Oxford English in Context 1

Student’s Guide

English
 Contents

Unit 1................................3
Unit 2................................8
Unit 3..............................12
Unit 4..............................16
Unit 5..............................20
Unit 6..............................25
Unit 7..............................29
Unit 8..............................33
Unit 9..............................37

2
Unit 1
Celebrations
Set the context
Student’s Book page 4
Special occasions and dates
1.  1.2 Read the ‘Festival
Facts’ and decide if they are
true or false. Listen and check
your answers.
2. Think of as many special
occasions as you can. When do
they happen?
3. Complete the table.
4. Think of three special
occasions and write them
down. Look at the list of
activities and make sentences
about what you do on these
special occasions using adverbs
of frequency e.g. often,
sometimes.
Grammar in context
Student’s Book page 5
Present simple and present
continuous
1. Look at the picture. What do
you think the text is about?
2.  1.3 Read the text and
check your answer.
3. Read the Rules box. Refer to
Grammar Reference pages
108-109 if necessary. Complete
the exercise.
4-5 Complete the exercises.
3
Stative verbs
6-8. Complete the exercises.
Check your answers in the
Grammar Reference on page
109.
9. Complete the exercise.
Grammar in context
Student’s Book pages 6-7
Present perfect simple
1.  1.4 Read the dialogue
and answer the questions.
2. Read the Rules box and do
the matching.
3. Find other examples of the
present perfect simple in the
text and decide which use they
have.
4. Choose the correct
alternatives.
for and since
5. for and since are often used
with the present perfect. Read
the Rules box. If necessary
refer to the Grammar
Reference on pages 109-110.
6. Read the example. Complete
the exercise.
7. Read the example. Complete
the exercise.
already and yet
8.  1.5 We often use already
and yet with the present
perfect. Read the dialogue and
complete the rules.
9. Read the example. Follow
the rules carefully and put
already and yet in the correct
place in the sentences.
Present tenses review
10. Choose the correct
alternative. Make sure that the
alternative you choose has the
correct meaning, and fits in
that position in the sentence.
Use the Rules boxes and
Grammar Reference.
Reading
Student’s Book page 8
Comprehension focus
1. Read the Strategy box. Look
at the title of the text and the
pictures. What time of year is
the text going to be about?
What is the meaning of chill
out?
2. Read the first and last
paragraphs of the text and
decide on the main topic.
3.  1.6 Read the text quickly
to identify the ideas in the text.
4. Now find the relevant parts
of the text and read them
again carefully to answer the
questions.
5. Look for the words in the
text.
6. Write the names of the four
seasons of the year in English.
Make notes on the advantages
and disadvantages of each
season. Think of phrases for
expressing opinion e.g. I think
that … In my opinion …I would
say that …. Say which season is
most popular in your country
and why using the phrases for
expressing opinion.
4
Vocabulary focus
Adjective + preposition
7. Find the adjectives in the
text and match them to the
correct prepositions.
8. Do the matching activity
(use a dictionary if you don’t
understand any of the words)
9. Complete each question with
the correct prepositions.
(Remember, the preposition
you use in English might not be
the same as the one you use in
your language.)
10. Write answers to the
questions
in exercise 9 using your own
ideas. Use complete sentences.
Remember that after a
preposition we can use a noun
or a verb (we use the –ing
form of the verb)
Words in Context
Student’s Book page 10
Phrasal verbs (1): having a
party
1. Read the Rules box and
check you understand. Use the
Phrasal and Prepositional Verbs
Reference on page 141 if
necessary.
2. Read the example.
Underline one phrasal verb in
each of 1-6.
3. Do the matching exercise.
4. Complete the text.
Communication
Student’s Book page 11
Listening
1. Check you know the
pronunciation of the word
Halloween /"hæl@wi:n/. Look at
the pictures and answer the
questions. Do you know the
meaning of the word ghost? If
not, check in a dictionary.
Cultural context
In Britain, Halloween is
celebrated on 31st October as
the night when the spirits of
the dead arise from their
graves, and ghosts and evil
spirits are about. In the US, it
is traditional for children to
have Halloween parties and to
dress up as ghosts and
witches. Children also go from
house to house demanding
‘trick or treat’, asking people to
give them a treat (sweets or
money) or to be subjected to a
trick. These customs are now
also popular in Britain
2.  1.7 You are going to
listen to two people talking
about how they celebrate
Halloween. Look at the list of
activities and listen carefully to
decide which things Mark does,
which Andrea does and which
neither does.
3.  1.7 Try to complete the
sentences, listen again to
check your answers.
4. Write the names of different
festivals. If necessary, look on
page 4 (Set the context).
Answer the question in writing.
5
Speaking
Introductions
5. Josh and Saira have just met
for the first time at a party.
Read Saira’s answers, and
complete Josh’s questions. The
words you need to complete
the questions are not in the
text, you must think of them
yourself.
6.  1.8 Listen and check your
answers.
7.  1.8 Play the recording
one line at a time and repeat
after each line. Practise the
dialogue.
8. Imagine there is a new
student in your class. Write six
questions to ask them. Choose
two questions from exercise 5
and think of four questions of
your own.
9. Look at the language for
Talking about likes and dislikes.
Now invent and write answers
to the questions in exercise 8
using these expressions. Check
your dialogue for mistakes.
Dictation
Go to page 103 of your
Student’s Book, Unit 1.
 1.9 You are going to listen
to a short text about
Halloween. Play the first part of
the recording, then pause after
the line: ‘Then they get
together at Halloween parties’.
Is Halloween more popular in
the UK or the USA?
Play the rest of the recording.
Pause between each section
and write what you hear. Play
the whole track again to check
your answers.
Pronunciation
Go to page 104 of your
Student’s Book, Unit 1.
1.  1.10 Listen to and repeat
each word, paying particular
attention to the sounds of the
bold letters.
2. Complete the words with
the correct phonetic symbols.
3. Match the words with the
correct symbols. Think about
the sound of the bold letters in
each word. Remember that in
English, the spelling and the
sound are not always the
same.
4.  1.11 Listen, repeat each
word, and check your answers
to exercise 3. Play the
recording again if necessary.
5. Write the correct phonetic
symbols for the bold
consonants. Refer to the
phonetic symbols in exercise 3
if you need to.
Writing
Student’s Book page 12
Language focus
Word order
1. Read the sentences and
complete the task.
2. Complete the Rules.
3. Form the sentences. Check
the Rules if you are uncertain
about anything.
4. In each sentence the word in
bold is in the wrong place.
6
Look out! One of the words in
bold contains two errors.
Correct the sentences.
An informal letter
5. Think about the difference
between formal and informal
letters. Read the letter quickly,
don’t worry if you don’t
understand every word. Answer
the questions.
6. Read the Strategy box, read
the letter in exercise 5 again
and complete the task.
Task focus
7. Look at the writing task. Are
you going to write a formal or
informal letter? (informal).
Look at the example list, then
write your own list.
8. Choose an occasion from
your list. Make notes to answer
the questions, and think of
some ideas of your own.
9. Read the paragraph plan.
Look at your ideas and
organise them into the
paragraph plan. Refer to
Saira’s letter on page 12 if you
need more ideas.
10. Write your letter. Make
sure you use the correct layout
for an informal letter, refer to
the Writing reference on p.126.
11. Look at the checklist. Also,
check for spelling and
punctuation mistakes.
12. Correct your work. Write a
neat version of your letter and
check it again.
Check the context
Student’s Book page 94
1. Complete the grammar and
vocabulary practice exercises.

7
Unit 2
Home and away
Set the context
Student’s Book page 14
Adjectives for describing
places
Cultural context
The phrase home and away is
usually used in a sporting
context. “Real Madrid beat
Barcelona home and away this
season” (at home = in your
own ground; away = at the
opposition team’s ground.
1. Read the descriptions and
match them to the pictures.
2. Find pairs of opposite
adjectives. Use a dictionary if
necessary.
3. Find more adjectives in
exercise 1. Check their
meanings in a dictionary.
4. Look at the photo and think
of adjectives to describe it.
5. Read the vocabulary for
describing photos and
describing places. Answer the
questions 1--4 using some of
the adjectives you thought of in
exercise 4.
Grammar in context
Student’s Book page 15
Past simple and past
continuous
1.  1.12 Read the dialogue
and answer the questions.
2. Read the Rules box. Refer to
Grammar Reference pages
8
111-112 if necessary. Complete
the exercise.
3. Read the Take note! box.
Find examples in the dialogue.
4. Complete the exercise. Refer
to the Take note! box and
Grammar Reference pages
111-112 if necessary.
5. Complete the dialogue.
Grammar in context
Student’s Book page 16
Past simple and present
perfect simple
1. Read the sentences and
complete the Rules box. Refer
to Grammar Reference page
112 for help.
2. Complete the exercise.
Past perfect simple
3.  1.13 Read the text and
answer the questions.
4-7. Complete the exercises.
Refer to the Grammar
Reference on pages 112-113.
used to
Student’s Book page 17
8.  1.14 Read the dialogue
and answer the questions.
9. Read the Rules box and
complete the rules.
10. Complete the exercise
using used to.
11. Complete the exercise.
Read the take note box.
Reading
Student’s Book page 18
Comprehension focus
Cultural context
Australian Rules Football is
a mixture of football, rugby and
basketball in which you can
kick, bounce, catch or punch
the ball. It is played mainly in
Australia.
Mud-skippers are a type of
fish that use their strong fins
as ‘legs’ to move over the
ground, or even climb trees.
1. Decide if the sentences are
true or false.
2. 1 1.15 Read the text
quickly to check your answers.
3. Read the text again and
answer the questions.
4. Read the Strategy box.
Complete the exercise.
5. Complete the exercise.
6. Look at the text and find
disadvantages and advantages
of living in Australia. Think of
some phrases for expressing
likes and dislikes e.g. I
wouldn’t like it because I
would/might be homesick.
Write the names of 10
countries. Choose one and say
why you would like to live
there. Have you ever visited
this country?
Vocabulary focus
Nouns: people
7. Complete the table.
8. Choose the correct
alternative.
9
9. Use a dictionary if necessary
to check the meanings of the
words. Form nouns for people
by adding suffixes.
10. Complete the exercise.
Words in Context
Student’s Book page 20
Making comparisons
1. Look at the pictures and
complete the sentences.
2. Read the Rules box. Use a
dictionary to check any
adjectives you don’t
understand. Complete the
exercise.
3. Read the Rules box and
complete the rules.
4. Rewrite the sentences using
an adjective which means the
opposite. Use a dictionary to
check meaning. In the example
too slow is changed to not fast
enough.
5. Complete the diary with
phrases in the list.
Communication
Student’s Book page 21
Listening
1.  1.16 Listen to the
interview and answer the
question.
2.  1.16 Write true or false
for each sentence and then
listen again to check your
answers.
3.  1.16 Try to complete the
sentences from memory. Listen
again to check your answers.
4. Think of some differences
between Tanzania and your
country, for example, People
aren’t as rich in Tanzania.
Answer the questions.
Speaking
Talking about new
experiences
5. Read the dialogue. Complete
the dialogue using the phrases
in the list.
6.  1.17 Listen and check
your answers.
7. Play the recording one line
at a time and repeat after each
line
8. Choose one of the pictures.
Think of some positive and
negative things about it. Write
a dialogue about the picture
similar to the dialogue in
exercise 5.
9. Practise saying your
dialogue.
Dictation
Go to page 103 of your
Student’s Book, Unit 2,
exercise 1.
 1.18 You are going to listen
to a short text about a city in
Spain. Play the first part of the
recording, then pause after the
line: ‘Where is it?’ What is the
weather like in this city?
Play the rest of the recording.
Pause between each section
and write what you hear. Play
10
the whole track again to check
your answers.
Pronunciation
Go to page 104 of your
Student’s Book, Unit 2.
1. Read the words and count
the number of syllables.
2.  1.19 Listen and check
your answers.
3.  1.20 Listen and mark the
stressed syllable in each word.
Which word is different?
4.  1.21 Listen to the
sentences and mark the
stressed syllable in the bold
words.
5.  1.21 Listen again and
note how the stress changes in
the last word in each sentence.
Writing
Student’s Book page 22
Language focus
Modifiers
1. Read the letter. Why was the
writer worried?
2. Complete the table with the
words in bold in the letter.
3. Complete the exercise.
A description of a place
4. Read the Strategy box. Read
the task and think of some
topics you could write about,
for example, the food, the
weather.
5. Check the vocabulary in the
list and complete the diagram.

6. Read the essay about Dublin
in Ireland. Which three ideas
from exercise 5 are not in the
essay.
7. Find the modifiers in the
text. Which modifier appears
twice?
Task focus
8. Read the task in exercise 4
again. Choose a place.
9. Brainstorm ideas. Use a
spidergram like exercise 5.
11
10. Read the paragraph plan.
Use your notes from exercise 9
and write your description.
Include at least three
modifiers.
11. Check your spelling,
grammar and punctuation.
Check that you have used at
least three modifiers.
12. Make corrections and if
necessary write out your essay
again.
Check the context
Student’s Book page 95
1. Complete the grammar and
vocabulary practice exercises.
Unit 3
Television
Set the context
Student’s Book page 24
Television
1. Match the pictures to the list
of programmes. Think of other
types of programmes.
2. Answer the question.
3. Complete the matching
exercise. Make a note of any
new vocabulary.
4. Answer the questions.
Grammar in context
Student’s Book page 25
Modals of advice, necessity
and obligation
1.  1.22 If necessary, check
the words advice, necessity
and obligation in a dictionary.
Read the dialogue and answer
the question. Contestant =
someone who takes part in a
reality show or game show and
a strong personality =
someone who is confident and
not easily influenced by other
people.
2. Read the Rules box and the
Take note! box. Remember You
mustn’t swim in the sea. (= it
is not allowed) and You don’t
have to swim in the sea (= you
can if you want to). Match the
rules to the verbs in the text.
3. Complete the exercise.
4. Write sentences. Remember
the difference between mustn’t
12
and don’t have to. Refer to
Grammar Reference on page
114 if necessary.
Grammar in context
Student’s Book page 26
Modals of ability
1.  1.23 If necessary, check
the word ability in a dictionary.
Read the text and answer the
questions.
2. Look at the bold verbs in
the text and complete the
Rules box.
3. Think of the negative forms
of can, could and will be able
to. Complete the sentences.
Modals of possibility and
certainty
4.  1.24 Read the dialogue
and answer the questions.
5. Look at the bold verbs and
complete the Rules box. Refer
to Grammar Reference on page
114 for help if necessary.
6. Complete the exercise. Use a
different modal for each
sentence.
7. Read the 5 situations from
Maisie’s week. Think about how
Maisie would react. Use the
ideas in the list and right a
sentence with can’t or must.
Look carefully at the example.
Modals + perfect infinitive
8.  1.25 Read the dialogue
and answer the question.
9. Look at the underlined
verbs. Read the Rules box.
Refer to the Grammar
Reference on page 115 if
necessary. Do the matching.
10. Look at the example. It
refers to something that was
done or was not done in the
past. Complete the second
sentences, thinking about the
past in each case.
Reading
Student’s Book page 28
Comprehension focus
Cultural context
In the US, immigrants need a
document called a Green Card
in order to work legally. Many
immigrants, especially from
Mexico, live and work in the US
without a Green Card, but they
work illegally and cannot earn
good wages.
1. Look at the photos. Which
type of TV programme do you
think the text will be about?
2. Read quickly and check your
answer.
3. 1.26 Read the text again
and answer the questions in
your own words.
4. Choose the correct
alternatives and find evidence
in the text.
5. Read the Strategy box and
answer the questions.
6. Find the idioms in the text
and, using the context, match
them to the definitions.
13
7. Find arguments in the text
that agree or disagree that the
show is a good idea. Make
notes and add your own
arguments for and against.
Think of some phrases to
express opinions, agreement
and disagreement, for
example, I think that..., in my
opinion..., I agree, etc. Write
some sentences giving your
opinion and agreeing or
disagreeing with the opinions in
the text.
Vocabulary focus
Verb and preposition
8. It is very important to learn
which prepositions are used
with verbs. Find the verbs in
the list in the text and
complete the table.
9. Complete the exercise
without looking at the table
and then check your answers
when you have finished.
10. Complete the exercise.
Words in Context
Student’s Book page 30
do and make
1. Choose the correct
alternative. There are no fixed
rules for do and make; you
need to learn them.
2. Add the words in exercise 1
to the table.
3. Complete the table. Check in
a dictionary.
4. Complete the sentences
using make or do. Most
sentences use an infinitive
without to but two sentences
need the correct tense.
5. Complete the text.
Communication
Student’s Book page 31
Listening
1.  1.27 How much television
do you watch each day? Have
you got a TV in your room?
What do you think TV Turn-off
Week is? Complete the
sentences using four of the
numbers. Check your answers
in the radio interview.
2.  1.27 Read the statements
and listen again carefully. Tick
the things Zach says.
3. Does Zach think it is a good
idea? Why? Think of some
phrases for expressing
opinions. Do you think it is a
good idea? Why? / Why not?
4. Read the Strategy box. Do
you have any other ideas?
Speaking
Making suggestions
5. Read the dialogue and
answer the question.
6. Complete the dialogue using
the phrases in the list.
7.  1.28 Listen and check
your answers.
8. Play the recording one line
at a time and repeat after each
line. Practise the dialogue.
Concentrate on your intonation.
14
9. Look at the TV guide and
check any words you don’t
know in a dictionary. Check the
pronunciation of Aviator
/"eIvie†@/, Life Swap /"laIf swQp/;
and Joey /"dZ@Ui/. Look at the
expressions at the bottom of
the page and write a dialogue
similar to the dialogue in
exercise 5.
10. Practise saying your
dialogue.
Dictation
Go to page 103 of your
Student’s Book, Unit 3.
 1.29 You are going to listen
to three people talking about
TV. Play the first part of the
recording, then pause after the
line: ‘... instead of this boring
documentary.’ Which types of
programmes do the people talk
about?
Play the rest of the recording.
Pause between each section
and write what you hear. Play
the whole track again to check
your answers.
Pronunciation
Go to page 105 of your
Student’s Book, Unit 3.
1.  1.30 Words which don’t
carry any meaning are
unstressed. Auxiliaries are
often unstressed. Listen to the
sentences and circle the
unstressed sounds in the
auxiliaries in bold.
2.  1.31 Complete the
exercise.
Writing
Student’s Book page 32
Language focus
Giving opinions
1. Read the topics. Check in a
dictionary if necessary. Do the
matching.
2. Find six ways of introducing
an opinion in exercise 1.
3. This exercise contains
phrases from exercise 1. Put
the sentences in the right
order.
4. Choose three statements
from exercise 1. Write
sentences agreeing or
disagreeing and give reasons.
An opinion essay
5. Read the Writing Task. Read
the two essays A and B. Which
writer agrees? Which writer
disagrees? Read the essays
again and underline the
arguments. Do you agree or
disagree with them?
6. Read the Strategy box.
Complete essay A with
sentences A-D.
15
7. Find the topic sentences in
essay B. Divide it into four
paragraphs; each paragraph
should be a new topic.
8. Find five ways of introducing
opinions in essay B.
Task focus
9. Look at the Writing Task.
Read the opinions below the
task. Which opinions agree?
Which opinions do you agree
with? Think of more arguments
to support your view.
Brainstorm some ideas for your
essay. Think of as many ideas
as you can for each question.
10. Read the paragraph plan.
Write your essay organizing
your ideas in the same way.
Use your notes from exercise 9
and 10.
11. Read each point and use
them to check your essay.
12. Make corrections, write
your essay out again and check
it once more.
Check the context
Student’s Book page 96
1. Complete the grammar and
vocabulary practice exercises.
Unit 4
Technology
Set the context
Student’s Book page 34
Technology
1. Check you know the word
gadget. Use a dictionary if
necessary. Think of some
adverbs of frequency, for
example, once a week, never.
Look at the photos. Which do
you use everyday? How often
do you use the other gadgets?
2. Check you understand
technophobe. Use a dictionary
if necessary. Match four
gadgets with the four facts.
3. Do the matching. Use a
dictionary to check.
4. Choose the correct
alternative. Record any new
vocabulary.
5. You can use the phrase
couldn’t live without to say that
something is very important to
you, Think of technology that
you use at home. Which
couldn’t you live without?
Explain your choice.
Grammar in context
Student’s Book page 35
Future forms: will, going to
and present continuous
1. 1.32 Read the extract
from a diary and answer the
questions. Give reasons.
2. Read the Rules box. Look at
these examples: “I’m going to
see James this afternoon”
16
(plan/definite intention) and
“Oh, I’ll come with you”
(decision made now, at the
time of speaking). Compare
these predictions: “Tom will be
late. He’s always late” (general
prediction) and “Hurry up!
You’re going to be late!”
(prediction based on present
evidence). Refer to Grammar
Reference on page 116-117 if
necessary. Match the rules to
the underlined sentences in the
text.
3. Read the diary again and
find more examples of future
forms.
4. Put the words in the correct
order to form questions.
Answer the questions using
complete sentences.
5. Refer to the Rules box again
and choose the correct
alternatives.
Grammar in context
Student’s Book page 36
Basic Future forms: review
1. Choose the correct
alternatives. Refer back to the
Rules box on page 35 and the
Grammar Reference on pages
116-117, if necessary.
Future continuous
2.  1.33 The phrase this time
next month means the same
day one month in the future.
Read the text and answer the
question.
3. Look at the bold verbs and
complete the Rules box. Refer
to Grammar Reference on page
117 for help if necessary.

4. Find more examples in the
text.
5. Complete the sentences.
Refer to Grammar Reference
on page 117 for help if
necessary.
6. Write sentences which are
true for you.
Future perfect
7. 1.34 The phrase by the
end of next year refers to the
period of time up to next
December. Compare You must
be there at 3.30 (= 3.30 is the
time you must arrive) with You
must be there by 3.30 (= you
can arrive before 3.30 but 3.30
is the latest time you can
arrive). Read the text and
answer the question.
8. Read the text again and look
at the bold verbs. Complete
the Rules box. Refer to
Grammar Reference on page
117 for help if necessary.
9. Complete the sentences.
10. Look at the pictures. Tick
any relevant boxes. Remember
you are making a prediction
about your life. Write sentences
about yourself. Most of the
verbs are irregular.
Reading
Student’s Book page 38
Comprehension focus
1. What can robots do now?
Remember will be able is a
future form of can. Which
things do you think robots will
be able to do in the future?
17
2. Refer back to the Reading
Strategy in Unit 1. Read quickly
and answer the question.
3.  1.35 Before you read the
text again, choose the correct
alternatives for each question.
Then read the text and check
your answers.
4. Read the Strategy box and
underline the key words in the
questions.
5. Read the text again and
answer the questions in
exercise 4.
6. Find the words in the text.
7. Make two lists; the Good
things and Bad things about
robots. Think of different ways
to express opinions and for
agreeing/disagreeing, for
example, I think..., That’s a
good point, etc. Answer the
questions.
Vocabulary focus
Negative prefixes
8. Check any adjectives you
don’t know in a dictionary. Do
the matching and check your
answers in the text.
9. Complete the table. Check
any adjectives you don’t know
in a dictionary.
10. Complete the exercise.
Words in Context
Student’s Book page 40
Adjectives for describing
objects
1. Read the dialogue and
answer the question.

2. Complete the chart with the
bold adjectives from the text.
Use a dictionary if you need to.
3. Add the adjectives to the
chart. Check in a dictionary.
4. Choose adjectives to
describe the stereo (picture A)
and the radio (picture B). More
than one adjective is possible.
5. Look at the language for
describing objects. Use
adjectives from exercise 4 and
describe the objects.
6. Complete the text with
adjectives from exercise 1
and 3.
Communication
Student’s Book page 41
Listening
1.  1.36 Listen to the radio
interview and choose the
correct alternative.
2.  1.36 Complete the
statements and then listen
again to check your answers.
3.  1.37 Listen to the second
part and choose the correct
alternative.
4.  1.37 Answer True or False
for each sentence, correct the
false sentences and then listen
again to check your answers.
Speaking
Describing objects
5. Complete the dialogue using
the phrases in the list.
18
6.  1.38 Listen to check your
answers.
7. Play the recording one line
at a time and repeat after each
line. Practise the dialogue.
Concentrate on your intonation.
8. Read the instructions.
Choose one of the objects A-C.
Look at the expressions at the
bottom of the page and write a
dialogue similar to the dialogue
in exercise 5.
9. Practise saying your
dialogue.
Dictation
Go to page 103 of your
Student’s Book, Unit 4.
 1.39 You are going to listen
to a prediction about the
future. Play the first part of the
recording, then pause after: ‘...
housework and homework too.’
What is the prediction about?
Play the rest of the recording.
Pause between each section
and write what you hear. Play
the whole track again to check
your answers.
Pronunciation
Go to page 105 of your
Student’s Book, Unit 4.
1.  1.40 Decide if the words
in bold have the sound /I/ or
/i;/. Listen to the sentences and
check your answers.
2.  1.41 Listen and repeat
the sentences. Concentrate on
the two sounds /I/ and /i;/.
Circle these sounds in the
sentences.
Writing
Student’s Book page 42
Language focus
Formal and informal
language
1. When writing a letter you
need to think about formal and
informal language. You need to
think about who you are
writing to and why. Read the
two extracts and answer the
question.
2. Read the letters again. Then
read the Rules box and choose
the correct alternatives.
3. Decide if the expressions are
formal or informal. Check your
answers in the Writing
Reference on page 129.
A formal letter
4. Look at the photo at the
bottom of the page. Read the
letter and answer the
questions.
5. Read the letter again and
choose the best expressions.
Refer to the Rules box for help.
6. Read the Strategy box. Refer
to the Writing Reference on
page 129 if necessary. Answer
the questions. What are the
differences between this letter
and the informal letter on page
12? We use Dear Sir or Madam
when we don’t know the
19
person’s name and Dear Mr
Brown, for example, if we do.
Mrs is for married women, Miss
for single women and Ms if we
don’t know. We use Yours
faithfully with Dear Sir or
Madam and Yours sincerely
when we know the name of the
person.
7. Do the matching.
Task focus
8. Read the advertisement and
notes. Answer the question.
9. Read the instructions and
the Task. Read the
advertisement again.
10. Read the paragraph plan.
Think about how the
information in the
advertisement and notes
matches with the paragraph
plan. Write your letter
organizing your ideas in the
same way. Use the same
layout as the letter on page 42.
11. Read each point and use
them to check your letter.
Check spelling and punctuation.
12. Make corrections, write
your letter out again and check
it once more.
Check the context
Student’s Book page 97
Complete the grammar and
vocabulary practice exercises.
Unit 5
Appearance
Set the context
Student’s Book page 44
Appearance adjectives
1. Check you know the word
appearance. Use a dictionary if
necessary. Look at the photos.
Can you identify the people?
Answer the questions. Explain
your choice. Some people are
smiling. Does this affect your
choice?
2. Check you understand the
words in the table. Use a
dictionary if necessary.
Complete the table with the
adjectives in the list. Use a
dictionary if you need help and
to check your answers.
3. Write sentences describing
the people in the pictures. Use
adjectives from exercise 2.
Personality adjectives
4. Use your dictionary to look
up adjectives you don’t know
and then find pairs of opposites
in the list. Record any new
vocabulary.
5. Read the instructions and
then the expressions at the
bottom of the page. This is an
imaginary situation so we use
would. Think about what these
people are like. Answer the
question and explain your
choice.
20
Grammar in context
Student’s Book page 45
First and second conditional
1.  1.42 Read the first
paragraph of the text from a
diary and choose the correct
alternative.
2. Read the Rules box. Refer to
Grammar Reference on page
118 if necessary. Match the
rules to the underlined
sentences in the text.
3. Choose the correct
alternatives.
4. Complete the sentences with
the first or second conditional.
Decide if the situations are
likely or possible (=first
conditional) or unlikely,
imaginary or impossible
(=second conditional).
5. Complete the sentences.
Grammar in context
Student’s Book page 46
unless
1.  1.43 This dialogue
continues from the text about
David Hunt on page 45. Read
the dialogue and decide which
underlined sentences have the
same meaning.
2. Read the Rules box. Refer to
the Grammar Reference on
page 118. Translate the
underlined sentences.
3. Rewrite the sentences using
unless in place of if. Look at
the example and think which
parts of the sentence are
positive and which parts are
negative. We will get wet if it
rains ⇒ We won’t get wet
unless it rains.
Third conditional
4.  1.44 This text is the
second part of the interview
with David Hunt on page 45.
Read the text and answer the
question.
5. Look at the underlined
sentences in the text and
complete the Rules box. Refer
to the Grammar Reference on
page 118.
6. Choose the correct third
conditional for the sentences.
7. Complete each sentence
using a third conditional.
8. Complete each sentence
using the third conditional and
your own idea. Use
contractions.
Conditionals: review
9. Complete the text using the
first, second or third
conditional. Refer to the
Grammar Reference on page
118 if necessary. Remember:
If you lose this money, I will be
angry. (First conditional -
possible event)
If you lost this money, I would
be angry. (Second conditional -
maginary event)
If you had lost this money, I
would have been angry. (Third
conditional - event that did not
happen)
21
Reading
Student’s Book page 48
Comprehension focus
1. Check dare and plastic
surgery in a dictionary. Read
the title and look at the photo.
Answer the question.
2. Read quickly and check your
answer.
3. Read the Strategy box. Read
the text again and answer the
questions.
4.  1.45 Read the text again
and decide if the sentences are
true or false. Give evidence.
5. Read the text again and
answer the questions. Use your
own words.
6. Find the words in the text
which are the opposites of 1-6.
7. Explain the meaning of the
two expressions.
8. Read the question 1. Note
the phrases for giving advice.
Think of as many ideas as you
can. Answer the questions.
Vocabulary focus
Compound adjectives
9. Do the matching. Check
meaning in your dictionary.
10. Complete the Rules.
11. Complete the exercise.
Check meaning in your
dictionary.
12. Complete the table with
compound adjectives from
exercise 9 and 11.
13. Complete the sentences
with compound adjectives from
exercise 12.
Words in Context
Student’s Book page 50
Clothes and fashion
1. Think of as many words for
clothes as you can. Read the
text. Complete the table with
the bold adjectives from the
text. Check in a dictionary.
2. Add the adjectives to the
chart. Check in a dictionary.
3. Look at the photos A and B.
Describe the clothes. Use some
of the adjectives from exercises
1 and 2. Use a dictionary if
necessary.
4. Answer the questions.
5. Decide who says each
sentence.
6. Write the infinitives of the
bold verbs in exercise 5. Match
to the definitions.
7. Complete the text using
words and phrases from the
list.
Communication
Student’s Book page 51
Listening
1.  1.46 Listen to the
interview with a fashion stylist
for celebrities. Which names
does she mention?
22
2.  1.46 Read the questions.
Then listen again and write
your answers.
3. Make a list of Advantages
and Disadvantages of Lucy’s
job from the recording. Add
your own ideas. Answer the
question. This is an imaginary
situation (second conditional).
Speaking
Asking for information
4. Complete the dialogue using
the phrases in the list.
5.  1.47 Listen to check your
answers.
6. Check vocabulary in a
dictionary if necessary. Play the
recording one line at a time
and repeat after each line.
Practise the dialogue.
Concentrate on your intonation.
7. Read the instructions.
Choose an item of clothing.
Look at the expressions at the
bottom of the page and write a
dialogue similar to the dialogue
in exercise 4.
8. Practise saying your
dialogue.
Dictation
Go to page 103 of your
Student’s Book, Unit 5.
 1.48 You are going to listen
to a description of an actor.
Play the first part of the
recording, then pause after:
‘Who is he?’ Where is the
speaker talking about?
Play the rest of the recording.
Pause between each section
and write what you hear. Play
the whole track again to check
your answers.
Which actor is it?
Pronunciation
Go to page 105 of your
Student’s Book, Unit 5.
1.  1.49 In spoken English
we join words and syllables
together for better rhythm.
Listen and circle the stressed
words or syllables.
2.  1.49 Listen again and
repeat the sentences.
Concentrate on the linked
sounds.
3. Read the sentences. Mark
the stress and the linked
words.
4.  1.50 Listen and check
your answers. Repeat the
sentences.
5. Circle the two words in each
sentence which have the main
stress.
6.  1.51 Listen and check
your answers. Repeat the
sentences.
Writing
Student’s Book page 52
Language focus
Linkers of addition
1. Read the text and answer
the question.
2. The words in bold are
linkers of addition. Read the
Rules box and choose the
correct linker. In addition and
23
What’s more must be followed
by a comma.
3. Complete the sentences.
A description of a person
4. Read the Writing Task. Read
the essay and answer the
question.
5. Read the essay again and
choose the best alternatives.
Refer to the Rules box for help.
6. It’s important to use lots of
different vocabulary when
writing. Read the essay again
and pick out the adjectives that
the writer uses to describe
Enrique’s appearance and
personality. Make two lists.
7. Read the Strategy box. Find
examples.
8. Read the text and answer
the questions.
9. Replace the bold adjectives
with the more interesting
adjectives in the list.
Task focus
10. Read the Writing Task in
exercise 4 again. Choose a
famous person.
11. Make notes. Think about
the questions. Think of
interesting adjectives to use.
12. Read the paragraph plan.
Write your essay organizing
your ideas in the same way.
Use your notes from exercise
11.
13. Read each point and use
them to check your essay.
Check spelling and punctuation.
14.Make corrections, write your
essay out again and check it
once more

Check the context

Student’s Book page 98

Complete the grammar and

vocabulary practice exercises.

24
Unit 6
News
Set the context
Student’s Book page 54
News
1. What jobs can you think of
connected with the news. The
phrase in the news means
being reported in the news.
Read the text quickly. Do the
matching. The paparazzi refers
to these journalists in general.
To refer to one we say a
member of the paparazzi.
2. Read the text again and
answer the questions.
3. Use a dictionary if
necessary. Complete the table
with the bold words in the text.
4. Complete the definitions.
5. Answer the questions. Give
opinions and reasons.
Grammar in context
Student’s Book page 55
The passive
1. Look at the photo. What do
you think is happening?
2.  2.2 Read the news report
quickly to check your answer.
3. Do the matching.
4. Read the Rules box. Match
the bold verbs to the rules.
5. Read sentences A and B.
Answer the questions and
check in the Grammar
Reference on page 119.
25
6. Complete the sentences in
the passive. Look at the time
words in the sentences to help.
Grammar in context
Student’s Book page 56
The passive + by
1. Read the Rules box. Refer to
the Grammar Reference on
page 119. Find examples of the
passive + by in the text on
page 55.
2. Transform the sentences
from passive to active. Use the
same tense.
3. Transform the sentences
from active to passive. We use
by + agent when this
information is necessary for the
meaning of the sentence or
when it is interesting
information.
Someone stole her jewellery ⇒
Her jewellery was stolen. (not
necessary / not interesting)
International diamond thieves
stole all her jewellery ⇒ All her
jewellery was stolen by
international diamond thieves.
(interesting / necessary)
4. Choose the correct verb for
each gap. Decide if it is active
or passive. Then choose the
correct tense.
get / have something done
5.  2.3 Read the dialogue
quickly and answer the
question.
6. Read the Rules box. Refer to
the Grammar Reference on
page 120. Look at sentences 1
and 2 and decide what the
object is. Read the dialogue
again and find more examples.
7. Complete the sentences.
Reading
Student’s Book page 58
Comprehension focus
1.  2.4 Read the title. What is
a blog? Read the text quickly
and answer the question.
2. Read again and choose the
correct alternative.
3. Read the Strategy box. Find
the extracts in the text and
replace the bold pronouns with
the phrases A-F.
4. Look for the words in the
text.
5. Answer the questions.
Vocabulary focus
Adverbs of manner
6. Complete the sentences with
the adverb form of the word
and check your answer in the
text.
7. Complete the Rules.
8. Form adverbs from the
adjectives in the list. Add the
adverbs to the bold clauses in
the blog.
Words in Context
Student’s Book page 60
False friends
1. Read the Rules. Do the
matching. Which words are real
friends and which words are
false friends?
26
2. Complete the sentences.
3. Read the whole text. Read
again and choose the correct
alternative.
Communication
Student’s Book page 61
Listening
1.  2.5 Look at the pictures.
Read the instructions. Answer
the question, giving reasons.
2. Read the Strategy. Read the
questions in bold in the next
exercise. Decide what
information you will need when
you listen again.
3.  2.5 Listen and choose the
correct alternative.
Speaking
Advice
4. Complete the dialogue using
the phrases in the list.
5.  2.6 Listen to check your
answers.
6. Check vocabulary in a
dictionary if necessary. Play the
recording one line at a time
and repeat after each line.
Practise the dialogue.
Concentrate on your intonation.
7. Read the instructions.
Choose a situation. Look at the
expressions at the bottom of
the page and write a dialogue
similar to the dialogue in
exercise 4.
8. Practise saying your
dialogue.

Dictation
Go to page 103 of your
Student’s Book, Unit 6.
 2.7 You are going to listen
to a joke. Play the first part of
the recording, then pause
after: ‘... the park and walk’
Have you heard this joke
before?
Play the rest of the recording.
Pause between each section
and write what you hear. Play
the whole track again to check
your answers.
Pronunciation
Go to page 106 of your
Student’s Book, Unit 6.
1.  2.8 Some letters are not
pronounced in some words.
Listen and underline letters
which are not pronounced.
2. Underline letters which are
not pronounced.
3.  2.9 Listen and check your
answers. Repeat the words.
Writing
Student’s Book page 62
Language focus
Linkers of reason and result
1. Translate the bold linkers in
1-4. Use a dictionary.
2. Check reason and result in a
dictionary if necessary. Add the
bold linkers in exercise 1 to
the table. Because of and as a
result of must be followed by a
noun but because and as a
result must be followed by a
clause. Compare: He was sent
27
to prison because of his many
crimes and He was sent to
prison because he had
committed many crimes.
3. Choose the correct
alternative.
A summary
4. Read the newspaper
headline. In newspaper
headlines, the present tense is
used for events that have just
happened. Read the article
quickly and answer the
question.
5. Read the Strategy. Read the
summaries and decide which is
the best.
6. Read the article quickly and
answer the question.
7. Find the linkers in the text.
Task focus
8. Read the Writing Task.
Remember the summary
should only include essential
information. Read the article
again and decide which three
notes contain essential
information.
9. Check you have all the
essential information. Read the
text again.
10. Read each point and use
them to check your summary.
Check spelling and punctuation.
11. Make corrections, write
your essay out again and check
it once more.
Check the context
Student’s Book page 99

Complete the grammar and

vocabulary practice exercises.

28
Unit 7
Sport
Set the context
Student’s Book page 64
Sport
1. What sports can you think
of? Read the advertisements.
Which course would you choose
and why?
2. Different verbs are used with
different sports in English. Add
the sports from exercise 1 to
the table.
3. Use a dictionary if
necessary. Complete the table
with the words in the list.
4. Answer the question. Use
the correct verb for each sport.
5. Answer the questions. Use
your dictionary to help. Record
any new vocabulary, grammar
and collocations.
6. Answer the questions. Give
reasons.
Grammar in context
Student’s Book page 65
Defining relative clauses
1.  2.10 Read the text
quickly. Answer the question.
2. Read the Rules box. Match
the bold pronouns in the text
to the rules. Refer to the
Grammar Reference on pages
120-121 for more information
and examples.
3. Complete the sentences.
Don’t use the pronoun that.
29
4. In which sentences in
exercise 3 is it possible to use
that?
5. Write sentences. Include a
relative pronoun. In some
cases more than one pronoun
is possible.
Grammar in context
Student’s Book page 66
Omission of relative
pronouns
1.  2.11 Read the text
quickly. Answer the question.
2. Read the Rules box. Refer to
the Grammar Reference on
page 120-121 for more
information and examples.
Decide if the bold pronouns in
the text can be omitted.
Non-defining relative
clauses
3.  2.12 Read the text.
Answer the question.
4. Non-essential means not
important grammatically.
Compare the two underlined
sentences in the text.
Information that is non-
essential can be removed and
still leave a grammatically
correct sentence. Answer the
question.
5. Read the Rules box and
check your answers. Refer to
the Grammar Reference on
page 120-121, if necessary.
6. Read the text again and find
more examples of defining and
non-defining relative clauses.
7. Translate the sentences.
8. Decide if the sentences
contain defining or non-
defining relative clauses.
9. Complete each sentence
with a non-defining relative
clause. Include commas where
necessary.
10. Complete the sentences.
Relative clauses: review
11. Complete the text with
relative pronouns. Decide if
each clause is defining or non-
defining.
Reading
Student’s Book page 68
Comprehension focus
1. Look at the pictures Answer
the questions.
2. Check competitiveness,
health, prejudice and pressure
in a dictionary. Read the text
again and choose the correct
topics.
3. Read the Strategy box. Read
the topic sentences. Add the
sentences to the text.
4.  2.13 Read again and
answer the questions.
5. Look for the opposites of the
words.
6. Answer the questions. Think
about who puts pressure on
you. What do they put pressure
on you to do? What are the
effects of too much pressure?
30
Vocabulary focus
Adjective suffixes
7. Complete the table with the
adjectives from the text. There
are some spelling changes.
8. Use a dictionary. Make
adjectives from the nouns.
9. Complete the sentences.
Check any new words in a
dictionary.
Words in Context
Student’s Book page 70
Sports verbs
1. Choose the correct
alternative. Check carefully in a
dictionary.
2. Complete the sentences. Use
verbs from exercise 1. Some
verbs are irregular.
Phrasal verbs (2)
3. Find the phrasal verbs and
write the infinitive.
4. Do the matching.
5. Complete the text. Use
verbs from exercise 4. Some
verbs are irregular. Think about
the tense.
Communication
Student’s Book page 71
Listening
1. Look at the photos. Read the
instructions. Answer the
question, giving reasons.
Cultural context
Free diving is diving without
oxygen or special equipment.
A wake is the wave of water
behind a boat or ship.
2.  2.14 Listen to two people
talking about sports. Which
three sports are they talking
about?
3.  2.14 Read the sentences
and correct the bold phrase.
Then listen again to check your
answers.
4. Sports like wake-boarding
are dangerous and are known
as extreme sports. Do you
know any other extreme
sports? Answer the questions,
giving your opinion. Do you
agree with the first question?
Give reasons. Check language
for giving opinions in previous
units.
Speaking
Invitations
5. Complete the dialogue using
the phrases in the list.
6.  2.15 Listen to check your
answers.
7. Check vocabulary in a
dictionary if necessary. Play the
recording one line at a time
and repeat after each line.
Practise the dialogue.
Concentrate on your intonation.
8. Read the instructions.
Choose a situation. Look at the
expressions at the bottom of
the page and write a dialogue
similar to the dialogue in
exercise 5.
31
9. Practise saying your
dialogue.
Dictation
Go to page 103 of your
Student’s Book, Unit 7.
 2.16 You are going to listen
to a description of the Tour de
France. Play the first part of
the recording, then pause
after: ‘... That’s why he is my
hero’ Why does the speaker
think Lance Armstrong is a
hero?
Play the rest of the recording.
Pause between each section
and write what you hear. Play
the whole track again to check
your answers.
Pronunciation
Go to page 106 of your
Student’s Book, Unit 7.
1.  2.17 We often pronounce
the unstressed vowel in words
as /@/. Listen and mark the /@/
sound in the bold words.
2.  2.18 We often use the /@/
sound in unstressed words in a
sentence. Listen and repeat the
sentences. Note the
pronunciation of the weak
words.
Writing
Student’s Book page 72
Language focus
Linkers of contrast
1. Linkers of contrast are used
to add new information that
contrasts with what has already
been said. For example,
compare Cara can speak
French and she can also speak
German and Cara can speak
French but she can’t speak
German. The first sentence
contains extra information. The
second sentence contains extra
information which contrasts
with what has been said. Do
the matching.
2. Translate the bold linkers in
exercise 1. Use a dictionary if
necessary.
3. Choose the correct
alternative. Think about the
position of the linkers in the
sentence.
A discussion essay
4. Read the Writing Task.
Check role model in a
dictionary if necessary. Choose
the correct alternative.
5. Look at the model essay.
Which paragraph argues
against the statement?
6. Read the essay again and
find five linkers of contrast.
32
7. Read the Strategy. Read the
paragraphs and match them to
the missing paragraphs in the
essay.
8. Add the expressions in bold
in exercise 7 to the table.
Task focus
9. Read the Writing Task.
Answer the questions. Make
notes.
10. Read the paragraph plan.
Match your notes from exercise
9 to the plan. Write your essay
organizing your ideas in the
same way.
11. Read each point and use
them to check your essay.
Check spelling and punctuation.
12. Make corrections, write
your essay out again and check
it once more.
Check the context
Student’s Book page 100
Complete the grammar and
vocabulary practice exercises.
Unit 8
Fiction
Set the context
Student’s Book page 74
Doubt and belief
1. Fiction refers to books,
stories, films, etc that are
invented and not true. Look at
the photos and answer the
questions.
2. Do you think photo A really
happened? Choose the correct
adverb of probability for each
sentence.
3. Use a dictionary if
necessary. Complete the table
with the words in the list.
4. Decide which photos are
genuine and which are fake.
Give reasons.
Grammar in context
Student’s Book page 75
Reported speech
1.  2.19 Check parcel in a
dictionary. Read the text
quickly. Answer the question.
2. Do the matching. Answer the
question.
3. Read the Rules box. Refer to
the Grammar Reference on
page 122 for more information
and examples. Complete the
table.
4. Transform the sentences
into direct speech. Remember
punctuation.
33
5. Read the Take note! box.
Transform the sentences into
reported speech.
Cultural context
On page 74, photo B shows a
sculpture of a shark which was
installed on a house in Oxford
in 1986. It was made in
fibreglass by John Buckley, a
sculptor, as a protest against
‘nuclear power, Chernobyl and
Nagasaki’.
Photo D shows two of nine
bison which escaped from a
farm in Baltimore in August
2005. Police chased them
through the town of Pikesville
and herded them into the
tennis court of an apartment
block.
Grammar in context
Student’s Book page 76
Time and place expressions
1. Look at the photo. Check
fairy and hoax in a dictionary.
Do the matching.
Cultural context
In 1917 Frances Griffiths and
Elsie Wright, two young girls
living in Cottingley, England,
produced photographs of
‘fairies’ which deceived many
adults.
They kept the secret until
1982, when they admitted that
the photographs had been
faked. However, both women
still insisted they had seen real
fairies.
2. Look at the bold time and
place expressions. Do they
change or stay the same?
3. Transform the sentences
into reported speech. Use the
sentences in exercise 1 as a
guide. Refer to the Grammar
Reference on page 122 for
more information. Change the
verb and the bold words.
Reported questions
4.  2.20 Read the text
quickly. Answer the question.
5. Do the matching.
6. Read the Rules box and
choose the correct alternatives.
7. Transform the reported
questions into direct questions.
8. Check the word date in a
dictionary if necessary.
Transform the questions into
reported questions.
Reported commands and
suggestions
9.  2.21 Read the text and
answer the question.
10. Decide if the sentences are
commands or suggestions.
Match them to sentences in the
text.
11. Complete the Rules.
12. Correct 5 of the sentences.
One sentence is already
correct. Use the Rules to help.
13. Complete the sentences.
Reading
Student’s Book page 78
Comprehension focus
1. Look at the pictures. What
do you think the stories are
34
about? Have you heard any of
the stories before?
2.  2.22 Read the text
quickly and choose the best
definition in the yellow box.
3. Read the sentences. Read
the text again. Complete the
sentences using your own
words.
4. Read again and write True or
False for the sentences. Correct
the sentences.
5. Read the Strategy. Find the
words in the text and choose
the correct alternative.
6. Match the definitions with
the bold words in exercise 5.
7. Do you know any urban
myths? Write one. Use a
dictionary to help.
Vocabulary focus
Prefixes
8. Complete the table with
words from the text.
9. Use a dictionary to look up
the words in exercise 8. What
do the prefixes mean?
10. Choose the correct
alternatives. Check any new
words in a dictionary.
Words in Context
Student’s Book page 80
Speech
1.  2.23 Read the text
quickly and answer the
question.
2. Look at the words in bold in
the text. They are all speech
verbs. Check any new verbs in
a dictionary. Add them to the
table.
3. Choose the correct
alternatives.
4. Which verbs do we normally
use with reported speech? Do
the matching.
5. Complete the table with the
words in the list. Look carefully
at the expressions A and B in
the table. Read the examples in
exercise 4. One verb does not
go into the table.
6. Complete the sentences with
your own ideas.
Communication
Student’s Book page 81
Listening
1. Look at the picture. Answer
the question. Refer to page 74
for adverbs of probability.
2.  2.24 Listen to the story
and check your ideas.
3.  2.24 Read the sentences
and order them to make a
summary. Then listen again to
check your answers.
4. Do you think this story is
true? Give your opinion. Give
reasons. Check language for
giving opinions in previous
units.
5.  2.25 Listen to two people
talking about the scuba-diver
story. Answer the question.
35
6.  2.25 Read the questions.
Listen again and answer.
Speaking
Expressing surprise and
disbelief
7. Check the word alien in a
dictionary if necessary.
Complete the dialogue using
the phrases in the list.
8.  2.26 Listen to check your
answers.
9. Check vocabulary in a
dictionary if necessary. Play the
recording one line at a time
and repeat after each line.
Practise the dialogue.
Concentrate on your intonation.
10. Read the instructions. Look
at the expressions at the
bottom of the page and write a
dialogue similar to the dialogue
in exercise 5.
11. Practise saying your
dialogue.
Dictation
Go to page 103 of your
Student’s Book, Unit 8.
 2.27 You are going to listen
to a story. Play the first part of
the recording, then pause
after: ‘... the police with his
mobile.’ Do you think it is a
true story?
Play the recording again. Pause
between each section and write
what you hear. Play the whole
track again to check your
answers.
Pronunciation
Go to page 106 of your
Student’s Book, Unit 8.
1.  2.28 We can show
surprise in our intonation.
Listen and underline which
syllables are high and which
are low. Listen and repeat.
2.  2.29 Decide which
syllable is high in these
phrases. Then listen, check
your answers and repeat the
phrases.
3.  2.30 Decide which
syllable is high in these
phrases. Then listen, check
your answers and repeat the
phrases.
Writing
Student’s Book page 82
Language focus
Sequencing
1. Check embarrassed in the
dictionary. Is it a false friend?
Read the text quickly and
answer the question. Look at
the words in bold. Read the
text again and choose the
correct alternative.
2. Complete the table with the
words in the list. Use a
dictionary if necessary.
3. Choose the correct
alternative.
A narrative
4. Read the text and answer
the questions.
36
5. Read the text again and find
the six examples of reported
speech. What are the verbs?
6. Read the end of the story.
7. Read the Strategy. Match
the errors in exercise 6 with A-
E.
8. Correct the errors in
exercise 6.
Task focus
9. Look at the photo. Answer
the questions. Use a dictionary
to help.
10. Read the Writing Task.
Choose a story.
11. Make notes based on the
questions.
12. Read the paragraph plan.
Match your notes from exercise
11 to the plan. Remember to
include three time expressions
and one piece of reported
speech. Write your story
organizing your ideas in the
same way.
13. Check your essay. Use the
Strategy box to help. Check
spelling and punctuation.
14. Make corrections, write
your story out again and check
it once more.
Check the context
Student’s Book page 101
Complete the grammar and
vocabulary practice exercises.
Unit 9
Music
Set the context
Student’s Book page 84
Music
1. Look at the webpage.
Answer the question. Give
reasons.
2. Make a list of all the types of
music you can think of. Think
of words and expressions for
expressing preferences, for
example, I like..., I really
like..., I don’t like..., etc. Which
types of music in your list do
you like?
3. Use a dictionary if
necessary. Translate the bold
words in the webpage. Make a
note of any new vocabulary.
4. Do the matching.
5. Answer the questions.
Grammar in context
Student’s Book page 85
The gerund
1.  2.31 Look at the photo.
What’s happening? Read the
text quickly. Answer the
question.
2. Read the Rules box. The
gerund is the -ing form of the
verb. Refer to the Grammar
Reference on pages 124 for
more information. Match the
bold gerunds in the text with
the rules.
3. Complete the sentences. Use
gerunds.
37
4. Rewrite the sentences.
5. Complete the sentences with
your own ideas. Use gerunds.
Grammar in context
Student’s Book page 86
The infinitive
1.  2.32 Do you listen to
music while studying? Does it
help you to concentrate? Read
the text and answer the
question.
2. Read the Rules. Do the
matching.
Compare these sentences:
It’s good to play music
together.
(= adjective + infinitive)
I’m good at playing music.
( = adjective + preposition +
gerund)
This is a very good album to
listen
to. ( = noun + infinitive)
This is a good album for
listening to
on holiday. ( = noun +
preposition + gerund)
3. Complete the sentences with
your own ideas. Use an
infinitive in each sentence.
Verb + gerund / infinitive
4.  2.33 Read the dialogue.
Answer the question.
5. Read the Rules box and add
the infinitives of the bold verbs
to the table. Refer to the
Grammar Reference on pages
124 for more information.
6. Add the verbs in the list to
the table. Use a dictionary to
help.
7. Complete the sentences. Use
a dictionary to help.
8. Write the questions. Use a
dictionary to help.
9. Answer the questions in
exercise 8. Use an infinitive or
gerund in each answer.
be used to / get used to
10.  2.34 Read the dialogue
and answer the question.
11. Read the Rules. Find
examples in exercise 10.
12. Answer the question. Refer
to the text and the examples in
exercise 10 for help.
13. Choose the correct
alternatives.
Reading
Student’s Book page 88
Comprehension focus
1. Look at the pictures and
answer the questions.
2.  2.35 Read the text
quickly and match the
paragraphs to the descriptions.
3. Read the Strategy. Refer
back to the Strategy boxes on
pages 19 and 79. Simplify the
sentences. Follow the example.
4. Complete the sentences in
your own words.
38
5. Match the definitions with
words in the text.
6. Read the question. Prepare a
list of arguments from the text
which Agree and Disagree. Add
your own ideas. Answer the
question. Give reasons.
Vocabulary focus
Nouns from verbs
7. Complete the table with
words from the text.
8. Write the nouns of the words
in the list. There are some
spelling changes. Use a
dictionary to help. 9. Make a
note of whether the noun is
countable or uncountable.
Complete the sentences with
nouns from exercises 7 and 8.
Words in Context
Student’s Book page 90
Adjectives + -ed / -ing
1. Read the sentences and
answer the questions.
2. Look at the list of words.
Check any new verbs in a
dictionary. Complete the
sentences with the -ed or -ing
adjective.
3. Complete the sentences with
your own ideas.
4. Read the text. What
instrument do the people play?
Complete the text with the -ed
or -ing adjective.
Communication
Student’s Book page 91
Listening
1. Answer the question. Give
reasons.
2. Read the Strategy. Read the
text. Which of the things do
you think Kat had to do.
3.  2.36 Listen to check your
answers.
4. Listen again and answer the
questions in your own words.
Speaking
Requests
5. Complete the dialogue using
the phrases in the list. All the
phrases are for requests.
6.  2.27 Listen to check your
answers.
7. Check vocabulary in a
dictionary if necessary. Play the
recording one line at a time
and repeat after each line.
Practise the dialogue.
Concentrate on your intonation.
8. Read the instructions.
Choose the concert or the
festival. Check vocabulary and
pronunciation in a dictionary.
Look at the expressions at the
bottom of the page and write a
dialogue similar to the dialogue
in exercise 5.
9. Practise saying your
dialogue.
Dictation
Go to page 103 of your
Student’s Book, Unit 9.
39
 2.39 You are going to listen
to a description of a singer.
Play the first part of the
recording, then pause after: ‘...
with Alejandro Sanz.’ How
many languages does she
speak?
Play the recording again. Pause
between each section and write
what you hear. Play the whole
track again to check your
answers.
Who is she?
Pronunciation
Go to page 106 of your
Student’s Book, Unit 9.
1.  2.40 Listen and repeat
the sentences. Concentrate on
the sounds in the bold words
2.  2.41 Circle the sounds
/sp/ and /st/ in the sentences.
Then listen, check your
answers and repeat the
phrases.
Writing
Student’s Book page 92
Language focus
Review of linkers
1. Check net, pirate and piracy
in the dictionary. Read the text
and answer the question.
2. Complete the table with the
bold linkers in the text. Use a
dictionary if necessary.
3. Add the linkers in the list to
the table. Refer back to units 5,
6 and 7 for help.
4. Choose the correct
alternatives.
An opinion essay (2)
5. Read the beginning of the
Strategy. Add stages A-f in the
correct order.
6. Read the Writing Task.
Choose the correct alternative.
7. Read the sentences. Which
agree with the Writing Task?
Which disagree?
8. Complete the table with
phrases you might need.
9. Read the essay. Do the
matching.
10. Read the essay again.
Make lists of the bold linkers in
the essay.
Task focus
15. Read each point and use
them to check your essay.
Check spelling and punctuation.
16. Make corrections, write
your essay out again and check
it once more.
Check the context
Student’s Book page 102
Complete the grammar and
vocabulary practice exercises.
organizing your ideas in the
same way.
Read each point and use them
to check your essay. Check
spelling and punctuation.
Make corrections, write your
essay out again and check it
once more.

11. Read the Writing Task. Check the context

Manufactured bands consist of Student’s Book page 102
people who have been brought
together by other people who 1. Complete the grammar and
are not in the band. vocabulary practice
Manufactured bands do not exercises.
normally contain musicians or
songwriters. Do you agree with
the statement?

12. Decide if these opinions

agree or disagree with the
Task. Think of some ideas of
your own.

13. Use the table in exercise 8

to decide which language you
will need.

14. Read the paragraph plan.

Match your notes from
exercises 12 and 13 to the
plan. Write your essay
organizing your ideas in the
same way.

40
This Student’s Guide for Oxford English in
Context 1 contains:

Complete self-study notes for each unit of the

Student’s Book in Català

Cultural notes

Clear cross-referencing to the audio

41