Inside Out TB

Inside Out

Teacher’s HandbookPortfolio

and Exams

S u e K a y, V a u g h a n J o n e s , P h i l i p K e r r ,

C e r i J o n e s , Ta n i a B a s t o w , J o n H i r d

••• Inside Out TB - 13/1 13-01-2005 17:27 Pagina 1

Publisherd by Macmillan Publishers LimitedBetween Towns Road, OXFORD, OX4 3PPCompanies and representatives throughout the world

Elementary Workbook Answer Key, pages 39-49: Text © Philip Kerr, Sue Kay and Vaughan Jones 2003Design and illustration © Macmillan Publishers Limited 2003

Pre-intermediate Workbook Answer Key, pages 50-62: Text © Philip Kerr, Sue Kay and Vaughan Jones 2002Design and illustration © Macmillan Publishers Limited 2002

First published 2005

Printed and bound in Italy by Grafica Dieci, Città di Castello, Perugia.


INTRODUCTION............................................................................................... 4

PORTFOLIO DELLE COMPETENZE ....................................................................... 6

PORTFOLIO DELLE LINGUE

- PASSPORT ............................................................................................... 8- BIOGRAPHY.............................................................................................. 10- DOSSIER ................................................................................................. 14

PREPARATION TOWARDS COUNCIL OF EUROPE “CAN-DO” STATEMENTS

- ELEMENTARY ............................................................................................ 16- PRE-INTERMEDIATE.................................................................................... 20- INTERMEDIATE........................................................................................... 24

PET SYLLABUS ............................................................................................. 30

TEACHING TIPS.............................................................................................. 36

WORKBOOK ANSWER KEY

- ELEMENTARY ............................................................................................ 39- PRE-INTERMEDIATE.................................................................................... 50

Contents


4

Introduction

AimThe Inside Out approach revolves around the personal involvement of the students, as that

has been found to be the most efficient way to get students to remember and activate thelanguage that they study.The aim of this handbook is to save you time and help you plan yourlessons, bearing in mind the ever growing need to prepare students for external examinations,keep a Portfolio and adhere to all the other changes in the teaching environment.

Portfolio structureAs you know, “portfolio” is a word being used in Italy to refer to two separate, but related,

learning tools. The Italian Ministry of Education has included in its recent reform the introductionof “portfolios” for all school subjects. We have included a brief guide on how to structure the“porfolio delle competenze”, based on its underlying idea of creating an individual profile of eachstudent. For modern European languages, however, “Portfolio” is more than just a ministrystipulation, as it also refers to the Council of Europe European Language Portfolio (PEL) project.

The aim of the PEL project is to help all language learners to keep track of their own progressin learning a language. It consists of three parts: a list of courses and exams taken (“passport”),a description by the student of key learning experiences (“biography”), and a collection of writtenwork and audio recordings of the student’s use of the language (“dossier”). The Council of Europerecommends that all learners keep this kind of record of their learning, and has produced a“Framework” document which describes in detail the specific levels of competence whichlanguage learners attain and pass through.

In keeping student portfolios and encouraging your students to keep up their own languageportfolios, it is important to remember that the assessment and measurement of progress shouldnever be allowed to become more important than the learning. The relationship between theteacher and the student, and the emphasis on the students’ own learning styles and preferencesare the foundations on which both the effectiveness of any language course and the very portfolioprojects themselves are constructed.

This handbook begins by providing everything you and your students need for their EuropeanLanguage Portfolio and portfolio delle competenze. It is not necessary to use any particular formsfor this, but we have provided here an outline passport, biography and dossier as a guide, which,if you wish, you may photocopy and distribute to your students, as well as a form that you canuse in collaboration with your colleagues to build each student’s school portfolio.


5

Introduction

The Council of Europe Framework document describes language learning levels in terms of“can-do” statements. This booklet helps you to see clearly which of these statements theindividual exercises in Inside Out are designed to help work towards. In general, students usingInside Out will attain an A2 level after studying the Elementary course and the beginning of thePre-Intermediate course. Pre-Intermediate takes students to B1, with only a little furtherpreparation needed in order to take the PET exam.

ExamsAfter the Council of Europe “can-do” statements, you will find the syllabus for the PET exam,

with details of the activities in Inside Out that will help you in each of the specified areas. Exampreparation is best tackled in a separate short course, for which Ready for PET or a similarpublication which provides practice in the specific skills and lexis required for the exam is ideal.Inside Out is also ideal to help you prepare your students to take the Trinity exams, as it providesa great deal of communicative practice, through its anecdotes, pairwork and group activities.

Useful Teaching TipsAs it can sometimes be challenging to manage the dynamics of a classroom where the

teacher is frequently not the focus, we have included here an article by Jane Bowie, who has runthe Diploma course in teaching English as a Foreign Language at the British Council in Milan,which provides some tips on how to maximise the effectiveness of the communicative classroom.

Workbook AnswerkeysFinally, this handbook contains the key to all of the exercises in the Inside Out Elementary

and Pre-Intermediate workbooks.Please note, extra lesson plans and topics are also available for FREE on www.insideout.net

every month.

We wish you many happy and productive lessons with Inside Out!

Best wishes from the Macmillan Italy team.


6

Portfolio delle Competenze

As the European Language Portfolio is a tool designed only for language learners to follow their ownprogress, as teachers our more immediate concern will be with the school portfolio that is destined toform part of the new school reform. There are as yet no official guidelines to follow in creating what hasbecome known as the portfolio delle competenze. Our aim in providing you with the table opposite is tosave you time in setting up the necessary paperwork to fulfill this new requirement.

The idea behind introducing portfolios is to move our teaching closer to the needs of each individualstudent, and to help the school to keep track of each student’s progress and learning profile. In order todo this, it is necessary for teachers to interview each student at the beginning and end of every schoolyear, and to keep samples of their work on file in the staff room together with the notes from thesemeetings. This record will then allow any new teachers to get a rapid understanding of exactly whichpoint a particular student has reached and in which direction he or she is heading.

As language teachers, we are likely to be instrumental in setting up these portfolios, since we have moreexperience of portfolios and better guidance in creating them than many of our colleagues do, as a resultof the PEL project. These are the steps to follow:

General Guidelines

• At the start of each year, take the time to talk to each student individually, to establish their ownassessment of their current level of progress and objectives for the year.

• Fill in the table opposite for each student at least twice during the course of the school year.

• In order to make the most of this document, ask each student to choose a piece of work atthe end of each module (5 units) to add to your portfolio. These may be pieces of writing theyhave already selected for the dossier section of their personal language portfolio, but they neednot be.

• At the end of each year, check if your students have attained the objectives they set forthemselves. They can download a checklist of can-do statements to help with this fromwww.macmillanitalia.it.

• Put the forms, the pieces of writing, and your notes from the interviews in the relevant filestogether with your colleagues’ reports on each student’s progress in other school subjects.


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Portfolio delle CompetenzeP

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Example:ReadingShort simple textsStraightforward factual textsCan read most texts autonomously

Listening Comprehension

Basic phrases clearly spokenMain points of clear standard speachFollow complex argument

Reading

Short simple textsStraightforward factual textsCan read most texts autonomously

Writing

Simple phrases linked with “and” or “but”Simple connected textClear detailed text on a range of subjects

Conversation

Simple communication with supportConfident conversation on familiar topicsFluent language use

Performance

Can give simple descriptions in list formCan give sustained descriptionsCan give developed presentations

Pronunciation

Clear enough to be understoodAccurate pronunciationNatural intonation

Vocabulary

Basic repertoire for everyday needsSufficient vocab to express most iideasGood range of words used accurately

Grammatical Accuracy

Some structures correct, meaning usually clear.Frequent language well controlled.Generally high accuracy

Functional Appropriacy

Can respond simply in very common situations.Can be polite and appropriate in a range of situations.Can socialise confidently even with mother tongue groups.

Comments

Is able to do this with ease

Beginning to read more confidently

This is still a distant goal.


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The Language PassportP

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LE In the Language Passport, you should list all of the courses you have attended in order to learn English

(including school courses) and all of the exams you have taken and qualifications you have attained (evenif they are not officially recognised). You should also give details about any time you have spent in Englishspeaking countries, and mention any other objective circumstances that have contributed to yourknowledge of the language (such as English speaking relatives, pen-friends or similar).

Other Courses Attended

Institution Level N° hours

School Study

School Year Years Studied N° hours


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The Language PassportP

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Exams & Qualifications

Name of Exam Date Taken Result

Travel

Connections with English Country Date

Other Relationships & Experiences Related to English


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BiographyP

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LE You may write these notes in Italian (or any language you wish). You should write concise notes about

experiences of any kind which you notice have helped you to make progress in learning English. Thismay be simply a “diary”-style record, with experiences noted down as they occur and dated.Alternatively you may like to use this form to group your experiences under the headings provided.

Write here about experiences that help you to improve your use of English. How do you come tonotice that your use of English could be improved by using certain words differently, or to see newpossible structures that you can use?

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Vocabulary Experiences

Write here when you notice learning particular words or expressions. Write about how you moved fromfirst noticing the word to being able to use it successfully, so that you can gradually try to make thisprocess deliberate.

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Grammar Experiences


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Write here when you notice anything about the pronunciation of English. What experiences lead youto adapt your own pronunciation?

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Pronounciation Experiences

Write here when you notice the correct language formulas to use in particular circumstances. Writeabout your attempts to use them, and how you gradually learn to use them appropriately.

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Functional Experiences


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Write about English that you listen to, about films and TV that you watch in English, and about peo-ple you know who speak English. Record your successes in understanding different accents andother achievements in understanding spoken English.

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Listening Experiences

Write about what you read in English, and what you learn about the language in doing so.

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reading Experiences


13

BiographyP

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Write about your successes in speaking English. Write particularly about the anecdote activities youhave tried from Inside Out, and observe whether your confidence increases when you tell an anec-dote for a second or third time.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Speaking Experiences

Write about your achievements in expressing yourself in written English

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing Experiences

Don’t forget to read your notes back from time to time to review the progress you have made.


14

DossierP

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LE Use this as a front page index for a file of your work in English. In this file, you should collect exercises

and written work. You should also try to make recordings of yourself speaking English. You might like tokeep one cassette on which you record yourself at regular intervals, so that you can keep track of yourprogress in learning the language.

It is up to you what kind of material you want to include, but bear in mind that the dossier is most usefulto you if it contains only a representative selection of your work. If there is too much material here, youare unlikely ever to take the time to review it.

A good target is to include four or five pieces of work from each year. One should be a piece of writingthat represents the best writing you are currently able to produce in English. If you are using the InsideOut workbook, one of the extended writing activities to be found at the end of each workbook unit wouldbe ideal for this. Another piece to include would be an exercise that aims towards preparing an exam.Any piece of work that you have put particular effort into or feel you have done especially well may beincluded, but it is also worth including a more average piece of work to represent the level of writing thatyou are currently able to produce without difficulty. If you use English on the Internet, or to write to penfriends or relatives, it would be a good idea to include some of this material that was not created in aclassroom context.

Your cassette could include speaking practice from your English classes. The extended speakingcontexts provided by the anecdote activities in Inside Out are ideal. You might try recording your firstattempt at telling an anecdote and then recording yourself again a little while later telling the sameanecdote for the second or third time. This will illustrate the ways in which you learn and make progressin your speaking, which you can also record in your “biography”.

Materials Included (Writing/Speaking)

Date W or S Class/Real Life Topic Reason for Inclusion


15

DossierP

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Materials Included (Writing/Speaking)

Date W or S Class/Real Life Topic Reason for Inclusion


16

Level A1 “Breakthrough” Inside Out Elementary

COMPETENCE

OVERALL ORAL PRODUCTION

SUSTAINED MONOLOGUE

(DESCRIBING EXPREIENCE)

CREATIVE WRITING

OVERALL LISTENING

COMPREHENSION

OVERALL READING

COMPREHENSION

READING FOR INFORMATION &

ARGUMENT

UNDERSTANDING A NATIVE

SPEAKER INTERLOCUTOR

INFORMATION EXCHANGE

NOTES MESSAGES & FORMS

VOCABULARY RANGE

GRAMMATICAL ACCURACY

PHONOLOGICAL CONTROL

ORTHOGRAPHIC CONTROL

DESCRIPTOR

Can produce simple mainly isolated phrases about people and places.

Can describe him/herself, what he/she does and where he/she lives.

Can write simple phrases and sentences about themselves and

imaginary people, where they live and what they do.

Can follow speech which is very slow and carefully articulated, with

long pauses for him/her to assimilate meaning.

Can understand very short, simple texts a single phrase at a time,

picking up familiar names, words and basic phrases and re-reading as

required.

Can get an idea of the content of simpler informational material and

short simple descriptions, especially if there is visual support.

Can understand questions and instructions addressed carefully and

slowly to him/her and follow short, simple directions.

Can ask and answer simple questions, initiate and respond to simple

statements in areas of immediate need or on very familiar topics.

Can ask and answer questions about themselves and other people,

where they live, people they know, things they have.

Can write numbers and dates, own name, nationality, address, age,

date of birth or arrival in the country, etc. such as on a hotel registration

form.

Has a basic vocabulary repertoire of isolated words and phrases

related to particular concrete situations.

Shows only limited control of a few simple grammatical structures and

sentence patterns in a learnt repertoire.

Pronunciation of a very limited repertoire of learnt words and phrases

can be understood with some effort by native speakers used to dealing

with speakers of his/her language group.

Can copy familiar words and short phrases e.g. simple signs or

instructions, names of everyday objects, names of shops and set

phrases used regularly

PAGE

10, 12, 13

14

10, 15

6, 7, 8, 9, 12

8

10, 14, 16

5

4, 5

6, 7, 8, 11, 12,

15, 16

7

4-11, 13, 14, 16

6, 8, 10, 11,

14, 15, 17

13, 15

17


17

Level A2 “Waystage” Inside Out Elementary

COMPETENCE


SUSTAINED MONOLOGUE


CREATIVE WRITING

PLANNING

OVERALL LISTENING

COMPREHENSION

UNDERSTANDING

CONVERSATION BETWEEN NATIVE

SPEAKERS

LISTENING TO ANNOUNCEMENTS &

INSTRUCTIONS

LISTENING TO AUDIO MEDIA &

RECORDINGS

OVERALL READING

COMPREHENSION

READING CORRESPONDENCE


ARGUMENT

WATCHING TV & FILM

DESCRIPTOR

Can give a simple description or presentation of people, living or

working conditions, daily routines, likes/dislikes, etc. as a short series

of simple phrases and sentences linked into a list.

Can describe his/her family, living conditions, educational

background, present or most recent job.

Can describe people, places and possessions in simple terms.

Can write short, simple imaginary biographies and simple poems

about people.

Can recall and rehearse an appropriate set of phrases from his/her

repertoire.

Can understand phrases and expressions related to areas of most

immediate priority (e.g. very basic personal and family information,

shopping, local geography, employment) provided speech is clearly

and slowly articulated.

Can generally identify the topic of discussion around him/her, when it

is conducted slowly and clearly.

Can understand simple directions relating to how to get from X to Y, by

foot or public transport.

Can understand and extract the essential information from short,

recorded passages dealing with predictable everyday matters which

are delivered slowly and clearly

Can understand short, simple texts containing the highest frequency

vocabulary, including a proportion of shared international vocabulary

items.

Can understand basic types of standard routine letters and faxes

(enquiries, orders, letters of confirmation etc.) on familiar topics.

Can identify specific information in simpler written material he/she

encounters such as letters, brochures and short newspaper articles

describing events.

Can understand, short, simple texts containing the highest frequency


items

Can follow changes of topic of factual TV news items, and form an idea

of the main content.

PAGE

39, 41, 54, 55,

57, 58, 61,

71, 73

19, 21

33, 37, 46, 47,

48, 78, 79, 81

41, 77

33, 55, 81

34, 37, 50

27, 54

73

39, 47, 48, 49,

51, 52, 53,

74, 77

32, 58, 60,

78, 81

33

18, 20, 21, 27, 30,

31, 35, 37, 39, 41,

48, 50, 54, 55,

57, 67, 74, 79

70

51


18


COMPETENCE

IDENTIFYING CUES & INFERRING

(SPOKEN & WRITTEN)

INFORMAL DISCUSSION WITH

FRIENDS

TRANSACTIONS TO OBTAIN GOODS

& SERVICES


OVERALL WRITTEN INTERACTION

CORRESPONDENCE

NOTES MESSAGES & FORMS

VOCABULARY RANGE



DESCRIPTOR

Can use an idea of the overall meaning of short texts and utterances

on everyday topics of a concrete type to derive the probable meaning

of unknown words from the context.

Can discuss what to do, where to go and make arrangements to meet.

Can give and receive information about quantities, numbers, prices, etc.

Can ask about things and make simple transactions in shops, post

offices or banks.

Can get simple information about travel, use public transport: buses,

trains, and taxis, ask and give directions, and buy

tickets.

Can communicate in simple and routine tasks requiring a simple and

direct exchange of information.

Can exchange limited information on familiar and routine operational

matters.

Can ask for and provide personal information.

Can write short, simple formulaic notes relating to matters in areas of

immediate need.

Can write very simple personal letters expressing thanks and

apology.

Can write short, simple notes and messages relating to

matters in areas of immediate need.

Has a basic vocabulary repertoire of isolated words and phrases

related to particular concrete situations.

Has a sufficient vocabulary for the expression of basic communicative

needs.

Uses some simple structures correctly, but still systematically makes

basic mistakes – for example tends to mix up tenses and forget to

mark agreement; nevertheless, it is usually clear what he/she is trying

to say.

Shows only limited control of a few simple grammatical structures and

sentence patterns in a learnt repertoire.

Pronunciation is generally clear enough to be understood despite a

noticeable foreign accent, but conversational partners will need to ask

for repetition from time to time.

PAGE

46

52

29

72

73

27, 80

34

38, 40, 59, 60,

67, 69, 80

19,21,76

33

51

19, 20, 21

26, 28, 29, 30,

31, 34, 38, 59,

66, 67, 71, 72,

74, 75, 76, 78, 81

19, 20, 27, 28, 32,

34, 36, 39, 40, 49,

75, 76, 80, 81

56, 58, 61, 68,

69, 71

26, 30, 35, 36,

38, 40, 48, 53,

56, 58, 60, 78


19


COMPETENCE


SOCIOLINGUISTIC

APPROPRIATENESS

FLEXIBILITY

THEMATIC DEVELOPMENT

COHERENCE & COHESION

DESCRIPTOR

Can write with reasonable phonetic accuracy (but not necessarily fully

standard spelling) short words that are in his/her oral vocabulary.

Can handle very short social exchanges, using everyday polite forms

of greeting and address. Can make and respond to invitations,

suggestions, apologies, etc.

Can expand learned phrases through simple recombinations of their

elements.

Can tell a story or describe something in a simple list of points

Can link groups of words with simple connectors like ‘and’, ‘but’ and

‘because’.

PAGE

47

61

54, 56, 71

75

37


20

Level A2 “Waystage” Inside Out Pre-Intermediate

COMPETENCE


SUSTAINED MONOLOGUE


CREATIVE WRITING

OVERALL LISTENING

COMPREHENSION


RECORDINGS

OVERALL READING

COMPREHENSION


ARGUMENT


CORRESPONDENCE

VOCABULARY RANGE




GENERAL LINGUISTIC RANGE

DESCRIPTOR




Can describe his/her family, living conditions, educational background,

present or most recent job.

Can write a series of simple phrases and sentences about their family,

living conditions, educational background, present or most recent job.

Can understand phrases and expressions related to areas of most

immediate priority (e.g. very basic personal and family information,

shopping, local geography, employment) provided speech is clearly

and slowly articulated.

Can understand and extract the essential information from short,

recorded passages dealing with predictable everyday matters which

are delivered slowly and clearly

Can understand short, simple texts containing the highest frequency


items.



describing events.

Can ask for and provide personal information.

Can write very simple personal letters expressing thanks and apology.


needs.

Uses some simple structures correctly, but still systematically makes

basic mistakes – for example tends to mix up tenses and forget to

mark agreement; nevertheless, it is usually clear what he/she is trying

to say.

Pronunciation is generally clear enough to be understood despite a

noticeable foreign accent, but conversational partners will need to ask

for repetition from time to time.

Can link groups of words with simple connectors like ‘and’, ‘but’ and

‘because’.

Can produce brief everyday expressions in order to satisfy simple

needs of concrete type: personal details, daily routines, wants and

needs. requests for information

PAGE

11, 12, 15

4, 9

7, 13

4, 9, 11

9, 18, 21

6

5, 12, 13,

14, 16, 20

5, 7, 8, 9,

14, 19, 21

12

4, 7, 10, 12, 21

7, 11, 14,

17, 19, 20

4, 7, 12

17

17


21

Level B1 “Breakthrough” Inside Out Pre-Intermediate

COMPETENCE


SUSTAINED MONOLOGUE


OVERALL WRITTEN PRODUCTION

CREATIVE WRITING

REPORTS AND ESSAYS

PLANNING

OVERALL LISTENING

COMPREHENSION

UNDERSTANDING


SPEAKERS


RECORDINGS

OVERALL READING

COMPREHENSION

DESCRIPTOR

Can reasonably fluently sustain a straightforward description of one of

a variety of subjects within his/her field of interest, presenting it as a

linear sequence of points.

Can give short, basic descriptions of events and activities.

Can describe events, real or imagined.

Can write straightforward connected texts on a range of familiar

subjects within his/her field of interest, by linking a series of shorter

discrete elements into a linear sequence.

Can narrate a story.

Can write very brief reports to a standard conventionalised

format, which pass on routine factual.

Can work out how to communicate the main point(s) he/she wants to

get across, exploiting any resources available and limiting the

message to what he/she can recall or find the means to express.

Can understand the main points of clear standard speech on familiar

matters regularly encountered in work, school, leisure etc., including

short narratives.

Can understand enough to be able to meet needs of a concrete type

provided speech is clearly and slowly articulated.

Can understand straightforward factual information about common

everyday or job related topics, identifying both general messages and

specific details.

Can generally follow the main points of extended discussion around

him/her, provided speech is clearly articulated in

standard dialect.

Can understand the main points of radio news bulletins and simpler

recorded material about familiar subjects delivered relatively slowly

and clearly.

Can read straightforward factual texts on subjects related to his/her

field and interest with a satisfactory level of comprehension.

Can understand short, simple texts on familiar matters of a concrete

type which consist of high frequency everyday or job-related language.

PAGE

95, 102, 105,

112, 113

26, 27, 36, 37,

41, 44, 45, 73

57, 78, 81, 99,

108,110

55

109, 110, 111

75

27, 36, 44, 45,

57, 73, 78, 95,

105, 113, 115

40, 54

85, 95, 98

105

23, 39, 71, 83,

85, 86, 103, 114

26, 44, 46, 48,

49, 65, 67, 69,

78, 107, 110,

115, 117

24, 74, 102,

103, 105

41, 45


22


COMPETENCE


ARGUMENT

READING INSTRUCTIONS

CONVERSATION


FRIENDS


& SERVICES


OVERALL WRITTEN INTERACTION

CORRESPONDENCE

PROCESSING TEXT

VOCABULARY RANGE

DESCRIPTOR

Can recognise the line of argument in the treatment of the issue

presented, though not necessarily in detail.

Can identify the main conclusions in clearly signalled argumentative

texts.

Can recognise significant points in straightforward newspaper articles

on familiar subjects.



describing events.

Can understand clearly written, straightforward instructions.

Can maintain a conversation or discussion but may sometimes be

difficult to follow when trying to say exactly what he/she would like to.

Can express belief, opinion, agreement and disagreement politely.

Can discuss what to do in the evening, at the weekend.

Can deal with common aspects of everyday living such as travel,

lodgings, eating and shopping.

Can ask and answer questions about habits and routines.

Can ask and answer questions about pastimes and past activities.

Can obtain more detailed information.

Can provide personal information.

Can write personal letters and notes asking for or conveying simple

information of immediate relevance, getting across the point he/she

feels to be important.

Can write personal letters describing experiences, feelings and events

in some detail.

Can paraphrase short written passages in a simple fashion, using the

original text wording and ordering.


needs.

Has a sufficient vocabulary to express him/herself with some

circumlocutions on most topics pertinent to his/her everyday life such

as family, hobbies and interests, work, travel, and current events.

PAGE

37, 37, 47, 48,

51, 64, 65, 66,

68, 82, 86, 106,

108-111

53, 56

70, 73, 75

76, 76, 81, 82,

86, 94, 96, 106,

108-112, 116

99

53

27

49 ,50

39

25, 27, 38

42, 43, 47, 79, 80

72

107

51

45

81

22, 24, 25, 26, 35

40, 41, 44, 46, 47,

50, 52, 57, 64, 65,

68, 71, 78, 83,

95, 97, 98, 99,

100, 113, 116


23


COMPETENCE





SOCIOLINGUISTIC

APPROPRIATENESS

DESCRIPTOR

Has enough language to get by, with sufficient vocabulary to express

him/herself with some hesitation and circumlocutions on topics such

as family, hobbies and interests, work, travel, and current events, but

lexical limitations cause repetition and even difficulty with formulation

at times.

Uses reasonably accurately a repertoire of frequently used ‘routines’

and patterns associated with more predictable situations.

Pronunciation is clearly intelligible even if a foreign accent is sometimes

evident and occasional mispronunciations occur.

Spelling, punctuation and layout are accurate enough to be followed

most of the time.

Can socialise simply but effectively using the simplest common

expressions and following basic routines.

Can perform and respond to basic language functions, such as

information exchange and requests and express opinions and attitudes

in a simple way.

PAGE

77, 111

23, 25, 27, 34, 35,

36, 38, 40, 42, 48,

49, 53, 54, 66, 67,

69, 72, 74, 76, 79,

80, 86, 87, 96,

101, 104, 105,

107, 109, 113

25, 52, 54, 57,

65, 71, 98, 114

23

67

84, 85, 87,

115, 117


24

Level B1 “Breakthrough” Inside Out Intermediate

COMPETENCE


SUSTAINED MONOLOGUE


CREATIVE WRITING

PLANNING

OVERALL LISTENING

COMPREHENSION

OVERALL SPOKEN INTERACTION

UNDERSTANDING CONVERSATION

BETWEEN NATIVE SPEAKERS


RECORDINGS

OVERALL READING

COMPREHENSION



ARGUMENT

READING FOR ORIENTATION

DESCRIPTOR




Can give short, basic descriptions of events and activities.

Can write very short, basic descriptions of events, past activities and

personal experiences.




Can understand straightforward factual information about common

everyday or job related topics, identifying both general messages and

specific details, provided speech is clearly articulated in a generally

familiar accent.

Can enter unprepared into conversation on familiar topics, express

personal opinions and exchange information on topics that are familiar,

of personal interest or pertinent to everyday life (e.g.family, hobbies,

work, travel and current events).

Can manage simple, routine exchanges without undue effort; can ask

and answer questions and exchange ideas and information on familiar

topics in predictable everyday situations.

Can generally follow the main points of extended discussion around

him/her, provided speech is clearly articulated in standard dialect.

Can understand the main points of radio news bulletins and simpler

recorded material about familiar subjects delivered relatively slowly

and clearly.

Can understand short, simple texts on familiar matters of a concrete

type which consist of high frequency everyday or job-related language.

Can understand the description of events, feelings and wishes in

personal letters well enough to correspond regularly with a pen friend.



Can identify the main conclusions in clearly signalled argumentative

texts.



Can find specific, predictable information in simple everyday material

such as advertisements, prospectuses, menus, reference lists and

timetables.

PAGE

21

14, 24, 27

23, 31

21

15

4, 5

4, 5

10, 25, 30

11, 12

9

13

17, 23

17, 23

24, 27, 29,

30, 31

22


25

Level B1 “Breakthrough” Inside Out Intermediate

COMPETENCE


(SPOKEN & WRITTEN)


INFORMAL DISCUSSION (WITH

FRIENDS)


CORRESPONDENCE

VOCABULARY RANGE

VOCABULARY CONTROL



SOCIOLINGUISTIC

APPROPRIATENESS

FLEXIBILITY


DESCRIPTOR

Can extrapolate the meaning of occasional unknown words from the

context and deduce sentence meaning provided the topic discussed is

familiar.



of personal interest or pertinent to everyday life (e.g.family, hobbies,


Can manage simple, routine exchanges without undue effort; can ask

and answer questions and exchange ideas and information on familiar

topics in predictable everyday situations.

Can express belief, opinion, agreement and disagreement politely.

Can ask and answer questions about habits and routines.

Can write personal letters describing experiences, feelings and events

in some detail.

Has a sufficient vocabulary to express him/herself with some

circumlocutions on most topics pertinent to his/her everyday life such

as family, hobbies and interests, work, travel, and current events.

Shows good control of elementary vocabulary but major errors still

occur when expressing more complex thoughts or handling unfamiliar

topics and situations.

Uses reasonably accurately a repertoire of frequently used ‘routines’

and patterns associated with more predictable situations.

Pronunciation is clearly intelligible even if a foreign accent is sometimes

evident and occasional mispronunciations occur.

Is aware of, and looks out for signs of, the most significant differences

between the customs, usages, attitudes, values and beliefs prevalent

in the community concerned and those of his or her own.

Can adapt well rehearsed memorised simple phrases to particular

circumstances through limited lexical substitution.

Can link a series of shorter, discrete simple elements into a connected,

linear sequence of points.

PAGE

20, 23

4, 7, 20

4, 7

21

5, 15, 16

13

15, 20, 21, 28

20, 25, 31

5-8, 15, 18, 19,

25, 26, 27, 29

5, 6, 11, 28

12

10, 18, 30

10


26

Level B2 “Threshold” Inside Out Intermediate

COMPETENCE


SUSTAINED MONOLOGUE


CREATIVE WRITING

REPORTS AND ESSAYS

PLANNING

OVERALL LISTENING

COMPREHENSION

UNDERSTANDING


SPEAKERS

DESCRIPTOR

Can give clear, detailed descriptions and presentations on a wide

range of subjects related to his/her field of interest, expanding and

supporting ideas with subsidiary points and relevant examples.

Can give detailed accounts of experiences, describing feelings and

reactions.

Can reasonably fluently relate a straightforward narrative or

description as a linear sequence of points.

Can give clear, detailed descriptions on a wide range of subjects

related to his/her field of interest.

Can write clear, detailed descriptions of real or imaginary events and

experiences, marking the relationship between ideas in clear

connected text, and following established conventions of the genre

concerned.

Can write clear, detailed descriptions on a variety of subjects related

to his/her field of interest.

Can summarise, report and give his/her opinion about accumulated

factual information on familiar routine and non-routine matters within

his/her field with some confidence.

Can synthesise information and arguments from a number of sources.

Can plan what is to be said and the means to say it, considering the

effect on the recipient/s.

Can reasonably fluently relate a straightforward narrative or

description as a linear sequence of points.




Can understand the main ideas of propositionally and linguistically

complex speech on both concrete and abstract topics delivered in a

standard dialect, including technical discussions in his/her field of

specialisation.

Can with some effort catch much of what is said around him/her, but

may find it difficult to participate effectively in discussion with several

native speakers who do not modify their language in any way.

PAGE

42, 116, 120

32, 33, 49, 92,

97, 103, 118

63, 85, 92, 97

77

79, 99

121

55, 116, 130

107, 115

38, 49

63,

95, 97, 103, 118

43, 49, 93

60, 62, 83, 89,

100, 109, 110,

130


27


COMPETENCE


RECORDINGS

LISTENING TO ANNOUNCEMENTS &

INSTRUCTIONS

OVERALL READING

COMPREHENSION


READING FOR ORIENTATION


ARGUMENT


(SPOKEN & WRITTEN)


DESCRIPTOR

Can understand the information content of the majority of recorded or

broadcast audio material on topics of personal interest delivered in

clear standard speech.

Can understand recordings in standard dialect likely to be

encountered in social, professional or academic life and identify

speaker viewpoints and attitudes as well as the information content.

Can understand most radio documentaries and most other recorded or

broadcast audio material delivered in standard dialect and can identify

the speaker’s mood, tone etc.

Can understand announcements and messages on concrete and

abstract topics spoken in standard dialect at normal speed.

Has a broad active reading vocabulary, but may experience some

difficulty with low frequency idioms.

Can read with a large degree of independence, adapting style and

speed of reading to different texts and purposes, and using

appropriate reference sources selectively.

Can read correspondence relating to his/her field of interest and

readily grasp the essential meaning.

Can scan longer texts in order to locate desired information, and

gather information from different parts of a text, or from different texts

in order to fulfil a specific task.

Can quickly identify the content and relevance of news items, articles

and reports on a wide range of professional topics, deciding whether

closer study is worthwhile.

Can understand specialised articles outside his/her field, provided

he/she can use a dictionary occasionally to confirm his/her

interpretation of terminology.

Can understand articles and reports concerned with contemporary

problems in which the writers adopt particular stances or viewpoints.

Can use a variety of strategies to achieve comprehension, including

listening for main points; checking comprehension by using contextual

clues.

Can highlight the personal significance of events and experiences,

account for and sustain views clearly by providing relevant

explanations and arguments.

PAGE

35, 41, 105, 117,

122, 132, 133

64

35, 41

55, 74, 75, 78

108

82, 106

121, 123, 126

57, 65, 66,

90, 91

47, 48, 58

83, 106

33

42, 50, 51, 62,

72, 77, 86, 87,

92, 97, 112, 114,

115, 129, 132

40

36, 39


28


COMPETENCE


(CONT.)

CONVERSATION


FRIENDS

GOAL-ORIENTED COOPERATION

(EG. REPAIRING A CAR, DISCUSSING

A DOCUMENT, ORGANISING AN

EVENT)


& SERVICES


CORRESPONDENCE

TURNTAKING


VOCABULARY RANGE

DESCRIPTOR

Can interact with a degree of fluency and spontaneity that makes

regular interaction, and sustained relationships with native speakers

quite possible without imposing strain on either party.

Can exchange, check and confirm information, deal with less routine

situations and explain why something is a problem.



of personal interest or pertinent to everyday life (e.g. family, hobbies,


Can convey degrees of emotion and highlight the personal signifiance

of events and experiences.

Can compare and contrast alternatives, discussing what to do, where

to go, who or which to choose, etc.

Can help along the progress of the work by inviting others to join in,

say what they think, etc.

Can deal with most transactions likely to arise whilst travelling,

arranging travel or accommodation, or dealing with authorities during

a foreign visit.

Can synthesise and report information and arguments from a number

of sources.

Can write personal letters giving news and expressing thoughts about

abstract or cultural topics such as music, films.

Can write letters conveying degrees of emotion and highlighting the

personal significance of events and experiences and commenting on

the correspondent’s news and views.

Can intervene in a discussion on a familiar topic, using a suitable

phrase to get the floor.

Has a sufficient range of language to describe unpredictable

situations, explain the main points in an idea or problem with

reasonable precision and express thoughts on abstract or cultural

topics such as music and films.

Has a good range of vocabulary for matters connected to his/her field

and most general topics. Can vary formulation to avoid frequent

repetition, but lexical gaps can still cause hesitation and

circumlocution.

PAGE

39, 39, 109, 113

44

109, 113,

130, 131

45, 56, 83, 100

95,96,104

63, 109, 110

102, 103

76

57, 95

66, 90, 91

52

111, 112

34, 35, 48, 53,

63, 72, 75, 78,

85, 95, 99, 104,

105, 107, 119


29


COMPETENCE

VOCABULARY CONTROL



DESCRIPTOR

Lexical accuracy is generally high, though some confusion and

incorrect word choice does occur without hindering communication.

Communicates with reasonable accuracy in familiar contexts;

generally good control though with noticeable mother tongue

influence. Errors occur, but it is clear what he/she is trying to express.

Shows a relatively high degree of grammatical control. Does not make

mistakes which lead to misunderstanding.

Has acquired a clear, natural, pronunciation and intonation.

PAGE

34, 59, 73, 78,

84, 87, 116, 120

34, 36, 37, 40,

43, 44, 49, 94,

95, 98, 99, 118,

122, 124, 125,

127, 128, 130, 133

34, 36, 37, 40,

53-54, 60, 73, 74,

75, 76, 80, 81, 88,

101, 110, 111

34,47,59,75,84


30

The PET Syllabus Whilst Inside Out is not intended specifically for the preparation of any particular exams, it does provide usefulpractice for those intending to take an exam. Many of the workbook activities, especially in the Review units, aredirectly modelled on the kinds of activities found in the PET and First Certificate exams. And the use of extendedspeaking activities (anecdotes) throughout is invaluable both for the oral papers of these exams, and for anyonepreparing for Trinity exams.

Below is a table taken from the syllabus for the PET exam. It concentrates only on grammar and vocabulary:where an activity in Inside Out Elementary or Pre-Intermediate aims to help students develop the specificcompetence described, we have given the page number (Student’ Book). When that is not the case, we havesuggested in which unit of Inside Out it would be appropriate to dedicate a little time to practising the structurein question. Page numbers preceded by the letter W refer to the workbook.The following grammar is required to pass the PET exam:

Grammar Points Elementary Pre-Intermediate

Regular and irregular verb forms

Can (ability; requests; permission)

Could (ability; possibility; polite requests)

Would (polite requests)

Will (offer)

Shall (suggestion; offer)

Should (advice)

May (possibility)

Might (possibility)

Have (got) to (obligation)

Ought to (obligation)

Must (obligation)

Mustn’t (prohibition)

Need (necessity)

Needn’t (lack of necessity)

34-6, 68, 82: W67

32, 42: W24, W35

61, 64: W47

Unit 19

81

32, 42: W24, W35

15

17: W28

W36

54, 84, 115: W36, W56

84: W56

84: W56

84: W56

53-5: W36, W56

54: W36

Unit 9

53-5: W36

W36

Unit 9


31

The PET Syllabus Grammar Points Elementary Pre-Intermediate

Used to + infinitive (past habits)

Present simple: states, habits, systems and

processes (and verbs not used in the continuous

form)

Present continuous: future plans and activities,

present actions

Present perfect simple: recent past with just,

indefinite past with yet, already, never, ever;

unfinished past with for and since

Past simple: past events

Past continuous: parallel past actions, continuous

actions interrupted by the past simple tense

Past perfect simple: narrative, reported speech

Future with going to

Future with present continuous and present simple

Future with will and shall: offers, promises,

predictions, etc.

Affirmative, interrogative, negative

Imperatives

Infinitives (with and without to) after verbs and

adjectives

Gerunds (-ing form) after verbs and prepositions

Gerunds as subjects and objects

Passive forms: present and past simple

Verb + object + infinitive

give/take/send/bring/show + dilrect/indirect object

Causative have/get

So/nor with auxiliaries

11: W8, W18, W52

49, 64, W37, W52

68-9, 82: W54

34-6, 40, 83: W27, W30,

W34

76-7, 83: W60

52-3, 63: W41 , W52

81

43: W30, W67

66

17, 23: W11, W19

80: W63

Unit 11

113, 118: W76

72,90

W32

42-3, 58, 79, 88: W28,

W52

18-19: W12, W28

19, 30-3: W12

109-10, 120: W72

49, 58: W32

50, 58

81,16, 96: W64

8

67

66:W24

38: W24

38

74-5, 90: W48

Unit 18


32


Phrasal verbs/verbs with prepositions

Type 0 Conditional

Type 1 Conditional

Type 2 Conditional

Reported statements, questions and commands,

say, ask, tell

“He said that he felt ill”

“I asked her if I could leave”

“No one told me what to do”

Indirect and embedded questions: know, wonder

“Do you know what he said?”

“I wondered what he would do next”

What, what (+ noun)

Where; when

Who; Whose; Which

How; How much; How many; How often; How

long; etc

Why

(including the interrogative forms of all tenses

and modals listed)

Singular and plural (regular and irregular forms)

Countable and uncountable nouns with some and

any

Abstract nouns

Compound nouns

Complex noun phrases

48, 67: W38

9

71, 83: W4, W57

6: W4

62, 71: W4, W21, W57

10: W9

10: W9

27-29: W21

74

W28, W69

67-8, 91: W14, W34,

W44, W46, W58, W62

97, 119: W64

104, 119: W68

86: W56

W58

87-8

87

87

87: W56

W58

W5

W4

14-15, 107: W8, W74

W12-13: W69

15: W8

15: W8

11, 30-1: W8

W26, W50, W78

W49


33


Genitive: ’s & s’

Double genitive : a friend of theirs

Personal pronouns (subject, object, possessive)

Reflexive and emphatic pronouns: myself, etc.

Impersonal pronouns: it, there

Demonstrative pronouns: this, that, these, those

Quantitative pronouns: one, something,

everybody, etc

Indefinite pronouns: some, any, something, one,

etc.

Relative pronouns: who, which, that, whom,

whose

A + countable nouns

The + countable/uncountable nouns

Adjectives of colour, size, shape, quality,

nationality

Predicative and attributive adjectives

Cardinal and ordinal numbers

Possessive adjectives

Demonstrative adjectives

Quantitative adjectives: some, any, many, much,

a few, a lot of, all, other, every, etc

Comparative and superlative forms (regular and

irregular): (not) as…as, not…enough to, too…to

Order of adjectives

Participles as adjectives

Compound adjectives

12

7, 17: W4, W18

W14, W19

Unit 8

W14, Unit 7

W14, W34

Unit 4

W5

72: W6, W37, W45

6: W4, W18

Unit 12

W35

W44, W51

Unit 11

Unit 17

Unit 17

Unit 0

101, 120: W68

11: W10

25-6, 58

14-15, 30-1: W8

23, 27, 30-1: W16

Unit 2

Unit 2


34


Regular and irregular adverbs

Adverbs of manner

Adverbs of frequency

Adverbs of definite time

Adverbs of indefinite time: already, just, yet

Adverbs of degree: very, too, rather, etc

Adverbs of place: here, there, etc

Adverbs of direction: left, right, along, etc

Adverbs of sequence: first, next, etc

Sentence adverbs: too, either, etc.

Pre-verbal, post-verbal and end-position adverbs

Comparative and superlative adverbs (regular

and irregular)

Prepositions of location

Prepositions of time

Prepositions of direction

Prepositions of instrument: by, with

Miscellaneous prepositions: like, as, due to,

owing to, etc

Prepositional phrases: at the beginning of, by

means of, etc

Prepositions preceding nouns and adjectives: by

car, for sale, at last

Prepositions following nouns, adjectives and

verbs

W61

75: W61

15, 22, 59, 62: W11

34, 75: W48

W28

W47

Unit 8

72

W61

Unit 8

19-20: W15, W20

22: W28

71: W58, W69

83

39: W61

24, 36, 58: W78

W44

W28

36

Unit 19

W54

74

W6, Unit 17

76

76, 89: W38, W50

105: W38, W42, W50


35


Clothes

Daily life

Education

Entertainment and media

Environment

Food and drink

Free time

Health, medicine and exercise

Hobbies and leisure

House and home

Language

People

Personal feelings, opinions and experiences

Personal identification

Places and buildings

Relations with other people

Transport

Services

Shopping

Social interaction

Sport

The natural world

Travel and holidays

Weather

Work and jobs

47, 64: W38

14-18, 54: W45

51: W42

26: W5, W22

W5, W12

19, W15

116

30, 59: W25, W48

38: W31

46: W9

W9

7, 55

W45

W64

79

81: W64

11, 31: W9, W25

37, 92: W26

57

71, 75

97-9: W66

78: W54

W66

W34

131

7, 28-9, 52, 65: W38,W46, W62

28-9: W74

4, 64

10: W10

17-21, 28-33: W6, W14

113: W78

W24-27

83, 91

25: W18

10, 100: W70

44: W6, W29-30


36

Teaching Tips

The CommunicativeClassroom

Jane Bowie grew up in a small town near Edinburgh where she latermoved to take her degree in English Literature. She has lived in Italyfor 15 years working as a teacher of English and Literature, teachertrainer, translator, author of educational materials and educatinalconsultant for the most part in and around Milan.She lives in the country with her husband and three children.

Teachers reading through Inside Out forthe first time will immediately notice thatevery aspect of the course has been writ-

ten with a guiding principle firmly in mind: stu-dent-centred communication. Language is syn-onymous with communicating meaning, and it isunlikely that a classroom where little meaningfulcommunication is taking place will ultimately bea successful classroom. The danger is that we willproduce students with a good theoretical knowl-edge, able to sit and pass theoretical exams andmanipulate structures, but who find themselves indifficulty when they are required to actually usethe language to an end. How can we avoid thistrap?

Firstly we can use the only opportunity most ofour students have during the week, possibly dur-ing the year, to use their foreign language, andattempt to create a classroom environment wherethey are stimulated to use the language amongthemselves. While it is true that the person mostcompetent in the language is the teacher, and thatthe teacher’s role as model and “source” isunquestionable, it is also true that limiting spokeninterventions to teacher-student exchanges hasmany disadvantages. Important for setting upstructural models, demonstrating pronunciationand demonstrating the activity, this should not bethe students’ most significant opportunity tospeak the foreign language. Firstly because of asimple logistic problem: in a class of, say, 18 stu-dents, offering each student one exchange withthe teacher will mean 15 minutes of silence dur-ing which the student is not practising the lan-guage in any way. Clearly, time is not maximised.Secondly, a psychological problem: it is improb-able that a student will be focusing on ideas suchas fluency and communication when asked to“perform” with the teacher in front of the class.

The student’s goal will be accuracy. In real life,slow and hesitant accuracy may not get us veryfar whereas an imperfect but fluent and commu-nicative approach will not only tend to becomemore accurate with time but will probably “get uswhat we want”.

When we ask students to do a written task wehave all students producing work at the sametime. Given that writing can also be doneautonomously at home while it is unlikely thatstudents will have any opportunity to speak out-side the classroom, it would seem desirable tomaximise students’ spoken output during lessontime, and to achieve the same result of having allstudents working simultaneously on producinglanguage. If we look at any presentation of struc-ture or lexis in Inside Out it is clear that it hasbeen written with this aim in mind. The teacher isnever required to stand up in front of the class and“explain” the language to the students as theirfirst introduction to a structure. Students firstmeet with new language in the context of anengaging text. In a “Close Up” section they arethen given a ‘leading question’ which helps themto notice, from the text, how the unfamiliar lan-guage is used in context. They move directlyfrom here to controlled repetitive practice of thestructure, which is always personalised so that thestudents are not repeating the structure in a seriesof abstract, irrelevant sentences. Only when thestudents have already been using the new lan-guage (albeit in a very controlled way) to talkabout themselves should the teacher explicitlypresent the grammar. The immediacy of the stu-dents’ applying the language to themselves isimportant. The idea is not to bring the students toa standstill while they struggle with conceptualdescriptions or long lists of “exceptions”, but togive them a manageable tool which will enable


37

Teaching Tips

them to pass rapidly to actually producing thelanguage both accurately and meaningfully.Describing the language then becomes almostredundant, and the students are much more opento a brief presentation once they have alreadyobserved and used the new structure.

How can we focus on both accuracy and mean-ingful fluency in the same activity? It is importanthere to look at two aspects of the productive workwhich Inside Out offers: mechanics and content.

Firstly, the mechanics of the activities. In orderto be able to speak it stands to reason that stu-dents must have an interlocutor. Traditionallythis has been the teacher, with the idea that toimprove, the student must speak with someonewho is better than him or her in an accurate andcontrolled fashion. But what actually helps thestudent achieve the aim of relaxed fluency isbeing able to exchange ideas with peers in a “pri-vate” fashion, with no audience. The teacher putsthe students into pairs. If the teacher feels thatthe students work well with each other, this maymean simply the person sitting to the left or right,or in front of or behind each student. Naturally ifthe teacher already knows the class well andfeels that certain personalities are problematic iftogether, she or he will avoid putting these stu-dents together. It is fairly important to vary thepairs to a certain extent to avoid boredom, pre-dictability, useless repetition of facts already dis-covered and, importantly, to give students a vari-ety of individual styles to work with. If there areodd numbers, or to add variety to the lesson,small groups of three also work well, and attimes can be more stimulating as the “discus-sion” element is enhanced.

Closed pairs, or pairs working together simulta-neously without an audience, then carry out theactivities. It may be useful for the teacher todemonstrate one or two exchanges briefly. Theteacher then switches to a vital role: the monitor.The teacher discreetly and silently moves aroundthe classroom listening and taking notes of inter-esting or important errors. In the early stages of alanguage presentation it is useful to note onlythose concerning the new language, while furtheron more general errors may be noted. These caneither be dealt with at the end of the activity, atthe end of the lesson. Alternatively, at the

teacher’s discretion, where students have system-atically shown the same weakness, the recyclingof these errors may form the basis of a whole newlesson. It is important to remember that the focusof the lesson is on the student, and on enablingthe student to produce as much meaningful lan-guage as possible. The teacher therefore shouldintervene as little as possible, avoiding over-cor-rection where communication has not brokendown, and avoiding commenting on student out-put. Moving behind the students or standing side-on should give students the message that you donot intend to intervene.

The question of how to get students to actuallyengage in conversation and do it with focus onboth accuracy at the early stages and fluency atall stages is answered both in the content of theactivities and in their structure. A favourite topicof conversation with most people is themselves:their ideas, their opinions, their preferences, pethates and so on. At all times material is offeredwhich invites the students to ask each other tocomment not only on the topic under discussionbut on their own ideas regarding it. For example,they are asked to exchange information abouttheir own daily routines rather than answer ques-tions about a third party they possibly have nointerest in. They may be asked to create a story,but will then be asked to tell a similar story oftheir own. There are a variety of tasks: studentstell each other anecdotes, comment on ideas,agree or disagree, talk about what is or is not truefor them from a given list of ideas or experiences,and so on. At no time is the material so personalas to put a student in a difficult position and it isnot necessary that students actually tell the truthif this creates problems. In fact, introducing anelement of “true or false – guess if your partner islying” may create interesting and motivating vari-ety at times. Motivation is the clue. Encouragedto talk about themselves, students should natural-ly be focusing on fluency and communication,while the type of response required should helpthem focus on accuracy. If students are requiredto talk about daily routines it follows that the useof a certain lexical area and of the Present Simple,perhaps with adverbs of frequency or clock times,will be practised in a concentrated fashion.But we cannot simply assume that the correctstructures will come out of the suggestion thatstudents tell one another about a particular topic.


38

Teaching Tips

There needs to be a structure that allows studentsto prepare for an extended speaking task such asan anecdote. First, to make sure the students can focus on flu-ency and accuracy rather than content, there is aseries of detailed questions that helps them toremember the experience they are going todescribe and to choose what they are going to say.Then they should be given five minutes to thinkahead – but not to write anything down. This alsoprovides an opportunity to ask the teacher for anyvocabulary or other help they may require. Afterthey have told one another their anecdotes inpairs, they will inevitably continue to think (con-sciously or subconsciously) about what they havesaid. It is therefore a good idea to repeat the activ-ity after a week or so has gone by with differentpairs, in order to reflect our natural tendency totell the same story about ourselves to differentgroups of people, embellishing it each time.Working in this way gives students a real oppor-tunity to develop both their accuracy and theirfluency in spoken English, and also leaves themat the end of the course with a repertoire of sto-ries that they are able to tell about themselves.

It is important that students feel that the teacher islistening, that there will be feedback – but not inthe shape of heavy teacher intervention (or inter-ruption) while they are working, which is why itis useful for the teacher to actually note down realstudent error. At a suitable moment, often at theend of the activity, the teacher will come back tothe students with some errors. Where necessarythe teacher may camouflage these by changingthe words a little if she or he feels someone maybe embarrassed. Some ideas for student-centrederror correction are: put up the errors on theboard, ask students to work in pairs or groups andthen suggest a correct version, or elect a secretarywho comes out and corrects the errors on theboard. Alternatively, different groups or pairsmay work on different errors. When the teacher isconfident that each pair/group has grasped theerror, the teacher regroups the students who thenexplain the error and the correction to their peers.If the teacher manages to create a lesson in whichmost error has been autonomously corrected by

the students then she or he can feel fairly confi-dent of a successful and useful lesson.

Errors collected in this way can also be an impor-tant tool for maintaining control in the classroomonce the teacher is no longer the centre of every-body’s attention. Inevitably, in closed pairwork orgroup speaking activities, there will be some stu-dents who take advantage of the trust placed inthem and do not carry out the activity they are set.When monitoring, if the teacher observes any-body not speaking in English or not carrying outthe activity, she or he can invite that person toread out one of the errors that the teacher has col-lected (it can be useful to keep a “forfeit box”with the errors written out anonymously on slipsof paper for this purpose), and to explain to theclass how it should be corrected. This is clearly auseful language exercise, and is very muchfocussed on the individual needs of the class, so itis not perceived as any kind of punishment, but atthe same time it is a forfeit most students will notbe keen to perform and therefore allows theteacher to maintain authority and control.

At all times the focus in the classroom is on moti-vating students with personalised and interestingmaterial which can be used by pairs or smallgroups simultaneously. Potentially humiliatingindividual public performances, over-focus onaccuracy, and irrelevant subject material canpresent real barriers to learning. The use of struc-tured anecdote activities, and the presentation ofgrammar by encouraging students to notice how itworks in context and then practice it in applicationto themselves, ensures that meaningful studentoutput is maximised with benefits for both accu-racy and fluency.

The ultimate aim of this kind of classroom is toproduce students who are accurate enough to beimmediately comprehensible, fluent enough notto try the patience of their listener and self-confi-dent enough to try out their skills: students who inthe end “get what they want”. Which means that we as teachers have “got whatwe want”.

Jane Bowie


Answer Key 39

Elementary Workbook Answer Key

1 You

Grammar

1 a) What b) Where c) What d) How e) What2 a) What’s her surname?

b) Where does she live?c) What’s her telephone number?d) How old is she?e) What does she do?

3 1 b 2 a 3 d 4 e 5 c

4 a) Are b) Do c) Do d) Have e) Are f) Have

5 a) Yes, I am. / No, I’m not.b) Yes, I do. / No, I don’t.c) Yes, I do. / No, I don’t.d) Yes, I have. / No, I haven’t.e) Yes, I am. / No, I’m not.f) Yes, I have. / No, I haven’t.

6 subject possessive adjectiveI myyou yourhe hisshe herit itswe ourthey their

7 a) I b) His c) He d) Their e) They f) Hisg) She h) your

Vocabulary

1 JULY / WATER / YELLOW / SKIING / PIZZA /TUESDAY / WINE / PINK / FOOTBALL /AUGUST / FRIDAY / HAMBURGER / COFFEE / TENNIS / RED / WEDNESDAY /MARCH / SANDWICH

2 Months: July, August, MarchDays: Tuesday, Friday, WednesdayFood: pizza, hamburger, sandwichDrink: water, wine, coffeeSports: skiing, football, tennisColours: yellow, pink, red

3 Months: December, JuneDays: Sunday, Thursday Food: spaghetti, pastaDrink: tea, cokeSports: golf, swimmingColours: grey, black

4 Students’ own answers

5 a) surname b) telephone c) oldd) favourite e) brothers f) French

6 b) mobile phone c) bicycle d) penknife

e) computer f) motorbike g) television h) carThe month is December.

Listening

1 French – Intensive business course

2 Name: JodieSurname: RowlandsAddress: 27 Kings RoadTelephone number:

(home) 366 572(work) 552 638

Pronunciation

a) 920 661 b) 199 670 c) 337 908 d) 567 533e) 871 510

Writing

1 1 – bottom photo; 2 – top photo

2 People

Grammar

1 a) Do b) don’t c) Does d) does e) Dof) Does g) doesn’t

2 a) have b) Is c) isn’t d) does e) Doesf) doesn’t g) Do h) do

3 a) Do b) Is c) Have d) Are e) Doesf) Has

4 a) Yes, I do. / No, I don’t.b) Yes, he/she is. / No, he/she isn’t.c) Yes, I have. / No, I haven’t.d) Yes, I am. / No, I’m not.e) Yes, he does. / No, he doesn’t.f) Yes, she has. / No, she hasn’t.

5 a) I’ve got b) He’s got c) Luke’s gotd) Jamie’s got e) he hasn’t got f) haven’t gotg) they’ve got

Pronunciation

2 a) work b) walk c) walk d) work

Vocabulary

1 a) A waiter b) A DJ c) A secretaryd) A teacher e) An actor

2 a) cousin b) nephew c) uncle d) sone) brother f) grandfather g) grandson

It’s the British Royal family.

3 a) sister b) grandmother c) aunt d) daughtere) niece f) cousin g) granddaughter


40 Answer Key

Elementary Workbook Answer Key4 a) Brazilian b) American c) British

d) Italian e) Spanish


Writing

+ s + ies irregularbrothers companies childrendaughters families menoffices secretaries peopleschools universities women

Reading

1 a) very good friends b) Anna’s boyfriend

2 a) T b) F c) F d) F e) T

3 The correct order is b), c), a).

3 Days

Grammar

1 a) I sometimes get up late on Sunday.b) I usually watch the news on television.c) I hardly ever study at the weekend.d) I’m always tired on Monday morning.e) I never sing in the shower.f) I’m often late for work.


3 doing, going, having, jogging, shopping, swimming

4 a) doing b) shopping c) swimmingd) going e) having

5 a) 5 b) 4 c) 3 d) 1 e) 2


Vocabulary

1 a) do the washing b) watch televisionc) listen to the radio d) have a cup of teae) do yoga f) go for a walk g) listen to musich) have lunch with friends

2 a) on b) at c) at d) on e) on f) ing) in h) at

3

4 a) makes b) does c) make d) makese) do f) do

Writing

a) I don’t like football, it’s boring! I’m tired of seeing iton TV all the time. I prefer rugby. It’s much moreinteresting. But they don’t write about it in my localnewspaper.

b) I’ve got a new job. It’s a part-time job in a nightclub. I’m the manager’s secretary. The job’sinteresting and my boss is very nice. The work isn’thard and I’ve got a lot of free time. I’m very happythere.

c) My brother’s girlfriend works really hard. She’s anurse. She loves her job but she doesn’t likeworking at night. And they don’t pay her very well.

Listening

1 a) 6 b) 2 c) 5 d) 3 e) 1 f) 4

2 go clubbing, do yoga, spend time with friends, go shopping

3 a) False b) False c) True d) True e) False

4 a) She has a long slow breakfast and she reads thenewspaper.

b) She likes going out for lunch with her friends.e) After the show she likes going clubbing.

Pronunciation

2 a) Wednesday b) Thursday c) Saturdayd) Sunday e) Monday f) Friday

4 Living

Grammar

1 a) ’s b) are c) ’s d) isn’t e) aren’t f) ’s

2 a) Is b) Are c) Is d) Is f) Are

3 a) Yes, there is. d) No, there isn’t.b) No, there aren’t. e) No, there aren’t.c) Yes, there is.

4 a) a b) some c) some d) any e) af) some g) any

5 a) any b) an c) an d) any e) an f) a

6 a) Yes, there are. / No, there aren’t.b) Yes, there is. / No, there isn’t.c) Yes, there is. / No, there isn’t.d) Yes, there are. / No, there aren’t.e) Yes, there is. / No, there isn’t.f) Yes, there is. / No, there isn’t.

Vocabulary

1 b) sofa c) stereo d) television e) wardrobef) mirror g) wash basin

2 a) above b) on c) next to d) on e) in f) under

3 a) in b) in c) on d) near e) in f) by

4 Across 1 lamp 4 phone 6 cooker 7 armchair10 sink 11 lake

Down 2 mountains 3 bookcase 5 blinds8 clock 9 river

1 2 3 4 5 6 7 8

a e b h f d c g


Answer Key 41

Elementary Workbook Answer KeyReading

1 1 b 2 c 3 a

2 a) house 2 b) house 1 c) house 3 d) house 3e) house 2 f) house 1 g) house 2 h) house 1

Pronunciation

2 a) modern b) top c) coffee d) clock

Writing

1 a) bed b) living room c) cooker d) bathroome) people f) hairdresser g) information

2 b) paragraph 1 c) paragraph 3

5 Review 1

Grammar

1 a) she b) her c) He d) his e) me f) Ig) They h) their i) our j) them k) We

2 a) I’m not ... b) He doesn’t like ... c) She’s got ...d) He’s ... e) I don’t ... f) They’re ...

3 a) for b) travels c) lives d) his e) herf) isn’t g) spending h) cooking i) theirj) often go k) him

4 a) What do you do after class?b) Do you like going to the cinema?c) Have you got an interesting job?d) Do you ever listen to loud music?e) Is there a supermarket near your house?f) Has your cousin got a motorbike?

5 a) 5 b) 1 c) 7 d) 2 e) 6 f) 8 g) 4 h) 3

6 a) Does b) doesn’t c) ’s d) Has e) hasn’tf) Are g) am h) Do i) do j) doesn’t k) ’s

7 a) making b) listening c) having d) goinge) watching f) swimming g) doing h) reading


9 a) There aren’t b) there are c) There isn’td) There are e) there’s f) there’s

Vocabulary

1 Family: cousin, father, niece, uncleJobs: builder, nurse, secretary, waiterSports: golf, sailing, squash, swimming Colours: black, grey, red, yellowOther adjectives: delicious, different, interesting, miserableAdverbs of frequency: never, often, sometimes, usually


3 a) go b) have c) do d) make e) go f) have

4 a) breakfast b) aunt c) sister-in-lawd) kitchen e) engineer f) telephoneg) birthday h) August i) listen j) late

5 a) in b) on c) next to d) in e) under f) in

6 Food

Grammar

1 countable: orange, key, lemon, egg, cigarette, pear, carrot, biscuit

uncountable: meat, money, fruit, water, wine, soap, pasta, rice

2 b) much c) many d) any e) manyf) any/much g) much

3 1 e 2 d 3 f 4 g 5 c 6 b 7 a

4 a) is b) are c) are d) are e) is f) isn’tg) isn’t h) ’s

5 a) any b) some c) any d) a e) a

Vocabulary

1 a) pepper b) cakes c) steak d) apples

2 a) a bottle of b) cans of c) a jar ofd) packets of e) a bowl of f) a bar of

3 a) cup b) white c) like d) small e) would f) without g) I’d

Writing

1 a) glass b) bowl c) a d) carton e) somef) cup

Listening

1 a) Booking a hotel roomb) Ordering a bottle of waterc) Buying a train ticket

2 conversation 1 = picture bconversation 2 = picture aconversation 3 = picture c

3 a) sparkling, large, with iceb) double, smoking, showerc) single, second class, non-smoking

4 1 some lemon2 a TV3 to take his dog with him

7 Work

Grammar

1 b) 3 c) 2 d) 1 e) 2 f) 3

2 a) don’t have to b) can’t c) can’td) can’t e) don’t have to


42 Answer Key

Elementary Workbook Answer Key3 a) can’t b) can c) have to d) can’t

e) don’t have to


Vocabulary

1 a) romantic b) sociable c) hard-workingd) adventurous e) creative f) sensitiveg) confident

2 a) creative b) sociable c) hard-workingd) romantic e) confident f) adventurousg) sensitive

3 Jackie – teacherAlf – tourist guideZadie – ski instructor

Writing

1 Sun and Snow Tours Limited127, Green LaneLondon W8 4LZ

Sara GreenFlat B219, Rose CrescentBrighton BN2 5FK

2 a) position 2 b) position 1

3 The order is c), a), b).

Listening

1 photo b)

2 a) False b) True c) True d) False e) Falsef) True

3 a) She sometimes has to work at the weekend.d) When she works at night or at the weekend she

gets a free day during the week.e) She loves sports.

4 energetic, hardworking, sociable, sporty

Pronunciation

Oo oOo Ooofarmer accountant snowboarder lawyer assistant manager teacher musician scientist

8 Sea

Grammar

1 a) love b) stop c) try d) enjoy e) usef) travel

2 regular verbs irregular verbsinfinitive past simple infinitive past simple

like liked break brokelive lived come camestudy studied find foundwatch watched make made

write wrote

3 a) stayed b) spoke c) took d) travellede) studied f) drove

4 a) went b) had c) worked d) stoppede) asked f) were g) stayed

5

Pronunciation

1 a) thought b) bought c) caught d) taught e) brought f) fought

They have all got the /OÜ/ sound.

Vocabulary

1 a) last b) in c) ago d) in e) ago f) atg) ago h) last i) on

2 a) 6 b) 5 c) 1 d) 3 e) 2 f) 4

3 b) 4 scuba diving c) 5 water sportsd) 2 protective clothing e) 6 charity workf) 1 fishing boat

Writing

1 a) paragraph 3 c) paragraph 2b) paragraph 5 d) paragraph 4

2 Dear Sue, 1 How was your weekend? We went to

Brighton. The weather wasn’t great, but wehad a good time.

2 John found a fantastic hotel on the internet. Itwas cheap and comfortable and only fiveminutes from the beach.

3 On Saturday John and his friends wentwindsurfing and we went shopping. In theevening we had a barbecue on the beachand then we went clubbing.

4 On Sunday the sun came out and we wentfor a walk along the seafront and playedvolleyball on the beach. Our team lost!

5 We want to go back again for John’s birthday.Come with us next time! It’s a great place.You’d really like it!

Reading

1 1 photo b) 2 photo c) 3 photo a)

2 a) James King b) 1778 c) George Freethd) 1915 e) The Beach Boys f) Waikiki

1 2 3 4 5 6

d f e b c a


Answer Key 43

Elementary Workbook Answer Key9 Solo

Grammar

1 a) Did b) Were c) Did d) Was e) Didf) Were


3 a) didn’t b) weren’t c) didn’t d) didn’te) wasn’t

4 a) When did she go to theatre school?b) How many films did she appear in?c) Was she a typical Hollywood star?d) Did she attend the premieres of her movies?e) How many children did she have?f) When did she change her name?

5 a) When was he born?b) Where did he grow up?c) How many films did he make?d) Did he win any awards?e) Did he have any children?f) When did he die?

Vocabulary

1 a) worried b) nervous c) excitedd) embarrassed e) frightened f) interested

2 a) interested b) worried c) excitedd) frightened e) embarrassed f) nervous

3 a) on b) about c) in d) aboute) by f) of

4 a) grew up b) left c) got a job d) moved toe) fell in love f) got married g) won

Reading

1 b)

2 a) False b) True c) True d) False e) Truef) False g) False h) False

3 b) Seb didn’t leave school last year. / Seb is still atschool.

d) He spent three and a half weeks / 25 days atsea.

f) Seb wants to sail around the world.g) Seb is excited about going home. h) He is really excited about telling his story to all

his friends at school.

Pronunciation

1 Rule: The pronunciation of was is usually short(/wEz/).At the end of a sentence, the pronunciation of was islong (/wÅz/).

2 a) A: I think ‘El Dorado’ was John Wayne’s bestfilm. [short]

B: Was it a western? [short]

A: Yes it was. All his films are westerns, aren’tthey? [long]

b) A: Was Greta Grabo a very private person?[short]

B: Yes, she was. She never spoke about herlove affairs. [long]

Writing

1 a) father b) England c) military d) Europee) journalist f) missions g) Jamaica h) soni) died

2 Ian Fleming’s father died when he was a child, and James Bond’s parents died when he was a child.They both went to school in Eton in England.They both studied at a military school.They both fought in the Second World War.They both worked in Intelligence / as spies.

10 Review

Grammar

1 a) Yes, there is. b) muchc) We haven’t got much. d) a e) aref) any g) any

2 a) did do e) took takeb) flew fly f) went goc) found find g) ate eatd) met meet h) was/were be

3 a) went b) flew c) took d) found e) atef) met g) did h) was

4 a) 4 b) 8 c) 6 d) 3 e) 9 f) 7 g) 10 h) 1i) 5 j) 2

5 a) don’t have to b) have to c) manyd) much e) a lot of f) Was g) Didh) didn’t i) can j) can’t

6 a) How much coffee do you drink in a day?b) How many phone calls do you make in a week?c) Do you like having lunch alone? d) When did you last go to a restaurant? e) What did you eat and drink/drink and eat?f) How often do you go out with your friends?g) Did you make your own breakfast this morn-

ing? h) What did you have for breakfast?


Vocabulary

1 Food: chicken, garlic, mushrooms, peppers

Drink: champagne, fruit juice, instant coffee, white wine

Jobs: computer programmer, farmer, shop assistant, tour leader

Character: adventurous, creative, honest, practical


44 Answer Key

Elementary Workbook Answer Key2 Students’ own answers

3 a) a year ago b) At first c) interestedd) shy e) Two weeks later f) sociableg) romantic h) fell in love i) Last weekj) marry

4 Across1 happy 3 tin/can 7 clever 8 black9 ambitious 11 give 12 sad 14 tomatoes

Down2 packet 4 nurse 5 tub 6 nervous 9 angry10 ice 11 ago

11 Looks

Grammar

1 a) is/’s reading d) is/’s playingb) are drinking e) are watchingc) is/’s talking f) is/’s eating

2 a) False. The father isn’t reading the newspaper. He’s speaking on the phone.

b) True.c) False. The mother isn’t talking on the phone.

She’s reading a newspaper.d) False. The baby isn’t playing with his toys.

She’s sleeping.e) False. The children aren’t watching TV. They’re

playing.f) True.

3 a) Is the dog sleeping?b) Is it raining outside?c) Are they listening to some music?d) Are they watching a film on TV?e) Is the father reading the newspaper?f) Is the mother eating some toast?

4 a) No, it isn’t. b) Yes, it is. c) Yes, they are.d) No, they aren’t. e) No, he isn’t. f) No, she

isn’t.

Pronunciation

2

Vocabulary

1 a) Brad Pitt has got a moustache and a shavedhead. He’s wearing a black T-shirt.

b) Winona Ryder has got long dark hair, and bigeyes. She’s wearing a beautiful suit.

c) In this photo Madonna has got short, spiky hair.She’s wearing a white jacket.

d) In this photo Antonio Banderas has got long,fair hair. He’s wearing a black shirt and a whitejacket.

2 a) moustache – beard; a shaved head – long hair; T-shirt – shirt

b) long – short; suit – dressc) short, spiky – long, wavyd) fair – dark; black – white; white – black

3 a) both b) same c) doesn’t look liked) looks like e) looks like f) same g) bothh) same

4 a) get dressed b) wear c) take off, change intod) wearing e) try on

Listening

1 Conversation 2: person gConversation 3: person dConversation 4: person a

2 a) jeans b) long c) sunglasses d) bearde) bags f) wearing g) looks h) suit i) talking

Writing

1 a) John b) Simon c) Lucy 2 a) True b) False c) True d) False e) False

f) True

12 Reality

Grammar

1 a) What do you want to do next weekend?b) Would you like to live in the UK?c) Do you hope to get married one day?d) Do you want to live to be a hundred?e) Where would you like to go on holiday next

summer?f) Who do you want to go on holiday with?g) What do you hope to do when you retire?


3 b) Are you going to eat out tonight?c) Are you going to do any sport tomorrow?d) Are you going to do any work this evening?e) Are you going to do anything interesting next

week?f) What are you going to do at the weekend?g) Is it going to rain later today?h) Where are you going to spend your summer

holidays?

4 1 e 2 h 3 b 4 a 5 c 6 f 7 d 8 g

12 13 14 15

16 17 18 19

20 30 40 50

60 70 80 90


Answer Key 45

Elementary Workbook Answer KeyVocabulary

1 a) 6 attend a seminarb) 3 move into a new housec) 7 book a holidayd) 1 wear diamond jewellerye) 2 meet a good-looking manf) 5 follow six easy stepsg) 4 have a big party

2 a) follow six easy stepsb) book a holidayc) have a big partyd) wear diamond jewellerye) meet a good-looking manf) move into a new house

3 a) documentary d) sports programmeb) game show e) reality TVc) soap opera f) chat show

4 a) reality TV b) game show c) soap operad) sports programme e) documentaryf) chat show

Pronunciation

1 oOoo Ooocompetitive beautifulimpossible honeymoonreality jewellerytraditional miracles

Reading

1 a) 6 b) 5 c) 2 d) 1 e) 4 f) 3

2 Neil 5 Dave and Karen 6 Dana 1Said 2 Louise 3

Writing

1 Hi, my name’s Sandrine. I’m French. I’m going tomove to New York in September. I’m looking for aroom in a flat with other French people. I’d like tolive near Central Park. Can you help me? Contactme on [email protected]

2 b) Sandrine, New York, Central Parkc) Hi, Can, Contactd) Septembere) French

13 Things

Grammar

1 adjective comparative superlativenice nicer the nicestsmall smaller the smallestbig bigger the biggesthappy happier the happiestcomfortable more the most

comfortable comfortable

2 a) younger b) further c) hotter d) ugliere) more relaxed

3 a) worst b) most beautiful c) saddestd) luckiest e) most generous

4 a) cheaper b) more interesting c) the nicestd) worse e) the most popular f) biggerg) the busiest

Pronunciation

1 a) 56, 235 b) 3, 710 c) 5, 768, 000 d) 127, 658

2 a) fifty-six thousand two hundred and thirty-fiveb) three thousand seven hundred and tenc) five million, seven hundred and sixty-eight

thousandd) one hundred and twenty-seven thousand six

hundred and fifty-eight

Vocabulary

1 b) glasses c) gloves d) handbage) keys f) mobile phone g) moneyh) snake i) TV remote

2 b) credit c) bills d) afford e) saving f) salary

3 2 e 3 f 4 a 5 d 6 b


Reading

1 a) 3 b) 1 c) 2

2 a) True b) False c) False d) True e) False

Writing

1 a) slimmer b) sadder c) hotter d) swimminge) shopped

2 a) which b) foreign c) shopping d) tennise) stopped

14 Energy

Grammar

1 a) enough time b) not relaxed enoughc) too much work d) too many e) big enough

2 b) He isn’t old enough. e) He’s too tall.c) He’s too early. f) He’s too tired.d) He isn’t tall enough.

3 b) should c) shouldn’t d) should e) shouldf) should g) shouldn’t

Vocabulary

1 b) thumb c) arm d) shoulder e) neckf) head g) nose h) lips i) chin j) chestk) stomach l) hip m) leg n) footo) toe p) knee q) waist r) hand


46 Answer Key

Elementary Workbook Answer Key2 a) impulsive b) unfriendly c) loyal

d) selfish e) dominant

3 b) clap your hands e) shrug your shouldersc) click your fingers f) stamp your feetd) nod your head

4 a) nod your head b) stamps his/her feetc) shrug your shoulders d) clicks his/her fingerse) clap your hands


Listening

1 a) conversation 2b) conversation 3c) conversation 1

2 and 3conversation 1in the garden – in the kitchenAn apple? – A cake?apples – cakes

conversation 2week – weekenda bit tired – a bit thinDad – Mum

conversation 3Another sandwich? – Another cake?to go swimming – to go to the gymmy sister phoned – my Mum phoned

Pronunciation

1 a) away b) bed c) rise d) wealthy e) wise

2 /eI/ /e/ /aI/away bed eyesday best riselate chest shyplay friend twicewaist head wise

Writing

1 1e 2b 3c 4a 5d

15 Review 3

Grammar

1 adjective comparative superlativebad worse worstfar further the furthesttasty tastier the tastiestsweet sweeter the sweetestcold colder the coldestcurly curlier the curliestpretty prettier the prettiestimportant more important the most

important

2 a) tastiest b) more important c) colderd) far e) curly f) sweetest g) worst

3 a) 5 b) 4 c) 7 d) 1 e) 8 f) 2 g) 6 h) 3

4 a) Are you doing an English course at themoment?

b) Would you like to go on Big Brother?c) What’s the first thing you are going to do?d) What does she look like?e) How many pairs of shoes have you got?f) How often do you go to the hairdresser’s?

5 a) I’m going to start a university course next year. b) I’m taller than my mother but shorter than my

father. c) Money is not as important as good friends. d) Marilyn Monroe was the most beautiful woman

in the USA.e) I really should speak more English but I haven’t

got enough time. f) I should do more exercise but I’ve got too many

other things to do.

6 a) I’m looking for e) shouldb) are you going to get f) to buyc) the most difficult g) too crowdedd) does he like doing

7 a) I don’t want ...b) I’m going ...c) I’d like ...d) I’m not going ...e) We’re going ...f) My boyfriend isn’t talking ...g) You shouldn’t worry ...h) She’s got ...

8 a) do b) should c) wouldn’t d) isn’te) are f) doesn’t

Vocabulary

1 Parts of the body: knee, neck, stomach, thumb

Adjectives describing hair: curly, grey, short, spiky

Types of TV programme: documentary, game show, reality TV, soap opera

Personal possessions: address book, handbag, mobile phone, wedding ring

Adjectives describing character: loyal, quiet, selfish, serious


3 Acrossearrings, boots, socks, tights, trainers, sunglasses,jacket

Downtrousers, belt, coat, shirt, shoes, sweater, dress

4 a) every ten years d) once a monthb) three times a day e) every Monday morningc) twice a week


Answer Key 47

Elementary Workbook Answer Key5 a) waist b) island c) click d) earrings

e) application f) documentary g) affordh) yearThe expression is twice a day.

16 dotcom

Grammar

1 buy bought get got help helpedmeet met win won work worked

2 a) bought b) met c) worked d) got e) helped

3 1 c 2 b 3 f 4 a 5 d 6 e


5 She hasn’t found a good job.She’s got married.She’s been to Australia.She hasn’t had children.She hasn’t made a lot of money.She’s seen the Taj Mahal.

Pronunciation

1 a) known b) been c) told d) heard

2 got – group c) slept – group b)thought – group d) swum – group a)

Vocabulary

1 a) 3 b) 6 c) 7 d) 2 e) 1 f) 5 g) 4

2 a) document b) delete c) screen d) mousee) save f) send

3 a) look b) give c) take d) set e) log

Writing

1 Your surname: She should not include her first namein this space.Name of your school: This should be in capital letters.Password: There are too many letters.Notes about yourself: She should not include heremail address in this section.

Reading

1 The best title is b).

2 The following information is in the text: a), d), e),g), i).

3 a) How many people does the company employ?b) How much (money) did Jeff Bezos borrow from

his parents? / How much (money) did JeffBezos need to set up the company?

c) Which years were difficult for Amazon?d) How did customers hear of the website?e) How old is Jeff Bezos?

17 Drive

Grammar

1 a) How old is your best friend?b) How long does it take you to do your

homework?c) How much did you pay for this book?d) How many students are there in your class?e) How far is your home (school) from your

school (home)?


3 a) How b) What c) How d) Howe) What f) What g) How

5 a) What time does the lesson start?b) How far is the nearest bus stop from your house?c) How fast can you run?d) What kind/sort of school do you go to?e) How many James Bond films have you seen?f) How long does it take you to drive to the

beach?

Pronunciation

a) 8th b) 4th c) 9 d) 6 e) 3 f) 5th g) 2ndh) 10th i) 7th

Vocabulary

1 a) over b) into c) through d) along e) pastf) across g) down h) into i) out of

2 a) set b) get c) have d) turn e) drive

3 a) works b) hour c) jam d) motorway e) park

Writing

1 a) surface b) delete c) family d) populare) interesting f) visited

2 a) dance h) sentenceb) exciting i) exercisec) expensive j) twiced) society k) universitye) mouse l) websitef) receive m) worseg) sense n) scenery

Listening

1 The order is: c), d), b), a).

2 b) T c) F d) F e) T f) T g) F h) F

18 Justice

Grammar

1 a) How was he feeling?b) What was he wearing?


48 Answer Key

Elementary Workbook Answer Keyc) What was he holding?d) What were his friends singing?e) What were his friends holding?

2 a) He was feeling angry.b) He was wearing a black jacket.c) He was holding his mobile phone.d) His friends were singing ‘Happy Birthday’.e) They were holding their wine glasses.

3 a) No, he wasn’t. d) No, she wasn’t.b) No, they weren’t. e) Yes, he was.c) No, they weren’t.


Vocabulary

1 a) from b) about c) to d) outside e) in f) off2 adjective adverb

angry angrilygood wellindependent independentlylate latequick quicklysurprising surprisinglyterrible terribly

3 a) slow b) tidy c) loudly d) furiouse) happily


Writing

1 a) Then b) The next morning c) at firstd) A little later e) That evening f) Finallyg) then

2 Suddenly there was a flash of light and the prince disappeared. In his place was a horrible green frog. Where was her beautifulprince? The witch was furious but she was also hungry. She decided to have a delicious dinner of frogs’ legs in a cream sauce.

Reading

1 The correct order is b), d), a), c).

2 The best title is c) Wrong number.

3 a) Because he was going to be extremely late.b) A servant / one of the domestic staff answered

the phone.c) She was with her lover.d) He was furious.e) He killed the woman and her lover.f) Because the servant said that they didn’t have a

garden pond.

Pronunciation

1 They are all short.

19 Extreme

Grammar

1 a) (known) know e) (seen) seeb) (gone) go f) (paid) payc) (made) make g) (worn) weard) (taken) take h) (found) find

2 a) takes b) arrive c) are taken d) are madee) is served f) are shown g) costs

3 a) They were made in Portugal.b) What time is dinner served?c) It is usually served at eight o’clock.d) How are passive verbs formed?e) They are formed with be and a past participle.

4 a) was called d) was finishedb) was designed e) was killedc) was used f) was opened

Vocabulary

1 1 cliff 2 volcano 3 desert 4 fields 5 star6 planet 7 rainbow

2 a) storm b) rain c) wind d) snow e) cloudf) fog g) sun

3 Belfast

Dublin

Galway

Cork

Listening

1 c)

2 a) 1000 b) Yukon c) Alaskad) seventeen e) forty f) twelve g) twelfthf) $30,000

Writing

1 a) not sure b) quite c) Most d) pessimistic

20 Review 4

Grammar

1 infinitive past simple past participlebreak broke brokenbring brought broughteat ate eatenfind found foundsell sold soldspeak spoke spoken


Answer Key 49

Elementary Workbook Answer Keyteach taught taughtwake woke wokenwear wore wornwrite wrote written

2 a) was b) ’ve c) didn’t d) Was e) wasn’tf) did g) was h) were i) ’ll

3 a) She’s bought ... d) I won’t get ...b) I’ll retire ... e) It’s pronounced ...c) ... I wasn’t listening. f) I’ve got ...

4 a) was reading f) hadb) was having g) telephonedc) wanted h) Have you ever wantedd) was looking i) I’ve always wantede) have never loved

5 a) did b) isn’t c) wasn’t d) was e) hasn’tf) didn’t g) was

6 a) How long does it take you to get to school?b) What kind of music do you like?c) What were you thinking about?d) What do you think will happen?e) How much are you paid?f) When was the last time you had a holiday?

7 a) How often do you read the newspaper?b) I was feeling very tired yesterday.c) I was taught to drive by my parents.d) I think I will go to the cinema tomorrow.e) She has never been to another country.f) What sort of car have you got?

8 a) 2 b) 3 c) 8 d) 5 e) 6 f) 4 g) 7 h) 1

9 a) Do you work in an office?b) They sometimes watch TV in the evening.c) He often goes sailing in the summer.d) You can’t to smoke in here.e) I’ve got too much work.f) There are a lot of men in my class.g) My house isn’t big enough.h) I hardly ever go to the theatre.i) I’d like to find a new job.j) How far is your school from the nearest shops?k) She visited New York three years ago.

Vocabulary

1 Computer words: desktop, file, mouse, screen

Driving words: indicate, motorway, overtake, traffic

Geographical words: cliffs, desert, field, glacier

Prepositions: across, along, past, through

Weather words: clouds, fog, rain, snow

2 a) 7 b) 1 c) 5 d) 4 e) 2 f) 6 g) 3 h) 8

3 a) tour guide b) traffic jam c) single roomd) dinner party e) rush hour f) night clubg) credit card

4 a) along b) slowly c) will d) rainy e) thirdf) careful g) foggy

5 a) out b) down c) on d) to e) on f) ing) about h) for

6 a) rich b) touch c) revenge d) cold e) home

Track listing

Track 1 Introduction pageTrack 2 1 You Listening, exercises 1, 2 6Track 3 1 You Pronunciation 6Track 4 2 People Grammar, exercise 1 8Track 5 2 People Pronunciation, exercise 1 8Track 6 2 People Pronunciation, exercise 2 8Track 7 3 Days Listening, exercises 2, 3 13Track 8 3 Days Pronunciation, exercise 1 13Track 9 3 Days Pronunciation, exercise 2 13Track 10 4 Living Pronunciation, exercise 1 16Track 11 4 Living Pronunciation, exercise 2 16Track 12 5 Review 1 Grammar, exercise 1 18Track 13 6 Food Pronunciation 22Track 14 6 Food Listening, exercises 2, 3, 4 23Track 15 7 Work Listening, exercises 1, 2 26Track 16 7 Work Pronunciation 26Track 17 8 Sea Pronunciation 27

Track 18 9 Solo Pronunciation, exercise 1 32Track 19 9 Solo Pronunciation, exercise 2 32Track 20 10 Review 2 Grammar, exercise 5 35Track 21 11 Looks Pronunciation, exercise 2 37Track 22 11 Looks Listening, exercises 1, 2 39Track 23 12 Reality Pronunciation 42Track 24 13 Things Pronunciation, exercises 1, 2 45Track 25 13 Things Vocabulary, exercises 2, 3 45Track 26 14 Energy Listening, exercises 1, 2, 3 49Track 27 14 Energy Pronunciation, exercise 1 49Track 28 14 Energy Pronunciation, exercise 2 49Track 29 15 Review 3 Grammar, exercise 6 52Track 30 16 dotcom Pronunciation, exercise 1 54Track 31 17 Drive Pronunciation, exercise 1 57Track 32 17 Drive Pronunciation, exercise 2 57Track 33 17 Drive Listening, exercises 1, 2 59Track 34 18 Justice Pronunciation 62Track 35 19 Extreme Pronunciation 64Track 36 19 Extreme Listening, exercises 1, 2 65


50 Answer Key

Pre-Intermediate Workbook Answer Key

1 Me

Grammar

1 1 What Coppola2 Which Ringo Starr3 Where London4 When 1977

2 a) Did you argueb) Is thatc) Do you liked) is your favourite Beatles song?e) Do you think

3 a) How much do you weigh?b) (no change)c) How often does your teacher give you

homework?d) What did you have for breakfast today?e) (no change)f) (no change)

4 a) Why did David Bowie’s son change his name?b) Who named his daughter after a part of

London?c) How many languages does A.L.I.C.E. speak?d) When did John Lennon record Stand By Me?

Answersa) Because it was embarrassing.b) Ex-US-President Bill Clinton.c) Only English.d) 1975.

Reading

1 a) The world’s most inappropriate nameb) Will you marry me?c) How stupid can you be?

2 a) 4 b) 1 c) 2 d) 3 e) 6 f) 5

3 Suggested answersa) How many legs did the dog have?b) What did the dog have around its neck?c) What was Sir Thomas Beecham’s job? / What

did Sir Thomas Beecham do?d) Which name couldn’t Sir Thomas Beecham

change?e) When did they get married?f) Where did Mrs Smith see the names?g) When did she discover her terrible mistake?

Vocabulary

1 a) Mary b) Mimi c) Yoko d) Julia e) Yuka

2 a) True b) True c) False d) False e) Falsef) False g) True h) False

3 a) correct b) correctc) They looked like a bit tired after the lesson.

d) correcte) She sounds like foreign – is she Greek?f) correctg) You look like stressed out. What’s up?

4 a) 4 b) 7 c) 1 d) 3 e) 8 f) 2 g) 6 h) 5

5 a) used-car salesman b) doctorc) police officer d) banker e) waiterf) psychologist g) student h) au pair

Writing

1 Message a) languages, communicating, peopleMessage b) favourite (or favorite (US)), team,

addressMessage c) country, beautiful, beachMessage d) especially, writing, homeworkMessage e) improve, different, receiving

Pronunciation

1 mean – niece – feel movie – improve – grewsport – call – daughter surname – learn – girl

2 a) part b) wheel / we’ll c) tool d) firste) born

2 Place

Grammar

1 Plurals ending in ‘s’statues taxis tourists

Plurals ending in ‘es’brushes churches watches

Plurals ending in ‘ies’qualities summaries universities

Irregular pluralsmen teeth women

2 a) progress b) luggage c) homeworkd) information e) money f) bread g) air

3 a) much b) much c) much d) manye) much f) many g) manyStudents’ own answers

4 a) much b) a little – True (usually)c) many – False (most waiters and waitresses

come from other countries)d) a few – True e) a few – Truef) many – False (there is only one castle in

London: the Tower of London)g) much – False (London, especially Docklands in

the east of London, is full of modern buildings)h) much – False


Answer Key 51

Pre-Intermediate Workbook Answer KeyListening

1 Picture b

2 a) False – He first went to Marrakech ten to twelveyears ago.

b) False – He went there for a (long) weekend.c) False – He travelled with his best friend, Dave.d) Truee) False – After dinner, he went to the market

square.f) False – Djemaa el Fna is the name of the market

square.g) Trueh) Truei) False – He has been there ten or twelve times.j) False – His last visit was three years ago.

Vocabulary

1 a) statue b) beach c) square d) office blocke) castle f) hill g) church h) fountain

2 things you like things you don’t likeamazing uglyspectacular awfullovely disgustingattractive dullexciting miserablefabulous terriblefantastic uselessgreat

3 a) French b) Japanese c) Hungarian d) Irishe) Italian f) Portuguese g) Egyptianh) Argentinian

4 a) in b) in c) on d) in e) on f) at g) on

Pronunciation

Oo oOhappen describelabel discusslisten explainmention relaxpractise repeatvisit suppose

Writing

1 Dear Mum and Dad,I got here a few days ago and I’m having a fabuloustime. The weather is terrible, but there are lots ofthings to do. There are a few places of interest nearthe hotel where I go in the afternoon and takephotographs. I’ve met a professor of archaeologyfrom Helsinki who is taking me to some interestingruins tomorrow. The food is interesting – sodifferent from at home. I’m always really tired inthe evening after so much sightseeing – I’ll need aholiday after this!Love,Simon

3 Couples

Grammar

1 a) met b) fell c) forgot d) were e) wantedf) killed g) thought h) was i) wokej) found k) took l) killed

2 a) Where did Romeo meet Juliet? / Where didRomeo and Juliet meet?

b) Who did Romeo forget about?c) Who did Juliet’s family want her to marry?d) Who did Romeo kill?e) Why did Romeo kill himself?f) What did Juliet do when she woke up? / What

happened when she woke up?g) How did Juliet kill herself?

3 a) was holding b) was feeling c) was sittingd) was hoping e) were speakingf) was making g) was getting

4 a) was watching b) saidc) opened d) was sittinge) began f) wanted g) was rainingh) decided i) arrived

Reading

1 1 B 2 D 3 C 4 A

2

3 Suggested answersa) She met Onassis.b) Because he treated her like a woman.c) Because he was seeing other women.d) She was reading the newspaper. / She

saw it / read about it in the newspaper.e) Because his marriage was not happy.f) She was visiting Onassis’s grave.

Vocabulary

1

2 a) dream b) marriage c) unfaithful d) lovere) rumours f) affair g) divorced

3 a) have b) have c) have d) have e) getf) get g) get

4 a) out b) up c) out d) out e) up f) upg) out

Pronunciation

1 a) begun b) drank c) ran d) rung e) sungf) sank g) swum

2 a) /ri:d/ b) /red/ c) /red/

1 2 3 4 5 6 7 8 9 10 11 12d h c l a g i k j e b f

1 2 3 4 5 6 7 8 9a c e i b g d h f


52 Answer Key

Pre-Intermediate Workbook Answer Key4 Fit

Grammar

1 a) happier b) hotter c) more successfuld) better e) more interesting f) biggerg) worse

2 Rosa Jake Lizzie Daniel David

3 a) The biggest b) The luckiest c) the highestd) the most expensive e) the wettestf) the richest g) the most popular

4 Probably the most common health problem for menis heart disease. Exercise is important but not asimportant as a healthy diet. A bad diet is the biggestcause of this disease. Vegetables are better for youthan fatty foods, but some vegetables are moreuseful than others. Supermarket products are not ashealthy as organic produce. People with the moststressful jobs have shorter lives than people who arestress-free, so look for ways to relax. You shouldexercise more than once a week. A hard, sweatysport is not as good for you as regular, gentleexercise.

Listening and reading

1 Picture a) Story 2Picture b) Story 3Picture c) Story 1

2 a) EE b) SK c) EE d) EM e) SKf) EM g) SK h) EE i) EM j) SK, EE

3 1 a) 2 a) 3 b) 4 a) 5 b) 6 b)

Vocabulary

1 a) boxing b) cyclist c) gymnastd) ice hockey player e) rower f) skiingg) squash

2 a) goes b) does c) does d) plays e) doesf) goes g) goes h) plays i) goes

3 a) fortunate b) calm c) attractive d) fite) average f) fun g) famous

4 a) Professional b) sweaty c) aerobicd) dangerous e) talented f) successfulg) valuable

5 a) 6 b) 3 c) 7 d) 1 e) 4 f) 5 g) 2

Writing

1 A man was feeling unwell and he went to see thedoctor. He went with his wife because he was alittle worried. Afterwards the doctor spoke to theman’s wife. He said, ‘I’m afraid I have some badnews. Unless you follow my instructions verycarefully, your husband will die. Every morningyou must give him a good breakfast and you mustcook him a healthy meal at night. What is more,

you must not ask him to do any housework andyou must keep the house very clean. It is a lot ofwork for you, but it really is the only way to keephim alive.’

On the way home, the husband asked his wifewhat the doctor had said to her. ‘He said you’regoing to die,’ she replied.

2 One day a bus driver was in his bus when the biggestman he had ever seen got on. The giant looked atthe driver, said, ‘Big John doesn’t pay,’ and took hisseat on the bus. The bus driver was only a little manand he did not want to argue.

The next day, the same thing happened. The manmountain got on the bus, looked at the driver andsaid, ‘Big John doesn’t pay.’ Then, he went to a seat.

This happened for several days. After a week, the driver was beginning to get a little angry.Everybody else paid, so why not the big man? So the driver went to a gym and began a courseof body-building. He did not want to be frightened of Big John any more.

Two weeks later, the driver had strong muscles and was feeling very fit. At the usual stop,Big John got on. ‘Big John doesn’t pay,’ he said. Butthis time the driver was prepared for him. He got upand said, ‘Oh, yeah? And why doesn’t Big Johnpay?’

The man reached into his pocket. For a moment,the driver was extremely scared. Perhaps he had agun? Then the man replied, ‘Because Big John hasgot a bus pass.’

Pronunciation

1 1 a) 2 b) 3 b) 4 c) 5 b) 6 c) 7 a)

2 Ooo oOo certainly opinioncheeseburger percentagemarathon statisticsphotograph surprisingtournamentwonderful

5 Review 1

Grammar

1 The Key gives the parts of speech of the words asthey are used in Units 1–4.

verbs past tensebecome becamecatch caughtchoose chosedraw drewfall fellfancy fanciedmeet metpay paidsend sentwin won


Answer Key 53

Pre-Intermediate Workbook Answer Keynouns pluralbeach beacheschild childrenchurch churchesfoot feetmouse micetooth teethuniversity universities

adjectives comparativebad worseclever clevererlucky luckiersad saddershy shyerthin thinnerugly uglierwet wetter

2 a) When did you meet your best friend?b) Who is the tallest person in your class?c) What is the weather like in your country?d) How many emails do you get every day?e) What does your teacher look like?f) What were you wearing yesterday?

3 a) He drinks far too much beer.b) How did your parents choose your name?c) It was raining when I arrived at work.d) There were a lot of people at the disco.e) Tiger Woods is the greatest golfer of all time.f) Venus Williams isn’t as tall as Shaquille O’Neal.g) What are the shops like in your home town?

4 a) was sleeping b) the most c) don’t we god) air e) much f) few g) got h) were drivingi) saw j) looks k) don’t we l) gotm) continued n) turned o) said p) leftq) looked r) they got s) enough timet) stopped u) Can you ask

5 a) do you weigh?b) many people at the party.c) lot of sleep last night.d) him two years ago.e) you wearing yesterday?f) more attractive than Michael.g) as old as Inge.h) best golfer in the world.

6 a) 5 b) 3 c) 6 d) 4 e) 2 f) 1 g) 8 h) 7

Vocabulary

1 a) F b) F c) T d) T e) T f) F g) Th) T i) T j) F k) F l) F

2 a) out b) up c) up d) out e) down f) upg) up h) up

3 a) noisy b) improve c) track d) funerale) invent f) village g) earnHidden words: UNIT FIVE

4 a) have b) have c) having d) gete) make f) got g) get h) make i) make

5 a) danger b) decision c) descriptiond) fashion e) introduction f) luckg) marriage h) noise i) operation j) religionk) romance l) success

6 a) description b) choice c) operationd) success e) danger f) marriage g) fashionh) introduction

7 I went out on an unusual date with my boyfriendyesterday. He took me to a very cheap restaurantand I had the worst meal of my life. The food wasterrible and the wine was the least expensive on themenu. John is a difficult man to be with: he’s poor,unattractive and he can be very boring. When heasked me to marry him, I said...

8 appearance average height extremelymoustache intelligent friend completeopposite overweight cheeseburger

6 Shop

Grammar

1 a) to b) to c) for d) for e) to f) to g) to

2 a) I told him your secret – I hope that’s okay.b) I’ve lent her my car.c) Philip made her a delicious meal.d) Why don’t you get her some chocolates?e) You need to show him/her your bus pass.f) Give him/her the ticket.g) I sent him/her a letter last week.

3 a) correct b) correctc) I gave for my nephew a gold pen on his birthday.d) We’ve brought to you some really good news.e) correct f) correctg) The shop assistant explained me the advantages

of speed dialling.h) She described us the new leopard-skin

mini-skirt she had bought.

4 Suggested answersa) He often drives me mad.b) I hardly ever wear perfume.c) She doesn’t usually arrive on time.d) I have never been to a garden centre.e) She is rarely positive about her husband.f) We don’t often celebrate Valentine’s Day.g) I am not normally very good at choosing

presents.

5 a) to stay b) spending c) surfing d) eatinge) to look f) to have g) going

Reading

1 The following sentence does not belong: ‘It’s often agood idea to try on one or two pairs.’

2 1 d) 2 b) 3 c) 4 c) 5 c) 6 a)


54 Answer Key

Pre-Intermediate Workbook Answer KeyVocabulary

1 a) evening dress b) engagement ringc) shopping bag d) shop assistante) mobile phone f) price tagg) electronic gadget

2 material patterncotton checkdenim patternedleather plainsilk stripedsyntheticwoollen

3 a) skirt b) bracelet c) earrings d) necklacee) tie f) top g) trousers

4 a) 2 b) 7 c) 3 d) 4 e) 8 f) 1 g) 5 h) 6

Pronunciation

a) Nine hundred and twenty-fiveb) Two thousand, nine hundred and fortyc) Thirteen thousand eight hundred and

twenty-twod) A hundred and eighteen thousand, seven hundred

and fiftye) Two million, seven hundred and fifty thousand, six

hundred and fivef) Fifty million, four hundred and twenty-nineg) Nine hundred and ninety-nine million, nine

hundred and ninety-nine thousand, nine hundredand ninety-nine

7 Job

Grammar

1 infinitive past simple past participlebreak broke brokencut cut cutdrop dropped droppedhold held heldknow knew knownleave left leftpay paid paidrun ran runsee saw seenstand stood stoodtell told toldtravel travelled* travelled*try tried tried

* travelled (UK English), traveled (US English)

2 a) has had b) Have you ever workedc) have never been d) has ever happenede) have hated f) Have you ever thoughtg) have always wanted

3 a) this week b) yesterday c) last summerd) this week e) over the years f) recentlyg) today

4 a) ever had / have ever hadb) have always beenc) have never eaten d) started e) neededf) had g) thought h) have always likedi) have never made j) smelled/smeltk) were l) often had m) was n) shoutedo) have you sold p) have not soldq) arrested r) was s) have never been

Listening

1 c) a chef, e) a conductor

2 a) Yes b) Yes c) No d) No e) No f) Yesg) No h) Yes i) Yes j) No k) No

3 a dishwasher

Vocabulary

1 accountant actor artist au pair bankerchef doctor farmer hairdresser midwifenurse photographer pilot secretary teachervet waitress

2 a) career b) employee c) staff d) noticee) salary f) living g) company h) application

3 a) 4 b) 5 c) 2 d) 6 e) 3 f) 1

4 a) broken b) given c) worked d) hade) earned f) done g) happened

Writing

1 1 i) 2 n) 3 a) 4 m) 5 b) 6 c) 7 d)8 g) 9 e) 10 k) 11 j) 12 f) 13 h) 14 l)

8 Rich

Grammar

1 a) I’m tired. I’m going to have an early night.b) What about tomorrow? Are you going to be free

in the evening?c) Yes, but I’m not going to go out. I want to watch

TV.d) Are you going to come with me to my parents

on Saturday?e) No, I’m going to see Tony and Carla at the

weekend.f) Veronica, when are we going to get married?g) I’ve already told you, Barry. We’re never

going to get married.

2 a) F b) F c) P d) P e) F f) P g) F

3 a) He’s having lunch with his mum at 1 o’clock.b) He’s giving an interview at the MTV studios at

3 o’clock.c) He’s flying to Dublin at 6 o’clock.d) He’s attending the Music Monthly Awards

Ceremony at 8 o’clock.


Answer Key 55

Pre-Intermediate Workbook Answer Key4 a) What are you going to have for lunch tomorrow?

b) What are you going to do after the lesson?c) What are you going to do this weekend?Students’ own answers

Reading

1 Getty helps troubled Conservative Party

2 a) False b) True c) True d) False e) Falsef) False g) False h) False i) True j) False

3 a) party b) donated c) grateful d) addictse) kidnapped f) mind g) fortune h) handed

Vocabulary

1 a) inherited b) bill c) rent d) profite) save f) exchange rate g) pensionh) invest i) earn

2 a) band b) single c) fans d) cancellede) charts f) concert g) album h) gigsi) tour j) lead

3 a) 3 b) 7 c) 8 d) 5 e) 4 f) 6 g) 1 h) 2

4 a) decision b) disaster c) employmentd) freedom e) performance f) popularityg) retirement h) equipment

Writing

1 a) 4 b) 7 c) 3 d) 6 e) 1 f) 8 g) 2 h) 5

Pronunciation

1 a) Who’s gonna stop the rain? (Anastacia)b) Your time is gonna come (Led Zeppelin)c) I’m gonna be alright (Jennifer Lopez)d) It’s gonna be me (N’Sync)

2 Wanna is short for ‘want to’.

9 Rules

Grammar

1 1 a) 2 b) 3 b) 4 b) 5 a) 6 a)

2 a) People could choose between the army and thenavy.

b) All new soldiers had to have a medicalexamination.

c) You couldn’t join the army if you had a physicalhandicap.

d) You couldn’t have long hair in the army.e) Women didn’t have to do military service.f) Foreigners did not have to register for military

service.

3 a) We had to queue for two hours. / We had towait for two hours in the queue. / We had tospend two hours waiting in the queue.

b) You should arrive at the museum early in themorning.

c) We didn’t have to get a guide.d) You shouldn’t go there with young children.e) On Wednesdays, you don’t have to pay for the

museum / to visit the museum.f) We couldn’t / weren’t allowed to take any

photos.

Listening

1 a) F b) F c) T d) T e) F

2 The following should have ticks:b) c) d) e) g) h)

Vocabulary

1 a) sensible b) lazy c) sensitive d) optimistice) cheerful f) insecure g) silly

2 a) Primary b) class c) Subjects d) takese) teachers f) marks g) students

3 a) about b) for c) with d) on e) to f) ofg) for h) in

4 a) 7 Physicsb) 3 Economicsc) 4 Geographyd) 6 Mathse) 2 Chemistryf) 1 Biologyg) 5 History

5 a) advice b) exactly c) friendlyd) childhood e) embarrassing f) foreignerg) traditional

Writing

1 a) 8 b) 10 c) 7 d) 6 e) 4 f) 2 g) 9h) 1 i) 3 j) 5

2 contracted form full formI haven’t I have notI’ve I haveI don’t I do notthat’s that isI’ll I will

Pronunciation

a) could not ➔ couldn’tb) must not ➔ mustn’tc) does not ➔ doesn’td) does not ➔ doesn’te) does not ➔ doesn’tf) should not ➔ shouldn’tg) can not ➔ can’t h) did not ➔ didn’ti) did not ➔ didn’tj) do not ➔ don’tk) do not ➔ don’t


56 Answer Key

Pre-Intermediate Workbook Answer Key10 Review 2

Grammar

1 1 d) 2 b) 3 c) 4 a) 5 b) 6 d)

2 a) Did you to have to wear a uniform at school?b) Have you been go to the cinema recently?c) I couldn’t to invite my friends to my house.d) I don’t bother to going into supermarkets any

more.e) I’m not definitely not going to forget my real

friends.f) Matt is having eat lunch with Madonna and

Guy on Monday.g) My husband bought to me a silver bracelet for

my birthday.h) She is not hardly ever at home in the evenings.i) I was wrote an angry letter to the bank

yesterday.j) There shouldn’t to be different rules for men

and women.k) We were studied this with our teacher last year.

3 Suggested answersa) Last week, I lent my brother 20 euros. /

Last week I lent 20 euros to my brother.b) Unfortunately, I couldn’t finish the exercise. /

Unfortunately, I wasn’t able to finish the exercise.c) My mother taught me French.d) We did not have to / need to take the car.e) She hardly ever arrives on time.f) What are you doing / going to do at the

weekend?g) A man in the street sold me a cheap watch.h) I think you should / ought to call him.i) You don’t have to / need to pay for the muse-

um after five o’clock. / You don’t have to / need to pay to get into themuseum after five o’clock.

4 a) than b) never/not c) told d) coulde) not f) have g) you h) heri) must/should/can j) to k) like l) have m) me n) tell o) living/being p) ever

Vocabulary

1 a) marathon b) runners c) give upd) fortunately e) lift f) stadium g) winnerh) photograph i) gold medal j) found outk) realised l) achieved m) dishonestn) noisy o) allowed

2 a) at b) in c) about d) to e) of f) ofg) on h) for i) about j) of k) of l) form) over n) In o) for p) about q) ofr) up s) of t) into

3 a) confident b) famous c) friendlyd) miserable e) mysterious f) stressfulg) successful h) traditional

4 Across1 stage 3 ice 5 castle 9 ring 10 album11 wet 12 at first 14 upset 15 vote18 bookshop 20 romantic 22 army 23 acted24 earning 25 far 26 alive 27 thin28 ladder 29 add 30 waste

Down1 strawberry 2 gig 4 Chinese 6 Egypt7 statue 8 marathon 13 sofa 16 appearance17 disagree 19 sums 21 striped 22 advice24 equal 27 tea

11 Smile

Grammar

1 a) Never call the waiter ‘garçon’ in a French café.b) Always cross your knife and fork after a meal

in Italy.c) Never eat with your left hand in north Africa.d) Always give a tip to New York taxi drivers.e) Always give money to the woman sitting out-

side Belgian toilets.f) Always say ‘good morning’ to people in

English hotels at breakfast time.g) Always take off your shoes when you go into a

Japanese house.h) Never kiss your colleagues at business meetings

in China.

2 a) correctb) I think I’ll stay up the evening and watch the

late-night movie on TV.c) correctd) correcte) Why don’t you sit down the chair and have a

rest?f) They decided to split up their relationship after

three years together.g) correct

3 a) Would you like to try it on?b) you’ll soon get over it.c) I think I’ve thrown it away!d) You really take after her!e) could you turn it down, please?f) I’m not going to take it offg) You must give them up immediately!

Reading

1 b) paragraph 4 c) paragraph 1d) paragraph 2 e) paragraph 5

2 a) True b) False c) False d) False e) Truef) False g) True h) True

3 a) (the portrait of) the Mona Lisab) the merchantc) (the portrait of) the Mona Lisa


Answer Key 57

Pre-Intermediate Workbook Answer Keyd) the Louvre e) the American expertf) these features (the eyes and mouth)

Vocabulary

1 a) eyebrow b) eyelash c) cheekd) moustache e) lip f) teeth

3 a) confident b) loyal c) miserabled) mysterious e) secretive f) strongg) warm

4 a) fill in an application / a form / a messb) get over an illness / a problem / moneyc) give up music lessons / smoking / a coatd) put on a form / some music / your shoese) switch on a computer / smoking / the TVf) take off your clothes / a test / your watchg) turn up a job / the music / the volume

5 a) down b) away c) after d) off e) upf) with g) away

Writing

1 The first invitation is from Colonel and Mrs Peacock. It is for their daughter’s wedding.The wedding is on April 1.

The second invitation is from David and Gavin.It is for a New Year’s Eve party.The party is on December 31.

The third invitation is from Helen. It is invitingBrenda to Helen’s office Christmas party.The party is on December 21.

2 1 b) 2 d) 3 a) 4 f) 5 c) 6 e)

12 Rebel

Grammar

1 a) He has a poster of Anna Kournikova on hisbedroom wall.

b) How many countries have nuclear weapons?c) correctd) correcte) She had a boyfriend who worked in a circus last

year.f) correctg) correcth) She has pink hair and a ring in her nose.

2 a) remains b) is best known c) playsd) died e) was brought up f) wentg) was given h) was seen i) was givenj) became k) was killed

3 a) landed, was namedb) was defeated, becamec) was published, becamed) travelled, was welcomed

e) joined, were defeatedf) won, was caughtg) fought, was killedh) was announced, did not believe

Listening and reading

1 Peaceful demonstration turns violent

2 a) done b) given c) killed d) sete) attacked f) sent

3 a) demonstrators b) a peaceful protestc) leaflets d) anti-police e) a fairer systemf) the law g) a group h) Our cause

Vocabulary

1 a) about b) into c) against d) in e) off) with g) away h) out i) at j) to

2 a) foreign ministers b) student feesc) fur coats d) bottle bankse) public transport f) plastic bagsg) nuclear weapons h) protest marches

3 a) organisation b) fascination c) separationd) legalisation e) decision f) exhibitiong) reduction h) decorations

4

Writing

1 a) small number b) Most c) severald) large number e) none f) a fewg) nobody h) majority

13 Dance

Grammar

1 a) since b) for c) for d) since e) sincef) for g) since h) forStudents’ own answers

2 a) gone b) been c) been d) gone e) beenf) gone g) been h) gone

3 a) has been a fashion model sinceb) has been famous sincec) have been married ford) has been in New York sincee) have known him forf) has he had

4 a) have been b) have been buildingc) have been saving d) have been dancinge) has been f) has had

1 2 3 4 5 6 7 8g a c b f h d e


58 Answer Key

Pre-Intermediate Workbook Answer KeyReading

1 Billy Elliot Jamie BellBilly’s father Gary LewisBilly’s brother Jamie DravenBilly’s grandmother Jean HeywoodThe dance teacher Julie WaltersMichael Stuart Wells

2 a) 7 b) 1 c) 3 d) 2 e) 6 f) 5 g) 4

3 a) ✓ b) ✓ c) ✗ d) ✓ e) ✓ f) ✗

g) ✓ h) ✗ i) ✗ j) ✓

4 a) best-known b) follow in his footstepsc) ridiculous d) express yourselfe) a key moment f) for all tastes

Vocabulary

1 a) flamenco b) waltz c) sambad) rock ‘n’ roll e) reggae f) pop

2 a) nightlife b) clubs c) dance floorsd) room e) live f) DJ g) House h) stage

3 a) at b) on c) on d) at e) at f) ong) on h) at

4 a) pretty b) guy c) reckon d) knackerede) winding him up f) laid-back

5 a) about b) to c) for d) for e) on f) ofg) with

Writing

1 1 c) 2 a) 3 b)

2 a) because of b) because c) becaused) because of e) because f) because of

14 Call

Grammar

1 1 a) 2 c) 3 c) 4 b) 5 a)

2 a) Do you think he will return my call?b) Can you remember what time the meeting is?c) Could you tell me how much a beer costs?d) Do you know if he passed on the message?e) Do you know what ‘worried sick’ means?f) Could you tell me what you think of my outfit?g) Can you remember who you spoke to?

3 a) Can you remember where I put my car keys?b) Do you know how much this costs in dollars?c) Could you tell me where the theatre is?d) Do you think it is against the law?e) Do you know if she is married?

Listening

1 a) Conversation 2b) Conversation 1c) Conversation 3

2 a) Is …. there, please? 1b) Who’s calling? 1c) I’d like to speak to … 2d) Could I speak to ….? 3e) Sorry, she’s not in at the moment. 1f) Thank you for calling. 2g) I’ll put you through. 3h) Can you tell her I called, please? 1i) Please hold. 2j) You’ve got the wrong extension. 3k) Can I take a message? 1l) No one is available to take your call. 3

Vocabulary

1 a) operator b) dialled c) extensiond) message e) voicemail f) call g) mobileh) line

2 a) told b) said c) said d) asked e) toldf) said g) asked h) told i) said

3 a) on b) at c) on d) at e) in f) on g) inh) in i) at j) on

4 a) hang b) pick c) put d) give e) comef) get g) run h) pass

5

Writing

1 1 Mr Sharma from Credit Bank called. Call himback: 020 768 9004.

2 Richard called – he’s cancelled tennis thisevening. Next week okay.

3 Mary from AWOL Travel says your tickets forBangkok are ready.

2 Suggested answers Petra called about your advertisement for ababysitter. Call back after 6 o’clock – 0474 355899.

Brenda called – meeting at the office with someonefrom the Tax department 8 o’clock tomorrowmorning. Very important.

15 Review

Grammar

1 verbs past participleagree agreedcarry carriedcommit committed

1 2 3 4 5 6 7 8b g c a f h e d


Answer Key 59

Pre-Intermediate Workbook Answer Keyenjoy enjoyedhide hiddenhold heldkidnap kidnappedrob robbedrun runthrow thrown

nouns pluralfactory factoriesillness illnessesknife knivesluxury luxuriesroof roofstoe toeswife wives

adjectives superlativebossy bossiestdeep deepesteasy easiestgood bestrude rudestsilly silliestuntidy untidiestwide widest

2 a) Do you like James Bond films?b) Are you thinking of going out tonight?c) Have you been abroad this year?d) How long have you been living here?e) Have you been to the cinema recently?f) Would you like me to help you?

3 a) A Che poster was pinned on his wall when hewas a student.

b) How long have you been studying English?c) I have been a DJ for two years.d) I was wondering if you could lend me your car.e) Is it okay if I bring my friend?f) Rosie is/was looking for a new place to live.g) She was kidnapped by a revolutionary group.

4 a) have you been b) for c) told d) to helpe) looked f) buying g) allowed h) thoughti) to go j) tell k) thought of him l) put it onm) was asked n) have come o) he isp) replied q) Join r) at s) have been waitingt) for

5 a) Don’t be late.’b) pardoned by President Clinton in 2001.c) took the photo of Che.d) been to the cinema for a month.e) been a DJ for two years.f) like me to call you later?g) you could take a message.

6 a) 8 b) 1 c) 7 d) 3 e) 6 f) 4 g) 2 h) 5

Vocabulary

1 a) T b) F c) T d) T e) F f) F g) Th) F i) T j) T k) T l) F m) F

2 a) over b) up c) up d) through e) upf) off g) out h) out

3 a) enjoyed b) volume c) inherit d) starrede) illness f) organic g) naughtyHidden word: REVISION

4 a) got b) got c) have d) had e) makef) had g) get h) made i) make

5 a) cruelty b) demonstration c) difficultyd) education e) explanation f) explosiong) information h) legalisation i) mysteryj) pollution k) science l) tradition

6 a) confidence b) education c) informationd) demonstration e) legalisation f) difficultyg) explanation h) cruelty

7 It was a cold, wet day and we were driving fastdown a narrow street in the town. My husband is acareless driver and he never stops at red lights.Suddenly, another car drove into the front of ourMercedes. Unfortunately, my husband is a veryviolent man, and he’s always very rude. He got outof the car...

8 usual worried nervously finally carefullyabsolutely wrong replied scream peopleconcert

16 Lifestyle

Grammar

1 a) you will be relaxed and positive about life.b) you will feel younger and more healthy.c) your energy levels will be much higher.d) relationships with your friends will be happier.e) your general fitness will improve.f) you will change the way you think about food.g) your friends will think you look wonderful.

2 Suggested answersa) He won’t be relaxed and positive about life.b) He probably won’t feel younger and more

healthy.c) His energy levels definitely won’t be much

higher.d) Relationships with his friends definitely won’t

be happier.e) His general fitness probably won’t improve.f) He won’t change the way he thinks about food.g) His friends definitely won’t think he looks

wonderful.

3 a) comes b) will say c) is d) will thinke) loses f) eats g) asks

4 a) isn’t, will take b) will have, doesn’t speakc) get, will call d) are, ’ll look


60 Answer Key

Pre-Intermediate Workbook Answer Keye) ’ll go, wantf) isn’t, ’ll find g) ’ll tell, get

Reading

1 Genetically modified fast food paragraph CThe danger to the environment paragraph BWhat is added to your fast food? paragraph A

2 a) 2 b) 6 c) 1 d) 3 e) 4 f) 5

3 a) ingredients b) health c) Researchd) packaging e) environment f) modified

Vocabulary

1 a) a healthy life b) your fitness c) fitd) a walk e) weight f) yoga g) stressh) holiday

2 a) spinach b) grape c) trout d) prawne) pepper f) garlic g) carrot h) auberginei) cucumber j) lettuce k) chicken l) sausage

3 b) 3 c) 6 d) 8 e) 2 f) 7 g) 1 h) 4

4 a) calorie b) junk c) recipe d) snacke) starving f) vitamins

5 a) not my cup of tea b) packed in like sardinesc) a piece of cake d) full of beans

Pronunciation

a) break b) peach c) friend d) receivee) abroad f) youth g) mountain

17 Animal

Grammar

1 a) who b) who c) that d) that e) whof) who g) that h) who

2 a) that b) that c) –– d) that e) –– f) thatg) that h) ––

3 a) would you try b) came c) invitedd) would you do e) asked f) would you feelg) would you giveStudents’ own answers

Listening

1 The order is: d), b), c), a).

2 1 b) 2 a) 3 a) 4 b)

Vocabulary

1 ant bear camel cat cheetah cow deerdog dolphin elephant fish giraffe hamsterhorse iguana kangaroo mosquito parrotpig rat reptile snake spider tortoise

2 a) dog b) spider c) snake d) kangarooe) parrot f) giraffe g) cheetah h) horse

3 a) wait b) deer c) write d) bear e) weight

4 a) bored b) afraid c) keen d) worriede) tired f) approve g) fascinated h) think

18 Weird

Grammar

1 1 a) 2 b) 3 b) 4 a) 5 a) 6 a)

2 a) had seen b) had missed c) had hadd) hadn’t studied e) had been engaged

3 a) had arrived b) spoke c) discoveredd) had been e) was f) was g) discoveredh) had got married i) had died j) heard

4 a) heard b) realised c) had diedd) looked e) asked f) had lost g) tookh) had gone i) had died j) discovered

Reading

1 1 d) 2 f) 3 a) 4 e) 5 c) 6 b)

2

Vocabulary

1 a) many b) old c) well d) often e) longf) far g) muchStudents’ own answers

2 a) take b) take c) make d) havee) have f) take g) make h) make

3 a) jealous b) embarrassed c) in a bad moodd) proud e) sad f) on top of the worldg) excited h) frightened

4 a) flight b) investigation c) explanationsd) permission e) description f) developmentg) confidence

Pronunciation

a) Yes, I’ve seen about a thousand.b) The first crop circle was seen in 1980.c) We found it in the morning.d) No, we think it was made by aliens.e) Yes, it’s more than a kilometre wide!f) No, I’ve never seen one like this.

1 2 3 4 5 6 7 8e c a f g h b d


Answer Key 61

Pre-Intermediate Workbook Answer Key19 Wheels

Grammar

1 a) The roads used to be quiet and safe.b) no changec) I used to be very proud of my bike.d) I used to clean it every day.e) My best friend used to be a boy called Tom.f) no change g) no change h) no change

2 a) If I were you, I’d choose a good languageschool. / I’d choose a good language school if Iwere you.

b) You could look for a job there.c) Why don’t you stay with an English family?d) If I were you, I’d go in the winter. / I’d go in

the winter if I were you.

3 Suggested answersa) The roads used to be less busy.b) There used to be fewer people.c) There didn’t use to be advertisements.d) There didn’t use to be any tourists.e) There didn’t use to be black taxis.

Listening

1 Speaker 1 b)Speaker 2 c)Speaker 3 a)

2

Vocabulary

1 a) steering, gear b) belts, seatsc) engine, bonnet d) wheel, boote) windscreen wipers

2 a) public transport b) air conditioningc) hair style d) traffic jam e) fast foodf) health care g) summer holidayh) driving licence

3 a) dangerously b) partly c) heavilyd) casually e) closely f) intelligentlyg) specially h) abroad

4 a) powerful b) spacious c) electricd) polluted e) aggressive f) considerateg) angry h) safe i) wise

Writing

1 to give advice about travelling in England

2

3 I suggest that you … (And) you could …why don’t you …

Pronunciation

1 The second speaker sounds more positive. She usesa higher tone of voice.

Speaker 1 Speaker 2 Speaker 3

What ✗ white redcolour is it?

What ✓ ✓ ✓

special beds black windows carfeatures kitchen shiny wheels stereohas it table cocktail bargot? loo DVD

television

How fast ✗ ✗ ✓

does it 400 go? km/hour

Where ✓ ✓ ✓

would you Ireland Hollywood Montelike to go Carloin your car?

Who ✓ ✓ ✓

would grand- friends Jenniferyou take children Lopezwith you?

Manchester

LONDON

Heathrow

Warwick

Stratford

Oxford

PEAK DIS

TRIC

T


62 Answer Key

Pre-Intermediate Workbook Answer Key20 Review 4

Grammar

1 1 d) 2 c) 3 b) 4 b) 5 a) 6 d)

2 a) We will have a break when we will finish thisexercise.

b) That’s the man I told you about him.c) I’ve got a friend who she got married last week.d) They were used to live in Madrid.e) If you read more books, your English it would

improve.f) I would to see a doctor if I were you.g) I hope I will to find a good job soon.h) When he had finished breakfast, he had left for

work.i) She used to have wearing long, blond hair.j) Why don’t you speak to someone who he

understands the problem?

3 a) you revise Unit 17?’b) finishes first will receive a prize.c) finish / have finished my work, I’ll help you.d) peeled the potato, she sliced it.e) our train arrives, I’ll give you a call.f) lives in L.A. has invited me to visit.g) to be a green field.

4 a) 6 b) 8 c) 5 d) 4 e) 9 f) 7 g) 1 h) 2 i) 3

5 a) that/which b) to c) in d) than e) hef) was g) was h) of i) as j) that/whichk) used l) after/for m) that n) At o) was

Vocabulary

1 a) opposite b) character c) careerd) disapproved e) lifestyle f) relationshipg) lasted h) separated i) network j) troublek) while l) escape m) incidents n) eventually

2 a) of b) at c) about/of d) up e) in f) asg) in h) In i) about j) To k) to l) ofm) of n) to o) for p) of q) on

3 a) aggressive b) amused c) angryd) believable e) jealous f) spaciousg) surprising

4 Maggie was always unlucky with men and one dayshe tried a computer dating agency. She waslooking for a weak personality because she wasquite shy herself. A week later, the agency found aman. They said he had little in common with herand they were sure their first date would be afailure.

Before going out, Maggie forgot to brush herteeth and put on her new perfume. She smelledawful! Feeling quite nervous, she arrived at therestaurant, which was almost full. Then, she sawhim, sitting at a table with a silly expression on hisface. It was definitely him. It was her previoushusband!

5 Across1 windscreen wiper 6 jam 8 prawn 9 ate10 pet 11 abroad 14 aliens 15 studio16 causes 18 carrot 19 recipe 21 fur22 pig 23 cheap 24 add 25 air conditioning

Down2 I haven’t a clue 3 snake 4 experts 5 dead7 lawyers 12 road 13 all of a sudden15 strange 17 soup 19 rage 20 igloo



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