Out and About Video Worksheets

English for Spanish Speakers
dVd aCtIvItY BoOk
Bachillerato
Batxillerat
Batxilergoa Garan Holcombe
Bacharelato
ENGLISH FOR SPANISH SPEAKERS
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978-84-9036-811-4 Teacher’s DVD with Activity Booklet Level 1 & 2
978-84-9036-801-5 Student’s Book 1 with Common Mistakes at Bachillerato Booklet
978-84-9036-802-2 Workbook 1 with downloadable audio
978-84-9036-803-9 Teacher’s Book 1
978-84-9036-804-6 Class Audio CDs 1
978-84-9036-805-3 Teacher’s Resource Disc 1
978-84-9036-321-8 Digital Out and About DVD-ROM 1
978-84-9036-806-0 Student’s Book 2 with Common Mistakes at Bachillerato Booklet
978-84-9036-807-7 Workbook 2 with downloadable audio
978-84-9036-808-4 Teacher’s Book 2
978-84-9036-809-1 Class Audio CDs 2
978-84-9036-810-7 Teacher’s Resource Disc 2
978-84-9036-275-4 Digital Out and About DVD-ROM 2
978-84-9036-813-8 PAU Test Generator
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DVD Activity Booklet
Voxpops and contents
VOX POP 1
Do teenagers spend too much time on social networks? 4
VOX POP 2
What’s the most dangerous situation you’ve ever been in? 5
VOX POP 3
Imagine a friend is visiting your town. Can you suggest some places to visit? 6
VOX POP 4
What do you like or dislike about sport? 7
VOX POP 5
Describing a photograph 8
VOX POP 6
Have you seen a good TV series recently? What was it about? 9
VOX POP 7
Agreeing and disagreeing 10
VOX POP 8
Have you ever been on the TV or radio or appeared in a newspaper? 11
VOX POP 9
Would you like to be famous? 12
VOX POP 10
What’s the worst holiday you’ve ever had? 13
VOX POP 11
The best way to reduce your carbon footprint is to avoid travelling by plane 14
VOX POP 12
What should I do? 15
VOX POP 13
Tell us about a coincidence that has happened in your life 16
VOX POP 14
What do you most regret in your life so far? 17
VOX POP 15
Tell us about an event you were invited to 18
DOCUMENTARIES 20- 48
Teacher’s Notes 50
LEVEL 1 UNIT 1
VOX POP 1
Do teenagers spend too much

time on social networks?
1 What are the advantages and disadvantages of using social media? Write down ideas and compare with a partner.
advantages disadvantages
2 1 Watch the video. Match the sentences 1–4

with the speakers a–d. Tip
a George b Callum c Lucy d Olivia
Make use of exaggeration when you
1 I believe that it’s kind of an addiction. express an opinion. Notice how Callum attempts
2 It’s taken us away from the way things used to be to persuade us of his views, by using this
where we’d spend more time face-to-face with our technique. I know people that have, I don’t know,
friends. thousands of friends, and it’s just, well, ridiculous.
3 In my opinion, when they use Facebook or Twitter it’s
just for looking at other people’s lives or showing off
about their own.
4 Work in pairs. Discuss the question.
Why are social networking websites so popular?
4 Well, to be honest, I think social networking is a
brilliant thing.
5 Write a short summary of your discussion in Exercise 4.
3 1 Watch the video again. Put the sentences Marta and I talked about social media and why it is so
a–d in the correct order. popular. We think it’s because we need to tell people about
our lives and social media makes that easier to do.
a I mean, sites like Facebook, YouTube, and other media
sites have allowed people to, well, communicate with
each other more freely.
b I think that nowadays teenagers spend a lot of time
PHOTOCOPIABLE © Cambridge University Press 2015
on Facebook and on Twitter and they care a lot about

uploading photos and looking at statuses.
c And there’s so many, so many functions that that we
use in this technological age, like sharing photos.
d Like, you go out, you go to parties and stuff and there’s
lots of friends together, and none of them are really
talking, they’re just all sitting around on their phones
or on the computer.
04 Vox pop 1 Do teenagers spend too much time on social networks?

LEVEL 1 UNIT 2
VOX POP 2
What’s the most dangerous

situation you’ve ever been in?
1 Unscramble the letters and write four adjectives to describe feelings or situations.
1 It was a csyra situation. 3 It was a itmactaru experience.
2 Everyone felt very daecsr. 4 It was quite nierfgirty to be in that position.
2 2 Watch the video and then read the

summaries. There are two mistakes in each summary. Tip
Highlight and correct them.
1 Lucy and her family were in a 4x4 ride through the desert Tell a story in a more dramatic way to engage
when the car stopped. It had a flat tyre. They had water, listeners. Notice how Callum says pitch black and
but no air conditioning. It was the middle of the night, pouring down with rain rather than it was dark and
and they thought they were going to be stranded. raining. He omits the pronoun and auxiliary verb
and uses expressions he thinks will make his story
a
more interesting than it would otherwise be.
b
2 Tristan and his family had returned from holiday. They
had been at home for two days before they realised 3 Work in pairs. Use the information below to tell
that they had picked up the wrong suitcase at the your partner a story about a dangerous situation.
airport. On the way back to the airport, their car went
Student A: You were stuck in a lift in a shopping
off the road and into a ditch. The windscreen of the car
was shattered. Nobody had any injuries. centre. The intercom in the lift wasn’t working. You didn’t
have your smartphone with you.
c
d Student B: You were cycling alone through the
3 Olivia lives in a block of flats. A few years ago there was forest when you fell off your bike and broke your leg. You
a fire a few floors below Olivia’s flat. The firemen and the tried to call for help but there was no network coverage.
policemen arrived and told everyone to evacuate the
building. Nobody got hurt and after a few days all the 4 Write a short paragraph describing the most
residents were allowed back into the building. dangerous situation you have been in.
e A few years ago in the summer, we were in the park and

everything was fine. Then this car came towards us at top
f
speed.
4 Callum was travelling around Pakistan with his family.
One night, they were on their way back to their hotel
by tuk-tuk or rickshaw. The rickshaw kept stopping. Its
engine would flood and it would take half an hour to
it started again. Callum thought a car was going to
crash into the side of the rickshaw.
g
h
Vox pop 2 What’s the most dangerous situation you’ve ever been in? 05
LEVEL 1 UNIT 3
VOX POP 3
Imagine a friend is visiting

your town. Can you suggest
some places to visit?
1 Complete the text with the words and phrases in the box.
fancy watching If that’s not your thing recommend going suggest To begin with
I come from Cardiff, the capital of Wales. There are lots of things to do here. 1 , you
could visit the castle. It’s in the centre of the city. If you 2 a rugby match, go to the
Millennium Stadium – that’s where Wales play. 3 , you could go to Queen Street
where you’ll find lots of shops. If you want to eat or drink, I 4 to St. Mary Street – it’s
full of cafes and restaurants. Oh, I also 5 you go to the National Museum, which has
an excellent collection of Impressionist art.
2 3 Watch the video. Match the speakers a–f with

the things they mention about their town or city 1–6. Tip
1 a big wheel a Tristan
Use conditional sentences for suggestions
2 an open-air theatre b Lucy
or recommendations. Notice how Olivia, Lucy
3 a football stadium c Hannah
and Callum all use conditionals when suggesting
4 cool shops d Olivia
things to see and do in their city. If you come to
5 a film e Callum
Liverpool, I think you should… .
6 long streets with shops and cafés f George
3 3 Watch the video again. Are the sentences

true or false? Correct the false sentences. 4 Work in pairs. Have a conversation about where
to go on a city break.
1 Olivia suggests going to a shopping centre.
Student A: You work for the Iberian Travel Company.
If you sell 100 city breaks a month to cities such as Barcelona
2 Lucy mentions rainy weather.
or Lisbon you get a bonus. You are enthusiastic and full of
suggestions.
3 Tristan doesn’t recommend going to the beach
in Scarborough. Student B: You want to go on a city break, perhaps
to London or Paris. You’d rather not go on holiday to
4 Hannah lives in Edinburgh. somewhere in Spain or Portugal, as you went to both
countries last year.
5 George doesn’t think there is much to do in Manchester.

5 Write a short paragraph about things to see and do
in your town or city.
6 Callum mentions two museums. There is always something to do in Dublin. You could take a
stroll around the beautiful Queen’s College, for instance.
06 Vox pop 3 Imagine a friend is visiting your town. can you suggest some places to visit?
LEVEL 1 UNIT 4
VOX POP 4
What do you like or dislike

about sport?
1 Work in pairs. Discuss the questions. 3 4 Watch the video again. Complete the
sentences with the correct phrases.
1 I find it’s to improve your
fitness.
2 , they give loads of money
1 What sports are you really into? to football and basketball, but then other sports such
as water polo or boxing or horse riding don’t get that
2 What sports are you not too keen on?
much attention or publicity.
3 What sports can’t you stand?
3 This can also and I hate it
4 What sports are your friends mad about? when people get very competitive and supporters fight
amongst each other.
4 about sports is that
2 4 Watch the video. Match the sentences 1–5 exercise makes you feel better about yourself.
with the speakers a–e. 5 I will watch the football, the World Cup,
a Lucy b Callum c Hannah d Olivia e George .
1 I think the best thing about cycling is the feeling of

accomplishment when you reach the top of a climb.
Tip
2 You might not be the fastest runner, or the fastest
swimmer, but you’re put in an environment where you Avoid being too direct with your opinions
have to be competitive with your classmates. in English as speaking bluntly can be considered
impolite. Notice how Callum prefaces his opinion
3 What I love about sports when it’s played
with a phrase that makes it clear he is about to
professionally is that different people come together
speak frankly. Well, to be honest, I’m not really a
for one team.
massive sports fan.
4 They have excessive amounts of wealth, these people,
for doing something that I really don’t think is helping
society. 4 Work in pairs. Discuss the statements.
5 If there’s a football match and a water polo match on

television, they’ll always tend to put the football match on. Football gets too much attention.
Sport is too competitive.
Sports stars earn too much money.
5 Write about the sport that you like or dislike the most.
My least favourite sport is basketball. I think it’s because I’m
so short. I prefer individual sports like tennis and golf.
Vox pop 4 What do you like or dislike about sport? 07

LEVEL 1 UNIT 5
VOX POP 5
Describing a photograph
1 Work in pairs. Read the text and then discuss

the question in the last sentence.
Tip
Seeing is believing
If you find yourself stuck for things to say
The camera was invented in the 19th century. In the 20th
when describing a photograph, do the following:
century images of all kinds – at the cinema, on the TV
1 Speculate on aspects of the photograph.
screen, on advertising billboards – replaced words at
(Notice that Hannah considers why the
the centre of our lives. What had been a literary culture
women in her photograph are in the market.
became a visual one. With cameras on our smartphones,
I think that they’re just having an outing into the
we are all photographers now. But can we really believe
market to shop for some new accessories.)
what we see? It is so easy to fake a photograph, so why
2 Say where you would expect to find such an
do we sometimes say ‘the camera never lies’?
image (alongside a newspaper or website
article, in an advert, in a book, etc.)
2 5 Watch the video and answer the questions.
3 Describe your reaction to the photograph.
Write O for Olivia, G for George, L for Lucy and H for
Does it make you laugh or think? Why? Do
Hannah.
you find it interesting or not?
1 Who mentions a waiter?
2 Which two speakers mention a market?
3 Which two speakers describe a group 3 Take it in turns to describe one of the
of women? photographs above. Don’t forget to talk about the
following:
4 Who mentions a taxi?
- describe what you see
5 Which two speakers run out of things to say?
- speculate on the people in the photograph
- say where you think the image comes from
- describe your reaction to it
4 Write a description of the photographs in Exercise 3.

This picture shows a group of teenagers on a shopping trip.
They’re in a fashionable chain store.
08 Vox pop 5 Describing a photograph

LEVEL 1 UNIT 6
VOX POP 6
Have you seen a good TV series

recently? What was it about?
1 Complete the questionnaire and then discuss your answers with your partner.
The Small Screen

1 What kind of TV programmes do you usually watch? 4 How often do you watch TV?
2 What's the last TV drama you saw? 5 Do you ever watch TV

programmes in English?
3 What are the best and worst comedy
shows you've ever seen?
2 6 Watch the video. Match the TV dramas 1–4

with the speakers a–d.
Tip
1 Family Guy a Olivia
2 Game of Thrones b Tristan When describing something, particularly
the plot of a book, film or TV drama, do not give
3 The Walking Dead c Callum
too much detail. Notice how Tristan uses the
4 Downton Abbey d Hannah adverb basically to alert listeners to the fact that
he intends to offer a summary of the drama’s plot
3 6 Complete the descriptions of TV dramas rather than go into great detail about it.
with the words in the box. Then watch the video again
to check your answers.
based around characters episode follows

4 Work in pairs. Discuss the questions
plot show series set takes place 1 What is your favourite drama on TV?
Why do you like it?
1 It’s in a kind of medieval 2 Which TV dramas do you not like and why?
environment where everyone uses bows and swords. 3 Which do you think are more interesting:
2 It’s all the ‘zombie TV dramas or films?
apocalypse’.
3 It in a fictional
5 Write a description of your favourite TV series.
What’s it about? Who are the main characters?
Yorkshire estate called Downton Abbey. It
What do you like about it?
the lives of three sisters
and they’re affected by historical events. I really like My favourite TV series is Modern Family. I think the
this because I can identify performances and writing are outstanding and …
with the and it also has
very exciting twists in the .
4 Well, there was this one
that I was watching. It’s called Family Guy. Each
is slightly different.
Vox pop 6 Have you seen a good tv series recently? what was it about? 09
LEVEL 1 UNIT 7
VOX POP 7
Agreeing and disagreeing
1 Read the text. Discuss the questions at the end

of the text with a partner. Tip
‘You are entitled to your own opinion’ is one of the clichés
Learn how to form a negative opinion.
of modern life. This phrase is often used when someone
Note that we say I don’t feel / believe / think that +
has been presented with a view that they disagree with.
affirmative rather than I feel / believe / think that
Rather than debate the idea, some people choose to
+ negative.
make the obvious point that everyone has an opinion.
But let’s think a little about that phrase. Is it true? Is ✔ I don’t think that teenagers should have part-
everyone entitled to their own opinion? Does every time jobs because …
opinion have the same value? ✘ I think that teenagers shouldn’t have a part-
time job because …
2 7 Watch the video. Are the sentences true or
false? Correct the false sentences.
1 Tristan thinks being allowed to drive at 16 would make 3 Work in pairs. Discuss the statements from the
his life more interesting. video.
2 Lucy believes that teenagers should have part-time 1 Sixteen-year-olds should be allowed
jobs. to drive.
2 Teenagers should have part-time jobs.
3 Lucy does not have a part-time job. 3 Everyone should follow a vegetarian
diet.
4 Olivia doesn’t think it is right to kill animals to eat. 4 Free speech is a basic human right.
5 Students today are under too much
5 Callum does not support the right of people to academic pressure.
demonstrate in public.
4 Choose one of the statements in Exercise 3 and write

6 Hannah agrees with the idea that students are under a brief response.
too much academic pressure.
I agree with the idea that students today are under too
much academic pressure. Education seems to be about little
more than passing exams.
10 Vox pop 7 Agreeing and disagreeing

LEVEL 1 UNIT 8
VOX POP 8
Have you ever been on

the TV or radio or appeared
in a newspaper?
1 Work with a partner. Discuss the questions. 3 8 Watch the video again. Put the sentences a–d
in the correct order.
a But yeah, basically, I’ve just done adverts for yoghurts.
1 How often do you watch the news on TV?
b And well, obviously being a naïve child, I kind of made
2 Do you ever read newspapers? up something on the spot about how it was an amazing
3 What radio programmes do you listen to? event.
4 Do you know anyone who has been on TV c And I was talking together with another three girls and
we each gave our opinions.
or radio or appeared in a newspaper?
d When I went to Dubai to live there for a year, I
auditioned to be in a musical theatre production, to be
part of the choir.
with the speakers a–d.
a Callum b Hannah c Olivia d Lucy Tip
1 It was really exciting because it was live and it all looked Make use of time phrases when telling
really professional. It was really good fun. stories. In the video notice how the speakers talk
2 A group of newspaper reporters came to interview us about events from their past with phrases such
about our show and what we were doing, and how as: a few weeks ago, when I was about three, when
rehearsals were going. I went to … etc. While this can be an effective way
3 When I was about three, I did adverts for yoghurts, for of setting the context of a story, you should avoid
yoghurts for little children. And also I appeared on the being vague or spending too much time talking
cover of a magazine for a shopping centre. about what are only minor details. Remember
what matters is how well the story is told not the
4 Well, I did appear on a news show the one time. I
accuracy of every single detail.
was out with my family and it was a solar eclipse.
4 Work in pairs. Discuss the question.

Why do you think we pay such attention to the media

and people in the media?
5 Write a short paragraph about an appearance you

have made in the media or whether you would like to
appear in the media.
When I was ten years old I presented a TV show for children.
Vox pop 8 Have you ever been on the tv or radio or appeared in a newspaper? 11
LEVEL 1 UNIT 9
VOX POP 9
Would you like to be famous?
1 Read the text. What do the underlined words and phrases mean? Discuss your ideas with a partner.
When will I be famous? That is the question that everyone seems to ask themselves these days. What matters
is not being famous for having a particular talent, but being famous for the sake of being famous. Being
photographed by the paparazzi as you walk down the red carpet at a film premiere, making a video that
goes viral, having the world know your name, being loved by millions of fans: these are our dreams.
2 9 Watch the video. Are the sentences true or

false? Correct the false sentences. Tip
1 Tristan would like to be very famous for the rest of his life.
Remember to use the verb would when
talking hypothetically. Notice how Tristan, Olivia,
2 Tristan likes the idea of being known for having made Hannah and Callum all make use of this verb,
a video that went viral. indicating that they are talking about something
hypothetical rather than real. I’d definitely like to
be famous for a few months. I wouldn’t mind being
3 Olivia isn’t really interested in finding out what it’s like
famous for something that was worthwhile.
to have a luxurious lifestyle.
4 Olivia thinks she would enjoy being followed by the 3 Work in pairs. Discuss the question.
paparazzi all the time. Would you like to be famous? Why? / Why not?
5 Hannah is not interested in the idea of being an

4 Write a short summary of the discussion you had in
Exercise 3.
actress or singer.
Luz and I talked about the idea of being famous. Luz would
love to be famous, but I really don’t like the idea of people
6 Hannah would be interested in being famous for writing knowing who I am. I like having a private life.
a great book or discovering a cure for a disease.
7 Callum loves the idea of being famous.
8 Callum thinks it would be good to be recognised for

having helped humanity.
12 Vox pop 9 Would you like to be famous?

LEVEL 2 UNIT 1
VOX POP 10
What’s the worst holiday

you’ve ever had?
1 Work with a partner. Ask and answer the questions.

1 What do you like the most about going on holiday? 3 What’s the best holiday you’ve ever had?
2 What do you like the least about going on holiday? 4 What’s the worst holiday you’ve ever had?
2 10 Watch the video. Answer the questions.

Write S for Sam, A for Amaya, L for Lucy, O for Olivia Tip
and T for Tristan.
1 Who had something stolen? Make use of euphemistic language when
making a complaint. Notice how Olivia uses the
2 Who thought the hotel room was too small?
word misleading to describe the information
3 Who spent all the time at home with nothing to do? she was given about the hotel she stayed at. The
use of a more ambiguous and less direct word is
4 Who got wet because of having the wrong clothes for useful in a complaint as it makes it more difficult
the trip? for the person to whom you are making the
5 Who was delayed for days in a cold place? complaint to defend themselves. The information
we’d got was misleading because on the web page,
3 10 Watch the video again. Put the sentences a–e the photos of the rooms, they looked a lot bigger.
in the correct order.
a And we had no warm clothes, so we couldn’t go out
4 Work in pairs. Use the information below to
in the blizzard and we stayed there for two days and
roleplay a discussion between a guest and a hotel
then we slept a fourth day in the airport again until we
manager.
finally went over to Puerto Rico.
Student A: You are the manager of The Thames
b We were thinking it was going to be a holiday, he was
going to show us around the local sights and stuff, but View Hotel. You believe that all guests exaggerate their
in the end he just ended up working throughout the complaints in order to try to get their money back.
whole holiday.
Student B: You stayed at The Thames View Hotel. Your
c So my dad complained to the manager, but he didn’t room was dirty, the water in the shower was too hot and
even apologise. We thought we deserved our money your TV didn’t work properly.
back and we were really upset.
d I was going to a school trip with my friends and we were 5 You’ve just been on a city break to Rome. Your hotel
going to Barcelona. So, while we were on the bus, we room was cold, there was no hot water, and the
realised that we weren’t actually going to Barcelona, we shower broke. Write an email complaining to the
were going to the mountains near Barcelona. manager of the hotel.
e So my dad went down to look for it and they spent I am writing to complain about my stay at the Hotel Nero.
about three hours in the morning looking for it and it
wasn’t there.
Vox pop 10 What’s the worst holiday you’ve ever had? 13

LEVEL 2 UNIT 2
VOX POP 11
The best way to reduce your

carbon footprint is to avoid
travelling by plane
1 Complete the paragraph with the words in the box.

Tip
consume leave reduce save turn waste
Take care, especially when talking
to people you don’t know well, to express
Do you think about the energy you 1 disagreement politely. You can do this by
every day? Most of us 2 energy. We acknowledging what someone else has said,
3 the light on when the sunlight is before expressing an alternative viewpoint.
streaming through the window. We 4 the Notice how Sam responds to the idea that
TV on standby and go to bed. We all know that we need avoiding plane travelling is the best way to
to 5 our carbon footprint, starting at home. reduce your carbon footprint: I see what you mean,
But what can we do? How can we be more eco-friendly but I think that you’re missing lots of opportunities
and 6 energy at home? by refusing to go on a plane.

with the speakers a–d. 4 Work in pairs. Discuss the ideas below. Can you
a Sam b Olivia c Tristan d Amaya think of any others?
1 It doesn’t really matter how much you travel on a plane

unless it’s completely over the top. Quick ways
2 If you want to be more eco-friendly, I would suggest to reduce
using public transport. your Carbon
3 I don’t think that’s the best idea because planes are Footprint
very practical.
• Cycle or walk everywhere.
4 I think that you’re missing lots of opportunities by
refusing to go on a plane. • Don’t drive a car.
Use public transport.
• Recycle your waste.
3 11 Watch the video again. Complete the
• Make small changes in
sentences with the names of the speakers: Olivia, your daily routine, e.g. use your
Sam, Tristan or Amaya. mobile phone less, turn the TV

1 says planes are not the most common off at night rather than leaving
it on standby.
form of transport.
2 says an environmentally-friendly fuel for
planes may be developed. 5 Write a short description of the things you do to reduce
3 says we should walk or cycle whenever your carbon footprint and what else you think you
possible. could do to reduce it?
4 says we should make small changes to our People are always leaving lights on in my house, so I always
daily routine. make sure that all the lights are off before we go out.
14 Vox pop 11 The best way to reduce your carbon footprint is to avoid travelling by plane
LEVEL 2 UNIT 3
VOX POP 12
What should I do?
1 Match the sentence halves 1–5 with a–e.

1 I would talk to him a her a letter and explain. Tip
2 I don’t think you b into a decision.
When giving advice or making a
3 You might want to c should go. suggestion, you should avoid talking at length
4 You shouldn’t rush d sleep on it. or you may give someone the impression that
5 You could write e if I were you. you are lecturing them. A good thing to do is use
a phrase which will make it clear that you have
2 12 Watch the video. Answer the questions. no more to say. Notice how Jacobo finishes his
Write E for Emilia, J for Jacobo, L for Lucy, S for Sam, suggestion with the phrase I really wouldn’t worry.
A for Amaya.
1 Who thinks it would be rude of the person not to go to
the burger restaurant?
4 Read the problems and then think of advice to
offer. Discuss your ideas in a group.
2 Who suggests that the person take their own food?
3 Which two people suggest eating before going to the

restaurant?
4 Who says eating a bit of fast food is not going to spoil Antonio is going to a friend’s party. He didn’t realise
the person’s diet? there was going to be food and he has already
eaten a big meal.
3 12 Watch the video again. Put the sentences a–e Juan really wants to get fit, but he just can’t
in the correct order. stop eating chocolate, biscuits and cake.
a If you say you’re on a diet, maybe you can order a
salad or something like that. Valentina’s friends are coming to her house for
dinner. But she’s forgotten to make anything. There’s
b You can ask if there’s a salad or if there’s some kind no food in the house and all the shops are shut.
of soup.
c Well, why don’t you suggest that you take the food
somewhere else? 5 Read Stefania’s email and write a reply offering her
d You could even see if there’s something on the menu some advice.
that’s healthy or goes with your diet like a salad or, Hi there, how are you? I’m not so great. I’m really
for example, fruit. trying to get fit and I have set myself a goal of going
e I think all restaurants serve salads now and veggie swimming five times a week. The problem is I just
burgers, so if you’re on a very strict diet, you might can’t motivate myself to do it and it’s making me feel
want to ask for a salad. really bad.What should I do?
Dear Stefania, I think it’s great that you’ve started swimming.

I know what you mean about motivation. It can be difficult.
If I were you …
Vox pop 12 What should i do? 15

LEVEL 2 UNIT 4
VOX POP 13
Tell us about a coincidence that

has happened in your life
1 Complete the story with the phrases in the box.
a big coincidence quite a funny story you can imagine You’ll never guess
This is 1 . When I was ten years old Dad told my teacher that I was ill
Monday
and my family and I went on a surfing holiday to Florida. On the first day, I went down
Tuesday to the enormous pool at the hotel. I was about to jump in, when something made me
stop and look around. 2 who was standing behind me. My teacher! What
Wednesday 3 ! I couldn’t believe it. Well, 4 the look on my face when he said’
‘Shouldn’t you be at home in bed with the flu?’ I didn’t know what to say. Luckily, Mum
Thursday appeared and said, ‘and shouldn’t you be at school?’ It turned out that my teacher was
pretending to be ill too!
Friday
2 13 Watch the video and then read the
summaries. There is one mistake in each summary.
Tip
Highlight and correct them.
1 Emilia and her friend were talking about how much If you don’t have a story of your own to tell,
fun it would be to meet a particular group of actors talk about things that have happened to other
when the actors in question suddenly appeared. people. Notice how Lucy talks about her father
and a coincidence that happened to him. Well,
I can’t really think of one that’s happened to me,
2 Jacobo was told to cheat in an exam by an assistant
but my dad always tells the story of when he was
at a bookshop. The next day, in the exam, that very
seventeen… .
person appeared at the school as a substitute teacher.
3 Olivia met a girl at a school her uncle teaches at. She kept 3 Work in pairs. Tell your partner about some
losing contact with the girl only to bump into her again. coincidences that have happened to you or to people
you know.
4 Whichever country Tristan moved to with his family,
he kept meeting the same Scottish boy he had
4 Write a description of one of the coincidences you
talked about in Exercise 3.
originally got to know in nursery school.
Once, a long long time ago, a family moved next door
to my grandparents …
5 Lucy’s father met someone at a party in Holland that
had known Lucy’s grandmother.
16 Vox pop 13 Tell us about a coincidence that has happened in your life
LEVEL 2 UNIT 5
VOX POP 14
What do you most regret

in your life so far?
1 Match the sentence halves 1–5 with a–e.

1 The biggest regret a if I had worked harder.
2 I would have passed my exams b lost my smartphone.
3 I don’t really have c passed my driving test.
4 I wish I had d in my life is losing touch with good friends from school.
5 If only I hadn’t e that many regrets.
2 14 Watch the video. Complete the sentences

with Sam, Amaya, Emilia, Jacobo, Lucy or Emilia. Tip
1 missed out on the chance to audition for
a casting agent. Learn words and phrases by topic. Doing
this will not only give you a greater range of
2 did a presentation that the teacher didn’t like.
expression, but allow you to be more fluent.
3 didn’t work in a third world country. Notice how the following phrases are used in
4 didn’t win a prize in a debating competition. the video, all of which are commonly used when
5 didn’t work hard and so missed out on the talking about regrets: have the opportunity to
chance to study in another country. do something; miss out on something; not get the
chance to do something; second chances.
6 swore in front of someone’s parents.
3 14 Watch the video again. Are the sentences

4 Read the ideas below and discuss them with a
true or false? Correct the false sentences.
partner. Do you agree with the ideas? Why? / Why not?
1 The scholarship that Emilia was interested in was
available for six students. Regret nothing. Life is too short.
You should only regret what

2 Olivia says that she is quite a shy person.
you don’t do, not what you do.
3 Sam thinks he may get on better with his teacher There is nothing wrong in having regrets,
if he had done what she wanted in class. if you take the opportunity to learn from
things you have done wrong.
4 About two hundred people could take part in the

volunteering project that Lucy talked about. 5 Write about the biggest regret in your life.
The biggest regret in my life is not going to Harvard
University. I had an offer of a place, but chose to go to
5 Amaya’s father did not like the idea of her acting. university in England instead.
6 Jacobo plays for his local football team.
Vox pop 14 What do you most regret in life so far? 17

LEVEL 2 UNIT 6
VOX POP 15
Tell us about an event you

were invited to
1 Unscramble the letters to find examples of special

events. Tip
1 Last month I went to a brilliant flmi tleisfav in Berlin. It
was a really good experience. When telling someone about an
experience you have had, a good way to
2 It was my brother’s 21st yrtdaibh trpya on Saturday. We
conclude your story is to express your feelings
all had a great time.
about what happened. Notice how Amaya says
3 I went to a classical music teoccnr with my parents at it was a great experience at the end of her story
the weekend. I didn’t think I would enjoy it, but it was about meeting a famous person, and Tristan,
good fun. after having talked about a trip to the Edinburgh
4 We didn’t go to the wedding ceremony, but we went Festival, says it was good fun.
to the neerotpic afterwards. There was music and lots
of fun. We all had a good time.
4 Work in pairs. Discuss the questions.
2 15 Watch the video. Match the events 1–4 with 1 What was the last event you were invited to?
the speakers a–d. 2 Did you enjoy the event? Why? / Why not?
1 invited to a party a Tristan 3 In general, do you like attending large events or do
2 invited to see a band b Lucy you prefer smaller gatherings of friends?
3 invited to the British Embassy c Emilia
4 invited to a festival d Jacobo 5 Write about an event you were invited to that you
enjoyed.
One of the best things I have ever been to was the Cannes
3 15 Watch the video again. Complete the
Film Festival. A friend of mine had a film in competition there
sentences. and invited me along.
1 So when the day came I got really dressed up
and we both went there and we met a lot of people
and .
2 I was like, ‘Oh no’, you know, ‘.
3 One day I was at my grandma’s house and she came
up and said, ‘Your cousin’s working there.

with me to see him?’ So,
we went.
4 And it was a great idea and I loved it and it was so
much fun, and, I was that
she chose me to go with her.
18 Vox pop 15 Tell us about an event you were invited to

Documentaries
DOCUMENTARY 1
Technology: We are never offline 20
DOCUMENTARY 2
Firefighters: When you become a firefighter you become part of a new family 22
DOCUMENTARY 3
Musical friends: If you connect people then things get very interesting 24
DOCUMENTARY 4
Parkour: Parkour, for me, is a meditation more than anything else 26
DOCUMENTARY 5
Fashion trends: We’re all fashion victims 28
DOCUMENTARY 6
Changing cities: They fixed up these abandoned lots and made community centres 30
DOCUMENTARY 7
Multicultural London: London: the world city 32
DOCUMENTARY 8
Advertising: What they ultimately want, of course, is that you buy their products 34
DOCUMENTARY 9
Street musicians: Music is around every corner 36
DOCUMENTARY 10
City break: You will run out of time to do it all 38
DOCUMENTARY 11
Beekeeping in the city: New York City is a great place for these small pollinators 40
DOCUMENTARY 12
You are what you eat: Many people are trying to improve the food system 42
DOCUMENTARY 13
Walls can talk: There were walls in Ancient Egypt and in the Roman Empire 44
DOCUMENTARY 14
Bring your ideas to life: The most important thing: just be realistic 46
DOCUMENTARY 15
Make it big in the movies: The city is not so much the Big Apple, as the big film set 48
LEVEL 1 UNIT 1
TECHNOLOGY
We are never
offline
1 Work in pairs. Are the statements true or false?
1 Mark Zuckerberg co-founded Facebook while he was at Harvard

University. He did not graduate.
2 Google was originally

called BackRub. 3
The inventor of the World Wide Web,
Tim-Berners Lee, sold his invention
for one billion dollars.
The web and the

4 internet are two words
5
The acronym LOL stands
for the same thing. for 'laugh out loud'.
DOCUMENTARY 1
2 1 Watch the video up to 01:00. Define the 5 Work in groups. Discuss the questions from the
abbreviations in your own words. end of the video.
1 FOMO’ is 1 Will we become cyborgs of their imagination?
2 NOMOPHOBIA is 2 Will our reality be a computer simulation?
3 Will machines one day out-think us?
3 1 Complete the sentences with the words
and phrases in the box. Then watch the rest of the 6 Work in pairs. Have a discussion about technology.
video to check your answers.
Artificial intelligence Augmented Reality

Cyborg The Internet of Things
1 refers to overlaying images

of the physical world with computer-generated
graphics, sound, text or video.
2 is the idea of connecting
everyday objects to the network.
3 refers to computer systems
able to simulate intelligent human behaviour.
4 A is a human being whose
functioning is helped by mechanical or electronic
devices implanted in the body.
Streetwise Student A: you are a technophobe. You do not like

imagine digital technology or the modern world of smartphones,
social media and 24/7 connection. You prefer pen and
The word imagine is used when we suggest that
paper and face to face conversation. You want people to
someone pictures something in their own mind,
stop using the internet.
particularly if what we are asking someone to imagine
is surprising in some way. Most famously used by Student B: you are a child of your time: a true
John Lennon in his 1971 song, Imagine, the verb is
technophile. You are always updating your status on
often followed by the gerund.
your favourite social networking website, sending text
Imagine being able to turn on your cooker while you’re
messages or commenting on videos on YouTube. You
on your way home.
think the more people that use the internet the better.
4 Do you suffer from FOMO or NOMOPHOBIA? Do

you know anyone who does? Discuss with a partner.
Useful language
Stating your opinion
As I see it, we’re already part cyborg.
We spend hours of every day online, which,
to my mind, is not a good idea.
The way I see it, one day computers will replace

human beings.
To be honest, I’ve always thought reality was a
computer simulation.
If you want my honest opinion, the internet is
the best invention since the wheel.
If you ask me, social media is a waste of time.
Documentary 1 Technology 21
LEVEL 1 UNIT 2
FIREFIGHTERS
When you become

a firefighter you
become part
of a new family
1 Complete the fire safety tips with the verbs in the box.
block Blow Check Have Install Keep make Stay
Seven fire safety tips for the home

1 smoke alarms. And sure you test
them regularly!
2 in the kitchen when you are cooking food.
3 a fire extinguisher in the kitchen.
4 candles out before you leave the room.
5 that no plugs or wires are broken.
6 Do not doors or windows.
7 an escape plan.
2 2 Watch the video up to 00:35 and complete the sentences with

the correct number.
1 New York City has a population of over million.
2 The people of New York City live in boroughs.
3 New York City covers an area of just over square kilometres.
DOCUMENTARY 2
3 2 Complete the summary with the words in

the box. Then watch the video from 00:36 to 01:20
Useful language
to check your answers. Giving reasons for your opinions
Because it is their job to be brave, I don’t think
anything bravery heroes situations risk soldiers are heroes.
I think nurses are heroes because of the work they do.
A busy city needs to be ready to deal with a whole range We will always create heroes for we need to put other
of emergency 1 that could take place at any people on pedestals.
time. New York is ready for 2 . Its firefighters Firefighters need to be fit since the work they do is so
often put their own lives at 3 to protect the physically demanding.
city’s inhabitants and visitors. Widely recognised for their I imagine firefighters must have to learn to deal with
professionalism and 4 , the firefighters of fear as they often find themselves in very dangerous
New York City are considered to be urban 5 situations.
by many in the USA.
4 2 Watch the rest of the video and answer the 5 Work in pairs. Roleplay an interview with a
questions. firefighter.
1 How many uniformed firefighters does the NYC Student A: you are a reporter. You are looking for a
Fire Department employ? sensational story for your website. You would like to talk
about disasters, famous rescues, how stressful it is to work
in the emergency services.
2 When did the NYC Fire Department come to the
attention of the world?
Student B: you are a firefighter. You do not enjoy
talking to the media. You enjoy your work, but would
3 When was Captain Picard appointed as a firefighter? rather not talk about dangerous situations. You enjoy
teaching people about fire safety.
4 How long do you train to be a firefighter in NYC?
6 Read the text and then discuss the questions in
groups.
5 Does Captain Picard still work as a firefighter?
6 What is Captain Picard’s first piece of advice for young

people who want to become firefighters?
Streetwise
Let’s face it
Let’s face it is used when we want to inform someone
that the truth of what we are about to say must be Heroes and he
roin es
accepted. Well, let’s face it, the World Trade would be In Ancient Gree
ce and Rome,
number one. heroes and he
roines were m
and women of en
superhuman ab
whose exploits ility,
were the subjec
of myths. In ou t
r society, hero
es are
often soldiers
or the stars of
worlds of spor the
t and entertain
As we know fro ment.
m the video, th
firefighters of e
New York City
thought of as are
heroes by man
Americans. Wha y
t do you think
hero or heroin a
e is? Do we ne
them? If so, why ed
?
Documentary 2 Firefighters 23
LEVEL 1 UNIT 3
MUSICAL FRIENDS
If you connect
people then
things get very
interesting
1 Read the questions. Note down some ideas and then discuss
them with a partner.
1 What do you know about punk music? Can you name any famous punk
bands or musicians?
2 The original punks of the 1970s did not respect authority, convention
and tradition. Do you think it is the job of musicians to be social critics?
3 What do you think is more important: that a musician plays an instrument

with technical proficiency or that they play it with energy and style?
DOCUMENTARY 3
2 3 Watch the video up to 03:05. Complete the 4 What do you think of the advice that Carter
paragraph. offers young people? Do you think it is good or bad
advice? Why? Discuss your ideas with a partner.
5 Read the ideas and then decide if you agree or

disagree with them. Discuss your ideas in a group.
Carter is from 1 . He works as an

2 teacher. He has been living in Madrid
for more than 3 years. Carter devotes much
of his time to music and plays 4 in a punk
band. He thinks that playing in a band is a great excuse
for 5 to get together. One of the things
that Carter likes most about punk music is that it doesn’t Advice for young people
matter if you make 6 .
3 3 Watch the rest of the video. What three Socialise as much as you can. Nothing
pieces of advice does Carter have for young people? is more important than friends. You need
to network to be really successful in life.
1
Sid, age 19
2
3 Life is not about being popular. Dedicate
your time to something you truly believe
in. It is more important to become
Streetwise excellent at something than to have 150
‘friends’. Suzie, age 21
Make the effort
The phrase make the effort is used to say that you did, It is better to think about what you actually
do or will do something even if you don’t want to do want to do with your life than to believe you
have to pass every exam you take with the
it, or that doing it requires a great deal of physical or best mark in the class. Matt, age 20
mental energy. The phrase is followed by the infinitive.
You have to make the effort to meet them.
Avoid distractions. In order to work
well you need to focus. You can’t go
out all the time as well as becoming
good at something. Patti, age 20.
Useful language
Supporting your opinions
If you see life as being about collecting
Plato, for instance, believed that contemplation was experiences, you will not know what
more important than action. to do when you have completed your

According to some studies, teens today are more collection. Joe, age 17.
stressed than ever about exams.
To quote Einstein, imagination is more important
Trust your instinct. Do not listen to
than knowledge.
anyone who gives you advice because
As many sociologists and psychologists have said, they are only talking about themselves.
young people need to be extroverts to get on in Including me! John, age 18
today’s noisy culture.
Documentary 3 Musical Friends 25

LEVEL 1 UNIT 4
PARKOUR
Parkour, for me,

is a meditation more
than anything else
1 Work with a partner. Do you agree or disagree with the following tips
about getting the most out of exercise?
How to get the most

out of exercise
1 Do it regularly.
2 Do it at the same time each day.
3 Always do it, especially when you don’t feel like it.
4 Enjoy it.
5 Do it for its own sake not for some ultimate goal.
6 If you need company, exercise with friends. If you prefer solitude,
exercise alone. Do what is right for you not what you think you should do.
7 Understand that exercise is as much about the health of the mind
as the health of the body.
8 Make sure you do not overdo it. Rest regularly.
2 4 Watch the video up to 01:04. Put the sentences in the correct order.
a Although parkour is typically practised in an urban environment, there are many
centres where professional traceurs teach and promote the discipline.
b Today, we’re visiting a company called Parkour Generations in London, to talk to
Flynn Disney and Nico Pisa about this particular form of training.
c Parkour is similar to obstacle course training.
d It can be practised alone or with others, and no equipment is needed.
e Based on a philosophy of altruism and self-improvement, the discipline involves
moving yourself in the most efficient way possible from one place to another.
DOCUMENTARY 4
3 4 Complete the sentences with the words in 5 Work in pairs. Have a conversation about
the box. Then watch the rest of the video to check your exercise.
answers.
expression adaptation fun training ideas
1 It’s a means of , and a way of training and

improving myself - my mind as well as my body.
2 Parkour is a means to have , and I guess
self-expression, and overcome challenges, different
challenges in different ways.
3 It is important to experience what parkour really is,
which is pure to your environment, rather
than adapting your environment to you.
4 I like the that they have behind the
company, which is more about the old style of parkour.
5 Through parkour, as well as through strength
, you are in a position where you can
actually help other people progress physically, as well
as potentially save someone’s life.
Streetwise
Kind of
Kind of is another way of saying to some extent. It
is used frequently in informal spoken and written
English. I like the ideas behind the company, which is
more about the old style of parkour … which is kind
of being strong to be useful and helping people, rather
than just helping yourself and having a good time.
Student A: you live to exercise. You organise your life

around it. You run in the morning, swim at lunchtime and
Useful language cycle in the evening. You play football once a week and
tennis twice. Although you sometimes look at a magazine
Asking for someone else’s opinion or read an article online, you don’t understand people
What do you think about parkour? Do you find it who read for hours at a time.
interesting?
What’s your view on extreme sports? Why do you Student B: you are the stereotypical coach potato.
think some people do them? Although you don’t watch TV all that much, most of the
Where do you stand on endurance sports? Do you activities you most enjoy doing involve sitting down:
think it’s good to put the body under so much reading, drawing, writing and thinking. Although you
pressure? enjoy going for a walk, you don’t really understand people
What’s your opinion on the place of money in sport? who want to be on the go all the time.
Is sport corrupted by money?
What are your thoughts on people who become

obsessed by exercise? Do you think you can do
too much exercise?
4 Discuss the questions in the Useful language

box with a partner.
Documentary 4 Parkour 27
LEVEL 1 UNIT 5
FASHION TRENDS
We’re
all fashion
victims
1 Read the text and then discuss the questions with a partner.
Subcultures
In the 20th century, sociologists became interested in the idea of subcultures.
A subculture refers to a group within a society which has values, ideas and
interests which are in conflict with the wider culture. Hippies and punks are
examples of subcultural groups that have been studied in depth.
New subcultures appear all the time, of course. In recent years, hipsters and emos
have been among the most discussed and the most mocked.
1 Do you think you are part of a subculture? If so, which one?

2 What do you think about the idea of subcultures? Why do you think people want
to let people know they are different from one group by adopting the look, style
and attitudes of a different one?
2 5 Watch the video. Define fashion victims, coolhunters and trendsetters

in your own words.
1 fashion victims:
2 coolhunters:
3 wtrendsetters:
DOCUMENTARY 5
3 5 Watch the video from 01:19 - 01:29. What 5 Work in pairs. Have a discussion about fashion.
three things does the video say that fashion is affected
by today?
1
2
3
4 5 Complete the sentences with the words in

the box. Then watch the rest of the video to check your
answers.
Brands Chainstores look peers street trend
1 Trends often originate on the .

2 hire people to observe new behaviour and
attitudes.
3 The first people who adopt a new may at
first be ridiculed for standing out.
4 Once the new look is fashionable, the people who
dress in that way influence their .
5 sell the new fashion and it becomes mainstream.
6 Soon, however, people get bored with the new
. Student A: you are a fashionista. You love shopping
for the latest fashions. You spend every free moment in
clothes shop, trying on clothes, buying clothes, talking to
Streetwise people about clothes, and checking out what you look like
in every reflective surface.
The next big thing
The next big thing is a phrase which can be used to say Student B: you have no interest in clothes or fashion.
that something or someone is about to be popular. You have three pairs of black jeans and three black tops
The phrase is frequently used in the media to refer to and one old pair of trainers. You only buy new clothes
a coming fashion or trend. Coolhunters spy on us to try when your old ones fall apart. You find shopping for
to work out what the next big thing in fashion will be. clothes and talking about clothes one of the most boring
experiences in life.
6 Read the quotations from the video and then

decide if you agree or disagree with them. Discuss
Useful language your ideas in a group.
Fashion defines personality.
Responding to someone’s opinion and showing Fashion projects the values that matter to you.
engagement with their ideas
That’s an interesting idea. Yes, I suppose we can’t
escape the importance of appearance.
I hadn’t thought about that before. I guess it’s true
that we all play different parts and that the clothes we
wear reflect the parts we have chosen to play.

I hadn’t really looked at it that way. Do you really
think fashion is that important?
Hmmm. I see what you mean. If we all wore the same
clothes, things would be less interesting.
Do you really think that? I’m not sure everyone
would agree with you.
Documentary 5 Fashion trends 29

LEVEL 1 UNIT 6
CHANGING CITIES
They fixed up
these abandoned
lots and made
community
centres
1 What do you know about the city of New York? Circle the correct words
to complete the sentences.
1 New York was originally known as New Berlin / Amsterdam.
2 New York is situated on the east / west coast of the USA.
3 In terms of size, Queens is the biggest / smallest of New York’s five boroughs.
4 One of New York’s airports is named after President Lincoln / Kennedy.
2 Match the words 1–5 with the definitions a–e.

1 neighbourhood 2 squat 3 plot 4 composting 5 recycling
a the transformation of vegetable matter into fertiliser for plants
b a piece of land assigned for a particular use, such as gardening or building
c the process by which material that has already been used is made reusable
d a community within a town or city
e an uninhabited building that has been occupied without permission
DOCUMENTARY 6
3 6 Put the sentences in the correct order. Then 5 6 Watch the rest of the video. What three
watch the video up to 01:36 to check your answers. things, once considered edgy in New York, does Bill di
a This was not an easy task. The locals faced criticism Paolo say are now a part of mainstream life in the city?
and resistance; however, today children and adults, 1
residents and tourists alike, agree that Alphabet City 2
is a better place to be.
3
b There is more to New York than Central Park,
Broadway and Wall Street.
c To find out about the way this emblematic
Streetwise
neighbourhood was transformed, we’re meeting Bill Bad shape
di Paola in the squat which houses the Museum of
The phrase to be in bad shape is used to say that
Reclaimed Public Space.
someone or something is not in good condition.
d But the people of Alphabet City decided to reclaim Really bad shape these buildings were in.
their neighbourhood, regenerating its civic, social
and cultural life.
e During the 1970s, New York suffered a period of
financial crisis, which had a significant impact on Useful language
most neighbourhoods, including Alphabet City in
Manhattan. Agreeing and disagreeing
f The area became known for its homeless people and I (completely) agree with you. Local governments
garbage-ridden streets, its abandoned buildings and should take better care of towns and cities.
rising crime rates. That’s exactly what I think. Citizens should be more
responsible.
g They turned abandoned buildings into squats and
I couldn’t have put it better myself. But I’m not sure
created community gardens, many of which are still
everyone would agree with us.
used today.
I (completely) disagree with you. I don’t think
h To appreciate the diverse lifestyles and customs of citizens should do for free what we pay our taxes to
New Yorkers, we need to learn about those parts have done for us.
of the city that don’t always make it into the films I don’t see it that way. I think we are all involved
and TV shows. in society and should all do something to maintain
and improve it.
I take your point but why should it be the responsibility
of the people?
6 Work in groups. Discuss the questions.

1 Are there any parts of your town or city that are run
down? What do you think can be done to improve them?
2 Whose responsibility is it to maintain the different
neighbourhoods of a city: the authorities or the people
who live in the neighbourhoods?
4 6 Watch the interview with Bill di Paola up

to 04:03. Make notes on the story Bill tells about the
reclamation of Alphabet City.
Documentary 6 Changing cities 31

LEVEL 1 UNIT 7
MULTICULTURAL LONDON
London:
the world city
LONDON
London is the capital of both England and the UK. Spreading out in all directions from
the River Thames, it has a population of around eight million and is one of the most
cosmopolitan cities in the world.
Much to the frustration of the rest of the UK, London remains the centre of political
and cultural life in the country. The Houses of Parliament are located there, the law courts,
most of the media and many of the most prestigious theatres and concert halls.
London is an expensive place to spend time in and has an infrastructure that is largely
a product of the Victorian era. But while it may lack the elegance and beauty of cities such
as Prague and Paris, it has a dynamic all of its own.
1 Have you ever been to London? Where did you go in the city? What did you do there?
2 If you haven’t been to London, would you like to go? Are there any places in London
you would like to see or things you would like to do there?
2 7 Watch the video up to 02:20 and then answer the questions.

1 How many different languages will you hear spoken on the streets of London?
2 What was the area of London called Clerkenwell nicknamed in the 19th century?
3 At which point in the 20th century did thousands of people arrive in London from
the West Indies?
4 A large number of people from which country live in Brick Lane?
5 What does the acronym BAME stand for?
6 Name the institution mentioned in the video.
DOCUMENTARY 7
4 Work in pairs. Have a discussion about cities and

the countryside.
3 7 Watch the rest of the video. Complete the

paragraph with the correct adjectives.
‘Multiculturalism’ means being 1 towards
and accepting of the 2 differences between
people. It celebrates 3 languages and
ways of life rather than being 4 of them.
London is a very 5 city, with its own
6 cultural mix. Welcome to London.
Welcome to everywhere.
Streetwise
And then there is
And then there is is a phrase which can be used to
indicate that something is of a different order or
category to other things that have just been referred Student A: you love the countryside. You like the
to. It is way of signalling to a listener or reader that
peace and quiet. You can think of no better thing to do
something is in a category all of its own. Look at the
than walk along a river, through a forest, across an open
following sentence from the video: Brick Lane in the East
field. You enjoy life most when there are no cars around,
End of London is famous for the Bangladeshis who live
no bleeping phones and few people.
there. And then there is Chinatown in Soho. The use of
the highlighted phrase draws attention to the fact that Student B: you are happiest when in the city. You
Chinatown has a particular significance, which, in this love everything about city life: the noise, the dirt, the
case, is that it is perhaps the most well-known of all the excitement, the people. You need distraction or else you
areas of London which have become defined by the become bored. And you can think of no better distraction
immigrants who have established themselves there. than being in the middle of a big city, walking down the
street with your friends.
Useful language
Getting to the point
I’ll be brief: I don’t like the countryside.

I’ll keep this short: cities are more exciting than the
countryside.
I don’t want to go on too much. I just want to say
that the countryside is relaxing and peaceful.
Ultimately, it’s down to personal choice.
At the end of the day, life in the countryside gets boring.
Documentary 7 Multicultural London 33

LEVEL 1 UNIT 8
ADVERTISING
What they ultimately

want, of course,
is that you buy their
products
1 Work in pairs. Do you agree or disagree with the following tips about
marketing a product? Can you think of any other tips?
hoW tO beSt maRkET

yoUR pRodUCt
1 Write a memorable slogan for it.
2 Design an appealing logo.
3 Produce a marketing campaign which makes your product
seem essential to people.
4 Get celebrities to endorse your product.
5 Produce your TV advertisement as if it were a Hollywood film.
6 Spend as much time, effort and money marketing your
product as you do producing it.
2 8 Complete the text with the words in the box. Then watch the video
up to 00:48 and check your answers.
adverts billboards business consumerism online television underground
Every day we are exposed to 1 : at the cinema; on the radio; on

2 ; on the tunnels of the 3 , the sides of buses, and train
station platforms; on 4 in our towns and cities; through our letterboxes
and whenever we go 5 . Advertising has grown along with corporate
power and 6 . The way of communicating may have changed, but the
7 of the Mad Men remains the same: sell, in any way possible.
DOCUMENTARY 8
Useful language
Hesitating and buying time
Uh/Um/Err, I don’t know. I’ve never really thought
about it in much depth.
Well, I’m not sure.
You see, it’s not an easy question to answer.
That’s a difficult question. Let me think about it for
a moment.
It’s hard to say. You could look at in a number of
different ways.
What do I think about it? Good question. It’s not
something I’ve thought about before.
3 8 Watch the rest of the video and then answer

the questions. 4 Work in pairs. Look at the products 1–5 and
match them with the best advertising slogans a–e.
1 What have advertisers been quick to do in the digital
Then think about your favourite advertisement and
era?
describe it to your partner. Why do you like it?
1 a moisturising cream a Connecting you
2 What does analysing our internet searches enable
2 sports shoes b Keeps you looking
advertisers to do?
young
3 a laptop c Solutions to be smart
3 Name two ways we receive ads on our smartphones.
4 a smartphone d Just get up and go!
5 a car e Drives like a dream
4 How long has Piccadilly Circus in London been a centre
of advertising?
5 Work in pairs. Discuss the statements.
5 How long has a famous soft drink had an illuminated

sign in Piccadilly Circus?
6 What type of billboard now operates in Times Square in

New York? 1 Advertising is the art form
of modern society.
Streetwise 2
The most successful products
are the ones that people think
Pass through
were made just for them.
Pass through is a commonly used phrase to refer to
the movement of people, often tourists or travellers,
from one place to another. Many of the people who 3
pass through Piccadilly Circus or Times Square in New The best ads are the ones
York are tourists attracted by the lights and colours of the that make you think you are
buying a dream or a lifestyle

famous billboards. If you want to make it clear that the
rather than a car, phone or
people in question did not stop, pass through can be washing machine.
used with the adverb just, e.g. They didn’t stop in Paris.
They were just passing through on their way to London.
Documentary 8 Advertising 35
LEVEL 1 UNIT 9
STREET MUSICIANS
Music is
around every
corner
1 What do you think are some of the advantages and disadvantages of
being a street musician? Write down some ideas and then compare them with
a partner.
advantages disadvantages
2 9 Watch the video up to 00:52 and correct the mistakes in the

sentences. There are three mistakes in each item.
1 In 2006, Joshua Bell, one of the world’s best guitarists, played his expensive Stradivarius
outside the New York Metro at rush hour. He was disguised as a street performer.
2 Over 10,000 people walked passed Joshua that day, but only seventeen stopped
to listen to him play. Only two people recognised him.
3 After having performed for 34 minutes Joshua had only made twenty-two dollars
and 70 cents.
4 Just a few weeks before, however, he had played at the Symphony Hall in
Washington, where audience members had paid a thousand dollars and more for
their tickets. There wasn’t an empty seat in the house.
DOCUMENTARY 9
Useful language
Reformulating an idea or opinion
As I was saying, buskers are not real musicians.
I mean, buskers are not professionals.
In other words, street music makes our cities more
interesting.
Street players, or rather, buskers, are often really
talented.
To put it another way, any form of music should be
encouraged.
4 Work in pairs. Have a discussion about busking.
3 9 Watch the rest of the video. Complete the

sentences with the correct nouns.
1 Many of today’s pop and rock stars, who regularly play
to packed , have also performed in the
of capital cities around the world, either
for fun or in aid of .
2 What about those who are not famous?
3 One of the best places to play is the , where
station platforms become and concert
halls, and the millions of passengers going by become
the .
4 In cities like New York and London, the authorities
recognise street music as .
5 The Music Under New York project and The London
Underground Busking Scheme award licenses which
allow the best to play legally on the
Subway and the Tube.
Student A: you do not like the idea of busking. You
6 Music, whether played on the street or in a have nothing against the buskers themselves, some of
, has been so important to the history of whom, you admit, are very talented. But you believe that
London and New York that it has helped shape the concert halls and theatres are the best places for live
of those cities. music. In fact, you do not think that people who only play
7 The of 1920s New York defined the on the street are ‘real’ musicians.
of an era, as did the of London
in the late 1970s. Student B: you love busking, and sometimes busk
8 Visitors to New York and London soon learn that these yourself in parks and on street corners. You believe that
cities have their own . street music brings life to cities, and often stop and listen
to bands and musicians play on the underground. You
think that the authorities should do everything they can
Streetwise to encourage musicians to play in the street.
Make it big
The idiom make it big means to become successful
and famous. It’s an opportunity for buskers to make it
big and for the public to hear some great music.
Documentary 9 Street musicians 37

LEVEL 2 UNIT 1
CITY BREAK
You will run out

of time to do it all
1 Read the travel tips. Do you agree with them all? Which would you
change? Do you have any tips of your own? Discuss the questions with a partner.
10 travel tips
1 Pack lightly. There’s no need to take lots of bags with you.
2 Learn some phrases in the language of the country you’re going to.
3 Learn about something of the history and culture of the country you’re
going to before you go there.
4 Don’t do everything the guide book tells you to do. Go down streets
not mentioned in the travel literature.
5 Go to the cafés and restaurants that the locals go to.
6 Make an effort to meet people from the country you’re going to.
7 Don’t plan every minute of your trip.
8 Make time to simply walk around and enjoy being in the place
you are visiting. Your time does not have to be spent going to museums
or seeing all the sights.
9 Respect the culture of the country you are visiting. If people talk quietly
in public, for instance, don’t think that it is all right for you to shout.
10 Take one or two good books to read.
DOCUMENTARY 10
2 10 Complete the text with the words in the box.

Useful language
Watch the video up to 00:36 and check your answers.
Interrupting someone and dealing with interruption
city decisions guide London world time Sorry to interrupt, but I completely disagree with
that idea.
Could I just say that I don’t think you’re right on that
Which 1 is next on your list of places to visit:
point.
Paris? Moscow? Rio de Janeiro? There are hundreds of
Will you let me finish, please? What I wanted to say
cities in the 2 and so little 3
is that travelling doesn’t broaden the mind.
to see them all. How do you decide where to go? Well,
If you’ll let me finish. I’m trying to say that travelling
we all need some help when making 4
is one of the best ways of learning about the world.
in life. And that is why we have put together a quick
If I could just make my point. I’d like to say that
5 to four of the most interesting cities in
travelling is expensive and dangerous and I’d rather
the world, starting with 6 .
stay at home.
3 10 Watch the video from 00:37 up to 03:28.

Match the cities 1–4 with the information in a–d.
1 London a Was once a fishing village.
1 Which of the four cities are you most interested
2 New York b Known as the city of the seven hills. in visiting. Why?
3 Shanghai c Often called ‘the city that never sleeps’. 2 Which of the four cities are you least interested
4 Lisbon d Free to get into most museums here. in visiting. Why?
3 What do you think is the point of going to other
4 10 Watch the rest of the video. Choose the countries?
correct words. 4 Is there a difference between being a tourist and
That is it for our potted guide to four of the world’s most being a traveller? If so, what is it?
fascinating 1 cities / places. We can’t hope to give you
all the 2 facts / information that you need to 3 chose
/ decide where to go. Whatever you 4 experience /
happens when you’re there, will be known only to you.
London
Streetwise
Grin and bear it New York
The phrase grin and bear it is a common idiom,
meaning to accept a difficult situation without
complaining about it. The verb bear means tolerate.
Bring a raincoat, a good umbrella, and be prepared to
grin and bear it.
Lisbon
Shanghai
Documentary 10 City break 39

LEVEL 2 UNIT 2
BEEKEEPING IN THE CITY
New York City

is a great place
for these small
pollinators

1 pollination 2 swarm 3 nectar 4 pollen 5 hive
a a sweet liquid produced by flowers that is collected by bees to make honey
b a box-like structure built to keep bees in
c a fine yellow powder produced by flowers which fertilisers others flowers
d the process by which pollen is put into a flower or plant so that it produces seeds
e a large group of insects, such as bees, flying together
2 11 Watch the video up to 01:36. Complete the paragraph with the

correct verbs.
The idea of 1 bees on the rooftops of New York City, 2 ,
at first, sound an absurd one. The Big Apple wouldn’t seem to be the first choice for a
swarm of bees 3 for a new home. However, despite New York’s reputation
as a city that never sleeps, a metropolis full of cars and crowds, one fact about it
4 surprise you. Around 19.5% of its surface area is parkland. Perfect for
bees. Trees and plants 5 on bees for pollination, while at the same time,
bees 6 the nectar of flowers to produce honey, which is their food store
through the winter. As humans, we need bees as well, to ensure that plants produce the
seeds and fruits we need to feed ourselves. So it 7 out that New York City
is a great place for these small pollinators. Perhaps that’s not so surprising after all, for
the city of skyscrapers, where human inhabitants live, share and work together
8 be seen as a beehive itself.
DOCUMENTARY 11
Streetwise
As a matter of fact
The phrase as a matter of fact has a similar meaning
to the adverb actually or the phrase in reality. It is
used to correct something that has been said or a
misunderstanding that has occurred. As a matter of
fact, bees in the countryside have a more bland diet than
bees in the city.
Useful language
Using rhetorical questions
Do you think it is right that human beings try to
control the planet?
How can it be that one animal – the human animal –
decides what happens to all the other animals on earth?
3 11 Watch the rest of the video from 01:37. Why is it that humans are so powerful?
Are the sentences true or false? Correct the false Perhaps one day the human race will die out. Who
sentences. knows?
1 Andrew Coté started working with bees at the age of
eleven.
2 Even when he went to university, and then became a

professor, Andrew kept bees.
3 Andrew’s beekeeping group was the first in New York

City.
4 Andrew formed the New York City Beekeepers

Association on his own.
5 Andrew hopes to turn Bees Without Borders into a

charity.
6 Andrew doesn’t believe the city is more dangerous for

bees than the countryside.
7 Andrew says a French study showed that honey from

the city was less contaminated than honey from the
countryside.
8 Andrew suggests that young people interested in

beekeeping should work with a mentor for three or 4 Work in small groups. Discuss the statement.
four years before they get their own bees. Human beings cannot continue to live out of balance with
the rest of nature.
Documentary 11 Beekeeping in the city 41

LEVEL 2 UNIT 3
YOU ARE WHAT YOU EAT
Many people are

trying to improve
the food system
1 How many meals do you usually eat a day?

2 How many portions of fruit and vegetables do you eat a day?
3 Do you eat between meals? What snacks do you usually eat?
4 Do you eat very late at night just before you go to bed?
5 Do you eat chocolate, cakes, biscuits and ice cream? If so, how often?
6 How often do you eat fast food?
7 How often do you eat fish and white meat such as chicken?
8 Is there a particular cuisine that you like, e.g. Italian, French, Spanish?
DOCUMENTARY 12
2 12 Watch Part 1 of the video. Circle the correct

words or numbers.
Useful language
1 People began to eat raw meat and fish in Japan Being assertive
because of fuel shortages / tradition. Everyone knows that half the world doesn’t have
2 The Inuit always / sometimes eat partially decomposed enough to eat while the other half has too much.
food. It’s common knowledge that obesity is a problem in
rich developed nations.
3 Sugar was used as a medicine until the 19th / 20th
It can’t be denied that the first responsibility of the
century.
richer parts of the world is to ensure that those in
4 Since the 1800s / 1900s our use of sugar has increased the poorer parts have enough to eat.
tenfold. It’s undeniable that too many people are eating too
5 In 2010 / 2012, more than 29 / 39 million Americans had much in the West.
diabetes. Whichever way you look at it, obesity is a problem
6 There are eight / nine foods which cause over 80% / that has to be tackled.
90% of allergies.
7 An estimated 5% / 15% of Americans are vegetarians.
4 Read the text. In pairs, discuss the questions at
the end of the text.
How can we feed

the world?
While the majority of people in the developed
world have more than enough food to eat, millions
of people in the developing world, by contrast, do
not. This is a problem that each generation, when
it comes of age, feels to be a scandal. And yet the
problem is never solved. If you were in a position
of power and influence in the world, what would
you do to ensure that all of the world’s population
had enough to eat? Is such a problem one that
can be solved by the free market or is it the
3 12 Watch Part 2 of the video. Answer the
responsibility of governments?
questions.
1 What is the name of Catherine Cuello’s healthy-food app?
2 Why does Catherine campaign for better policies for

the production, distribution and consumption of food?
3 What benefits does Catherine say that eating healthily

brings?
4 What does Catherine say about the standard American

diet?
Streetwise
Take
Take can be used to introduce something that
supports the argument you are making. It is usually
used in the imperative form. Take diabetes, for example.
Documentary 12 You are what you eat 43

LEVEL 2 UNIT 4
WALLS CAN TALK
There was graffiti

in Ancient Egypt
and in the Roman
Empire
art
‘What is art?’ is a question that human beings have asked

themselves for hundreds of years. There is still no satisfactory answer.
Is art what sells? If that is the case, it must mean that Vincent Van
Gogh was not an artist while he was alive and painting, as he did not
sell his work, but that he is an artist now he is not alive as his paintings
sell for millions. Not only can we not agree on what art is, but we do not
really know what it is for? Should it be provocative and challenge our
views or present us with a view of reality that is safe and comfortable?
1 Who decides what art is?

2 What is your definition of art? Is it anything you decide is art?
3 Does art have a particular role to play in society? If so, what is that role?
2 13 Watch the video to 01:01. Circle the correct words or numbers.

1 It is believed that modern-day graffiti first appeared in Philadelphia in the late
1950s / 1960s.
2 A graffiti artist whose ‘tag’ or street name was Cornbread / Hornhead became known
for spray painting buildings in Philadelphia.
3 Graffiti became a significant cultural force in New York in the early 1970s / 1980s.
4 A graffiti artist whose tag was Taki 183 / 813 became an influential figure in the New
York graffiti community.
DOCUMENTARY 13
Useful language
Managing a discussion
Right, shall we begin with the question of vandalism?
So, shall we move on to the next question?
Now, what about graffiti on the side of official
buildings?
Anyway, where were we?
Oh, yeah, that’s right, we were talking about
vandalism.
Well, I think we’ve covered the topic in enough depth.
4 Work in pairs. Have a discussion about graffiti.
3 13 Complete the sentences with the words in

the box. Then watch the rest of the video to check your
answers.
advertising change exponent gallery

Hip-hop storytelling tags vandalism
1 Early graffiti artists wrote their on public

buildings.
2 Within a few years, graffiti had become a hybrid of
street culture and the art . Student A: you are interested in art. You regularly visit
3 Graffiti has always been a form of . art galleries, keep up to date with all the important new
4 Graffiti has been used to communicate many ideas, exhibitions, read works of art history, and occasionally do
including demands for social . some painting of your own. You believe that all graffiti
5 and graffiti have had a close relationship. is vandalism and that graffiti artists are more interested
in attempting to shock and surprise than they are in
6 Graffiti has had a big influence on and
producing work of the highest value.
contemporary art.
7 Banksy is probably the most well-known of Student B: you like art, but you have never really
modern graffiti. enjoyed going to art galleries. You find them lifeless
8 People disagree about graffiti. Some say it is art, others places in which people are supposed to stare quietly in
say it is . appreciation of famous works of art. You think graffiti is
more interesting because it is out in the streets of towns
and cities, where ordinary people live, and not hidden in
Streetwise galleries for the middle classes to enjoy.
And yet
And yet means in spite of that or nevertheless and can
be used at the beginning of a sentence or in the
middle of one. And yet graffiti culture, which has long

been studied by historians and sociologists, is never
without controversy.
Documentary 13 Walls can talk 45

LEVEL 2 UNIT 5
BRING YOUR IDEAS TO LIFE
The most
important thing:
just be realistic

1 entrepreneur 2 start-up 3 app 4 investor 5 profit
a money gained from selling goods or services for more than it cost to produce or
provide them
b someone who puts money into a business in the hope of making a profit
c someone who sets up a business at their own financial risk in the hope of making a profit
d a new business, particularly one that is in the field of digital technology and looking
for investment
e a programme or piece of software, downloaded onto devices such as smartphones
and tablets, that performs a specific function
2 14 Watch the video up to 00:56. Complete the text with the correct
adjectives.
The first step to becoming an entrepreneur is having a 1 idea. However,
it’s not always 2 for an idea to take flight in a society in which others have
already filled the sky with all the 3 ideas. 4 entrepreneurs
have to go one step further than the rest of us. They follow their own paths, off the beaten
track. They are 5 and innovative and not afraid to take risks. Entrepreneurs
find a 6 space of their own from where they embark on their journey to
success, looking for their big opportunity.
DOCUMENTARY 14
3 14 Watch the interview with Catherine Cuello 5 Work in pairs. Have a meeting between an
from 00:57 to 2:04. Answer the questions. entrepreneur and an investor.
1 What did Catherine Cuello study at university?
2 Which university did Catherine Cuello study at?
3 Which city did Catherine move to after university?
4 Where is Catherine from?
5 What was Catherine doing when she became ill?
4 14 Watch the rest of the video. Make notes on

what Catherine says about entrepreneurs.
Student A: you work for the entrepreneur Catherine

Cuello. Catherine has given you responsibility for
funding. This means that you must look for investors to
put money into the Green Hopping app. Green Hopping
needs investment in order to grow as a business. You
are enthusiastic about the job as you believe it is very
Streetwise important to encourage people to eat and drink healthily.
Not my thing
Student B: you are the director of an investment fund.
The phrase not my thing is a common informal way You look for start-ups to put money into. While you will
of saying that you are not interested in something. only invest in ideas that capture your imagination, your
The agency setting wasn’t really my thing, so I left, I quit primary interest is profit. You want to invest in businesses
my job. that you believe will make you and your company a lot
of money. You have recently been looking into the trend
for healthy eating and healthy living and are wondering
whether it would be a good idea to invest in Green
Useful language Hopping.
Trying to find agreement
So what do we agree on? I think there are one or
two things, don’t you?
Have we reached an agreement on this? What have
we decided?
Have we come to an agreement, then?
Let’s agree to disagree, shall we? I think it’s a good
idea.
Documentary 14 Bring your ideas to life 47

LEVEL 2 UNIT 6
MAKE IT BIG IN THE MOVIES
The city is not

so much the
Big Apple, as
the big film set
1 Complete the questionnaire and then discuss your answers with
your partner.
The Big & Small Screen

1 What kind of films do you watch?
2 What's the last film you watched?
3 What are the best and worst films you've ever seen?
4 How often do you watch TV dramas?
5 Do you ever watch films or TV dramas in English?
2 15 Watch the video up to 01:28. Put the introduction in the correct order.
a It is also one of the most filmed locations in the world, appearing in lots of movies
and TV series. And of course, it also features in the photographs and videos of the
millions of tourists who go there each year.
b The city is the ideal place, then, to talk to a film expert. Today we’re at the New York
Film Academy to talk with its director Michael Young.
c Central Park in New York City was the first park in the United States to be designed
for public use. Covering an area of 3.4 square kilometres, the park is bigger than
Monaco.
d Central park might be one of New York’s most famous places, but many other parts
of the city are also well-known from films. In fact, first-time visitors to the city often
have the feeling that they have been there before. The city is not so much the Big
Apple, as the big film set. And what are we, but an audience enjoying the show?
DOCUMENTARY 15
Useful language
Finishing a discussion
Let’s bring this to a close, shall we? I think we’ve
covered everything in detail.
Shall we bring this to a close? I don’t think we could
say any more. I think that’s all.
Right, I think we’ve finished, haven’t we? Or does
anyone have anything else to add?
Right, I think we’re done. Or does anyone have
anything else that they’d like to say?
4 Read the synopses of three different TV dramas.

Choose one to commission. Work in groups.
The Secret Life of Professor Stone

3 15 Watch the interview with Michael Young Professor Natalia Stone teaches History at the University
from 01:29. Answer the questions. of Salamanca. Her classes are always full. But what none
1 Which three TV dramas does Michael refer to? of Professor Stone’s students know is that away from
the university’s medieval buildings she is ‘La Piedra’,
2 What type of films does Michael compare modern the mysterious masked crusader famous in the media
American TV drama to? for her night-time battles fighting crime in northwest
Spain. When David Black, an American exchange student
discovers the truth, ‘La Piedra’ is threatened with being
3 Does Michael think people have to go to film school unmasked.
if they want to be filmmakers?
The 99%
4 What quality, besides talent and hard work, does
Pablo, Marta, Lola and Juan have just graduated from
Michael believe is very important?
university in Madrid, only to find there is no work
for them. They don’t want to leave Spain in search of
5 What does Michael say makes people unique as employment, but what can they do? Their time is wasted
filmmakers? walking around the streets of the capital. Until the day
that Marta suggests they form their own political party
to fight the power of the corporations that run the
world. At first, no one takes the idea seriously. But Marta
Streetwise has a plan.
Golden age
The phrase golden age is used to refer to a time, when
The Last Case of Benjamin Arbol
an art, activity or nation was at its peak. It’s a golden
London, 1889. One of the worst winters on record.
age, really, where the kind of stories that are being told,
Prime Minister Able Efner is found murdered in the
the way they’re being made, is very much like the best
bathroom at Number 10, Downing Street. Benjamin
kind of film-making.
Arbol, the most esteemed detective in the metropolis,
is called in to investigate. What he discovers leads him
into an underworld of conspiracy that threatens the
very security of the United Kingdom.
Documentary 15 Make it big in the movies 49

Teacher's Notes LEVEL 1 UNIT 1
Vox Pop 1
Do teenagers spend 4 Refer students to the Tip box. Make sure they
understand the concepts of exaggeration and persuasion.
too much time on social To help weaker students, elicit some ideas in response
to the question in Exercise 4 and put them on the board.
networks? Alternatively, give students time to note down some
ideas before they discuss the question with a partner.
Four teenagers give their response to the following question: Put students into pairs and give them up to 5 minutes
Do teenagers spend too much time on social networks? to discuss the question. Encourage students to use the
Exchanging opinions phrases that were introduced
Background in the Useful language section of Student’s Book1,
Although there were social networking communities on Unit 1, page 13.
the World Wide Web in the mid-1990s, it was not until the
period 2004-2007, during which websites such as Facebook 5 Read out the example summary. Ask students to work
appeared and became popular, that social media began alone to write a summary of the discussions they had
to be what it is today. in Exercise 4. Allow 5-10 minutes for this activity.
Monitor and help with vocabulary. Collect and check
1 Write social media on the board. Elicit example students’ work.
websites, e.g. Facebook, Twitter, LinkedIn, Tumblr,
Instagram. Ask two or three students to tell the class
Optional activity
about their favourite social media site. Ask students to
work alone to think of at least three advantages and Put students into two groups and ask them to write
disadvantages of using social networking websites. questions for a survey on social media. Questions could
Students can then share their ideas with a partner. Ask include the following: How often do you use social media
some students to report their ideas to the class. sites? How often do you change your status? Give groups
up to 10 minutes to produce their questionnaires. If you
2 1 Tell students they are going to watch a video have access to computers, students can type and print
in which four teenagers answer the following question: out their questionnaires. Then put students into pairs,
Do teenagers spend too much time on social networks? one from each group. Give students five minutes to ask
Play the video for students to match the four quotations each other their questions. Put students back into their
with the four speakers. While checking answers, ask groups to collate results. One student from each group
students to highlight the language in each of the can report their group’s results to the class.
quotations that is used to express opinions, e.g. I believe,
I think, In my opinion, To be honest. You could also check
students’ understanding of the following phrases:
face-to-face, show off.
ANSWERS
1c 2a 3d 4b
3 1 Refer students to the four sentences. Explain

that the sentences are not in the order in which they are
heard in the video. Play the video for students to order
the sentences a–d. Students can compare answers in
pairs before you check answers with the class as a whole.
After you have checked the answers, highlight the use of
the following words and expressions: I mean, like and and
stuff. Ask students if they can say how these words and
expressions are used.
ANSWERS
a4 b3 c2 d1
50 Vox pop 1 Do teenagers spend too much time on social networks?

LEVEL 1 UNIT 2 Teacher's Notes
Vox Pop 2
What’s the most Useful language

dangerous situation Callum uses the word obviously at the end of his story
(we made it back, obviously). Native English speakers
you’ve ever been in? often insert this adverb into a sentence as an ironic
means of drawing attention to the fact that they are
Four teenagers give their response to the following question: aware that they have said something that didn’t need
What’s the most dangerous situation you’ve ever been in? to be said.
1 As an introduction to this video, write dangerous situations

on the board. Elicit some examples, e.g. being 3 Refer students to the Tip box. Show that it is
in a car crash, being stranded somewhere without means Callum’s intention to tell a story in an interesting way.
of communicating with others, being in a plane in a thunder Point out that the best storytellers are those who offer
storm. Ask students to work alone to unscramble the their listeners drama, tension, humour and surprise.
letters to find four adjectives. Check answers. Divide students into A and B pairs. Give students time to
read the information in Exercise 3. Give students up to five
ANSWERS minutes to tell each other their stories.
1 scary 2 scared 3 traumatic 4 terrifying Read out the example. Ask students to work alone to
4
write a paragraph about the most dangerous situation
they have been in. If students cannot think of one, ask
Useful language them to imagine one. Allow 5-10 minutes for this activity.
Monitor and help with vocabulary. Collect and check
While scary and terrifying are used to describe
students’ work.
situations, things or people, scared is used to describe
our own or someone else’s feelings. The word
traumatic is used to describe a situation which not Optional activity
only causes shock or distress, but which may lead to
lasting anxiety or neurosis. Put students into pairs and ask them to think of things
to do or not do in a dangerous situation. Students
should write their ideas as imperatives. E.g. remain calm,
2 Tell students they are going to watch a video don’t panic, look for help, think of a particular solution to
2
in which four teenagers answer the following question: whatever the problem might be. Ask some students to
What’s the most dangerous situation you’ve ever been in? report their ideas to the class.
Before you play the video, check students’ understanding
of the following vocabulary: 4X4 (noun, pronounced ‘four
by four), tyre (noun), stranded (adjective), ditch (noun),
windscreen (noun), slope (noun). Refer students to the
summaries. Explain that each summary contains two
mistakes. Play the video. Students watch and then correct
the summaries. Students can compare answers in pairs
before you check answers with the class.
ANSWERS
a They didn’t have any water.
b It was the middle of the day.
c They had just arrived home from the airport.
d They had burns on their necks from the seatbelts.
e The fire was above the flat that Olivia lives in.
f Everyone was allowed to go back into the building
after a few hours.
g Callum was travelling around India.
h The rickshaw would stop for five or six minutes.
Vox pop 2 What’s the most dangerous situation you’ve ever been in? 51
Vox Pop 3
Imagine a friend is visiting 2 3 Tell students they are going to watch a video
your town. Can you suggest

in which six teenagers answer the following question:
Imagine a friend is visiting your town. Can you suggest some
some places to visit? places to visit? Play the video for students to match the
speakers with the things they talk about. Check answers.
Six teenagers give their response to the following question:

ANSWERS
Imagine a friend is visiting your town. Can you suggest
some places to visit? 1e 2a 3d 4f 5c 6b
Background 3 Refer students to the true or false exercise. Give

3
Background facts: Winchester is a small city in the south them a minute to read through the sentences. Play the
of England. It is known for its cathedral. Scarborough is a port video again for students to complete the exercise. Check
and tourist resort in the northeast of England. Dundee is a city answers. You could point out that the word vibe, used by
on the Firth of Tay in the east of Scotland (a firth is a word used George to describe a part of Manchester, means mood or
in Scotland for an estuary). Chariots of Fire is a celebrated atmosphere, e.g. I like the vibe in that part of the city.
British film. It tells the story of two British athletes preparing
for and competing at the 1924 Olympics. It won the Oscar for
ANSWERS
Best Picture at the 1982 Academy Awards. Madame Tussauds
is a museum of waxwork statues of famous people. It was 1 True
opened in London in 1835 by a French sculptor called Marie 2 True
Tussaud. Tate Modern is part of a family of British museums. 3 False (He recommends going there because
It is famous for its twentieth century modernist art and its it is ‘touristic’.)
showcasing of contemporary art from around the world.
4 False (She lives in Dundee.)
The London Eye is one of the world’s largest Ferris wheels.
It opened in March 2000 and offers views over the South Bank 5 False (He says ‘there’s always fun stuff to do’.)
and the Houses of Parliament. 6 True
1 Write city break on the board. Elicit or explain that the

4 Refer students to the Tip box. Point out that using
phrase is used in the tourist industry to refer to a short
conditionals is a less direct way of advising someone or
holiday, typically a long weekend, spent in a city. Elicit
making a suggestion or recommendation than simply
examples of things visitors to a city might typically do,
using an imperative. Compare visit the beautiful cathedral
e.g. visit museums, go to the cinema or theatre, eat in a
with if you like beautiful buildings, you should visit the
restaurant or café, go shopping, watch a sports event.
cathedral. Divide students into A and B pairs. Give students
Refer students to the blog about Cardiff. Ask students
time to read the information in Exercise 4. Ask students
to work alone to complete the text using the words and
to roleplay a conversation between a travel agent and a
phrases in the box. Students can compare their answers
customer. Student A should be charming, enthusiastic and
in pairs before you check answers with the class.
make plenty of suggestions, whereas Student B should be
more reserved and a little cautious.
Useful language
5 Read out the example. Ask students to work alone to
You may want to point out to the class that the write a paragraph about what there is to see and do in their
language for making suggestions is featured on page town or city. Allow 5-10 minutes for this activity. Monitor and
51 of Unit 4 of Student’s Book 1. help with vocabulary. Collect and check students’ work.
Optional activity
ANSWERS
Ask students to look on the Lonely Planet website to see
1 To begin with 4 recommend going how their town or city (or the capital city of their country)
2 fancy watching 5 suggest is described. Students should read the description and
3 If that’s not your thing then decide if the writer has exaggerated the appeal of the
place or undersold it. Students can compare their ideas with
a partner before you discuss the question of how travel
writers describe places with the class as a whole.
52 Vox pop 3 Imagine a friend is visiting your town. Can you suggest some places to visit?
Vox Pop 4
What do you like or Useful language

dislike about sport? Point out the phrases for example and for instance,
explain that they are used in the same way, but that
Five teenagers give their response to the following question: the latter is more formal. Explain that the phrase
What do you like or dislike about sport? loads of, is a common informal variant of lots of, e.g.
there were loads of people at the party.
1 Write the word sport on the board. Elicit examples
of popular sports in the students’ country and then
introduce the idea of a national sport. This phrase refers to
4 Refer students to the Tip box. Point out that
a sport that is an integral part of the culture of a particular
avoiding being direct is common in spoken English,
country, which is more popular than other sports and
even if the opinion that you are expressing is neither
given more media coverage, e.g. football is the national
controversial nor provocative. In general, there is a
sport of England. Put students into pairs to ask and
cultural distaste for opinions too freely expressed. Read
answer the four questions.
out the three statements. To help weaker students, elicit
some ideas in response to the statements and put them
2 4 Tell students they are going to watch a video in
on the board. Alternatively, give students time to note
which five teenagers answer the following question: What
down some ideas before they discuss the statements
do you like or dislike about sport? Give students a minute
with a partner. Put students into pairs and give them 5-10
to read the information in the exercise. Play the video for
minutes to discuss the statements.
students to match the sentences with the speakers.
5 Read out the example. Ask students to work alone to write

ANSWERS a paragraph about the sport they like or dislike the most.
1e 2c 3d 4b 5a Allow five minutes for this activity. Monitor and help with
vocabulary. Collect and check students’ work.
Useful language Optional activity

Point out that the noun accomplishment, has a similar Elicit examples of world-class sports people, e.g. Cristiano
meaning to achievement, e.g. She passed all her exams Ronaldo (football), Serena Williams (tennis). Ask students
with a grade A. What a great accomplishment. The use to consider what it takes to get to the top in a sport, e.g.
of the phrase excessive amounts of wealth is a moral hard work, commitment, natural talent, sacrifice, luck.
judgement on the part of the speaker. He or she Put students into small groups and ask them to discuss
believes that certain sports stars earn more money the question of great achievement in sport. What is more
than they need or deserve. important: talent or hard work? Ask one student from
each group to share their group’s ideas with the class.
3 4 Give students a minute to read the information

in the gapped sentences. Point out that a phrase rather
than a word is needed to complete each gap. Play the
video again for students to complete the sentences.
Students can compare answers in pairs before you check
answers with the class.
ANSWERS
1 a great way
2 For example
3 have a negative side
4 The thing I really like
5 for instance
Vox pop 4 What do you like or dislike about sport? 53

Vox Pop 5
Describing a photograph 4 Read out the example. Ask students to work alone to write
a paragraph about one of the photographs in Exercise 3.
Four teenagers each describe a photograph. Describing Their writing can follow the structure set out in the Tip box.
photographs is a key part of many of the exams that English Allow 5-10 minutes for this activity. Monitor and help with
language students take. What at first appears to be a vocabulary. Collect and check students’ work.
straightforward activity can be far trickier than it seems.
Even simple description requires practice.
Optional activity
1 Write the words photograph /ˈfəʊtəɡrɑːf/,
Ask students to bring into class various photographs
photography /fəˈtɒɡrəfi/ and photographer /fəˈtɒɡrəfə/
that mean something to them. These could be
on the board. Drill the pronunciation of the three words
photographs from their own photograph albums or
and then ask students to read the text. Put them in pairs to
ones they have cut out from magazines, newspapers or
discuss the question at the end of the text. publicity etc. Put the students into small groups and ask
them to show each other their photos. Meanwhile write
2 5 Tell students they are going to watch a video the following quotations on the board.
in which four teenagers each describe a photograph.
1 A picture is worth a thousand words.
Give students time to read the questions. Play the video.
(American newspaper editor)
Students watch and answer the questions. Check answers.
2 Today everything exists to end in a photograph.
(Susan Sontag, American author)
ANSWERS 3 Not everybody trusts paintings but people believe
1 Lucy photographs. (Ansel Adams, American photographer)
2 George and Hannah Ask students to discuss the above quotations in relation
3 Lucy and Hannah to their own selection of photographs.
4 Olivia
5 Olivia and George
Useful language
Check the meaning of the following vocabulary: eye-
catching (adjective), sample (noun), accessories (noun),
burka (noun), outing (verb)
3 Refer students to the Tip box. Give them time to

read the information in it. Deal with any questions
students may have. Point out that Olivia and George run
out of things to say when describing their photographs
precisely because they believe they can only talk about
what they can see in the photographs. Refer students to
the two photographs. To help weaker students, elicit some
vocabulary necessary to describe the photographs and put
this vocabulary on the board. Divide students into pairs
and ask students to decide for themselves which of the two
photographs they would like to describe. Although you
should encourage students to put the ideas in the Tip box
into practice, make sure they understand that they should
first describe what they can see in their photograph before
going on to talk about the other things.
54 Vox pop 5 Describing a photograph

Vox Pop 6
Have you seen a good 3 6 Refer students to the sentences, all of which
TV series recently?
are taken from the video. Ask students to work alone to
complete the sentences using the words and phrases
What was it about? in the box. Students can compare their answers in pairs
before you check answers with the class. Check students’
understanding of the vocabulary the four speakers use
Four teenagers give their response to the following question: to describe TV dramas, particularly the noun twist, which
Have you seen a good TV series recently? What was it about? refers to unexpected developments in the plot.
Background
ANSWERS
Background notes: Game of Thrones is a TV adaptation
of A Song of Ice and Fire, a series of fantasy novels by the 1 set
American author George R. R. Martin, depicting an epic 2 based around
struggle for power. The Walking Dead is an American TV 3 takes place, follows, series, characters, plot
series about a post-apocalyptic world in which zombies
4 show, episode
walk the earth and a group of survivors try to avoid being
killed by them. It is based on a comic book series by Robert
Kirkman. Downton Abbey is a British TV series created by
4 Refer students to the Tip box. Point out that while
Julian Fellowes. Set in a fictional estate in the countryside,
the word basically is useful, it should be used sparingly. It’s
it offers a depiction of aristocratic life in post-Edwardian
also important to give an adequate summary of whatever
England. Family Guy is an American cartoon series created
situation they are attempting to give a rough account of.
by Seth MacFarlane about the fortunes of a typical family.
Read out the questions and give students time to think of
their answers. Put students into pairs and give them up to
1 Write TV programmes on the board. Elicit
five minutes to discuss the questions.
examples of types of TV programme: drama, comedy
show, chat show, reality TV show, talent show, the 5 Read out the example description. Ask students to work
news, current affairs programme. Refer students to alone to write a description of their favourite TV serires.
the questions. Point out that small screen refers to TV, Allow 5-10 minutes for this activity. Monitor and help
whereas big screen refers to the cinema. Give students with vocabulary. Collect and check students’ work.
a couple of minutes to read and answer the questions.
Students can then compare their answers with a
partner. Optional activity
Put students into small groups and ask them to consider
2 6 Tell students they are going to watch a video
in which four teenagers answer the following question: the differences between TV and film drama. What can
Have you seen a good TV series recently? What was it about? one do that the other can’t? Is TV a better medium for
Refer students to the matching exercise. Play the video. the development of stories over time? Does TV allow
Students watch and then complete the matching exercise. for more in-depth exploration of characters? What is
Once you have checked answers, find out if anyone in the the benefit of telling a story in around two hours rather
class watches or has ever seen an episode of any of the than 12? Give students a few minutes to discuss these
four programmes referred to. questions. Ask one member of each group to report back
to the class on the discussion their group had.
ANSWERS
1c 2d 3b 4a
Vox pop 6 Have you seen a good tv series recently? what was it about? 55
Vox Pop 7
Agreeing and disagreeing 3 Refer students to the Tip box. Read out the
information and check that students understand
Five teenagers each respond to a statement, saying whether the correct way to express a negative opinion. Give
they agree or disagree with it. students time to read through and think about the five
statements from the video. Put students into pairs to
Background discuss the statements.
The phrase I have a dream is taken from a speech made by
Martin Luther King at the Lincoln Memorial on the day of 4 Read out the example. Ask students to work alone to
the Washington march for jobs and freedom in 1963, when write a response to one of the statements in Exercise
thousands of people marched in support of civil rights. The full 3. Help students to do this activity, by providing them
quotation is I have a dream that my four little children will one day with a structure, e.g. students could offer different ways
live in a nation where they will not be judged by the colour of their of responding to the statement and then say which one
skin, but by the content of their character. they agree with. Allow up to 10 minutes for this activity.
The Suffragettes was a name given to a group of women in Monitor and help with vocabulary. Collect and check
the early part of 20th century whose campaign for women to students’ work.
be given the right to vote in the UK involved direct action and
militancy. They won the right to vote for women under 30 in 1918
Optional activity
and in 1928, women were given the same voting rights as men.
Put students into small groups. Give students five
1 Write the phrase you are entitled to your own opinion minutes to write two statements (such as the ones in
on the board. Elicit or teach the meaning of to be entitled. Exercise 3) expressing a particular viewpoint. Ask one
It means to have the right to have or do something. Check student from each group to read out their statements.
that students understand that a cliché refers to a word, Write the statements on the board. Put students into
phrase or opinion that has lost force and meaning due pairs and ask them to choose one of the statements
to being overused, the use of which suggests a lack of to discuss.
original thought on the part of the speaker. Ask students
to read the text. Put students into pairs to discuss the
questions at the end of the text. Alternatively, discuss
these questions with the class as a whole.
2 7 Tell students they are going to watch a video in

which five teenagers say whether they agree or disagree
with different particular statements. Give students time to
read the sentences. Students should correct the sentences
they think are false as well as note down as much as they
can with regard to what each teenager says in response
to the statement they are given. Play the video. Students
watch and answer the questions. Check answers.
ANSWERS
1 True. (He finds that he is too young for some activities
and too old for others.)
2 True. (She thinks it is a great idea.)
3 False. She teaches English to her neighbours.
4 True. (She believes it to be unfair and cruel and
thinks we should look to alternative sources of food,
such as plants.)
5 False. He says that being able to demonstrate
publically has often changed society for the better.
6 True. (She thinks that the educational system is too
competitive and believes that everyone is expected
to go on to university nowadays.)
56 Vox pop 7 Agreeing and disagreeing

Vox Pop 8
Have you ever been on 3 8 Refer students to the four sentences a–d.
the TV or radio or appeared

Explain that the sentences are not in the order in which
they are heard in the video. Give students time to read
in a newspaper? the quotations. Play the video for students to order the
sentences a–d. Check answers.
Four teenagers give their response to the following question:

Have you ever been on the TV or radio or appeared in a ANSWERS
newspaper? a2 b4 c1 d3
Useful language
Media is used with either a plural or singular verb.
Useful language
It is acceptable, then, to all but most traditional Check understanding of the following: naïve
grammarians, to say, the media is to blame or the (adjective): showing a lack of experience and
media are to blame. judgement; make something up (phrasal verb):
to invent a story; audition (verb): to do a short
performance for someone in the hope of being given
1 Write the word media on the board. Elicit forms of work as an actor, dancer, singer, etc.
media, e.g. TV, radio, newspapers. Point out that the phrase
new media is often used to refer to the many different
forms of communication which use digital technologies, Refer students to the information in the Tip box.
4
e.g. the internet. Put students into pairs to ask and answer Read out the question in Exercise 4. Put students into
the four questions. pairs to discuss the question. Encourage them to develop
a conversation about the topic rather than seek a simple
2 8 Tell students they are going to watch a video answer to the question. Ask some students to report back
in which four teenagers answer the following question: to the class on what their partner said.
Have you ever been on the TV or radio or appeared in a
newspaper? Give students time to read the quotations. Read out the example. Ask students to work alone to
5
Play the video for students to match the four quotations write a short paragraph about an appearance they have
with the four speakers. made in the media or one they would like to make.
Allow 5-10 minutes for this activity. Monitor and help
ANSWERS with vocabulary. Collect and check students’ work.
1c 2b 3d 4a
Optional activity
Useful language Write the following statement on the board: There is
no need for newspapers and magazines in the age of the
Check understanding of the following: live (adjective): internet. Give students time to note down some ideas in
something transmitted as it happens. The adjective response to this statement. Put students into two groups
is pronounced /lʌɪv/, which distinguishes it from and ask them to discuss the statement. One student from
the verb ‘live’, which is pronounced /lɪv/;.rehearsal each group reports to the class on the discussion their
(noun): practice for a public performance of a play, group had.
piece of music, etc.
Vox pop 8 Have you ever been on the tv or radio or appeared in a newspaper? 57
Vox Pop 9
Would you like to be Useful language

famous? Point out that Callum refers to doing a fail on
YouTube. This is in reference to the idea of an epic
Four teenagers give their response to the following question:
fail. This is a common phrase online, which means
Would you like to be famous?
to fail completely at something, particularly in an
embarrassing or humiliating way, such as trying to kick
1 Give students time to read the text. Put students
a football into an empty net from five feet away, but
into pairs and ask them to define the underlined words
missing the net completely. It is often used as a tag
and phrases. Check answers.
for images.
ANSWERS
talent: a natural ability. 3 Refer students to the Tip box. Point out that
paparazzi: freelance photographers who take photos students often forget to use the verb would when talking
of celebrities. hypothetically. To help weaker students, elicit some ideas
in response to the question in Exercise 3 and put them
to go viral: if a video goes viral online, it means that
on the board. Alternatively, give students time to note
it becomes very popular and is sent rapidly from
down some ideas before they discuss the question with a
person to person.
partner. Put students into pairs and give them up to five
fans: enthusiastic followers or admirers of something minutes to discuss the question.
or someone.
4 Read out the example summary. Ask students to work
alone to write a summary of the discussions they had in
Useful language Exercise 3. Allow 5-10 minutes for this activity. Monitor and
help with vocabulary. Collect and check students’ work.
The word paparazzi comes from paparazzo, which
is the surname of a photographer of celebrities in
Federico Fellini’s 1959 film La Dolce Vita. The word is Optional activity
Italian and translates as mosquito.
Ask students to work alone. Give students a minute to
write two lists. One list should be of people who are
famous for being famous; the other should be of people
2 9 Tell students they are going to watch a video who are famous for being talented. At the end of the
in which four teenagers answer the following question: minute, students compare their lists with a partner’s and
Would you like to be famous? Give students time to find out which of the two lists has the most names on
read the sentences. Play the video. Students watch it. With the class as a whole, you could then discuss the
and decide if the sentences are true or false. Make sure question of why we follow the lives of people who have
students correct the false sentences. Check answers. no particular talent other than that of self-promotion.
ANSWERS
1 False. He says he wouldn’t mind being famous
for a short period of time.
2 True
3 False. She says she’d definitely like to be famous
for a few months to try out the luxurious lifestyle.
4 False. She says she wouldn’t enjoy that.
5 True
6 True
7 False. He says he has a love-hate relationship with it.
8 True
58 Vox pop 9 Would you like to be famous?

Vox Pop 10
What's the worst holiday Useful language

you've ever had? A ‘euphemism’ /ˈjuːfəmɪz(ə)m/ refers to an indirect
word or expression substituted for one that is direct
Five teenagers give their response to the following or offensive, especially when referring to difficult,
question: What’s the worst holiday you’ve ever had? embarrassing or sensitive topics. For example, instead
of saying that someone has died, we might say that
1 As an introduction, briefly tell the class about the they have passed away.
best and worst holidays you have ever had. Simply state
the places you went to and the reasons for the holiday
there being enjoyable or not. Give students time to read 5 Read out the information and the example. Elicit ways
and think about the questions. Put students into pairs to of continuing the sentence in the example, e.g. I was very
ask and answer the questions. disappointed with the service at the hotel. The information
on your website was misleading. Give students 5-10
2 10 Tell students they are going to watch a video minutes to write their email. Monitor, helping students
in which five teenagers answer the following question: find indirect ways of expressing themselves.
What’s the worst holiday you’ve ever had? Give students
time to read the questions. Play the video for students to
answer the questions. Check answers. Optional activity
Elicit situations when we make complaints to others,
ANSWERS e.g. when returning goods to a shop, on the phone to a
1 Lucy provider of a service. Develop some example situations
2 Olivia (e.g. you bought a pair of shoes yesterday and today
have found a hole in the bottom of one of them) and ask
3 Tristan
students to do further roleplays. In pairs students present
4 Sam their roleplays to the class. The rest of the class takes
5 Amaya notes and does a linguistic analysis of their performance.
Did they use polite and indirect language?
3 10 Refer students to the five quotations from the

video. Explain that they are not in the order in which
the quotations. Play the video again. Students order the
sentences. Check answers.
ANSWERS
a5 b4 c1 d2 e3
4 Refer students to the Tip box. Explain the idea

of ‘euphemistic language’ using the information in the
Useful language box. Mention how disappointing can be
used euphemistically. Instead of saying the service at your
hotel was awful, for instance, encourage students to use
the less direct and less emotional sentence, the service
at your hotel was disappointing. Divide students into A
and B pairs. Give students time to read the information
in Exercise 4. Ask students to roleplay a conversation
between a hotel manager and a guest. Students should
try to convince each other that their viewpoint is the
right one.
Vox pop 10 What’s the worst holiday you’ve ever had? 59

Vox Pop 11
The best way to reduce 2 11 Tell students they are going to watch a video
in which four teenagers answer the following statement:
your carbon footprint The best way to reduce your carbon footprint is to avoid
travelling by plane. Give students time to read the
is to avoid travelling sentences. Play the recording. Students watch and match
by plane
the sentences with the speakers. Check answers.
ANSWERS
Four teenagers give their response to the following statement:
The best way to reduce your carbon footprint is to avoid 1c 2d 3b 4a
travelling by plane.
Background 3 11 Give students time to read the gapped

The phrase ‘carbon footprint’, which refers to the amount of sentences. Play the video again. Students complete the
carbon dioxide, and other greenhouse gases, released into the sentences with the names of the four speakers. Check
atmosphere as a result of the activities of a person, country answers.
or organisation, has become part of the modern lexicon of
environmental campaigning. Almost any discussion of ways ANSWERS
to reduce energy consumption make use of the phrase.
1 Amaya 2 Sam 3 Olivia 4 Tristan
1 Ask students to name forms of energy commonly used in

homes, e.g. gas, electricity. Ask students if they can name Refer students to the Tip box. Point out that
4
any verbs related to energy. Write the verbs on the board. particular care should be taken to avoid being too direct
You might expect them to come up with at least save or in the UK as opinions not tempered by phrases such as the
waste. Refer students to the gapped paragraph on the one in the box are often frowned upon. Refer students to
worksheet. Students can work alone to complete the text the information about reducing your carbon footprint and
with the verbs in the box. Check answers. give them time to think about their response to the ideas
as well as some ideas of their own. Put students into pairs
ANSWERS to discuss ways of reducing their carbon footprint. Collect
the best ideas and put them on the board. You could then
1 consume 2 waste 3 turn
find out who in the class goes about their daily life actively
4 leave 5 reduce 6 save seeking to save rather than waste energy.
5 Read out the example description. Ask students to work

Useful language alone to write their own description. Allow 5-10 minutes
for this activity. Monitor and help with vocabulary. Collect
Eco /ˈiːkəʊ/ has two primary meanings. It is an
and check students’ work.
abbreviation of ecological and also means not harmful
to the environment, e.g. We wanted our house to be
more eco. It is also used commonly as a combining Optional activity
form, i.e., houses which are designed to be more
efficient in terms of the energy they use, and Put students into small groups and ask them to think of
therefore less damaging to the environment, are five ways buildings can be constructed in a more eco-
referred to as eco-friendly. friendly way, e.g. by installing solar panels on the roof,
by insulating them properly, by planting trees around
them, by building with recycled materials. Students can
do research online if necessary. Ask one member of each
group to report their ideas back to the class.
60 Vox pop 11 The best way to reduce your carbon footprint is to avoid travelling by plane
Vox Pop 12
What should I do? 5 Read out the email from Stefania and the example reply.
Elicit ways of continuing the sentence in the example,
Five teenagers make suggestions to someone with the e.g. I would draw up a timetable. Give students 5-10
following problem: I’m invited to a burger restaurant, minutes to write their email. Monitor, helping students
but I’m on a healthy diet. What should I do? as necessary.
1 Refer students to the sentence halves. Ask students to

work in pairs to match the sentence halves. Check answers Optional activity
and then elicit what the sentences have in common: each
Put students into small groups and ask them to think of
sentence offers advice or a suggestion.
two problems. These could be connected to food, fitness
or health, but don’t have to be. Ask one member of each
ANSWERS group to read out the problems their group came up
1e 2c 3d 4b 5a with. Write the ideas on the board. Put students into pairs
to think of advice they would offer someone who was
experiencing the problems referred to on the board.
2 12 Tell students they are going to watch a
video in which five teenagers make suggestions
to someone with the following problem: I’m invited
to a burger restaurant, but I’m on a healthy diet. What
should I do? Give students time to read the questions.
Play the video for students to answer the questions.
Check answers.
ANSWERS
1L 2A 3 J, E 4S
3 12 Refer students to the five quotations from the

video. Explain that they are not in the order in which
the quotations. Point out that veggie is a common
abbreviation of vegetarian. Play the video again. Students
order the sentences. Check answers.
ANSWERS
a2 b4 c5 d1 e3
4 Refer students to the Tip box. Make sure that

students understand the idea here – that brevity is
preferable to talking at length. Point out that Jacobo’s
suggestion is the most concise and is concluded with
a reassuring phrase. Give students a couple of minutes
to read through and think about the problems. Deal with
any questions that students may have about vocabulary.
Put students into small groups of three or four to offer
advice. Ask one member of each group to tell the class
about the ideas their group came up with.
Vox pop 12 what should i do? 61

Vox Pop 13
Tell us about a coincidence 3 Refer students to the Tip box. Tell students that they
that has happened

should never worry that they do not have an immediate
answer to a question. What matters is that they are able
in your life to respond to a question effectively, which means that

a response such as, let me think or let me see or that’s an
interesting question will give them time to think of an
Five teenagers talk about a coincidence that has happened to appropriate answer. As an introduction to this activity,
them in their life. you could tell the class about one or two coincidences
that have happened to you or to people you know. Give
1 Refer students to the story. Ask students to read the story students time to think about coincidences before you
and complete it with the phrases in the box. Students can put students into pairs to tell each other their stories. Ask
compare answers in pairs before you check answers with some students to tell the class about any stories their
the class. partner told them.
ANSWERS 4 Read out the information and the example.

Give students 5-10 minutes to write about one of the
1 quite a funny story
coincidences they talked about in Exercise 3. Monitor,
2 You’ll never guess helping students as necessary.
3 a big coincidence
4 you can imagine
Optional activity
Ask students to use the internet to search for examples
Useful language of famous coincidences. Students should note down
one or two they find particularly interesting. Ask some
Point out that phrases such as this is quite a funny students to share these coincidences with the class. You
story, you’ll never guess, and you can imagine are used could then ask students if they believe that coincidences
to engage and keep the attention of listeners. are of any significance.

in which five teenagers talk about coincidences. Refer
students to the summaries. Explain that each summary
contains one mistake. Check that students understand the
meaning of the verb cheat (to act in a dishonest way to
gain some advantage, for example, by looking at answers
written on your hand in an exam). Play the video. Students
watch and then correct the summaries. Check answers
with the class. You could then ask students how much
they remember of the stories they heard on the video.
ANSWERS
1 Emilia and her friend were talking about a band
not a group of actors.
2 Jacobo was told to cheat by a librarian not an
assistant in a bookshop.
3 Olivia met the girl at a school her aunt teaches at.
4 The boy Tristan met was English not Scottish.
5 The person Lucy’s father met at the party had
known Lucy’s grandfather not her grandmother.
62 Vox pop 13 Tell us about a coincidence that has happened in your life
Vox Pop 14
What do you most regret 3 14 Give students time to read the sentences.
in your life so far?

Students should correct the sentences they think are false
as well as noting down as much as they can with regard
to what each teenager says in response to the statement
Six teenagers give their response to the following question: they are given. Play the video. Students watch and answer
What do you most regret in your life so far? the questions. Check answers.
1 Refer students to the sentence halves. Ask students to

ANSWERS
work in pairs to match the sentence halves. Check answers
and then elicit what the sentences have in common: they 1 False. It was available for five students.
are all about regrets. 2 True
3 True
ANSWERS 4 False. About one hundred could take part.
1d 2a 3e 4c 5b 5 True
6 False. He plays for his local rugby team.

in which six teenagers answer the following question: 4 Refer students to the information in the Tip
What do you most regret in your life so far? Give students box. Give students time to read and think about the
time to read the gapped sentences. Play the video. statements. Put students into pairs to discuss their
Students complete the sentences with the names of the responses to the statements. Ask some students to report
six speakers. Check answers. back to the class on what their partner said.
5 As an introduction to this, briefly tell the class about one

ANSWERS
or two regrets that you have. These needn’t be particularly
1 Amaya serious. Read out the information and the example. Give
2 Sam students 5-10 minutes to write about their biggest regret
3 Lucy in life. Monitor, helping students as necessary.
4 Olivia
5 Emilia Optional activity
6 Jacobo
Give each student a piece of paper and ask them to write
down a regret. Students should write no more than one
or two sentences. Collect the pieces of paper. Read out
Useful language the regrets and see if the class can match the regrets
with the correct student.
Check students’ understanding of the following
vocabulary:
scholarship (noun): a payment made to a student
to support their studies, usually given on the basis
of academic merit.
casting agent: someone who chooses actors to be in
films, TV programmes and plays by auditioning them.
The specific verb is cast.
swear (verb): to use offensive language as an
expression of irritation, anger, surprise, etc. The past
simple form is swore.
Vox pop 14 What do you most regret in your life so far? 63

Vox Pop 15
Tell us about an event 5 Read out the information and the example. Ask students
you were invited to

to work alone to write about an event they were invited
to. Monitor and help with vocabulary as necessary.
Four teenagers talk about an event they were invited to.

Optional activity
1 As an introduction write invitations on the board and elicit
all the different events students have ever been invited to. Give students time to make a list of three events they
Ask students to work alone to unscramble the letters to would one day like to go to. This could be anything from
find four adjectives used in the video. Check answers. a sporting event, such as the Champions League Final,
to a cultural event, such as the Benicàssim music festival.
Students can tell a partner about their list, explaining
ANSWERS their reasons for being so interested in attending the
1 film festival three events they chose.
2 birthday party
3 concert
4 reception

in which four teenagers talk about an event they were
invited to. Play the video for students to match the
speakers with the events. Students can compare answers
in pairs before you check answers with the whole class.
ANSWERS
1c 2b 3d 4a
3 15 Refer students to the gapped sentences. Point

out that to get dressed up means to put on your most
elegant clothes, usually to go to a special event. Point
out that students need to listen out for whole sentences
or phrases. You may need to play the video twice for
students as they may not catch everything the speakers
say the first time. Check answers.
ANSWERS
1 it was a great experience.
2 the worst first impression ever.
3 Would you like to come
4 I was very grateful that she invited me
4 Refer students to the Tip box. You could elicit

other phrases used to express a feeling about an event,
e.g. we had a wonderful time; everyone enjoyed themselves;
it was a really good night. Refer students to the questions.
Put students into pairs to ask and answer the questions.
Ask some students to report back to the class on what
their partner said.
64 Vox pop 15 Tell us about an event you were invited to

Documentary 1
Technology 3 1 Refer students to the phrases in the box. Give

students time to read through the gapped sentences. Play
In this documentary we learn about the dark side of our the video from 01:00 for students to complete the gapped
dependence on technology as well as some ideas which sentences using the words and phrases in the box. Check
may shape the future of the digital age. answers.
The internet grew out of various computer network projects of
the 1960s and 1970s, some state funded, some not. The idea of ANSWERS
a network only became popular beyond the computer science 1 Augmented Reality 3 Artificial intelligence
laboratories with Tim Berners-Lee’s World Wide Web, an information 2 The Internet of Things 4 Cyborg
system whose launch in 1989 made the internet more accessible.
1 Write digital technology on the board. Give students 4 Read out the information in the Streetwise box.
a minute to write down everything they associate with the Alternatives to imagine include picture this or think of.
term. Put students into small groups to compare ideas. Make sure students understand the meaning and use of
Collate ideas and check students’ understanding of the the phrases in the Useful language box. Put students into
word digital. Refer students to the true/false exercise. Put pairs to discuss ‘FOMO’ and ‘NOMOPHOBIA’. Ask some
them into pairs to complete it. Students should correct the students to report their ideas to the class.
statements they think are false. Check answers.
5 Read out the three questions from the end of the
ANSWERS video: Will we become the cyborgs of their imagination?
Will our reality be a computer simulation? Will machines one
1 True
day out-think us? Put students into groups. Give groups
2 True 5-10 minutes to debate the questions. Point out that the
3 False. Tim Berners-Lee made the web available for free. exercise is designed to encourage discussion rather than
4 False. The internet is a global system of interlinked elicit ‘correct’ answers.
computers; the web is one of several means of
accessing and sharing information on the internet. 6 Divide students into A and B pairs. Give students
time to read the information. Ask students to roleplay a
5 True
conversation about technology. Students should try to
convince each other that their viewpoint is the right one.
Encourage students to use the langauge introduced in
Useful language the Streetwise and Useful language boxes.
An acronym is an abbreviation formed from the initial
letters of other words. It is pronounced as a word. E.g. Useful language
a popular acronym online is YOLO, which stands for
you only live once. Technophobe (noun): a person who fears, dislikes
and avoids using technology; Technophile (noun): a
person who enjoys using and is enthusiastic about
2 1 Tell students they are going to watch a video technology.
about technology. Check they are able to pronounce the
abbreviations ‘FOMO’ /fəʊməʊ/ and ‘NOMOPHOBIA’ /
nəʊməˈfəʊbɪə/. Play the video up to 01:00. Students
watch and then use their own words to write definitions Optional activity
of the abbreviations. To help weaker students, play the
video twice. Check answers. Put students into small groups. Ask students to make a
list of internet acronyms. Ask one member of each group
to report their ideas to the class.
ANSWERS
1 ‘FOMO’ is an acronym and stands for fear of missing
out. It refers to the anxiety which some people
feel when they are not connected to the internet.
Sufferers may think they are being excluded from
something important.
2 ‘NOMOPHOBIA’ stands for no mobile phone phobia and
refers to being scared at the thought of not having a
mobile phone and so being unable to contact people.
Documentary 1 Technology 65
Documentary 2
Firefighters ANSWERS
In this documentary we learn about the New York City Fire 1 situations
Department and watch an interview with Captain Robert 2 anything
Picard, a former firefighter. The New York City Fire Department 3 risk
is the largest fire service in the United States. It was founded
4 bravery
in 1865.
5 heroes
Useful language
In North America, the term fire department is used 4 2 Give students time to read through the
for the emergency service charged with the task of questions. Point out that ‘NYC’ is a common acronym,
putting out fires. In the UK the terms fire service or fire which stands for ‘New York City’. Play the whole video
brigade are used. for students to answer the questions. Students can
compare their answers in pairs before you check answers
with the class.
1 Write fire safety tips on the board. Check students’
understanding of the word tip (a piece of practical advice). ANSWERS
Give students a minute to write down a list of fire safety
1 just over 10,000
tips. Collate students’ ideas and put the best ones on the
board. Refer students to Exercise 1. Students work alone 2 on September 11th, 2001
to complete the seven fire safety tips using the verbs in 3 1980
the box. Check answers. 4 over six months
5 No, he’s retired
ANSWERS 6 He says you have to want to do the job
1 Install; make
2 Stay Read out the information in the Streetwise box and
5
3 Keep then make sure students understand the meaning and use
4 Blow of the phrases in the Useful language box. Point out that
for is used as a more formal way of giving a reason. Divide
5 Check
students into A and B pairs. Give students time to read
6 block the information in Exercise 5. Ask students to roleplay an
7 Have interview with a firefighter. Student A should be persuasive
and enthusiastic. Student B quiet, resistant to questioning
and disinterested. Encourage students to use the phrases
introduced in the Streetwise box.
about firefighters in New York. Refer students to the
gapped sentences. Point out that a borough /ˈbʌrə/ is Point out that hero refers to men and heroine
6
an administrative district or division of a city or wider to women. Ask students to read the text and then
area. Play the video up to 00:35. Students complete the put students into groups. Give groups 5-10 minutes
sentences with the correct number. to debate the questions. Point out that this exercise is
designed to encourage discussion rather than search for
ANSWERS ‘correct’ answers.
1 eight
2 five Optional activity
3 790
Divide the class into small groups. Give each group a
famous fire to research online, e.g. the Great Fire of
3 2 Check understanding of the words in the box. London of 1666, the Great Fire of Rome of AD 64, the
Ask students to complete the paragraph with the words in 1923 Tokyo fire, paying particular attention to how the
the box. Play the video from 00:36 to 1:20 for students to fire began and why it spread so quickly. One student
check their answers. from each group can then share what they find out with
the rest of the class.
66 Documentary 2 Firefighters
Documentary 3
Musical Friends Useful language

In this documentary we listen to an American musician and Make sure students understand the meaning of the
English teacher talk about his family, friends and experience phrase out there. It can have a literal meaning, e.g.
as a member of a punk band and watch him perform. Punk it’s cold out there today (meaning outside). It can also
emerged in New York in the 1970s before spreading to London have a more metaphorical meaning, e.g. It’s very
and other cities. Characterised by loud, aggressive guitars and competitive out there (meaning in the wider world -
energetic performance, its influence on western culture has beyond my home, family and circle of friends).
been considerable.
1 As a way of introducing this worksheet, elicit 4 Read out the information in the Streetwise box and
examples of musical genres (e.g. classical, jazz, hip hop, pop, then make sure students understand the meaning and
rock) and ask some students to say which their favourite use of the phrases in the Useful language box. Encourage
genres are. Refer students to the questions in Exercise 1 students to use the phrase introduced in the Streetwise box.
and give them a few minutes to note down some ideas. Put students into pairs to discuss Carter’s advice for young
Monitor while students do this and help with vocabulary as people. Give groups 5-10 minutes to debate the questions.
necessary. Put students into pairs to discuss their ideas. Ask Point out that the exercise is designed to encourage
a few students to share some of their ideas with the class. discussion rather than elicit ‘correct’ answers.
2 3 Tell students they are going to watch a video 5 Give students a couple of minutes to read through
about an American punk musician who lives and works and think about the six statements entitled Advice for
in Madrid. Refer students to the gapped paragraph. Play young people. Explain that the statements either expand on
the video up to 03:05. Students watch and complete the Carter’s ideas or contradict them. Deal with any questions
paragraph with the correct words. Check answers. that students may have about vocabulary. Put students
into small groups of three or four to discuss the statements.
Ask one member of each group to tell the class something
ANSWERS
about the discussion the group had.
1 California
2 English
Optional activity
3 eight
4 drums/the drums • Write ‘generation gap’ on the board. Explain that the
5 friends phrase refers to different attitudes and values between
people of different generations, which often lead to
6 mistakes
confrontation.
• Ask students to write down what they believe
distinguishes their generation from that of their
3 3 Tell students that Carter offers advice to young
parents.
people in the final part of the video. Play the video
• Collate these ideas and put them on the board.
from 03:06 for students to write down the three pieces
• With the class as a whole, discuss the question of how
of advice that Carter has. If necessary, play the video a
problems between the generations can best be solved,
second time. Students can compare answers in pairs
e.g. by being patient, by respecting differences, by
before you check answers with the class.
accepting that cultures change over time, etc.
ANSWERS
1 Be adventurous.
2 Cultivate new friendships; make the effort
to meet people.
3 You can always come back if you don’t like it
out there.
Documentary 3 Musical friends 67

Documentary 4
Parkour 4 Read out the information in the Streetwise box and

make sure students understand the meaning and use of the
In this documentary we learn about parkour and listen to two phrases in the Useful language box. Point out the difference
professional practitioners dedicated to the discipline talking between endurance and extreme sport. The former
about it. Parkour, a word derived from the French parcours emphasises the stamina needed to complete an event,
meaning route or obstacle, is the art of moving quickly through e.g. a triathlon, whereas the latter emphasises the risk that
your environment travelling over all the obstacles that you find participants take, e.g. base jumping. Put students into pairs
in your way. It was developed in the mid-1990s by David Belle, and ask them to ask and answer the questions in the Useful
a teenager from Paris. language box. Give groups 5-10 minutes to discuss the
questions. Encourage students to use the phrase introduced
1 Write exercise on the board. Elicit activities that in the Streetwise box. Point out that the exercise is designed
people do for exercise, e.g. running, cycling, swimming, to encourage discussion rather than elicit ‘correct’ answers.
going to the gym. Find out who in the class exercises and
what activities they usually do. Refer students to the tips for Useful language
how to get the most out of exercise. Check that students
understand that the phrase get the most out of something Opinion on tends to be used when referring to ideas
refers to taking the best possible advantage of an activity or beliefs, e.g. what’s your opinion on modern art?
or experience or profiting from it as much as you can. Give By contrast, opinion of tends to be used with
students time to read the tips and reflect on them. Put reference to the respect or admiration you have for
students into pairs to discuss the tips. Students should not someone and is often used with the adjectives high
only say whether they agree or disagree with the advice or low e.g. He has a very high opinion of himself. She
given, but offer some of their own. has a low opinion of her boss.
2 4 Write parkour on the board. Ask students if

they know what it is. Tell students they are going to 5 Divide students into A and B pairs. Give students
watch a video about parkour. Play the video up to 01:04 time to read the information in Exercise 5. Ask students
for students to order the sentences. Check answers. to roleplay a conversation between a fitness fanatic and a
couch potato. Students should try to convince one another
of the value of exercise and the value of contemplation
ANSWERS respectively. Encourage students to use the phrase
a4 b5 c1 d3 e2 introduced in the Streetwise box.
Optional activity
Useful language
Ask students to do some research online into extreme
The word traceur can either be pronounced in sports or activities e.g. base jumping, parkour,
an Anglicised way as /ˈtreɪsə/ or with its French wakeboarding. You could divide the class into small
pronunciation /traˈsəː/. The feminine form of the groups and give each group a particular sport to
word, traceuses, is pronounced /traˈsəːz/. research. Students should think about when the sport
started, where it is done, what equipment is needed to
do it and why it is popular. Students can then share what
3 4 Explain that in the final part of the video two they find out with the rest of the class by giving a short
practitioners of parkour offer their views on it. The five presentation.
sentences are excerpts from what the two men say. Ask
students to work alone to complete the sentences. Play
the video from 01:55 for students to check their answers.
ANSWERS
1 expression
2 fun
3 adaptation
4 ideas
5 training
68 Documentary 4 Parkour
Documentary 5
Fashion Trends 4 5 Refer students to the information in the box.

Check understanding of peer /pɪə/, which refers to a
In this documentary we learn how fashion trends are created person who has the same social position or ability or is the
and how we are all fashion victims. same age as others in a group. Give students time to read
through the gapped sentences. Play the video from 01:30
The word emo is short for emotional hardcore. It refers to a
for students to complete the gapped sentences using the
genre of music and a subculture. Emos combine the look of
information in the box. Check answers.
punks and goths. The word hipster originally referred to stylish
followers of jazz in the 1930s and 40s. The word hip itself means
fashionable. The term has become popular again to define a ANSWERS
subcultural group of people who are notable for their ironic 1 street
adoption of clothes, facial hair etc. that may otherwise be seen
2 Brands
as old-fashioned or unusual.
3 trend
1 Give students time to read through the text and 4 peers
think about the questions. Put students into pairs to discuss 5 Chainstores
the questions.
6 look
Useful language
5 Read out the information in the Streetwise box.
Check the meaning of the following words: sociologist Make sure students understand the meaning and use of
(noun): someone who studies the structure and the phrases in the Useful language box. Write the word
organisation of society; mock (verb): to make fun of fashionista on the board. Explain that the Spanish suffix
someone or something in an unkind way. –ista is sometimes added to words in English to create
the meaning follower or devotee of something. Divide
students into A and B pairs. Give students time to read
2 5 Tell students they are going to watch a video the information in Exercise 5. Ask students to roleplay a
about fashion. Refer students to Exercise 2. Play the video. conversation about fashion and clothes. Student A should
Students use their own words to write definitions of the try to convince Student B about the wonder of fashion,
three words. To help weaker students, play the video whereas Student B should set out their case for why fashion
twice. Check answers. is boring.
ANSWERS 6 Read out the statements from the video. Give

students a couple of minutes to note down some ideas.
1 People who adopt whichever look is currently
Put students into groups. Give groups 3-5 minutes to debate
fashionable.
the statements. Point out that the exercise is designed to
2 People employed by brands to find out what the encourage discussion rather than elicit particular responses.
next big thing will be.
3 People who adopt new looks before others and
help make those looks popular.
Optional activity
Put students into two groups. Ask them to write
questions for a survey on fashion. Questions could
3 5 Read out the question. Play the video from
include the following: How often do you buy clothes? Do
01:19 to 01:29 for students to write down the three things
you always follow mainstream fashion? Give groups up
the video says affect fashion today. Check answers.
to 10 minutes to produce their questionnaires. Match
students from both groups. Give students five minutes
ANSWERS to ask each other their questions. Put students back into
1 interaction between consumers of different brands their groups to collate results. One student from each
group reports their group’s results to the class.
2 what the media says
3 social networks
Documentary 5 Fashion trends 69

Documentary 6
Changing Cities POSSIBLE ANSWER

In this documentary we learn about the reclamation of a 35 years ago Alphabet City was full of abandoned
neighbourhood in Manhattan called Alphabet City. Alphabet spaces. It was dirty and dangerous. About 30 years
City is a part of the East Village in the borough of Manhattan. ago the people of the neighbourhood started
Once known for crime and drug use, it has been transformed repairing the neighbourhood themselves. There are
into a safe place to live and visit. now community gardens, with different uses. The
buildings that were once in really bad shape have
1 Refer students to the gapped sentences about New York. been fixed and are used for different things. One
Put students into pairs to complete the sentences. Check of them is a bicycle repair workshop. The people of
answers. Alphabet City changed their community and helped
to make the neighbourhood safer and more beautiful.
ANSWERS
1 Amsterdam 5 6 Play the rest of the video from 04:04. Students
2 east note down the three things that began in Alphabet City
that are now part of mainstream New York life. Check
3 biggest
answers.
4 Kennedy
ANSWERS
2 Explain that the words 1–5 in the exercise feature 1 composting
in the video students are going to watch about the
2 bicycling
transformation of an area of New York. Students complete
the exercise. Check answers. 3 recycling
ANSWERS
1d 2e 3b 4a 5c
Useful language
Bill di Paolo says activities which emerged from the
squats of Alphabet City, such as recycling, were once
3 6 Give students time to read through sentences
considered edgy. This adjective has become popular
a–h. Help with the definition of any new vocabulary.
in recent years. In general, it is used to mean daring,
Students may need help with the verb reclaim, a key
experimental and innovative.
word in the video which is seen in sentence d. It means to
recover the use of something, such as wasteland in a city.
Play the video up to 01:36. Students order the sentences
6 Refer students to the Streetwise box. Draw attention
1–7. You may want to help weaker students by playing
to the example sentence from the video. Note that Bill di
the video a second time. Check answers.
Paolo puts the verb at the end of the sentence. While this
is not a part of Standard English, it is a feature of many
ANSWERS dialects. Make sure students understand the meaning and
a7 b1 c8 d5 e3 f4 g6 h2 use of the phrases in the Useful language box. Put students
into groups to discuss the questions.
4 6 Tell students they are going to watch an

Optional activity
interview with Bill di Paolo. In this section, Bill says that
the people didn’t want to wait for the City and when the City Put students into five small groups. Give each group one
was in financial trouble. City, in these sentences, refers to of the five boroughs of New York City to research. The
the local authorities. Play the video up to 04:03. Students boroughs are: Manhattan, Brooklyn, Queens, the Bronx,
watch the interview and make notes on the story Bill Staten Island. Students should find out the following:
tells about the reclamation of Alphabet City. Students where the borough is, its size, what it is known for. Each
should aim to note down the general ideas. This is quite group can do a short presentation to the class.
challenging and you may need to play this part of the
video two or three times. Piece together Bill’s story with
the class. Guide students to the right information by
making use of the answer below.
70 Documentary 6 Changing cities

Documentary 7
Multicultural London 4 Refer students to the Streetwise box. This phrase

may take some explaining as its meaning is quite subtle.
In this documentary we learn about the different communities The key point is that the person, idea or thing being
that make up multicultural London. In a general sense, introduced with the phrase and then there is is of its own
multiculturalism refers to people of different cultures and kind. E.g. There are writers who have written great books,
ethnic origins preserving their traditions within a larger society. poems and plays, who are important in some way. And then
there is Shakespeare. Make sure students understand the
1 Ask students to read the text about London. Put meaning and use of the phrases in the Useful language
students into pairs to ask and answer the questions. As a box. Point out that these phrases can be used when
follow-up, ask some students to tell the class about what someone wants to highlight the fact that they will not go
their partner said. into great detail about something or will not talk too long.
The phrase at the end of the day irritates some speakers
2 7 Tell students they are going to watch a video of English, but can be effective if used sparingly. Divide
about London. Give students time to read the questions. students into A and B pairs. Give students time to read
Play the video up to 02.20. Students watch and answer the information in Exercise 4. Ask students to roleplay a
the questions. Check answers. conversation about cities and the countryside. Students
should try to convince each other that their viewpoint is
the right one.
ANSWERS
1 over 300
Useful language
2 Little Italy
3 after the Second World War The phrase ‘get to the point’ means get to the most
important part of what you want to say. It is often
4 Bangladesh
used in exasperation, e.g. ‘Will you get to the point,
5 Black, Asian and minority ethnic groups please?’
6 The London School of Economics
3 7 Refer students to the paragraph. Explain that

each gap needs to be filled with an adjective. Before you
Optional activity
play the recording, put students into pairs and give them
Read out the definition of multiculturalism given at
a couple of minutes to predict the adjectives required
the end of the video. Discuss the definition with the class
to complete the paragraph. Play the video from .02:21.
as a whole. Do they agree with it? Is there anything they
Students complete the paragraph. Check answers.
would add to it or change?
Multiculturalism means being tolerant towards and
ANSWERS accepting of the cultural differences between people. It
1 tolerant celebrates different languages and ways of life rather than
being fearful of them.
2 cultural
3 different
4 fearful
5 exciting
6 special
Documentary 7 Multicultural london 71

Documentary 8
Advertising 3 8 Give students time to read the questions. Play

the video from 00.49. Students watch and answer the
In this documentary we learn how companies take advantage questions. Check answers.
of both modern and traditional forms of advertising in their
campaigns to sell products to consumers. ANSWERS
1 take advantage of new technologies
1 Ask: What is the purpose of an advertisement? Elicit
2 tailor content to match our interests
answers to the question and write them on the board. Elicit
examples of famous slogans. Write these on the board. 3 via apps and games
Refer students to the tips for how best to market a product. 4 over a hundred years
Check that students understand the verb endorse, which 5 since 1955
means to offer public support for something or to recommend
6 the world’s largest interactive billboard
a product in an advertisement. Give students time to read the
tips and reflect on them. Put students into pairs to discuss
the tips. Students should not only say whether they agree or 4 In pairs, students match the products with the
disagree with the advice given, but offer some of their own. correct advertising slogan. They then think of an advertising
campaign that they like and make notes on why. Remind
students to look at the different elements of a marketing
Useful language campaign listed in Exercise 1 to help them think of reasons
A tag line or slogan is a phrase written to identify a of why they like it and why they think it makes an effective
product in the mind of the consumer by means of advertisement. Students discuss in pairs. Choose some
repetition in advertisements. students to share their ideas with the class.
ANSWERS
2 8 Tell students they are going to watch a video 1b 2d 3c 4a 5e
about advertising. Refer students to the words in the box.
Give students time to read through and complete the
gapped sentences. Play the video up to 00:48 for students 5 Read out the information in the Streetwise box.
to check their answers. Note that the reference to Make sure students understand the meaning and use of
Mad Men in the video is the name of a popular American the phrases in the Useful language box. Point out that
TV series about people working in an advertising agency the phrase buying time refers to strategies speakers use
on Madison Avenue in New York City in the 1960s. in conversation to give themselves extra time to think of
a response to something. Also make sure that students
understand that uh, um and err are examples of sounds we
ANSWERS make when we are hesitating, and that if used well, these
1 adverts 5 online sounds can buy you a moment to think of an answer to a
2 television 6 consumerism question. Read out the statements and give students time
to think about them. Put students in pairs to discuss the
3 underground 7 business
statements. Encourage students to develop conversations
4 billboards rather than to seek ‘answers’. This exercise is designed to
give students the chance to develop their ability to talk
coherently in English about ideas.
Useful language
Check students’ understanding of the following: Optional activity
billboard (noun): a large board, usually set up
outdoors, upon which advertisements are displayed; Tell students they are going to produce an advertising
consumerism (noun): the practice of buying consumer slogan for a particular object. Put students into small
goods; the term is often used to criticise what is seen groups and give them time to choose an object. Then
by some as an obsession with material acquisition. give them time to write a slogan. Point out that the
slogan should be ‘catchy’, i.e. instantly memorable.
Monitor and help as necessary.
72 Documentary 8 Advertising
Documentary 9
Street Musicians 4 Read out the information in the Streetwise box.

Make sure students understand the meaning and use of
In this documentary we learn about a famous busking the phrases in the Useful language box. Point out that
experiment as well as how the cities of New York and London the verb reformulate is a formal way of saying express (an
encourage street musicians to perform. Joshua Bell is an idea) in another way. Divide students into A and B pairs.
American violinist who began playing the violin when he was Give students time to read the information in Exercise 4.
four years old. He plays a violin crafted in 1713 by the Italian Ask students to roleplay a conversation about busking.
luthier Antonio Stradivari. Students should try to convince each other that their
viewpoint is the right one.
1 Write busking on the board. Check that students
understand that this refers to playing music in the street, Useful language
that people who do this are called buskers and that the
verb is to busk. Ask students if they have ever busked, if to have nothing against someone or something
they know anyone who busks, and if they have ever seen a (phrase): to have no reason to dislike someone or
great performance by a busker. Ask students to work alone something.
to think of at least three advantages and disadvantages of
performing music in the street. Students can share their
ideas with a partner. Ask some students to report their ideas
to the class. Optional activity
Students could watch a performance by the violinist
referred to in the video. There are several videos on
about busking. Refer students to the excerpts from the
YouTube of Joshua Bell performing. Students could then
voiceover. Explain that each excerpt contains three
share their view of Joshua’s playing, saying what they like
mistakes. Play the video up to 00:52. Students watch
or dislike about his style, as well as giving their view on
and then correct the sentences. Students can compare
classical music in general.
answers in pairs before you check answers with the class.
ANSWERS
1 2007, violinists, Washington
2 1000, seven, one person
3 43 minutes, $32, 70 cents,
4 days before, Boston, hundred dollars
3 9 Refer students to the gapped sentences.

Explain that each gap needs to be filled with a noun. Put
students into pairs and give them a few minutes to read
through the gapped sentences and predict which nouns
are needed to fill each gap. Play the rest of the video.
Students watch and complete the gapped sentences with
the correct nouns. Check answers.
ANSWERS
1 stadiums, streets, charities
2 street musicians
3 underground, stages, audience
4 entertainment
5 musicians
6 theatre, identity
7 jazz, culture, punk
8 soundtrack
Documentary 9 Street musicians 73

Documentary 10
City Break 3 10 Play the video from 00:37 to 03:28. Students

watch and match the information in a–d with the cities
In this documentary we learn something about four cities; 1–4. Check answers.
London, New York, Shanghai and Lisbon, and consider what
each might have to offer to a visitor. ANSWERS
1d 2c 3a 4b
1 Remind students that the phrase city break is used
in the tourist industry to refer to a short holiday, typically
a long weekend, spent in a city. Refer students to the tips 4 10 Play the final part of the video from 03:29.
about travelling. Give students a couple of minutes to read Students watch and circle the correct words. Check answers.
and think about the tips. Read out the questions and then
put students into pairs to discuss them. ANSWERS
1 cities
about four different cities. Ask students to complete the 2 information
text with the words in the box. Play the introduction to 3 choose
the video up to 00:36 for students to check their answers. 4 experience
ANSWERS
1 city Useful language
2 world
Check students understand the following
3 time words and phrases from the video: Potted (adjective):
4 decisions put into a short form that is easy to digest, e.g. A
5 guide potted history of Britain; A potted guide to the capitals
of the world.
6 London

Useful language Make sure students understand the meaning and use of
the phrases in the Useful language box. Explain that it is
Check students understand the following words and
sometimes necessary to interrupt someone in a discussion,
phrases from the video: Greasy spoon: an informal
and that there are particular phrases to use when doing
phrase used in the UK to refer to a café in which fried
this. You could also point out that when dealing with
food and hot and cold beverages are sold cheaply.
interruption, it is sensible to use a neutral tone of voice for
e.g. I haven’t got much money, so let’s have breakfast
phrases such as if you’ll let me finish or you could otherwise
at a greasy spoon; Break the bank: to be too expensive,
come across as being angry. Give students time to read and
e.g. A trip to London doesn’t have to break the bank;
think about the questions. Put students into pairs and give
Run out of time: to have used up all the time you had
them a few minutes to discuss the questions.
available in which to do something, e.g. We’ve run
out of time to visit the National Museum; Bustle (noun):
noisy, energetic activity, e.g. I like the bustle of big Optional activity
city life; To be outlawed: if something is outlawed it
is banned or made illegal, e.g. Smoking in cafés and Put students into small groups and ask them to make
restaurants has been outlawed in many countries; To predictions about what information a travel guide to their
put someone off (phrasal verb): to make someone lose country or capital city will include. Students go online and
enthusiasm for something, e.g. The wet weather in the read a description of their country or capital city on the
UK puts me off going there. website of the Rough Guide or the Lonely Planet in order to
find out how accurate their predictions were.
74 Documentary 10 City break

Documentary 11
Beekeeping in the city 4 Make sure students understand the meaning

and use of the phrases in the Useful language box. Refer
In this documentary we learn about beekeeping in New York students to the statement in Exercise 4 and check their
and watch an interview with a beekeeper who lives in the city. understanding of the phrase out of balance. It means, in
Bees are part of an order of insects called Hymenoptera, which this context, that human beings do not live as a part of the
also includes wasps, ants and sawflies. Honeybees are essential natural world, but separate from it, as if it were their job
to life on the planet. to dominate and control nature. The statement suggests
that it is a mistake for human beings to see themselves as
1 Write bees on the board and elicit what students know being different from the rest of the natural world and that
about these insects. As the decline in the number of bees behaving in such a way will one day lead to even greater
has been widely reported in recent years, students may problems than are being experienced currently. Put some
bring this subject up. Explain that the words in 1–5 are all ideas on the board to get students thinking, e.g. the
related to bees. Put students into pairs to match the words effect of technology and industrialisation on the natural
with the definitions. Check answers. world, the effects of deforestation, pollution and the rise
of an urban civilisation, global warming, the fact that
human beings no matter how ‘advanced’ they become,
ANSWERS
remain at the mercy of the wind, sea and earth, e.g. the
1d 2e 3a 4c 5b hurricanes, tsunamis and earthquakes that cause massive
destruction and about which human beings can do little.
Give students time to think about the statement and
make some notes. Put students into groups to discuss the
about beekeeping in New York City. Point out that
statement. Monitor while students do this activity, and,
beekeeping, formally known as apiculture, refers to
if necessary, help to guide any groups that may find the
owning and breeding honeybees. Give students time to
topic challenging to discuss.
read through the gapped passage from the voiceover.
Elicit verbs that could go in each of the gaps, but do not
say whether the words students suggest are the right Useful language
ones. Play the video up to 01:36. Students watch and Rhetorical questions do not require an answer. As
complete the text. Students can compare their answers such, they are statements put into the form of
in pairs before you check answers with the whole class. questions. It is phrasing and delivery, rather than
grammatical structure, that makes a question
ANSWERS rhetorical.
1 keeping 5 depend
2 may 6 need
3 looking 7 turns Optional activity
4 might 8 could
Put students into pairs to do some research online into
what can be done to help protect bees.
11 Refer students to the true/false exercise. Give Students design a leaflet to inform people about the risk
3
them time to read through the sentences. Play the video from of bees becoming extinct. The leaflets could either be
01:37 for students to complete the exercise. Check answers. designed on computers or on card. Encourage students
to make their leaflets striking. The idea is that the leaflets
grab people’s attention. Monitor while students work on
ANSWERS
their leaflets. Help as necessary. Display students’ leaflets
1 False. He was ten. on the classroom wall.
2 True
3 True
4 False. He formed it with some friends.
5 False. It is already a charity.
6 True
7 True
8 False. He suggests they should work with
a mentor for one or two years.
Documentary 11 Beekeeping in the city 75

Documentary 12
You are what you eat ANSWERS

In this documentary we learn about the connection between 1 Green Hopping
food and culture as well as watching an interview with a food 2 She wants to know why obesity is rising, why
advocate living and working in the United States. people are feeling less energetic, and what can
be changed in the system of food production to
1 Write the phrase you are what you eat on the board. ensure that people are eating more healthily.
Check students understanding of it. Give students time to 3 She says that if you eat healthily, you’ll feel good
read and think about their answers to the eight questions. rather than sluggish or tired.
Put students into pairs to ask and answer the questions.
4 It does not include things like fresh produce or
whole grains.
Useful language
You are what you eat is a common idiom which links
health to diet, stressing the importance of eating Useful language
good food to overall well-being. In the US, the verb hopping is commonly used with
the noun bar to refer to the activity of going from
bar to bar on a night out with friends. Green Hopping
2 12 Tell students they are going to watch a video is Catherine Cuello’s term to describe an activity she
about how eating habits are influenced by cultural hopes to popularise, that of going from green bar to
circumstances. Refer students to the sentences. Play the green bar.
video up to 03:23. Students watch and choose the correct
words or numbers in each sentence. Check answers.
4 Make sure students understand the meaning
ANSWERS and use of the phrases in the Useful language box. Point
1 fuel shortages out that you can be assertive – that is, state your point
with confidence and force – without being aggressive or
2 sometimes
arrogant. Being assertive in argument is as much about the
3 19th century conviction with which someone expresses an opinion as
4 1900s it is the loudness of their voice or the extravagance of any
5 2012, 29 accompanying gestures. Give students time to read the text
and think about their responses to the questions. Before you
6 eight, 90%
put students into pairs to discuss their ideas, tell them to
7 5% use conditional forms in their discussion, e.g. What could we
actually do if we had power? Unless countries work together,
nothing can be achieved.
Useful language
Point out the use of foods in sentence 6 of Exercise 2. Optional activity
Food is usually used as an uncountable noun, e.g.
Students make notes on what they usually eat at home
We need to get some food for lunch NOT We need to get
and at school, noting down the snacks they eat as well as
some foods for lunch. However, the word foods can be
meals. Students think about what they eat too much of
used when it means types of food or dishes, e.g. the
and what they eat too little of. How would they change
traditional foods of France.
their diet to make it healthier or do they think their diet is
healthy as it is? Put students into pairs to compare notes.

interview with a ‘food advocate’, that is, someone who
campaigns for healthier food policies. Before you play
the video, check students’ understanding of sluggish,
an adjective which means lacking in energy, e.g. I felt very
sluggish all day. I didn’t get enough sleep last night. Refer
students to the four questions. Play the rest of the video
from 03:24. Students watch the interview and answer
the questions. Check answers.
76 Documentary 12 You are what you eat

Documentary 13
Walls can Talk 4 Read out the information in the Streetwise box and
then make sure students understand the meaning and use
In this documentary we learn about the history and of the words and phrases in the Useful language box. Point
development of modern-day graffiti, from its origins out that the highlighted words and phrases serve a number
in Philadelphia to its association with hip–hop. of purposes in the management of a discussion: they can
be used to: begin a discussion or move it from one topic to
1 Ask students to read the text about art. Put another (right, so, now); resume an earlier part of a discussion
students into pairs to ask and answer the questions. As if the speakers have become diverted by another topic
a follow-up, ask some students to tell the class about (anyway, oh yeah); close a discussion (well). Divide students
what their partner said. into A and B pairs. Give students time to read the information
in Exercise 4. Ask students to roleplay a conversation about
2 13 Tell students they are going to watch a video graffiti. Students should try to convince each other that their
about graffiti. Refer students to the sentences. Play the viewpoint is the right one.
video up to 01:01. Students watch and choose the correct
words or numbers in each sentence. Check answers.
Optional activity
ANSWERS Bring some examples of Banksy’s work to the classroom
1 1960s to show the students. A lot of it can be found online.
2 Cornbread Alternatively, ask students to research online and bring
the examples themselves. Ask students to respond to
3 1970s
Bansky’s work, saying what they like and dislike about it.
4 183
Useful language
Graffiti is an uncountable noun in English, which
means that it takes a singular rather than a plural
verb, e.g. We say there is graffiti on the wall NOT
there are graffiti on the wall.
3 13 Refer students to the gapped sentences and

the nouns in the box. Check students’ understanding of
the nouns, particularly exponent (someone who is good at
a particular activity) and vandalism (deliberate destruction
of or damage to public property). Put students into pairs
and give them a few minutes to read through the gapped
sentences and predict which nouns are needed to fill each
gap. Play the rest of the video from 01:02. Students watch
and check their answers.
ANSWERS
1 tags
2 gallery
3 storytelling
4 change
5 Hip-hop
6 advertising
7 exponent
8 vandalism
Documentary 13 Walls can talk 77

Documentary 14
Bring your ideas to life 4 14 Tell students they are going to watch the next
part of the interview with Catherine. Play the interview from
In this documentary we learn about what makes entrepreneurs 02:05. Students watch and make notes on what Catherine
different from others and watch an interview with the founder says about being an entrepreneur, networking, what is most
of a start-up company. important for young entrepreneurs and what young people
with good ideas should do. Students should aim to note
1 Write business on the board and elicit vocabulary students down the general ideas. This is quite challenging and you
know related to this topic. Put students into pairs to match may need to play this part of the video two or three times.
the words 1–5 with the definitions a–e Check answers. Piece together what Catherine says with the class. Guide
students to the right information by making use of the
answer below.
ANSWERS
1c 2d 3e 4b 5a
POSSIBLE ANSWER
Catherine thinks being an entrepreneur is about
knowing your strengths and abilities and making use
Useful language of your contacts in order to make your dream come
The term start-up company, or start-up as it is more true. She believes that entrepreneurs need to have
commonly abbreviated, was popularised during the a network of people supporting them in different
dotcom boom of the late 1990s and has become ways, including financially. Catherine says the most
ubiquitous in recent years. The term is used to important thing for a young entrepreneur is to be
denote enterprises, particularly in the field of digital realistic, work hard and be prepared to work for a
technology, which are operational in some way, but long time. Her advice for young people with good
have yet to fully establish themselves and need ideas is just to go for it.
significant investment to develop.

Make sure students understand the meaning and use of
2 14 Tell students they are going to watch a
the phrases in the Useful language box. Point out that
video about being an entrepreneur. Refer students to
these questions are asked as a way of trying to find some
the gapped text and explain that the words needed to
agreement before bringing a discussion to a close. Divide
complete it are all adjectives. Play the video up to 00:58.
students into A and B pairs. Give students time to read the
Students watch and complete the text with the correct
information in Exercise 5. Ask students to roleplay a meeting
adjectives. Check answers.
between an entrepreneur and an investor. The entrepreneur
should make the idea of investing in his or her start-up
ANSWERS sound appealing. The investor, always careful not to waste
1 good 3 big 5 talented money, needs to be persuaded that the start-up will be
2 easy 4 True 6 creative profitable.
Optional activity
3 14 Tell students they are going to watch the first
part of an interview with Catherine Cuello, the creator Students do some research online into the most successful
of the Green Hopping app. Refer students to the five entrepreneurs in their country. They make a list of three
questions. Play the video from 00:57 up to 02:04. Students people, look at the products or services the entrepreneurs
watch and answer the questions. Students can compare are responsible for launching, and see if they can find
answers in pairs before you check answers with the class. something which links the people. Do the students
believe there is a secret to success in business? Is it more
a matter of luck than judgement? What is ultimately more
ANSWERS
important: hard work or talent? Put students into small
1 Political Science and Journalism groups to share what they found online and to discuss
2 Coventry their responses to the questions above.
3 New York
4 The Dominican Republic
5 Travelling from Rome to New York City
78 Documentary 14 Bring your ideas to life

Documentary 15
Make it big in the movies Useful language

In this documentary we learn about the connection between Check students’ understanding of the following
New York and the film industry and watch an interview with vocabulary: commission (verb): to ask a writer to do
the director of the New York Film Academy. The New York Film a piece of work for you; pitch (noun): explain an idea
Academy was founded in 1992 and offers courses in acting, for a film, TV drama or book to someone to try to
directing, cinematography and screenwriting. make that person accept the idea. Pitch is also a verb,
e.g. we pitched our idea to major film studios; synopsis
1 Write the words films and TV dramas on the board. (noun): summary of the content of a film, TV drama
Elicit examples of types of film and the names of some or book.
popular TV dramas. Put students into pairs to ask and
answer the five questions. Ask some students to report
back to the class on what their partner said.
Optional activity
about films in New York. They will also watch an interview Put students into small groups. Ask students to come up
with the director of the New York Film Academy. Refer with a synopsis for a film or TV drama. It doesn’t have to
students to the four parts of the introduction to the be a detailed outline of the plot. What students should
video. Explain that the parts are not in the order in which produce is the basic premise and the main characters.
they are heard in the video. Play the video up to 01:28. Ask one member of each group to pitch their idea to you.
Students order the introduction. Check answers. You can then decide which of the ideas you would most
like to commission.
ANSWERS
a2 b4 c1 d3

interview with Michael Young, the director of the New
York Film Academy. Refer students to the five questions.
Play the rest of the video from 01:29. Students watch and
answer the questions. Students can compare answers in
pairs before you check answers with the class.
ANSWERS
1 Mad Men, Sopranos, Boardwalk Empire
2 Independent and quality films
3 No, he doesn’t.
4 The ability to work well with other people
5 Their ideas and view of the world

Make sure students understand the meaning and use
of the phrases in the Useful language box. Point out
that being able to conclude a discussion appropriately is
particularly important in formal contexts. Ask students to
imagine that they work for the production department
of a big television company and that their job is to
commission new programmes. Give students a few
minutes to read the three pitches for new TV dramas. Put
students into small groups and ask them to decide which
TV programme they are going to commission.
Documentary 15 Make it big in the movies 79

Thanks and acknowledgements
The publishers are grateful to the following contributors:
Colart: design and layout
Chefer: cover design
Antonio Cuesta Cornejo: illustrator
Charlotte Johnson: editorial work
The authors and publishers acknowledge the following sources of copyright
material and are grateful for the permissions granted. While every effort has
been made, it has not always been possible to identify the sources of all the
material used, or to trace all copyright holders. If any omissions are brought
to our notice, we will be happy to include the appropriate acknowledgements
on reprinting.
Key: T = Top, C = Centre, B = Below, L = Left, R = Right, B/G = background
p. 4: Alamy/© Blend Images; p. 5: Shutterstock/© Antônio José Girão de Sousa;
p. 6: Shutterstock/© Redmond Images; p. 7 (TL): Shutterstock/© Dzierek; p. 7 (TC):
Alamy/© imageBROKER; p. 7 (TR): Shutterstock/© maxpro; p. 8 (TL): Alamy/© Greg
Balfour Evans; p. 8 (TR): Shutterstock/© FashionStock.com; p. 9: Shutterstock/© Air
images; p. 10: Alamy/© Ute Grabowsky/photothek images U; p. 11 (TL): Alamy/©
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English for Spanish Speakers

José Abascal 56, 1º – 28003 Madrid, Spain

Cambridge University Press is part of the University of Cambridge.

Do teenagers spend too much

2 1 Watch the video. Match the sentences 1–4

on Facebook and on Twitter and they care a lot about

04 Vox pop 1 Do teenagers spend too much time on social networks?

What’s the most dangerous

2 2 Watch the video and then read the

e A few years ago in the summer, we were in the park and

Imagine a friend is visiting

2 3 Watch the video. Match the speakers a–f with

3 3 Watch the video again. Are the sentences

5 George doesn’t think there is much to do in Manchester.

What do you like or dislike

1 I think the best thing about cycling is the feeling of

5 If there’s a football match and a water polo match on

Sport is too competitive.

Sports stars earn too much money.

Vox pop 4 What do you like or dislike about sport? 07

1 Work in pairs. Read the text and then discuss

4 Write a description of the photographs in Exercise 3.

They’re in a fashionable chain store.

08 Vox pop 5 Describing a photograph

Have you seen a good TV series

The Small Screen

2 What's the last TV drama you saw? 5 Do you ever watch TV

2 6 Watch the video. Match the TV dramas 1–4

based around characters episode follows

Agreeing and disagreeing

1 Read the text. Discuss the questions at the end

4 Choose one of the statements in Exercise 3 and write

10 Vox pop 7 Agreeing and disagreeing

Have you ever been on

4 Work in pairs. Discuss the question.

Why do you think we pay such attention to the media

5 Write a short paragraph about an appearance you

Would you like to be famous?

2 9 Watch the video. Are the sentences true or

5 Hannah is not interested in the idea of being an

7 Callum loves the idea of being famous.

8 Callum thinks it would be good to be recognised for

12 Vox pop 9 Would you like to be famous?

What’s the worst holiday

1 Work with a partner. Ask and answer the questions.

2 10 Watch the video. Answer the questions.

Vox pop 10 What’s the worst holiday you’ve ever had? 13

The best way to reduce your

1 Complete the paragraph with the words in the box.

2 11 Watch the video. Match the sentences 1–4

1 It doesn’t really matter how much you travel on a plane

Sam, Tristan or Amaya. mobile phone less, turn the TV

What should I do?

1 Match the sentence halves 1–5 with a–e.

3 Which two people suggest eating before going to the

Dear Stefania, I think it’s great that you’ve started swimming.

Vox pop 12 What should i do? 15

Tell us about a coincidence that

1 Complete the story with the phrases in the box.

What do you most regret

1 Match the sentence halves 1–5 with a–e.

2 14 Watch the video. Complete the sentences

3 14 Watch the video again. Are the sentences