lie around, wrap up • Ask students to find three pairs of opposite adjectives.
Word builder: accessible, advisable, cautious, national, snowy Tell students that there might be more than one possible
antonym for some adjectives.
Learn it!: break (n), break (v)
• Allow students to compare their answers in pairs before
Grammar checking them with the class.
The first and second conditional SUGGESTED ANSWERS
if and unless calm / ​stressed (angry/anxious/busy); grumpy / ​cheerful;
sleepy / ​dynamic
The third conditional

Functional language
Asking for advice
What should I do?
What would you do if you were me?
Would you suggest … (+ing)?
Giving advice
If you …, you will … (+ infinitive)
If I were you, I’d … (+ infinitive)
My advice would be to … (+ infinitive)
Make sure you … (+ infinitive)
Have you thought about …? (+ing)
You could … (+ infinitive)
You should / ​shouldn’t … / Y​ ou ought to (+ infinitive)

Unit opener
Vocabulary
Aims
• Learn phrasal verbs for actions and feelings that make you happy.
• Learn adjectives for feelings.
• Talk about what makes you happy.
7 Develop linguistic communication.
5 Develop social and civic competences.
VOC APP
For individual practice, students who have a smartphone can
download the free Spectrum VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations.

Unit 4 T46
Exercise 2
• Ask a confident student to read the instruction and the
definitions aloud.
• Tell students to find adjectives in the speech bubbles that
match the definitions. Point out that more than one adjective
might match some of the definitions.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  anxious  ​2  cheerful  ​3  dynamic  ​4  grumpy; angry   ​
5  sleepy  ​6  calm
Exercise 3
• Read through the instruction with the class. Tell students to
use the list of adjectives from exercise 2.
• Choose an adjective and ask and answer the question with a
strong student.
• Divide the class into pairs to ask and answer the questions.
Exercise 4
• Ask individual students to read the sentences in exercise 4.
Then ask them to read the speech bubbles again and decide if
the sentences are true or false, correcting any false sentences.
Remind them to write their answers in their notebooks.
• Check answers with the class and elicit corrections for the
false sentences. Accept variations on the sentences given in
the answer key, as long as the meaning is the same.
ANSWERS
1 True.
2 False. Beth doesn’t cut down on things she does.
3 False. Thomas listens to music when he has a problem.
4 False. Abigail opens up to friends when she feels anxious.
5 True.
Exercise 5
• Focus on the phrasal verbs in bold in the speech bubbles and
elicit the meanings.
• Ask students to choose the correct options and copy and
complete the sentences in their notebooks. Do the first one as
an example if necessary.
• Check answers with the class.
ANSWERS
1  slow down   ​2  face up to   ​3  cheer up   ​4  cut down
T47 Unit 4
Optional activity
Write the following questions on the board:
1 What problems do you find it difficult to face up to? Why?
2 Do you know anyone who should slow down? Why?
3 What do you do when you want to chill out?
4 What should you cut down on? Why?
Ask students to write one more question to ask a partner,
using the phrasal verbs in the speech bubbles.
Divide the class into pairs or small groups to ask and answer the
questions on the board and their own question.
Invite some students to share one of their own answers with
the class.
Exercise 6
• Read through the instruction with the class. Ask students to
read the questions quickly, ignoring the gaps, to get the gist.
• Divide the class into pairs and ask them to complete the
questions in their notebooks.
• Check answers with the class.
• Tell the pairs to ask and answer the questions.
• Invite some students to share their own answers with the class.
ANSWERS
1  cheer  ​2  work  ​3  open  ​4  calm  ​5  chill
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Exercise 7 21st Century skills: Supporting others
• Focus students’ attention on the 21st Century Skills box and
read through the task.
• Divide the class into small groups and ask them to think of
ways of cheering someone up. Ask students to think about
what they do when they want to cheer themselves up.
• Tell each group to choose a representative to write their
sentences.
• Ask groups in turn to present their advice to the class. The
class could vote for the best.
Exercise 8
• Play the video for students to watch.
v Your Views: Cheer up!
• Duration: 2.22 minutes
• Topic: What cheers you up when you’re sad?
• Task: Discuss your views on the topic.
Further practice
Vocabulary, Workbook page 32
Vocabulary reference, Workbook pages 112–113
Vocabulary worksheets, Tests and Resources Multi-ROM
4.2 The power of positive action Exercise 2
• Explain that 1–6 are comments people have left on the blog.
Reading Ask students to read the blog again and, in their notebooks,
complete the comments with the correct colour.
Aims • Allow students to compare their answers in pairs before
• Read and listen to a blog about how colours affect our mood. checking them with the class.
• Answer questions on the blog. ANSWERS
3 Develop cultural awareness and expression. 1  yellow  ​2  green  ​3  blue  ​4  red  ​5  Red  ​6  green; pink
5 Develop social and civic competences.
Optional activity
7 Develop linguistic communication.
Ask students to read the blog posts again and then write their
v Reading preparation own comment in response to one of the posts.
• Interactive task to introduce students to the topic. Invite students in turn to read out their comments to the
rest of the class, who should say which blog post it relates
Warm-up
to. Elicit whether they agree or disagree with the comments.
• With books closed, point to some colours around the Encourage as many students as possible to join in and express
classroom and ask: What colour is this? Include some unusual their opinions.
colours such as beige if possible, and check students
understand light and dark to describe colours.
• Give students two minutes to write as many colour words as
they can. They can use their dictionaries to help.
• Invite the students who wrote the most words to make a
list on the board. Ask the rest of the class to suggest further
colours. Make sure that students understand all the colours.
• Ask: What’s your favourite colour? Which colours do you like
wearing? Why? Which colours don’t you like? Why? Do some
colours make you feel more cheerful? Elicit a range of ideas.

Exercise 1  $ 2.02
• Read through the question with the class and draw students’
attention to the colours of the blog entries. Play the recording
for students to read and listen.
• Check answers with the class, and elicit any related
experiences that students have had with colours.
SUGGESTED ANSWERS
Blue makes people less hungry. Light blue helps you to study
and relax.
Green calms people down.
Pink slows people down and makes them sleepy.
Red creates a more dynamic mood and makes people win
more games.
Yellow helps people to open up and cheer up.

Culture note
According to psychologists, yellow is associated with sunshine
and energy and is therefore a good colour to use in a kitchen
or dining room. Green is associated with nature, and is a
calm, restful colour. It is often used in bedrooms. Blue is also
believed to be a calm, soothing colour, associated also with
intellectual activity, making it suitable for bedrooms and
studies. Pink is a restful colour, associated with love, so is
most suitable for bedrooms. Red is associated with danger,
adventure and warmth. It is often recommended as a colour
for dining rooms, but not for bedrooms.

Unit 4 T48
The first and second conditional
Aims
• Revise the form and use of the first and second conditional.
• Complete sentences and a dialogue using the first and
second conditional.
7 Develop linguistic communication.
v Grammar animation
• Presentation of the first and second conditional in context.
Exercise 3
• Read through the example sentences in the table with the
class and make sure students understand them. You could ask
students to translate the sentences into their own language
to check understanding.
• Ask students to answer the questions in their notebooks. With
a weaker group, work through the questions with the class,
eliciting and discussing the answers.
• Check answers with the class.
• Students can copy the examples into their notebooks, or they
could modify the example sentences to make them more
personal to help them remember the grammar.
ANSWERS
1 first conditional: sentences 1 and 2
second conditional: sentences 3 and 4
2 first conditional
3 second conditional
Exercise 4
• Read through the instruction with the class.
• If necessary, read the first gapped sentence aloud and elicit
the correct first conditional.
• Ask students to copy and complete the sentences in their
notebooks with the first conditional form of the verbs in
the box.
• Check answers with the class.
ANSWERS
1  ‘ll be late   ​2  won’t be hungry   ​3  passes the exam   ​
4  ‘ll feel less anxious   ​5  ‘ll feel more dynamic   ​
6  doesn’t cut down
v Grammar practice
• 1–3 star tasks to practise the first and second conditional. Also
available on the Tests and Resources Multi-ROM.
Recycle
• Read through the information in the Recycle box with the class.
• Write a first conditional sentence with If + not on the board
e.g. If I don’t go running, I feel stressed out. Underline If I don’t
and point out that we can replace if not with unless and an
affirmative verb.
• Write a second conditional sentence with he or she on the
board, e.g. He would go to bed if he were sleepy. Underline were
and reinforce the point that we can use were with I and he / ​
she in second conditional sentences.
T49 Unit 4
• You could point out that If I were you, I’d … is often used to
give advice.
Exercise 5
• Read the first gapped sentence aloud and give students
time to write the answer in their notebooks. Elicit the correct
second conditional sentence.
• Ask students to complete the remaining sentences and
questions in their notebooks.
• Check answers with the class.
ANSWERS
1 Amy would help us if she were here.
2 If they went to bed earlier, they wouldn’t feel so sleepy (at
school).
3 Would I feel more relaxed if I painted my bedroom green?
4 If I were you, I’d slow down. You look stressed out.
5 Would I have more energy if I worked out at the gym
before school?
Exercise 6
• Ask students to read the dialogue quickly, ignoring the gaps,
to get the gist. Ask: Why does Harry want to paint his bedroom?
(the colours are too dark)
• Ask students to read the dialogue again and write the correct
verb forms in their notebooks.
• Check answers with the class by inviting two confident
students to read the completed dialogue to the class.
ANSWERS
1  had  ​2  paint  ​3  were  ​4  look  ​5  wouldn’t choose   ​
6  ‘ll feel
Your turn
Aims
• Practise using the second conditional.
• Discuss ideas about colours for a bedroom, trainers, the school
building, hair and a car.
5 Develop social and civic competences.
4 Develop sense of initiative and entrepreneurship.
Exercise 7
• Read through the instruction with the class and invite a
student to read the questions aloud.
• Ask students to add more questions with their own ideas
in their notebooks. Go round monitoring and assisting as
necessary.
• Divide the class into small groups to ask and answer the
questions. Remind students to use the second conditional in
their answers.
• Conduct class feedback and invite groups in turn to tell the
class what their answers were and why.
Further practice
Grammar, Workbook page 33
Grammar reference, Workbook pages 114–115
Grammar worksheets, Tests and Resources Multi-ROM
4.3 Sporting injuries v Listening preparation
• Interactive task to pre-teach vocabulary in the audio.
Vocabulary and Listening Exercise 3  $ 2.03  Audio script pT155
Aims • Read through the instruction with the class and give students
• Learn vocabulary for aches and pains. time to copy the table in their notebooks.
• Listen to a podcast about sports injuries. • Play the recording for students to listen and complete the
table. Pause the recording as necessary to give students time
• Answer questions on the podcast.
to write.
7 Develop linguistic communication.
• Play the recording again if necessary, for students to check
2 Develop learning to learn competence. and complete their answers.
Warm-up • Alternatively, students could answer the questions from
• With books closed, ask: What sports do you do? Elicit some memory, and then listen again to check and complete their
answers and write the sports on the board. answers.
• Point to the sports on the board and, as a class, brainstorm • Check answers with the class.
more sports. Add these to the board and check that students ANSWERS
understand them all.
Sport Injury How Event
• Ask: Have you ever suffered a sports injury? Elicit a few answers, missed
then ask: Which sports do you think are the most dangerous?
Why? Elicit a range of answers. Maria tennis bursitis/ playing US
Sharapova injured tennis Open
Exercise 1 her
• Ask students to read through the web page and look at the shoulder
photos. You could ask them to match the problems shown in
the photos with the tips. Steve football broken celebrating a party
• Ask: Have you ever suffered with any of these problems? Elicit a Morrow arm
range of answers from individual students.
• Divide the class into small groups to discuss the tips. Ask them to Exercise 4  $ 2.03  Audio script pT155
choose the three most useful tips. Explain that there isn’t a right • Read through the instruction with the class. Invite individual
or wrong answer, but they should try to justify their choice. students to read the sentences aloud.
• Invite groups in turn to tell the class their top tips and why • Play the recording again for students to listen and put the
they have chosen them. sentences in the correct order in their notebooks.
• Allow students to compare their answers in pairs before
Exercise 2  checking them with the class.
• Read through the instruction with the class.
ANSWERS
• Read through the adjectives in the box, modelling their C, E, B, F, A, D
pronunciation and intonation. Make sure students understand
all the adjectives.
• Read through the sentences with the class, ignoring the gaps,
so students get the gist.
• Ask students to copy and complete the sentences in their
notebooks with the correct words.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  dislocated  ​2  bruised  ​3  itchy  ​4  swollen; sprained;
broken  ​5  sore
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.

Unit 4 T50
The third conditional
Aims
• Learn the form and use of the third conditional.
• Complete sentences and a text using the third conditional.
7 Develop linguistic communication.
v Grammar animation
• Presentation of the third conditional in context.
Exercise 5
• Read through the example sentences in the table with the
class and make sure that students understand them. Students
could translate the sentences into their own language.
• Ask students to read the rules, choose the correct options and
copy the complete rules in their notebooks.
• Encourage students to copy some of the examples from the
table in their notebooks, or modify the example sentences to
make them more personal to help them remember.
• Reinforce the point that we use the past perfect, not would,
in the if clause: If they had known, they would have done things
differently. NOT If they would have known, … .
ANSWERS
1  past  ​2  past perfect simple   ​3  would have   ​4  first
Exercise 6
• Read through the instruction and the sentences and make
sure the students understand them.
• Ask them to match the beginnings 1–5 to endings A–E in
their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  E  ​2  D  ​3  A  ​4  C  ​5  B
Exercise 7
• Focus students’ attention on the picture and ask students
what they know about the sports stars Rafael Nadal, Serena
Williams and Michael Jordan.
• Read through the sentences aloud, ignoring the verbs in
brackets. Ask students if they already knew the information
about the three sports stars.
• Ask students to write the completed third conditional
sentences in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. Refer back to the rules in
exercise 5, as necessary, to explain the answers.
ANSWERS
1  hadn’t started  ​2  had listened  ​3  Would ... have become
Culture note
Michael Jordan was not initially accepted into his university
basketball team because, at 1.80 m, he was considered too
short. The following year, he trained hard and also grew 10
cm, so was finally accepted into the team.
T51 Unit 4
Rafael Nadal wanted to follow his uncle Miquel Àngel Nadal
and become a professional footballer. However, his uncle
Toni realized he was going to be a better tennis player and
persuaded him to leave school and dedicate himself to tennis
when he was 15.
Serena Williams started playing tennis with her sister Venus
when she was very young, and soon started winning junior
tournaments, going on to become the World Number One.
Exercise 8
• Focus students’ attention on the photo of Claire Lomas, and
ask them to read the text quickly, ignoring the gaps, to get
the gist. Ask: Which sports event did she participate in after her
injury? (the London marathon)
• Ask students to read the text again and write the correct verb
forms in their notebooks.
• Check answers with the class.
ANSWERS
1  hadn’t had   ​2  wouldn’t have lost   ​3  ‘d used   ​
4  would’ve been  ​5  wouldn’t have raised   ​6  hadn’t done
v Grammar practice
• 1–3 star tasks to practise the third conditional. Also available
on the Tests and Resources Multi-ROM.
Your turn
Aims
• Write sentences about a sports person.
• Practise using the third conditional.
3 Develop cultural awareness and expression.
7 Develop linguistic communication.
Exercise 9
• Elicit information about sports people that students admire.
Write notes on the board as students offer information.
• Focus on the notes on the board and elicit one or two third
conditional sentences about the sports people.
• Ask students to write their sentences in their notebooks, using
the notes on the board or their own ideas. Remind them to
include at least one third conditional sentence. Encourage
them to use the language in the Useful language box.
Go round monitoring and assisting as necessary.
• Conduct class feedback, praising good use of the target
language and correcting any mistakes.
Further practice
Vocabulary, Workbook page 34
Vocabulary reference, Workbook pages 112–113
Vocabulary worksheets, Tests and Resources Multi-ROM
Grammar, Workbook page 35
Grammar reference, Workbook pages 114–115
Grammar worksheets, Tests and Resources Multi-ROM
4.4 Culture
Reading and Vocabulary
Aims
• Read and listen to an article about the Canadian winter.
• Answer questions on the article.
• Understand phrasal verbs in context.
• Learn about adjective suffixes and practise using them.
3 Develop cultural awareness and expression.
7 Develop linguistic communication.
Warm-up
• Focus students’ attention on the map and elicit what students
know about Canada, e.g. its geography, weather, sports,
famous Canadians, etc.
• Read the title of the article aloud. Ask: How cold do you think it
is in the winter in Canada? What dangers are there when it is very
cold? How do you think people stay healthy?
• Encourage students to speculate and share their ideas with
the class.
Culture note
Canada
Canada is the world’s fourth-largest country by total land area,
and one of the richest countries in the world. Its capital is Ottawa.
The native people of Canada include the Inuit, who live in
the far northern parts of the country. European colonization
of Canada, mainly by Britain and France, began in the 16th
century, and the country gradually gained full independence
during the 19th and 20th centuries.
Canada has two official languages, English and French, and
prides itself on being ethnically and culturally diverse.
Winnipeg is in the south of Canada, about half way between
the eastern and western shores. It is Canada’s seventh largest
city. The climate is warm in the summer and very cold and
dry in the winter, with snow sometimes lasting for up to six
months. Temperatures can fall as low as -50 degrees.
Spongee is a game similar to ice hockey that is played only
in Winnipeg. The game is played with a soft ‘spongy’ puck
instead of the traditional hard puck used in ice hockey, and
players wear ordinary shoes instead of ice skates.
Exercise 1  $ 2.04
• Read through the topics in the box with the class. Encourage
students to guess which of the topics the article will discuss
and what it might say about each one.
• Play the recording for students to read and listen for the
topics that are mentioned and make a note of them in their
notebooks.
• Check answers with the class and ask who guessed correctly.
ANSWERS
houses and transport aren’t mentioned
Exercise 2
• Give students time to read the sentences. Check that students
understand everything, e.g. freezing.
• Ask them to read the article again and decide if the sentences
are true, false or not in the text. Ask them to write the
evidence for each answer from the text and correct any false
sentences.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 True: ‘freezing winters with temperatures of -50ºC – lower
than they sometimes are on Mars!’
2 Not in the text. We only know.
3 Not in the text. Winnipeg schools cancel outdoor breaks at
-25 ºC but the text doesn’t say what happens between 0 ºC
and -25 ºC.
4 Not in text.
5 True: ‘Winnipeggers also play a variation of ice hockey
called spongee.’
6 False: ‘The skywalk is a network of heated walkways and
tunnels.’
Exercise 3
• Focus students’ attention on the highlighted phrasal verbs
in the article. Encourage them to guess their meaning from
context.
• Ask students to match each phrasal verb to one of the
definitions (1–5) in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  keep in   ​2  end up with   ​3  lie around   ​4  carry on   ​
5  wrap up
Optional activities
Divide the class into groups to discuss these questions: What
do you think you would enjoy about life in Winnipeg? What do
you think you would find difficult? Then invite different groups
to share their ideas with the class.
As a class, discuss the advantages and disadvantages of living
in a cold climate.
Divide the class into pairs and ask them to design a poster for
a school in Winnipeg, advising students on how to stay safe
and healthy during the winter. Encourage them to use zero
conditional sentences. Go round monitoring and assisting as
necessary. Students can present their posters to the class, and
the class could vote for the best.
Exercise 4 Learn it!
• Focus students’ attention on the two words in the Learn it!
box. Point out the pronunciation is the same.
• Ask students to make one sentence with break as a noun and
one with break as a verb.
• Ask students to read out their sentences.
Unit 4 T52
Word builder: adjective suffixes
Exercise 5
• Read through the instruction and the words in the box
with the class. Then ask students to find the corresponding
adjective forms in the article. You could do this as a race, to
motivate students.
• Check answers with the class, and write the adjectives on the
board. Each time, invite a student to read aloud the relevant
line from the article. Make sure that students understand all
the adjectives.
• Give students time to read the sentences. Then ask them to
complete them with the correct adjectives.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
access – accessible (lines 46–47: ‘first aid kits are accessible’)
advise – advisable (line 13: ‘it’s advisable to wrap up’)
caution – cautious (lines 11–12: ‘the people of Winnipeg have
to be cautious’)
nation – national (line 31: ‘the national sport of ice hockey’)
snow – snowy (line 27: ‘even in extremely snowy or foggy
weather conditions.’)
1  cautious  ​2  national  ​3  snowy  ​4  advisable  ​
5  accessible
v Vocabulary practice
• Interactive task to practise adjective suffixes.
Optional activity
Focus on the adjectives in exercise 5. Elicit the adjective
suffixes and write them on the board (-ible, -able, -ous, -al, -y).
Point out that -able is used as a variant of -ible. Divide the class
into small groups and ask them to think of more adjectives
which have these suffixes.
Elicit the adjectives and write them on the board. Remind
students that it is a good idea to learn word families, and learn
how to form new words from words they already know.
SUGGESTED ANSWERS
-ible / ​able: enjoyable, comfortable, visible, edible
-ous: dangerous, famous, mysterious
-al: logical, professional, traditional
-y: windy, rainy, sunny
Exercise 6
• Invite a student to read the instruction aloud. Make sure
students understand everything.
• Read through the questions with the class and elicit some
example answers.
• Give students time to prepare their ideas individually. Point
out that if any students don’t go on this kind of holiday, they
should imagine what they would do if they did. Encourage
them to use the language from the Useful language box.
• Go round monitoring and assisting as necessary.
• Divide the class into small groups to share their ideas, or
discuss the ideas as a class.
• Conduct class feedback, inviting some students to tell the
class what they take with them and what they do on their
holiday. Praise good use of the target language and correct
any mistakes as necessary.
Exercise 7
• Students watch the video.
v Culture video: Vancouver
• Duration: 4.14 minutes
• Topic: Vancouver: a city in the south of Canada.
• Video worksheets are available in the iPack Resources tab.
Focus on … PE
• Ask students to read the sentences and discuss the answers in
pairs before they look at page 143 to find out if they are right.
• Students can now do the Focus on CLIL activities on page 143.
ANSWERS
1  False. Cardiac muscles are in our hearts.   2  True  3  True
Further practice
Reading, Workbook page 37
Word builder, Vocabulary reference, Workbook page 112
Focus on PE, Student’s Book page 143
Curriculum extra worksheet Unit 4, Tests and Resources Multi-ROM

Your turn
Aims
• Discuss things that you take with you on a winter holiday.
• Practise using conditionals and giving reasons.
7 Develop linguistic communication.
3 Develop cultural awareness and expression.

T53 Unit 4
4.5 Practical English: asking for and
giving advice
Listening
Aims
• Read a guide to staying healthy at exam times.
• Discuss the tips and add further ideas.
• Listen to a conversation about tips for staying healthy at
exam times.
• Do a dictation based on the conversation.
7 Develop linguistic communication.
2 Develop competence in learning to learn.
Warm-up
• With books closed, ask: How often do you have exams?
How much time do you spend revising for exams? Elicit a range
of answers.
• Then ask: Why do you think it’s important to be healthy when
you’re revising for exams? How could you stay healthier during
exam times? Encourage as many students as possible to join in
and share their ideas.
Exercise 1
• Read the instruction and the title of the guide aloud, then
focus students’ attention on the photos. Ask: What tips do you
think the guide includes? Encourage students to speculate and
share their ideas.
• Ask students to read the guide and make a note, in their
notebooks, of the tips they use themselves. Then encourage
them to reflect on the situation and add one more tip.
• Invite students in turn to read their tips to the class. Write
them on the board.
• Conduct class feedback. Ask students which tips they consider
to be the most useful.
Exercise 3  $ 2.06  Audio script pT155
• DICTATION Give students time to read through the gapped
sentences.
• Play the recording again for students to listen and write the
missing words in their notebooks. Pause the recording as
necessary to give students time to write.
• Alternatively, students could complete the sentences from
memory, and then listen again to check and complete their
answers.
• Check answers with the class.
ANSWERS
1 would be to stop
2 Have you thought about
3 could
4 were; ‘d
5 drink too much; won’t sleep well
Optional activity
Ask students to use the sentence beginnings in exercise 3
to write two more pieces of advice about reducing stress at
exam times. Divide the class into pairs to compare their ideas
and choose two pieces of advice they both agree with. Then
invite some pairs to tell the class the two pieces of advice they
chose and why.

Exercise 2  $ 2.05  Audio script pT155

• Tell students they are going to listen to a teacher giving
advice about exam revision. Read the question aloud.
• Play the recording for students to listen and make a note, in
their notebooks, of the tip that is discussed.
• Allow students to compare their answer in pairs before
checking them with the class.
ANSWER
Get enough sleep

Unit 4 T54
Speaking
Aims
• Learn about sentence stress.
• Learn about and practise paraphrasing as a speaking strategy.
• Learn functional language for asking for and giving advice.
7 Develop linguistic communication.
2 Develop competence in learning to learn.
v Speaking preparation
• Interactive task to activate the functional language.
Exercise 4  $ 2.07
• Invite a student to read the instruction aloud. Give students
time to read the dialogue.
• Play the recording and ask students to answer the question.
• Alternatively, ask two confident students to play the roles of
Leo and Ms Collins and to read the dialogue aloud.
• Check the answer with the class.
ANSWERS
They are talking about taking breaks whilst studying (tip 4).
Exercise 5
• Read through the Speaking strategy box with the class.
• Focus on the words in the box and elicit some possible
paraphrases for brain, e.g. It’s something that controls our bodies.
• Divide the class into small groups to think of paraphrases for
the remaining words.
• Invite groups in turn to tell the class their paraphrases. As a
class, discuss which paraphrases work best for each word.
EXAMPLE ANSWERS
It’s the thing inside your head that thinks. (brain)
It’s something that you do when you move your body to
music. (dance)
It’s similar to a meal but it’s smaller. (snack)
It’s what somebody does after sport to cool down their
muscles. (stretch)
Optional activity
Ask students to look back at the text on pages 52–53 and
choose three more words to paraphrase, e.g. trapped, breaks,
sensible. Give them time to think of ways to paraphrase them.
Divide students into pairs to read their paraphrases to each
other, without saying the words. Their partner must guess
the words.
Conduct class feedback eliciting how easy or difficult they
found the task, and how many words they guessed correctly.
Exercise 6  $ 2.08  Say it!
• Read through the instruction with the class and explain that in
English some syllables are stressed more than others.
• Write the first question from the Say it! box on the board. Play
the recording for this question and elicit which syllables are
stressed. Underline these syllables on the board.
T55 Unit 4
• Ask students to copy the remaining sentences into their
notebooks.
• Play the rest of the recording, pausing after each sentence or
question so that students can underline the stressed syllables.
• Check answers, playing the recording again so that students
can hear which syllables are stressed.
• Play the recording again for students to listen and repeat.
• There is a follow-up exercise for further practice on page 150.
ANSWERS
What should I do to get fit?
If I were you, I’d get some sleep.
What would you do if you were me?
My advice would be to eat lots of fish and vegetables.
Exercise 7
• Read the instruction with the class, and then focus students’
attention on the phrases for asking for advice in the Functional
language box. Make sure they understand everything.
• Invite two different students to read the two situations aloud.
Then divide the class into small groups and ask them each to
choose one of the situations.
• Explain that they should prepare and practise a dialogue
asking for and giving advice. Tell them to use the dialogue in
exercise 4 as an example.
• Go round monitoring and assisting as necessary. When
students finish, they can swap roles and practise again.
• Invite some students to perform their dialogues for the class.
Optional activity
Ask students to work individually and think of another
situation that they would like advice about.
Divide the class into pairs and ask them to take turns to explain
their situations to their partner and ask for and give advice.
Ask students to tell the class if their partner gave useful advice.
Your turn
Exercise 8
• Play the video for students to watch and interact with.
v Interactive video: New friends
Vlogsters: Unit 4
• Duration: 3:54 minutes
• Topic: Tips on how to make friends if you’re shy.
• Task: Make a choice from the options offered at the end of
the vlog.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Further practice
Pronunciation, Student’s Book page 150
Practical English, Workbook page 36
Functional language, Vocabulary reference, Workbook page 112
Vlogsters scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
4.6 Writing a blog
Aims
• Read a model blog.
• Learn some differences between formal and informal English.
• Write a blog.
7 Develop linguistic communication.
4 Develop sense of initiative and entrepreneurship.
3 Develop cultural awareness and expression.
Writing preparation
Warm-up
• Ask: Do you write a blog? If not, would you like to? Do you read
other people’s blogs? What do you enjoy reading about? Elicit a
range of answers.
• Focus students’ attention on the photos and ask: What do
you think an inner-city farm is? Why do you think this girl enjoys
working on the farm? What do you think she writes about in her
blog? Elicit a range of answers.
Research it!
• Read the Research it! box with the class.
• Students could do the research online in class, using their
phones or tablets. You could do the activity as a race, to
motivate students.
• Students will probably find the answer that blog is short for
weblog (web log), a list of items on a web page.
Exercise 2
• Ask students to read the blog again and match topics 1–5 to
Week 1, Week 2 or Week 3 in their notebooks.
• Give students time to compare their answers in pairs before
checking them with the class. Encourage students to provide
evidence from the blog for their answers.
ANSWERS
1  Week 3  ​2  Week 1  ​3  Week 3  ​4  Week 2  ​5  Week 2
Exercise 3
• Read the question aloud and discuss it with the class.
Encourage as many students as possible to join in, express
their opinions and give reasons for their opinions.
Optional activity
Ask students if they know of any urban farms in their area,
town or city. Elicit any information they have, or encourage
students to do some research to report back at a future class.
Ask students: If you’d had an urban farm near your home when
you were younger, what would you have done? If you had one near
your home now, would you like to work there? Why? / ​Why not?
Elicit ideas as a class or, if students are very interested in the
topic, give them time to discuss the questions in groups.
Then invite them to share their thoughts with the class.

Exercise 1
• Read through the list of benefits with the class and make sure
students understand them all.
• Ask them to read the model text and make a note of the
benefits that the blogger mentions in their notebooks.
• Check answers with the class.
ANSWERS
1 and 3

Culture note
There has been a growing movement to create more urban
or inner-city farms over the last twenty years, and they can
now be found in cities around the world. The aims of urban
farming are: to produce fresh food locally in a way that
reduces the carbon footprint from agriculture; to provide
fresher food which contains fewer chemicals; to encourage
people to spend more time outdoors doing physical activity;
to help to connect people living in cities with country life.
Some larger scale urban farms have also been established,
such as the world’s first rooftop farm, which was opened in
New York City in 2010.

Unit 4 T56
Look at language: formal and informal English
Exercise 4
• Read the question through with the class and elicit the
answer. Point out or elicit that blogs are written in informal
English in order to address the reader directly and have the
feeling of being a conversation.
ANSWER
The blog is written in informal English. Examples of informal
English include phrases like ‘chill out’ and ‘kids’ as well as use
of contractions.
Exercise 5
• Read through the features with the class. Check that students
understand colloquial (= very informal).
• Ask students to find examples of the features in the blog.
• Conduct class feedback. Ask students to provide examples of
the features they found.
SUGGESTED ANSWERS
1 join; volunteer; spend (etc.)
2 I’ve just joined; I volunteered; I spent; I worked
3 kids
4 chill out
5 I’ve; they’ll; I’m; couldn’t
6 but; and; also
Exercise 6
• Focus students’ attention on the blog and point out that the
underlined words are more formal than usual for a blog. Ask
students to rewrite the underlined words in their notebooks.
• Check answers with the class.
ANSWERS
1  I’ve  ​2  wasn’t  ​3  wouldn’t  ​4  Also  ​5  I’ve  ​6  kids  ​
7  cheers me up
Optional activity
Ask students to read the final sentence of each blog post. Ask:
What do you notice? (They all end with an exclamation mark.)
Elicit or point out that it is important to end a blog post
strongly, for example with a humorous comment or an opinion.
Writing task
v Writing preparation
• Interactive task to practise useful expressions to use in a blog.
Exercise 7
• Explain to students that they are going to write a blog about a
free-time activity. Invite a student to read the task aloud.
• Brainstorm some ideas for free-time activities that students
could write about, e.g. joining a sports club or a gym, joining a
drama group, working as a volunteer, etc.
• Invite some students to read out their ideas for blogs to
the class.
T57 Unit 4
a Think of ideas
• Read through the instruction with the class.
• Go through each section of the diagram and check that
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks and
complete it with the topic from exercise 7 that they are going
to write their blog about.
b Plan
• Go through the writing plan with the class and make sure
students understand that they should structure their blog in
this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.
c Draft
• Ask students to write the first draft of their blogs. If they
do this in class, go round giving help and encouragement.
Remind them to use informal language and phrasal verbs and
to make the blog reflect their personalities and interests.
• Remind them to check their grammar and spelling carefully.
d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s blog.
• Students should go through their partner’s blog and answer
the questions.
• Students then report back to each other about their work.
e Write
• Students write the second and final drafts of their blogs.
• Tell them to correct any mistakes their partners found.
• If they do this in class, go round giving help and
encouragement. Remind them to use informal language.
• Invite some students to read their blog to the class. Their
classmates can listen for examples of informal English.
• Alternatively, students could work in pairs to read their
partner’s blog to check that it follows the blog plan, uses
informal language and includes phrasal verbs.
Further practice
Writing, Workbook page 38
Writing reference, Workbook page 92
Unit 4 Review and Skills Practice, Student’s Book pages 128–129