SAMPLE PAGES CATALOGUE

INSPIRING LEARN
CREATE AND

CATALOGUE CONTENTS
Key Links components
for students and teachers  4
Key Links Α1 & Α2 contents  6
Key Links B1 & B1+ contents  7
Key Links B2 & C1/C2 contents  8
Sample pages from Key Links A1  9
Sample pages from Key Links A2  26
Sample pages from Key Links B1  28
Sample pages from Key Links B1+  30
Sample pages from Key Links B2  32
Sample pages from Key Links C1/C2  34
Recommended Readers  36
 KEY LINKS is a series for young adults and adults following
the requirements of the Common European Framework of
Reference and smoothly taking learners from A1 to C2 level.
This course allows learners to communicate fluently and
accurately in English and also gradually prepares them for
all major international examinations.

A1 A2 B1 B1+ B2 C1/C2

ERS TO CONNECT,
COMMUNICATE

Course features
 Topic-based modules  Activities encouraging critical thinking
and personal response
 Motivating and contemporary topics
related to learners’ lives and interests  Practical tips helping students to cope
with examination and real-life tasks
 An integrated approach to the
development of the four skills  A review section in each module

 Special emphasis on vocabulary building  An exam practice section featuring

examination tasks
 Grammar presented and practised in
context  Tasks developing students’ critical
thinking, problem-solving, organisation
 Systematic development of reading and and collaboration skills
listening skills and subskills
 Documentary-style videos providing a
 A variety of speaking tasks preparing link to the real world
learners for examinations and also for the
real world  A grammar reference section

 A step-by-step approach to writing  A digital vocabulary list

3
Components
 FOR STUDENTS

Student’s Digital Material

including the reading
and listening tasks,
videos, games and a
Student’s Book Full-colour Workbook Grammar Book digital vocabulary list

An exciting multimedia environment

that motivates students
Unlock
learning
with a scan!
Students have
multiple opportunities
to engage with
educational material
through their
smartphones listening activities
and tablets!

Link to Speaking videos

Link to Module videos

4
  FOR TEACHERS Teacher's Book
including justification of answers for reading and listening
tasks, suggested answers for speaking and writing tasks

Interactive Whiteboard Material

including videos, games, tests, suggested answers and
justification of answers for reading and listening tasks,
interactive activities and a digital vocabulary list

Teacher's Digital Resources

including tests, supplementary material for extra
practice (vocabulary, grammar, communication,
reading and listening) and projects

Class Audio Material

including all the recorded material for the
Student’s Book and Workbook

and supports teachers!

INTERACTIVE WHITEBOARD MATERIAL
Easy
access to
educationa
l
ONLINE
material
from any
MATERIAL
device! Link to Real Life videos ON THE ELT
PLATFORM
 Practice: interactive
activities focusing
on vocabulary,
grammar, reading
and listening
 Τests

interactive activities

ONLINE PLACEMENT TEST

ONLINE TESTS educational games

5
Contents
KEY LINKS A1 KEY LINKS A2
Grammar Topics Grammar Topics
Welcome
Welcome
Plural nouns Greetings
Regular plural nouns Alphabet Imperative Countries and Nationalities
Imperative Classroom language Numbers 0-100
The alphabet
Module 1 That’s me! Writing A form Days of the week
Classroom language
The verb be Countries - Nationalities Module 1 New beginnings Writing A form
a/an Numbers 0-100 The verb be Family
Possessive adjectives Jobs Possessive adjectives Jobs
The verb can Months
Question words Greetings Present Simple (affirmative) Seasons
Module 2 Day in, day out Writing A profile
Module 2 My world Writing A social media post
Present Simple Time
this/that, these/those Family Prepositions of time Daily routines
Regular and irregular plural Personal belongings Adverbs of frequency Free-time activities
How often…? Technology
nouns Colours like / love / enjoy / hate / can’t
The verb have got Physical appearance stand + -ing form
Possessive case would like / want + to
Module 3 My space, my place Writing An informal email
Module 3 The place to be Writing An advertisement Possessive case Colours
Possessive pronouns Personal belongings
there is / there are Rooms and parts of a house Whose…? Furniture and appliances
How many...? Furniture and appliances this/that/these/those Rooms and parts of a house
a/an vs the Prepositions of place there is / there are Prepositions of place
a/an vs the Buildings/Places in a town/city
Places in a town/city Numbers over 100
Prepositions of movement
Module 4 Daily life Writing A post Module 4 Time to eat! Writing A post
Present Simple Daily routines Countable and uncountable nouns Food and drink
some / any / no Quantity nouns
Prepositions of time Time How much…? / How many…? / Kitchen utensils
Days of the week much / many / a lot of / lots of / Recipes
Transport a few / a little
Subject and object personal
Module 5 Leisure Writing A blog entry pronouns
Module 5 Ups and downs Writing A
 story
Adverbs of frequency Sports An informal email
When...? Types of films Past Simple Mishaps
like, enjoy, love, can’t stand + Free-time activities Time expressions Feelings
-ing form Module 6 Let’s have fun! Writing A
 text message
A post
Module 6 Keep learning Writing A post
Present Progressive Weather
The verb can Talents and abilities Present Simple vs Present Progressive Free-time activities
Stative verbs Appearance
Personal pronouns Academic subjects Relative pronouns: who, which, that
Why…? / Because... Ordinal numbers Relative adverb: where
Months Module 7 Give it a try! Writing A post
Seasons The verb could Sports and fitness
Adjectives Equipment
Module 7 Food & clothing Writing A note Adverbs of manner
Compounds of some, any, no, every
Countable and uncountable Food and drink must / mustn’t / can’t / have to /
nouns Clothes don’t have to
a(n) - some Numbers over 100 Module 8 A material world Writing An informal email
some - any Shopping too – enough Clothes and accessories
one – ones Shopping
would like + noun Prices/Money Comparative forms
as + adjective + as
Module 8 Communication Writing A text message Superlative forms
Present Progressive Action verbs Module 9 Moments in life Writing A blog post
Ways of communicating Future be going to Life events
Present Progressive with future Education
Vocabulary related to meaning Work
technology Full and bare infinitives
TV programmes -ing form
Telephone language Module 10 Oh, no! Writing A
 paragraph asking for
advice
Texting (SMS) language
The verb should Parts of the body
Past Progressive Ailments and illnesses
Module 9 In the past Writing An informal email Past Simple – Past Progressive Accidents
Time clauses (when, while)
Past Simple of the verb be Adjectives
Module 11 Travel experiences Writing A hotel review
Past Simple of regular and Weather
Present Perfect Simple Holiday activities
irregular verbs Holiday activities Present Perfect Simple vs Past Transport
Years Simple Types of holiday
Life events have/has been vs have/has gone Hotel facilities and services
Present Perfect Simple with for -
Feelings since, already - yet
Module 12 Help out Writing An informal email
Module 10 Special days Writing An email of invitation Future will Environment
Shall I/we…? Animals
Future be going to Wishes may/might Habitats
Would you like to...?, Geographical features Conditional Sentences Type 1 Charity
Passive Voice: Present Simple
Do you want to...? Animals and Past Simple

6
 KEY LINKS B1 KEY LINKS B1+
Grammar Topics Grammar Topics
Module 1 My life Writing An informal email Module 1 O
 ut of your Writing An article
comfort zone
Present Simple vs Present Everyday life
Progressive Likes/dislikes Present Simple – Travelling
Stative verbs Free-time activities Present Progressive Culture
Past Simple Life changes Stative verbs Festivals
Used to Past Simple Food
used to
Module 2 Action! Writing A story would
Past Simple – Past Progressive Adventure Subject – Object questions
Time clauses Feelings Module 2 Then and now Writing An informal email
Reflexive pronouns Free-time activities
Exclamatory sentences Accidents and injuries Past Simple – Past life
Clauses of result Past Progressive Inventions
be/get used to Science and technology
Module 3 People around me Writing A reply to an email Adjectives – Adverbs
Present Perfect Simple People and relationships Comparisons
Present Perfect Simple vs Personality Module 3 All work & no play? Writing A formal email
Past Simple Childhood memories
Present Perfect Simple – Communication Present Perfect Simple Education
Present Perfect Progressive Present Perfect Progressive Hobbies
All – Both – Neither – None Question tags Employment
– Either Nouns – Quantifiers
Module 4 All over the world Writing An article
Module 4 Can you believe it? Writing A story
Defining relative clauses Holiday destinations
Past Perfect Simple – Adventure
Non-defining relative clauses Travel
Past Perfect Progressive Accidents
Adjectives – Adverbs Geographical features
Defining relative clauses Encountering new
Comparisons Weather
Non-defining relative clauses experiences
Articles Accommodation
Clauses of reason and
Module 5 A healthy lifestyle Writing A formal email concession

Countable and uncountable Health Module 5 Human nature Writing An essay

nouns Fitness
Modal verbs Physical and mental health
Quantifiers Food
Infinitives and the -ing form Personality
too – enough Well-being
Relationships
must – have to – need to –
can’t Module 6 Green issues Writing A formal email
should – ought to
Future tenses Environmental issues
Module 6 Making progress Writing A formal email of Future Progressive Nature
application Future perfect Animals
Future will Education Time clauses
Future going to Work and careers was/were going to
Time clauses Goals and ambitions Articles
may – might – could
can – could – be able to Module 7 Success Writing A book review
Passive Voice Dreams and ambitions
Module 7 Aspects of culture Writing A film review
Double conjunctions Fame
Past Perfect Simple Culture Media and communication
Full and bare infinitives Events and experiences
-ing form Festivals Module 8 At your service Writing An essay

Module 8 On the move Writing An essay Prepositions of time, place Services provided by the
and movement service sector
Passive Voice Transport Clauses of purpose and Hospitality
Verbs with two objects Road safety result Money
question tags Causative Form
negative questions
Module 9 Trends Writing A formal email
Module 9 Shopping around Writing An essay
Conditional Sentences Type Aspects of modern life
Conditional Sentences Shopping Zero, 1, 2 and 3 Shopping
(Types 0, 1, 2) Advertising Conditionals without if Fashion
Wishes Wishes and Unreal Past

Module 10 M
 ake the world a Writing A formal email
Module 10 The world of arts Writing An essay
better place
Reported Speech The arts
Reported speech Environment
(statements, questions, Special introductory verbs Entertainment
Social issues
commands and requests) Modal verbs + have + past
Volunteering
So – neither – too – either participle

7
Contents
KEY LINKS B2 KEY LINKS C1/C2
Grammar Topics Grammar Topics

Module 1 Identity Writing An informal email Module 1 L

 ive and learn Writing A formal letter/email

Present Simple – Present Interests Present Simple – Education and learning

Progressive Personality traits Present Progressive –
Stative verbs Free-time activities Present Perfect Simple –
Present Perfect Simple Present Perfect Progressive
Communication habits
Present Perfect Progressive Stative verbs
Social relationships
Future tenses and forms
Family
Expressions with future
Friendship
meaning

Module 2 Out of the Blue! Writing A story Module 2 Leaving a legacy Writing A article
Past Simple – Past Extreme sports Past Simple – Historical figures and
Progressive Adventure Past Progressive – accomplishments
Time clauses Unexpected events Past Perfect Simple – Inventions
used to Weather Past Perfect Progressive
would Natural disasters used to – would – was/were
be/get used to going to
Past Perfect Simple – Past Adjectives – Adverbs
Perfect Progressive Gradability

Module 3 Make a difference Writing A formal email Module 3 Striking a balance Writing An essay

Defining relative clauses Environmental issues Clauses of reason, purpose, Physical, mental and social
Non-defining relative clauses Volunteering result and concession health
Comparisons Empathy Comparisons

Module 4 Globetrotting Writing An essay Module 4 G

 oing the extra Writing A proposal
mile
Future tenses and forms Types of holidays
Time clauses Travel experiences Passive Voice Work
Expressions with future Aspects of culture Modal verbs Business
meaning Alternative phrases to modal
was/were going to verbs
Infinitives and the -ing form
Module 5 Planet Earth Writing A review
Module 5 It’s your choice! Writing A review
Articles – Nouns Nature
Modal verbs Minimalism Determiners – Pronouns Natural phenomena
Alternative phrases to modal Consumerism Animals and plants
verbs Shopping
Modal verbs + have + past Module 6 Turning the tide Writing An essay
Fashion
participle
Relative clauses Environmental issues
Module 6 Think Big! Writing An essay Participle clauses Sustainability

Passive Voice Education Module 7 Building bridges Writing An article

Inversion The brain
Conditional sentences Aspects of culture
Lifelong learning
Inversion in conditionals Travel
Module 7 H
 ealthy body, Writing An article Mixed conditionals
healthy mind! Other phrases with if
Alternatives to if
Participles Physical and mental health
Nouns - Quantifiers - Nutrition Module 8 A
 t the cutting Writing An essay
Determiners edge

Module 8 L
 et’s get down to Writing An essay Infinitives and the -ing form Technology
business! Emphatic forms Science
Inversion Innovation
Conditional sentences Work
Clauses of reason, concession, Business Module 9 A helping hand Writing A report
purpose and result Money
Reported Speech Social issues
Module 9 Tech Talk Writing A formal email Special introductory verbs Social responsibility
Subjunctive
Unreal Past Technology
Unreal Past
It’s time - would rather - Science
would prefer - as if Innovation Module 10 Money matters Writing An essay
Module 10 Have a blast! Writing A report Nominalisation Money
Causative form Shopping
Reported Speech Entertainment
Advertising
Causative Form Performing arts

8
sample pages from KEY LINKS A1 / Student’s book

Leisure
Goals • to talk about sports, films and free-time activities
• to express frequency
• to express likes and dislikes
• to make and respond to suggestions

 Link to Module 5
A Jake’s got lots of hobbies. Guess where he does each one. Match the hobbies
(1-5) with the places (a-e). Then watch or listen and check your answers.

a in his neighbourhood

b at home

c at the park
1 b
play basketball
d at his friend’s house

2 b
e at a café
go running

3 b
hang out with friends

4 b
play video games

5 b B Name some of your hobbies

and say where you do them.
watch online videos

49

9
 sample pages from KEY LINKS A1 / Student’s book

5a • to talk about sports

• to say how often you do something

1 Vocabulary & Speaking

A Complete with the words in the box. Then listen and check your answers.

swimming basketball gymnastics table tennis

play

(1) tennis (2)

go

(3) cycling running

do

Learn whole phrases

(e.g. verb + noun),
not just individual words.

(4) athletics

B Talk in pairs. Ask and answer questions

about what sports you do.

Do you go cycling?
No, I don’t, but I go running.
What about you?

50

10
2 Listening & Grammar
Adverbs of frequency

A Listen to a
man talking to his
neighbour. What
sports do Eric
and his friend
Jack do at the
weekend?

B Look at the parts of the dialogue and complete the

Adverbs of frequency
rules 1 and 2 with main verb or the verb be.
Mrs Smith: Hey, it’s eight o’clock and it’s a Saturday! Do always 0% 100%
you always get up so early on Saturdays?
usually 0% 100%
Eric: Yes. I usually go running in the park every
Saturday morning. often 0% 100%
[...]
sometimes 0% 100%
Mrs Smith: That’s interesting. When do you play
tennis? never 0% 100%
Eric: At the weekend. You see, I’m usually busy
on weekdays. 1. Use adverbs of frequency + .
Use time expressions (e.g. at the
2. Use + adverbs of frequency.
weekend, on Mondays) to answer
questions starting with When.

C Rewrite the sentences using the adverbs of frequency in brackets.

1. We have classes on Saturday. (never) 3. Our neighbours are very friendly. (always)

2. I don’t go to bed late on weekdays. (usually) 4. Do you clean the house in the evening? (often)

3 Intonation 4 Speaking
A Listen and repeat. What’s the difference in Talk in pairs. Choose two sports from the
intonation between questions a and b? Vocabulary & Speaking section and say
how often you do them or watch them.
a. Do you check your emails every day?
b. When do you check your emails? Sport 1:

Sport 2:
B Listen and repeat. Ιs the intonation rising 
or falling ?
1. Does Martha get up early? I often… and I always watch... on TV.
2. What time do you start work? What about you?
3. Is this tablet new?
I never…, but I sometimes watch...
4. When do you do housework?
on TV.
5. Do you play football every day?

51

11
 sample pages from KEY LINKS A1 / Student’s book

5b • to talk about films

• to express likes and dislikes

1 Vocabulary & Speaking 2 Reading & Grammar

A Match the types of films with the like / enjoy / love / can’t stand
pictures. Then listen and check your
answers.
A Read the title of Rose’s blog entry. What
comedy b adventure film b do you think she mentions? Tick. Then read
musical b animated film b and check your answers.
science-fiction • what type of • when she
horror film b films she loves b watches films b
(sci-fi) film b
• who she watches • where she
films with b watches films b

www.rosesblog.com

2
My film habits!
1 Lots of people like watching films at home.
My friend Lisa watches comedies on her tablet.
My cousin Tom enjoys watching adventure
films. He’s got a big TV in his living room.
What do I like doing?
I love going to the cinema. At the cinema, it’s
dark and the seats are nice and comfortable.
I like getting popcorn and watching all the
3 4 new trailers. Then the film begins… and I just
love watching it on the big screen. I can’t
stand watching a film at home. It’s boring!
Also, my flatmates are always at home, and
they’re never quiet!
My favourite type of film? I love comedies!

Posted by Rose at 12.30 5 comments

B Read the text again and tick the correct

boxes in the table below to indicate what
Rose likes and doesn’t like.

like don’t like

B Talk in pairs about the types of films
you like and don’t like. watch films at
home
Do you like musicals? get popcorn
No, I don’t, but I like comedies.
watch trailers
What about you?
watch films on tablet
comedies
52

12
 4 Listening
A Listen to a conversation between two
friends. What types of films are they
talking about?

B Read the tip below and listen to the

C Look at paragraph 1 in Rose’s blog and
conversation again. Answer questions 1
notice the verbs like and enjoy and the
and 2. Which phrases in the conversation
words that follow them. Then complete
helped you find the answers?
the rule below.

like / enjoy / love / can’t stand When you hear two people speaking ,
it’s important to understand who says
like / enjoy what. Sometimes the people have
love noun different opinions about the same topic.
+ or To understand what a speaker says, pay
don’t like / don’t enjoy
verb + attention to his/her words, but also to what
can’t stand the other speaker has said before.

1. Who enjoys watching science-fiction films?

D Look at the prompts and make sentences. 2. Who likes watching comedies?

1. Peter / watch adventure films C Listen to another conversation and

answer the following questions. Which
phrases in the conversation helped you
find the answers?
2. Amy and I / horror films 1. Who likes going to the cinema at the
weekend?
2. Who likes going to the cinema on
Wednesdays?

5 Speaking
3. My brother / eat popcorn

Talk in small groups about the following:

• going to the cinema
4. My friends / play sci-fi video games • watching films at home
• your favourite film
Use like, love, enjoy, can’t stand, and the
words in the box.

3 Pronunciation
fun quiet comfortable
interesting boring cool great
A Listen and repeat. What’s the difference
in pronunciation?
Do you like watching films at home?
listen listening No, I don’t. It’s boring. I love going
B Listen and tick the sound you hear. to the cinema. What about you?
I like watching films at home. It’s
listen / / listening /  /
comfortable.
woman
watching
screen
What’s your favourite film?
going
All of the Star Wars films.
They’re great sci-fi films.
young
I love Star Wars too.
cousin

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13
 sample pages from KEY LINKS A1 / Student’s book

5c • to talk about free-time activities

1 Vocabulary & Speaking

A Match the free-time activities with
the pictures. Then listen and check your
answers. What other free-time activities
can you think of?
watch online
videos
b

read magazines b
play video
2 Reading
games
b 4 A Look at the picture. What do you think
go shopping b teenagers in the USA do in their free time?
Read and check your answer.
use social media b
What media-related
go to the gym b
activities do teenagers
hang out
with friends b
5 in the USA do every day? *

A n amazing 82% of American teens

listen to music, 69% watch online
videos, and 63% use social media. Over
half of teenagers watch TV every day (57%)
for about 1 hour and 45 minutes. They also
enjoy playing different types of games: on
1 6 a mobile phone (46%), on a console (27%),
or on a computer (17%). They actually play
games for one hour and a half every day.
But what about reading books, magazines
and online articles? Only 22% of teenagers
read every day and only for about 30
minutes. Shopping online is not a very
2 7 popular activity; only 15% of US teens do it
every day.

We use go + -ing
with activities: * from a national survey published in 2019 in the USA.
go shopping,
go swimming B Read the text again and the tip below.
We use go to Then complete the missing information
3 with places: (percentages) in the bar graph on
go to the cinema, the next page.
go to the gym
To understand a text including
B Talk in pairs. What statistical information, pay
do you usually do attention to the numbers and
in your free time? percentages in it. Sometimes they
appear before and sometimes
after what they refer to.
In my free time, I usually…
What about you?
In my free time, I usually…

54

14
 shop online
%

play computer
%
games

read
MEDIA-RELATED ACTIVITIES

play games
on console %

play games
on mobile %

watch TV
%

use social
media % We usually write 20% .
We say twe nty per cent .
watch online
videos %

listen to music
%

20 40 60 80 100

% OF TEENAGERS

3 Listening 4 Speaking
Listen to two friends talking about their A Choose four free-time activities and write
free-time activities and choose a or b. them in the table below. Then talk in pairs, as
in the example. Complete the table with the
activities your partner has chosen.

Me My partner

usually

often

sometimes

never

1. What does the girl like doing to relax?

a. watching videos
I usually… and I sometimes… I often…,
b. reading magazines
but I never…
2. Does the boy like using social media?
a. Yes, he does.
b. No, he doesn’t. B Report the results to the class.

3. What does the girl do every weekend?

a. She goes shopping. We… I…, but my partner…
b. She goes cycling.

55

15
 sample pages from KEY LINKS A1 / Student’s book

5d • to make and respond to suggestions

• to write a blog entry about free-time activities

1 Listening & Speaking

A Listen to two conversations between C Listen to the phrases in the tables and
friends. Tick the activities the people repeat them.
decide to do.
Making suggestions
Dialogue 1 Dialogue 2 • Let’s go/do/play, etc.

play table tennis b have lunch b • How/What about going/doing/playing, etc.?

play video games b go shopping b

Responding to suggestions

Positive responses Negative responses

B Listen again and complete the • Nice idea! • Sorry, I’m not free.
dialogues with the words in the box.
• That’s a great idea. • No, let’s do
• Yes, let’s do that. something else.
about what fun nice sorry
• That sounds nice. • I’m afraid I don’t
like going/doing/
Dialogue 1 • That sounds like playing, etc.
fun.
A: Alex, let’s do something fun in the • I’m not sure about
evening. that.

B: OK. Let’s play table tennis.

A: Mmm, (1) , I don’t D Talk in pairs. Use the ideas below and/or your
own ideas.
like table tennis. Let’s do something
Student A: Make a suggestion.
else.
Student B: Give a negative response and explain
B: How (2) playing why not. Make another suggestion.
video games at my house? Student A: Give a positive response and explain
why.
A: (3) idea! I’ve got a
new car racing game. It’s amazing. • watch TV / a film
• go shopping / swimming / cycling, etc.
Dialogue 2 • go to the park / shopping centre, etc.
A: Cathy, do you like the new shopping • play football / volleyball / video games, etc.
centre on Hill Street? • hang out with friends
B: Yes. Very much. It’s got lots of amazing
shops, restaurants and cafés.
How about playing
A: (4) about going
shopping there this afternoon? football later?
No, I’m tired.
B: I’m sorry, I’m not free this afternoon. Let’s do
A: Let’s go tomorrow, then. something else.
What about
B: OK. Sounds like (5) . watching a film?
OK, let’s do that. I
like watching films.

56

16
2 Reading & Writing
A Read the blog entry below and look at the pictures 1-6. Which of these
activities does Winston do in his free time?

www.winstonsblog.com

HOME ABOUT CONTACT

Winston’s Blog 1 2

FRIDAY / 8 APRIL / 2022

On weekdays, I’m always busy and I haven’t got

lots of free time. I go running every morning
and then I go to university. In the evenings, I like
relaxing at home. I usually read the news online
or just surf the internet. At the weekend, I enjoy 3 4
going to the gym or playing football with my
friends. There’s a park near my flat and we usually
play there. On Sundays, my friends sometimes
come round to my house. We hang out or watch
a film. I’ve got a TV with a big screen and we like
watching films. Adventure films are our favourite.

POSTED BY: Winston share this post 5 6

B Read the rules below and make sentences by putting the words in the correct order.

WORD ORDER 1. basketball / like / not / we / do

• In affirmative and negative sentences, the

subject goes before the verb. The object
always goes after the verb. 2. often / am / I / tired
subject + verb + object
I (don’t) play tennis.
• Adverbs of frequency go before the main 3. never / I / animated films / watch
verb, but after the verb be.
subject + adverb of frequency + main verb
I (don’t) usually walk to school.
subject + be + adverb of frequency 4. friends / usually / tennis / my / don’t / play
I am sometimes late for class.

C Think of what you do in your free time, when you do it, and D Write a paragraph about
who with. Write some notes in the table below. what you do in your free
time for a blog.
Activities When? Who with?

on
weekdays
Before you start writing,
think of what you are
going to write about and
make some note s. This
at the
will help you organise
weekend
your writing.

57

17
 sample pages from KEY LINKS A1 / Student’s book

5 Review
Vocabulary Communication
A Match. D Complete the dialogues. Choose a or b.
Then listen and check your answers.
1. use b a. with friends
1. A: How about visiting the Art Museum on
2. hang out b b. athletics Friday?
3. play b c. social media B: No.
a. Let’s do something else.
4. do b d. swimming b. Let’s do that.

5. read b e. magazines 2. A: What about hanging out at the park in

the evening?
6. go b f. table tennis B:
a. It’s interesting.
Grammar b. Nice idea!
B Look at the prompts and make sentences. 3. A: When do you check your emails?
1. My sister / like / read / books in her free time. B:
a. Yes, but I don’t like checking emails.
b. Every day.
4. A: Do you like watching videos online?
2. Bob / love / watch / football with his friends. B:
a. No. That’s boring.
b. I’m not sure about that.

3. What about / go / to the cinema on Saturday?

 Link to Speaking
E Talk in pairs. Ask and answer questions
about free-time activities. Find an
4. My flatmate / can’t stand / get up / early. activity both you and your partner
like doing. Suggest doing that activity
together at a specific time.
5. How about / come round / for dinner in the
Do you like playing football in your free time?
evening?
No, I don’t.
Do you like playing table tennis?
Yes, I do.
C Put the words in the correct order to make Great! Let’s play table tennis on Monday.
sentences. Nice idea!
1. sister / My / housework / sometimes / the / does / .

Now I can:
2. never / work / am / late / I / for / .
• talk about sports b
• say how often I do something b
3. study / usually / in / evening / We / the / .
• talk about films b
• express likes and dislikes b
4. visit / grandparents / often / you / Do / your / ? • talk about free-time activities b
• make and respond to suggestions b
5. in / Steve / morning / doesn’t / the / • write a blog entry about free-time
breakfast / have / always / . activities b

58  Link to Real Life 5

18
video
activities module 6 Oxford and Its University!

1 Warm-up
A Watch Part A. Then choose a or b.

1,000,000
1 2 3 4
a. gallery a. one million a. college a. park
b. ice rink b. one thousand b. sports court b. river

2 While watching
B Watch Part B. Which of the following C Watch Part B again and tick
does it give information about? what you see in the video.

1. what’s in the city of Oxford b 1. a swimming pool b

2. number of students at Oxford University b 2. a gym b
3. academic subjects at Oxford University b 3. a library b
4. what tourists can do in Oxford b 4. a market b
5. number of rivers in Oxford b 5. a river b

D Watch Part B again and complete the sentences with the missing words.
1. Oxford is a city in .

2. Oxford University has colleges.

3. Students at Oxford University can do and other activities.

4. Oxford University has gyms, sports courts and indoor .

5. You can go on a trip on the River Thames.

3 After watching PR JECT

E Choose a university/college in your country and do some research to find information about it.
Then complete the table below.

Name of university/college

City

Number of students

Popular academic courses

Activities students can do

F Present the university/college to the class.

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 sample pages from KEY LINKS A1 / Workbook

Leisure

5a
A Complete with the words in the box. B Complete the sentences with play, go or do.

running athletics cycling tennis 1. A: Do you tennis at the

weekend?
swimming table tennis gymnastics basketball
B: No, I don’t. I cycling with my
friend, Zoe.
2. We get up at six o’clock and
swimming at seven o’clock.
3. Kenny and I athletics on
Wednesdays and table tennis on
Fridays.
4. Laura and her sisters don’t
1 2 gymnastics, but they running
every day.
5. Jim and Peter basketball on
Monday afternoon.

C Rewrite the sentences using the adverbs of

frequency in brackets.

1. The children watch TV on weekdays. (never)

3 4

2. Sean doesn’t go to the park. (usually)

3. Tom Wilson’s videos are funny. (always)

5 6
4. Kate has dinner with her grandparents.
(sometimes)

5. We don’t go to the market on foot. (often)

6. I am busy in the morning. (never)

7 8

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20
D Read and make five true sentences. E Complete the dialogues with the
sentences a-e. Then listen and check
I always play football your answers.
My brother(s) usually do the housework
My sister(s) often a. Well, I always go running in the morning.
chat online b. When do you get home?
My mum sometimes
take a taxi c. They sometimes play tennis at
My dad never weekends.
My best friend get up early
d. No, I often take the train.
My friends watch TV in the e. Do you usually have dinner here?
evening
1. A: (1)
1. B: Yes. It’s my favourite restaurant.
A: Oh, look! That’s Dan Franklin over
there.
2. B: Dan Franklin?
A: Yes, he's my husband’s friend.
(2)
3. B: Nice! Do you do sports too?
A: (3)
2. A: Do you drive to the city centre
4. every day?
B: (4) I start work at 9.00 and finish
at 5.00. Then I usually go running.
5. A: (5)
B: I’m usually there at 7.00.

5b
Α What kind of films are these? Label the pictures.

1 2 3

n l v f o

4 5 6

s l s - t n r i
m

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 sample pages from KEY LINKS A1 / Workbook

5 Review
A Complete the sentences with the words/phrases in D Look at the box and make sentences.
the box.
like / enjoy
teenager gym news love
free time articles hang out use don’t like / don’t enjoy
can’t stand
1. Ian and I don’t go out on weekdays. We usually
with our friends at home. 1. Rita and I / table tennis.
2. In her , Betty goes to the swimming
pool.
3. My parents watch the at 8 o’clock 2. My brother / work / in a restaurant.
every day.
4. The is next to the bank.
5. Ι don’t social media, but I watch lots
of online videos.
3. You / get up / late / at the
6. Dr Smith often writes for magazines.
weekend?
7. My son is a(n) . He's 13 years old.

B Choose the correct option. 4. My grandma / mobile phones.

1. Mrs Harper is a great teacher. Her classes are very
popular / boring.
2. Maria goes cycling / athletics and swimming every
day.
3. This sofa is very busy / comfortable.
4. We do / go gymnastics on Mondays and Fridays. E Complete the dialogue with the
5. I do / play table tennis at the weekend. sentences a-e. Then listen and check
6. Running is Roger’s favourite screen / activity. your answers.

a. Do you like swimming?

b. On Saturday evenings.
C Rewrite the sentences using the adverbs of frequency in c. I do lots of interesting activities.
brackets. d. That sounds nice!
e. Do you work at the weekend,
1. Jane is late for work. (sometimes)
Dean?

A: (1)

2. Peter studies in the kitchen. (usually) B: Well, I work on Saturday, but not
on Sunday.
A: And when do you relax?
B: (2) I love spending time with
3. I don’t visit this neighbourhood. (often)
my family at home.
A: What do you do on Sundays?
B: (3) I usually play table tennis
4. Kyle watches adventure films. (never) and I sometimes go swimming too.
(4)
A: Yes, I do.
5. Are they tired on Monday evenings? (always) B: What about going to the swimming
pool next Sunday?
A: OK. (5)

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22
F Choose a or b. Then listen and check your answers.
1. A: What about having breakfast at Ann’s Café tomorrow? 3. A: How about playing tennis?
B: Sorry, B: OK.
a. I’m not free. a. I’m afraid I don’t like doing sports.
b. That’s a great idea. b. Sounds fun!
2. A: Let’s take the underground and go to Green Park. 4. A: Let’s watch a comedy.
B: Nice idea! B: Fine!
a. I’m not sure about that. a. That sounds nice.
b. Let’s do that. b. Let’s do something else.

G Read the text and choose the best title for H Read the text again and complete the missing
the graph. information (types of films) in the bar graph
below.
a. Our students’ favourite types of films b
b. Types of films our students watch on
Saturdays b
21%

STUDENT VOICE
55%
Reed University Student Magazine

GET YOUR POPCORN

AND… READ ! 69%
TYPES OF FILM

W e love adventure films and comedies

here at Reed University. 87% of
students like watching adventure films
77%

and 82% of students love watching

comedies. That's amazing! However, we 82%
don’t really like musicals—only 21% watch
musicals. Our students also enjoy watching
horror films (77%), sci-fi films (69%) and
87%
animated films (55%).

% OF STUDENTS

I Listen and match what the people are talking about.

1. Dialogue 1 b a. films they like and don’t like

2. Dialogue 2 b b. what they do in their free time

3. Dialogue 3 b c. sports they like and don’t like

J Listen again and choose a or b.

Dialogue 1 Dialogue 2 Dialogue 3
1. Jenny and Paul enjoy... 3. Sally doesn't like... 5. ... enjoys going to the gym.
a. cycling. a. comedies. a. The girl
b. running. b. horror films. b. The boy
2. Jenny doesn't enjoy... 4. Sally and Tom like... 6. The girl... playing video
a. swimming. a. musicals. games.
b. cycling. b. comedies. a. likes
b. doesn't like

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 sample pages from KEY LINKS A1 / Teacher’s book

5a • to talk about sports

• to say how often you do something

1 Vocabulary & Speaking

A Complete with the words in the box. Then listen and check your answers.

swimming basketball gymnastics table tennis

play

(1) tennis (2)

go

(3) cycling running

do

Learn whole phrases

(e.g. verb + noun),
not just individual words.

(4) athletics

B Talk in pairs. Ask and answer questions

about what sports you do.

Do you go cycling?
No, I don’t, but I go running.
What about you?

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 5a
FUNCTIONS – TOPICS
Optional activity
Talking about sports
(Vocabulary Consolidation)
Saying how often you do something
• Ask Ss to memorise the sports in their book.
STRUCTURES You can set a time limit. Then ask Ss to close
Adverbs of frequency their books.
VOCABULARY • Divide Ss into pairs and have them work
busy hang out play (v.) sport video together to write down as many of the sports as
video games they can remember. Have higher-performing Ss
work with lower-performing Ss.
Sports
• Ask each pair to read out the sports they have
athletics basketball cycling gymnastics
written. Ask them to open their books and
running swimming table tennis tennis
check their spelling.
Adverbs of frequency
always usually often sometimes never
Phrase
B
When…? AIMS: • to give Ss the opportunity to use the
new vocabulary

1 Vocabulary & Speaking

•
For instructions, see Introduction – Speaking.
A
AIMS: • to present vocabulary about sports and 2 Listening & Grammar
leisure activities through visual prompts
• A
• Draw the following on the board: AIMS: • to present vocabulary, structures and
functions in context
• to raise Ss’ awareness of the adverbs of
frequency
Sports
• to give Ss practice in listening for gist
•
• Ask Ss to come up with any sports they know in • Ask Ss to look at the picture and tell you what
English. they think the man and the woman are talking
• Write Ss’ answers on the board. about. Allow the use of L1 to encourage all Ss to
• Draw Ss’ attention to the photos and help them express themselves.
deduce the meaning of any unknown words by • Draw Ss’ attention to the activity and explain
relating them to the corresponding picture. what they have to do.
• Have Ss read through the words in the box and • Play the recording and have Ss do the activity.
do the activity. Tell them to start with the ones • Check the answer with the class.
they are already familiar with. Key Eric and Jack go running and play tennis at
• Play the recording and have Ss check their
the weekend.
answers.
• Check the answers with the class.
B
Key 1. basketball AIMS: • to present the adverbs of frequency
2. table tennis
•
3. swimming
4. gymnastics • Draw Ss’ attention to the parts of the dialogue.
Choose two Ss to read out the dialogue.
• Draw Ss’ attention to the TIP and explain it. Ask • Draw Ss’ attention to the adverbs of frequency
Ss to read the phrases aloud (verb + noun). in the table. Read them aloud, and explain why
• Play the recording again and have Ss repeat what always equals 100% and never equals 0%.
they hear. • Explain to Ss that the words always, usually,
often, sometimes and never are called adverbs of
Background knowledge frequency because they show the frequency of
Athletics is a sport comprising various an action.
competitive athletic contests based around • Help Ss deduce the meaning of each adverb of
running, jumping and throwing. The venue for frequency by relating them to the respective bars.
the competition is usually a stadium which • Explain to Ss that never is already negative, so
features an oval running track surrounding a we can’t use it in a negative sentence. Write an
grass field. example on the board.
• Ask Ss to read through the dialogue and
underline all the examples of adverbs of
frequency.

TB 50

25
 sample pages from KEY LINKS A2 / Student’s book

2c
• to talk about tech habits
• to express likes and dislikes
• to express wants and desires

1 Vocabulary & Speaking

A Match. Then listen and check your answers. Β Use the vocabulary
in Activity A to talk
1. chat b a. a phone/video call
in pairs about your
2. make b b. videos/TV/films online tech habits.
3. watch b c. online
I usually chat
4. listen to b d. music/videos/films online for hours.
Me too. I also…
5. stream b e. a podcast / an audio book

6. send/receive b f. emails / text messages / voice messages

7. post b g. files/apps/songs/videos
8. download b h. a message/comment/photo/video on
social media

2 Reading
A Read the posts on a forum and match the people with the means B Read the posts again.
of communication they prefer. Write L for Lily515, M for Martin_02 or Write L, M or S next
S for Stephanie11. to the statements.

1. My friends and I
don’t live in the
same country. b
2. I communicate
1 2 3 with my friends
daily. b
3. I communicate
www.communicationforum.com
differently when
I'm at work. b
HOW DO YOU LIKE COMMUNICATING WITH OTHER PEOPLE? 4. My friends and I
send each other
My friends and I have a group chat and we communicate different types
L there. I don't like talking on the phone very much, so I
rarely call them, but we text each other every day. We
of media.
5. I call my friends
b

Lily515 share our news, make plans to meet or just send each other when I want to
funny videos or music. meet them. b
8 October, 9.30 a.m.

At work, we usually communicate using instant messages

M and emails. However, in my personal life, things are
different. When I want to go out with my friends, I just ring
Martin_02 them up and we make plans. When we can’t meet, I like
talking on the phone with them. I hate texting! We use when to show
8 October, 10.40 a.m. that two actions are
closely related in time.
I live in Tokyo, but my family and friends are in London. We When I want to relax, I
S often text or email each other, but it’s not what I prefer.
I love making video calls because we can also see each
watch funny videos.
I watch funny videos
Stephanie11 other. We can’t talk very often, however, because we live in when I want to relax.
different time zones. I’d like to talk to my best friend right (No comma.)
now, but it’s 3 a.m. in London!
9 October, 3.00 a.m.

26

26
3 Grammar • like / love / enjoy / hate / can’t stand + -ing form
• would like / want + to

A Read the sentences below from the forum C Choose the correct option. Then listen
posts. What’s the difference in meaning? and check your answers.

… I like talking on the phone with them. 1. A: Do you like / Would you like to
… I’d like to talk to my best friend right now… watch a film online?
B: Sorry, I want to study / studying.

B Use the word/phrases in the box to replace the 2. A: I like / ’d like to stream music on
words/phrase in bold. my phone, but I don’t know how.
B: Download this app. It’s great! I enjoy
like don’t like would like to stream / streaming music on it.

1. I enjoy watching sports. 3. A: Would you like to listen / listening

to a podcast with me?
2. I want to make a video call.
B: Ugh! I can’t stand to listen /
3. My friends and I can’t stand board games. listening to podcasts. I think they’re
4. My friend wants to buy a new laptop. boring. Do you want to play /
5. I hate watching the news. playing a video game?
6. We love streaming music on our phones. A: Sure!

4 Listening
Listen to someone answering questions for a survey and complete the survey form below.

SURVEY: Tech habits

male female

Age:
18–29 30–39 40–49 50–64 65 or over

How do you feel about technology?

I hate it! It’s OK. I love using technology!

What do you use the internet for?

to chat to watch videos/series/sport to shop

to watch vlogs to read blogs / the news to send/receive emails

to download files to post on social media Other:

How many hours a day do you spend online?
about an hour 1–4 hours 5–9 hours over 9 hours

5 Speaking
Class Discussion
Discuss your tech habits.
Use the questions in the
survey above.

27

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 sample pages from KEY LINKS B1 / Student’s book

4a HOME COUNTRY GUIDES CITY GUIDES

France
Reading Discovering what it
A Discuss.
really has to offer
When you visit an
by Janice Simmons
area for the first
time, what kinds
of places do you France is a large country of wonderful market. The stalls, which mostly sold
usually want to variety and incredible natural beauty. vegetables and other local products,
visit? Why? Unfortunately, many visitors only go were crowded with cheerful shoppers.
to the capital city, Paris, for its famous One farmer didn’t let me leave until
tourist attractions and never see what I tried several of his cheeses! Then I
the rest of the country has to offer. noticed a man whose stall was full of old
books. I bought a book in English about
Last month, I visited the Vézère Valley
the nearby caves and walked towards the
in the south-west of France, where I
river where some people were canoeing.
found charming villages and spectacular
It looked enjoyable, so I decided to try
castles. The area itself has a long and
it too. It ended up being the best way to
interesting history. The villages have
see the magnificent buildings—and get
been there since the Middle Ages, but
some exercise.
actually, the region is better known for
B Read the text
quickly. What is its ancient works of art—which is what I After that, I had time to see only one
the writer’s main really came to see! Around 17,000 years cave. I didn’t go to Lascaux, where
purpose? ago, the people who lived here hunted visitors can see only a copy of the real
wild animals. In the hills above the river cave. Instead, I went to the cave at
a. to give readers
Vézère, there are more than twenty Rouffignac, which continues for eight
information
about the history
caves which are full of paintings of those kilometres underground. A special train
of an area animals. I hired a car and set off for the took me deep into the Cave of a Hundred
town of Montignac with the idea of going Mammoths, where I had the experience
b. to describe her
experiences
straight to visit as many of the nearby of a lifetime! The ancient paintings were
in a place and caves as possible. just spectacular—definitely a dream
encourage come true!
However, when I arrived, I was so
readers to visit it amazed by the attractive town that I I hope this story will show you how much
c. to explain the decided to explore it first! While I was there is to explore in France... outside of
advantages of walking around, I found an outdoor Paris!
travelling abroad

C Read the question below without reading Now read the options, choose the correct answer
options a-d. Then read the first two paragraphs (a, b, c or d) and answer the questions below.
again and answer the question. • Which words/phrases justify your
What was the main reason the writer wanted answer? Underline them.
to visit the Vézère Valley? • Are the exact same words used in the
a. to visit the town of Montignac answer you chose and in the text?
b. to study the history of the Middle Ages
• Why are the other options incorrect?
c. to see the cave paintings
d. to spend a few days outside Paris
D Read the text again and answer the questions. Choose a, b, c or d.
1. Who made the writer do something at 3. Why did the writer not go to Lascaux?
the outdoor market? a. Because she could not see the real cave there.
a. a person selling books b. Because she preferred to stay in the town.
b. a person selling cheese c. Because she did not have time to go there.
c. a shopper d. Because Rouffignac was nearer.
d. a person selling vegetables 4. How did the writer feel about her
2. Hiring a canoe was a good idea because visit to the cave at Rouffignac?
the writer a. She thought it took too long.
a. was tired of walking. b. She found it strange but interesting.
b. wanted to get some exercise. c. She found it scary to go so far
c. could get to the caves near the river. underground.
d. could see the sights of the town better. d. She thought it was incredible.

44

28
 E Look at the highlighted words/phrases in the text and F Discuss.
match them with the meanings a-e below.
Which of the
places in the
1. attraction b a. to start a journey or trip text would
2. region b b. immediately you like to
c. a table in a market where someone visit? Why?
3. set off b shows what they are selling
4. straight b d. an area
e. an interesting place you can visit
5. stall b

Grammar Relative clauses

A Read the examples and answer the question. C Read the rules and decide which relative clause in
Activity B is defining and which is non-defining.
 Around 17,000 years ago, the people
who lived here hunted wild animals. Defining relative clauses:
 The stalls, which mostly sold
• give necessary information without which
vegetables and other local products,
the meaning of the sentence is incomplete.
were crowded with cheerful shoppers.
• are not separated from the rest of the
 I noticed a man whose stall was full of sentence by commas.
old books.
In defining relative clauses, we can use that
 I went to the Cave of a Hundred
instead of who or which.
Mammoths, where I saw some amazing
paintings. Who, which and that can be omitted if they
refer to the object of the sentence.
Which of the words in bold refer to:
• people? Non-defining relative clauses:
• things or ideas? • give additional information about someone
• a place? or something.
• possession? • are separated from the rest of the sentence
by commas.
B Read the examples below, note the relative
In non-defining relative clauses, we can’t use
clauses in bold and answer the questions.
that instead of who or which, and the relative
In the Vézère Valley, there are more than pronouns are never omitted.
twenty caves.
D Choose the correct option and add commas
a. The cave which I visited is at where necessary.
Rouffignac.
1. I want to buy the suitcase which / whose I
b. The Cave of a Hundred Mammoths, showed you last week.
which continues for eight kilometres
2. Sydney where / which my cousin was born is
underground, is the cave I visited.
a beautiful city in Australia.
1. Which sentence does not have a clear 3. Mrs Miles that / who lives on the fourth floor
meaning without its relative clause? has lost her cat.
2. In which sentence does the relative 4. This is the website which / where I found
clause give additional information? information about caves for my project.
5. Lee who / whose bike I borrowed yesterday
3. What is the difference in punctuation in
is a classmate of mine.
sentences a and b?
6. I can’t find the swimsuit that / who my
mother bought me.
7. That’s the cave where / - I visited.

45

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 sample pages from KEY LINKS B1+ / Student’s book

10a Reading
A Look at the two pictures of art installations in the blog. What do you know
about installation art? Read the first paragraph and check your answer.
B Read the blog again and answer the questions. Choose a, b or c.

www.baxtersblog.com 1. What is the purpose of the

first paragraph?
a. to explain what installation
art is
b. to present examples of
installation art
c. to show the similarities of
installation art with other
art forms
2. What does ‘this’ refer to in the
Rain Room Lorenzo Quinn’s Support first sentence of the second
paragraph?

Why everyone should experience a. the writer’s first experience

with installation art

installation art!
b. an artist’s installation
c. an experience where more
MIKE BAXTER
than one sense is used

I
’m a big, big fan of installation art. What do I love about it? Well, unlike 3. Which word could best
with other forms of art, like sculpture, you don’t always just stand back replace recognises in the
and admire an artist’s creation. Very often, a viewer ‘enters’ a large piece fourth sentence of the second
of 3D art, experiences it from the inside and may even have to participate in paragraph?
some way. Many installations make use of more than just the viewer’s sense a. believes
of sight. In other words, you may use sight, hearing and smell all at once to b. knows
experience an artist’s work. c. appears
One of the best experiences of this I’ve ever had was also my first 4. What does the writer say
experience with installation art. My brother was eager to check out an about his experience of Rain
installation called Rain Room, and he asked me to join him. Rain Room is a Room?
room where water constantly pours down from the ceiling like rain. Here’s a. He didn’t enjoy everything
the really amazing bit: some very clever sensor tech recognises where you about it.
are in the room and pauses the rain above you while the rain all around you b. He felt like he was in a real
keeps pouring down. I couldn’t wait to get there! rainstorm.
c. It made him feel calm.
When we arrived, my brother asked a member of staff if we would get wet.
5. What is not mentioned about
The woman said that she couldn’t promise that we wouldn’t get a tiny bit of Support?
rain on us! Anyway, as we walked into the rain... it was out of this world! We
a. the length of time it was
could see, hear and even smell the rain around us, but we stayed completely
there for
dry. OK, it felt like I was in a scene from a science-fiction film, but the whole
b. the name of the artist
experience was surprisingly relaxing and peaceful. Rain Room was created
c. the location of the
because the artists were curious about how it would feel to stand in a
installation
rainstorm without getting wet. So how did it feel? In a word, brilliant—a little
strange too, but in a good way! 6. When the writer saw Support,
a. he wanted to see more
Since then, I’ve seen a lot of installation art, both in art galleries but also out works of art by the same
in the streets. I find it particularly interesting how some installations express artist.
an artist’s concern about problems in the world and help to raise awareness b. he thought it was the best
of these problems. Probably the most powerful example I’ve seen is Lorenzo installation he had ever seen.
Quinn’s Support in the city of Venice in Italy. This temporary installation c. he immediately understood
consisted of two enormous hands rising from a canal and pressing against a what the artist was trying to
building. It looked like they were trying to push the building into the water— communicate.
or trying to save it from falling.
I had heard about this artist and his extraordinary work, so I decided to C Discuss.
travel there and see the installation for myself. Everyone said it was a • Would you like to experience
spectacular sight, and it certainly was—its message was also clear to me Rain Room? Why? / Why not?
from the moment I saw it. Venice is being affected by floods caused by • Have you ever seen any
rising sea levels, which could be more than a metre higher by 2100. Our installation art outdoors or
hands, the installation seemed to say, can be used either to destroy or to in an art gallery? Can you
save—we just need to decide what we are going to do with them. describe it?

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30
Grammar Reported Speech (Statements, Questions, Commands, Requests) / Reporting Verbs

A Read the examples and answer the questions.

Apart from say and tell, there are a numb er
of
Direct Speech Reported Speech repor ting verbs used in Repor ted Speech,
e.g.
It’s a spectacular sight! He refused to tidy his room. Lisa encouraged
Everyone said (that) it
me to take up a sport. Jake apologised for
was a spectacular sight!
being late. My sister comp lained that our
I booked the tickets for My brother told me neighbours are always making too much noise.
Rain Room yesterday. (that) he had booked
the tickets for Rain
Room the day before. C Read the examples and answer the question.

I’ll pick you up at 5 p.m. Jill told me (that) she Direct Speech Reported Speech
tomorrow. would pick me up at
Please walk slowly A member of staff
5 p.m. the following day.
through Rain Room. asked us to walk slowly
1. When do we use Reported Speech? through Rain Room.
2. Which words have changed in the examples Children, don’t run A member of staff told
of Reported Speech? in Rain Room. the children not to run
3. What’s the difference between say and tell? in Rain Room.
4. Can you rephrase the examples in Reported
Speech above using the verbs below? How do we report a command/request?
 example 1: agree
 example 2: inform D Rewrite the sentences using Reported Speech.
 example 3: offer
1. ‘I’ve never visited this art gallery before,’
B Read the examples and complete the questions in Mandy said to me.
Direct Speech. Then answer the questions. Mandy told me

Direct Speech Reported Speech

2. ‘Where can I buy a camera like yours?’ Greg
My brother asked a
member of staff asked me.
get wet? if/whether we would Greg wanted to know
get wet.

Excuse me, I asked the woman 3. ‘Please don’t make a lot of noise!’ the teacher
what time we could told the students.
Rain Room? enter Rain Room.
The teacher asked the students

1. Which of the questions in Direct Speech can

you answer with Yes or No? 4. ‘We’re going to London next weekend,’ Linda
2. When we want to report a Yes/No question, said.
which word(s) do we use after the reporting Linda said
verb (e.g. asked) to introduce the question?
3. When we want to report a question that
5. ‘Will it rain today?’ Tina thought.
begins with a question word (e.g. where,
how), do we keep the question word or not? Tina wondered
4. In reported questions, do we use question
forms after the reporting verbs?

119

31
 sample pages from KEY LINKS B2 / Student’s book

1a Vocabulary & Reading

A Look at the messages from
a group chat. Do all of
them say the same thing?
Para phra sing means expressin
g the same
idea in different ways, and it is very
17:30 useful
when developing reading, writing,
speaking
and listening skills. A sentence or
The exam was a piece of cake a paragraph
can be paraphrased with the use
17:20 of synonyms
and/or a variety of grammatical
structures.
Yes! very easy!
17:23

Easy-peasy lemon squeezy MEOW

17:25
C an’t you use
Agree! not difficult at all! your own words?
17:28 I just said that!

B Read the sentences and match the words/phrases in bold with the ones in the box that have a similar meaning.

effect creatively increases small budget growth challenging

become a member of important the majority

1. Ninety-three per cent of students who took part in Sports Week

felt that it had a positive impact on their health, both physical and
mental.
2. The number of surfers who visit Sunshine Beach goes up every year.
3. Because of its limited funds, the youth club can only offer free
sporting activities to children under ten.
4. Our professor encourages us to think outside the box and use our
imagination to come up with ideas.
5. I won’t join that new gym on Green Street. It’s too expensive!
6. Our family and friends play a very significant role in our lives, and
they influence our personal development.
7. Activities such as hiking and mountain climbing can be very
demanding, but that is one of the main reasons why people like
them.

C Match the words/phrase 1-5 with their opposites in the box.

unimportant 1. majority ≠ 4. a waste of ≠

minority
decrease 2. increase ≠ 5. against ≠
in favour of
3. significant ≠
a good use of

D Read sentences 1-5, which describe different situations.

impossible easy satisfied
Then complete the gaps using the adjectives in the box
to make a general comment on each situation. wrong enjoyable

1. Although he tried hard, he didn’t manage to 4. I had no problem understanding the

solve the maths puzzle. instructions in the manual.
It was for him to do it. It was for me.
2. I shouldn’t have shouted at my brother. 5. I didn’t use to be good at maths, but I’ve been
I admit that what I did was . working hard, and I’m getting better and better.
3. They had a great trip to the Space Museum. I’m with the progress I’ve
They found the trip . made.

32
E Read the paragraph and find evidence to prove that the statements 1-3 are true. Which words helped you?

I’ve been doing horse riding for about three months now. What can I say? 1. Molly is satisfied with the
I love it! I thought I would be nervous and afraid the first time I got on a horse, progress she has made so
but that wasn’t the case at all. In fact, I felt so at ease! What’s more, it doesn’t far with horse riding.
matter how busy my schedule is or how much exam pressure I’m under; 2. Molly’s first experience of
whenever I’m riding a horse, I always forget about everything else happening horse riding was different
in my life. I have to admit, though, that horse riding is pretty challenging from what she had imagined.
because you have to learn how to control the horse. I still have a lot to learn,
3. Horse riding takes Molly’s
but I’m over the moon about how well it’s all going. I’ve learnt a lot.
mind off her daily routine.
Molly, 17

F You are going to read an article about two teenagers who do creative
writing in their free time. For questions 1-5, choose from the texts
(A or B). The texts may be chosen more than once. Underline the parts

CR E
in the texts where you find the answer for each question.
Which person...

ATIV
MI N
feels that they have improved a lot? 1

E
!
mentions a source of inspiration for their writing? 2
suggests that being creative is more important to them than
finishing something quickly? 3
says that receiving comments from others is useful? 4
DS
finds it challenging to produce new material all the time? 5

A
I’ve always enjoyed writing in my free time, and B
it’s something people tell me that I’m pretty good
at. Throughout the years, I’ve written maybe a My ideas for my short stories often come
hundred short stories and lots of poems, and I even from my personal experiences. I’ve visited
quite a lot of places with my parents and
wrote a comic once. I’ve finally reached a point
friends and experienced other cultures, and
where I feel satisfied with how I can make my ideas
many of my characters are based on the
come to life on paper! Of course, coming up with
people I’ve met during my travels. I’m lucky,
interesting characters and good ideas
because I always find that, as soon as I’ve
for plots is demanding. Something else finished one story, I already have the next
which can be challenging for writers one in my head. Right now, I’m writing my
is learning how to deal with negative first comic. It’s about an explorer, and
opinions about your work. Personally, I’ve I’ve been writing it for months. I admit
always believed that kind of feedback that I’m writing rather slowly, but I
from either friends or family isn’t don’t mind because I’m trying to think
just helpful—it’s necessary. Why? outside the box and find interesting
Because it really helps you to ideas. Whenever I feel disappointed
think more carefully about how with a part of the story, I take
you can improve both your my time and rewrite it until I’m
story and your skills. satisfied. After all, creative
writing, especially when it’s

Carl
a hobby, should be a pleasant
experience, not a stressful one.
M eg
G Match the functions 1-4 with the statements a-d.
1. reject someone else’s opinion b a. ‘Attending drama classes is a great way for students to build
self-confidence and improve their communication skills, so we
2. support a point someone else should start offering them as soon as possible.’
has made b
b. ‘If you don’t follow the safety rules, you can get seriously injured.’
3. warn about potential danger b c. ‘My brother says playing video games is a waste of time and it
only has a negative effect on you, but I disagree.’
4. recommend something b d. ‘This magazine article says that being around nature is beneficial
for everyone’s health, and I couldn’t agree more.’

33
 sample pages from KEY LINKS C1/C2 / Student’s book

1a reading
A Discuss. D Now read the whole extract, and for questions 2-5, choose
answer a, b, c or d.
• Does memorising information help you
with your studies? Why? / Why not? 2. It is suggested that, when the machine was invented,
people
• Do you think it is necessary to have
a good memory these days? Why? / a. thought it might be dangerous for schoolchildren.
Why not? b. made a lot of mistakes using it at first.
c. did not expect it to be successful so quickly.
d. thought it worked exactly like a computer.
B You are going to read an extract from a
science-fiction story. First, read it quickly 3. Why does the main character mention a language
and choose the best title, dictionary?
a, b, c or d.
a. to show that memorising information is not enough
a. THE END OF EDUCATION b. to explain why language learning is faster now

b. Teaching the Machine to Think c. to describe how the technology helps teach
languages
c. Life Before the Machine d. to suggest that it is now harder to practise
languages
d. LIFE AFTER THE MACHINE
4. It is implied that students in the time the story is set
C Read the first paragraph again, then a. do not need to learn how to read.
match options a-d in Question 1 with b. finish school at a younger age than students did in
sentences 1-4, which explain why the the past.
options are correct or incorrect. c. spend a lot more time at school.
Read TIP 1.1 in the Reading Reference. d. only learn about things they enjoy.
1. How does the main character feel 5. What is the main character’s opinion about books
about learning from the machine? printed on paper?
a. She would rather be able a. She's only interested in them when she knows what
to choose what she learns. b they're about.
b. She thinks it's fun to read them sometimes.
b. She feels it makes
c. She thinks young people don't fully appreciate them.
learning too easy. b
d. She doesn't see the point of reading them.
c. She finds the process boring. b
d. She feels she is given too
much information every day. b E Match the highlighted words 1-6 from the extract with
their meanings a-f.
Read TIP 1.2 in the Reading Reference.
1. This seems quite logical, but isn't
mentioned anywhere in the text, so 1. recall b a. be noticed by sb
it is a distractor.
2. The phrases ‘shifting impatiently’ 2. apply b b. put to use
and ‘the long five minutes’ indicate
how the character feels about
3. determine b c. decide
learning from the machine, so this
4. perceive b d. remember
option is correct.
3. This distorts a view held by the 5. integrate b e. realise
main character by exaggerating
something she said, so it is a 6. register b f. combine into a whole
distractor.
4. This option uses a phrase from the F Discuss.
passage, but it is a distractor since
she does not express any feelings on • Do you wish you could learn like this? Why? / Why not?
this issue. • What do you think are the disadvantages of learning
information like this? What are the advantages?

34
E
very morning, we queue up in a neat line in dictionary,’ I tell him. ‘It doesn’t mean you can go
front of the machine. We don’t choose what out and speak the language instantly. You still have
we learn. Our teacher sets up the headpieces to practise communicating with others. You need
every day, and then we put them on, press the to integrate the information you’ve just received
button, and stand there shifting impatiently from with all the knowledge and memories you’ve
one foot to the other while we wait the long five already acquired.’
minutes it takes to upload the entire data pack He can’t really imagine it, of course. The same way
into our brains. Sometimes, when I’m wearing the I can’t imagine what it was like for him. He spent
headpiece, I feel a warmth between my eyes, but years reading and studying. In his day, people
otherwise I don't feel any different afterwards. It’s finished school at 16—or even older. That seems
only when I look over the activities for the day’s inconceivable today. Even now, he reads a lot of
lesson, or when our teacher asks me a question, books. Old-format books, I mean, made of paper. It’s
that I realise just how much information is in my a huge waste of time, but he enjoys it.
brain that wasn’t there the day before.
Recently, he’s been trying to persuade me to read
There aren’t many people left now who remember books too. ‘Look,’ I said, last time he brought me
life before the machine. My grandfather recalls one, ‘I’ve learnt information from 14,298 books
computers—bulky pieces of equipment that already this year. Why do you want me to spend
needed a table to stand on, then later little black hours reading just one? What’s it about, anyway?
screens you could hold in your hand... but you It looks ancient.’ I lifted the cover and wrinkled my
could store whatever information you wanted nose at the grimy yellow pages.
on them. Eventually, some bright young scientist
found a way to apply the same technology to the He just shook his head at me and wandered off,
human brain—and we’ve been learning from the muttering something about young people not
machine ever since. They said it would transform knowing how to have fun or appreciate good
people's lives. Since any information in the world literature. I’ve tried to tell him that sort of thing
could be uploaded into your brain in minutes, they isn’t useful any more, but it just doesn’t seem to
said there would be no more need for tests or register.
exams to check if someone had learnt something.
With no more tests, they decided to close down all
the schools: they said there was no point to them
any more.
Of course, it wasn’t as simple as that. The brain
is still organic. It can’t hold all the information in
the world, so you have to determine what
you want to keep and what you don’t
need and can delete. My grandfather
says they should have realised that
earlier, because computers worked
exactly the same way. The organic
brain also needs time to rest and
recover; that's why we get a little
bit of information every day
and never too much all at once.
They made that mistake in the
beginning and the results were
horrible. Even once they got
the process working perfectly,
they soon perceived that having
information in your brain isn’t
the same as being able to use
it. You still need to train your
mind and practise using the skills.
Schools opened again.
My grandfather is still trying to
understand how it works. ‘What is it
you do in school all day?’ he’s always
asking me. ‘You get everything from
that machine.’ I’ve tried to explain it to
him. ‘Imagine you’ve memorised a language

35
 sample pages from
recommended readers
KEY LINKS C1/C2 / Student’s book

A fascinating series of classic and original stories

which are sure to capture the readers’ imagination

KEY LINKS A1

TOP READERS GRADED READERS

 Anne of Green Gables  The Happy Prince
 Lisa in New York  
The Table, the Ass and
the Stick

KEY LINKS A2

TOP READERS GRADED READERS

 The Secret Garden  The Wizard of Oz
 
20,000 Leagues Under  Beauty and the Beast
the Sea
 The Magic Ring
 The Railway Children
 White Fang
 Lisa in China
 The Mix-up
 Alice in Wonderland
 Lisa Visits Loch Ness
 Huck Finn
 In the Year of the Dragon
 
A Connecticut Yankee in
 Save the Forest
King Arthur’s Court

KEY LINKS B1

TOP READERS GRADED READERS

 Oliver Twist  The Canterville Ghost
 Treasure Island  The Mysterious Island
 Swiss Family Robinson  The Last of the Mohicans
 Swallows and Amazons  Excalibur
 Kidnapped  Back to the Dreamtime
 Black Beauty  Lost in the Cave
 
A Journey to the Centre
of the Earth

36
KEY LINKS B1+

TOP READERS GRADED READERS

 Jekyll and Hyde  Captain Grant’s Children
 Wuthering Heights  Great Expectations
 
The Man Who Would  Frankenstein
Be King
 
The Phantom of the
 The African Queen Opera
 David Copperfield  Dracula
 The Turn of the Screw
 Robinson Crusoe
 The Lost World
 The Coral Island

KEY LINKS B2

TOP READERS GRADED READERS

 The Creeping Man  
The Picture of Dorian
Gray
 The Tempest
 The Man in the Iron Mask
 
A Midsummer Night’s
Dream
 Moby Dick
 The Grapes of Wrath
 
The Count of Monte Cristo
 Twelfth Night
 Twelve Years a Slave

37
 builds
21st century Scan
competencies
and watch!

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