2019 | PDF | 324 Pages



SECOND EDITION

A2+/B1
TEACHER’S BOOK


Contents
Introduction

T4

Focus 2 Unit walkthrough

T6

Focus 2 Component overview

T12

Using videos in the classroom

T14

Assessment Package

T15

Assessment for learning, GSE and 21st-century skills

T17

Mediation in Focus Second Edition

T18

How to teach with projects

T19

Focus Second Edition and Readers

T20

How to flip the classroom with Focus

T21

Focus 2 Student’s Book with answer key
Contents

2

Unit 1

4

Unit 2


18

Unit 3

32

Unit 4

46

Unit 5

60

Unit 6

74

Unit 7

88

Unit 8

102

Video worksheets

116


Grammar and Use of English reference and practice

132

Workbook answer key

160

Culture notes

171

Student’s Book audioscript

176

Videoscript

193

Photocopiable resources

199

Life skills photocopiable resources

274

T3



Introduction
DEAR TEACHER,
We are writing to you to introduce the new edition of Focus, our five-level course for upper secondary students.
As writers, it is always a privilege to be invited to ‘have another go’ and we are grateful to our publisher Pearson
for giving us this opportunity. At the same time, we are particularly wary of introducing change for change’s sake.
’If it ain’t broke, don’t fix it’ is a maxim we set great store by. In our own classrooms, we are still using ideas and
teaching techniques that we learnt early on in our careers. Why? Because they still work.
Consequently, the changes you will find in this new edition have been influenced by three important factors:
1) Your feedback, which we are happy to say has been overwhelmingly positive and extremely helpful in identifying
areas to focus on.
2) Changing circumstances, where we have responded to the continuing evolvement of some exams – for instance:
a stronger focus on Use of English tasks.
3) New opportunities, in particular the strategic partnership between our publisher Pearson and the BBC. This has
enabled us to include some delightful BBC clips in each unit, adding an exciting new dimension to the course.
All that said, we still believe that writing language learning materials is not an exact science. A ‘one size fits all’ set
of materials just doesn’t exist. It can’t. There are too many variables:
• The students – number, age, personality, attitude, life and learning experience, home support, class dynamic …
• The school – syllabus, timetable, policies, Ministry reforms, classroom environment, equipment …
And most importantly, you:
• The teacher – your experience, your training, your beliefs, your motivation …
So we accept that everybody’s teaching context is unique and the perfect English course is an unattainable dream.
However, our own experience in the classroom has taught us to value three things above all when using teaching
and learning materials: reliability, flexibility and credibility.

Reliability
Quite simply, we want the materials to work. We don’t want the course to let you down in the classroom. So we
continue with our clean design, clear, easy-to-understand instructions and a wide variety of engaging topics, texts
and tasks that have been combined in a logical way that will make sense to you and to your students. We are

pragmatic. We’ve made it clear when a lesson starts and when a lesson ends. We don’t want to give you any nasty
surprises. We don’t want to overcomplicate things. The less time you spend setting activities up, the more time
your students spend practising the language. And maximising language practice time is key – particularly for the core
skills. Students learn by doing. They learn reading by reading more; listening by listening more; writing by writing
more; and speaking by speaking more. Let’s give them more time to ‘do’.
Needless to say, the course covers all the necessary language work appropriate for the level and follows
the Common European Framework of Reference (CEFR). We hope you will appreciate the stimulating and
memorable way in which each carefully selected grammar structure and vocabulary item is presented. But we are
well aware that presenting language is not even half the story. We have designed these materials so that they
systematically recycle the language that has been presented. ‘Use it or lose it’ is our motto. You will discover
that this course, with all its supporting print-based and digital materials, provides your students with the repeated
exposure and practice they require. Reliability = trust. We are confident you will be able to trust Focus Second Edition.

Flexibility
One of the things we learnt early on in our careers is that you teach the students, not the lesson plan. There
is no point in slavishly following a prescribed ‘teaching path’ through a set of materials if the students are not with
you. Your ability to react to emerging classroom situations and adapt your lesson accordingly is a vital teaching
skill. So while a course might provide you with a reliable framework that you feel comfortable with, you will always
need options, you will always need variety, you will always need alternative ways of presenting and practising
language. We strongly believe that a rigid unit structure does NOT have to be a teaching straitjacket. The lessons
themselves are brimful of different ideas, task types and interesting information. Then the supplementary material
we have developed, both print-based and digital, offers you almost limitless flexibility. You can give extra multiple
choice grammar exercises, do a communicative A/B information-gap activity or watch a specially selected BBC clip.
Flexibility = choice. We think you will appreciate the range of choice in Focus Second Edition.

T4


Credibility
So, while we are sure that a reliable and flexible course will help you, it’s this third characteristic that really counts.

You have to believe in the materials. You have to understand and assess the broad educational and methodological
principles that underpin our materials and decide: are the ideas and the approach credible? Do they reflect your
own views of how languages are learned? We’d like to take this opportunity to summarise our thinking on this and
explain what lies at the heart of Focus Second Edition. We can do this by grouping our thoughts under three words
beginning with ‘M’: Motivation, Memory and Meaning.

Motivation
The American linguist and philosopher Noam Chomsky once said that almost everything in the education process
was about getting the students’ interest in what they’re being taught. This is our starting point: students learn
best when they are interested in the material. It’s as simple as that. We may not have got it right every time for
your particular teaching context, but our overriding concern has been to select topics, texts and tasks that engage
students both emotionally and intellectually. You need to organise the learning around things your students can
relate to – things that are part of their life experience or things that they aspire to. An engaged learner is a more
successful learner. We think course materials can play a big part in this key area of engagement.

Memory
‘Learning is remembering’, or so the adage goes. With the pressure all teachers are under to cover the syllabus,
complete the course and finish the book, we worry that not enough time is spent on recycling. Too much presentation,
not enough practice. Systematic recycling of new language is a core feature of Focus Second Edition. There
is a particular emphasis on vocabulary. The linguist David Wilkins noted back in the 1970s that while we can convey
very little without grammar, we can convey nothing without vocabulary. Words are the basic building blocks of any
language, but how many times do you need to see a new word before you truly acquire it? Ten? Twenty? Thirty
times? It’s definitely more than once! In the new Word Store sections, students using Focus Second Edition will
devote valuable time to new vocabulary, as well as learning a variety of ways of recording it.

Meaning
As the linguist and academic Rod Ellis reminds us, motivation in second language learning is derived from getting
meanings across successfully. We are strongly opposed to mechanistic practice and drills where form dominates
and meaning is irrelevant. If you ask your students to choose the correct quantifier in the question: How much/
many petrol is there in the car? I’m sure most of them will correctly choose much. But they might also legitimately

wonder whose car we are talking about. And then think, ’But I don’t have a car. I’ve never bought petrol in my life.
I can’t even drive …’ Why not ask them to choose the correct quantifier in this question: How much/many water
do you drink? Then, when they have chosen the correct quantifier, they can at least ask their partner the question.
Information is exchanged; students practise their speaking; the exercise is meaningful, not meaningless. This is one
tiny example of an approach to learning that we passionately believe in. Don’t practice language for the sake of it.
Language exists to make meanings, and our learning materials should reflect this.
These are some of the more important ideas that we hold dear. Over the years, they have influenced our teaching
and our writing. Credibility = belief. We want you to believe in Focus Second Edition.
So, now it’s over to you. We’d like to take this opportunity to wish you and your students every success.
Our warmest regards,
Sue and Vaughan

T5


Focus 2 Unit walkthrough
VOCABULARY LESSONS

Inspiring quotations to be used
as conversation starters or to find
out what students already know

1

1.1

The SHOW WHAT YOU KNOW boxes revise vocabulary
students should already know, thus enabling all
the students in the class to start at the same level


VIDEO

VOCABULARY

3

1

1.2 SPEAKING Look at the photos and discuss

the questions. Then listen and check your ideas.

Personality • un-, in-, im-, ir-, dis• questions with like

1 What is the purpose of the charity organising
these activities?
2 What can young people do to help older people?
3 What can older people do to help young people?

I can describe people’s personality and
emotions.

WORD STORE 1

WORD STORE 1A Personality

WORD STORE 1A | Personality

5


interesting
loud
positive
relaxed
sociable

most: the young or the older people? Why?

b
c
d
e
f

stressed
negative
unsociable
serious
quiet

2 SPEAKING Use the adjectives in Exercise 1 to describe people
you know.

1.3 Complete WORD STORE 1A with the adjectives
in red from the text. Then listen, check and repeat.

Life is really simple, but we insist on
making it complicated.
Confucius


≠ NEGATIVE

1 care /

/ focus on

adjectives from WORD STORE 1A.

3

≠ mean

4

to

1 Charity workers are
(not selfish). They
are kind and helpful.
2 Teenagers are
(not cheerful). They are
always in a bad mood.
3 Young professionals are
(not lazy). They
want to be successful.
4 Many billionaires are
(not mean). They
give lots of money to charities.
5 Most children are
(not outgoing).

They’re not confident with strangers.
6 Young people are often
(not sensible).
They make stupid decisions.

4

≠ lazy

5 connect /

5

≠ shy

6

≠ silly

8

1.4 Complete WORD STORE 1B with the underlined

caring

You do charity work because you’re kind
and generous, right? Well, that’s a bit
dishonest.. In fact, I really enjoy spending
time with older people.


He’s adventurous – he travels to exciting places.
I love hearing about his adventures.

Thanks to my visits, I hope she feels less
lonely than before. Mitzi helped me a lot
when I had some work problems.

She’s He’sH
outgoing
as and always cheerful – she makes
me feel young again.

9 Complete the sentences with adjectives from WORD
STORE 1B.

I can look after myself – I like to be independent
but I look forward to the weekly visits.

I like being with young people. I am more confident
when I use the Internet now.

She’s a good listener. I talk to her about
my worries and she gives me advice.
She’s wise, sensitive and has a lot of
experience. I’m talkative, and they like that.

You read so many bad things about young people
in the press – that they’re selfish or irresponsible,
but he’s caring, sensible and hard-working.


My grandparents are very quiet and polite,
polite
but older people are not all like that. John’s
really loud and funny. We laugh a lot together.

He’s got tattoos and long hair. He looks like a hippy,
but he’s lovely and very popular with the ladies!

10 SPEAKING Change three of the names in Exercise 9
to describe people you know. Then tell your partner.

1.5 Answer the questions in WORD STORE 1C
with the highlighted sentences in the text. Then listen,
check and repeat.

1
2
3
4
5

3

≠

          

4

3 honest


≠

          

5

4

≠ impolite

5 

≠ unpopular

6 responsible

≠

7 

≠ insensitive

WORD STORE GLOSSARY

8 

≠ unwise

Words to learn


          

PARTS OF SPEECH

WORD STORE 1C | Questions with like

1 

STUDENT ACCOMMODATION

1 Watch the BBC video.

pronoun – e.g. it, we, him

What does he look like?

verb – e.g. teach, learn, remember

(noun phrase)

like as a verb

OTHER TERMS
antonym – e.g. caring ≠ selfish
collocation – e.g. go home, find a solution

What do you like?
(noun phrase)


WORD STORE 1D | -ive, -ative, -able, -ing
act adapt communicate imagine inspire protect
1

active

compound noun – e.g. website, text message

MY
WORD STORE
partitive – e.g. can of cola, box of chocolates

My top five words from Unit 1
phrasal verb – e.g. switch on, find out, give up
1
synonym – e.g. big = large
2
WORD BUILDING
3
prefix – e.g. unfit, dishonest
4
suffix – e.g. successful, employment
5

2
3

6 I chocolate.

For the worksheet, go to page 116.


numeral – e.g. one, two, first, second
preposition – e.g. at, in, under

look + like > appearance

3 

adverb – e.g. well, badly, often
noun – e.g. table, advice, uniform

(adjective)

2 

adjective – e.g. good, red, shy
article – a/an, the

What is he/she like?

-ive

I look my dad. I look like my dad.
My neighbours are kind and friendly.
My mum looks her mum.
My parents always look cheerful.
My grandmother looks Queen Elizabeth.

2


2 dependent

12 Rewrite the sentences with like if necessary. Then tick
the sentences that are true for you.

1

1 adventurous ≠ unadventurous

WORD STORE 1C Questions with like
11

with

My top five words from Unit 1

WORD STORE 1B | un-, in-, im-, ir-, dis-

be + like > personality

1 Gary is an
guy. He never tells lies.
2 Emma is very
. She knows everything.
3 Paul’s only eighteen, but he has a job and lives on his
own. He’s very
.
4 Dan is very
. He always says ‘please’ and
‘thank you’.

5 Lucy is
. She doesn’t like travelling or
trying new experiences.
6 Martha is very
. She is always the centre
of attention.

about

MY WORD STORE

adjectives in the text. Then listen, check and repeat.

OLDER PEOPLE SAY …

/

in

3

WORD STORE 1B un-, in-, im-, ir-, dis-

YOUNG PEOPLE SAY …

think

2

≠ miserable


7 SPEAKING Discuss whether you think the statements

GENERATION GAP?

POSITIVE
1

≠ selfish

in Exercise 6 are true.

Lives
people live

WORD STORE 1E | Word families

2

6 Replace the phrases in brackets with appropriate

1 Match adjectives 1–6 with their opposites a–f.
e
a boring
1 funny
2
3
4
5
6


Lives people live

Go to WORD STORE 1 page 3

4 Read the comments in the text. Who benefits
SHOW WHAT YOU KNOW

The WORD STORE booklet attached to
the back of the Student’s Book includes
additional vocabulary exercises. Sections A,
B and C accompany the Vocabulary lessons.

-ative

4

-able

5

-ing

6

13 SPEAKING Complete these questions for the sentences
in Exercise 12 with D
you
S or D
your.

ST Then ask your partner.
1 Do …? 2 What …?
5 Does …? 6 Do …?

3 Does …?

4 Do …?

1 Do you look like your dad?

4

5

Contextualised vocabulary presentation
(listening or reading tasks)

Highlighted target
vocabulary items

The BBC video is related to the unit topic, but it can
be used at any point in the unit, e.g. as a starter or
summary. Each video is accompanied by a video
worksheet at the back of the Student’s Book.

UNIT 1

VIDEO

VIDEO WORKSHEETS

Student Accommodation

BEFORE YOU WATCH
1 In pairs, match the collocation parts. Use your dictionary if

6

necessary.
1
2
3
4
5
6

wave
miss out
be involved
live
pay
develop

a
b
c
d
e
f

rent

in a project
in a nursing home
on the fun of student life
somebody goodbye
friendships

2 SPEAKING Discuss what typical student accommodation is
like in your country.

3 SPEAKING You are going to watch a video about student
accommodation. Discuss which words and phrases in the box
you think you will hear.

books dining room deaf elderly people
isolation loud music loud television parties
peaceful posters save money

WHILE YOU WATCH
4
5

1 Watch the video and check your ideas in Exercise 3.
What is unusual about student accommodation at Humanitas?
1 Complete the sentences with the numbers in the box.

Then watch the video again and check your answers.
5 18 30 80 160 30,000
.
1 Most of the residents are over
2 The accommodation is free for Jurrien and

other students.
3 Jurrien must spend
hours each month with
the elderly residents.
4 Jurrien can save
euros while he’s studying.
5 One of the students lived in a student house when he was
.
6 Jurrien likes having
grandparents waving him
goodbye when he goes to college every day.

116

T6

1 Complete the sentences. Watch the
video and check your answers.

1 Jurrien is involved in a project to
young and older people
and
the elderly with feelings
of loneliness and isolation.
2 He wanted to have the
of
connecting with elderly people.
3 ‘What I’ve learnt here is to
the older residents, the older people in
our society.’

4 Both
have a lot to learn
from each other.
5 The friendships that
are
important for both young and old.

AFTER YOU WATCH
7

SPEAKING Discuss the advantages and
disadvantages of living in this kind of student
accommodation. Use the KEY PHRASES to
express your ideas.
The good thing about living in this kind of
accommodation is that you don't have to pay
rent.

KEY PHRASES
The (only) good/bad thing is that it is /
about it is …
I would/wouldn’t like to live there because …

1

3


GRAMMAR LESSONS


The grammar in each lesson is presented in context
and highlighted, to make it easily identifiable.

1.2
6.2

4

1.6 Match questions 1–6 with answers a–f. Then

listen and check.
Who inspires you?
Why do you admire him?
Does he give money to environmental charities?
Have you ever met him?
What is he doing now?
Are you following him on Twitter?

d

a No, never.
b Not exactly. He runs
The Leonardo
Leonar
DiCaprio Foundation.
c He’s working on
a new film.
d Leonardo DiCaprio.
e Yes, I am.
f Because he’s passionate

about the
he environment.

1 ‘Who inspires you?’
‘The person who
inspires me is
Michelle Obama.’
2 ‘Who
?’
‘She’s the ex-first lady
1
of the United States.’
3 ‘Why
?’
‘I admire her because she does
2
a lot of good work with young people.’
4 ‘What
?’
‘She’s trying to teach children about exercise and
health.’
5 ‘Have
?’
3
‘No, I haven’t seen her in person, but I’ve watched her
online.’
6 ‘What
?’
‘She is still working with young people.’


3

1.5

1 (SPEND)

3 Read the GRAMMAR FOCUS. Complete the
examples using the questions in blue in Exercise 2.

GRAMMAR FOCUS

7 SPEAKING Ask and answer the questions about the

2

Present tenses – question forms
• To make questions, you put an auxiliary verb (do, be,
have) before the subject of the main verb.
Present Simple ➞ Why 1
dobehavWy
you
admire him?
Present Continuous ➞ What 2
he doing
now?
Present Perfect ➞ 3
dobe
t yev
n him?
you ever

met
• When you ask about the subject, you don’t use the
Present Simple auxiliary do/does.
Who 4
you? NOT Who does inspire you?

information in Exercise 6. Use different question
61 S how long or how often.
words, e.g. what,
A: What are you reading at the moment?
B: A book about Steve Jobs.

FOCUS VLOG

2

About happiness

3 Watch the Focus Vlog. For the worksheet, go to

page 117.

examples using the verb patterns in blue in
Exercise 2.

GRAMMAR FOCUS
shopping for clothes.
shopping for clothes.
shopping for clothes.


4 SPEAKING Discuss what makes you happy and why.

4

FOCUS ON LIFE SKILLS

Verb + -ing or verb + to + infinitive
• After some verbs and verb phrases you usually use
the to + infinitive.

1 SPEAKING Which three things in the box are likely

Examples: agree, can’t afford, choose, decide,
hope, manage, need, pretend, refuse, want, ’d like,
’d prefer
I want 1
good at all times.

2

What makes
him/her happy?

form of the verbs in brackets.

5 SPEAKING Do the questionnaire. What is your
Jake

6 Complete the sentences with PEMAIKa
to wear or wearing.

Which sentences are true for you?
1 I can’t stand wearing formal clothes like suits.
2 I don’t mind
second-hand clothes.
3 I refuse
skinny jeans. They’re too
uncomfortable.
4 I hate
heavy winter coats.
5 I can’t afford
designer clothes.
They’re too expensive.
6 I avoid
anything yellow or pink.

A In the morning, I spend a lot of time 13
about my clothes.
B In the morning, I don’t spend much time
14
about my clothes.
C I wear the same clothes every day.

WHAT DOES IT MEAN?

Laura

1 I love …
2 I need …
3 I’ve decided …


Mainly Bs I NEED THEM
You don’t mind 16
(think) about clothes,
but they are not your priority. You prefer casual clothes
because you need 17
(be) comfortable.

SPEAKING Ask and answer the questions. Use the
adjectives in the box. Explain why you feel these
emotions in these situations.
How do you feel when …
• you are meeting a friend and he/she is really late?
• you work really hard for something
and you succeed?
• your team loses a game?
• a teacher appreciates your work?
• you do poorly in a test?
• your best friend doesn’t want to help you with
your homework?
• you have a house to yourself for the weekend?

When I'm meeting a friend who is really late I usually
feel irritated. I don't like when people waste my
time.

yourself. Write five true sentences and one false.

You enjoy 15
(think) about clothes (perhaps
a bit too much), and the way you look is important for

your personal identity.

6

angry bored excited happy irritated
lonely proud relaxed sad stressed worried

Lola

7 Complete the sentences with information about

Mainly As I LOVE THEM

. I also like
and
. I find
very relaxing. I think
can be fun, but I don’t like
and I really
hate
.

Why?

4 Complete the questionnaire with the correct

attitude to clothes? Tell your partner.

I’m crazy about


3 Watch the interviews where people talk about
what makes them happy. Complete the table.

Examples: avoid, can’t stand,tlconsider,
icfsad don’t mind,
enjoy, hate, like, love, miss,trdaead
prefer, spend time
I enjoy 2
comfortable things.

6 (THINK)

one piece of information which is not true. Share
your profile with your partner and guess what is
not true about him/her.

family food fresh air friends money
shopping sport sunshine

5 (GET)

A I hope 10
a job where I can wear all
my favourite clothes.
B I want 11
a job where I can wear practical,
comfortable clothes.
C I’d like 12
a job where I can wear a uniform
or a suit.


Communication
5 Complete the profile information. Give at least

to make young people happiest? Discuss.

• After some verbs and verb phrases you usually use
the -ing form of a verb.

A I refuse 8
sweatpants.
B I love 9
sweatpants at home for comfort.
C I wear sweatpants all the time.

3 Complete the quotes. Then watch again and
check your answers.

into the
Jake: ‘You can get 1
air.’
countryside and 2
Laura: ‘Money makes me happy because I’ve
3
it, it’s well-earned and then I get
I want to spend it
to spend it on 4
on.’
Lola: ‘Life without friends is just 5
and

sad.’

1 I want to look good at all times.
2 I enjoy wearing comfortable things.
3 I’m not interested in clothes.

4 (WEAR)

4 I spend a lot of time …
5 I sometimes pretend …
6 I hope …

8 Read your sentences in Exercise 7 to your
partner for him/her to guess which sentence is
false.

Mainly Cs I HATE THEM
You hate

3

What makes you happy?

opinion about clothes.

A I love 6
new clothes every season.
B I only buy clothes when I need them.
C I avoid 7
new clothes for as long as possible.


6 Complete the sentences to make them true for you.
I’m reading
at the moment.
It takes me
minutes to get to school.
I go shopping for clothes
a month.
I’ve been to
foreign countries.
inspires me.

Focus Vlog About happiness

sweatpants

2 Tick the sentence that best describes your

3 (BUY)

4

suit

3 Read the GRAMMAR FOCUS. Complete the

A I spend a lot of money on clothes.
B I can’t afford 1to spend much money on clothes.
C I prefer 2
my money on going out.


about the object (b) of each statement.

1
2
3
4
5

hoodie
jacket
tie
uniform

WHAT IS YOUR
ATTITUDE TO CLOTHES?

5 Complete the questions about the subject (a) and
1 aEmily and Peter like watching bscience-fiction films.
a Who likes watching science-fiction films?
b What do Emily and Peter like watching?
2 aNeil has joined bAmnesty International.
a Who
5
b Which organisation
3 aRosie can speak bthree languages.
a Who
b How many languages
4 aDave has visited bLondon.
a Who

b Which capital city
5 aTom is reading bBarack Obama’s biography.
a Who
b What
6 aViv admires bEmma Watson.
a Who
b Who
6

clothes in the pictures. Which of the clothes do
you have? Tell your partner.

verb + -ing or verb + to + infinitive

A I enjoy 3
B I don’t mind 4
C I refuse 5

3

VIDEO

1 SPEAKING Match the words in the box with the

I can use verbs taking to + infinitive
and -ing forms.

2 (GO)

4


VIDEO

GRAMMAR

1.2 GRAMMAR

I can ask questions in a variety of
present tenses.

famous people or people you know and tell your
partner.

1
2
3
4
5
6

1.7 Complete the questions for

the interview about Michelle Obama.
Then listen and check.

Present tenses – question forms

1 SPEAKING Who are your role models? Think about

2


2

VIDEO

GRAMMAR

The GRAMMAR FOCUS boxes
with rules and structures

Grammar page 133

(think) about clothes! You choose
(spend) your time and money on other
things. But don’t forget, clothes can be fun.
18

19

Grammar page 132

10

6

Personalised
grammar activities

The grammar animation videos can
be used for presenting new structures,

for reinforcement after the teacher has
presented the grammar point or as
a general tool for review.

117

Focus Vlog videos presenting target grammar in context, with
a corresponding video worksheet at the back of the book

The GRAMMAR AND USE OF ENGLISH REFERENCE AND PRACTICE can be used for review
at the end of a Grammar lesson or during unit review. It can also be used by fast finishers
or students who require extra practice. Each structure presented in Grammar lessons has
its own section in GRAMMAR AND USE OF ENGLISH REFERENCE AND PRACTICE, which
includes a detailed explanation of the structure and additional practice exercises.

GRAMMAR AND USE OF ENGLISH
1.2

Present tenses – question forms

We form yes/
Weno questions, wh- questions and subject
questions in different ways. Look at the tables below for
questions in the Present Simple, the Present Continuous and
the Present Perfect.

Present Simple
Yes/No questions

Do


I/you/we/they

Does

he/she/it

speak English?
mcrhC

Wh- questions
qru

What
languages

do

I/you/we/they

does

he/she/it
speaks

speak?

1 Who sits / does Who
sit next to you in class?
2 Where does your best friend live / lives your best

friend?
3 Which capital cities has visited your best friend /
has your best friend visited?
4 You are watching / Are you watching the news now?
5 Why Jamie and Toni have been / have Jamie and Toni
been so quiet today?
6 What you do / do you do at the weekends?

I

Are

you/we/they

Is

he/she/it

working now?

am

I

is

he/she/it

are


you/we/they

doing?

3 Ask questions for the following answers.

now?

?
3 My Dad usually cooks dinner in our family.
?

Have

I/you/we/they

Has

he/she/it

swum in a river?

4 Yes, I am. I am studying at the moment.
?
5 I love reading books in my free time.

Wh- questions
qru

have


I/you/we/they

has

he/she/it

done?

Subject questions

has swum

in a river?

Notice the position of the preposition in wh- questions with
verbs followed by a preposition, e.g. listen to music.
mowc
What does Emily listen to?
In subject questions in the Present Simple, we do not use an
auxiliary verb (do/does).
,oWe
does).
Julia gives money to charity.
Who gives money to charity?
mowc
What does Julia give to charity?

132


verbs in brackets.

2 No, she hasn’t. She has never worked in an office.

Yes/No questions

Who

1 Complete the sentences with the correct forms of the

1 No, I haven’t. I’ve never met an important person.

Present Perfect

What

• verbs expressing preferences: would like, would love, would
prefer
I like going out with my friends, but today I would like to
stay at home.
(tjI

?
is working

• particular verbs and verb phrases: avoid, consider,
-in.Evs,
can’t stand, prefer,
fi,sWs, spend time
Laura prefers texting to sending emails.


• verbs such as: agree, can’t afford, manage, need, pretend,
refuse
Why do you lyvm(yhtoh
refuse to lend
ynd me your shoes?

5 Jo has visited Poland, Russia and Slovakia.
Slovakia

Subject questions

Who

• verbs expressing emotions, e.g. enjoy, hate, like, love,
(not) mind
I hate wearing a suit and a tie.

• most verbs expressing plans, decisions, intentions and
willingness, e.g. hope, want, decide, choose
Tim ajnt(htoh(tmdI
wants to study Law.

6 Jim is watching a comedy at the moment.

Wh- questions
qru

We use the -ing form after:


We use the to + infinitive after:

4 My best friend lives in Frankfurt.

Am

Verb + -ing or verb + to + infinitive

1 My grandparents give money to a charity.
charity

3 I’m dreaming about my winter holiday in Austria.

Yes/No questions

1.5

English sentence clauses often contain two consecutive verbs.
After some verbs we use the -ing
ing form, after others lito + infinitive.
Eng

2 Tina has tried Japanese food.
English?

Present Continuous

What

1 Choose the correct option.


2 Write questions about the underlined information.

Subject questions

Who

REFERENCE AND PRACTICE

?

4 Complete the questions with the correct forms of the
auxiliary verbs do, be or have. One question does not
need an auxiliary verb.
you like, Sebastian? I like hip-hop.
1 What music
2 Who
your parents talking to in the kitchen?
3
you seen my laptop? I can’t find it anywhere.
4 Why
Asia always so serious? She never looks
happy.
5 What
Martin eaten this afternoon?
6
Jane looking for her glasses? They’re over
here.
7 Who
wants to help me bake dad’s birthday

cake?
8
you like apples? These ones are really juicy.

1
2
3
4
5
6
7
8
9
10

I don’t mind
(get up) early.
Karen spends a lot of time
(chat) online.
I refuse
(wear) this skirt – it is too short!
I always agree
(help) my brother at home.
They hope
(meet) Sting after the concert.
I can’t stand
(shop). It’s so boring!
Peter wants
(be) like Steve Jobs.
Sue has decided

(lend) me her new dress.
Does Angela enjoy
(work) as a volunteer?
Ben prefers
(swim) to running.

2 Choose the correct option.
1
2
3
4
5
6
7
8
9
10

Karen really enjoys reading / anyw’dl
to read poetry.
Would you like going / to go to the cinema?
Pete can’t stand wearing / anyP’dw
to wear formal clothes.
We can’t avoid telling / anya’//
to tell him.
I’ve decided going / to go abroad.
He would like spending / anymx’
to spend
l more time with me.
I really hate getting / anyc’a

to get up early in the winter.
Did she manage completing / to complete her work?
We don’t mind waiting / anyPdIa
to wait for you.
I can’t afford buying / anyu.(
to buy a new computer.

3 Complete the sentences using the prompts in
brackets. Add any necessary words. Do not change
the order of the words given.
(stand/spend) the holidays at
1 I can’t
home. I’d like to go somewhere exotic!
2 Why does Peter
(pretend/worry) Sarah?
He clearly doesn’t like her.
3 It’s a good idea to
(avoid/depend)
people that you don’t know very well.
4 I finally
(manage/focus) my homework.
5 We
(hope/see) you both at the party.
6 Roger
(not/mind/talk) his ex-girlfriend.
They’re still very good friends.
7 I
(miss/spend/time) my best friend from
primary school.
8 Edgar

(hate/listen) heavy metal music.
He prefers hip-hop.

4 Complete the second sentence so that it means
the same as the first. Use no more than five words
including the word in capitals.
1 I don’t want to wear the same clothes every day. REFUSE
I
the same clothes every day.
2 It’s not a problem for me to get up early in the
morning. MIND
I
early in the morning.
3 He didn’t want to see me, so he stayed at home.
AVOID
He stayed at home to
me.
4 It’s my choice to study Art at university next year. CHOSEN
I
Art at university next year.
5 Karen doesn’t want to go to the theatre, she wants to
go to the cinema. PREFERS
Karen doesn’t want to go to the theatre, she
cinema.
6 It is really fun for me to play football with my team. ENJOY
I really
with my team.

5 Complete the text with the correct form of the verbs
in the box.


change do go join play practise
spend tell win
Last month I decided 1
my lifestyle. Why? Well,
I don’t mind 2
you that I was a bit worried
about my size and my weight. I spent too much time
3
computer games and I refused 4
any kind of exercise as well.
Firstly, I considered 5
to the gym. But this is
expensive and I can’t afford 6
much money.
Plus, it’s a little boring and unsociable, I think. So, I chose
7
a badminton club, instead. I wasn’t very
good at first, but I managed 8
my first game
yesterday so I’m really happy. Of course, I need
9
more, but I’m really passionate about my
new hobby.

133

T7



Focus 2 Unit walkthrough
LISTENING LESSONS
The listening lessons offer varied tasks and opportunities
for students to practise listening skills with new
vocabulary, as well as with graded exam-type tasks.

1.3
1

Exam-like listening tasks
in the EXAM FOCUS

WORD STORE 1A | Personality

Note completion
I can identify key details in
a simple recorded interview.

1.8 Do you know the places in the box where

people do voluntary work? If necessary use
a dictionary. Then listen and repeat.

EXAM FOCUS
8

Note completion

1.10 Listen to Tim and Becky again and complete


each gap with one or two words from the dialogue.

volunteer there. Explain why or why not.

5 Key Questions before you volunteer for work
overseas

1.9 Listen to two volunteers, Karen and Martin.
Where do they do their voluntary work?

1 Are you fit and healthy?
You often work in difficult conditions, and you
sometimes need to work 1
.
2 Can you adapt to new situations?
You need to adapt to 2
,
the food, the accommodation and
a new 3
.
3 Are you a good team player?
All volunteers work in teams so you need to have
good 4
skills. You need to be outgoing
and above all 5
.
4 Are you sensitive to other cultures?
You need to be open to people and remember that
your 6
life is not the only way there is.

5 Do you want to learn from the experience?
Volunteering can change your life and you as a
person. It’s an excellent opportunity to help people,
learn 7
and make new friends for life.

4 Read questions 1–8 in Exercise 5. Match the
underlined words and phrases with the words and
phrases in the box.
confident 7 people without a home
two or three
impresses people
Saturday or Sunday
chickens
more likely to do something
in a team
1.9 Listen to Karen and Martin again and answer

the questions. Write K (Karen) or M (Martin).
Who …
1 helps homeless people in the local area?
2 works with farm animals?
3 volunteers a few hours a week?
4 does voluntary work every weekend?
5 thinks that volunteers are more active than
other people?
6 enjoys working with other people?
people
7 thinks that voluntary work makes you more
sure of yourself?

yourself
8 thinks that doing voluntary work makes a
good impression?
impression

6

POSITIVE

≠ NEGATIVE

1 care /

1

think

/

≠ selfish

2

in

2

≠ miserable

3


/ focus on
to

caring

3

≠ mean

4

4

≠ lazy

5 connect /

5

≠ shy

6

≠ silly

about

with


MY WORD STORE

WORD STORE 1B | un-, in-, im-, ir-, dis-

2 SPEAKING Discuss whether you would like to

5

WORD STORE 1E | Word families

My top five words from Unit 1

in a developing country in a nursery
in a hospital in a library on a farm
in an old people’s home in a prison
in a soup kitchen for homeless people

3

Lives people live

WORD STORE 1

LISTENING

B

5

4


≠ impolite

5 

≠ unpopular

6 responsible

≠

7 

≠ insensitive

WORD STORE GLOSSARY

8 

≠ unwise

Words to learn

          

numeral – e.g. one, two, first, second
preposition – e.g. at, in, under
pronoun – e.g. it, we, him
verb – e.g. teach, learn, remember


(noun phrase)

OTHER TERMS

like as a verb

antonym – e.g. caring ≠ selfish
collocation – e.g. go home, find a solution

What do you like?

compound noun – e.g. website, text message

(noun phrase)

3 

MY
WORD STORE
partitive – e.g. can of cola, box of chocolates

WORD STORE 1D | -ive, -ative, -able, -ing
act adapt communicate imagine inspire protect
1

-ive

C

adverb – e.g. well, badly, often

noun – e.g. table, advice, uniform

What does he look like?
2 

adjective – e.g. good, red, shy
article – a/an, the

(adjective)

look + like > appearance

active

My top five words from Unit 1
phrasal verb – e.g. switch on, find out, give up
1
synonym – e.g. big = large
2
WORD BUILDING
3
prefix – e.g. unfit, dishonest
4
suffix – e.g. successful, employment
5

2
3

D


1.12 Listen, check and repeat.

WORD STORE 1D -ive, -ative, -able, -ing
12

          

1 

ambitious

7 SPEAKING Imagine you could volunteer anywhere in
11

≠

1.11 Listen and put the adjectives into groups
A, B, C or D depending on the stress.

A

the world. Which country would you choose? Why?
Tell your partner.

4

3 honest

What is he/she like?


adventurous ambitious fantastic optimistic
passionate pessimistic responsible voluntary

1 Where does Becky want to do voluntary work?
2 Does Tim think she has the right personal qualities?
3 Is Becky inspired by the conversation?

          

be + like > personality

PRONUNCIATION FOCUS

about international volunteering. Answer the
questions.

3

≠

PARTS OF SPEECH

for international voluntary work. Ask and answer the
questions in Exercise 8 and decide.

10

2


2 dependent

WORD STORE 1C | Questions with like

9 SPEAKING Discuss whether you are good candidates

1.10 Listen to Tim giving Becky some advice

1

1 adventurous ≠ unadventurous

-ative

4

-able

5

-ing

6

1.13 Complete WORD STORE 1D. Make personality
adjectives from the verbs in the box by adding -ive,
-ative, E
-able
OCM
or -ing. Then listen, check and repeat.


7

3

More practice of the vocabulary sets
from the lesson in the Student’s Book

The PRONUNCIATION FOCUS activities focus students’
attention on different aspects of pronunciation (sounds,
stress, etc.) and help them improve their pronunciation.

READING LESSONS
Exam-like reading tasks in the EXAM FOCUS

1.4

READING

the verb + preposition structures in WORD STORE 1E.
1 Amy is a cheerful kind of person. She always focuses on
positive things.
2 Billy believes
working hard and playing hard.
3 Carol never looks at a map. She depends
her phone for
directions.
4 David thinks
his health too much. He always thinks he’s ill.
5 Emily has younger brothers and sisters. She has to deal

a lot of noise at home.
6 Fred doesn’t care
the environment. He never recycles
anything.
7 Gabrielle worries
her grandparents because they’re old.
8 Helen prefers to connect
her friends face to face.
9 George always sings along when he listens
music. It’s so
annoying!

I can identify specific
information in an article.

1 SPEAKING Complete the table with
three names of people you know. Then
talk about each person and discuss the
questions.
X (Age 40–59)
Y (Age 20–39)

1.14

GENERATION X
Born between 1965 and 1980, now in their forties and fifties.
Generation X created the Internet. When they were teenagers,
mobile phones were enormous, and not many people had
computers at home. They had to deal with big changes in
technology. But this generation is adventurous and adaptable –

5
they are not afraid of change. Now they use wearable
technology to stay fit and healthy. Generation X believe in
looking after themselves and staying young.
Generation X grew up with both parents at work during the day.
This is one of the reasons they are independent
independent.
Generation X are very sociable, but also hard-working. Even
when they go out until late, they still get up for work.

7 SPEAKING Change the names in Exercise 6 to make some true

1 What are they like?
2 What do they like?
3 How often do they use technology?

sentences about people you know. Tell your partner about
them.

1
2
3
4
5
6

Exercise 1 with the information in the
article.

Matching


3 Read the text again. Match generations
with the statements. Write X, Y or Z in the
boxes.
Which generation …
1 enjoy new experiences?
2 often don’t earn as much as they’d
like to?
3 can do more than one activity at the
same time?
4 are independent?
5 often appear self-centred?
6 are tolerant and believe in equality?
7 enjoy using social media?

At the moment, what sort of music are you listening
At school, which subject is hardest to focus
?
What is the worst situation you have ever had to deal
In your family, who’s the person you can most depend
Which global problems do you most worry
?
Before you fall asleep, what do you think
?

?
?
?

9 SPEAKING Ask and answer the questions in Exercise 8.

10

1.16 Complete the table with the underlined adjectives in

the text. Mark the stress. The listen, check and repeat.
Noun

Adjective

1
2
3
4
5
6
7

adventurous

adventure
ambition
impatience
independence
loneliness
passion
popularity

10

They’re passionate about music. They invented punk, grunge

and techno. When they were teenagers, they listened to music
on cassette and CD players.

8 Complete the questions with the correct preposition.

2 Read the text. Compare your ideas in

EXAM FOCUS

A BRIEF GUIDE TO THE GENERATIONS

6 Complete the sentences with the correct preposition. Check

Matching

Z (Age 15–19)

The Reading lessons feature a variety of reading texts, which also
present factual information that is interesting and relevant to teenagers.

1.15 Complete WORD STORE 1E with
the verbs in blue in the text. Then listen,
check and repeat.

WORD STORE 1E | Word families

POSITIVE

≠ NEGATIVE


1 care /

1

think

/

≠ selfish

2

in

2

≠ miserable

3

/ focus on
to

caring

3

≠ mean

4


4

≠ lazy

5 connect /

5

≠ shy

6

≠ silly

about

with

MY WORD STORE
My top five words from Unit 1

WORD STORE 1B | un-, in-, im-, ir-, dis-

1
2

1 adventurous ≠ unadventurous

3


2 dependent

≠

          

4

3 honest

≠

          

5

4

≠ impolite

5 

≠ unpopular

6 responsible

≠

7 


≠ insensitive

WORD STORE GLOSSARY

8 

≠ unwise

Words to learn

          

PARTS OF SPEECH

Born between 1980 and 2000, now in their twenties and thirties.
Generation Y, or Millennials, are the selfie generation, also known
as Generation Me Me Me. Some people say they focus on
themselves too much.

WORD STORE 1C | Questions with like

15

be + like > personality

They grew up with technology and they depend on their smartphones.
They download and listen to music on their phones all the time.

1 


pronoun – e.g. it, we, him
verb – e.g. teach, learn, remember

(noun phrase)

like as a verb

Lots of Generation Ys went to university, but because of unemployment
25
they find it hard to get jobs that make them happy.

collocation – e.g. go home, find a solution
(noun phrase)

3 

WORD STORE 1D | -ive, -ative, -able, -ing
act adapt communicate imagine inspire protect

GENERATION Z
Born between 1995 and now.

1

-ive

Generation Z are good at multi-tasking. They can use several screens at the same 30
time and this is why they’re called Screenagers. They’re fast thinkers, and when
something doesn’t happen quickly, they get impatient

impatient.

Generation Z believe in getting a good education, but they worry about university
fees. This generation is ambitious and want to start their own businesses.

active

compound noun – e.g. website, text message

MY
WORD STORE
partitive – e.g. can of cola, box of chocolates

My top five words from Unit 1
phrasal verb – e.g. switch on, find out, give up
1
synonym – e.g. big = large
2
WORD BUILDING
3
prefix – e.g. unfit, dishonest
4
suffix – e.g. successful, employment
5

2
3

Generation Z are the ‘we’ generation. They don’t think about themselves too
much. Instead they focus on global problems like terrorism and global warming.

They’re sociable and they enjoy connecting with friends on social media, but they
can also feel very lonely
lonely. Generation Z love going to gigs or amusement parks.
Eighty percent prefer to spend time with their friends in person than on the phone
or online.

OTHER TERMS
antonym – e.g. caring ≠ selfish

What do you like?

Many of them live at home and depend on their parents. They get
married later than Generation X — the average age for women is
twenty-seven and for men it’s twenty-nine. They would like to be
more independent, but they can’t afford to be.

numeral – e.g. one, two, first, second
preposition – e.g. at, in, under

What does he look like?
2 

adverb – e.g. well, badly, often
noun – e.g. table, advice, uniform

(adjective)

look + like > appearance

Generation Y have FOMO or ‘fear of missing out’. They like to share 20

experiences on social media, and they worry about being popular
and having a good time. Fifty-three percent prefer to spend money
on an experience than a possession.

adjective – e.g. good, red, shy
article – a/an, the

What is he/she like?

Z? Discuss with a partner.

5

WORD STORE 1A | Personality

GENERATION Y / MILLENNIALS

4 SPEAKING Are you typical of Generation

WORD STORE 1E Verb + preposition

Lives people live

WORD STORE 1

-ative

4

-able


5

-ing

6

35

40

Generation Z don’t care about where you’re from or the colour of your skin.
Music is an essential part of their day.

8

9

3

More practice of the vocabulary sets from the lesson in the Student’s Book

T8


USE OF ENGLISH LESSONS

The Use of English
lessons help students
to analyse meanings of

language and structures.

4

so and such
I can use so and such correctly.

questions.
1 Do you, or would you like to, live with three
generations of your family?
2 What advantages can you think of?
3 What disadvantages can you think of?

Use of English
rules with extra
practice at the
back of the book

1.6

so and such

We use so before:

• You use so to emphasise adjectives.
so + adjective ➞ It’s so crowded!
• You use such to emphasise nouns.
such + noun phrase ➞ It’s such a long way.
We’re such close friends. They give such good advice.


• adjectives without nouns:
I love talking with my aunt Tanya. She is so inspiring.

5

• quantifying expressions (e.g. many/much) followed by
a noun:
I’m very happy that Iso
eytkueThg.kSI
many friends are coming to the
party.
Teenagers don’t spend so much time watching TV these
days.

• adjectives followed by nouns:
Greg has got such a comfortable sofa in his bedroom.
• nouns:
Such people will always help you in need.
Angela always has Ilove’lop
such luck – she is always in the right
place, at the right time.
Notice that with such:
• we use the indefinite article a/an, if it precedes a countable
singular noun:
Moving to the UK was such a good decision because we
live closer to my family now.
Uncle Tom has such an interesting life – he travels a lot.

1.19 USE OF ENGLISH Complete the text with
the grandmother’s views. Choose the correct option,

A, B or C. Then listen and check.

generations in the same house. This is because young
people can’t afford to move away from home. Also the
older generation live longer now, and they want to be
useful. These homes are crowded, but the generations
help and support each other. So what’s it like to have
grandparents, parents and children living together? We
asked members of three generations of the same family.

1.17 Listen to the father’s views. Which of your
ideas in Exercise 1 does he mention?
1.17 Listen again and choose the correct option.

1
2
3
4
5

1 We have three generations in this house: it’s so / such
crowded!
2 New Zealand is so / such a long way from the UK.
3 Childcare is so / such expensive in London.
4 We were so / such poor that we couldn’t go on
holiday.
5 The house is very small for so / such a big family.

A
A

A
A
A

so
so many
such
such
so

B
B
B
B
B

• we do not use any article if it precedes a plural or
uncountable noun:
Bob works as a police officer and he often gives people
such bad news that they feel upset.
IlovestSek.VI
Every morning Josh goes for Ilove’
such long
kmeVt’pI
walks with his dogs.
So and such may be also used in expressions such
eust(((tnshn
... that and
so ... that
that, when we want to stress an adjective or noun and

focus on the consequences of events described in the main
sentence clause:
Luckily, my parents bought such a cheap house that we’ve
got some money for new furniture.
My younger sister has got so many toys that my parents want
to give some away.

1 Choose the correct option.

such
such many
such a
so
such

C
C
C
C
C

1 He’s so / such adventurous and loves extreme sports.
2 That was so / such an irresponsible thing to do!
3 There were so / such many people at the restaurant –
we couldn’t get a table.
4 They’re never at home because they’re so / such busy
people.
5 The book was so / such an interesting – I read it in one
day.
6 It’s so / such a lovely day today – let’s go to the park.

7 I had so / such much work to do yesterday.
8 Becky made so / such a good impression when she met
my parents.

such an
such a
so
such a
such a

6 SPEAKING Which generation do you think benefits
most from living in ‘one home’? Discuss with a partner.

Use of English page 134

11

1 You really shouldn’t spend
much time playing
games.
2 My sister is
friendly and caring person!
3 My neighbours are
outgoing people and love
having garden parties.
4 You’ve got
many clothes that you must have
something I can borrow.
5 It was
amazing idea to have a family picnic

in the park.
6 I won’t ask Ann because she gave me
irresponsible advice last time.

3 Join the two sentences to make one. Use so, such and

We use such before:

We thought about it for a long time
because we’re 1such independent
people. Some elderly people are
lonely, but not us – we’ve got 2
friends that we never feel lonely. But
we wanted to help with the children.
We try to be useful and it’s 3
fun
to spend time with my grandchildren.
People say that teenagers are
selfish and rude, but I must say my
granddaughter’s 4
polite young lady
and she’s very kind. I worry about her
little brother though. He’s 5
lazy!

Around the world, many families live with several

2 Complete the sentences with so, such, or such a(n).

so and such


We use the pronouns so and such when we want to stress the
noun they precede.

I don’t mind living with my
grandparents, they’re 1 so lovely.
I like talking to them – they’re very
experienced and give 2
good
advice. Mum and Dad are 3
busy. They don’t have time to listen to
our problems. My parents are 4
lucky because grandma and granddad
are very helpful in the house.
Grandma is 5
a good cook that
she does most of the cooking, while
granddad looks after the garden.

One home, three generations

3

1.18 Read the LANGUAGE FOCUS. Complete the
text below with the daughter’s views. Use so or such.
Then listen and check.

LANGUAGE FOCUS

1 SPEAKING Read the introduction. Then discuss the


2

The LANGUAGE
FOCUS boxes
with usage rules
and structures

The WRITING FOCUS boxes
with key phrases and stepby-step guidelines on how
to write a given type of text

GRAMMAR AND USE OF ENGLISH

USE OF ENGLISH

1.6

WRITING LESSONS

that.
1 My brother is a cheerful person. He says hello to
everybody.
2 It was a wonderful holiday. We want to go back next
year.
3 My father was inexperienced at cooking. He burned
our breakfast.
4 It was a comfortable armchair. I fell asleep.
5 The shirt was inexpensive. I bought one for you too.
6 The weather was bad. We decided to stay at home.


4 UNIT REVIEW Choose the correct answer, A, B or C to
complete the text.
My favourite cousin is the son of my dad’s brother. His
name is Jack and he’s the same age as me. We don’t
have any brothers or sisters but we spend 1
time
together that we are like brothers. We have 2
fun
together and do all kinds of adventurous things like
going climbing and visiting new places. We are different
in many ways, however. For example, I think that Jack is
3
hard-working person. He always gets good grades
at school and is able to really focus 4
one thing and
does the best he can at everything. I can be rather lazy,
to be honest. On the other hand, Jack can be rather shy
– not like me. I also think he’s a little too 5
because
sometimes I have to tell him not to worry 6
what other
people think or say. Despite these differences, he’s still
my best friend.
1 A so much

B so many

C such a


2 A so

B such

C such an

3 A such
4 A at

B such a
B with

C so
C on

5 A sensible

B selfish

C sensitive

6 A on

B about

C at

WRITING

1.7


I can write a short personal email to
introduce myself.

1 SPEAKING Choose five qualities to describe the ideal
exchange student. Discuss with a partner.
confident and independent
friendly and outgoing
generous
good-looking
good at sport
honest
interested in computers
into the same music as me
keen on the same hobbies as me
sensible

2 Read the email from an exchange student. Tick the
topics in the box that the student writes about.
family
school

food
sport

hobbies

Target structure practice in
the typical Use of English format


music

3 SPEAKING Does the person in the email sound like
your ideal exchange student? What details would you
change? Tell your partner.

To: Jo
Subject: C U soon!

6 Mark these phrases as F – usually used in the first

correct order (1–5).

paragraph, or L – usually used in the last paragraph.

a basic information about yourself
b a greeting and information about why you
are writing
c say you’re looking forward to seeing him/
her
d finish with a friendly goodbye
e information about your likes/dislikes/
hobbies etc.

1 How are you?
2 I’d better stop now.
3 Looking forward to hearing from you/
seeing you.
4 Give my love to …/Say hello to …
5 It was good to hear from you.

6 Cheers,
7 Dear ...
8 I’m writing to tell you about …/say sorry
about …/thank you for …
9 C U (see you) soon/next week/in a few months.

5 Read the WRITING FOCUS. Complete the
examples with the phrases in purple in the email.

WRITING FOCUS
A personal email/letter
• Start the letter/email with a friendly greeting:
Dear Nick,/1Hi Jo,
• Don’t use full forms. Use contractions:
you’re (not you are)/
are 2
• Use emoticons ( ) or abbreviations (but don’t
overuse them): Bye for now = Bye 4 now.
• Ask questions to show you want a reply:
What do you enjoy doing at weekends?/
What 3
?
• Finish the letter/email with a friendly goodbye,
e.g. vAAc•.acqaU•
All the best/4
.

Hi Jo,

about coming to stay

How are you doing? I’m really excited
more about myself.
with you. I’m writing to tell you a bit
in Venice. My brother and
As you know, I’m sixteen and I live
about studying but
I go to the same school. I’m not crazy
What about you? What
it’s OK – my favourite subject is Art.
subjects are you good at?
and I’m not bad at
In my free time, I’m keen on sports
music, especially
volleyball. I’m also passionate about
to Little Mix all
British bands. At the moment I’m listening
interested in?
the time. What kind of music are you
to the cinema.
going
love
I
and
friends
my
At weekends,
What do you enjoy doing at weekends?
I’m sure we’ll have fun.
I can’t wait to see you next month!
OK, time to finish. Write soon

Bye 4 now.

SHOW WHAT YOU‘VE LEARNT
11 Read the email from your English-speaking friend
Jenny and the notes you have made.

7 Replace the underlined phrases in the email with
suitable phrases in Exercise 6.

8 SPEAKING Which of these statements illustrate
good (G) or not good (NG) exchange students?
Why? Discuss with a partner.
1 I’m obsessed with hiphop.
2 I’m mad about shopping. I spend lots of money on
clothes.
3 I watch a lot of DVDs, especially horror films.
4 I’m serious about politics.
5 I love acting – I’m involved in a local theatre club.
6 I’m afraid of animals, especially dogs.
7 I’m ambitious – I’m always disappointed with low
marks at school.
8 I’m useless at sport and I’m very unfit.

It's me. Je

nny.

I’m happy too!

From: Jenny

Subject: Hello!

9 Read the LANGUAGE FOCUS. Complete the
examples with the correct prepositions. Use the
examples in the email in Exercise 2 and in Exercise 8.

It’s great to hear that you’re going to come and
stay with me and my family for two weeks.
Please tell me something about yourself.
What subjects do you like at school?

LANGUAGE FOCUS

What music and films do you like?
What do you do in your free time?

Adjective + preposition
• Use an adjective + preposition to give information
about yourself.
I’m crazy/excited/mad/passionate/serious/worried
1
about
I’m bad/good/useless 2
I’m involved 3
I’m afraid 4
I’m keen 5
I’m disappointed/obsessed 6

I’d like to plan some cool activities for us
Let me know if you have any questions for me.

See you soon,
Jenny

Answer Jenny’s
questions

Note: It’s okay for questions to end in a preposition:
What subjects are you good at?

Ask Jenny about her
interests

Write your email to Jenny using all the notes.

10 SPEAKING Complete the questions with the correct

Carlo

preposition. Then ask and answer the questions.
1
2
3
4
5
6

12

134


4 Put the sentences summarising the email in the

A personal email/letter

Exam-style writing tasks
provide students with
realistic opportunities to
practise their writing skills.

What sort of things are you interested
?
What after-school activities are you involved
What bands and singers are you keen
?
What sports or games are you good
?
What sort of things are you serious
?
What are you most passionate
?

To: Jenny
Re: Hello!
?

Hi Jenny,
Thanks for the email.

Carlo


Useful language for the writing
task is presented through
varied and relevant texts.

13

The LANGUAGE FOCUS
boxes with extra usage
rules and structures

SPEAKING LESSONS

Exercises in the Speaking lesson
focus students’ attention on how
functional language is used.

1.8

SPEAKING

4

Showing interest

1.21 Cross out the response that is NOT possible
in each case. Then listen, check and repeat.

1 A: I’ve got thousands of songs on my phone.
B: Have you? / Cool! / Is it?
2 A: I love Spanish and Italian food.

B: Really? / Are you? / Do you?
3 A: My parents have got an apartment in Paris.
B: Wow, that’s interesting! / Have they? / Are they?
4 A: There are forty students in my class.
B: Is it? / Are there? / Really?
5 A: I can play the guitar.
B: Cool! / Are you? / Can you?
6 A: I’m passionate about politics.
B: Really? / Do you? / Are you?

I can show interest in a conversation
and express similarity or difference.

1 SPEAKING Look at the activities in the box.
Discuss the questions.
eating and drinking
travelling
doing sport
listening to music
shopping
socialising with friends
meeting new people
watching films
being online
1 How much of your free time do you spend on each
activity?
2 What other things do you do in your free time?
3 How similar or different are you to your partner?

Pairwork activities encourage students to practise

the functional language from the lesson and
increase their confidence in using the language.

5

1.22 Listen and decide if the two speakers are
similar (✓) or different (✗).

1

2

3

4

5

6

6 Complete the table.
Statement

2

1.20 Listen to two dialogues and answer the
questions.

1 What do Ed and Nick have in common?
2 What do Rachel and Kate have in common?


3

1.20 Listen again and complete the SPEAKING
FOCUS with responses a–e.

a Do you? Right …
b Really? That’s cool!
c Is she?

d Really? I love it.
e Me too.

SPEAKING FOCUS
Statement
A: I’ve got loads of friends
and they want to meet you.

Showing interest
B: 1Really? That’s cool!

A: I’ve just got one sister.
She’s a model.

B:

A: She’s training to be a pilot.

B: Wow, that’s interesting.


2

Say you’re
similar

Say you’re
different

a I’m worried
Me too.
about the world.

Are you?
1
I’m not.

b I’m not worried
about the world.

2

Aren’t you?
I am.

c I love reading
poetry.

3

d I don’t like

reading poetry.

Me neither.

e I’ve got lots of
cousins.

6

f I haven’t got any
O
Me neither.
cousins.

?

4

I don’t.
Don’t you?
5

.

7

?

I haven’t.
Haven’t you?

8
.

7 Complete the sentences to make them true for you.
1
2
3
4
5
6

I’m really into …
I haven’t got …
I really like …
I’m very interested in …
I’m not very keen on ...
I’m not very good at …

8 SPEAKING Follow the instructions below to make
dialogues.

Saying you are similar
Statement
A: I love travelling and meeting B: 3
new people.
A: I don’t really like rock or
heavy metal.

B: Me neither.


Statement
A: I’m not very keen on tea.

Saying you are different
B: 4

A: I don’t like travelling.

B: Don’t you? Oh, I do!

A: I play the violin.

B:

Student A: Choose a statement from Exercise 7. Say it
to Student B.
Student B: Say if you are similar or different. Use the
SPEAKING FOCUS to help you.

ROLE-PLAY

Showing interest

5 Watch the video and practise. Then role-play

your dialogue.

5

14


The SPEAKING FOCUS boxes with
the target language from the lesson

Role-play videos presenting language in real-life situations,
helping students improve their reception and speaking fluency

T9


Focus 2 Unit walkthrough
WORD LISTS

FOCUS REVIEW

Glossary of vocabulary items from the unit
with pronunciation, divided into lessons

UNIT 1

Lives people live

1.1 Vocabulary

1.3 Listening

4.1

adventurous /ədˈventʃərəs/
bad mood /ˌbæd ˈmuːd/

be popular with /ˌbi ˈpɒpjələ wɪð/
be successful /ˌbi səkˈsesfəl/
be the centre of attention /ˌbi ðə
,sentər əv əˈtenʃən/
caring /ˈkeərɪŋ/
charity /ˈtʃærəti/
cheerful /ˈtʃɪəfəl/
confident /ˈkɒnfədənt/
dependent /dɪˈpendənt/
dishonest /dɪsˈɒnəst/
experience /ɪkˈspɪəriəns/
friendly /ˈfrendli/
generous /ˈdʒenərəs/
hard-working /ˌhɑːd ˈwɜːkɪŋ/
honest /ˈɒnəst/
impolite /ˌɪmpəˈlaɪt/
independent /ˌɪndəˈpendənt/
insensitive /ɪnˈsensətɪv/
irresponsible /ˌɪrɪˈspɒnsəbəl/
kind /kaɪnd/
lazy /ˈleɪzi/
lonely /ˈləʊnli/
look after /ˌlʊk ˈɑːftə/
look cheerful/tired /ˌlʊk ˈtʃɪəfəl/ˈtaɪəd/
look forward to /ˌlʊk ˈfɔːwəd tə/
mean /miːn/
miserable /ˈmɪzərəbəl/
outgoing /ˌaʊtˈɡəʊɪŋ/
polite /pəˈlaɪt/
popular /ˈpɒpjələ/

responsible /rɪˈspɒnsəbəl/
selfish /ˈselfɪʃ/
sensible /ˈsensəbəl/
sensitive /ˈsensətɪv/
serious /ˈsɪəriəs/
shy /ʃaɪ/
silly /ˈsɪli/
sociable /ˈsəʊʃəbəl/
stupid /ˈstjuːpɪd/
talkative /ˈtɔːkətɪv/
tattoo /təˈtuː/
tell lies /ˌtel ˈlaɪz/
unadventurous /ˌʌnədˈventʃərəs/
unpopular /ʌnˈpɒpjələ/
unwise /ˌʌnˈwaɪz/
wise /waɪz/

1.2 Grammar

4.2

admire /ədˈmaɪə/
be passionate about sth /ˌbi ˈpæʃənət
əˌbaʊt ˌsʌmθɪŋ/
follow sb on Twitter /ˌfɒləʊ ˌsʌmbɒdi ɒn
ˈtwɪtə/
foreign country /ˌfɒrɪn ˈkʌntri/
in person /ˌɪn ˈpɜːsən/
inspire /ɪnˈspaɪə/
it takes sb a minute/an hour to do sth

/ɪt ˌteɪks ˌsʌmbɒdi ə ˌmɪnət/ən aʊə tə
ˈduː ˌsʌmθɪŋ/
role model /ˈrəʊl ˌmɒdl/
run a foundation /ˌrʌn ə faʊnˈdeɪʃən/
work on /ˈwɜːk ɒn/

4.3

accommodation /əˌkɒməˈdeɪʃən/
act /ækt/
active /ˈæktɪv/
adapt to /əˈdæpt tə/
adaptable /əˈdæptəbəl/
ambitious /æmˈbɪʃəs/
communicate /kəˈmjuːnɪkeɪt/
communicative /kəˈmjuːnɪkətɪv/
developing country /dɪˌveləpɪŋ ˈkʌntri/
difficult conditions /ˌdɪfɪkəlt kənˈdɪʃənz/
fantastic /fænˈtæstɪk/
farm /fɑːm/
fit /fɪt/
healthy /ˈhelθi/
homeless /ˈhəʊmləs/
hospital /ˈhɒspɪtl/
imaginative /ɪˈmædʒɪnətɪv/
imagine /ɪˈmædʒɪn/
impress /ɪmˈpres/
inspired by /ɪnˈspaɪəd baɪ/
library /ˈlaɪbrəri/
make a good impression /ˌmeɪk ə ɡʊd

ɪmˈpreʃən/
nursery /ˈnɜːsəri/
old people’s home /ˌəʊld ˈpiːpəlz həʊm/
opportunity /ˌɒpəˈtjuːnəti/
personal quality /ˌpɜːsənəl ˈkwɒləti/
pessimistic /ˌpesəˈmɪstɪk/
prison /ˈprɪzən/
protect /prəˈtekt/
protective /prəˈtektɪv/
soup kitchen for homeless people
/ˈsuːp ˌkɪtʃən fə ˌhəʊmləs ˌpiːpəl/
sure of yourself /ˈʃɔːr əv jəˌˈself/
team player /ˈtiːm ˌpleɪə/
voluntary work /ˈvɒləntəri wɜːk/
volunteer /ˌvɒlənˈtɪə/

1.4 Reading

4.4

adventure /ədˈventʃə/
ambition /æmˈbɪʃən/
average age /ˈævərɪdʒ eɪdʒ/
be afraid of /ˌbi əˈfreɪd əv/
believe in /bəˈliːv ɪn/
belong to /bɪˈlɒŋ tə/
can’t afford /ˌkɑːnt əˈfɔːd/
care about /ˈkeər əˌbaʊt/
connect with /kəˈnekt wɪð/
deal with /ˈdiːl wɪð/

depend on /dɪˈpend ɒn/
enormous /ɪˈnɔːməs/
focus on /ˈfəʊkəs ɒn/
generation /ˌdʒenəˈreɪʃən/
get married /ˌɡet ˈmærid/
get up /ˌget ˈʌp/
gig /ɡɪɡ/
go out /ˌgəʊ ˈaʊt/
good at /ˈɡʊd ət/
grow up /ˌɡrəʊ ˈʌp/
impatience /ɪmˈpeɪʃəns/
impatient /ɪmˈpeɪʃənt/
independence /ˌɪndəˈpendəns/
listen to /ˈlɪsən tə/
loneliness /ˈləʊnlinəs/
miss out /ˌmɪs ˈaʊt/
passion /ˈpæʃən/

Revision of vocabulary and grammar from the unit as well as Use of English,
Reading, Listening, Speaking and Writing tasks in an exam format

FOCUS REVIEW 1

Word list
popularity /ˌpɒpjəˈlærəti/
share /ʃeə/
spend money on /ˌspend ˈmʌni ɒn/
spend time /ˌspend ˈtaɪm/
think about /ˈθɪŋk əˈbaʊt/
unemployment /ˌʌnɪmˈplɔɪmənt/

worry about /ˌwʌri əˈbaʊt/

1.5 Grammar

VOCABULARY AND GRAMMAR
1 Complete the sentences with personality adjectives.
The first letters are given.
1 Shona never smiles and is always depressed.
She’s a really m
person.
2 Tim looks after his younger brother when their
parents are out. He’s so r
.
3 Zina is such a s
girl. She cares only
about herself.
4 Neil’s never made a silly decision. He’s such a
boy.
s
5 Has Marion always been so l
?
She always stays in bed until midday!
6 My grandparents often give me money for the
cinema or CDs. They‘re so g
.

4.5

avoid /əˈvɔɪd/
can’t stand /ˌkɑːnt ˈstænd/

casual clothes /ˌkæʒuəl ˈkləʊðz/
consider /kənˈsɪdə/
decide /dɪˈsaɪd/
don’t mind /ˌdəʊnt ˈmaɪnd/
enjoy /ɪnˈdʒɔɪ/
get a job /ˌɡet ə ˈdʒɒb/
hate /heɪt/
hoodie /ˈhʊdi/
identity /aɪˈdentəti/
jacket /ˈdʒækət/
look good /ˌlʊk ˈɡʊd/
prefer /prɪˈfɜː/
pretend /prɪˈtend/
priority /praɪˈɒrɪti/
refuse /rɪˈfjuːz/
second-hand clothes /ˌsekəndˌhænd
ˈkləʊðz/
skinny jeans /ˌskɪni ˈdʒiːnz/
suit /suːt/
sweatpants /ˈswetpænts/
tie /taɪ/
uniform /ˈjuːnəfɔːm/
winter coat /ˌwɪntə ˈkəʊt/

1.6 Use of English

2 Complete the sentences with the correct form of the
words in capitals.
1 My brothers are very
. They play sports

every day! ACT
2 Gino makes new friends easily. He’s so
.
COMMUNICATE
3 Carla is sometimes
, so I don’t believe
in her stories. HONEST
4 Volunteers work in different conditions, so they must
be
to changing situations. ADAPT
5 Leslie is such an
girl. She comes up
with stories and writes songs. IMAGINE
6 A lot of people decided to help this poor family after
that
TV programme. INSPIRE

4.6

be lucky /ˌbi ˈlʌki/
busy /ˈbɪzi/
cook (n) /kʊk/
crowded /ˈkraʊdɪd/
elderly /ˈeldəli/
experienced /ɪkˈspɪəriənst/
poor /pʊə/
rude /ruːd/
useful /ˈjuːsfəl/

1.7 Writing


3 Complete the questions with the correct form of the
verbs in brackets.
1
2
3
4

4.7

bad at /ˈbæd ət/
be crazy about /ˌbi ˈkreɪzi əˌbaʊt/
be into/keen on /ˌbe ˈɪntə/ˈkiːn ɒn/
be involved in /ˌbi ɪnˈvɒlvd ɪn/
be mad about /ˌbi ˈmæd əˌbaʊt/
be obsessed with /ˌbi əbˈsest wɪð/
be serious about /ˌbi ˈsɪəriəs əˌbaʊt/
disappointed with /ˌdɪsəˈpɔɪntɪd wɪð/
excited about /ɪkˈsaɪtɪd əˌbaʊt/
interested in /ˈɪntrəstɪd ɪn/
unfit /ʌnˈfɪt/
useless at /ˈjuːsləs ət/

1.8 Speaking

5
6

you ever
any problems

with your smartphone? (have)
What
your new friend
?
(look like)
Who
my tablet? It’s not on my desk.
(use)
your grandparents
listening to heavy metal? (like)
What
Amy
at the
moment? Is it a TV show? (watch)
Who
your dog when you’re on holiday?
(look after)

4 Use the prompts to write sentences.
1
2
3
4
5
6

4.8

can’t wait /kɑːnt weɪt/
do sport /ˌduː ˈspɔːt/

have sth in common /ˌhæv ˌsʌmθɪŋ ɪn
ˈkɒmən/
play the violin/guitar /ˌpleɪ ðə ˌvaɪəˈlɪn/
ɡɪˈtɑː/
socialise with /ˈsəʊʃəlaɪz wɪð/

My sister / avoid / buy / second-hand clothes.
you / ever / refuse / help / your friend?
We / not need / wear / a school uniform.
They / not afford / buy / a new laptop.
I / always / want / dance / in a folk group.
you / spend / a long time / study / when you get
home from school?

USE OF ENGLISH

PREPOSITIONS
AT
at all (2.4): The place hasn’t changed at all.
at first (2.8): At first he seemed strict, but now I really like him.
at the age of (5.4): Jamie won his first tournament at the age
of fifteen.
at the beginning (4.7): At the beginning of each lesson there
is usually a revision exercise.
at the door (2.2): There is someone at the front door; can you
answer it, please?
at the end (5.1): Rob’s moving to Maine at the end of May.
at the weekend (4.6) (Br.E.)/on the weekend (Am.E.): I like to
play golf at the weekend.
BY

: Everyone joined in the conversation.
join in (8.6) –
by credit card (7.8): It’s more convenient for me to pay by
keep out (5.5) –
: My coat is really warm and it
credit card.
keeps the rain out.
let in (4.3) –
: Don’t let them in.
FOR
look after (1.1) –
: We look after Rodney’s kids
for a while (2.8): At last, he could relax for a while.
after
school.
for ages (7.1): I haven’t seen Lorna for ages.
look for (6.6) –
: He’s looked for the file but
for instance (6.3): She’s totally unreliable – for instance, she
hasn’t found it.
often leaves the children alone in the house.
look forward to (doing sth) (1.1) –
: I’m really
for your information (6.7): For your information, I’ve worked
looking
forward
to
going
to
Japan.

as a journalist for six years.
: If you don’t know the word, look
FROM
it up in the dictionary.
from time to time (5.3): We see each other from time to time.
: The kids learn fast, and can’t
IN
wait to move up to the junior team.
PERSONAL PRONOUNS AND POSSESSIVE PRONOUNS
in common (1.8): I found I had a lot in common with Mary.
: Get an app that tells you to
in fact (1.1): I know her really well; in fact I had dinner with her
PREPOSITIONS AFTER VERBS
drink water before you pass out.
Personal pronoun as
Personal pronoun as an
Possessive pronoun
last week.
: Stop putting yourself down!
Possessive pronoun (+noun)
a subject
object
(no noun)
in favour
6E€
•36
of (5.2): Are you in favour of the death penalty?
: Let’s put some music on.
in my opinion (3.8): In my opinion, he made the right decision.
(6.1) –

: I don’t know how you put
I’m
’m a student.
Come with me.
It’s my house.
It’s mine.
in need (7.5): We must care for those in need.
up with all this noise.
I like you.
It’s your bike.
It’s yours.
in the background (3.8): In the background you can see theHave you got a cat?
(7.4) –
: The accident put him off
school.
He works at home.
Can you help him?
It’s his book.
It’s his
in the corner (4.3): Jo was sitting in the corner of the room.
She’s
been
to
Prague.
Listen
to
her.
It’s
her
room.

in the end (2.8): In the end, we decided to go to Florida.
in the foreground (3.8): There were three figures in the
Is it a famous city?
I can’t find it.
Oxford (= it) is famous for its university.
foreground.
We live in Poland.
Wait for us.
It’s our tablet.
in the middle (3.8): Why’s your car parked in the middle of the
road?
You can’t sit here.
Can I talk to you?
It’s your car.
in the world (3.2): You’re the best dad in the world.
Past
Are they working?
Do you know them?
It’s their money.
Infinitive
Infinitive
Past Participle
Simple
ON
on a website (6.7): Responses will be posted on the website.
DEMONSTRATIVE
PRONOUNS,
INTERROGATIVE
PRONOUNS,
RELATIVE

PRONOUNS
lend [lend]
be [biː]
was/were [wɒz/wɜː]
been [biːn]
on a train/plane (4.2): There were a lot of tourists on the train.
on foot (4.7): We set out on foot to explore the city.
let [let]
become [bɪˈkʌm]
became [bɪˈkeɪm]
become [bɪˈkʌm]
Demonstrative
Interrogative
Relative
on special offer (7.1): I got a really nice cashmere pullover – it
lie [laɪ]
begin [bɪˈgɪn]
began [bɪˈgæn]
begun [bɪˈgʌn]
was on special offer.
Plural
on my/your etc. own (2.8): Did you make that all on your own? Singular
light [laɪt]
blow [bləʊ]
blew [bluː]
blown [bləʊn]
What?
on the one hand … on the other hand …
Who?
lose [lʊːz]

break [breɪk]
broke [brəʊk]
broken [ˈbrəʊkən]
hand, they work slowly, but on the other hand they always
Whose?
finish the job.
make [meɪk]
bring [brɪŋ]
brought [brɔːt]
brought [brɔːt]
Which?
on the phone (1.4): Turn the TV down – I’m on the phone!
mean [miːn]
Where?
build [bɪld]
built [bɪlt]
built [bɪlt]
on time (5.1): In Japan the trains are always on time.
this
these
When?
burned [bɜːnd]/
burned [bɜːnd]/
meet [miːt]
that
those
burn [bɜːn]
PREPOSITIONS AFTER NOUNS
Why?
burnt [bɜːnt]

burnt [bɜːnt]
pay [peɪ]
attitude to/towards (1.5): He has a very old-fashioned
How?
buy [baɪ]
bought [bɔːt]
bought [bɔːt]
attitude to women.
(How often? How long? How far?
put [pʊt]
candidate for (6.7): Sara seems to be a good candidate for
catch [kætʃ]
caught [kɔːt]
caught [kɔːt]
How much? How many? )
read [riːd]
the job.
choose [tʃuːz]
chose [tʃəʊz]
chosen [ˈtʃəʊzn]
opinion about/on (1.5): Can I ask your opinion about something?
ride [raɪd]
come [kʌm]
came [keɪm]
come [kʌm]
reason for (7.7): Did he give any reason for leaving? NUMERALS
ring [rɪŋ]
solution to (7.8): The solution to the puzzle is on p. 14.
cost [kɒst]
cost [kɒst]

cost [kɒst]
Numbers: 1 – 100
rise [raɪz]

• Say if you think the hero is a man or a woman and
what he/she looks like
• Accept Student B’s suggestions about the hero’s
appearance and say what personality the hero
would have
• Add more detail about the superpower
• Suggest a name for the hero.

WRITING
10 Do the task in pairs.
This semester you’re taking part in a student exchange
programme in the UK. Write an email to a friend in the
USA. Include the following information:

Student B

• explain where you are and express your opinion about
this place

Your friend and you want to create an Internet comic
book about matters which interest young people.
You’re thinking about who the hero should be. Read
the role card and have a discussion. Student A starts
the conversation.

• talk about the family you’re staying with

• describe a friend you met at the new school
• write how you spent the last weekend.

Past
Simple

Past Participle

lent [lent]

lent [lent]

let [let]

let [let]

lay [leɪ]

lain [leɪn]

lit [lɪt]

lit [lɪt]

lost [lɒst]

lost [lɒst]

made [meɪd]


made [meɪd]

meant [ment]

meant [ment]

met [met]

met [met]

paid [peɪd]

paid [peɪd]

put [pʊt]

put [pʊt]

read [red]

read [red]

rode [rəʊd]

ridden [ˈrɪdn]

rang [ræŋ]

rung [rʌŋ]


said [sed]
seen [siːn]
sold [səʊld]

send [send]

sent [sent]

sent [sent]

set [set]

set [set]

set [set]

drunk [drʌnk]

shine [ʃaɪn]

shone [ʃɒn]

shone [ʃɒn]

drove [drəʊv]

driven [ˈdrɪvn]

shoot [ʃuːt]


shot [ʃɒt]

shot [ʃɒt]

eat [iːt]

ate [et]

eaten [ˈiːtn]

show [ʃəʊ]

showed [ʃəʊd]

shown [ʃəʊn]

fall [fɔːl]

fell [fel]

fallen [ˈfɔːln]

shrink [ʃrɪŋk]

shrank [ʃræŋk]

shrunk [ʃrʌŋk]

feed [fiːd]


fed [fed]

fed [fed]

shut [ʃʌt]

shut [ʃʌt]

shut [ʃʌt]

sang [sæŋ]

sung [sʌŋ]

dream [driːm]
drink [drɪnk]

drank [drænk]

drive [draɪv]

feel [fiːl]

felt [felt]

felt [felt]

sing [sɪŋ]

fight [faɪt]


fought [fɔːt]

fought [fɔːt]

sit [sɪt]

sat [sæt]

sat [sæt]

find [faɪnd]

found [faʊnd]

sleep [sliːp]

slept [slept]

slept [slept]

fly [flaɪ]

flew [fluː]

flown [fləʊn]

forget [fəˈget]

forgot [fəˈgɒt]


forgotten [fəˈgɒtn]

smelled [smeld]/
smelt [smelt]

forgive [fəˈgɪv]

forgave [fəˈgeɪv]

forgiven [fəˈgɪvn]

freeze [friːz]

froze [ˈfrəʊz]

frozen [ˈfrəʊzən]

get [get]

got [gɒt]

got [gɒt]

give [gɪv]

gave [geɪv]

go [gəʊ]
grow [grəʊ]


found [faʊnd]

2

3

smell [smel]

smelled [smeld]/
smelt [smelt]

speak [spiːk]

spoke [spəʊk]

spend [spend]

spent [spent]

spent [spent]

spill [spɪl]

spilled [spɪld]/
spilt [spɪlt]

spilled [spɪld]/
spilt [spɪlt]


given [ˈgɪvn]

stand [stæŋd]

stood [stʊd]

stood [stʊd]

went [went]

gone [gɒn]

steal [stiːl]

stole [stəʊl]

stolen [ˈstəʊlən]

grew [gruː]

grown [grəʊn]

swim [swɪm]

swam [swæm]

swum [swʌm]

took [tʊk]


taken [ˈteɪkən]

157

0
1
2
3
4
5
6
7
8
9
10

≠ selfish
A warm

1 care /

B freezing

think

/

about

in

/ focus on
to
with

him on Twitter.
C download
MY WORD

STORE

Myhis
top
five words from Unit 1
about
life?

C honest

A clever

B outgoing

A protective

B communicative C 4imaginative

≠ impolite

0
1

2
3
4
5

had [hæd]

had [hæd]

hear [hɪə]

heard [hɜːd]

heard [hɜːd]

teach [tiːtʃ]

taught [tɔːt]

taught [tɔːt]

hide [haɪd]

hid [hɪd]

hidden [ˈhɪdn]

tear [teə]

tore [tɔː]


torn [tɔːn]

hit [hɪt]

hit [hɪt]

hit [hɪt]

tell [tel]

told [təʊld]

told [təʊld]

hold [həʊld]

held [held]

held [held]

think [θɪnk]

thought [θɔːt]

thought [θɔːt]

hurt [hɜːt]

hurt [hɜːt]


hurt [hɜːt]

throw [θrəʊ]

threw [θruː]

thrown [θrəʊn]

keep [kiːp]

kept [kept]

kept [kept]

understand [ˌʌndəˈstænd] understood [ˌʌndəˈstʊd] understood [ˌʌndəˈstʊd]

known [nəʊn]

wake [weɪk]

woke [wəʊk]

woken [ˈwəʊkən]

led [led]

led [led]

wear [weə]


wore [wɔː]

worn [wɔːn]

learned [lɜːnd]/
learnt [lɜːnt]

learned [lɜːnd]/
learnt [lɜːnt]

win [wɪn]

won [wʌn]

won [wʌn]

leave [liːv]

left [left]

left [left]

write [raɪt]

wrote [rəʊt]

written [ˈrɪtn]

B

B
B
B
B
B
B
B
B
B
B

take
from
experience
same
passionate
make
study
because
joke
some
should

C 7dishonest
A outgoing
B miserable
 
7 Paul always expects the worst to happen
8  –
C make

D .go
he’s
very
C by
D with
C pessimistic
A unwise
B protective
C event
D impression

≠ insensitive
websites.

WORD STORE GLOSSARY

≠ unwise
A text message

Words to learn

B search engine

C Internet server
WORDorSTORE 1C | Questions with
not very
8 I’m
– I don’t like changes
C near
D exact

24 Can you help me
new
experiences.D interested
be + like > personality
C serious
A spend
B update
C
adventurous
A
generous
B
caring
C are
D spend
What is he/she like?
25 Sorry, my battery
passJane is perfect
D stay
to be our leader – she’s
9 ICthink
you.(adjective)
C andintelligent and
D that
1 
really
.

PARTS OF SPEECH
adjective – e.g. good, red, shy

my Facebook
profile?
adverb
– e.g. well, badly, often

like

C switch
on– a/an, the
article
– e.g. table, advice, uniform
while I wasnoun
calling
numeral – e.g. one, two, first, second

A put on
preposition – e.g. at, in, under
C look
silly + like > appearance
B went dead
pronoun – e.g. it, we, him
chess. What does he look like?
verb – e.g. teach, learn, remember
C gave out
C about
(noun
phrase)
2 
26 Alexander Fleming
penicillin –OTHER

an
TERMS
11 When I was younger, I was keen
like as a verb
important antibiotic – in 1928.
playing tennis.
antonym – e.g. caring ≠ selfish
C sensitive
laugh
smile
A
B Dsensible
C any
D the
10 Sarah is really good
C need
D will
A of
B at

B discovered
C collected
collocation – e.g. go home, find a solution
What do you like? A invented
C on
27 This ecological organisation is trying to compound noun – e.g. website, text message
phrase) and make sure we still
MY
WORD STORE
the(noun

environment
have
partitive – e.g. can of cola, box of chocolates
a planet to live on.
My top five words from Unit 1
Jane lives near Tommy.
phrasal verb – e.g. switch on, find out, give up
A
collect
B
observe
C
protect
1
Jane doesn’t live very far from Tommy. A worried about
synonym – e.g. big = large
WORD STORE 1D | -ive, -ative, -able, -ing
28 He’s always wanted to be
so
2 he asked
I sat down to read a magazine and Dylan B
came
in.
disappointed
with
for a telescope
observeprotect
the sky. 3 WORD BUILDING
act adapt communicate
imagineto inspire

a magazine, Dylan came in.
While I
C passionate about
prefix – e.g. unfit, dishonest
There were some photographs of toys from 100 years ago.
A an astronomer
4
I like
jeans, but this pair
too100
tightyears ago.
suffix – e.g. successful, employment
playiswith
There were some photographs of toys13
that
children
active
B a1 mathematician
5
even for me. I’ll try a bigger size.
Jane tries not to watch Tommy race in competitions because she gets nervous.
2
-ive
C
a
biologist
C designer
casual
B skinny
Tommy A

race
in competitions
because she gets
nervous.
Jane avoids
3
29 What dictionary do you use to
the
Tommy swims so fast – it’s amazing! 14 I think you should wear a suit and a
for
meaning of words you don’t understand?
jobamazing!
interview.
swimmer –ait’s
Tommy is
A
look
up
B
check
up
C
look
after
-ative
4
Jane would like to play golf, but she hasn’t
got
enough
money

to
buy
all
the
equipment.
C uniform
A tie
B hoodie
Use no more than three words.

have [hæv]

learn [lɜːn]

do
of
example
common
keen
leave
go
for
fun
a
must

B in

2 Complete the second sentence so that it has a similar meaning to the first sentence.


spoken [ˈspəʊkən]

lead [liːd]

A
A
A
A
A
A
A
A
A
A
A

Sentence transformation
A at

take [teɪk]

knew [njuː]

outside!
≠ NEGATIVE

a lot of cool articles.
Before going on an exchange, it’s important for the school to choose 9
right
6 I hate

people because I can’t
≠ unpopular
  stand
A go
B visit
C switch
to fill in forms
about your5personality,
family,
teenager for you to stay with. You 10when somebody
lies to me.
6 responsible 23
≠ This
          
will help you find some useful
interests and pastimes.

run [rʌn]

dreamed [driːmd]/
dreamt [dremt]

C 1insensitive
caring

1 adventurous
unadventurous
lesson yesterday? Can I borrow them? 3
Exchange programmes are good 7
you meet people from different

countries≠and
really it’s an excellent
5 Wow! Adam’s
– he writes
the
dependent
≠ and
          
2 way
also learn about living in another country.
Of course,
to practise
4
A do
B take
C invent
most interesting stories I’ve ever read!
3 honest
≠
!
improve a foreign language at the same time as having 8
5 are
22 Do you ever           
this website? There

sold [səʊld]

dreamed [driːmd]/
dreamt [dremt]


B emotional

weeks – but in some countries students
go for
longerand
periods.
They
can go for as long
meeting
talking to
people.
4 Zoe loves
1
A as
blog
B virus
C menu
as she is. WORD STORE 1B | un-, in-, im-, ir-, dislike to be
at a school orI’dcollege
in as
the other country.
a year and also 6
2
21 Did you
notes during the Chemistry

saw [sɔː]

drawn [drɔːn]


A generous

≠ shy
5 become
3 Damien’s
very plan these
A lot of people
19
. Heand
wants
to
There are special organisations that
help schools
it can
be a wonderful
someone
and who
have are
lots often
of money.
2
3
≠ silly
6 4
. Students stay with teenagers
of the important
age,
in the
same
A splash

B follow
C ambitious
lazy time inB the
honest
aA short
other country
– maybe two 20
or three
things. Sometimes students 5
Does your friend write a

sell [sel]

done [dʌn]

drew [druː]

Lives people live

WORD STORE 1E | Word families

C 2boiling
3 on big
Every year lots of students
exchange
and
stay
withbuys
students
inTwenty years ago people used to work

≠ miserable
2never
18
I think
Sophie programmes
is a bit
2on
– she
1
4
birthday
presents
for her
family. who
computers.
volunteers
other countries. This practice was first
inspired
≠ mean
3 helped in other
connect /
countries in war time.
C 4serious
A shy
B mean
A digital
B desktop
C 5electronic
≠ lazy


see [siː]

did [dɪd]

draw [drɔː]

WORD STORE
1A | Personality
17 Take a warm hat and gloves! It’s

0

risen [ˈrɪz ən]

do [duː]

Lives people live, Science and technology
WORD STORE 1

1 Tom doesn’t care about other people’s feelings.
He’s the most
person I know.
POSITIVE

Exchange programmes

said [sed]

dug [dʌg]


WORD PRACTICE 1

There is one example.

ran [ræn]

dealt [delt]

dug [dʌg]

All the WORD STORE activities are tied
into the Vocabulary, Listening and Reading
lessons, giving students additional practice
of new vocabulary. By completing
the exercises in the WORD STORE,
students compile their own mini
dictionaries of the most important words
and phrases from the unit.

For questions 1–30, choose the correct answer, A, B or C, to complete the sentences.

rose [rəʊz]

cut [kʌt]

dealt [delt]

dig [dɪg]

know [nəʊ]


Your friend and you want to create an Internet comic
book about matters which interest young people.
You’re thinking about who the hero should be. Read
the role card and have a discussion. You start the
conversation.

1 Read the text below and decide which answer (A, B, C or D) best completes each gap.

say [seɪ]

cut [kʌt]

deal [diːl]

1

158

Do the task in pairs.
Student A

Multiple-choice cloze

run [rʌn]

cut [kʌt]

Answer key


1,000 – one/a thousand
3,555 – three thousand, five hundred and fifty-five
56,223 – fifty-six thousand, two hundred and twenty-three
725,000 – seven hundred and twenty-five thousand
1,000,000 – one/a million
1,000,000,000 – one/a billion

8

• Disagree with the description of the hero’s
appearance and suggest a change
• Add some more features of the character of the
hero and suggest a superpower he/she has
• Say what he/she is interested in
• Discuss Student A’s name of the hero and agree on
the name.

IRREGULAR VERBS

Numbers over 100

SPEAKING

meaning to the underlined words.

PRONOUNS & NUMERALS

Ordinal numbers

1 Do you think the people in the photo are good

voluntary workers? Why?/Why not?
2 Do you get involved in voluntary work? Why?/
Why not?
3 Describe a school charity action you took part in
or heard of.

Before, during and after the experiment, the
participants from both groups were asked how
happy they were. The results of the experiment
show that when people do not share what they
have with others, they feel 5
generous
people.

1 Agnes is so friendly and sociable.
A outgoing
B lucky
C responsible
2 What is she like?
A What kind of person is she?
B What is her appearance?
C What is her hobby?
3 Jasper can’t stand buying unimportant things.
A doesn’t mind buying
B doesn’t want to buy
C can’t afford to buy
4 Their grandmother is so caring.
A such a caring woman
B such caring woman
C always caring

5 Drake is crazy about sports cars.
A useless at
B obsessed with
C afraid of

PHRASAL VERBS

Cardinal numbers
20 – twenty
21 – twenty-one
22 – twenty-two
23 – twenty-three
24 – twenty-four
25 – twenty-five
26 – twenty-six
27 – twenty-seven
28 – twenty-eight
29 – twenty-nine
30 – thirty
40 – forty
50 – fifty
60 – sixty
70 – seventy
80 – eighty
90 – ninety
100 – one/a hundred
101 – one/a hundred and one

Today’s guest of the weekly programme is Tony
Miller, who studies 1

in Zurich.

6 Choose the answer, A, B or C that is closest in

USE OF ENGLISH 1
crazy about (1.7): Lee’s crazy about cats.
different from (2.6): New York and Chicago are very different
from each other.
disappointed with (1.7): Local residents were disappointed
with the decision.
excited about (1.7): The kids are getting really excited about
our trip to California.
famous for (4.7): France is famous for its wine.
good at (1.4): Andrea is very good at languages.
interested in (1.7): All she’s interested in is boys!
involved in (1.7): How many people are involved in the
decision-making process?
keen on (1.7): I’m not very keen on their music.
mad about (1.7): I’m mad about shopping, I spend lots of
Use a dictionary to translate the phrasal verbs into your
money on clothes.
language.
obsessed with (1.7): William is obsessed with
making money.
passionate about (1.2): I’ve always been passionate about
believe in (1.4) –
: Do you believe in ghosts?
football.
: Antarctica doesn’t belong to
proud

‚3
•6
of (3.4): Her parents are very proud belong
of her. to (2.4) –
anyday-to-day
nation.
responsible for (6.1): She’s responsible for the
break up (5.1) –
: We break up in December for
running of the department.
our
sensitive to (1.3): Good teachers are sensitive
towinter
their holiday.

Ordinal numbers
first (1st)
second (2nd)
third (3rd)
fourth (4th)
fifth (5th)
sixth (6th)
seventh (7th)
eighth (8th)
ninth (9th)
tenth (10th)
eleventh (11th)
twelfth (12th)
thirteenth (13th)
fourteenth (14th)

fifteenth (15th)
sixteenth (16th)
seventeenth (17th)
eighteenth (18th)
nineteenth (19th)

Verbs: belong, carry, clean up, communicate, earn,
pick up, protect, run, sing, watch, wear
Nouns: bags, gloves, outfit, phone, rain, rubbish,
screen, trees, volunteers, wood

Tony volunteered to help a team of 2
to do a unique experiment. In the experiment, fifty
participants received an amount of money and were
divided into two groups. People in Group 1 could
only spend the money on themselves, while people
in Group 2 – on any 3
 . During the
experiment, the researchers observed those parts of
participants’ 4
which are responsible
for making decisions and feelings.

The WORD PRACTICE
and USE OF ENGLISH
sections review
language from the
current and previous
unit(s). They can be
used as part of the

unit review.

Lists of prepositions, phrasal verbs,
pronouns and numerals as well as irregular
verbs at the end of the Student’s Book

allergic to (8.1): If you are allergic to nuts, you should tell Cardinal numbers
everybody.
1 – one
annoyed with (2.5): Are you annoyed with me just because I’m 2 – two
a bit late?
3 – three
bad at (1.7): I’m not bad at volleyball.
4 – four
capable
•E
‚EA6
of (7.3): Do you think he’s capable of murder?
connected with (5.5): Police think the killings may be
5 – five
connected with each other in some way.
6 – six
7 – seven
8 – eight
156
9 – nine
10 – ten
11 – eleven
12 – twelve
13 – thirteen

14 – fourteen
15 – fifteen
16 – sixteen
17 – seventeen
18 – eighteen
19 – nineteen

has taken part in an experiment. Then complete the
summary with the missing information. Do not use
more than three words in each gap. Listen to the
recording twice.

1 Johann is
boy that he has never been
to a school party.
A so shy
B such shy
C such a shy
2
with the project today?
A Who helps Mary
B Who is helping Mary
C Who does help Mary
3 X: I don’t enjoy shopping for clothes.
Y:
A Me too.
B Me neither.
C Not me.
4 Sally is
. She’s been to Thailand twice.

A such an adventurous
B such adventurous
C so adventurous
5 X: My older sister is a charity worker.
Y:
A Is she?
B Does she?
C Has she?

WORD STORE BOOKLET

BACK OF THE BOOK

PREPOSITIONS AFTER ADJECTIVES

words in the box to describe it. In pairs, describe
the photo and answer the questions.

1.23 Listen to a conversation with Tony, who

17

Downloadable students’ MP3 recordings
specially designed to practise vocabulary

6

12 After twenty years of teaching, Mrs Jones
3   is still
it. And her students always enjoy the

classes too.

buy all the equipment.
Jane would like to play golf, but she can’t
15 We can’t afford to spend money
things
Jane took some photos while Tommy waswe
practising.
don’t really need.
-able
Tommy’s practice.
Jane took some photos
C at
A on
B for
on my
16 It took me three months to learn to type -ing
computer without looking at the
.
A broadband B keyboard

2

30 Bill Townsend has
company for seven years.
5

A made

B gone


a computer software
C run

6

C printer

4
159

T10

7

16

15

PREPOSITIONS IN PHRASES

9 Look at the photo and choose the most suitable

LISTENING

5 Choose the correct answer, A, B or C.

3



WORKBOOK

A corresponding Workbook
lesson for each lesson in
the Student’s Book

1

The REMEMBER THIS and REMEMBER
BETTER boxes containing useful strategies
for memorising words and structures

1.9

Lives people live

1.1
6.2

with the correct adjectives from the box. There are
two extra words.

Personality • un-, in-, im- ir-, dis• questions with like

caring cheerful generous hard-working
mean miserable selfish shy silly

L: So, how are things with Simon? Is he the perfect
fiancé?


SHOW WHAT YOU KNOW

2 Chris is serious / boring / quiet. He never has
anything interesting to say because he spends all his
time playing computer games.

L: Does he have any time for you then?
A: Oh sure. He’s a very 2
guy. He calls
me every night and asks about my day.

3 Meghan is always interesting / funny / relaxed. She
never gets stressed about anything.

L: Wow. Lucky you! Dave never asks about my day. He
only thinks about himself. He’s so 3
.
Dave also thinks he’s the best fiancé in the world,
but he never buys me anything nice and he doesn’t
like paying for us when we go out. He’s really
4
.

4 Joe never laughs or has any fun. He’
He’s a very serious /
sociable //hresdr.
relaxed young man.
5 Marcus always makes me laugh. He’s really quiet /
funny / loud.


2 Anna is making a list called ‘My Perfect Fiancé’.
Complete her list with pairs of opposites from the
box.

not b

2 ªc

not b

3 ªo

not b

4 ªh

not b

5 ªg

not b

PART 2

Talk about the environment.
1 What is your dream birthday meal?
2 Would you prefer to work long hours in a job you
enjoy or short hours in a job you hate? Why?
3 Is there an extreme sport you would like to try? Why?
4 What can tourists do and see in the area where you live?

5 How is the weather changing? Should we try to stop
it from changing? How?

Talk about personalities.
1 What adjectives can you use to describe yourself? Why?
2 When you meet new people, are you outgoing or

PART 1

1
2
3
4
5

1 A person who is
other people.
A relaxed
2 A person who is
A sensible
3 A person who is
A independent
4 A person who is
A sociable
5 A person who is
people like.
A unwise

2 two / I / dishonest / had / friends
3 new / Jamie’s / loud / friend / extremely / is


is outgoing and likes meeting

C outgoing

letters are given.

To help you learn the personality adjectives from this
lesson, try to remember them with people you know:
My dad is usually cheerful. He’s not a miserable man.
Choose five pairs of opposite personality adjectives
from this lesson. Write sentences about people you
know. Use the model sentences.
My little sister is shy. She’s not an outgoing girl.
1 Our History teacher is
. He’s/She’s not
a
man/woman.
2 My best friend is
. He/She is not
a
person.
3
4
5

.
.
.


Mike is generous. He gives half of his pocket
money to the local charity.
1 Please don’t be s
. Share the
chocolate with me.
2 My older sister doesn’t talk to people she doesn’t
know well. She’s extremely s
!
3 Mia is very i
and doesn’t like asking
for help or advice from anybody.
4 Amy is w
. She knows the answer to
every question I ask her.
5 Lucy is extremely u
. She never wants
to try new things. Fortunately, her younger sister is
quite the opposite!
/10

4

UNIT 1
Summative Practice

Unit 1

FOCUS 1 GRAMMAR REVIEW

B funny

C sociable
does not do silly things.
B selfish
C sensitive
loves doing new and crazy things.
B adventurous
C irresponsible
is somebody who is not loud.
B silly
C quiet
is somebody that not many
B unpopular

h

WRITING BANK

8 Complete the sentences with adjectives. The first

REMEMBER BETTER

1 Match the types of houses with their definitions.

GRAMMAR: Train and Try Again

But you never feel l
1
1
a
1

_____________
No, she doesn’t enjoy cooking.
b
2
Taurus:
You will leave a young child
2 alone near
c
3
a swimming pool.
Yes, he’s studying for his exams.
4
To join us, call …
But when the child falls into
the
water,
you
will
3
d Accepting suggestions5
rescue him.
No, I have never met him. e
6
If you have seen it, please …
4 happy.
Gemini:
You B
are always smiling and
f That sounds fantastic!
A

7
4
No, I don’t like shopping. g
_____________
8
I’d love to (go).
5
You don’t need help or advice
Y
from other
h
PART 2
9
Maintaining contact
Yes, David has visited Paris and London.
people. 5_____________
Well, it’s worth a try.
In pairs, ask and answer the questions about the photos.
10
Cancer:
You easily get upset and6embarrassed when
11
Yes, we go to the gym at theI suppose
weekend.it’ll work.
Student
B’syou.
photo
Student A’s photo
people
criticise

1 Make positive sentences (+), negative sentences (–)
12
7 angry by saying
1 What is the woman with short hair doing?
But 1you often make people
Present Simple and Present Continuous
and questions (?) in the Present Simple.
No, they aren’t having dinner. A
B
C
2
2 How can you describe the woman’s personality?
something
impolite.
Agreeing with an opinion We use the Present Simple to talk about:
Monkeys / like / bananas (+) Monkeys like bananas.
8 and exciting
3 How are the volunteers helping the people standing
Leo:
You3always want to try new
1
1
• regular activities:
Yes, they do aerobics twice a week.
opposite them?
4 8_____________
things.
1 he / watch TV / in the evenings (+)
A
B

C
I often go to the gym.
I (completely) agree that/with …
4 What skills do the volunteers need to do this work?
It is 5very difficult for you
to wait
things. for the answers
2 Ask
wh-for
questions
below.
2
2
9
• states and permanent situations:
5 Would you like to do this voluntary work? Why?/Why not?
_____________
I couldn’t
t agree more
1
2
my mother / drink / coffee (–)
A
B that/with …C
My uncle lives in Toronto.
Virgo:
You take hot soup to your grandmother when
Tom helps old people in the local area.
3
3 That’s fine with me.

• preferences, with verbs like love, hate, like, prefer, etc.:
it’s cold. 10the
_____________
3 Read the instructions on your card. In pairs, take turns to role-play
conversation.
2
A
B
C
3 Donald / spend / Christmas / at home / every year (+)
You never stop believing in Tom
Y
yourhelps
own abilities.
I love Chinese food.
old people in theI local
4
thinkarea.
so too.
11
_____________
Student B
Student A
4
3
Affirmative
Negative
Describing
lost property
Libra:

You are always ready to findI enjoy
an original
A
B
music.
4 you / often / go / shopping (?)
5 C I/You/We/
I/You/
You are getting to know Student B, an exchange
solution to a problem. 4
run.
don’t (do not) run.
Description
5 Apologising
They
We/They
student at your school. Ask questions and find
You don’t say much.
Y
Sue is keen on music.
6C
A
B
5 my aunt / work / at school (–)
ways you are similar/different.
Scorpio:
You don’t take a break until
Informal phrases
doesn’t (does not)
5 the job is finished.

He/She/It
runs..
He/she/It
14
6
_____________
•
run.
• Introduce yourself and ask Student B
I’m reading a book by Stephen
King at the moment.
Describing
features
A really sorry (that)
B ...
C
I’m
You •find it easy to talk and
Y
what his/her favourite hobby is.
6 explain things to
6 he / speak French (?)
Yes/No questions
Short answers
people.
• 15_____________ Sue is reading a book by Stephen
at the moment.
• Show interest. Say if you are similar or different.
7 SorryKing
to bother

you.
I/you/we/
Yes, I/you/we/they do.
presents.
Do
run?Size
7
Ask Student B about his/her personality. Sagittarius: You •always buy great birthday
they
No, I/you/we/they don’t.
16
_____________
Stephen King wrote the book.
• Say if you are similar or different.
A I haven’t written
B
C
Sorry
for so long./Sorry
for not writing
2 Complete the sentences with the Present Continuous
Yes, he/she/it does.
You •like meeting new people
Y
and talking to
Does
he/she/it
run?Shape
8
I:

for
so
long.
Ask Student B if he/she is from Generation Z.
forms of the verbs in brackets.
No, he/she/it doesn’t.
8
them. 17_____________
I’m from London.
• Say if you are similar or different. Ask Student B
time phrases
in theColour
Present Simple: always, every day/
A writing to tell you
B how sorry ICam Common
Andy is looking (look) at the watch now.
I’m
to ... (about)
…
Capricorn: You want to be successful,
9 rich and powerful.
if he/she prefers films, music or books.
D:
week/year, never, often, on Sundays, sometimes, usually.
usually
18
It will never happen again.
1 My mum
(have) lunch in the kitchen.
9

_____________
I’m phoning Sue.
• Say if you are similar or different. Summarise
Material
I: C
A
B
We use always, usually, often, sometimes and never:
People can trust you. 10
2 The cat
(run) round the garden.
ways that you’re similar to Student B.
Formal phrases
D:
mothers
Aquarius: You think about yourself butThe
notcharity
about helping
how
• after the verb be:
Age
• End the conversation.
10 with children is in Africa.
3 He
(not/work) now, he
11
usually late to school.
Tom is bsbann.
other people feel.
I apologise

for … B
A
C
(swim) in the pool.
I:
Frank has borrowed this game from Lilian.
You have no friends.
Y
• before the main verb:
4
you
(read) at the
11 Please accept my apology for …
12 meal out of the last
Pisces:
You can make a wonderful
My dad bsbann.
usually reads at home.
moment?
Ato play it with Alex.
B
C
Reasons for search
15
J:
three things in the fridge. Frank has borrowed this game
We usually use every day, yeyg.rubdIa.
every Sunday, every weekend
5 This summer my sister
(work) in

12
You like to take care of other people.
Y
at the
end of the sentence:
Closing formulas: emailsB and
letters
23
a restaurant.
1.5 Verb + -ing form or to A
infinitive
_____________
I:
My dad washes his car every Sunday.
C
6
your best friend
(laugh)
Informal
phrases
J:
We use the Present Continuous to talk about:
3 Choose the correct forms. 13
now?
wishes,
1 Karen really enjoys reading Best
to
A read
B
C • activities taking place at the moment of speaking:

3 Complete the dialogue with the correct Present
My grandfather is sleeping.
2 Would you like going to go
I:
14 Bye for now/See you!
Simple or Present Continuous forms of the verbs in
•
temporary
situations:
3 Pete can’t stand wearing to wear
A
B
J:C
brackets.
I’m saving for a new game.
4 We can’t avoid telling to tell
Love,/Take care!/All the best,
A: Hi Louisa, what are you doing (you/do)?
5 I’ve decided going to go
NOTE: With some verbs (e.g. like, hate, know, love,
1
I:
you
(watch) TV?
6 They can’t afford buying toFormal
buy phrases
need, prefer,
neehd
r+ete+d
understand,

)nhe+scbnhd
want)
–bnc
we don’t use the
Present
Disagreeing
with
an opinionB: No, I’m not. YYou can turn it off.
J: Continuous:
7 I’d love working / to work
126
Y
Yours sincerely,
8 Do you ever miss to go going
I:
don’t understand you.
I really IodhcrbdIygscadI
A: Why 2
you
(pack) your
9 Tim always manages arrivingRegards,
to arrive
D:
bag?
Affirmative
Negative
on time.
B: I need to go. My friend 3
(wait) for me.
10 Have you ever considered leaving to leave

’m not
Today we 4
(study) for the big test.
I
’m (am)
I
Contacting people
country to live abroad?

7 Choose the correct answers A–C.

has / very / parents / Pauline / serious
Pauline has very serious parents.
1 last / was / hairdresser / cheerful / Zoe’s

HOME

adventurous ambitious brave caring
1
cheerful communicative confident creative
2
energetic generous hard-working imaginative
3
impatient independent irresponsible lazy
4
lonely outgoing protective quiet reliable
5
1.2
Present
tenses

–
question
forms
rude selfish sensitive
6
1 energetic
Ask yes/no questions for the7answers below.
Aries:
You are full of energy.

Take turns to describe the photos.

A: Do you looks like your parents? Do you look like
your parents?
B: People say I look a little like my mum.
A: What flavour ice cream you like?
B: I love vanilla.
A: Are Gareth and Liu like dogs?
B: I think they like cats more.
A: What is your sister look like?
B: She’s tall and has small brown eyes.
A: What does Tracy like?
B: She’s caring and sensitive.
A: What does your English teacher look?
B: He’s short and wears glasses.

EXERCISES

5


2 Look at the photos of people doing voluntary work.
1 Complete the descriptions with words from the box.

SHOW WHAT YOU‘VE LEARNT

not bselfish

1 ªs

PART 1

3
VOCABULARY
BANK
4

order.

✗ negative

EXAM SPEAKING

PEOPLE

5 Read REMEMBER THIS. Put the words in the correct

My Perfect Fiancé is ...
✓ positive
ªcaring


Additional vocabulary and
grammar practice as well
as the Writing Bank

1 In pairs, ask and answer the questions.

question.

You can use personality adjectives before a noun:
A caring friend
or after the verb be:
My friend is caring.

L: Well, good for you. Unfortunately, I’m not. I’m
unhappy; really 6
. I don’t know
what to do. Does Simon have a twin brother?

caring cheerful generous hard-working lazy
mean miserable outgoing selfish sensible
shy silly

6 Look at the dialogues. Correct the mistake in each

unpopular
sensitive
honest
polite
responsible
adventurous

wise
dependent

REMEMBER THIS

A: Poor you. Simon is exactly the opposite. He takes
me to a restaurant sometimes and he pays for the
food. And he often buys me flowers. He’s very
5
. I’m really happy, you know.

WORD STORE 1A | Personality

4 Add negative prefixes to adjectives a–g. Complete

Try to be generous. Nobody likes mean people. They
are nearly always unpopular.
1 Mum trusts my older brother Peter to look after our
little sister. He’s extremely
. He
never does anything dangerous or silly.
2 Katie never lies. She is a very a
person.
Katie’s also b
– she knows a lot of
things.
3 David doesn’t say ‘please’ or ‘thank you’. He’s
a
. He’s extremely b
too and likes doing everything without any help.

4 I was unhappy because I didn’t pass my driving
test. I told Tom and he laughed! Is he always so
?

A: Well, nobody’s perfect, but you know what? He’s
really great. First of all, he’s really cheerful, you know,
always happy and smiling. And he’s very
1
. He wants to be a teacher and he
does lots of studying in the evenings.

1 Gabby is very unsociable / loud / stressed. She stays
at home and doesn’t like going out with friends.

WORD STORE 1C | Questions with like

a
b
c
d
e
f
g

A few months later ...

1 Choose the correct adjectives.

WORD STORE 1B | un-, in-, im-, ir-, dissentences 1–4 with some of the adjectives in their
negative or positive form.


3 Complete the conversation between Anna and Laura

VOCABULARY

The Exam Speaking
sections helping students
prepare for their oral exams

5

(am not)

Ways to contact people

The SHOW WHAT YOU KNOW tasks
in the Vocabulary and Grammar
lessons serving as a warm-up and
to revise vocabulary or grammar
students should already know

144

The SHOW WHAT YOU’VE LEARNT
tasks in the Vocabulary and
Grammar lessons helping students
to check their progress and be
aware of what they’ve learnt

You/We/

’re (are) running.
They

He/She/
If you have any information, please contact/call/leave
a
’s (is)
It
message for Alison on (0961224466).
Yes/No questions

If you are interested in …, call (John/Ms White) on
Am
I
(0961224466).
Are

152

You/We/
They

aren’t
running.
(are not)

He/She/It

isn’t
(is not)


A: Oh, I see. Y
Yes, you often 5
at the beginning of the week.
B: Yeah.
Y
Before I go, I 6
Jane. Where is she?
A: She 7

Short answers

(play) in the garden.

B: Right. She always 8
after dinner. Anyway, I 9
now. Please tell Mum that I 10
with Steve.

Yes, I am. / No, I’m not.

you/we/
Yes, you/we/they are.
running? No, you/we/they aren’t.
they

he/she/
Yes, he/she/it is.
Is
it

No, he/she/it isn’t.
Common time phrases in the Present Continuous: at present,
at the moment, (right) now, these days, this morning/month/
year/summer, today.
today

(have) tests

(want) to talk to

A: You often 11

(play) basketball
(need) to go
(study)

(study) with Steve!

B: Erm, I have to go. Bye!

133

Focus 1 Grammar Review with grammar explanations
and revision of the grammar taught in level 1.

PHOTOCOPIABLE RESOURCES

Photocopiable vocabulary, grammar, writing, speaking
and Use of English activities in the Teacher’s Book


Resource 1

Life skills photocopiable resources teaching competencies
indispensable to success in 21st-century society

What are they like?
1.1 Vocabulary (personality)

1

Student A

Resource 23 Accommodation
Focus Review 4, Speaking
James is
__________

P1

B The presentation had a clear structure.

1 Giving an exam presentation is different from /
similar to a classroom presentation.
2 It is a affh
good / wsh
bad idea for a speaker to start
a presentation by saying something funny.
3 The way a presenter uses their body during a talk
can / dsiifn
cannot change the message.

4 It is cl
OK / ifnocl
not OK for a presenter to speak longer than
scheduled.
5 The best way to prepare for a presentation is to
practise it alone / with someone else.
6 It is cl
OK / ifnocl
not OK for presenters to read from a page
so they don’t forget what to say.

Read texts 1–4. Choose the correct answer, a, b or c.

Name and description

TEXT 3
Resource 34 A job application

TEXT 1

1 Lucy: She’s extremely unhappy. She’s always complaining or in a bad mood.

6.7 Writing
IT’S AS EASY AS APP
What are the basic skills that
should
learn? For many centuries the obvious answer was:
3 Fiona: She talks badly about her friends when they are not
there.
reading, writing and arithmetic. Quite recently computer classes

(ICT) havesmiling.
been made an obligatory part of national curriculums
4 Dave: He always behaves in a happy, friendly way. He’s always
You are onThese
holiday,
staying with
In my letter of application:
to  teach students how to  use basic programmes.
days,
2________,
5 Helen: She’s friendly and she enjoys meeting people and talking
to
new and
people.
family
in Dublin.
• The beginning matches the end (Dear Mr Smith → Yours sincerely;
, more
more countries areyour
starting
to  realise
that You have seen
to  succeed in the twenty-first century an
pupils
should
bewalker
able in a local
ad for
a dog
Dear Sir or Madam →etcshdepTnmaps,,I

Yours faithfully),
6 Rob: He’s not very willing to talk to people.
to create their own software.
newspaper. Write an email in reply
• In the first paragraph, I have said where I saw the job advert,
In fact, some schools in the UK are planning to get rid of ICT
to the advert, including the following
explained what I am doing now and why I am writing.
lessons and replace them
points:
•
In
the
second
paragraph,
I have given reasons why I am interested
would involve building websites, designing games and mobile
Student B
• Explain
why you
are writing and
in the job, I have mentioned my attached CV and any relevant work
phone apps. They hope that today’s generation
of children,
who
foundliving
out about the job
experience.
CLUES AND ANSWERS FOR STUDENT A 
are already familiar with using smartphoneshow

and you
practically
in the world of social media, will soon become
offer.the designers of
• In the third paragraph, I have said I am available for an interview
the future.
Name and description
• Describe your current situation and
at any time and mention the contact details in your CV.
Education authorities have no problem convincing students’
why you are interested in the job.
• I have used polite formal language, e.g. free → available, the right
parents
that 4to
________
bbbbbbbb
skills are important. A  recent survey
1 James: He’s afraid of everything new. He never says what
he thinks
people
• Mention your work experience and
person → a suitable candidate,
because he doesn’t want them to get angry with him. 5shows that 94 percent of them believe that computer skills are
why you
are thewho
perfect candidate
• I have not used emoticons (),
), abbreviations
clehMMd
vmhYmpiuen

(info/CU/gr8)
________ for the job market. Examples of British
bbbbbbbb
teenagers
2 Sara: She often tells lies and you can’t trust her.
have managed to  sell their apps to  big corporations
also help
for the post.
or contractions (I’m/He’s).
make the decision easy. After all, who wouldn’t
child
• Statewant
yourtheir
availability
to attend
• Ibhave checked my
1a
c spelling and punctuation.
3 Pete: He always puts a lot of effort into his work.
to become a millionaire?
2a
b
c
2 Ben: He always gives people lots of time and money.

1 a something.
4 Sylvia: She’s very reasonable. She always does the most practical
2 a although

b all

b however

5 Mark: He’s cruel and he doesn’t like spending money – especially
b with
3 a foron other people.
6 Olivia: She’s kind, sympathetic
Part and
2 helpful to other people.4 a so

5 a essential

b this
b unnecessary

a
TEXT 2

’s the price of a single room?

c
c
c
c
c

a job interview at any time

3a
4a
5a


3 Read the text and check your answers to Exercise 2.
4 Which three tips from the text do you think are the
most useful? In pairs, explain why.

5

1a
2a
3a
4a
5a

which
in
that
never
allergies

b
b
b
b
b

why
for
as
ever
diseases


1 What are the topics of Jenny's presentations?
2 What pros and cons does she mention about the
issues?

c
c
c

use to begin a presentation (B) and which to end it (E)?

SPEAKING

□ The subject/topic of my talk today is …
□ I’d like to start by talking about ...
□ That brings me to the end of my presentation.
□ To summarise, …/To conclude, …
□ Before I start, it might surprise you to learn that …
□ Well, that’s it from me. Thank you for listening.
□ Today I’d like to talk about ... But first, did you know

1

your own words.

LIFE SKILLS

3a
b
c

4a
b
c
5a
b
c
c
[1] cMissing information where the advert was. [2] Wrong spelling. [3] Incorrect word form (adjective instead of adverb).
c

[4] Irrelevant information. [5] Incorrect relative pronoun. [6] Informal language.

PHOTOCOPIABLE

Focus 2 Second Edition

Giving presentations

E Do you have any questions?

that ...?

249

Project

Prepare a two-minute presentation on a subject you find
interesting.

x


Robert
Kern
c

© Pearson Education Limited

E The presenter looked confident and
relaxed.

7 Study the box below. Which of the phrases could you

9 Do the task below.

c faithfully,
Yours

PHOTOCOPIABLE

D The presenter spoke strongly and clearly.

8 Read the quote. In pairs, explain what it means using

• My text is neat and clear.
b
b
b

C The presenter communicated his ideas
in an effective way (eye contact, body

language, facial expression.)

All great speakers were bad speakers at first.
Ralph Waldo Emerson (American poet)

Dear Sir or Madam,
TEXT 4
I would like to aply for the position of a dog walker. I am seventeen and I am staying in Dublin for the summer,
so I could start any time to help the family I am staying with.

266

Watch or listen to a student giving two
presentations and answer the questions.

LIFE SKILLS VIDEO

b I am particular interested in the position you offer because I love animals and I can deal with them. In the
THE ZEBRA MYSTERY
For many years scientists have wondered
LOCATION
c attached CV you will see I have had summer jobs in retail, which taught me responsibility. I taught children
swimming
too.
I also
black and white stripes. Some believe that
the stripes
create
anhelped my uncle – a dog behaviourist, who makes me the ideal candidate for the job.
3 Where i

d movements
optical illusion which hides a zebra’s
this way
I am freeand
anyintime,
you can invite me for an interview. Please find contact details in my CV.
4 How far is it f•
protect it from being attacked. When lions see a group of zebras,
Lucy is
Ben is
Yours faithfully,
the stripes make it difficult for them to assess the zebras’ size and
__________
__________FACILITIES
e
speed. However, one study has found Robert
that lionsKern
are particularly
5 What •f
are there?good 2bbbbbbbb
________ catching zebras. f
outgoing modest arrogant
uncommunicative
6 Is
t
Wi-Fi?selfish generous
There have been other popular theories too. One claims
g
uncooperative disloyal grumpy
cheerful

miserable
that each zebra has a  unique pattern
of stripes so
7 What
facilities lazy
c
or Madam,
one individual can recognise another. Dear
ThereSir
is also
a theory that
suggests that the stripes help zebras with
andadvertisement in Echo local newspaper from 7th June [1], I would like to aply Too,I
RESPONSIBILITIES
Withthermoregulation
reference to your
apply [2] for the
h sun.
protect them from the strong African
8 What do I h
212
position of a dog walker. I am seventeen and I am staying in Dublin for the summer, so I could start any time to help
PHOTOCOPIABLE
A team of US researchers
has
9 D
I have to help clean
the room?
familyThe
I am

staying
the zebra got its stripes for different the
reasons.
zebra’s
shortwith.
i
hair makes it easy for dangerous African
to bite and
infect [3] interested in the position you offer because I love animals and I can deal with them.
I amflies
particular
particularly
oThmn)s,Th,I
the animal with different
In the attached CV you will see I have had summer jobs in retail, which taught me responsibility. I taught children
harder to land on stripes and during their evolution zebras have
swimming too. [4] I also helped my uncle – a dog behaviourist, who which [5] makes me the ideal candidate for the job.
developed a perfect way to keep the flies away. The stripes are
I amthe
free
anywhich
time,attract
you can invite
I am available
narrow on the lower legs and on the head,
areas
1 ame for an interview.
b
c for an interview at any time. [6] Please find my
flies the most.

contact details in my CV.
2a
b
c
PHOTOCOPIABLE

Presenting

presentations. Choose the options that you think
are correct. Say why.

CLUES AND ANSWERS FOR STUDENT B

P2

A The beginning of the presentation was
interesting

2 In pairs, discuss the opinions about giving

cloze
48 Multiple-choice
dishonest Resource
lazy
Focus Review 3, 5, 6 and 7; Use of English

Watch or listen again and look at photos 1–2.
For each presentation (P1 and P2), rate aspects A–E
below from 1 to 5 (1 = poor, 5 = excellent).


Ideas and organisation

1 Describe the last time you gave a presentation.
What was it about? How did you feel?
2 In which situations in your life could public
speaking skills be useful? Say why.

hard-working cowardly sensible outgoing
cheerful sensitive unkind caring mean irresponsible

PRICE
1 How m
2 W

6

Giving presentations

1 In pairs, answer the questions.

Student A

Sara is
__________Part 1

LIFE SKILLS

2

• Follow the tips from this lesson (Plan, Prepare, Practise,

Present). Use some of the phrases from Exercise 7
to help you.
• Give your presentation in front of the class and listen
to presentations from other students.
• Give each other feedback. Say what you liked about
the presentation and what you could improve.

278

© Pearson Education Limited

Focus 2 Second Edition

PHOTOCOPIABLE

The four Ps to a
perfect
presentation
Life skills teacher’s notes
At some point in life, everyone has to stand up and speak in front of a group of people. For most of us this
can be extremely stressful, but there’s some good news. Although not everyone can be a great public
speaker like Barack Obama or Oprah Winfrey, giving a presentation is definitely Audio/Videoscript
a skill you can learn. Here
are four steps to a successful presentation.
T = Teacher J = Jenny

Life skills

1


1

3 PRACTISE
1 PLAN
T: Good morning everyone! Jenny is giving her
Extra activity in class
Practising helps you feel more
confident
when
you so I’d like you all to listen
When you first start to plan a presentation, ask
presentation
this
morning,
Invite students to tell the class about a presentation they
speak in public. It’s a goodand
idea
to:give us some feedback. Good luck, Jenny!
yourself these questions:
then
found interesting. Why was it interesting? What did they
J:
Yes.and
The watch
topic of my
•
Practise
in
front
of

a
mirror
yourpresentation today
• Who is your audience?
At
school,
you’re
talking
like about it? Was there anything they didn’t like? What
is competition.
competition
good for students?
body language. Remember
that you Iscan
use
to your teacher and
classmates,
buta presentation
an official interesting?
do they
think makes
I would like to start by pointing out that today
your body and facial expressions to help the
exam is a more serious and formal situation.
students are obliged to compete a lot. There are
If there is time, let them discuss in pairs or groups first,
audience understand your
It issports
also competitions at school
• Why are you giving

the
presentation?
What
the
classmessage.
tests, exams,
then
share
their ideas with
theisclass.
a good
idea
to
move
during
the
presentation
almost
every
week.
message of your speech? Decide if you want
to keep the audience’s Parents
attention.
and teachers want students to compete and
to make the listeners laugh, inform them about
Next class
all the time.
• Time your speech. Readwin
through
your Some people think this is a good

something, or maybe persuade them to agree
thingcan
as competition
is part
from
presentation
and see if you
keep to the
timeof our academic and
with your ideas. Students think about their classmates’ feedback
working lives. They get nervous and do not do their
Exercise 9 and prepare a new presentation. They
record
limit.
You
can
also
record
yourself
speaking to
• How much time have
Thisclass
will help
best. Sorry. Competition is part of our academic and
it and you
play got?
it for the
in theyou
next lesson or, if time
observe

how
you
use
your
voice.
decide how much
information
share
your
working lives. In the future, we will have to compete
allows,
they givetotheir
newwith
presentations
in front of the
• Practise
in front of an audience,
example and jobs. We shall have
audience.
for places for
at a university
class. Have a brief feedback session: was their
classmates’
to prove
that we
arewith
better than others. Thanks
family and friends. This will
help you
deal

feedback helpful? Did it help them improve? How?
to competition,
we can improve our skills. But other
2 PREPARE
stress and prepare to answer
any questions.
people do not agree that competition has a positive
At this stage you should:
Answer key
effect on students. It can be motivating for those
4
PRESENT
• Research your topic.
Make
Exercise
2 sure you understand
students
who are able to win because they are very
The big day is now here. For
your actual
your subject well. Decide what you want to say
good at Maths or sports and enjoy taking part
1 different from
presentation:
and try to make it interesting for your audience.
in school contests. However, there are some students
2 good
• Wear clothes which arewho
comfortable
are just notbut

good at competing. When they have
• Organise your ideas
3 caninto a clear introduction,
to take
exams,
they get nervous and do not do their
appropriate
for
the
occasion.
Think
about
main body and conclusion.
You can start with
4 not OK
They formal
often forget
whether your audiencebest.
will wear
or things which normally they
a joke, some surprising
a personal
anecdote
5 with facts,
someone
else
would
remember.
Losing in competitions can cause
informal clothes and wear

something
similar.
or a question to get
6 notthe
OKlisteners’ attention.
them to feel less talented than others and less
• Look at the listeners as you
speak.That
Smile
at it is certainly not encouraging
• Create note cards
to help
confident.
is why
Exercise
5 you remember what
the audience and breathe
deeply
this
will
for them.
It isas
also
important
for children to learn
to say. Don’t try to learn your presentation by
1 Is competition good for children? Should students
takefeel less nervous.
help you
Never read

the say that it is better to compete
to cooperate.
Experts
heart word for word. Instead, put two or three
a break before going to university?
presentation from a page
speak rather
directly
withbut
ourselves
than with other people. As we
key points on note cards and follow your plan.
2
all know, in our future lives we shall have to work
to the people in your audience.
in teams and then it will be important for us to work
Is competition good for children?
• Use your own words and don't speak too fast.
together. Competition in a team is not a good thing
Pros: competition is part of our academic andSpeak
working
clearly and try to sound confident.
because we end up fighting, which is …
lives; thanks to competition, we can improve our skills;
T: I’m going to have to stop you there, I’m afraid, Jenny.
it can be motivating for those students who are able
Your time is up. Any comments?
to win because they are very good at maths or sports
279
Focus 2 Second Edition

2
T: So, Jenny! Time for your next presentation. So, listen
Cons: there are some students who are just not good
up everyone and good luck!
at competing; They often forget things which normally
J: Today I’d like to talk about the question: should
they would remember. Losing in competitions can cause
students take a break before going to university? Let
them to feel less talented than others and less confident;
me begin by saying that lots of students go straight
Experts say that it is better to compete with ourselves
to university when they finish secondary school. It’s
rather than with other people.
expected, it’s normal, it’s what their parents did and
what most of their friends are planning to do. But just
Should students take a break before going
because everyone else does something, that doesn’t
to university?
necessarily mean it’s right for you, does it? Imagine
Pros: you’re used to studying – you’re in the ‘learning
we all do the same as everyone else. That sounds
zone’, and if you take time off, it may be harder to get
very boring, doesn’t it? So, let’s have a look at the
back into studying habits; it might be more difficult
pros and the cons. Yes, of course, there are lots
to get a place at university; if you finish education earlier,
of reasons why going straight to university is a good
you can start your career earlier too.
idea. Firstly, you’re used to studying. When you’re
Cons: some students decide to take a break for a year

a student, you develop useful study skills – for
and travel to other countries to do some part time work;
example, you learn how to manage your time, make
you can get different types of work experience and learn
notes and remember things best. If you like – we’re
about your strengths and weaknesses; you can become
in the ‘learning zone’, and if we take time off, it may
more responsible and mature so that when you return
be harder to get back into studying habits. It might
to studying you have a better attitude.
even be more difficult to actually get a place at
university. Secondly, if you finish education earlier,
Exercise 7
you can start your career earlier. That’s got to be
E, B, B, E, E, B, E, B
good thing! However, some students decide to take

© part
Pearson
Education
Limited
PHOTOCOPIABLE
and enjoy taking
in school
contests.

PHOTOCOPIABLE

© Pearson Education Limited


Focus 2 Second Edition

275

T11


Focus 2 Component overview
STUDENT’S BOOK and WORD STORE
• Introduction unit revising basic vocabulary and grammar,
and 8 topic-based units divided into 8 main teaching lessons:
Vocabulary, Grammar (2 lessons), Listening, Reading, Use of
English, Writing and Speaking
• Video (BBC videos, Focus Vlogs, Grammar animations,
Role-play videos) in every unit – see references in
the Teacher’s Book at the top of the page and next to
the exercises

VIDEO

3

3.1

I can use language related to films,
film-making and TV.

SHOW WHAT YOU KNOW
1 Put the words and phrases in the box under an appropriate verb.
the telly Internet radio stations my favourite rock album

blogs on my laptop fashion magazines horror movies
music on my mobile e-books YouTube clips
Read

Watch

Listen to

blogs on my laptop

2 SPEAKING Think of three more words and phrases for each verb.
Which of them do you do? Tell your partner.

28

3 SPEAKING Complete the sentences to make
them true for you. Then discuss your TV habits
with a partner.
1 I usually watch TV with my family / on my own / …
2 I watch most TV programmes live / on demand / …
3 I usually watch TV programmes on my phone / the
TV / …
4 Each day I watch TV for around fifteen minutes /
one hour /…
5 I also watch other things such as Vmphp?ufiHerwW
YouTube clips /
music videos / …
cpWrHfiornumW
6 My favourite TV programme at the moment is
.


4 Read the text. What is a ‘TV binge watcher’?

Go to WORD STORE 3 page 7
WORD STORE 3A TV programmes
6

1.44 Complete WORD STORE 3A with the words
in red from the text. Then listen, check and repeat.

7 SPEAKING Think of an example of each type of TV
programme in WORD STORE 3A. Which programmes
do you never/rarely/sometimes/often binge watch?
Tell your partner.

WORD STORE 3B Adjectives
8

1.45 Complete WORD STORE 3B with the
underlined adjectives in the text. Add a translation.
Then listen and repeat.

9

Put the adjectives from WORD STORE 3B on the line
according to how positive or negative you think they
are. Some can be both, depending on the context.

5 SPEAKING Discuss the questions.
1 Are you a TV binge watcher?

2 What’s the longest single time you’ve ever spent
watching TV?
3 What is the best TV series you've ever seen?

positive
addictive

I read blogs on my laptop.

The arts

negative

One episode
is never enough

Beauty is in the eye of the beholder.
A proverb

I have an embarrassing confession to make – I am a TV binge watcher!
Of course I don’t mean traditional TV programmes – documentaries,
chat shows, rebfsmtck–
reality TV and the old soap operas my grandmother likes
to watch. They’re boring. No – I mean the on-demand TV series that
are so engaging and addictive.

• Word list at the end of each unit

When I was a teenager, before on-demand TV, I was a bookworm.
I used to sit down with a gripping novel, and read chapter after chapter,

sometimes a whole book in a day. Now, I’m twenty-seven and I do the
same with TV.

• Focus Reviews after every unit: Vocabulary and Grammar
practice; Use of English and skills in an exam format
• Clear lesson objectives (‘I can…’) taken from the Global Scale
of English (GSE)

VOCABULARY
Watching habits • TV programmes
• adjectives • elements of a film/TV drama

TV audiences are becoming more difficult to please,
so TV channels are producing better dramas more
quickly. The best drama series have complex plots
and fascinating characters
characters.
I just have to watch the
next episode.
My greatest weakness?
I really like dramas that
are funny and moving
with brilliant acting.
But my absolute
favourite type of series
is fantasy or science
fiction.. I love the imaginative
costumes and amazing special
effects.. The series I watch on TV
are excellent

excellent.. I never go to the
cinema these days.

WORD STORE 3C Elements of a film/TV drama
10

1.46 Complete WORD STORE 3C only with vowels.
Use these definitions to help you. What is the mystery
word? Listen, check and repeat.

1
2
3
4
5
6
7
8
9

11

artificially created images or sound in a drama
what actors do in a drama
clothes an actor wears
the events in the story of a drama
the written words of a drama
the main people in a drama
the place where or time when a drama happens
the music that is played during a drama

the way a drama finishes

1.47 Listen to Lucy talking about her favourite TV
series and write her answers. Then listen again and
check.

1 What is your favourite TV series?
2 How or where do you watch it?
3 How many episodes have you watched?
4 What kind of series is it?

THE MUSKETEERS

5 What is the setting?
6 What is the plot or main storyline?

11 Watch the BBC video.

7 What do you like most about it?

For the worksheet, go to page 120.

12 SPEAKING Discuss your favourite TV series using the
questions in Exercise 11.

32

33

• Video worksheets for the BBC clips and Focus Vlogs

• Grammar and Use of English Reference and Practice: detailed explanations of all the grammar and Use of English topics
covered in the units
• Lists of prepositions, phrasal verbs, pronouns and numerals as well as irregular verbs
• WORD STORE booklet with additional vocabulary and Use of English practice

Access code to EXTRA DIGITAL ACTIVITIES AND RESOURCES
• Grammar and Vocabulary Checkpoints to help students check how ready they are for class tests and to monitor
their progress
• Reading, Listening and Use of English banks of texts and exercises
• All audio and video resources

Access code to PEARSON PRACTICE ENGLISH APP
• Student’s Book audio
• Word lists with audio
• Video

STUDENT’S BOOK and WORD STORE with ONLINE PRACTICE
This version of the Student’s Book contains everything described above (Student’s Book and WORD STORE, extra digital
activities and resources, Pearson Practice English app) PLUS:
• Interactive Workbook with instant feedback
• Gradebook to review students’ performance

WORKBOOK
• Mirrors the Student’s Book unit structure and pagination
• REMEMBER THIS boxes drawing attention to tricky language
• REMEMBER BETTER boxes with tips on remembering new
language
• Speaking Bank with useful phrases in the Speaking lessons
• Exam Speaking sections in each unit with speaking tasks
in an exam format

• Self-check after each unit with Vocabulary, Grammar and
Use of English exercises

2

VOCABULARY
Online • phones and computers
• word building • collocations

1 Complete the sentences with the correct form of the
verbs from the box.
download

2
3
4

5

3 Complete the sentences with the correct form of the

follow

go

post

update

visit


How do I tbad
post this photograph of us on social
media?
I don’t understand why so many people
celebrities on Twitter.
Akito
online the moment she wakes up
to check her social media messages.
I’ve never
this website before. It has
some excellent information on it!
It’s very important to
your social media
profile. Then everybody has the latest information
about you.
Dean is the only person I know that still buys CDs.
Most people
music on computers now.

Log on and log in both mean start using a computer
system or website (you often have to enter a username
and password to do this, but not always).
Their antonyms are log off and log out.

2 I’ve started using a new
. I type in what I’m
looking for on the Internet and it finds the websites
I want really quickly.
A broadband

B username
C search engine

When you learn phrasal verbs, check in the dictionary
or online and find the antonym. We often (but not always)
we use the opposite preposition, e.g
switch on ≠ switch off.

A Write the opposites. Use a dictionary if necessary.
scroll up
≠ scroll down
1 turn up (the volume) ≠
2 turn on
≠
3 log on
≠

B Complete the sentences with phrasal verbs from
Exercise A.
The information you need is at the bottom of
the webpage. You need to scroll down.
1 I can’t study with that loud music playing.
Please will you
the volume.
2 Use your username and password to
to the website.
3
the TV before you go to bed.

WORD STORE 2A | Phones and computers

2 Complete the texts with compound nouns. The first
and last letters are given.

@ COMPUCLEAN,
we clean all kinds of
computers including
desktop computers
omputerss
MPULO@E
and 1l
s.
Call us now on
073 123 345 456
for more information.

howitworks.com – Internet searches
To use the Internet you need to have
a 5w
bb
r. Then, you can
use the touch screen on your phone or the
6
k
d on your computer to put a word
or phrase into a 7s
he
e
such as Google. If you have 8b
d, the
information you are trying to find appears very

quickly.

Thank you for joining www.english4U2learn.com,
the number one website for language learners. We have
sent you an email with your 2u
e and other
login details. Follow the link in the email and choose
a 3p
d of nine characters or more. And
remember, you can use a 4l
r
p
r to print your personal daily wordlist,
so you can study any time, anywhere!

Charles Darwin, the world famous biologist, travelled
to many exotic places such as the Galapagos Islands.
BIOLOGY
1 Galileo Galilei, a famous
, was
the first person to see the rings of Saturn. He did this
using his telescope in 1610. ASTRONOMY
2 The famous
Isaac Newton was
born on Christmas Day 1642. And it’s not true that
an apple hit him on the head. PHYSICS
3 Larry Page, the
who helped start
the company Google, is now worth $44.5 billion.
COMPUTER SCIENCE

4 The Nobel Prize is named after Alfred Nobel. He was
a
and he is famous for making
dynamite. CHEMISTRY
5 Euclid was a
and many people call
him the Father of Geometry. He wrote one of the first
textbooks for teaching Maths. MATHEMATICS

WORD STORE 2C | Collocations
4 Choose the correct verbs.
1 When you do / make an experiment, it’s not always
a success.
2 I prefer collecting / taking specimens. It’s better than
working in the laboratory.
3 Was it Maria Skłodowska-Curie that invented /
discovered radium?
4 The Scottish man, John Logie Baird, invented /
discovered television in 1925.
5 Please take / do the important measurements this
afternoon, Adam.

Your comments on the topic of teenage communication

6 Famous scientists often develop / observe important
theories.

will328 says:
Most young people do not use their phones for speaking
to people. We either look for information on the Internet or

we send 9t
tm
s to family and
friends.

7 Do you prefer taking / doing notes on a computer or
a piece of paper?
8 Today we can do / make research on the Internet. In
the past it wasn’t so easy.
9 Scientists spend a lot of time just observing /
discovering their experiments.

18

• Grammar: Train and Try Again – additional grammar activities
• Writing Bank with phrases from the WRITING FOCUS boxes in the Student’s Book
• Answer keys to the Self-check, Grammar: Train and Try Again and Focus 1 Grammar Review sections

T12

SHOW WHAT YOU’VE LEARNT
5 Choose the correct answers A–C.
1 I can’t enter the website. Something is wrong.
Am I using the correct
?
A keyboard
B password
C text message

REMEMBER THIS


REMEMBER BETTER

SHOW WHAT YOU KNOW

1

WORD STORE 2B | Word building
words in capitals.

2.1
6.2

• Vocabulary Bank – a topic-based word list with vocabulary
from all units, followed by exercises
• Focus 1 Grammar Review – grammar explanations and revision
of the grammar taught in level 1.

Science and technology

3 Sarah spends a lot of time
specimens in the
countryside. She truly enjoys being a biologist.
A collecting
B developing
C inventing
4 Kevin wants to be a computer
A science
B scientist
C biologist


when he is older.

5 Ben emailed the document to me. I made a copy of
it on paper with the
for you.
A keyboard
B web browser
C laser printer
6 I’m busy at the moment. I’m
about astronomy.
A making
B doing
C taking
7 Most people have a
because it’s fast.
A web browser
B broadband
C desktop

notes on this film

Internet connection now

8 I need a new
for my desktop computer. The
‘Enter’ key doesn’t work.
A keyboard
B laptop
C username

9 You must be very creative to
something
completely new and useful for people to use.
A invent
B discover
C observe
10 James’ father is a(n)
people who are sick.
A astronomer
B chemist
C physicist

. He develops new drugs for

/10

19


TEACHER’S BOOK and WORD STORE
• Unit-by-unit Student’s Book pages with overprinted answer key
• WORD STORE pages with overprinted answer key
• Ideas for extra activities and projects
• References to additional resources and the course assesssment
• Teacher’s Book pagination mirrors the Student’s Book’s pagination
• Workbook answer key
• Culture notes
• Student’s Book audioscript and videoscripts
• 55 photocopiable resources with instructions and answer key
• 3 Life skills photocopiable resources with instructions and answer key


Access code to:
PRESENTATION TOOL
• Front-of-class teacher’s tool with fully interactive
version of Student’s Book and Workbook activities
with integrated audio and video
• Easy navigation via either book page or lesson flow
ONLINE PRACTICE, EXTRA DIGITAL ACTIVITIES
AND RESOURCES
• Teacher view of Online Practice and extra digital
activities
• Access to the Gradebook and student’s
performance area
• Assigning tasks to the whole class, groups or
individual students
• Automatic marking to save time
TEACHER’S RESOURCES
• Photocopiable resources with instructions and
answer key
• Life skills photocopiable resources with instructions and answer key
• Culture notes
• Student’s Book and Workbook answer keys
• Audio and video with scripts
• Word lists with audio recordings
• Assessment Package consisting of ready-made tests in versions A and B
• Lesson plans
• A series of video clips on how to use the course material

CLASS AUDIO CDS
Audio material for use in class (Student’s Book)


EXAM PRACTICE BOOKS
A series of booklets which provide additional, intensive practice and support for important international exams.
These books work alongside the Level 2 Student’s Book:
• Cambridge English Key and Preliminary
• Pearson Test of English General Level 1 and Level 2
The audio recordings and answer keys are available in the Teacher’s Resources.

Additional information and support available at www.english.com/focus
T13


Using videos in the classroom
There are four types of videos in Focus Second Edition:

1 BBC VIDEOS
These are short (2–3 minutes) video clips produced by the BBC. As an
extension of the topics covered in all vocabulary lessons, the authentic,
natural-language BBC videos give students an opportunity to hone
their reception skills while further enhancing their vocabulary. Each
video is accompanied by a Video worksheet for students to practice
comprehension and use the extra vocabulary. For the Video worksheets,
go to the back of the Student’s Book. Students are also prompted to
discuss the topics covered in the videos and relate them to their own
experiences, improving their critical thinking skills.
You can use the BBC at the beginning or at any other time in the unit.
No. of videos: 8 (1 per unit)

2 FOCUS VLOGS (VOX POPS)
These short clips have been given the form of a vlog. Filmed on the

streets of London, they feature real people answering questions that
touch upon their lives and opinions, while following the topics and
themes covered in the lesson they appear in. They present the target
grammar structures in a real context in small, easy-to-manage chunks
for the students to model their own speech on, helping them improve
their productive accuracy. The vlogs feature unscripted, authentic,
spontaneous speech of speakers of English from the UK as well
as from other countries and as such, they expose students to real
language they can encounter in their lives. Each vlog is accompanied
by a Vlog worksheet at the back of the Student’s Book.
You can use the vlogs at the end of the Grammar lesson that they
appear in.
No. of videos: 8 (1 per unit)

3 GRAMMAR ANIMATIONS
Each of these videos features two parts: an animated cartoon
presenting the grammar structure in context and a teacher’s explanation
with the purpose of reinforcing students’ understanding and learning
of the structure. You can use all or only part of the video to help your
students learn grammar in an engaging and attractive way.
Not being part of the lesson, these videos can be used independently
as an introduction to the Grammar lesson, as its summary or even
mid-lesson as an extra resource to facilitate students’ learning.
No. of videos: 16

4 ROLE-PLAY VIDEOS
The function of these short videos is to present the key Speaking
lesson language provided in the SPEAKING FOCUS box by showing
it used in real-life situations. They enable students to not only learn,
but acquire language by offering them visual clues such as location,

body language and facial expressions, which help to improve
students’ communication skills in terms of both reception and
speaking fluency. Each video has an A and B version for the students
to role-play available on Pearson English Portal only.
Use the role-play videos at the end of the Speaking lessons.
No. of videos: 27

T14


Assessment Package
Test type
Placement Test
Grammar Quiz
Vocabulary Quiz
Use of English Quiz
Unit Tests

Vocabulary, Grammar and Use of English (A/B)
Dictation, Listening and Reading (A/B)
Writing

Review Tests

Vocabulary, Grammar, Use of English and Reading (A/B)
Writing
Speaking (A/B/Teacher’s notes)

End-of-year Test


Listening, Use of English and Reading (A/B)
Writing
Speaking (A/B/Teacher’s notes)

Quantity

Total marks

Timing

1
16
8
8

100
15–20
20
15

60 mins
10–20 mins
10–20 mins
10–20 mins

8
8
8

30

30
30

25–35 mins
20–30 mins
30–45 mins

4
4
4

50–60
30
20

40–45 mins
30–45 mins
8–10 mins per pair

1
1
1

60
20
20

40–55 mins
30–45 mins
12–15 mins per pair


Overview of the Package

Versions of tests

The Focus Second Edition Assessment Package provides
a wide range of tests which can be used at different points
in the course. Level 2 has:
• 1 Placement Test
• 16 A and B Grammar Quizzes
• 8 A and B Vocabulary Quizzes
• 8 A and B Use of English Quizzes
• 8 A and B Unit Tests
• 4 A and B Review Tests
• 1 A and B End-of-year Test

Most tests, except Placement Test and Writing sections,
have two versions: A and B. Versions A and B are designed
to be at exactly the same level of difficulty and feature the
same task types; however, the test items in each are
different. For listening tests, the test items are different but
the audio is the same in both A and B versions, making it
easy to administer.
You can use the A/B tests in two ways:
• give half of the class A versions and half of the class B
versions – this helps to deter cheating,
• give all students the A test and then use the B test either
for students who missed the test or as a re-test
or remedial work for students whose score shows they
need a little more work on the unit objectives.


Assessment of learning or assessment for
learning?
Any test can be used either as assessment of learning
or assessment for learning. Assessment of learning
usually takes place after the learning has happened and
provides information about what the student is achieving
by giving a mark or a grade. You can also use the tests
as assessment for learning by providing specific feedback
on students’ strengths and weaknesses, and suggestions
for improvement as part of the continual learning process.
It is a combination of both types of assessment which can
provide powerful tools for helping your students’ progress.

Marking Writing and Speaking tests
Writing and Speaking tests have detailed mark keys
to help you mark consistently and give students
meaningful feedback. If you have the mark scheme for
the exam your students will ultimately take, you may prefer
to refer to this.
Whichever mark scheme you use, it can be very useful
to go through it with your students before they take
the test so they know what they are going to be marked
against. You can then refer back to these marking criteria
in your feedback.

Exam preparation
As your students are going to be working towards their
exam, the tests also provide regular opportunities for them
to try exam-style tasks in a low-stakes test environment,

which should help them feel more confident going into
the final exam.
We would recommend using past papers or practice
papers in addition as you get close to the date of
the exam.

Expected outcomes
We would expect all students who have completed
the instructional material to score at least 50 percent, and
the best students to score 90–100 percent on any given
test. We have deliberately included more challenging
questions in each test so as to help you identify students
performing above the level.

Tests on paper
The tests are provided in both PDF and editable format.
We recommend using the PDF versions as they are.
However, if you do need to edit the tests, this should
be possible. When you are marking Listening and Reading
tests, there is an extended answer key to help you explain
why a question is right or wrong, or which part of the text
an answer can be found in. There are also assessment
criteria for Speaking and Writing tests.

T15


Assessment Package
Placement Test


Review Tests

The Focus Second Edition Placement Tests are designed
to help the teacher to place students at the right level of
the Focus Second Edition series. Each test contains 100
multiple-choice questions and is designed to last for an
hour.
For placing students, we would suggest the following
approach according to scores:
• 10 and under correct: Consider starting the student
at the level below (1).
• 10–40 correct: Start the student at the expected
level (2) and monitor progress to check whether
remediation or extra support is required.
• 50–75 correct: Consider an extra oral interview
to determine whether the student should start at the
expected level (2) or could start at the level above (3)
with extra support.
• More than 75 correct: Start the student at the level
above (3).

There are four Review Tests (one every two units). These
are cumulative achievement tests, and so test the learning
objectives from all units so far:
Review Test 1: Units 1–2
Review Test 2: Units 1–4
Review Test 3: Units 1–6
Review Test 4: Units 1–8
Depending on your school year, you may wish to do all
of these or just some of them.

Each test has three parts: Vocabulary, Grammar, Use of
English and Reading; Writing; Speaking. The Vocabulary,
Grammar, Use of English and Reading part has A and B
versions. There is only one version of the Writing task.
Students do the Speaking tasks in pairs and there are
separate materials for Students A and B, as well as the
answer key which includes notes for the teacher with
questions.
As with the Unit Tests, you can assign all or none of the
parts of the test, depending on the time available.

Vocabulary Quizzes
There are eight A and B Vocabulary Quizzes, which test
the vocabulary taught in each Vocabulary lesson in the
Student’s Book. Depending on the quiz, they should take
between ten and twenty minutes each.

Grammar Quizzes
There are sixteen short A and B Grammar Quizzes (two per
unit), which test the grammar taught in each Grammar
lesson in the Student’s Book. The Grammar Quizzes can
be used at the end of a lesson, for homework, as a review
at the beginning of the next lesson or later in the unit
as quick revision.

Use of English Quizzes
There are eight A and B Use of English Quizzes, which
test the structures taught in each Use of English lesson
in the Student’s Book. Depending on the quiz, they should
take between ten and twenty minutes each.


Unit Tests
There are eight Unit Tests, which test the learning
objectives from each unit. These should be administered
after each respective unit review.
Each test has three parts: Vocabulary, Grammar and Use
of English; Dictation, Listening and Reading; Writing.
The Vocabulary, Grammar and Use of English part and
Dictation, Listening and Reading part have A and B
versions. There is only one version of the Writing task.
You can assign all or none of these, depending on the time
available. If you are including the Listening test, it is best
to do the listening first, and then students can do the
other sections in their own time.

T16

End-of-year Test
The End-of-year Test provides a skills-based test covering
learning objectives from the whole course.
The test has three parts: Listening, Use of English and
Reading; Writing; Speaking. The Listening, Use of English
and Reading part has A and B versions. There is only one
version of the Writing task. Students do the Speaking tasks
in pairs, and there are separate materials for Students A
and B, as well as well as the answer key which includes
notes for the teacher with questions.
You can assign all or none of the parts of the test,
depending on the time available.



Assessment for Learning, GSE and 21st-century skills
ASSESSMENT FOR LEARNING
Focus Second Edition includes elements of Assessment for Learning methodology. The aim is to enhance learning by
supporting students in understanding what they know and what they need to do next, making them active in their own
learning. At the same time, using Assessment for Learning helps teachers to understand where their students are in their
learning and make decisions about how to help students improve.
When we talk about Assessment for Learning, we’re really talking about assessing students formatively, watching and
listening to our students to see how far they understand and using this to help decide what we need to do next. This can
be during any activity in class or using a test from the Assessment Package.
In Focus Second Edition, a handful of Assessment for Learning techniques and activities have been integrated into each
unit to give students an awareness of what and how they are learning and give you, the teacher, lots of opportunities
to assess how each student is doing.
Each unit starts with a thought-provoking quote linked to the topic of the unit to get students thinking about the theme
as a whole, as well as help them remember any topic vocabulary that they already know. The SHOW WHAT YOU KNOW
section at the start of the unit reinforces this and helps all students start from a confident beginning.
Throughout the unit, you can use class activities and/or the quizzes in the Assessment Package to check students’ learning
and deal with any misunderstandings or areas of weakness during the cycle of learning. Consider using the quizzes and
other tests in alternative ways: have students work on them together or mark each other’s papers. Ask them to highlight
areas for revision or further work. Rather than marking papers right or wrong, indicate how many answers are wrong and ask
students to work together to find the errors, using their classmates’ feedback, the Internet, or reference books to help make
the corrections.
In addition, the vocabulary and grammar lessons in the Workbook finish with SHOW WHAT YOU’VE LEARNT exercises
which help students be aware of their own learning. The Self-check sections at the end of each Workbook unit give
students an opportunity to revise the grammar and vocabulary from the unit and check their progress.

The GLOBAL SCALE OF ENGLISH
The Global Scale of English is a standardised, granular scale from 10 to 90, which measures English language proficiency.
Unlike other benchmarks that describe attainment in broad bands, it identifies what a learner can do at each point on the
scale across speaking, listening, reading, and writing skills. For instance, a person who has a speaking ability of 47 ‘can

describe their dreams, hopes, and ambitions.’
The scale is designed to motivate learners by demonstrating incremental, step-by-step progress in their language ability.
Teachers can use their knowledge of their students’ Global Scale of English level to choose materials that are precisely
matched to ability and learning goals.
The Global Scale of English serves as a standard against which English language courses and assessments worldwide can
be benchmarked, offering a truly global and shared understanding of language proficiency levels.
Visit www.english.com/gse to learn more about the Global Scale of English.

21ST-CENTURY SKILLS
Focus Second Edition provides students with an opportunity to develop the skills they need to be successful
in a 21st-century community, with its increased need for the efficient use of the information the students have learnt.
Discussion and role-play activities throughout the course encourage students to practise their communication and
collaboration skills, which they develop further while working together on the projects found at the end of each unit
(see the teacher’s notes to the Focus Review sections). The projects are aimed at developing both students’ personal skills
and their creativity. The Focus Vlog videos expose students to various native and foreign accents of English as the speakers
talk about their personal experience and the cultures of their home countries. Moreover, the Focus Vlog worksheets include
the Focus on Life Skills sections with activities designed to develop creativity and teamwork as well as collaboration,
communication and digital skills. The BBC videos featuring engaging stories from various cultures expand students’ cultural
awareness, encouraging them to discuss the ideas presented and to compare them with their own experiences, providing
an opportunity to hone their critical thinking skills.
The Life skills photocopiable resources at the back of the Teacher’s Book develop students’ future career, social and
personal development skills, focusing on such topics as: giving effective presentations, choosing a career, taking part
in a debate, setting achievable goals and using online resources.

T17


Mediation in Focus Second Edition
In 2017, the Council of Europe released the CEFR Companion Volume with New Descriptors – a set of new Can Do
statements to complement the original 2001 publication. A key focus for this new set of descriptors is Mediation.

When most people think of Mediation, they either think about disputes (resolving conflict between two parties) or, in the
context of language, they think of translation and interpreting. Both are true, but the term is used more broadly to cover
spoken and written language functions in which the learner is conveying and interpreting meaning. Mediation descriptors
may be new to the CEFR, but mediation itself is not new – within the same language (intralingual) or from one language to
another (interlingual). It combines reception, production and interaction and is a common part of everyday language use
– making communication possible between people who, for whatever reason, are unable to communicate successfully with
each other: they may speak different languages and require a translation, they may not have the same subject knowledge
information and need an explanation or simplification, they may not be of the same opinion and need someone to identify
common ground. Mediation can also involve written texts – with the reader summarising, paraphrasing or interpreting the
information for a different audience.
How is Mediation organised in the CEFR?
The scales (categories) for mediation are presented in three groups, reflecting the way in which mediation tends to occur.
1 Mediating a text consists of passing on to another person (in speech or writing) the content of a text which is, for various
reasons, inaccessible to them. It includes:
• relaying specific information (e.g. listening to or reading something and then passing the information on to a third
party). This may not be an explicit activity at the lower levels of the course, but this skill is practised whenever learners
are asked to listen for information or scan the text and then tell the teacher/classmate what they have understood;
• explaining data (e.g. in graphs, diagrams, charts);
• processing text (e.g. summarising a text or set of texts, making a technical text understandable to a non-specialist,
passing on key information from an announcement or set of instructions);
• translating a written text;
• note-taking (lectures, seminars, meetings);
• expressing a personal response to creative texts (including literature) (e.g. explaining why you like a story/film,
interpreting a character’s reactions, describing how a creative text makes you feel);
• analysis and criticism of creative texts (including literature) (e.g. critically evaluating the success of a creative text,
comparing different approaches to a subject in different creative texts, explaining the techniques used by the author
to create emotions, atmospheres).
2 Mediating concepts involves facilitating access to knowledge and concepts for others. It includes:
• collaborating in a group (e.g. asking for other people’s opinions, inviting others into the discussion, saying why you
agree or disagree with an opinion, asking questions to keep the discussion going, highlighting the main issues that

need to be discussed);
• leading group work (e.g. allocating turns in a discussion, keeping the discussion on topic, asking questions to clarify
meaning, asking others to explain their reasoning behind an opinion, encouraging others to elaborate on what they
have said).
3 Mediating communication facilitates understanding and successful communication between users who may have
individual, sociocultural, sociolinguistic or intellectual differences. It includes:
• facilitating pluricultural space (e.g. supporting inter-cultural exchanges, understanding cultural differences,
demonstrating an understanding of different perspectives);
• acting as intermediary in informal situations (with friends and colleagues);
• facilitating communication in delicate situations and disagreements.
Where is Mediation in Focus Second Edition?
Plenty of Mediation activities can be found in Focus Second Edition – both for mediating the texts intralingually and
interlingually. Look out for all open reading and listening comprehension tasks, translation and transformation tasks,
gapped summaries, rewriting texts in a different register (formal/informal), picture description, speculating or drawing
conclusions.
There are also numerous tasks which cater for mediating concepts and communication – look out for communicative
pairwork or groupwork tasks, projects or problem-solving activities.
Source: Common European Framework of Reference for Languages, Learning, Teaching, Assessment, CEFR Companion
Volume with New Descriptors

T18


How to teach with projects
THE BENEFITS OF TEACHING WITH
PROJECTS
The benefits
Projects help students to work together to produce
a presentation, a poster, etc. in English. They usually
require students to do research and present the

information in a creative way. Projects in the English
language classroom provide several benefits:
1 Authentic use of language
Students work on a task which requires them to use
English authentically. Projects also often develop all four
skills: reading, writing, listening and speaking.
2 Development of personal skills
Projects often require learners to collaborate, enabling
them to develop skills such as the ability to cooperate,
solve problems and communicate.
3 Development of autonomy
As project work involves students making decisions about
how to achieve their learning objective, they are able to
develop learner autonomy with support and guidance
from their teacher.
4 Development of critical thinking skills
Students can develop information literacy and media
literacy when doing research online, determining what
information is useful, biased, false, etc. They can also
develop critical thinking skills when analysing that
information, evaluating it and deciding how to use it.
5 Development of creativity
Many projects require learners to be creative in some
way. Creativity, along with collaboration, communication
and critical thinking skills are considered to be key skills
for 21st-century learning.

HOW TO EXTEND FOCUS PROJECTS
The teacher’s notes to each Focus Review lesson include
a topic for a project. We encourage teachers to acquaint

their students with the project at the beginning of the unit
so that they can work on it over a longer period of time.
Here is one of the topics from Focus 2 Second Edition:
Work in groups. Do some research to find out about
unusual scientific work or a place to do science
experiments. Prepare a presentation about it and
then present it to your class.
To expand the project, students’ work on it could be
divided into a few stages:
1 In class: After the first lesson of the unit, students are
given the topic of the project.
Homework: Each student researches unusual scientific
work or a place to do experiments.
2 In class: Students share their research with their groups
and then select one piece of work or place they are most
interested in.
Homework: Students go away and do more research on
the scientific work or place to do experiments they have
selected. They take notes. They plan a presentation
about it.
4 In class: Groups work together and give each other oral
feedback and suggestions on their plans.
Homework: Then they prepare their presentations.
5 In class: Students present their work to the class.
Then they vote on their favourite unusual scientific work
or place to do experiments and discuss why.

6 Increased motivation
Project work adds variety to lessons and gives students
an opportunity to use English in contexts close to their

lives. Students’ motivation increases when they make
their own decisions regarding what exactly their project
will focus on and then have a chance to present it to
others.
It is important to note that while project work provides many
development opportunities, students are likely to need
support in exploiting those opportunities, such as advice
from their teacher on how to work independently
or feedback on their communication skills.

T19


Focus Second Edition and Readers
In order to help students achieve greater fluency in English and gain confidence and pleasure in learning the language,
we have carefully selected a list of Pearson English Readers to accompany each level of Focus Second Edition.

Level 1
LEVEL 2

LEVEL 2

LEVEL 2

1200 headwords

B2 +

C1


50

60

70

80

90

GSE 10

600 headwords

Level 1

300 headwords

Easystarts

200 headwords

CEFR

C2

nglish at www.englishscale.com

A2 +

A1

B1 +

B2 +

C1

Level 6

3000 headwords

Level 5

2300 headwords

Level 4

1700 headwords

Level 3

1200 headwords

Level 2

600 headwords

Level 1

300 headwords

Easystarts

200 headwords

20

Learn about the Global Scale of English at www.englishscale.com

40

50

60

70

80

90

GSE 10
Level 6

3000 headwords

Level 5

2300 headwords

Level 4

1700 headwords

Level 3

1200 headwords

Level 2

600 headwords

Level 1

300 headwords

Easystarts

200 headwords

CEFR
CEFR

C2

30

Series Editors: Andy Hopkins and Jocelyn Potter


A2 +

A1

B1 +

20

30


A1

40

50

A2 +

60

B1 +

70

80

90

B2 +

C1

C2

Charlotte Brontë

1700 headwords

Level 3

40

LEVEL 3

Jane Eyre

2300 headwords

Level 4

30

3

Pearson English Readers

Level 5

20

Series Editors: Andy Hopkins and Jocelyn Potter

Robert Louis Stevenson

3000 headwords

Dr Jekyll and Mr Hyde

GSE 10
Level 6

Level 2

B1 +

LEVEL 3

Jane Eyre, a poor girl, leaves her cruel aunt’s house and goes away
to school. Later, she becomes a teacher and works for the rich
Mr Rochester. She loves him and wants to marry him. He loves her
too, but he has a dark secret …

Pearson English Readers

90

LEVEL 3

Why is the frightening Mr Hyde a friend of the nice Dr Jekyll? Who
is the evil little man? And why does he seem to have power over
the doctor? After a terrible murder, everyone is looking for Mr
Hyde. But he has disappeared. Or has he?

Mark Twain

80

3

Two babies are born on the same day in England. One boy is a
prince and the other boy is from a very poor family. Ten years later,
they change places for a game. But then the old king dies and they
cannot change back. Will the poor boy be the new King of England?

The Prince and the Pauper

70

LEVEL 3

Jane Eyre

Series Editors: Andy Hopkins and Jocelyn Potter

Charles Dickens

60

LEVEL 2
Dr Jekyll and Mr Hyde

A Christmas Carol

50

2

The Prince and the Pauper
Pearson English Readers

Pearson English Readers

e doesn’t like
ome ghosts visit
ossible future.

2

Level 2

Learn about the Global Scale of English at www.englishscale.com

B2 +

C1

C2

British English

Classic

Learn about the Global Scale of English at www.englishscale.com

Number of words (excluding activities): 8,327
British English

Classic

Number of words (excluding activities): 9,137

Number of words (excluding activities): 13,232

Cover photograph © BBC 1975

Cover illustration by Stefan Holliland / Photograph © Getty Images /
Hulton Archive / Andrew Olney

Audio CD pack also available

Cover illustration by Sirida Pensri / Cover images: Main: Bridgeman Art Library
Ltd: Stitch! Stitch!, 1876, Millais, Sir John Everett (1829-96) / © Johannesburg Art
Gallery, South Africa; Surrounding pattern: Getty Images: Bridgeman Art Libray /
William Morris

Audio CD pack also available

Audio CD pack also available

Pearson English Readers

Pearson English Readers

Pearson English Readers

Pearson English Readers

Pearson English Readers

Pearson English Readers are simplified texts which provide

Pearson English Readers are simplified texts which provide

step-by-step approach to the joys of reading for pleasure.
The aPrince
and the Pauper

For teacher’s support material visit pearsonenglishreaders.com

a step-by-step approach to the joys of reading for pleasure.
Dr Jekyll
and Mr Hyde

For teacher’s support material visit pearsonenglishreaders.com

Charles Dickens

9781405842907_cover.indd 1

13/02/15 4:50 PM

Robert Louis Stevenson

9781405855457_CVR.indd 1

ISBN 9781405842907

12/02/15 10:04 AM

9781405876636_CVR.indd 1

ISBN 9781405855457

Level 3
LEVEL 4

4

LEVEL 4

LEVEL 4

4

LEVEL 4

1700 headwords

Level 3

1200 headwords

Level 2

600 headwords

Level 1

300 headwords

Easystarts

200 headwords

CEFR

C2

40

50

60

70

80

Series Editors: Andy Hopkins and Jocelyn Potter

90

GSE 10


A1

A2 +

B1 +

B2 +

C1

Level 6

3000 headwords

Level 5

2300 headwords

Level 4

1700 headwords

Level 3

1200 headwords

Level 2

600 headwords

Level 1

300 headwords

Easystarts

200 headwords

CEFR

C2

Learn about the Global Scale of English at www.englishscale.com


30

A1

40

A2 +

50

B1 +

60

70

B2 +

80

C1

90

Classic

British English

The Picture of Dorian Gray

9781405865227_CVR.indd 1

27/06/2016 17:22

ISBN 9781405882293

LEVEL 6

6

Only the Woman in White knows the truth of Laura Fairlie’s cruel
husband. Can Walter Hartright discover the terrible secret? From
the moment Walter meets this mysterious woman, his future and
that of Laura are linked for ever.

Series Editors: Andy Hopkins and Jocelyn Potter
GSE 10
Level 6

3000 headwords

Level 5

2300 headwords

Level 4

1700 headwords

Level 3

1200 headwords

20

30

40

50

60

70

80

90

300 headwords

Easystarts

200 headwords

CEFR


A1

A2 +

B1 +

B2 +

C1

C2

26/02/15 1:14 PM

LEVEL 6

Learn about the Global Scale of English at www.englishscale.com

Classic

British English

Number of words (excluding activities): 25,937
Cover photograph © BBC The Woman in White, 1997. Tara Fitzgerald as
Marian Fairlie. Photographer: John Rogers

Audio CD pack also available

Pearson English Readers

Pearson English Readers

Pearson English Readers

Great Expectations

Pearson English Readers are simplified texts which provide
a step-by-step approach to the joys of reading for pleasure.

The Woman in White

teacher’s support material visit pearsonenglishreaders.com
CharlesForDickens

Wilkie Collins

01/04/15 7:51 AM
9781405882767_CVR.indd 1

ISBN 9781405865289

ISBN 9781405882767

90

LEVEL 5


A1

A2 +

B1 +

B2 +

C1

C2

Learn about the Global Scale of English at www.englishscale.com

British English

Pearson English Readers

Sherlock Holmes
Short Stories

For teacher’s support material visit pearsonenglishreaders.com

600 headwords

Level 1

80

Charles and Mary Lamb

The Woman in White

sh at www.englishscale.com

T20

CEFR

60

Tales from Shakespeare

For teacher’s support material visit pearsonenglishreaders.com

Oscar Wilde

Wilkie Collins

C2

200 headwords

50

Pearson English Readers are simplified texts which provide
a step-by-step approach to the joys of reading for pleasure.

The Woman in White

C1

Charles Dickens

B2 +

Easystarts

40

Pearson English Readers

Pearson English Readers are simplified texts which provide
a step-by-step approach to the joys of reading for pleasure.

Pearson English Readers

Pearson English Readers Great Expectations

+

300 headwords

30

Pearson English Readers

Pearson English Readers

LEVEL 6

Level 2

3/15/16 12:05 PM

Audio CD pack also available

Level 5

90

600 headwords

Level 1

Classic

Pearson English Readers

9781405882293_CVR.indd 1

80

1200 headwords

Level 2

C2

Audio CD pack also available

ISBN 9781405882149

70

Level 3

20

Cover illustration by © Nick Hardcastle / www.nickhardcastle.co.uk

For teacher’s support material visit pearsonenglishreaders.com

60

1700 headwords

Cover image © Mary Evans Picture Library / Philip Talmage

Jane Austen

wo very
the other
es with her.
ortune?

2300 headwords

Level 4

Cover shows Portrait of a Young Man by Edward Seago courtesy of
Christie’s Images

Emma

6

3000 headwords

Level 5

Number of words (excluding activities): 35,476

Pearson English Readers are simplified texts which provide
a step-by-step approach to the joys of reading for pleasure.

LEVEL 6

GSE 10
Level 6

Number of words (excluding activities): 28,012

Pearson English Readers

5

70

Series Editors: Andy Hopkins and Jocelyn Potter

Number of words (excluding activities): 16,326

Audio CD pack also available

m

20

In these six stories we join the brilliant detective, Sherlock Holmes,
and his friend Dr Watson, in a variety of exciting adventures. These
include several suspicious deaths, the mystery of the engineer with
the missing thumb, and the strange case of the two men who share
a very unusual name.

Learn about the Global Scale of English at www.englishscale.com

British English

Classic

LEVEL 5

Sir Arthur Conan Doyle

2300 headwords

Level 4

30

LEVEL 5

Sherlock Holmes Short Stories

3000 headwords

Level 5

glish at www.english.com/gse

Library / Private

ISBN 9781405876636

Pearson English Readers

Level 6

20

Charles and Mary Lamb

GSE 10

Tales from Shakespeare

Series Editors: Andy Hopkins and Jocelyn Potter

90

Oscar Wilde

C1

11/02/15 4:23 PM

Sherlock Holmes Short Stories

This book includes stories based on seven of Shakespeare’s
greatest plays. We meet many of Shakespeare’s most famous
characters – magical Prospero; Puck, the badly-behaved fairy;
evil Macbeth; Shylock, the greedy moneylender, and many more.
This is a wonderful first step on the journey into the world of
Shakespeare.

The Picture of Dorian Gray

Jane Austen

B2 +

80

5

Pearson English Readers

An artist paints a picture of the young and handsome Dorian Gray.
When he sees it, Dorian makes a wish that changes his life. As he
grows older, his face stays young and handsome. But the picture
changes. Why can’t Dorian show it to anybody? What is its
terrible secret?

Emma

1+

70

LEVEL 5
Tales from Shakespeare

Pearson English Readers

Pearson English Readers

60

Charlotte Brontë

Level 4

The Picture of Dorian Gray

kes to arrange
village of
es more
es her own

Jane Eyre

For teacher’s support material visit pearsonenglishreaders.com

Mark Twain

ISBN 9781405842822

Pearson English Readers

Pearson English Readers

Pearson English Readers are simplified texts which provide

a step-by-step approach to the joys of reading for pleasure.
A Christmas
Carol

om

British English

Classic

13/02/15 5:39 PM

9781405865234_CVR.indd 1

ISBN 9781405865227

Sir Arthur Conan Doyle

17/03/16 5:11 PM

ISBN 9781405865234

18/02/15 11:42 AM


How to flip the classroom with Focus
The flipped classroom is an approach where classroom
instruction is given to students at home via a video, tasks
are usually given for homework and then completed
in class with the teacher’s support. Teachers who flip their
classrooms believe that the approach allows students
to become more independent in their learning: rather than
receive information in the classroom, they take more
control and ensure they learn outside the classroom.
In class, students have time to ask the teacher questions
if they still do not understand and they choose when they
need support. This autonomy can motivate students and
may result in a higher level of engagement. What is more,
they gain more practice time and receive more feedback
from the teacher on performance.
In English language learning, flipping the classroom means
students listen to or read information about language
at home before a lesson, leaving more time for practice
of that language in the classroom. Alternatively, it could
be information about an exam technique or how to write
a specific type of text. Students can tackle the same tasks
or collaborate in groups on different tasks to ensure they
work at a level suitable for them.
In the lesson, the teacher begins by checking students’
understanding of the material that was set as homework

(video, reading, listening or a grammar explanation), then
gives several practice tasks to complete. Finally, at the end
of the lesson, students reflect on what they have learnt
to help them identify progress and areas where they still
need to improve. This reflection allows students to gain
a greater understanding of their strengths and weaknesses,
and encourages them to set achievable learning goals for
future lessons.
Focus provides the following resources that will help flip
the classroom:

GRAMMAR AND USE OF ENGLISH REFERENCE
AND PRACTICE
The Grammar and Use of English Reference and Practice
section at the back of the Student’s Book contains detailed
information about the meaning, function and form of
the target language, with examples and practice exercises.
These can be used by the teacher in class when explaining
language, but they can also be set as homework for
students.
WORKBOOK SUPPORT
Similarly to the Student’s Book, the Workbook contains
SHOW WHAT YOU KNOW exercises in the Vocabulary
lessons. Moreover, there are SHOW WHAT YOU KNOW
exercises in the Grammar lessons too, which can be used
as homework prior to the Grammar lesson to check what
students already know. Alternatively, the Workbook
exercises can be completed in class to provide as much
practice as possible while the teacher is available to offer
support and clarify any confusing aspects of the language.

ONLINE PRACTICE
Similarly to the printed Workbook, some of the exercises
can be completed online prior to the lesson to maximise
learning. This is particularly beneficial as the interactive
Workbook exercises have an instant feedback functionality,
which enables students to quickly check their answers.
EXTRA DIGITAL ACTIVITIES
The extra digital activities contain grammar, vocabulary
and Use of English checkpoints which help students
prepare for class tests, monitor their progress and check
if they are ready for the exam(s). A teacher may choose
to ask students to complete them before the class.

VOCABULARY: SHOW WHAT YOU KNOW AND
WORD LISTS
The teacher can start a unit by revising vocabulary
students should already know. The SHOW WHAT YOU
KNOW sections at the beginning of each Vocabulary
lesson serve this purpose. In addition, in order to check
students’ knowledge of the unit vocabulary, identify
the areas which need more focus and maximise student’s
exposure to the new words, the teacher can ask students
to analyse the word lists at the end of each unit.
VIDEO
The teacher can ask students to watch any of the wide
variety of videos at home. This allows the teacher to check
understanding before the lesson and adjust their lesson
plan if students have found the language particularly easy
or difficult.
READING AND LISTENING TEXTS

The teacher can also set a reading text (and its recorded
version) or a listening text in a lesson as homework for
the next class. By doing this, the time in class can be spent
on checking comprehension and actually duscussing
the text rather than reading it or listening to it for the first
time, which usually takes a lot of time. Another advantage
of this approach is that students’ involvement with the text
will be greater if they have seen it several times, which
accelerates the learning process.

T21


1

Lives people live

BBC

VOCABULARY

GRAMMAR

LISTENING

pp. 4–5 Personality;
un-, in-, im-, ir-, dis-;
questions with like
Reading: Charity
p. 15 Word list

p. 6 Present tenses –
question forms; subject
and object questions;
wh- questions

p. 7 Voluntary work
Vocabulary: -ive, -ative, -able,
-ing
Exam Focus: Note completion
Pronunciation Focus: Word
stress – personality adjectives

GRAMMAR ANIMATION

p. 117

1

FOCUS VLOG

2

p. 116 Student accommodation

2

Science and technology
BBC

6

pp. 18–19 Phones and
p. 20 Past Continuous
computers; word building;
and Past Simple
collocations
GRAMMAR ANIMATION
Listening: Famous scientists
p. 119 FOCUS VLOG
p. 29 Word list

p. 21 Becoming a scientist
Vocabulary: Science and
scientists; collocations
Exam Focus: Matching
Pronunciation Focus: Word
stress – scientists

pp. 32–33 TV programmes; p. 34 Comparative and
adjectives; elements of
superlative adjectives
a film/TV drama
GRAMMAR ANIMATION
Reading: One episode is
12
never enough
p. 43 Word list

p. 35 A street artist

Vocabulary: Art and artists
Exam Focus:
Multiple choice
Pronunciation Focus: Word
stress – countries
and nationalities

pp. 46–47
Describing houses; inside
a house; make or do
Listening: The narrowest
house in the world
p. 57 Word list

p. 49 Teenagers’ rooms
Vocabulary: Phrasal verbs
Exam Focus: Matching
Pronunciation Focus:
Long vowel sounds

7

p. 118 Urban legends

3

The arts

BBC

3

8

11

p. 120 The Musketeers

4

Home sweet home

BBC

p. 48 Present Perfect
with for and since
GRAMMAR ANIMATION

p. 123

FOCUS VLOG

16

17

15

p. 122 Cave houses

5

Time to learn
BBC

20

pp. 60–61 Education;
phrasal verbs; collocations
Reading: School systems
around the world
p. 71 Word list

p. 62 First Conditional

pp. 74–75 Collocations;
describing jobs; phrasal
verbs
Listening: The worst jobs
p. 85 Word list

p. 76 Second
Conditional

GRAMMAR ANIMATION

21

p. 63 Dealing with exam stress
Vocabulary: get

Exam Focus: True/False
Pronunciation Focus: Large
numbers

p. 124 South Korean schools

6

Just the job
BBC

GRAMMAR ANIMATION

p. 127

FOCUS VLOG

26

25

27

p. 126 Window cleaning

7

Consumer society
BBC

30

p. 128 Cheap shopping

8

Well-being

BBC

pp. 88–89 Shops and
services; clothes and
appearance; collocations
Reading: The truth about
shopping
p. 99 Word list

p. 90 The Passive

pp. 102–103 Symptoms;
health; phrasal verbs
Reading: Apps to keep
you fit
p. 113 Word list

p. 104 Past Perfect

GRAMMAR ANIMATION

31

GRAMMAR ANIMATION

p. 131

FOCUS VLOG

37

38

p. 77 Becoming an airline
pilot
Vocabulary: Collocations; jobs
Exam Focus: Multiple choice
Pronunciation Focus: Stress in
job names
p. 91 Buying presents
Vocabulary: Word families
Exam Focus: Matching
Pronunciation Focus: Silent
letters
p. 105 Central Park
Vocabulary: Places to do
sport
Exam Focus: Multiple choice
Pronunciation Focus:
Diphthongs

36

p. 130 Keeping fit
pp.116–131 Video worksheets

pp. 132–155 Grammar and Use of English reference and practice

WORD STORE BOOKLET Word Stores 1–8, Use of English, Word practice, Word building

2


READING

GRAMMAR

USE OF ENGLISH WRITING

SPEAKING FOCUS REVIEW

pp. 8–9 A brief guide
p. 10 Verb + -ing or
to the generations
verb + to infinitive
Vocabulary: Verb +
Vocabulary: Clothes
preposition
GRAMMAR ANIMATION
Exam Focus: Matching

p. 11 so and such

pp. 22–23 Science at
p. 24 used to
the South Pole
GRAMMAR ANIMATION
Vocabulary: Nouns and
verbs; the temperature
Exam Focus: Multiple
choice

p. 25 Linkers and time pp. 26–27
p. 28 Telling
expressions
Writing Focus:
a story
A story
ROLE-PLAY
Multiple-choice
Language Focus:
cloze
10
Informal linkers

Multiple-choice
cloze

4

pp. 36–37 Superheroes
Vocabulary: Books;

cinema; phrasal verbs
Exam Focus: Matching

9

p. 38 Present Perfect p. 39 too and not
enough
with just, already,
(not) yet and Past
Key word
Simple
transformation

pp. 12–13
p. 14 Showing pp. 16–17
Writing Focus:
interest
A personal email/ ROLE-PLAY
letter
5
Language Focus:
Adjective +
preposition
pp. 30–31

pp. 40–41
p. 42
Writing Focus:
Describing
A film review

a photo
Language Focus:
Adjectives to
describe films,
plots, screenplays
etc.

pp. 44–45

pp. 50–51 People who
p. 53 Adverbs
p. 52 Future forms:
don’t live in traditional
Present Continuous,
Multiple choice
houses
be going to and will
Vocabulary: Landscape GRAMMAR ANIMATION
features; describing
18
places; collocations
Exam Focus: Gapped
text

pp. 54–55
p. 56 Making
Writing Focus:
suggestions
A blog entry
ROLE-PLAY

Language Focus:
19
Punctuation –
commas

pp. 58–59

pp. 64–65 Different,
p. 66 Defining
not less
relative clauses
Vocabulary: Nouns and GRAMMAR ANIMATION
verbs; of and for
p. 125 FOCUS VLOG
Exam Focus: Matching

pp. 68–69
Writing Focus:
An enquiry
Language Focus:
Indirect questions

pp. 72–73

GRAMMAR ANIMATION

p. 121

FOCUS VLOG

13

22

14

p. 67 Future time and
conditional clauses
Sentence
transformation
23

p. 70 Giving
an opinion;
agreeing and
disagreeing
ROLE-PLAY

24

pp. 78–79 Personality
types and careers
Vocabulary:
Compound nouns;
word families
Exam Focus: Multiple
matching

p. 80 Modal verbs
for obligation and

permission

pp. 92–93 The brains
behind Amazon.com
Vocabulary: Shopping
Exam Focus: Multiple
choice

p. 94 Quantifiers

GRAMMAR ANIMATION

28

GRAMMAR ANIMATION

p. 129

FOCUS VLOG

32

33

p. 81 Adjectives
pp. 82–83
p. 84 Asking pp. 86–87
ending in -ed and -ing Writing Focus:
for and giving
A job application advice

Multiple choice
Language Focus: ROLE-PLAY
Formal language
29
in a job
application letter
p. 95 Indefinite
pronouns: someone,
anything, nowhere,
everybody, none, etc.
Sentence
transformation

pp. 106–107 The tower p. 108 Reported
p. 109 Phrasal verbs
that sucks in smog and Speech
Gapped sentences
spits out clean air
GRAMMAR ANIMATION
Vocabulary: Pollution;
39
word families
Exam Focus: Openended questions

pp. 96–97
p. 98
Writing Focus:
Shopping
A formal written
ROLE-PLAY

complaint
34
35
Language Focus:
Formal language

pp. 100–101

pp. 110–111
p. 112
Writing Focus:
A doctor’s
A reader‘s
appointment
comment –
ROLE-PLAY
linkers
40
41
Language Focus:
Structures with
make

pp. 114–115

p. 156 Prepositions p. 157 Phrasal verbs p. 158 Pronouns and numerals p. 159 Irregular verbs

3

1

1.1

VOCABULARY
Personality • un-, in-, im-, ir-, dis• questions with like
I can describe people’s personality and
emotions.

SHOW WHAT YOU KNOW
1 Match adjectives 1–6 with their opposites a–f.
e
1 funny
a boring
2
3
4
5
6

interesting
loud
positive
relaxed
sociable

a
f
c
b

d

b
c
d
e
f

stressed
negative
unsociable
serious
quiet

2 SPEAKING Use the adjectives in Exercise 1 to describe people
you know.

Lives
people live
Life is really simple, but we insist on
making it complicated.

GENERATION GAP?
YOUNG PEOPLE SAY …
You do charity work because you’re kind
and generous, right? Well, that’s a bit
dishonest.. In fact, I really enjoy spending
time with older people.

Confucius

Thanks to my visits, I hope she feels less
lonely than before. Mitzi helped me a lot
when I had some work problems.
She’s a good listener. I talk to her about
my worries and she gives me advice.
She’s wise, sensitive and has a lot of
experience. I’m talkative, and they like that.
My grandparents are very quiet and polite,
but older people are not all like that. John’s
really loud and funny. We laugh a lot together.
STUDENT ACCOMMODATION

1 Watch the BBC video.

For the worksheet, go to page 116.

UNIT 1 VIDEOS
BBC Student accommodation
1

GRAMMAR ANIMATION
2 Lesson 1.5
Lesson 1.2

4

FOCUS VLOG About happiness
3
Lesson 1.2

ROLE-PLAY
Lesson 1.8

5

4

REFERENCES
Audioscript p. 176
Videoscript p. 193
Using videos in the classroom p. T14

4

EXTRA ACTIVITIES

• Photocopiable resource 1 What are
they like? (10 min.) pp. 201, 212
• Photocopiable resource 2 Test
yourselves (10 min.) pp. 201, 213
• Extra digital activities: Vocabulary
Checkpoint

• Students write more gap fill
sentences like the ones in ex. 9 for
the WORD STORE vocabulary. They
exchange and complete sentences.

WORKBOOK
pp. 4–5, including Show What You’ve

Learnt


VIDEO
3

1

1.2 SPEAKING Look at the photos and discuss

the questions. Then listen and check your ideas.
1 What is the purpose of the charity organising
these activities?
2 What can young people do to help older people?
3 What can older people do to help young people?

Go to WORD STORE 1 page 3
WORD STORE 1A Personality
5

Exercise 3

1.3 Complete WORD STORE 1A with the adjectives

in red from the text. Then listen, check and repeat.

6 Replace the phrases in brackets with appropriate
adjectives from WORD STORE 1A.
caring
1 Charity workers are

(not selfish). They
are kind and helpful.
2 Teenagers are miserable (not cheerful). They are
always in a bad mood.
3 Young professionals are hard-working (not lazy). They
want to be successful.
4 Many billionaires are generous (not mean). They
give lots of money to charities.
shy
5 Most children are
(not outgoing).
They’re not confident with strangers.
silly
6 Young people are often
(not sensible).
They make stupid decisions.

4 Read the comments in the text. Who benefits
most: the young or the older people? Why?

1 It connects
young people
with old
people.
2 The young
can help older
people with
technology/
practical jobs.
3 The old can

help the young
with advice/by
listening.

7 SPEAKING Discuss whether you think the statements
in Exercise 6 are true.

WORD STORE 1B un-, in-, im-, ir-, dis8

1.4 Complete WORD STORE 1B with the underlined

adjectives in the text. Then listen, check and repeat.

OLDER PEOPLE SAY …

9 Complete the sentences with adjectives from WORD
STORE 1B.
honest
1 Gary is an
guy. He never tells lies.
wise
2 Emma is very
. She knows everything.
3 Paul’s only eighteen, but he has a job and lives on his
own. He’s very independent .
polite
4 Dan is very
. He always says ‘please’ and
‘thank you’.
5 Lucy is unadventurous . She doesn’t like travelling or

trying new experiences.
popular
6 Martha is very
. She is always the centre
of attention.

He’s adventurous – he travels to exciting places.
I love hearing about his adventures.
I can look after myself – I like to be independent
but I look forward to the weekly visits.
She’s outgoing and always cheerful – she makes
me feel young again.
I like being with young people. I am more confident
when I use the Internet now.
You read so many bad things about young people
in the press – that they’re selfish or irresponsible,
but he’s caring, sensible and hard-working.
He’s got tattoos and long hair. He looks like a hippy,
but he’s lovely and very popular with the ladies!

10 SPEAKING Change three of the names in Exercise 9
to describe people you know. Then tell your partner.

WORD STORE 1C Questions with like
11

1.5 Answer the questions in WORD STORE 1C

with the highlighted sentences in the text. Then listen,
check and repeat.

12 Rewrite the sentences with like if necessary. Then tick
the sentences that are true for you.
1
2
3
4
5

I look my dad. I look like my dad.
My neighbours are kind and friendly.
My mum looks her mum. My mum looks like her mum.
My parents always look cheerful.
My grandmother looks Queen Elizabeth.

My grandmother looks like Queen Elizabeth.
6 I chocolate. I like chocolate.

13 SPEAKING Complete these questions for the sentences
in Exercise 12 with you or your. Then ask your partner.
1 Do …? 2 What …?
5 Does …? 6 Do …?

3 Does …?

4 Do …?

Exercise 13
2 What are your
neighbours

like?
3 Does your
mum look like
her mum?
4 Do your
parents always
look cheerful?
5 Does your
grandmother
look like
Queen
Elizabeth?
6 Do you like
chocolate?

1 Do you look like your dad?

5

NEXT CLASS

• Ask students to prepare for
a 10–20-minute Vocabulary Quiz:
Assessment Package, Unit 1.1,
Vocabulary.
• Ask students to do Show What You
Know in the WB, p. 6.

5