Module 1 – Past and present

1 Here are some answers. What are the questions?

a ______________________________________________________________?
I live in the centre of Rome.
b ______________________________________________________________?
I’m sitting at my desk in my room.
c ______________________________________________________________?
I went to the beach with my family.
d ______________________________________________________________?
I was having breakfast at 8.00 this morning.
e ______________________________________________________________?
Before I started in this class, I had been studying English for three years.
f ______________________________________________________________?
I had never studied any other languages before I started studying English.
g ______________________________________________________________?
I’ve been living in my present house for three years.
h ______________________________________________________________?
I’ve been to three different foreign countries: Poland, Austria and Hungary.

2 What tenses did you use in the questions?

3 Now, write your own answers to the questions in the spaces below.

a _______________________________________________________________________
b _______________________________________________________________________
c _______________________________________________________________________
d _______________________________________________________________________
e _______________________________________________________________________
f _______________________________________________________________________
g _______________________________________________________________________
h _______________________________________________________________________

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 1 - Past and present

Teacher’s notes

This worksheet is designed for use after completion of pages 6 - 11

1 Students write the questions for the answers. Encourage students to write full
questions. There might be some variation here but here are some suggested questions.

a Where do you live?

I live in the centre of Rome.
b Where are you sitting now?
I’m sitting at my desk in my room.
c What did you do on your last holiday?
I went to the beach with my family.
d What were you doing at 8.00 am this morning?
I was having breakfast at 8.00 am this morning.
e How long had you been studying English before you started in this class?
Before I started in this class, I had been studying English for three years.
f Had you ever studied any other languages before you started studying English?
I had never studied any other languages before I started studying English.
g How long have you been living in the house you live in now?
I’ve been living in my present house for three years.
h How many foreign countries have you been to?
I’ve been to three different foreign countries: Poland, Austria and Hungary.

2 Students look at the questions and identify the tenses used in each one. Students
could discuss this with ther partners.

3 Students write their own answers to the questions in the spaces. Encourage students
to write full answers. If you have time, you could have students ask their partners the
questions.

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 2 – Life’s ups and downs

1 What can you remember from the text in Module 2 about what is good for you? Write
one sentence for each of the following areas.

Exercise
___________________________________________________________________________
A low-fat diet
___________________________________________________________________________
Drinking tea and coffee
___________________________________________________________________________
Eating chocolate
___________________________________________________________________________
Playing computer games
___________________________________________________________________________
Being married
___________________________________________________________________________
Low self-esteem
___________________________________________________________________________
Watching soap operas on TV
___________________________________________________________________________

Now check what you have written with the text on page 19.

2 Read this news report and correct the prefixes.

The anti-government demonstrations which have continued almost un-stop this month show
no sign of decreasing. The demonstrations started due to a series of impopular government
measures including the introduction of fees for overschool children in public kindergardens,
the smoking ban which has meant that all public places are now under-smoking and the pay
cuts for primary school teachers. A spokeswoman for the opposition at today’s demonstration
has said that it is unpossible for teachers to continue working as they are at the moment.
“They are less-paid as it is. With the pay cuts, they won’t be able to survive. These pay cuts
are unfair and inhonest, especially with the too-paid politicians receiving another pay rise. This
is typical of this pro-centred and selfish government.” However it is not all bad news for the
Prime Minister. A small for-government demonstration also took place today in Bristol. A few
thousand people marched through the streets calling for greater support of the government’s
policies. Now on to other news. A new overgraduate programme has been opened today at
Oxford University by the Minister for Education...

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 2 – Life’s ups and downs

Teacher’s notes

This worksheet is designed for use after completion of pages 18–23.

1 Ask students to think back to the text they read So you think you know what’s good for
you? on page 19. If you like, you could get students to discuss what they remember
with their partners. Students write one sentence for each of the areas. They can then
check their answers by looking again at the text on page 19.

2 Students read the news report and correct the prefixes.

The anti-government demonstrations which have continued almost non-stop this month show
no sign of decreasing. The demonstrations started due to a series of unpopular government
measures including the introduction of fees for pre-school children in public kindergardens,
the smoking ban which has meant that all public places are now non-smoking and the pay
cuts for primary school teachers. A spokeswoman for the opposition at today’s demonstration
has said that it is impossible for teachers to continue working as they are at the moment.
“They are underpaid as it is. With the pay cuts, they won’t be able to survive. These pay cuts
are unfair and dishonest, especially with the overpaid politicians receiving another pay rise.
This is typical of this self-centred and selfish government.” However it is not all bad news for
the Prime Minister. A small pro-government demonstration also took place today in Bristol. A
few thousand people marched through the streets calling for greater support of the
government’s policies.
Now on to other news. A new postgraduate programme has been opened today at Oxford
University by the Minister for Education...

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 3 – Adventures and mishaps

1 Complete the table with the punishments that you think should be given to people
guilty of the following crimes or anti-social behaviour.
crime/behaviour punishment
dropping litter in the street

vandalism and grafitti

drinking and driving

truancy from school

being
noisy/anti-social neighbours

football hooliganism

speeding

parking where you shouldn’t

begging

drug abuse

Compare your punishments with your partner. Do you agree on any of the
punishments?

2 Why would you say the following things? Check with page 29 and choose one of the
mishaps for each sentence.

a My boss was furious because the clients had been waiting there for half an hour.
b I had to wait and get a later flight.
c I had to go back and get them because I can’t see without them.
d I had a cut on my knee.
e I didn’t see it and went right over and fell on my back.
f It wasn’t moving at all so I got out my book and started to read.
g The mechanic’s had a look at it and said it’s going to cost £400.
h A nice couple showed me the way to go.
i I missed the first two classes.
j I hit it on the door of the cupboard.
k I had to walk down the motorway to the next petrol station.
l I had to climb in the window.
m I had to go to the police station and report it missing even though it wasn’t stolen.
n I went all the way out to Shankill when I wanted to go to Howth.

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
 o It went all over his jacket.

Module 3 – Adventures and mishaps

Teacher’s notes

This worksheet is designed for use after completion of pages 28–33.

1 Students complete the table with the punishments that should be given to people guilty
of the following crimes or anti-social behaviour. Students can then compare their
punishments with their partners and see if they agree on any of the punishments.

2 Students decide why they might say these sentences. If they need to, they can check
the mishaps on page 29 and choose one for each sentence. There may be some
different answers here, but the following are probably the most logical.

a you’re late for work

b you miss your plane
c you leave something at home
d you stumble and fall over
e you slip on some ice
f you get stuck in bad traffic
g your car breaks down
h you get lost
i you over-sleep
j you bang your head
k you run out of petrol
l you lock yourself out
m you lose your ID card
n you get on the wrong train
o you spill your drink over someone

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 4 – The mind

1 Divide these adjectives into two groups, positive and negative.

emotional intuitive bossy co-operative aggressive

self-confident stubborn articulate practical sympathetic

+ -

2 Beside each adjective write the name of someone you know who possesses that
quality. Tell your partner about these people.

3 Which of these things can you do yourself? Which would you get done for you?

iron my clothes clean the windows

redecorate the kitchen fix the washing machine
cut a new set of keys unblock the sink
cut my hair check my blood pressure
wash my car make my bed
paint my house test my eyes

4 Compare your answers with your partner.

5 Write six sentences below, saying when you last had some of these things done.

1 ________________________________________________________________________
2 ________________________________________________________________________
3 ________________________________________________________________________
4 ________________________________________________________________________
5 ________________________________________________________________________
6 ________________________________________________________________________

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 4 – The mind

Teacher’s notes

This worksheet is designed for use after completion of the module.

1 Students divide the adjectives into two groups, positive and negative. If they need to
check the meanings, students can check the definitions on page 41 again. The answers
may depend on each student, but here is a possible answer:

+ -
intuitive emotional
co-operative bossy
self-confident aggressive
articulate stubborn
practical
sympathetic

2 Students write the names of people they know beside each adjective. They then tell
their partners about these people.

3 Students decide which of the jobs they would do themselves and which they would have
done for them. Answers will vary according to the students.

4 Students tell their partners which of these things they would have done for them and which
they would do themselves. While doing so there are opportunities for students to use have/get
something done.

5 Students write six sentences about the last time they had some of these things done
for them.

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 5 – Unusual achievements

1 Complete the second sentences so that they have the same meaning as the first
sentences. Use between two and five words in your answers. You must use the
underlined words.

a I started work in 2004 and I’m still working now.

I _____________________________ since 2004. been
b We got married on January 1st and tomorrow is June 1st.
We _____________________________ for five months tomorrow. have
c I began working there in 1998 and John arrived in 2004.
I _____________________________ for six years before John arrived. been
d I will still be eating at nine o’clock.
I _____________________________ by nine o’clock. finished
e I wrote my first book before I was nineteen.
By the time I was nineteen ______________________________my first book. written

2 Read the pairs of sentences below. In each pair one verb will complete both sentences.
Be careful with the tenses in your answers.

a They __________ the previous record by more than six seconds.

Real Madrid __________ Juventus in the final a few years ago.
b They last __________ the final of the Champions’ League in 1999.
I’ve never __________ an award before.
c I couldn’t __________ with university life when I first went - I was too young.
My boss is really difficult to __________ with.
d Live Aid __________ millions of pounds for famine relief.
The Prime Minister __________ an important issue in the House of Commons yesterday.
e It is important for the older children to __________ a good example for the younger ones.
Carl Lewis __________ many world records in his athletics career.
f Bill Gates has __________ a fortune and given a lot of money to charity too.
I finally think I’m __________ progress with English grammar!
g He __________ great courage throughout his illness.
My teachers never __________ an interest in me so I never really studied much.

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 5 – Unusual achievements

Teacher’s notes

This worksheet is designed for use after completion of pages 52 - 58.

1 This task is similar to the key word transformation question in the Use of English paper
in the First Certificate exam and revises present, past and future perfect. Students
complete the second sentences so that they have the same meaning as the first
sentences. Tell students that they must use between two and five words in their
answers and that they must use the underlined words.

a I started work in 2004 and I’m still working now.

been I’ve been working since 2004.
b We got married on January 1st and tomorrow is June 1st.
have We’ll have been married for five months tomorrow.
c I began working there in 1998 and John arrived in 2004.
been I had been working there for six years before John arrived.
d I will still be eating at nine o’clock.
finished I won’t have finished eating by nine o’clock.
e I wrote my first book before I was nineteen.
written By the time I was nineteen I had written my first book.

2 Encourage students to check the tenses in their answers as the tenses may be different
in each answer.

a They beat the previous record by more than six seconds.

Real Madrid beat Juventus in the final a few years ago.
b They last won the final of the Champions’ League in 1999.
I’ve never won an award before.
c I couldn’t cope with university life when I first went – I was too young.
My boss is really difficult to cope with.
d Live Aid raised millions of pounds for famine relief.
The Prime Minister raised an important issue in the House of Commons yesterday.
e It is important for the older children to set a good example for the younger ones.
Carl Lewis set many world records in his athletics career.
f Bill Gates has made a fortune and given a lot of money to charity too.
I finally think I’m making progress with English grammar!
g He showed great courage throughout his illness.
My teachers never showed an interest in me so I never really studied much.

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 6 – Getting it right

1 What can you remember from Module 6 about how to do these things? Take notes
under each one.

treat a broken leg

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

survive an earthquake
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

deal with a charging bull

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

avoid being struck by lightning

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Now check your notes with the scenarios on pages 62-63.

2 Look at these incorrect suggestions for ways of dealing with the different
scenarios. Offer the correct advice using the different ways of giving
emphasis that you saw in Module 6.

a Put a plaster on the leg.

What you _______________________________________________________________
b If you are outside, stand beside a building.
You ____________________________________________________________________
c Bulls react to the colour red.
It ______________________________________________________________________
d To avoid being struck by lightning in an open field, lie flat.
What ___________________________________________________________________

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 6 – Getting it right

Teacher’s notes

This worksheet is designed for use after completion of pages 62-68.

1 Students take notes from what they can remember about how to deal with the four
worst case scenarios. If you like, this could be done in pairs or small groups. Check
what students have written as a class.

2 Students correct the advice given using different ways of giving emphasis. Answers
may vary here but the following are possible answers.

a Put a plaster on the leg.

What you need to do is put a splint around the wound.
b If you are outside, stand beside a building.
You really need to get away from buildings and stand in the open.
c Bulls react to the colour red.
It is movement that bulls react to.
d To avoid being struck by lightning in an open field, lie flat.
What you need to do is kneel with your hands on the ground and you head low.

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 7 – Big events

1 Complete the spaces with the extreme equivalent of the adjectives.

very angry f_ _ _ _ _ _
very large h_ _ _
very noisy d_ _ _ _ _ _ _ _
very wet s_ _ _ _ _
very hungry s_ _ _ _ _ _ _
very funny h_ _ _ _ _ _ _ _
very beautiful g_ _ _ _ _ _ _
very cold f_ _ _ _ _ _ _
very bad t_ _ _ _ _ _ _
very tired e_ _ _ _ _ _ _ _
very small t_ _ _
very frightening t_ _ _ _ _ _ _ _ _

Which of the extreme adjectives could refer to how you feel?

When was the last time you felt like that? Why? Tell your partner.

2 Talk to your partner and discuss what you can remember about the different festivals
you read about on pages 78–79 in Module 7.

3 Look at these sentences about the festivals and decide if the correct relative pronoun
has been used in each one. Change the ones which are incorrect.

a December 23rd is the night which the Oaxaca Radish Festival takes place.
b Vendors at stalls carved tiny radish figures which distinguished one stall from another.
c Teams roll a cheese along a course who is 50-metres long.
d Competitors drink port wine which is the traditional accompaniment for Stilton cheese.
e More than 10,000 people which like hot food head for New Mexico.
f Albuquerque is the town when the Fiery Food Festival takes place.
g Buñol is the town in Spain who hosts La Tomatina festival.
h The festival is started by official fight-starters what pelt the crowd with tomatoes.

In one of these sentences the relative pronoun can be left out. Which one is it?

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 7 - Big events

Teacher’s notes

This worksheet is designed for use after completion of pages 72–79.

1 Students complete the spaces with the extreme adjectives.

very angry furious
very large huge
very noisy deafening
very wet soaked
very hungry starving
very funny hilarious
very beautiful gorgeous
very cold freezing
very bad terrible
very tired exhausted
very small tiny
very frightening terrifying

Students then decide which of the extreme adjectives could refer to how you feel.
(There could be some differences in answers here, but the following are possible
answers: furious, soaked, starving, freezing, terrible, exhausted.) Students think of the
last time they felt like that and tell their partners.

2 Students talk to their partners and discuss what they can remember about the different
festivals they saw on pages 78–79 in Module 7. To help them remember you can hold
up the book so that they can see the photos. Get feedback from the class.

3 Students look at the sentences about the festivals and decide if the correct relative
pronoun has been used in each one. Tell students to change the ones which are
incorrect.

a December 23rd is the night when the Oaxaca Radish Festival takes place.
b Vendors at stalls carved tiny radish figures which distinguished one stall from another.
c Teams roll a cheese along a course which is 50-metres long.
d Competitors drink port wine which is the traditional accompaniment for Stilton cheese.
e More than 10,000 people who like hot food head for New Mexico.
f Albuquerque is the town where the Fiery Food Festival takes place.
g Buñol is the town in Spain which hosts La Tomatina festival.
h The festival is started by official fight-starters who pelt the crowd with tomatoes.

Students decide which of the sentences the pronoun can be left out of. (sentence a)

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 8 – Fame and fortune

1 Complete the paragraph about David Beckham with the correct verb forms, gerunds or
infinitives.

David Beckham moved to Real Madrid in 2001. At first, it seemed he was having trouble
____________ (adapt) to the Spanish way of life and there were reports that at first his wife
Victoria didn’t want ____________ (live) in Madrid. There were even rumours that he had an
affair with his personal assistant in Madrid but David has always denied ____________
(have) any relationship with her and has refused ____________ (talk) about it. When Victoria
agreed to come and live in Madrid, things changed for David as he had the support of his
family at home. At work, ____________ (be) a foreigner in Real Madrid doesn’t seem to
bother him as there are lots of players from different countries in the team. David apparently
gets on well with the Brazilian players and they are often seen at training making each other
____________ (laugh). He has always worked extremely hard ____________ (improve) as a
footballer. When he was younger, he tended ____________ (react) to pressure on the pitch
by committing fouls and even being sent off. However, he is too experienced ____________
(make) this type of mistake any more. David is one of the most famous people in the world as
he appears in numerous advertisements for products ranging from razors to sunglasses. It’s
easy ____________ (see) why David is so popular around the world and one of the highest-
paid sportsmen ever.
2 Think of another famous person. Write a similar paragraph below, paying attention to
your use of gerunds and infinitives.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 8 – Fame and fortune

Teacher’s notes

This worksheet is designed for use after completion of pages 84–88 and as it is about David
Beckham links to the theme of the module.

1 Students complete the paragraph about David Beckham with the correct forms.

David Beckham moved to Real Madrid in 2001. At first, it seemed he was having trouble
adapting to the Spanish way of life and there were reports that at first his wife Victoria didn’t
want to live in Madrid. There were even rumours that he had an affair with his personal
assistant in Madrid but he has always denied having any relationship with her and has
refused to talk about it. When Victoria agreed to come and live in Madrid, things changed for
David as he had the support of his family at home. At work, being a foreigner in Real Madrid
doesn’t seem to bother him as there are lots of players from different countries in the team.
David apparently gets on well with the Brazilian players and they are often seen at training
making each other laugh. He has always worked extremely hard to improve as a footballer.
When he was younger, he tended to react to pressure on the pitch by committing fouls and
even being sent off. However, he is too experienced to make this type of mistake any more.
David is one of the most famous people in the world as he appears in numerous
advertisements for products ranging from razors to sunglasses. It’s easy to see why David is
so popular around the world and one of the highest-paid sportsmen ever.

2 Students think of another famous person and write a similar paragraph. Tell students to
pay special attention to their use of gerunds and infinitives. You could ask students to
read out their paragraphs to the class, without mentioning the name of the person and
the rest of the class guess who the famous person is.

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 9 – Mysteries, problems, oddities

1 The police have found the dead body of a man in London. When they examined the
body they found the following things.

On the back of the man’s shirt it says Robert. On his jacket it says James Martin.
A bus ticket to Brighton.
A letter from the tax office.
A packet of pills.
A ticket with Quickmail Internet Café written on it.
A CD with relaxing music.
A set of car keys – one of the keys is broken off.
A digital camera with seventeen pictures in the memory –all of the same girl.
A watch, which has stopped at 5pm.
A small cut on the man’s head.
A key with Victoria Station written on it.
A mobile phone with the same number dialled six times.
A French dictionary.
A very expensive box of Cuban cigars, impossible to buy in the UK.

2 Write as many sentences as you can describing the man and what might have
happened to him. In your sentences, use the following verbs: might, may, could, must,
can’t. Be careful with the tenses in your sentences.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3 Now compare the sentences you have written with your partner. Have you written
similar sentences?

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
 Module 9 – Mysteries, problems, oddities

Teacher’s notes

This worksheet is designed for use after completion of the module.

1 Explain to students that the police have found the dead body of a man in London and
that they need help in finding out what happened to him. Give students time to read
through the sentences and clear up any problems with vocabulary.

2 Students write as many sentences as they can describing the man and what might have
happened to him. Tell students that they must use might, may, could, must, can’t in
their answers and that they should be careful with the tenses as they should be writing
sentences with modals of probability in both the present and past.

3 Students then compare the sentences they have written with their partners. While doing
so they could look back at the Useful language box on page 103 and try to use this
language in their discussions.

Alternatively, you could have students discuss what they think happened to the man –
and who he was – in pairs or small groups. They can then write the sentences before
comparing what they have written with another pair/group.

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 10 – Getting together

1 What will you be doing at the following times and dates? Use the future continuous in
your answers.

a 3 pm tomorrow b next January c in 2015 d Next Thursday

e 5 am tomorrow f next summer g this time next year h in five minutes

a At 3 pm tomorrow I’ll be ____________________________________________________

b _______________________________________________________________________
c _______________________________________________________________________
d _______________________________________________________________________
e _______________________________________________________________________
f _______________________________________________________________________
g _______________________________________________________________________
h _______________________________________________________________________

2 Complete the sentences with the people from page 106.

a A __________ is someone who pays for and receives a service from a company.
b A __________ is a person who lives in your area.
c Your __________ are the members of your family.
d Someone who was in the same class at school with you is an __________.
e At a summit meeting __________ __________ might meet to discuss foreign policy.
f Your __________ __________ are people you work with or do business with.
g Your __________ or __________ is someone you have a relationship with but who you’re
not married to.
h A __________ is a person who has been chosen to represent a group at a meeting.
i __________ are people you work with.
j A __________ is someone you invite to your home, maybe to a dinner party.

3 Do you or anyone you know have contact with any of the people above? When and
where? Tell your partner.

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 10 – Getting together

Teacher’s notes

This worksheet is designed for use after completion of pages 106–112.

1 Students write a sentence for each time saying what they will be doing. Check they are
writing full sentences and including the future continuous in their answers.

2 Students complete the sentences with the people from the Vocabulary section on page 106.

a A client is someone who pays for and receives a service from a company.
b A neighbour is a person who lives in your area.
c Your relatives are the members of your family.
d Someone who was in the same class at school with you is an ex-classmate.
e At a summit meeting political leaders might meet to discuss foreign policy.
f Your business associates are people you work with or do business with.
g Your boyfriend or girlfriend is someone you have a relationship with but who you’re not
married to.
h A delegate is a person who has been chosen to represent a group at a meeting.
i Colleagues are people you work with.
j A guest is someone you invite to your home, maybe to a dinner party.

3 Students discuss with their partners if they or someone they know has contact with the
people in number 2. Monitor the conversations, and correct any important errors and
praise good use of language.

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 11 – Interfering with nature

1 Put the words in the spaces to complete the expressions.

engineering immortality cloning eradication vaccination

expectancy cloning cells diseases cosmetic

a an average life ____________ of over 100 years

b the replacement of damaged organs using ____________ from human embryos
c human ____________
d the ____________ of plants and animals
e the ____________ of human beings
f the ____________ of infectious diseases such as malaria
g a ____________ against AIDS
h the prediction and treatment of hereditary ____________
i ____________ surgery to make your hands look younger
j genetic ____________ of embryos to make them grow up slim, athletic etc.

2 Now, number the above scientific possibilities 1–10, 1 being the most important for
humanity, 10 being the least important. Show your order to your partner. Do they
agree?

3 Do you remember these mishaps that you saw in Module 3? What would you say if
these things happened to you? Use If clauses in your answers.

a you’re late for work

If I had got up earlier, _______________________________________________________
b you miss your plane
If I’d ____________________________________________________________________
c you over-sleep
________________________________________________________________________
d you run out of petrol
____________________________________________________________________
e you lock yourself out
____________________________________________________________________
f you get on the wrong train
____________________________________________________________________

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 11 – Interfering with nature

Teacher’s notes

This worksheet is designed for use after completion of pages 116–121.

1 Students put the words in the spaces to complete the expressions.

an average life expectancy of over 100 years
the replacement of damaged organs using cells from human embryos
human immortality
the cloning of plants and animals
the cloning of human beings
the eradication of infectious diseases such as malaria
a vaccination against AIDS
the prediction and treatment of hereditary diseases
cosmetic surgery to make your hands look younger
genetic engineering of embryos to make them grow up slim, athletic etc.

2 Students number these scientific possibilities 1–10, 1 being the most important for
humanity, 10 being the least important. Students then compare their orders with their
partners. Encourage students to justify their orders. Get feedback from the whole class.

3 Students write what they would say if the mishaps happened to them. Tell students to
use if clauses in their answers. Answers will obviously vary, but here are some
possible answers:

a you’re late for work

If I had got up earlier, I wouldn’t have been late.
b you miss your plane
If I’d got a taxi instead of the bus, I wouldn't have missed my plane.
c you over-sleep
If I had set the alarm clock, I wouldn’t have overslept.
d you run out of petrol
I wouldn’t have run out of petrol if I had gone to the garage sooner.
e you lock yourself out
I wouldn’t have locked myself out if I had put the keys in my pocket before I left.
f you get on the wrong train
If I’d checked the platform number, I wouldn’t have got on the wrong train.

4 You could ask students to repeat the exercise but this time making sentences using I
wish… and If only….

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 12 – Media mania

1 Report each of these quotes by the famous people on the right.

a I was working on the proof of one of my poems all the morning, and took out a comma.
Oscar Wilde
Oscar Wilde said that ______________________________________________________
b Happiness depends upon ourselves.
Aristotle
Aristotle said _____________________________________________________________
c History will be kind to me for I intend to write it.
Winston Churchill
Churchill _________________________________________________________________
d A man can be happy with any woman as long as he does not love her.
Oscar Wilde
________________________________________________________________________
e I’m going to stay in show business until I’m the last one left.
George Burns
________________________________________________________________________
f When I was younger, I could remember anything, whether it had happened or not.
Mark Twain
________________________________________________________________________
g Though I am grateful for the blessings of wealth, it hasn’t changed who I am.
Oprah Winfrey
________________________________________________________________________
h In heaven all the interesting people are missing.
Friedrich Nietzsche
________________________________________________________________________
i Mankind must put an end to war or war will put an end to mankind.
John F. Kennedy
________________________________________________________________________
j Last week I went to Philadelphia, but it was closed.
W.C.Fields
________________________________________________________________________

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/
Module 12 – Media mania

Teacher’s notes

This worksheet is designed for use after completion of pages 126–129. It is designed to give
students practice of the tense shifts in reported speech.

1 In pairs, students discuss if they know the famous people on the right of the page and
why they are famous. Get feedback from the class. Students then report what the
people said, being careful with the tenses. These quotes cover the main tenses listed in
the language summary on page 156.

There will sometimes be more than one correct answer but the following are logical
ways of reporting what was said.

a Oscar Wilde said that he had been working on one of his poems all morning and he had
taken out a comma.
b Aristotle said that happiness depended on ourselves.
c Churchill said that history would be kind to him because he intended to write it.
d Wilde said that a man could be happy with any woman as long as he didn’t love her.
e George Burns said that he was going to stay in showbusiness until he was the last one left.
f Mark Twain said that when he was younger he could remember anything, whether it had
happened or not.
g Oprah Winfrey said that though she was grateful for the blessings of wealth, it hadn’t
changed who she was.
h Nietzsche said that in heaven all the interesting people were missing.
i John F. Kennedy said that mankind had to put an end to war or war would put an end to
mankind.
j W.C.Fields said that the previous week he had been to Philadelphia, but it had been
closed.

2 Students can discuss with their partners if they know any other quotes by famous
people. They can then report those quotes. Get feedback from the group.

Copyright © 2006 Pearson Education.

All rights reserved.www.longman.com/cuttingedge/