For this unit Refers to Student’s Book pages Writing headlines

Students work individually to complete the sentences and then check their 
answers in pairs.
 Answers
1
 
Ann Storm 
felt
 nervous at work. 
2  Matt 
was waiting
 for her, his eyes full of tears.
3  Matt 
managed
 to say, “I need a liver transplant.”
4  A donor liver 
became
 available.
5  Tests showed Ann 
had suffered
 liver failure.
6  Now it 
was
 Ann’s turn to wait for a donor liver.
7  The operation 
finished
 at seven the next morning. She 
left
 the hospital after 
ten days.
8  Ann 
puts
 on her coat, and Matt 
puts
 his arm around her.
    c 
Students work in pairs to complete the table and then feed back to the class. You 
may need to focus on the form of the tenses, for example past continuous: was/
were + verb + ing; past perfect: had + past participle. 
 Answers
Past simple: sentences 1, 3, 7
Past continuous: sentence 2
Past perfect: sentence 5
    d 
Students work individually to complete the excerpts and then check their answers 
in pairs. Discuss the answers as a class, making sure students know why their 
own ideas might be wrong. NB For some spaces, more than one tense would be 
correct, for example 
he begged
 = he did it once; 
he was begging
 = he did it 
repeatedly, in which case ask why one of those tenses has been chosen.
44
PhotocoPiable
Cambridge English for the Media   Cambridge University Press 2009     
www.cambridge.org/elt/englishforthemedia
UNIT 3 Magazines Teacher’s Notes

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 Answers
The operation went well, and he was soon back at home. Four months after the 
transplant, Matt was begging to return to work. He had read 36 books and (had) 
watched every programme on TV. “I had more energy than ever,” he remembers. 
“Life was looking good again.”
Then, two years later, Ann suddenly fainted at work. She was taken to hospital, 
where tests showed Ann had suffered liver failure. A brutally honest doctor said 
that Ann could die at any time.
Extension activity: tenses practice
If you feel your students need more practice with these tenses, you can make 
your own exercises very easily by taking a true-life story from the internet (see the 
extension activity after Exercise 9c) replacing the verbs with gaps (as in Exercise 
10d). Students work alone or in pairs to complete the extracts. You will need to 
make sure you can explain the answers to the class, but encourage students to try 
to explain the answers as well.
    e 
Students work individually to complete the excerpts. Avoid giving the answers 
until after Exercise 10f.
 Answers
2  say  
5  explains
3  responded   6  adds
4  told
    f 
Students check their answers and then feed back to the class.
    g 
Students work in pairs to find more reporting verbs and then feed back to the 
class.
 Answers
Remember, wonder
    h 
Students work individually to complete the statements and then check their 
answers in pairs. 
 Answers
1  can/cannot 
2 
Tell/Say
3 
Tell/Say
    i 
Students work individually to correct the phrases and then check their answers in 
pairs. 
 Answers
1  added/explained 
3  told
2  said/explained 
4  said/explained
  11 a 
Students work individually to write and proofread their stories. This can be done 
in class or as a homework activity. 
45
PhotocoPiable
Cambridge English for the Media   Cambridge University Press 2009     
www.cambridge.org/elt/englishforthemedia
UNIT 3 Magazines Teacher’s Notes

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    b 
Students work in small groups to read and analyse the stories. 
Extension activity: simulation part 4
Students meet to decide which of their stories (from simulation part 2 and 
Exercise 11a) and features (fashion spreads from simulation part 3) to include 
in an actual magazine. They may also use the covers they designed in simulation