English as a Second Language Stage 9 Student Book

Cambridge Lower Secondary

English as a Second Language Anna Cowper, Rebecca Adlard Series Editor: Nick Coates

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William Collins’ dream of knowledge for all began with the publication of his first book in 1819.

A self-educated mill worker, he not only enriched millions of lives, but also founded a flourishing publishing house. Today, staying true to this spirit, Collins books are packed with inspiration, innovation and practical expertise. They place you at the centre of a world of possibility and give you exactly what you need to explore it.

Collins. Freedom to teach.

Published by Collins An imprint of HarperCollinsPublishers The News Building 1 London Bridge Street London SE1 9GF

Browse the complete Collins catalogue at

www.collins.co.uk © HarperCollinsPublishers Limited 2017 10 9 8 7 6 5 4 3 2 1 ISBN 978-0-00-821542-2 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publisher or a licence permitting restricted copying in the United Kingdom issues by the Copyright Licensing Agency Ltd., Barnard’s Inn, 86 Fetter Lane, London, EC4A 1EN. British Library Cataloguing in Publication Data A catalogue record for this publication is available from the British Library.

Authors: Rebecca Adlard, Nick Coates, Anna Cowper, Anna Osborn, Andy Pozzoni Development editor: Cait Hawkins Series editor: Nick Coates Commissioning editor: Lucy Cooper Publisher: Celia Wigley In-house editor: Lara McMurray Project manager: Anna Stevenson Copyeditor: Kelly Davis Answer checker: Sonya Newland Proofreader: Karen Williams Illustrator: QBS Learning Photo researcher: Sophie Hartley Cover designer: Kevin Robbins Cover illustrator: Maria Herbert-Liew Typesetter: Ken Vail Graphic Designs Audio: ID Audio Maps: © Collins Bartholomew Ltd 2017 Production controller: Rachel Weaver Printed and bound by: Grafica Veneta in Italy ™

™

to ensure responsible forest management.

For more information visit: www.harpercollins.co.uk/green

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Contents Contents map Unit 1 Connections

7

Unit 2 People and places

17

Review 1

27

Unit 3 Room

29

Unit 4 Getting around

39

Review 2

49

Unit 5 Tourism

51

Unit 6 The brain

61

Review 3

71

Unit 7 Food

73

Unit 8 Style and fashion

83

Mid-year review

93

Unit 9 The great outdoors

99

Unit 10 Treasure!

109

Review 4

119

Unit 11 Money makers

121

Unit 12 Sleep

131

Review 5

141

Unit 13 Soap operas

143

Unit 14 Emotions

153

Review 6

163

Unit 15 A healthy future?

165

Unit 16 Music for change

175

End-of-year review

185

Key word list

191

Contents

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Contents map Unit / Topic

Reading

Listening

Speaking

Writing

Use of English

1 Connections

• Personal blog post on a girl’s online friendships

• Interviews with teen vloggers

• Relationships and tastes

• A personal profile

• Verb tense revision • Questions

• A girl talks about her grandmothers

• Discussion: the best places to live • Relating a life story

• Description: a family event or celebration

• Gerunds as subject and objects • Past tenses revision

• Discussion: the 49 Things Challenge

• Description: a room

• Quantifiers • Determiners and predeterminers

• A talk: about how students get around • A debate: public transport should be free • Discussion: holidays

• An argument: public transport should or shouldn’t be free • An email about a planned trip

• Sentence adverbs • Future continuous tense

• Two friends discuss their different opinions on tourism

• Weighing up the advantages and disadvantages of tourism • Role play: a formal meeting

• Description: a favourite place

• Comparative degree adverbs • Continuous tense forms • Past perfect continuous tense

• Interview with a man who suffered a brain injury

• Discussion: making the brain more active

• A letter giving advice

• Relative pronouns and clauses (including which for whole clause reference) • Comparing

Focus on Science (Physics): fibre optics Project: a blog or vlog 2 People and places

• Newspaper report on someone who has changed cultures • Blog post about a family wedding

Focus on Literature: My cousin comes to Jo’burg by Mbulelo Mzamane Project: nomads Review 1 3 Room

• Blog post on living in a tiny space in a slum • Description of a bedroom

• Interview with two brothers doing the 49 Things Challenge

Focus on Mathematics: an introduction to geometry Project: shared space 4 Getting around

• Text on camels from travel website • Email about a trip

• Three teenagers explain how they get around

Focus on the World: underground train systems Project: a perfect holiday Review 2 5 Tourism

• Magazine introduction to communitybased tourism • Blog post on a favourite place

Focus on Geography: ecotourism Project: planning a tour 6 The brain

• Information text on brain rules • Letters with problem and advice

Focus on Literature: Matilda by Roald Dahl Project: a poster for a brain rule Review 3

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Contents map

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Unit / Topic

Reading

Listening

Speaking

Writing

Use of English

7 Food

• Web page: introduction to sushi • Description of delicious food

• Internet radio show: restaurant reviews

• Role play: dinner party scenarios

• Description: delicious food • Dinner party dialogues (formal and informal)

• Conjunctions • Intensifier: rather • Present perfect tense with time expressions

• Discussion: personal style • Debate: should school students wear a uniform

• Opinion essay: school uniforms

• Present perfect passive • Compound adjectives • Modal verbs of possibility and obligation

• Discussion: survival camp

• Story with description using the five senses

• • • •

• Seek clarification and modify language mistakes

• Email about geocaching

• Multi-word verbs with come • Spelling rules • Reported speech

• Discussion: advantages and disadvantages of being an entrepreneur • Present a business plan

• A business plan and presentation

• Complex noun phrases • Compound nouns • Past modal verbs (should have, might have, could have)

Focus on Art: the wonderful world of food art Project: favourite places to eat 8 Style and fashion

• Article on teenagers and fashion trends

• A podcast on the school uniform debate

Focus on the World: traditional clothes from around the world Project: design a new school uniform Mid-year review 9 The great outdoors

• Magazine article on the health benefits of going outside • Advert for survival camp • Blog post story

• Four students talk about their experiences at a survival camp

Abstract nouns Idioms Causative verbs Past modal verbs (must have, can’t have)

Focus on Physical Education: health and fitness Project: our survival plan 10 Treasure!

• Article on recent discoveries of treasure

• Radio interview introducing geocaching

Focus on Literature: Treasure Island by Robert Louis Stevenson Project: let’s go geocaching Review 4 11 Money makers

• E-zine article on an entrepreneur

• Radio programme about teenage entrepreneurs

Focus on History: the Silk Roads Project: a famous entrepreneur

Contents map

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Unit / Topic

Reading

Listening

Speaking

Writing

Use of English

12 Sleep

• Four short texts on sleep • A dream story

• A sleep questionnaire

• Questionnaire on sleep • Discussion: sleep issues

• A dream story

• Adverbs: position and intensifying • Prepositional phrases • Extreme and intensifying adjectives

• Three boys discuss a soap opera

• Discussion: soap operas

• Opinion text on what makes a good soap opera

• Sentence adverbs • Question-tag questions • Conjunctions

• A presentation on emotions • A letter to a magazine

• Express feelings

• A letter of regret • A response to a poem

• Abstract nouns • Multi-word verbs • The impossible (3rd) conditional

• Discussion: digital doctors • Voxpop interviews

• Opinion text on technology in healthcare

• Future forms • Multi-word verbs with take • Future passive • Infinitive and gerund forms after verbs, adjectives and prepositions

• Discussion: personal experience and attitudes to music • Relate personal experiences

• A review of a concert

• Dependent prepositions • Reflexive pronouns • Using dashes as punctuation

Focus on the World: time zones Project: a dreamcatcher wall poster Review 5 13 Soap operas

• Blog post on soap operas • Article on edutainment

Focus on Drama: TV scripts Project: a soap opera scene 14 Emotions

• A slide presentation on emotions • Letters giving advice

Focus on Literature (poetry): The Orange by Wendy Cope Project: a feel-good box Review 6 15 A healthy future?

• A dialogue about healthcare • E-zine article on chatbots

• Voxpop – short interviews about chatbots

Focus on Biology: keeping your body healthy Project: a report on the future of healthcare 16 Music for change

• Biographical fact file • Magazine article on a musician • Review of a concert

• A presentation on a famous conductor

Focus on the World: traditional musical instruments from around the world Project: a music group End-of year review

vi

Contents map

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Food

7

Looking forward This unit is all about food – describing it, eating it and creating art out of it.

You will read • an introduction to sushi • about food art and artists You will listen • to an internet show about food and restaurants You will speak • about your favourite restaurant • formally and informally when visiting people for dinner You will write • about the most delicious food you have ever eaten You will learn • about the conjunctions not only … but also …, neither … nor …

• about using rather when describing things • about using adjectives to describe food

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Sushi Reading: eating sushi Setting the scene 1 Work in pairs. Discuss these questions with your partner.

• Do you know what sushi is? Have you ever tried it?

• In your country, do you sometimes eat uncooked fish or meat?

• What kind of fish do you eat? How is it usually served?

2 Read the text. Where do you think it comes from? a

a travel magazine

b a Japanese cookbook

c

a food website

3 In this text, do you think the writer is: a

very serious?

b friendly?

www.wha....

What is sushi?

by Masa Hirata Have you ever tried sushi? If you haven’t, you’ll be surprised to learn that sushi has become very popular in recent years. Nowadays, we not only find it in Asia but also in Africa, the Middle East, Europe and the Americas. Some people love sushi, but for others, neither the fishy smell nor the slimy feeling is enjoyable.

In most sushi restaurants, you’ll get a rather large menu. It will not only have a selection of sushi but will also offer snacks and rice dishes. In these restaurants, people usually order plates with a variety of sushi. However, in some very traditional Japanese sushi restaurants, you’ll neither find other dishes nor be given a menu. What you’ll find is a sushi chef. He will tell you about the freshest fish and make sure you get the best sushi.

Let’s look at what sushi is and how you eat it.

Then you can decide whether it’s for you!

Simply, sushi is raw fish placed on top of cold, boiled rice. People usually eat sushi with soy sauce, wasabi and thin slices of ginger. The soy sauce used for sushi is light and rather sweet. Wasabi is a spicy green paste that is served with sushi. ginger

soy sauce

wasabi paste

A tray of sushi with chopsticks

Now for the eating experience! Most people add a small portion of wasabi (because it can be rather spicy!) to the soy sauce and mix it together. Others add wasabi directly to the sushi. It’s up to you.

You can eat it using chopsticks or your fingers, whichever is easier. You dip the sushi in the soy sauce and put the whole piece into your mouth in one big bite.

So what do you think? Is sushi for you?

74

read for main ideas; identify attitude

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4 Answer the questions.

Did you know …?

1 According to the text, where can we find sushi these days?

Sashimi is raw fish without the rice.

2 Why don’t some people like sushi?

3 What does the soy sauce for sushi taste like?

4 What is spicy and green?

5 In some sushi restaurants, what else can you order?

6 Why do you think people eat sushi in one big bite?

5 What headings could you write for paragraphs 3, 4 and 5?

Maki rolls are rice and raw fish rolled inside seaweed.

Vocabulary: words in context Setting the scene 1 Find these words in the text. Then match them with their meanings (a–g). The meaning of one of the words is missing. slimy raw selection variety experience portion dip a

traditional

Did you know …?

a choice of things

b a lot of different kinds of things or people c

The first chopsticks were used in China nearly 5000 years ago!

an amount of food served to someone in a restaurant

d an event that changes how you feel e covered with something wet and unpleasant to touch f

not cooked

g to put something into a liquid (for example, soy sauce) for a short time

2 Write a definition for the word not given in Activity 1 above.

Use a dictionary, if necessary.

3 Look at these sentences. Choose a word from the box in Activity 1 above to complete them. You may have to change the form of some words.

1 It’s important not to

the sushi in the soy sauce for too long.

2 My first taste of wasabi was rather an interesting 3 The

.

at that restaurant were huge. My plate was so full! fish.

4 I wouldn’t eat uncooked meat but I really love the taste of 5 Our local supermarket sells a

of food from around the world.

6 I’m sorry, but I can’t eat anything; this is wet and 7 I’d love to eat in a modern one.

8 This place has a good

.

Japanese restaurant. I’m sure it is better than a of sushi to choose from.

read for main ideas

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Use of English: conjunctions Setting the scene 1 Look at the underlined words in these sentences.

1 Which ones are another way to say ‘and’?

2 Which ones are another way to say ‘not … or’? a The food here is neither cheap nor tasty. b I not only like raw fish but also love cooked fish. c

The food is not only delicious but also fresh.

d I neither know how to cook nor want to learn.

2 Which example sentences (a–d) above follow structure 1 below? Which follow structure 2?

1 verb be + neither / not only + adjective + nor / but also + adjective 2 neither / not only + verb phrase + nor / but also + verb phrase

3 Find other sentences in the text that use the same structures.

4 Rewrite sentences a–d using and or not … or.

5 Work in pairs. Use the structures from Activity 2 above to make sentences.

I’m not only clever, but am also funny. I tell great jokes!

I neither finished my work nor went to football practice.

Use of English: rather Setting the scene 1 Look at the sentences from the text. Then complete the rules (1–3). a The soy sauce used for sushi is light and rather sweet. b Now for the eating experience, most people add rather a small portion of wasabi. c

In most sushi restaurants, you’ll get a rather large menu.

1 We can use rather +

.

2 We can use rather a / an + adjective + 3 If there is an adjective, rather can come

. a / an.

2 Look at the word rather in sentences a and b above. Which words can we use to replace it? a

quite

b very

c

fairly

3 Work in groups. Talk about going out to eat at your favourite restaurant. How many times can you use the word rather?

76

conjunctions; intensifying adjectives

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Eating out Listening: Setting thesetting scene the scene Work in pairs. Discuss these questions.

• What’s your favourite restaurant?

• What do you usually eat there?

• Have you been there recently?

• How often do you go there?

Listening: Setting thefavourite scene restaurants 1

7

Listen and choose the correct answer.

1 What is the name of the show? a

Food on Friday

b Foodie Friday

c

Food for Friday

c

vegetables

c

spicy soup

c

Pizza Palace

2 What did they cook on the show last week? a

curry

b fish

3 Mei-ling’s favourite dish at the restaurant is a

spicy rice

b spicy noodles

4 The name of Alex’s favourite restaurant is a

2

Pizza Place

b Pizza Please

Copy the expressions below into your notebook. Listen again.

Which of them do you hear?

7

all my life already for ages for a long time

in a while in the past just last week

lately loads of times never recently

several times still so far yet

Use of English: present perfect with time expressions Setting the scene 1 Look at these sentences from the listening text. Then answer the questions.

I know the place but I haven’t tried it yet.

I’ve been there loads of times and I’ve never been disappointed.

Yes, I do, but I haven’t been there for ages.

But if you haven’t been there in a while … a

How do we form positive and negative statements in the present perfect tense?

b What time words can be used in negative statements?

2 Work in pairs. Talk together about these situations.

• something you have done recently

• a film / book you have just seen / read

• something you have put off for some time

• a film / book you haven’t seen / read yet but would like to

listen for main points and specific information; present perfect with time adverbials

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Writing: thescene most delicious food Setting the 1 Work in pairs. Look at the underlined words in the sentences (a–i).

1 What do they mean?

2 What other foods have the same taste? a

Coffee is very bitter. I don’t know how people drink it.

b The lemon ice cream was sour, but very tasty. c

The sauce is very creamy because it has yoghurt in it.

d I love crispy fried chicken. There was a noise with every bite. e I love Grandma’s spicy curry. It sets my mouth on fire. f

The chocolate cake was too sweet for me.

g The chips were very salty. I had to drink lots of water. h We had a very juicy watermelon at the picnic. I had to wash my face after eating it. i

The bread was fresh. It was still warm when we ate it.

2 How would you describe these foods? You can use the adjectives in Activity 1 a–i above or different ones.

A

B

C

D

E

F

3 Read what Willie has written about the most delicious food he has ever eaten and answer the questions.

1 What is Willie’s favourite food?

2 Where and when did he have the food?

3 What adjectives does he use to describe his favourite food?

4 He says, “I thought I was dreaming.” What does he mean?

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Delicious food

BLOG HOME

ABOUT ME

Have you ever eaten something really delicious and wanted to tell everyone about it? Well, the most delicious food I have ever had was vegetable dumplings. The first time I had vegetable dumplings was at a Chinese New Year dinner in Beijing. My whole family was there and I was very excited.

There was lots of other food and different kinds of dumplings, but I liked the vegetable dumplings the best. I was only six years old at the time, but I remember the taste of the vegetable dumplings very well. I dipped the dumpling in soy sauce and took my first bite. It was amazing! I thought I was dreaming. They were soft, warm, fresh and a little salty. I think I ate ten dumplings in all and my family was very happy. I still haven’t tasted food better than those dumplings.

Willie Chen, aged 15

adjectives; describing food

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4 Write notes about the most delicious food you have ever eaten.

• What was it?

• Who did you eat it with? Where did you eat it? At home or at a restaurant?

• Why did you like it so much? What did it taste like?

My learning Work in pairs. Read what you have written to one another.

Make suggestions to help your partner improve what he / she has written.

5 Work in groups. Tell one another about the most delicious food you have ever eaten.

6 Write a paragraph about the most delicious food you have ever eaten.

Speaking: for dinner Setting theout scene 1 Read these two short dialogues. Which one is formal? How do you know?

Point out some differences between the two.

1 Elsie:

Hey, Peter. You’re here. Good to see you.

Peter:

Hi, Elsie. Great to see you, too. You know how much I love eating at your place.

Elsie:

Thanks. Say, where is Karina? Why isn’t she with you?

Peter:

She really wanted to come, but she’s got a family dinner on tonight.

Elsie:

Oh, too bad. I’m really going to miss her.

2 Mrs Howe:

Good evening, Peter. It’s very nice to see you. Thank you so much for coming.

Peter:

Hello, Mrs Howe. It’s my pleasure to be here. Your dinners are always wonderful.

Mrs Howe:

That’s kind of you to say. Is Karina not with you tonight?

Peter:

No, she isn’t. She would have liked to come. However, she has a family dinner tonight.

Mrs Howe:

Oh, that’s disappointing. I was very much looking forward to seeing her.

2 Work in pairs. Make some notes about things you might talk about when visiting people for dinner, for example, sports or films.

3 Exchange your notes with another pair. Write one short formal and one short informal dialogue based on the notes. Write four to six lines for each dialogue.

4 Work in groups. Practise acting out the dialogues for each other. Make notes about the formal and informal language you hear.

plan and compose a descriptive text; formal and informal language

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Focus on Art The wonderful world of food art 1 Read both parts of the text quickly. What does each artist use to make food art? questions in the Over to you y boxes.

2 Read the text and answer the q

Recently some artists have changed the way we look at food and art. Instead of painting or drawing images of food, these artists have started using real food to create clever, often odd and sometimes realistic pieces of art.

Jason Mecier is a popular artist who has used food in his work. Mecier, who lives and works in San Francisco, has never had any art training. He learned art from his grandmother, who was also an artist. He is most widely known for creating large portraits of celebrities using food, rubbish and other found objects. He has created portraits of Harry Potter using sweets and former US president Barack Obama using meat. I wonder if they are delicious!

An artist and photographer who says that she can’t cook, has found a different way to use food creatively. Julia Wimmerlin, who was born in the Ukraine but now lives in Switzerland, makes clothes and hats using vegetables, pasta and chocolate. Julia had a successful career in international marketing but became a full-time photographer in 2014. She says that she doesn’t have the patience to follow cooking recipes but she has no problems when it comes to dressing herself in food. In her collection of photos called I don’t cook but who cares she has created pictures of herself wearing a range of wonderful outfits.

Word help odd – strange portraits – pictures of a person celebrities – famous people

A

B

OVER TO YOU 1 What is Jason Mecier most famous for?

2 Who taught Jason Mecier about art?

3 What did Julia Wimmerlin do before she became a photographer?

4 What is surprising about the fact that Julia Wimmerlin uses food in her art?

80

read extended non-fiction

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Prudence Emma Staite started making chocolate paintings in the 1990s – the first painting was of herself … and she ate it!

But there was a time when Staite could not decide whether she wanted to be an artist or a chef.

Later, after getting an art degree, Staite thought Why not do both? She then started working with non-traditional materials, mostly chocolate, to develop and create solid edible chocolate paintings. Why? Because Staite wanted people to be able to enjoy, touch, smell and bite her art. But chocolate isn’t the only food Staite works in.

She has also used pizza dough to make a sculpture of the Colosseum in Rome.

Some people say making sushi is a form of art and some, like Tokyo-based artist Takayo Kiyota, use sushi for making art. In 2005, Kiyota began calling herself Tama-chan (her artist name) and started creating what she called rolled sushi art. Since that time, she has used seaweed and rice to create more than 200 different pieces of edible art.

A

B

For others, using sushi and rice balls is just a way of having fun with food – as in the examples shown.

Word help edible – safe to eat

OVER TO YOU 5 What was Prudence Emma Staite’s first chocolate painting?

6 Why did Prudence Emma Staite want to use food to create art?

7 What is Takayo Kiyota’s other name?

8 How many pieces of art has Takayo Kiyota created?

3 Work in a group. Discuss.

• Which food artist do you think is the most interesting? Why?

• If you were a food artist, what kind of food art would you make?

• What other kinds of food do you think can be used in food art?

• Look at the food art created by Julia Wimmerlin on page 80. Give names to the photographs.

read extended non-fiction

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Project:

ffavourite avourite p places laces tto oe eat at

You are going to make a programme about places where you like to eat.

1 Work in pairs. Tell one another about your favourite restaurant.

• What is it called? What kind of food does it serve?

• Why do you like it? What is your favourite dish there?

• How often do you go there?

• Is it cheap or expensive? Is it casual or formal?

• Recommend two or three dishes for people to try.

2

7

Listen again to the conversation you heard before about restaurants.

Then answer the questions.

1 Is this similar to a report or a conversation? Is it formal or informal?

2 How do Mei-ling and Alex introduce themselves?

3 Do they both speak for a long time or do they take it in turns to speak?

Why do you think they do this?

3 Copy and complete the table with information about your two restaurants.

Restaurant 1

Restaurant 2

Name Type of food Your favourite dish Recommendations Cost Other comments

4 Prepare your programme. Practise it once or twice. a

Give your programme a name.

b Introduce yourselves and the programme in a fun, informal way. c

Introduce and give details about the first restaurant. Make sure you both talk.

d Repeat with the second restaurant. e End your programme.

5 Present your programme to the class. Then work in groups to discuss these questions.

• Which programme was the most interesting? Why? • Which restaurant do you want to eat at? Why?

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My learning What did you learn by doing this project?

speak and interact with peers using appropriate register

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