Issuu

MINISTERUL EDUCAȚIEI ȘI CERCETĂRII

Catherine Smith Olivia Johnston Fiona Mauchline Patrick Howarth Patricia Reilly Daniel Morris Oana Băjenaru Laura Stanciu Manualul este prezentat în variantă tipărită și în variantă digitală. Varianta digitală are un conținut similar celei tipărite. În plus, cuprinde o serie de activități multimedia interactive de învățare

Manual pentru clasa a VIII-a

Valentina Barabaș

animații, filme, simulări).

Educația nu schimbă lumea. Schimbă oamenii care vor schimba lumea. Paulo Freire

Limba modernă 1 • Limba engleză

(exerciții interactive, jocuri educaționale,

Limba modernă 1

Limba engleză Manual pentru clasa a VIII-a

ISBN 978-630-355-299-6

9 786303 55299 6

MINISTERUL EDUCAȚIEI ȘI CERCETĂRII

Catherine Smith Olivia Johnston Fiona Mauchline Patrick Howarth Patricia Reilly Daniel Morris Oana Băjenaru Laura Stanciu Valentina Barabaș

Limba modernă 1

Limba engleză Manual pentru clasa a VIII-a

Manualul școlar a fost aprobat de Ministerul Educației prin Ordinul de ministru nr. ........./...........2025. Manualul școlar a fost aprobat de Ministerul Educației și Cercetării prin Ordinul de ministru nr. .......................

Manualul este distribuit elevilor în mod gratuit, atât în format tipărit, cât și digital, și este transmisibil timp de patru ani școlari, începând cu anul școlar 2025–2026. Inspectoratul școlar ...................................................................................................................................................................................................................................................... Școala/Colegiul/Liceul ................................................................................................................................................................................................................................................. ACEST MANUAL A FOST FOLOSIT: Anul

Numele elevului

Clasa

Anul școlar

Aspectul manualului* la primire

la predare

1 2 3 4

* Pentru precizarea aspectului manualului se va folosi unul dintre următorii termeni: nou, bun, îngrijit, neîngrijit, deteriorat. • Cadrele didactice vor verifica dacă informațiile înscrise în tabelul de mai sus sunt corecte. • Elevii nu vor face niciun fel de însemnări pe manual.

Limba modernă 1. Engleză. Manual pentru clasa a VIII-a Catherine Smith, Olivia Johnston, Fiona Mauchline, Patrick Howarth, Patricia Reilly, Daniel Morris, Oana Băjenaru, Laura Stanciu, Valentina Barabaș Referenți științifici: prof. grad didactic I Daniela Tănăsescu, Colegiul Național „I.L. Caragiale”, București prof. dr. Roxana-Cristina Petcu – Facultatea de Limbi și Literaturi Străine, Departamentul de Limba Engleză, Universitatea din București

Prelucrare după: Motivate, Student’s Book 4 © Macmillan Publishers Limited/ Patrick Howarth, Patricia Reilly, 2013 Motivate, Workbook 4 © Macmillan Publishers Limited/ Olivia Johnston, 2013 All Clear, Work Book 4 © Macmillan Publishers Limited/ Olivia Johnston, Catherine Smith, 2016 All Clear, Student’s Book 3 © Macmillan Publishers Limited/ Patrick Howarth, Patricia Reilly, Daniel Morris, 2015 All Clear, Work Book 2 © Macmillan Publishers Limited/ Fiona Mauchline, Catherine Smith, 2016 Ediție publicată sub licență. Edițiile originale au fost publicate pentru prima dată în 2013 de Macmillan Publishers Limited.

Editura Litera tel.: 0374 82 66 35; 021 319 63 90; 031 425 16 19 e-mail: contact@litera.ro www.litera.ro Editor: Vidrașcu și fiii Redactor: Carolina Marcu Corector: Carmen Bîtlan Credite foto: arhiva Litera, Shutterstock Copertă: Lorena Ionică Tehnoredactare și prepress: Codruț Radu

Programa școlară pentru disciplina LIMBA MODERNĂ 1, clasa a VIII-a School curriculum for MODERN LANGUAGE 1, 8th grade Competențe generale

General competences

1. Receptarea de mesaje orale în situații de comunicare uzuală

1. Receiving oral messages in everyday communication situations

2. Exprimarea orală în situații de comunicare uzuală

2. Producing oral messages in everyday communication situations

3. Receptarea de mesaje scrise în situații de comunicare uzuală

3. Receiving written messages in usual communication situations

4. Redactarea de mesaje în situații de comunicare uzuală

4. Writing messages in usual communication situations

Competențe specifice

Specific competences

1.1. Selectarea principalelor idei din programe TV/ înregistrări audio-video pe teme familiare, dacă se vorbește relativ rar și cu claritate

1.1. Selecting the main ideas from TV shows / audiovideo recordings on familiar topics, if spoken relatively rarely and clearly

1.2. Identificarea semnificației dintr-o conversație obișnuită de zi cu zi atunci când interlocutorii reformulează sau repetă la cerere anumite cuvinte/ expresii

1.2. Identifying meaning in everyday conversations when interlocutors repeat / rephrase certain words / phrases on request

1.3. Manifestarea interesului pentru cunoașterea unor personalități și evenimente culturale

1.3. Showing interest in getting to know personalities / cultural events

2.1. Relatarea unei întâmplări / a unor experiențe personale

2.1. Telling a story / personal experiences

2.2. Participarea la scurte conversații în contexte obișnuite, asupra unor subiecte generale

2.2. Participating in short conversations in common contexts, on general topics

2.3. Exprimarea unei sugestii sau a unei reacții la o propunere în cadrul unui dialog informal

2.3. Expressing a suggestion or reaction to a proposal in an informal dialogue

2.4. Manifestarea interesului pentru calitatea exprimării/ interacțiunii

2.4. Showing interest in the quality of expression / interaction

3.1. Deducerea din context a semnificației cuvintelor necunoscute

3.1. Inferring the meaning of unfamiliar words from context

3.2. Identificarea aspectelor principale din articole scurte pe teme familiare și de actualitate

3.2. Identifying the overall meaning of short articles on familiar and up to date topics

3.3. Identificarea sensului global al unor articole sau interviuri

3.3. Identification of the global meaning of some articles or interviews

3.4. Manifestarea interesului pentru înțelegerea diferitelor tipuri de texte

3.4. Expressing interest in understanding different types of texts

4.1. Redactarea unei scrisori / unui mesaj digital folosind expresii de adresare, de cerere, de invitare și de mulțumire

4.1. Writing a letter / digital message using address, request, invitation and thank phrases

4.2. Redactarea de texte simple și coerente pe teme de interes

4.2. Writing simple and coherent texts on topics of interest

4.3. Manifestarea interesului pentru calitatea redactării

4.3. Showing interest in the quality of writing

What’s in this textbook for you? Take a tour! Ce-ți oferă acest manual? Să facem o trecere în revistă! Acest manual este conceput atât pentru a structura competențele lingvistice și de comunicare ale elevilor, cât și pentru a le dezvolta abilitățile în toate competențele specifice. Manualul oferă flexibilitate în învățare, în limbaj și în conținut, cu o gamă completă de componente și cu utilizarea tehnologiei moderne. Este un material atractiv și motivant, cu activități de vocabular și de gramatică bine structurate, fiind centrat pe comunicarea naturală. Elevii devin conștienți, încrezători în procesul de învățare, vorbitori excelenți, descoperind calea spre succes – la școală, la examene și pe tot parcursul vieții!

This textbook is designed both to structure students’ language and communication skills and to develop their skills in all specific skills. The textbook offers flexible learning by providing language and content with a complete range of components and use of up-to-date technology. It is an attractive and motivating textbook with clearlystructured activities and grammar syllabus, and a focus on natural communication. Students become aware, confident learners, excellent communicators and achieve success – at school, in exams and throughout their life! This Textbook includes: √ a Starter module of five pages; √ eight modules of ten pages; √ eight pages of Self-check, one after each module; √ eight pages of Project, one after each Self-check; √ twelve pages of Revision modules; √ fourteen pages of Exam trainer: reading, writing, listening, speaking – preparation and practice; √ a page of Irregular verbs; √ a Digibook.

Vocabulary Unit

Reading Objectives

Literary genres

1 The name of the wolf cub

fangs

fierce

2 The name of the cub’s mother

3 The name of one of the men

Negative

Interrogative

I / You / He / She / It hadn’t gone

Had I / you / he / she / it gone … ?

We / You / They We / You / They hadn’t gone had gone

Five strange animals were sitting in front of him. The cub had never seen men before, and suddenly he felt very small. One of them walked over to him. Then slowly, the man reached down to pick him up. The cub’s hair stood up on his back, and he showed his little teeth.

The four men laughed loudly. And the cub cried even more. But in the middle of his crying, he suddenly heard something. He gave one last cry. Then he stopped his noise and waited for his mother. His mother was fierce and powerful. She knew his cry, and she was coming to save him. The men stepped back a little, and the female wolf growled fiercely.

The man came over to Kiche. He put his hand on her head. She did not bite or growl.

‘She ran away a year ago, didn’t she, Gray Beaver?’ said one of the men.

Steve loves going to the theatre. A play is the best literary genre for him. 1 Holly likes books about relationships, especially when people fall in love. 2 Anna enjoys books that are set in different periods, for example in the 18th century. 3 James prefers to read illustrated stories – he loves looking at the pictures. 4 Kate likes exciting stories, but not those about crime. 5 Abi loves books about real people’s lives.

Listening

Listen to Hamed, Joe and Annie. Match the speakers with the last book they read. 1 Hamed 2 Joe 3 Annie

a) an adventure story b) a science fiction novel c) a play

In pairs, ask and answer the question.

What was the last book you read? It was a science fiction novel about life on Mars.

‘Yes,’ Gray Beaver answered. ‘There was nothing to eat.’

Read the information. Which literary genre should each person read?

‘She has lived with the wolves,’ another man said.

‘Her father was a wolf,’ said Gray Beaver. ‘And now she has a cub. His teeth are white, so I will call him White Fang.’ 18

Read and listen. Are the sentences true or false? 1 This was the cub’s first contact with men. 2 The cub bit the man after he had picked him up. 3 The cub stopped crying because he was afraid. 4 The men recognized the cub’s mother. 5 Kiche used to belong to the men.

Facts Jack London was an American author and journalist. He was born in 1876 and died in 1916. His best-known novels are White Fang and The Call of the Wild.

1 What were the ‘five strange animals’ mentioned in the text? 2 How did the men know Kiche’s name? 3 Why did Kiche run away? 4 Why did Gray Beaver call the cub White Fang?

Module 2

Write sentences as in the example. First I did my homework. Then I went out. I went out after I had done my homework. 1 First I brushed my teeth. Then I went to bed. 2 First he had dinner. Then he watched TV. 3 First they made the plan. Then they built the house. 4 First my parents met in a restaurant. Then they got married. 5 First the shop-assistant saw the robbery. Then he called the police. 6 First I locked the door. Then I left home.

Answer the questions.

Match with 1–6 with a–f. 1 I had already read the book 2 Grandma had already watered the plants 3 He had checked his spelling 4 She wanted to pay for the apples 5 He hadn’t taken his umbrella 6 She was upset

Complete the sentences with the correct form of the verbs in brackets. Use the past perfect. The concert had started (start) when we arrived at the theatre. 1 Jo rang me after she … (finish) her tea. 2 … (you / read) the book before you saw the film? 3 We went to a new restaurant. We … (not eat) there before. 4 What … (the reporters / ask) the author before I arrived? 5 When we arrived at school, the teacher ... (already / write) the exercise on the board. 6 After Mary … (eat) the whole cake, she began to feel sick.

‘Kiche!’ one of the men suddenly cried. ‘Kiche!’ And the wolf sank slowly to the ground.

Had we / you / they gone … ?

We use the past perfect simple to talk about an action that happened before another action in the past. • By the time she was 16, she had already published three books. • She hadn’t finished her sixth book when they did the interview. • Had she written three books before she left school?

Language reference page 137

Circle the correct form of the verb. 1 My mom went to the market after she saw that we ran / had run out of milk. 2 We had already eaten / ate dinner when they called to invite us to the restaurant. 3 I showed my friend the dress I had bought / bought a week before. 4 We ordered / had already ordered when the new waiter came to our table. 5 The dog had stolen / stole the cat’s food before it ate its own. 6 The robber had already escaped / escaped when the police arrived.

Rules

Affirmative I / You / He / She / It had gone

Chapter 3

Grammar reference page 137

Past perfect simple

growl

he cub ran down to the river to drink early one morning. He was still sleepy, so at first he did not notice anything. Then, suddenly, he saw and smelled something strange.

cub

Read the text quickly and find the information in 1–3.

Listen to the words and match them with the pictures 1–14.

Grammar Word hunt

An adventure novel

adventure • autobiography • biography • comic • crime • fantasy • historical fiction • non-fiction • play • poetry • romantic novel • science fiction • short stories • thriller 1

Grammar

Reading

Vocabulary Literary genres Word bank Compound nouns Grammar Past perfect simple and continuous; time expressions with the past perfect; phrasal verbs with on Speaking Talking about literature; asking for and giving opinions Writing Books to remember; describing books

Vocabulary 1

Manualul conține: √ un modul introductiv de cinci pagini; √ opt module de câte zece pagini; √ opt pagini de Autoevaluare după fiecare modul; √ opt Proiecte de grup după fiecare Autoevaluare; √ douăsprezece pagini de Recapitulare; √ paisprezece pagini de Pregătire pentru examen: citire, scriere, ascultare, vorbire – partea introductivă și partea practică; √ o pagină de Verbe neregulate; √ manualul în format digital.

a) when she realized she had left her wallet at home. b) so he got wet. c) because she they hadn’t told her about the party. d) before he handed in the paper. e) when the rain started. f) when my friend recommended it to me.

Fill in the gaps with the phrases in the box.

forget my notebook at home go shopping already leave never happen

start ring

Yesterday was an awful day. When I woke up at 8 o’clock I realised that the alarm (1)… . I ran to the bus stop, but the bus (2)… . When I arrived at school the lesson (3)… . My teacher was upset and asked me to hand in my homework, but when I opened my schoolbag I saw that (4)… . I called my mum but she (5)… and she couldn’t help me. This (6)… to me before, so in the end my teacher forgave me.

The Vocabulary is introduced through representative pictures and recorded so that students can practise the pronunciation.

Vocabularul este introdus prin intermediul unor imagini reprezentative și înregistrat astfel încât elevii să poată exersa pronunția.

The Reading texts are informative and interesting and show the language in context. All the readings are recorded.

Textele de Exersarea citirii sunt bogate în informații interesante și ilustrează limba în context. Toate textele sunt înregistrate.

The Grammar is presented with clear grammar tables. Graded exercises help students practise the form and meaning of the grammar.

Gramatica este prezentată în tabele clare. Exerciții cu grade diferite de dificultate îi ajută pe elevi să exerseze noțiunile de gramatică predate.

Speaking

Writing

Speaking Talking about literature / Asking for and giving opinions

John Let’s go into that bookshop. I got a book for my birthday, but I want to exchange it.

Elisa

To be honest, I think it’s a bit boring. I prefer adventure stories.

What about graphic novels?

I reckon they’re difficult to read. I prefer historical fiction to graphic novels.

Don’t you agree that comics are fun?

If you ask me, they’re for kids. What do you think of biographies?

Biographies? In my opinion, they’re the most boring books in the world!

I liked it because it makes you think about our society. In conclusion, I would recommend this book. If you like interesting ideas, then you will enjoy reading it. Martin

Tips

Choose a dialogue below (1 or 2) and read the opinions of Students A and B. Student A You love poetry and plays. You think short stories are easy to read. You think romantic novels are boring. Student B You think poetry is impossible to read and that short stories are usually boring. You prefer crime fiction and thrillers. You also like romantic novels.

Tips • It was written by … . • It was published in … . It is set in … . • The book tells the story of … . • The main characters are … . • The story starts when … . • In conclusion … I liked it because … . • If you like … then you will love it.

Asking for and giving opinions • What do you think of biographies? • Don’t you agree that comics are fun? • To be honest, I think it’s a bit boring. • If you ask me, they’re for kids. • In my opinion, they’re really boring. • I reckon they’re difficult to read. • I prefer historical fiction to graphic novels.

3 Speak In pairs, practise your dialogue.

I’m totally into crime fiction. What do you think of it? To be honest, I think it’s really boring.

Introduction: title, author, literary genre, publication date, setting and general story Main paragraph: the main character(s), the main events of the story Conclusion: a positive / negative recommendation, reasons you like / don’t like the book

Order the words to make sentences. 1 recommend / would / conclusion / definitely / book / In / I / this / . 2 The / characters / are / called / main / Ryan and Seth / two teenagers / . 3 liked it / because / I / it is about / problems / teenagers’ / . 4 The / about / is / story / Ryan’s / love / first / . 5 set / in London / The book / is / in the 1980s / .

Useful language

Look at the Model dialogue and change the words in blue.

1 Plan Think of your favourite book and write about it for the school blog. Make notes and include:

Describing books

2 Prepare a dialogue

Lifestyle

Fashion

Sport

The main character is a boy called Jonas. Jonas discovers that people are only happy because they don’t know about the real world. Then Jonas has to make a decision: stay and live without emotion or knowledge, or find a place where he can experience real life.

Listen again and act out the dialogue.

Writing task

Culture

The Giver is an enjoyable science fiction novel. It was written by Lois Lowry and was published in 1993. By 1994, it had become an international bestseller. It is set in a future world where people’s lives are controlled by society. Everyone is happy and there is no pain, suffering or emotion.

Speaking task

Student A You love crime fiction and thrillers. You think adventure stories are exciting. You think fantasy novels are stupid. Student B You think crime fiction is really boring and that adventure stories are all the same. You prefer comics and graphic novels. You also like fantasy novels.

World

Famous Female Writers

The Giver

1 Talk about literature 1

Home

Model text

Well, I’m going to buy this biography of Nelson Mandela. It looks really interesting.

Listen to the dialogue. Where are John and Elisa going?

CLIL

Read or listen to the Model text and then answer the questions. 1 What type of book is The Giver? 2 What is the name of the author? And the main character? 3 When was it published? 4 Did Martin like it?

OK. What sort of books do you like?

I’m totally into science fiction. What do you think of it?

CLIL

Writing Books to remember

Model dialogue

Xiaolu Guo (1973)

Alice Walker (1944)

Zadie Smith (1975)

Xiaolu Guo is a novelist and a film-maker. Born in China, she emigrated to England as a young adult and is now considered to be her generation’s voice of modern China. Her first novel, A Concise-English Dictionary for Lovers, was written in broken English and tells the story of how a foreigner is confused by different social rules and how she deals with loneliness and love.

Alice Walker is an African-American writer of novels, short stories and poetry. Many of her books are about problems such as racism or sexism. Her most famous novel is The Color Purple. It won the Pulitzer Prize for Fiction in 1983. There is a film version of The Color Purple, directed by Steven Spielberg.

Zadie Smith is one of the most talented British writers of the moment. Her mother is from Jamaica and her father is English. Her first novel, White Teeth, is set in London and is about multiculturalism in the modern world. She finished it in her last year at university and it immediately became a best-seller. She won several prizes for White Teeth and it was made into a TV series. She has written more books since then, including The Autograph Man, On Beauty and NW.

C O M M E N T (53)

C O M M E N T (21)

Read or listen to the text and then answer the questions.

2 Write

1 Which country did Xiaolu Guo move from? 2 What is Alice Walker’s most famous book? 3 What are many of Alice’s books about? 4 What was Zadie Smith’s first book? What was it about?

Use the Model text, your notes and this structure to write about your favourite book for the school blog (100-150 words): Paragraph 1: Introduction Paragraph 2: Main paragraph Paragraph 3: Conclusion

Content and organisation Vocabulary Grammar

Module 2

Listen and repeat the words.

Listen and repeat the sentences.

The Speaking section introduces the foreign language in routine exchanges.

Pagina dedicată Exprimării orale introduce limba modernă în situații de comunicare uzuală.

The Writing page provides a model for different text types.

Paginile de Redactare oferă un model pentru diferite tipuri de texte.

The CLIL texts encourage English language learning through studying about other subjects.

Textele de învățare integrată de conținut și limbă (CLIL) încurajează învățarea limbii engleze prin intermediul altor discipline.

Self-check 2

Grammar reference page 137

Vocabulary Literary genres 1

Write the name of a literary genre for each definition.

Compound nouns

Complete the sentences with the compound nouns in the box. popular press book deal best-seller love letters

postcards

Past perfect simple

1 After I … (read) the book, I told all my friends about it. 2 I … (finish) my homework by the time my mother came home. 3 We missed the train because it … (already / leave) when we arrived. 4 I … (not read) any science fiction before I read this story. 5 We saw the film after we … (read) the book.

Excellent

Affirmative I / You used to play in a band. He / She / It used to play in a band. We / You / They used to play in a band.

Need improvement

Vocabulary

Grammar

10 points

Short answers Yes, I / you did. No, he / she / it did not. Yes, we / you / they did.

Subject questions Who went to the cinema yesterday?

People

…use phrasal verbs with in, on, up.

call in join in set in

Speaking

…tell the difference between the past perfect tense continuous and the past tense continuous.

check in give in keep in let in sign in zoom in

• Where / When did you take it?

…write an e-mail to a friend.

• I’m in the middle. That’s Daniela on the left.

…write a blog entry.

The woman who / that lives in that house owns a shop.

Things

He wears trainers which / that look like human feet.

Time

She designed these platform shoes in 2013 when she was a design student.

Place

Italy is a country where they design clothes.

Possession

He’s the man whose brother works as a pilot.

Describing a photo

• This is a photo from our school trip to Italy.

…talk about effects and duration: the past perfect tense continuous and the past tense continuous.

• Who’s that on the right?

Interrogative Did I / you use to play in a band? Did he / she / it use to play in a band? Did we / you / they use to play in a band?

Relative pronouns

break in hand in plug in

…use relative pronouns.

Interrogative Did I / you move house? Did he / she / it move house? Did we / you / they move house?

Subject and object questions

He went to the cinema.

…use past simple, used to and past continuous.

---- / 30 Total ---- / 100

---- / 10 Don’t forget to complete the Self-observation sheet according to the example on page 7!

Negative I / You didn’t use to play in a band. He / She / It didn’t use to play in a band. We / You / They didn’t use to play in a band.

Phrasal verbs with in

…talk about environmental issues.

Write a blog entry about the last book you have read. Include information about the characters and the main events of the story (100-150 words).

Negative I / You did not move house. He / She / It did not move house. We / You / They did not move house.

Joe went to the cinema yesterday. Object questions What did Joe do yesterday? Good

…talk about life-changing events. …talk about literary genres.

Content and organisation

Past simple

used to

My progress After studying Modules 1–3 I can…

Writing 6

Grammar

Affirmative I / You moved house. He / She / It moved house. We / You / They moved house.

credit card worth of plastic every week because our food is contaminated.

---- / 20

Complete the sentences with the correct form of the verbs in brackets. Use the past perfect simple.

Verb + preposition

agree about • agree with • argue about • argue with • depend on • dream about • listen to • look forward to • participate in • talk to • wait for • worry about

Facts

Complete the sentences with the correct form of the verbs in brackets. Use the past perfect simple or continuous. 1 The Browns … (live) in that flat for twenty years before they moved to the countryside. 2 She … (finish) cooking by the time her husband came home. 3 Laura … (put on) her make-up before she went to the party. 4 Susan was tired because she … (work) all day. 5 My sister was muddy because she … (play) outside in the rain.

---- / 10

Grammar

Word bank

Some time ago, The United Nations Environment Programme (1) is calculating / calculated that there were 13,000 pieces of plastic rubbish per square kilometre in the world’s oceans. Last year rubbish (2) is killing / killed one million seabirds and 100,000 sea mammals. Scientists (3) found / had found cigarette lighters, plastic caps and even toothbrushes inside the stomachs of dead seabirds. Seabirds (4) had eaten / eat those things because they thought they were food. Charles Moore, an American oceanographer, (5) believes / is believing there are now 100 million tonnes of plastic rubbish in the Pacific Ocean. In 1997, while he (6) sailed / was sailing from Los Angeles to Hawaii in a yacht race, he found himself in a huge area of rubbish. ‘I (7) was moving / had been moving through rubbish for a week, before I realized its impact on the environment’ he said. That was when he (8) was deciding / decided to become an environmental activist. The problem is that modern plastics aren’t biodegradable. Plastic that got into the ocean 50 years ago (9) is / was still there. The problem in the Mediterranean is very serious, too. In a recent study of dead turtles off the coast of Spain, 75% of them (10) had swallowed / were swallowing plastic bags because they looked like jellyfish, the favourite food of these endangered animals. So what things (11) do people throw / throw people away? Plastic bags, Plastic can take up to 500 years to bottles, containers, golf balls, plates, knives, forks, decompose. toothbrushes, helmets, beach toys, syringes and Recycling cardboard only takes 75% of the energy required to make new cardboard. fishing things is the short answer. And who (12) does The average person generates 4.9 pounds throw / throws all this stuff away? We don’t know, of solid waste every day. but please make sure it’s not you. Humans consume the equivalent of a

---- / 20

become rich • change school • drop out of university • get into trouble • go abroad • go for a job interview • have an accident • make new friends • move house • retire • settle down • start your own business • take a gap year • win an award

Plastic rubbish in the oceans

Past perfect simple and continuous

1 What sort of newspapers do you prefer, the … or serious papers like The Times? 2 I always write … when I’m on holiday to send to my friends. 3 Romantic people sometimes write … to their boyfriends or girlfriends. 4 That book sold millions of copies. It was a…. 5 Did the author manage to get a … with a publisher?

Language reference: Module 1 Vocabulary Life-changing events

Circle the correct words to complete the text.

Put the verbs in brackets into the past perfect continuous. 1 I … (stand) in a queue for twenty minutes before I entered the shop. 2 Tom … (fly) over the Black Sea for one hour when the storm started. 3 They … (watch) the series the entire morning when their mum called. 4 The team … (train) since school started before they won the championship. 5 My classmates … (try) to solve a difficult exercise before the teacher came in.

---- / 10

Extension

Language reference page 137

Past perfect continuous

1 A book someone writes about their life. 2 A book someone writes about another person’s life. 3 A story that shows a lot of imagination and is very different from real life. 4 A book about imaginary future events, often about life in space. 5 A book that contains stories told in a series of pictures.

Word bank

Language reference

Project

Self-check

/əʊ/ no, most, moment, poetry, slow /ɒ/ on, novel, problem, modern, possible /ɔː/ story, short, born, called, more /uː/ do, you, grew, new, include /ʌ/ won, up, London, love, under

3 Check

32 32

C O M M E N T (46)

Pronunciation /əʊ/ /ɒ/ /ɔː/ /uː/ /ʌ/

• There are some amazing buildings in the background / foreground. • You all look very happy. • It looks like a beautiful city.

136

Every module is followed by a page of Self-check to revise writing skills, vocabulary and grammar.

După fiecare modul există câte o pagină de Autoevaluare menită să recapituleze și să evalueze abilitățile de scriere, vocabularul și noțiunile de gramatică predate.

The marking scheme evaluates students’ progress.

Grila de evaluare marchează progresul realizat de elevi.

The Projects are a chance for students to work in groups, create a poster together and present it.

Proiectele oferă elevilor ocazia de a lucra în echipă pentru a realiza și a prezenta posterul grupului.

The Language reference is a reference section for the new vocabulary and grammar of the module.

Trimiterile la noțiunile noi de vocabular și gramatică din fiecare modul sunt prezentate la sfârșitul manualului.

The Digibook The content of the digital version of the Student’s book (The Digibook) is similar to the one in the printed version and it also includes a range of interactive multimedia learning activities (static, animated, interactive).

IMLA static AMII static

IMLA animated AMII animat

Varianta digitală Forma digitală a manualului școlar are un conținut similar variantei tipărite a manualului și cuprinde, în plus, o serie de activități multimedia interactive de învățare: statice, animate, interactive.

IMLA interactive AMII interactiv

Vocabulary

Module Starter

Vocabulary

page 8

1 Lifestyle changes page 13

•

Word bank Grammar

•

Listening

• Compound nouns

• Past perfect simple and continuous • Time expressions with the past perfect • Phrasal verbs with on

• Saving environmental resources

• Prefixes

• Past continuous vs past perfect continuous • Time expressions with past perfect continuous • Phrasal verbs with up

1.1, 1.2, 1.3, 2.2, 2.3, 3.1, 3.3, 3.4, 4.2, 4.3

1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 4.3

Revision: Modules 1–3

page 49

4 Fashion world page 53

CLIL

• Literary genres

Specific competences

•

• Past simple, used to • Subject and object question • Relative pronouns • Phrasal verbs with in

page 25

page 37

Speaking

• Verb + preposition

1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.3, 4.1, 4.3

3 Save the planet

•

• Life-changing events

Specific competences

2 Books

Grammar

Vocabulary

•

Grammar

•

Cultural awareness: Home

• Style adjectives

• Phrasal verbs: clothes

• The future • Future in the past • Sequence of tenses

• The world of work

• Work verbs

• The first, second and third conditional • Phrasal verbs with out

• Criminal deeds

• Crimes and criminals

• Modal verbs • Phrasal verbs related to crime

Specific competences 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.3, 3.4, 4.3

5 On the job page 65

Specific competences 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 4.1, 4.2, 4.3

6 It’s a crime page 77

Specific competences 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.3, 3.4, 4.3

Revision: Modules 4–6

page 89

7 Sporting life page 93

Vocabulary

•

Grammar

•

Cultural awareness: Animals

• Sporting adventures

• Confusing verbs

• The passive: present and past simple passive, future passive with will, be going to • Passive questions • Phrasal verbs related to sports

• Developing products

• Reporting verbs

• Reported speech • Time expressions in reported speech • Reported questions • Phrasal verbs related to technology

Specific competences 1.1, 1.2, 1.3, 2.1, 2.2, 2.4, 3.1, 3.3, 4.2, 4.3

8 Tech and techies page 105

Specific competences 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 4.1, 4.2, 4.3

Revision: Modules 7–8

Vocabulary

•

Grammar

•

Cultural awareness: Language

Exam trainer: Reading, Writing, Listening, Speaking

page 121

Language reference

page 136

Self-check

pages 23, 35, 47, 63, 75, 87, 103, 115

Project

pages 24, 36, 48, 64, 76, 88, 104, 116

Irregular verbs

page 117

page 144

CLIL Pronunciation

Reading

Speaking

Listening

Writing

• An entertainment magazine article: Johnny Depp – then and now

• Talking about photos • Describing a photo

• My new life

• Social media messages • Useful expressions when writing to a friend

Reading: Famous journeys Pronunciation: Sentence stress

• An adventure novel: White Fang

• Talking about literature • Asking for and giving opinions

• Film or book?

• Books to remember • Describing books

Reading: Famous Female Writers Pronunciation: /əʊ/, /ɒ/, /ɔː/, /uː/ and /ʌ/

• An online news report: Rubbish

• Making a list • Prioritizing ideas

• Vertical farming

• A school blog: Let’s save the planet • Linkers of addition and result

Reading: Famous green organizations Pronunciation: Word stress

• A fashion magazine: Fashionable feet

• Complimenting • What are you people going to wear? • Giving and responding to compliments

• E-mail: Talking about people • Linkers of contrast

Reading: Famous design and designers Pronunciation: /ʤ/, /tʃ/, /j/ and /h/

• A Wiki entry: Ben Southall

• Talking about a job • Evaluating a situation

• Try an apprenticeship

• Letter for a friend: Sharing your experience with a summer job • Letter to a friend

Reading: Famous financial institutions Pronunciation: Sentence stress and contractions

• Criminal mistakes

• A story • Using adjectives

Reading: Famous laws and lawmakers Pronunciation: /aɪ/, /eɪ/, /ɪə/, /eə/ and /ɔɪ/

Extension: Plastic rubbish in the oceans

• A crime poster and • Describing a crime news reports: • Showing interest Animal smugglers

Extension: Tiger stops cricket game

• A collaborative pad: Our top three sporting memories

• Making suggestions • Sports quiz • Giving and responding to advice

• A biography • Topic sentences

Reading: Famous sporting events Pronunciation: /ɑː/, /ɜː/, /iː/, /ɪ/, /æ/ and /e/

• A business magazine article: The story of a young tech entrepreneur

• Talking about inventions • Agreeing and disagreeing

• Article for the school magazine • Linkers

Reading: Famous scientists Pronunciation: Sentence stress and intonation

• Chatting online

Extension: Wild swimming When you finish studying each module, assess the activities you have carried out and how you felt while going through these lessons. Create your self-observation sheet by completing the table below. Collect the sheets from each module in your portfolio to monitor your progress. SELF-OBSERVATION SHEET Self-assessment I showed interest in learning. I followed the instructions. I worked individually. I asked for help when needed. When I made mistakes I wanted to learn how to correct them. I participated actively in activities.

Never

Sometimes

Often

Always

Starter module Vocabulary

Revision 1

Listen to the words and match them with vocabulary categories 1–5. amazing • bus • car • cough • drums • enormous • flute • headache • keyboards • over • sore throat • terrifying • train • under • up 1 transport 2 health problems and first aid 3 musical instruments 4 prepositions 5 extreme adjectives

Jobs 2

Character adjectives

Choose the correct words.

A journalist / lab technician works for a newspaper. 1 A police officer / researcher helps people and helps catch criminals. 2 A firefighter / lawyer is someone who is an expert in legal questions. 3 A postal worker / politician brings letters to people’s homes. 4 Picasso was a doctor / an artist. He painted many amazing pictures. 5 An electrician / A mechanic installs or repairs electrical equipment.

Copy and complete the sentences with the following words: artist, electrician, journalist, lawyer, researcher. 1 A … is someone who reports news for a newspaper, radio or TV station. 2 Goya was an … . He painted many famous pictures. 3 An … is someone who installs or repairs electrical equipment. 4 A … collects and analyses information. 5 A … is someone who is an expert in legal questions.

Match 1–6 with a–f to make opposites. 1 cautious 2 generous 3 friendly 4 talkative 5 shy 6 energetic

a) lazy b) quiet c) confident d) selfish e) adventurous f) unsociable

Write three sentences about people you know using character adjectives from exercise 4. My brother is generous, but he is also a little shy.

Classroom language 6

Order the words to make questions. 1 say / you / do / culoare / How / English / in / ? 2 you / do / spell / it / How / ? 3 your / dictionary / borrow / Can / I / ? 4 sport / mean / does / What / ? 5 pronounce / bought / you / do / How / ?

Grammar Present continuous 1

Complete the sentences with the correct form of the verbs in brackets. Use the present continuous. Mum Gina Mum Gina

Gina, what (1)… you … (do)? I (2)… (study) for an exam. What (3)… your sister … (do)? She (4)… (not do) anything important. She (5)… (speak) to her boyfriend on the phone. Mum Oh, I see. Where are your brothers? Gina They (6)… (watch) TV. Mum I (7)… (do) the washing up. Can you help me? Gina But Mum, I (8)… (do) my homework!

Present simple and continuous 2

Choose the correct form of the verb. Hi, I’m Rachel. I’m 16 and I (1) go / ’m going to Granton School. I (2) live / ’m living in Manchester, in the north of England. It’s famous for its football teams. I (3) love / ’m loving Manchester City but my dad (4) likes / is liking Manchester United. Today is the last day of the holidays, so I (5) get / ’m getting ready to go back to school tomorrow. I (6) do / ’m doing my GCSEs this year – really important exams!

Question words 3

Complete the questions with the whwords in the box. Why Who What Which Where When How 1 … is your favourite actor? 2 … do you travel to school? 3 … is your favourite food? 4 … football team do you support? 5 … are you learning English? 6 … is your birthday? 7 … do you come from?

In pairs, ask and answer the questions in exercise 9.

Who is your favourite actor? Zac Efron! 5

Write complete questions using the present simple or present continuous. 1 How often / you / go / to the gym? 2 What book / you / read / at the moment? 3 Who / your / favourite / singer? 4 What time / your sister / go to bed / today? 5 What / your / favourite subject / at school?

Comparatives and superlatives 6

Write the comparative and superlative forms of the adjectives in the table.

Adjective 1 short

Comparative shorter than

Superlative the shortest

2 cool 3 quiet 4 hot 5 easy 6 friendly 7 adventurous 8 successful 9 good 10 bad

Complete the sentences with the comparative form of the adjectives in brackets. 1 I think maths is … (difficult) than French. 2 India is … (big) than France. 3 In my opinion, Neymar is a … (good) player than Messi. 4 My sister is … (sociable) than my brother. 5 My cat is … (lazy) than my dog. 6 I’m much … (talkative) than my best friend.

Starter module Module

Grammar 8

Complete the sentences with the superlative form of the adjectives in the box.

(not) as … as 9

bad cool generous high talented unsociable

Rewrite the sentences using (not) as … as. Andy and Tim are both tall – they are the same height! Andy is as tall as Tim. 1 Books are more interesting than films. 2 Brazil is hotter than Canada. 3 Exercise 5 is difficult. Exercise 6 is difficult, too! 4 Josh is more serious than Ben. 5 Dogs are friendlier than cats. 6 The DVD is only €5. The book is also only €5 – they are both cheap!

1 My grandmother is … person I know. She’s always giving people presents. 2 Ben Nevis is … mountain in the United Kingdom. 3 My uncle is … member of my family. He never talks to anyone. 4 My mum thinks that Brad Pitt is … actor in the world. She loves him. 5 Our football team is … in the league. We always lose! 6 Nadal is … tennis player I’ve ever seen. He’s so good!

Listening 1

Look at the picture and listen. Who is talking? What made you decide?

Read the sentences about Sam, Luke and Danny. Are they true or false? Correct the false sentences. 1 Sam isn’t as old as Luke. 2 Luke isn’t as talkative as Danny. 3 Danny’s father is a journalist. 4 Luke has got the biggest family. 5 Sam doesn’t know what he’s going to do when he leaves school. 6 Sam speaks in Italian with his dad.

4 Sam

Luke

Danny

Listen again and answer the questions about the boy who is talking. 1 How old is he? 2 Where does he live? 3 How many brothers and sisters has he got? 4 What are his hobbies? 5 How many languages does he speak?

Now tell your friend about your family and hobbies, as in the recording.

Speaking A new student / Starting and continuing a conversation Model dialogue Zoe Hi, I’m Zoe. Yes, I am. This is my first day here. London. My parents are doctors and now they work in the new hospital. So, here I am! What is there to do in Cambridge?

That sounds great!

Lisa Hi, I’m Lisa. Nice to meet you. Are you new? Really? Where are you from? Let me show you around. Cambridge is my hometown. I can be your guide. Well, the main attraction is the university, and people also visit Fitzwilliam Museum, but I think the boat ride is fantastic. It is! Do you have any plans for this afternoon?

No, I don’t. Why? OK, thanks for the invitation.

I am playing tennis with some friends. Do you want to join us? Brilliant! Let’s meet at the gate after classes.

1 2

Act out the dialogue. Read the dialogue again and answer the questions. 1 Where is Zoe from? 2 What is the main attraction in Cambridge? 3 What is Lisa doing this afternoon?

Speaking task

1 Start and continue

2 Prepare a dialogue

Use the information below or your own ideas.

Look at the Model dialogue and change the words in blue.

a conversation

City: Brighton Activities: Royal Pavilion,

visit aquarium, beach

Plan for after school:

go to town with friends

City: Liverpool Activities: Formby Natural

Coast, visit the Maritime Museum, famous Beatles Magical Mystery Tour

Plan for after school:

go to the cinema with friends

3 Speak In pairs, practise your dialogue.

Hi! Are you new? Yes, I am. This is my first day here.

Useful language

Starting and continuing a conversation

• Hi, I’m … . • How long have you been at this school? • What is there to do here? • What are you going to do after school today? • Would you like to come?

Starter module

CLIL Famous sporting events 1

Read the text and match the paragraphs with the headings. Be careful! There are two extra headings. 1 Learning to row 2 International teams 3 The history of the Boat Race 4 The people in the boats 5 Two colours of blue 6 When, where, what is it? 7 Why is it so popular?

The Boat Race A Every year, in spring, about 250,000 people go to the River Thames in London to watch the Boat Race. And another 28 million people around the world watch it on TV. The Boat Race is sometimes called the Oxford and Cambridge Boat Race, and it’s a rowing race between the universities of Oxford and Cambridge. The rowers race from Putney Bridge to Mortlake. It’s a distance of 6.7 kilometres, and it takes between 16 and 18 minutes. B There are eight rowers in each boat. They’re all big, heavy men who weigh between 95 and 110 kilos. There’s also a cox in the boat, who doesn’t row. The cox has to be a very light person, so it’s often a woman. She sits at the front of the boat and steers it. She also shouts at the rowers to make them row better and go faster. All the people in the rowing teams are students at the two universities.

Read the text again. Circle T (true), F (false) or DK (don’t know). 1 You can watch the Boat Race on the river in Oxford. 2 It happens in the summer. 3 A quarter of a million people go to the river to see it. 4 The rowers eat burgers before the race. 5 There are no women rowers. 6 You must be British to row in the Boat Race. 7 You don’t pay to watch the Boat Race. 8 Oxford usually wins the race.

T / F / DK T / F / DK T / F / DK T / F / DK T / F / DK T / F / DK T / F / DK T / F / DK

C The rowers in the Oxford and Cambridge teams wear blue uniforms and they’re called Blues. The Cambridge team wear light blue and the Oxford team wear dark blue. Cambridge supporters shout, ‘Come on the light blues!’ And Oxford supporters shout, ‘Come on the dark blues!’ D Although the Boat Race is a famous British sporting event, a lot of the rowers are not British. In 2010, for example, only six people in the two teams were British. The other 12 were American, German, Canadian, Irish and Dutch. E Why are people interested in a race that is just 18 minutes long? People like it because it’s free. You don’t need a ticket and it’s a fun day out near the river. Before and after the race, people have picnics in the park. People also like it because it’s a very old tradition. The first Oxford and Cambridge Boat Race was on the Thames near Oxford in 1829.

Read the text again and answer the questions. 1 How long does the race take? 2 What’s another name for the Boat Race? 3 How far do the rowers row in the race? 4 What is the cox’s job? 5 What colour does each team wear? 6 What do people do near the river before and after the race?

LIFESTYLE CHANGES

IN THIS MODULE YOU WILL LEARN: Vocabulary

• Life-changing events

Word bank

• Verb + preposition

Grammar

• Past simple • used to • Subject and object questions • Relative pronouns • Phrasal verbs with in

Reading

• An entertainment magazine article: Johnny Depp – then and now

Speaking

• Talking about photos • Describing a photo

Writing

• Social media messages • Useful expressions when writing to a friend

CLIL

• Famous journeys

Find the page numbers for: Ø a famous actor Ø three friends chatting Ø a celebration

Specific competences: 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.3, 4.1, 4.3.

Objectives

Life-changing events

Vocabulary 1

Vocabulary

Life-changing events

Word bank

Verb + preposition

Grammar

Past simple; used to; subject and object questions; relative pronouns; phrasal verbs with in

Speaking

Talking about photos; describing a photo

Writing

Social media messages; useful expressions when writing to a friend

Listen to the words. Which events can you see in pictures 1–8?

Choose the correct words. 1 My brother moved house / got into trouble from Leeds to London. He dropped out / made new friends quickly. 2 A few years ago, Mark retired / got into trouble because he bullied some other students. He changed school / had an accident and he’s very different now. 3 Lucy settled down / went for a job interview last month and now she’s working as a chef. In the future, she wants to retire / start her own business selling cakes. 4 I took a gap year / became rich when I finished school. I settled down / went abroad and worked as a volunteer in a school in Africa.

Listen to Ryan, Dylan and Scarlett. Are the sentences true or false? 1 When Ryan went abroad it changed him a lot. 2 Dylan had an accident that changed his life. 3 Scarlett started her own business last year.

In pairs, talk about a life-changing event.

When I was eight, my family moved from Sevilla to Granada. Last year, my parents started a new business.

Reading

Word hunt

An entertainment magazine article 1

b) Johnny Depp’s early life

ohnny Depp is a cool, talented and successful actor. He’s the star of films like Pirates of the Caribbean and he sometimes works in exotic locations. He owns an island in the Bahamas and he has a beautiful wife and a teenage son and daughter. However, Johnny’s life wasn’t always like this. Johnny didn’t have an easy childhood. His family used to move house a lot and he had to change schools and make new friends many times. Johnny moved so often that he didn’t use to introduce himself to the other students when he started at a new school. After his parents divorced, Johnny often got into trouble. As a teenager, he felt lonely and insecure. He almost didn’t become an actor. When he was 16, he wanted to be a rock star. He used to play in a band called The Kids and they moved to LA to try to get a recording contract. However, the band broke up and Johnny played with other bands for a few years. Then he met the actor Nicolas Cage, who advised him to become an actor. Fortunately, Johnny took his advice.

advice

According to a recent interview, Johnny plans to retire from acting in the next few years. But don’t worry! It isn’t going to happen soon. Right now, he’s preparing several new films, including a new Pirates of the Caribbean film! Johnny Depp as Edward Scissorhands

Listen to the text and choose the correct form of the verbs.

Read the text again and answer the questions. 1 Where does Johnny own an island? 2 What happened after his parents divorced? 3 Who advised Johnny to change his job? 4 Who did he base Captain Jack Sparrow on? 5 What is Johnny planning to do in a few years?

c) Johnny Depp – then and now

He became an international film star with the film Edward Scissorhands. Since then, he’s made many films. His acting style is very original and often humorous. He usually bases his characters on real people. In the Pirates of the Caribbean films, he based Captain Jack Sparrow on Keith Richards, the famous rock guitarist. In Edward Scissorhands, it was a dog that he had as a child!

1 Johnny has got / hasn’t got two children. 2 Johnny moved / didn’t move house many times. 3 Johnny was / wasn’t very happy when he was a child. 4 Johnny wanted / didn’t want to be an actor when he was younger. 5 Johnny based / didn’t base one of his characters on a pet.

lonely

Read the article quickly and choose the best title. a) The films of Johnny Depp

location

Facts Johnny Depp once donated £1 million to a London hospital after it treated his daughter for a serious infection. Johnny Depp wasn’t always a famous actor. He once worked as a ballpointpen salesman to support himself and his wife. Johnny Depp has many talents. Apart from acting, he is also a songwriter and plays the guitar in a band called The Hollywood Vampires. Johnny Depp owns an island in the Bahamas.

Module 1

Grammar

Grammar reference page 136

3 What / she / win / an Oscar for? 4 Who / she / marry in 2010? 5 When / she / have / her second child?

Past simple Regular verbs Affirmative

I changed

Negative

You didn’t change

Interrogative

Did he / she / it change?

Affirmative

You made

Negative

We / You / They didn’t make

Interrogative

Did I make?

Write the past simple forms of the verbs in the list. 1 see 2 walk 3 listen 4 ride 5 dance 6 meet

7 eat 8 sing 9 write 10 go 11 fly 12 watch

Complete the text with the correct form of the verbs in brackets. Use the past simple.

DID YOU KNOW …?

Penelope Cruz (0) was (be) born in Spain in 1974. When she was younger she (1)… (want) to be a ballet dancer, and she (2)… (study) ballet. Then she (3) … (decide) to become an actor. She (4)… (become) famous at the age of 17 when she (5)… (make) her first film. She (6)… (win) an Oscar for Best Supporting Actress in 2008. She (7)… (start) going out with actor Javier Bardem and they (8)… (get) married in 2010. She (9)… (have) her second child, Luna, in 2013.

Use the prompts to ask questions. What / Penelope Cruz / want / to be / when / she / be / younger? What did Penelope Cruz want to be when she was younger? 1 When / she / become / famous? 2 When / she / make / her first film?

Find the mistakes and correct the sentences. He writed his autobiography a few years ago. wrote 1 Johnny Depp buyed an island after he filmed The Pirates of the Caribbean. 2 Did you knew that Johnny Depp is also a great guitar player? 3 Johnny Depp have a difficult time during his childhood. 4 Johnny Depp’s mother gived him a guitar when he was twelve. 5 When Johnny Depp was 18, Nicolas Cage advise him to become an actor.

Irregular verbs

Language reference page 136

used to Affirmative

I used to play

Negative

You didn’t use to play

Interrogative

Did we / you / they use to play?

Rules

Used to refers to past habits and states that are different from now. We cannot use used to to talk about single finished actions in the past.

Complete the text with used to and the correct form of the verbs in brackets. Our lifestyles have changed a lot thanks to mobile phones. People (0) used to look for (look for) information in reference books, but now they (1)… (use) the internet. They (2) … (write) letters and communication (3)… (take) days or weeks, but now they (4)… (use) social media and communication (5)… (be) instant. Ten years ago, people (6)… (not have) smartphones, but now most people (7)… (have) them. It’s true that communication (8) … (be) easier and faster now, but before we (9) … (spend) more time talking face-to-face.

Complete the dialogues with the correct form of the verbs in brackets. Use the present simple, past simple or used to + verb.

Subject and object questions

A What sort of films did you use to watch when you were a child? B I used to watch (watch) a lot of adventure films. 1 A When … you … (move) to London? B I … (move) last year. I … (live) in Manchester before that. 2 A Where … you … (go) on holiday when you were a child? B We … (go) to Devon in England every year. I … (enjoy) it a lot. 3 A … you … (read) a lot when you were a child? B Yes, I … (read) lots of books! I still … (read) a lot now. My favourite one … (be) about pirates.

What inspired Johnny Depp to play Edward Scissorhands? A dog inspired him.

Subject questions

Who advised Johnny to become an actor? Nicolas Cage advised him. Object questions What did Johnny want to be? He wanted to be a rock star. Who did he meet in LA? He met Nicolas Cage.

1 A What did you do yesterday? B I went to the cinema. 2 A What happened at the cinema? A I couldn’t get in because I arrived too late.

Read the text and choose the correct form of the verbs.

Matt

Nick (1) wins / won the lottery last month and now his life is very different. Before, he (2) did get up / used to get up early, but yesterday he (3) used to get up / got up at 12 o’clock! In his old life, he (4) works / used to work very hard, and he (5) used to spend / did spend many hours doing paperwork. To get to work he (6) takes / used to take the bus, but last Saturday he (7) buys / bought a new car and he (8) said / used to say goodbye to public transport. Nick (9) didn’t had / didn’t have much money and he (10) isn’t / wasn’t very happy, but now it’s a different story!

Read the questions and answers. Which one is a subject question and which is an object question?

Look at the diagram. Match questions 1–4 with answers a–d.

Lily

1 Who did Matt write to? 2 Who wrote to Matt? 3 Who did Jake write to? 4 Who wrote to Jake?

Jake

Anna

a) Lily wrote to him. b) Anna wrote to him. c) He wrote to Lily. d) He wrote to Anna.

10 Write subject or object questions with who or what using the information in bold. Cervantes wrote Don Quijote. Who wrote Don Quijote? 1 Cervantes wrote Don Quijote. 2 Johnny Depp married Amber Heard. 3 Johnny Depp married Amber Heard. 4 The Chinese built the Great Wall. 5 The Chinese built the Great Wall.

Module 1

Grammar

Grammar reference page 136

Relative pronouns People

The woman who / that lives in that house owns a shop.

Things

He wears trainers which / that look like human feet.

Time

She designed these platform shoes in 2013 when she was a design student.

Place

Italy is a country where they design clothes.

Possession

He’s the man whose brother works as a pilot.

11 Choose the correct words. 1 Noritake Tatehana is the man who / which designs shoes for Lady Gaga. 2 The 1950s are that / when stiletto shoes became fashionable. 3 The trainers which / when my brother bought were really expensive. 4 She’s the girl that / which I met at the party. 5 London is that / where my cousin lives. 6 Mrs. James is the woman who’s / whose dog disappeared last night.

12 Match 1–6 with a–f to make sentences. 1 That’s the shop 2 I’m the person 3 Last week was 4 Is that the dress 5 He’s the man 6 She’s the girl

a) that cost you €100? b) where I bought my suit. c) whose mother gave me a delicious cake. d) that e-mailed me last week. e) who phoned you yesterday. f) when I last saw him.

13 Complete the sentences with who, which, where, when or whose. You’ve probably bought clothes from H&M, but how much do you know about the popular clothes shop? Read on to find out more. Erling Persson is the man (0) who started the company. Västerås, in Sweden, is (1)… he opened the first shop. 1947 is (2)… Persson

Language reference page 136

opened his first shop. There are now about 100,000 employees (3)… work for the company. H&M employs many designers (4) … work on the clothes. The things (5)… the company sells include clothes, shoes and cosmetics. Many people admire the man (6) … idea became a fashion brand.

Phrasal verbs with in 14 Match the phrasal verbs with their meaning. Use a dictionary or the internet if necessary. break in call in check in give in hand in join in keep in let in plug in set in sign in zoom in hand in – submit (e.g. a report or homework) 1 allow to enter 2 enter by force in order to steal 3 focus more closely on someone or something 4 make a phone call to a place 5 begin and continue 6 register at a hotel or an airport 7 not let someone or something out 8 connect electrical equipment 9 accept defeat; surrender 10 register 11 take part in something

15 Fill in the right form of the phrasal verbs. break in check in keep in call in

zoom in

plug in

This is the man who broke in our neighbour’s house last night. 1 My student’s mother … to tell me he was ill. 2 When we arrived at the hotel we … and then we went for a walk. 3 We … the dog when the postman arrives. 4 If you want to take a picture of that bird in the tree, take the camera and … . 5 Your battery is low. You need to … your phone.

New beginnings

Word bank Verb + preposition 1

Listen and fill in the gaps with the right preposition from the box. about

with

for

agree ... • agree ... • argue ... • argue ... • depend ... • dream ... • listen ... • look forward ... • participate ... • talk ... • wait ... • worry ...

Read the sentences and choose the correct prepositions. 1 What music do you like listening to / with? 2 What do you dream for / about doing in the future? 3 Do you usually agree to / with your friends? 4 Which things do you argue about / for? 5 Do you and your best friend agree about / to everything? 6 Do you often participate with / in activities in class?

Read the sentences and choose the correct words. 1 I’m at the café. I’m waiting for / looking forward to a friend. 2 My brother and I have different opinions about everything. I often argue with / argue about him. 3 Who’s on the phone? Who are you talking to / participating in? 4 Pete is a nervous person. He depends on / worries about absolutely everything.

Listening 1

Look at the pictures, listen to the interview with Aminata and answer the questions. 1 Where does Aminata live now? 2 Where did she use to live?

Listen again and answer the questions. 1 When did Aminata move countries? 2 How did she feel about the move? 3 Were her first experiences good or bad? 4 What did Aminata start with her friends? 5 What does she like about her new life?

Module 1

Speaking Talking about photos / Describing a photo Model dialogue Thomas Katie

Hey, Katie. Can I see your photos?

Cool. Where did you take the photo?

When did you take it? Who are you with in the photo? And who’s that on the right? You all look very happy.

Hi! Yes, sure. Look. This photo is from our school trip. I took it in Venice. Look. I’m in the middle and I’m holding some flowers. Two years ago. I’m with some school friends. That’s Daniela on the left. That’s Ed. Yes, we’re having a great time!

Wow! There are some amazing buildings in the background. It looks like a beautiful city.

Listen to the dialogue. Where did Katie go on her school trip?

It is!

Listen again and act out the dialogue.

Speaking task

1 Talk about a photo

2 Prepare a description

Choose a picture below or use one of your own.

Look at the Model dialogue and change the words in blue.

3 Speak In pairs, practise your dialogue.

Can I see your photos? Yes, sure. Look. This photo is from my mum’s birthday party.

Useful language Describing a photo • This is a photo from our school trip to Italy. • Where / When did you take it? • I’m in the middle. That’s Daniela on the left. • Who’s that on the right?

20 20

• There are some amazing buildings in the background / foreground. • You all look very happy. • It looks like a beautiful city.

Writing Social media messages 1

Read or listen to the model text and then answer the questions. 1 What things are new in Molly’s life? 2 What questions does Molly ask Amaya?

3 Where did Molly go at the weekend?

Model text Hi, Molly! How’s your new school? Is it better than here? Missing you! Comment – Share – Like

Amaya –11.20

It’s great! When I started last month I was worried about changing schools, but it was OK. I’m making lots of new friends. On Saturday, I went to a brilliant party with them. I’m really enjoying school. I like my history teacher and my Spanish teacher is great! What else is new? I’m in the volleyball club and it’s great fun. I used to hate sports, but volleyball is different. I’m learning the guitar, too. What’s new with you? What have you been up to? How is your family? I can’t wait to hear from you. Bye for now! By the way, here’s a photo I took at the party! Comment – Share – Like

Molly – 12.43

Writing task

1 Plan

Tips Useful expressions when writing to a friend Hi, Molly! How are you doing? / How are things? What’s new? / What’s new with you? Write soon! / I can’t wait to hear all your news! Love, / Lots of love, / Bye for now!

Look at the Tips and match the expressions with the correct parts of an e-mail. Write B for beginning, M for middle and E for ending. ... How are you? ... I can’t wait to hear from you. ... Hello, Jane ... What else is new? ... Bye for now! ... I have some exciting news for you. ... Dear Sam, ... Write back soon.

Make notes to write a social networking message about recent events and changes in your life and include: Beginning: greet your friend, describe some changes in your life and something you did at the weekend Middle: describe more changes and / or some recent events Ending: ask your friend for their news, say goodbye

2 Write Use the Model text, your notes and this structure to write an e-mail to your friend telling him / her about recent events in your life (100–150 words): Paragraph 1: Beginning Paragraph 2: Middle Paragraph 3: Ending

3 Check Content and organisation Vocabulary Grammar

Module 1

CLIL

WORLD WAR II EVACUEES

When Britain declared war on Germany in 1939, many women and children moved to the countryside. The British government ordered the evacuation to protect children from the bombs of Germany’s air force, the Luftwaffe. This evacuation was the biggest movement of people in British history.

The German Luftwaffe

Taking the train Hundreds of thousands of children left their homes in cities and went by train to stay in small towns and villages in the countryside. The children often went with their teachers and wore the name of their destination on a sign around their neck. When they arrived in the towns or villages, they went to live with local families and they went to school there. It was a journey that dramatically changed the lives of all the children.

Country life Many of the children used to live in cities and the evacuation gave them their first experience of rural life. They played in the woods, talked to the local people and learnt about life in the countryside. Some evacuees had very happy times with their host families and made new friends, but some didn’t settle down and were very homesick. In fact, the bombing didn’t begin until nearly a year later and some children returned home. When the bombing did begin, the children were evacuated again. About 3.5 million people experienced evacuation during the Second World War. Young evacuees on a station platform

Read or listen to the text and answer the questions. 1 Who ordered the evacuation in 1939? 2 How did the children travel? 3 Who often travelled with them on their journey? 4 What did the children learn?

Pronunciation Sentence stress a

1 The government ordered the evacuation. 2 The children often went with their teachers. 3 They talked to the local people. 4 Some were very homesick. b

Listen and repeat the sentences. Which syllables have the main stress?

Listen and repeat the sentences.

Self-check 1

Grammar reference page 136

Vocabulary Life-changing events 1

4 Peter used to live in London, 5 We often go cycling and running

Match 1–5 with a–e to make sentences.

a) but he’s a Manchester United fan now. b) I got it cut 2 years ago and now it’s short. c) but at the moment he lives in Newcastle. d) but we didn’t use to do much exercise. e) but now I’m married.

1 Dan and Mandy moved 2 They decided to start 3 Mike made 4 Kathy said that she wanted to take 5 They got

---- / 10

a) their own business. b) a gap year before university. c) house last year. d) new friends after he changed school. e) into trouble with the police.

Subject and object questions 5

Verb + preposition

Complete the expressions with the correct prepositions. 1 agree … someone 2 talk … something 3 look forward … something 4 depend … someone 5 participate … something

---- / 20

Relative pronouns ---- / 10

Grammar 3

Past simple

---- / 10

used to Match 1–5 with a–e to make sentences. 1 I used to have long hair but 2 Paul didn’t use to like football, 3 I used to be single,

Complete the sentences with who, which, when, where and whose. 1 I’ve got a sister … studies in Germany. 2 The bag … I bought last week was orange. 3 This is the restaurant … I ate a delicious cupcake. 4 This is the man … son is an engineer. 5 The day … I met my husband was the happiest in my life.

Write the correct form of the verb. 1 I … (move) to France three years ago when I … (start) University. 2 I love cycling. I … (start) cycling when I … (receive) my first bike. 3 Last weekend I … (go) shopping but I … (not buy) anything. 4 What … you … (do) last weekend? I … (take) driving lessons with my father. 5 I … (see) an interesting film last week. It … (be) about a superhero.

Write subject or object questions with who or what using the information in bold. Then answer the questions. 1 Sally went shopping with her friends. 2 Mike visited the new museum. 3 Mike visited the new museum. 4 Jenny saw Matt Damon’s new film last week. 5 Jenny saw Matt Damon’s new film last week.

---- / 10

Word bank

Language reference page 136

---- / 10

Writing 7

Write an e-mail to a friend telling him / her about your first day of school and your feelings when you met your classmates (100–150 words).

Content and organisation

Vocabulary

Grammar

10 points

Don’t forget to complete the Self-observation sheet according to the example on page 7!

---- / 30 Total ---- / 100

Project 1

On the screen and behind the scenes

1 Ideas Think about famous actors and actresses – do you think their personal life is different from the way we see them in movies? Who is your favourite movie star? Who is popular among students your age? What do you know about his / her films or roles? What about his / her personal life?

3 Write Each person in the group chooses a movie star. Use the information that you have found to write your project. Remember to write about his / her appearance, personality, roles and interesting facts from his/ her personal life.

5 Visuals Use the internet to find photos of your chosen actor or actress.

2 Group work Who is the most popular movie star in your class? Why? What do you admire most about him / her? Use the internet to look for interesting facts about his / her personal life. Is the star as interesting behind the scenes as he / she is on the screen?

4 Check Look at your deskmate’s writing and check punctuation, spelling, word order and interesting vocabulary.

6 Display Make a poster or choose another way of displaying your work, such as a presentation. Include your text, photos and artwork. Show your project to the class.

BOOKS

IN THIS MODULE YOU WILL LEARN: Vocabulary

• Literary genres

Find the page numbers for:

Word bank

• Compound nouns

Ø famous books

Grammar

• Past perfect simple and continuous • Time expressions with the past perfect • Phrasal verbs with on

Ø a person in a library

Reading

• An adventure novel: White Fang

Speaking

• Talking about literature • Asking for and giving opinions

Writing

• Books to remember • Describing books

CLIL

• Famous Female Writers

Ø famous female writers

Specific competences: 1.1, 1.2, 1.3, 2.2, 2.3, 3.1, 3.3, 3.4, 4.2, 4.3.

Unit

Objectives

Literary genres

Vocabulary 1

Listen to the words and match them with the pictures 1–14.

12 10

Read the information. Which literary genre should each person read? Steve loves going to the theatre. A play is the best literary genre for him. 1 Holly likes books about relationships, especially when people fall in love. 2 Anna enjoys books that are set in different periods, for example in the 18th century. 3 James prefers to read illustrated stories – he loves looking at the pictures. 4 Kate likes exciting stories, but not those about crime. 5 Abi loves books about real people’s lives.

Listen to Hamed, Joe and Annie. Match the speakers with the last book they read. 1 Hamed 2 Joe 3 Annie

a) an adventure story b) a science fiction novel c) a play

In pairs, ask and answer the question.

What was the last book you read? It was a science fiction novel about life on Mars.

Reading

Word hunt

An adventure novel 1

cub

fangs

fierce

growl

Read the text quickly and find the information in 1–3. 1 The name of the wolf cub

2 The name of the cub’s mother

3 The name of one of the men

Chapter 3

he cub ran down to the river to drink early one morning. He was still sleepy, so at first he did not notice anything. Then, suddenly, he saw and smelled something strange. Five strange animals were sitting in front of him. The cub had never seen men before, and suddenly he felt very small. One of them walked over to him. Then slowly, the man reached down to pick him up. The cub’s hair stood up on his back, and he showed his little teeth.

‘Look at his white fangs!’ the man laughed. The man’s hand came closer and closer. Then the cub suddenly bit him. The man hit him on the head, and the cub fell onto his side. Suddenly, the cub forgot about fighting. He sat up and cried. The four men laughed loudly. And the cub cried even more. But in the middle of his crying, he suddenly heard something. He gave one last cry. Then he stopped his noise and waited for his mother. His mother was fierce and powerful. She knew his cry, and she was coming to save him. The men stepped back a little, and the female wolf growled fiercely. ‘Kiche!’ one of the men suddenly cried. ‘Kiche!’ And the wolf sank slowly to the ground. The man came over to Kiche. He put his hand on her head. She did not bite or growl.

‘She ran away a year ago, didn’t she, Gray Beaver?’ said one of the men. ‘Yes,’ Gray Beaver answered. ‘There was nothing to eat.’ ‘She has lived with the wolves,’ another man said.

‘Her father was a wolf,’ said Gray Beaver. ‘And now she has a cub. His teeth are white, so I will call him White Fang.’ 18

Facts Jack London was an American author and journalist. He was born in 1876 and died in 1916. His best-known novels are White Fang and The Call of the Wild.

Answer the questions. 1 What were the ‘five strange animals’ mentioned in the text? 2 How did the men know Kiche’s name? 3 Why did Kiche run away? 4 Why did Gray Beaver call the cub White Fang?

Module 2

Grammar

Grammar reference page 137

Past perfect simple Affirmative I / You / He / She / It had gone

Negative I / You / He / She / It hadn’t gone

Interrogative Had I / you / he / she / it gone … ?

We / You / They We / You / They hadn’t gone had gone

Had we / you / they gone … ?

Rules

Language reference page 137

Fill in the gaps with the phrases in the box.

forget my notebook at home go shopping already leave never happen

start ring

Past perfect continuous Affirmative I had been eating

Negative

Interrogative

I hadn’t been eating

Had I been eating?

You had been eating

You hadn’t been eating

Had you been eating?

He / She / It had been eating

He / She / It hadn’t been eating

Had he / she / it been eating?

We / You / They had been eating

We / You / They hadn’t been eating

Had we / you / they been eating?

a) until he managed to create this delicious recipe? b) when Jane found it under the armchair. c) she had been eating too many sweets. d) when the car broke down. e) so on Wednesday she went to the dentist. f) when she arrived. g) I had been working on my project for three hours.

Rules

We use the past perfect continuous to talk about a past action of certain duration which happened before another past action or a stated time in the past. • He had been working as a bank manager for fifteen years before he retired. • They hadn’t been studying Chinese for very long when they decided it was too difficult. • Had you been waiting on the platform for more than two hours when the train finally arrived?

Complete the exercises with the correct form of the verbs in brackets. Use the past perfect continuous. Pam’s hands were green because she had been gardening (garden) all morning. 1 She ... (work) as a waitress for five years when a producer noticed her musical talent. 2 They ... (not travel) for too long when the train suddenly stopped. 3 Ted ... (walk) in the forest for two hours before he found the cave. 4 How long ... (he / play) the guitar before he started his own band? 5 Bob ... (collect) stamps all his life, so he had an impressive collection. 6 Lucy ... (not sleep) for too long when there was a knock on the door.

Read and match 1–7 with a–g. 1 I was tired because g 2 Her tooth had been aching since Monday, 3 We had been driving for half an hour 4 How long had the chef been experimenting with these ingredients 5 We had been looking for the key for five minutes 6 Betty gained weight because 7 I had been waiting for Mary for half an hour

Choose the correct form of the verb. The firefighters had been fighting / had fought the forest fire for more than five hours when they extinguished it. 1 She had read / had been reading for two hours when the phone rang. 2 My dog had slept / had been sleeping for some time when dad came home. 3 The children have been waiting / have waited for the school bus for thirty minutes when the principal told them it was broken. 4 The actor had been rehearsing / had rehearsed for a while when he discovered he had the wrong script. 5 Grandma had cooked / had been cooking for three hours when her favourite TV show began. 6 We had been swimming / had swum for twenty minutes when we saw the dolphin.

Module 2

Grammar

Grammar reference page 137

Time expressions with the past perfect Past perfect + by the time / after / before / already / by then By the time we arrived, the film had started. We arrived after the film had started. The film had started before we arrived. The film had already started when we arrived. We arrived at 7.00 pm. By then, the film had started.

Read the sentences in the table and choose the correct time according to the context. Yesterday we went to a concert, but we arrived at 8.30 pm. (1) By then, / After the concert had started. We were hungry because we hadn’t eaten (2) before / already the concert. After the concert, we ran to a restaurant but (3) by the time / after we got there, it had already closed. We went to buy a take-away pizza but they had sold the last one (4) before / after we arrived. When we got to the bus station, the last bus had (5) already / by the time left. I phoned my parents, but (6) by then / already they had gone to bed. What a disaster!

10 Complete the dialogues with the correct form of the verbs in brackets. Use the past perfect or past simple. A Did you get wet yesterday in the storm? B No, it (0) started (start) raining after I had arrived (arrive) home. A Did you see John at the party? B No, he (1)… (left) just when I (2)… (arrive). A Did you watch the film last night? B No, I (3)… (not finish) my homework when it (4)… (start). A Did you phone Lucy? B No, my phone battery (5)… (stopped) working before I (6)… (can) phone her.

Language reference page 137

Phrasal verbs with on 11 Match the phrasal verbs with their meaning. Use a dictionary or the internet if necessary. carry on hold on go on hang on catch on get on

move on try on turn on take on count on keep on

carry on – continue doing something 1 have a good relationship with someone, or to make progress 2 continue or to happen 3 wait or to grasp something firmly 4 persist in doing something 5 leave one place or situation for another 6 switch on a device or become hostile suddenly 7 accept a responsibility or challenge 8 put on an item of clothing to see if it fits 9 wait a moment 10 understand, especially after a long time 11 rely on somebody

12 Fill in the gaps with the right form of the phrasal verbs. turn on take on

get on catch on

count on keep on

Could you turn on the light, please? 1 Sara … fast and will soon be promoted. 2 You can always … me if you ever need help. 3 He … asking questions even though they couldn’t hear him. 4 I … well with my sister. 5 He always … more jobs than he can carry.

Unit

Books and blogs

Word bank Compound nouns 1

Listen and and fill in the gaps with the right word from the box. audio love seller life program

deal

press

secondary

book

graphic

post

library

text

school

...book • best-... • book ... • ...shop • computer ... • ... novel • ... letter • popular ... • ...card • public ... • ... holiday • ... school • social ... • ... message

Copy and complete the table with the compound nouns from exercise 1. noun + noun book deal

adjective + noun social life

Complete the sentences with compound nouns from exercise 1. Lucy is a member of a public library. She usually borrows some books every week. 1 Can I borrow your mobile phone? I want to send a … to a friend. 2 I bought three books and a comic in the … . 3 The author was very happy when the publishers offered her a good … . 4 I’ve got an … by Veronica Roth. I listen to it on the bus. It helps me to improve my English. 5 After I leave … I want to go to college.

Listening 1

Look at the pictures. What do you think the conversation will be about? Talk to your desk mate, then listen and check your answers. Listen again and decide if the sentences are true or false. Correct the false ones. 1 Josh liked the The Hunger Games films. 2 Clare liked the The Hunger Games films better than the books. 3 Josh preferred the book version of The Maze Runner to the film. 4 The main character of The Maze Runner has to solve a mystery. 5 Clare is interested in reading The Maze Runner.

Module 2

Speaking Talking about literature / Asking for and giving opinions Model dialogue John Let’s go into that bookshop. I got a book for my birthday, but I want to exchange it.

Elisa OK. What sort of books do you like?

I’m totally into science fiction. What do you think of it?

To be honest, I think it’s a bit boring. I prefer adventure stories.

What about graphic novels?

I reckon they’re difficult to read. I prefer historical fiction to graphic novels.

Don’t you agree that comics are fun?

If you ask me, they’re for kids. What do you think of biographies?

Biographies? In my opinion, they’re the most boring books in the world!

Listen to the dialogue. Where are John and Elisa going?

Well, I’m going to buy this biography of Nelson Mandela. It looks really interesting.

Listen again and act out the dialogue.

Speaking task

1 Talk about literature Choose a dialogue below (1 or 2) and read the opinions of Students A and B. 1

2 Prepare a dialogue Look at the Model dialogue and change the words in blue.

3 Speak In pairs, practise your dialogue.

I’m totally into crime fiction. What do you think of it? To be honest, I think it’s really boring.

32 32

Student A You love poetry and plays. You think short stories are easy to read. You think romantic novels are boring. Student B You think poetry is impossible to read and that short stories are usually boring. You prefer crime fiction and thrillers. You also like romantic novels.

Useful language Asking for and giving opinions • What do you think of biographies? • Don’t you agree that comics are fun? • To be honest, I think it’s a bit boring. • If you ask me, they’re for kids. • In my opinion, they’re really boring. • I reckon they’re difficult to read. • I prefer historical fiction to graphic novels.

Writing Books to remember 1

Model text The Giver The Giver is an enjoyable science fiction novel. It was written by Lois Lowry and was published in 1993. By 1994, it had become an international bestseller. It is set in a future world where people’s lives are controlled by society. Everyone is happy and there is no pain, suffering or emotion. The main character is a boy called Jonas. Jonas discovers that people are only happy because they don’t know about the real world. Then Jonas has to make a decision: stay and live without emotion or knowledge, or find a place where he can experience real life. I liked it because it makes you think about our society. In conclusion, I would recommend this book. If you like interesting ideas, then you will enjoy reading it. Martin

Writing task

Tips Describing books • It was written by … . • It was published in … . It is set in … . • The book tells the story of … . • The main characters are … . • The story starts when … . • In conclusion … I liked it because … . • If you like … then you will love it.

1 Plan Think of your favourite book and write about it for the school blog. Make notes and include: Introduction: title, author, literary genre, publication date, setting and general story Main paragraph: the main character(s), the main events of the story Conclusion: a positive / negative recommendation, reasons you like / don’t like the book

2 Write Use the Model text, your notes and this structure to write about your favourite book for the school blog (100-150 words): Paragraph 1: Introduction Paragraph 2: Main paragraph Paragraph 3: Conclusion

3 Check Content and organisation Vocabulary Grammar

Module 2

CLIL Home

World

Culture

Lifestyle

Fashion

Sport

Famous Female Writers

Xiaolu Guo (1973)

Alice Walker (1944)

Zadie Smith (1975)

C O M M E N T (53)

C O M M E N T (21)

Read or listen to the text and then answer the questions. 1 Which country did Xiaolu Guo move from? 2 What is Alice Walker’s most famous book? 3 What are many of Alice’s books about? 4 What was Zadie Smith’s first book? What was it about?

Pronunciation /əʊ/ /ɒ/ /ɔː/ /uː/ /ʌ/ a

Listen and repeat the words. /əʊ/ no, most, moment, poetry, slow /ɒ/ on, novel, problem, modern, possible /ɔː/ story, short, born, called, more /uː/ do, you, grew, new, include /ʌ/ won, up, London, love, under

C O M M E N T (46)

Listen and repeat the sentences.

Self-check 2

Grammar reference page 137

Vocabulary Literary genres 1

Write the name of a literary genre for each definition.

Past perfect continuous 4

Compound nouns

Complete the sentences with the compound nouns in the box. popular press book deal best-seller love letters

postcards

---- / 20

Past perfect simple and continuous 5

Past perfect simple

---- / 20

Complete the sentences with the correct form of the verbs in brackets. Use the past perfect simple. 1 After I … (read) the book, I told all my friends about it. 2 I … (finish) my homework by the time my mother came home. 3 We missed the train because it … (already / leave) when we arrived. 4 I … (not read) any science fiction before I read this story. 5 We saw the film after we … (read) the book.

---- / 10

Grammar

---- / 10

Word bank

Language reference page 137

Writing 6

Write a blog entry about the last book you have read. Include information about the characters and the main events of the story (100-150 words).

Content and organisation

Vocabulary

Grammar

10 points

---- / 10 Don’t forget to complete the Self-observation sheet according to the example on page 7!

---- / 30 Total ---- / 100

Project 2

Books to remember

1 Ideas Think about interesting books you have read. What makes them special? Who is your favourite author? What kind of books does he / she write? What can you say about this author’s writing style? What books are popular among students your age? Have these books been turned into film? Which one is better – the film or the book?

3 Write Each person in the group chooses a book. Use the information that you have found to write your project. Remember to write about the author, the time it was written, the plot of the book, the characters and why you find it interesting.

5 Visuals Use the internet to find photos of your book: the cover of the book, characters, illustrations or scenes from the film inspired by the book.

2 Group work What is the most popular book or author in your class? Why? What do you like most about this book / author? Use the internet to look for interesting facts about the author and other books that he / she wrote.

4 Check Exchange notes with a partner and check punctuation, spelling, word order and interesting vocabulary.

6 Display Make a poster or choose another way of displaying your work, such as a presentation. Include your text, photos and artwork. Show your project to the class.

SAVE THE PLANET

IN THIS MODULE YOU WILL LEARN: Vocabulary

• Saving environmental resources

Word bank

• Prefixes

Grammar

• Past continuous vs past perfect continuous • Time expressions with past perfect continuous • Phrasal verbs with up

Reading

• An online news report: Rubbish

Speaking

• Making a list • Prioritizing ideas

Writing

• A school blog: Let’s save the planet • Linkers of addition and result

CLIL

• Famous green organizations

Find the page numbers for: Ø a man on the bicycle Ø a panda Ø recycling

Specific competences: 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 4.3.

Objectives Saving Saving environmental resources environmental Vocabulary Word bank Prefixes resources Grammar Past continuous vs past perfect

Unit

Speaking Writing

Vocabulary 1

continuous; time expressions with past perfect continuous; phrasal verbs with up Making a list; prioritizing ideas A school blog: Let’s save the planet; linkers of addition and result

Listen to the phrases and match them with the pictures 1–11.

compost food waste • install solar panels • insulate windows • mend old clothes • recycle packaging • ride a bike • save water • share car journeys • travel by public transport • turn off lights • use rechargeable batteries

6 8

Complete the sentences with phrases from exercise 1. 1 I like to … so I take the bus to school. 2 We’re going to … the … in my bedroom. Then it won’t be so cold in winter. 3 My brother always has a shower instead of a bath to … . 4 I always … lights when I leave the room. 5 Our neighbours … their food … instead of throwing it away. 6 I prefer to … rather than buy new ones.

3 4

Listen to Anika and Liam. How do they save environmental resources? In pairs, ask and answer questions about how you help to save environmental resources.

How do you save resources?

I use rechargeable batteries and turn off lights.

Reading

Word hunt

An online news report 1

bin

lid

score

Read and listen. What is the text about? Choose the correct option. a) Internet privacy and rubbish

b) Social media, games and recycling

RU B B I S H

News

Weather

c) Social media, games and energy TV

IT’S THE NAME OF THE GAME The reporters from Teen Tech visited a house which proves that technology had been influencing our lives in a significant way. They hadn’t expected to find technology in the kitchen bin. At a first glance, it looked and smelled like a normal kitchen bin, but the bin they had been using was one with a difference. Inside the lid, scientists had installed a smartphone camera. Every time you closed the lid, the camera took a photo of the rubbish that you had just thrown away. Then, an app on the smartphone uploaded the photos to a Facebook page. Other members, who had been doing the same thing, looked at your photos and posted comments about them. This system, which had been making a difference, was called BinCam and its aim was to make people recycle more. Scientists had already tested BinCam with students at Newcastle University before creating a version for the wider population. Helen and Alice were two of the students who were happy to be part of the survey because they had been recycling for years. Since they started, they had reduced their rubbish dramatically. Helen said that they had become more careful about what they threw away because other people were watching. It had been like a game and they wanted to win and be the best at recycling! They admitted that they had lost points although they had been selecting their rubbish quite carefully. They were trying to look at each thing carefully, but they had thrown away recyclable items by accident once or twice. The app gave weekly score for your rubbish and people competed with other households to be the greenest. BinCam’s inventors said that people were enjoying the game and that the competition made them more environmentally responsible. They said that BinCam showed how gamification and social media could influence people in a positive way. However, after they had released the app not everyone agreed. Critics said that BinCam was an invasion of privacy. Others thought that recycling was a serious issue, not a game.

What do you think? Would you like to have a BinCam in your kitchen?

Leave a comment

Read the text. Put the information in the order that it appears in the text. ... BinCam’s objective ... Some arguments in favour ... Real users’ experiences ... Some arguments against ... How BinCam works

Facts

Recycle Now is the national recycling campaign for England. It is supporte d by the government and helps people to recy cle more.

Read the text again and answer the questions. 1 How often did the camera take a photo of your rubbish? 2 Who could comment on your rubbish? 3 Why had Helen and Alice become more careful about their rubbish? 4 How had they lost points? 5 What two criticisms of BinCam does the text mention?

Module 3

Grammar

Grammar reference page 138

Past continuous vs past perfect continuous

Five animals were sitting in front of him. I was reading a novel when the phone rang.

7.10 pm

Past simple He called me

Past continuous I was watching a film.

I was watching a film when he called me last night. When he called me last night, I was watching a film.

Past perfect continuous It had been raining for some time when I went out. She had been cooking for an hour before her husband came home. Dan came home

His brother had been playing

Past

Present

Future

When Dan arrived home, his brother had been playing with his toy cars for hours.

Study the examples and find the rules. a) We use ... to describe an action in progress in the past, often interrupted by another action. b) We use … to talk about a past action of certain duration which happened before another past action or a stated time in the past. c) We use ... to talk about finished past states that lasted some time.

Choose the correct tense. While I wrote / was writing a text message, my phone rang. 1 The teacher told / was telling the students about the importance of saving energy when there was a power cut. 2 When we arrived home, Peter was listening to music. He didn’t watch / wasn’t watching TV. 3 When I arrived at the restaurant my friends had eaten / had been eating for twenty minutes. 4 Larry had been practising / practised the piano for months before the concert. 5 I walk / was walking along the road when I saw my friend. 6 The cat had been chasing / chased mouse for a few minutes before it caught it. 7 When they found him he had been lying / had lain in the snow for thirty minutes. 8 While they were writing the film script, the director looked / was looking for the actors.

Past continuous

6.30–7.30 pm

Language reference page 138

Complete the text with the correct form of the verbs in brackets. Use the past perfect continuous or the past continuous. When I met my friend, Suzy, she (0) had been writing (write) for the school magazine for more than a year. She told me that she (1)... (recycle) for years before she decided to become an environmental activist. She saw that the planet (2) ... (suffer) from too much pollution. When she noticed that many young people like her (3)... (work) to make the world a better place, she knew that she could also make a change. She (4) ... (wait) for a chance for some time when she heard that she could write for the school magazine. Last month she wrote an article about recycling and she encouraged the students who (5) ... (try) to recycle all the paper and plastic they used at school. When she saw that people (6)… (make) changes and were more responsible, she knew she was on the right track!

Read the situations and then fill in the past continuous or the past perfect continuous form of the verb in brackets. Then, match the situations with the pictures. John Handsome was a famous actor and everyone loved his adventure films. In his latest role he had to cook at a fancy restaurant. John Handsome had been acting in adventure films since he was young, when he realised he wanted to be a chef. He was making a salad in his latest movie and suddenly he knew that was what he wanted to do for the rest of his life. 1 A Sara first went to the seaside when she was three. In secondary school she took part in a school competition where she proved her swimming skills. When I met Sara, she … still (improve) her swimming skills. She … (work) hard to improve her skills ever since she started taking part in swimming competitions.

B Robinson’s ship sank and he swam to a nearby island. He felt lonely until he found a parrot. Robinson … (live) on the island for two years when he found the parrot. The parrot … also ... (feel) lonely and was happy to have a friend. C That morning the hikers decided to reach the top of the mountain. Although there was an avalanche warning, they ignored it. The hikers … (climb) the mountain since 7 in the morning. They … still (climb) when there was an avalanche. D John Longfingers loved famous paintings and stole them to decorate his living-room. The police were after him but he always got away. The robber … (steal) famous paintings for ten years when the police finally caught him. He … (leave) the museum with a painting under his arm when he sneezed and woke the guard.

Choose the correct form of the verb. The World Wildlife Fund (WWF) (0) had been working / worked tirelessly to protect endangered species and preserve natural habitats long before many others recognized the urgency of the issue. By the time the public began to pay more attention to environmental conservation, WWF (1) had already been raising / raise awareness and implementing sustainable initiatives for years. Throughout the 1980s, WWF (2) was constantly expanding / is constantly expanding its efforts across various regions, collaborating with local communities and governments. They (3) had been focusing / were focusing on iconic species, like tigers and pandas, but (4) were also working / weren’t also working to conserve vital ecosystems. By the time climate change became a global concern in the 1990s, WWF (5) weren’t also advocating / had been advocating for sustainable practices in agriculture and forestry, promoting responsible resource use.

Listen and check your answers.

Module 3

Grammar

Grammar reference page 138

Language reference page 138

Time expressions with past perfect continuous 3 develop 4 reach the same level 5 make someone happier 6 fasten 7 stop trying or surrender 8 become an adult 9 search for information 10 go at the same speed 11 gradually increase in intensity (physical activity)

Past perfect continuous + for / since / by the time / before / all day / week / year They had been waiting for their friend for an hour when he finally came. Sally and May had been playing tennis since 2 o’clock when the rain started. The students had been solving exercises for fifty minutes by the time the teacher took their tests. She had been trying to fix her bike for a week before she gave up. Her feet ached because she had been walking all day.

Choose the correct time expressions. 1 By the time / Since Betty chose the colour of the wallpaper, her husband had been painting the kitchen for three hours. 2 Bill was tired because he had been working before / all day. 3 She had been talking on the phone since / for half an hour before her parents came. 4 John Rock had been singing for years before / since he finally became famous. 5 They had been living in that old house since / for they were young before they decided to move.

Phrasal verbs with up 8

Match the phrasal verbs with their meaning. Use a dictionary or the internet if necessary. back up bring up grow up cheer up keep up do up warm up build up look up catch up (with) give up blow up back up – copy a computer document as a security measure 1 explode 2 raise a child

Fill in the right form of the phrasal verbs. bring up grow up cheer up keep up back up do up The Jonsons want to bring up their child as well as they can. 1 Don’t walk so fast! I can’t … with you. 2 You should … your jacket. It’s cold outside. 3 I … in a very small village. 4 It’s recommended to … all files when you change your computer. 5 Sandra looks sad. Let’s see if we can … her … .

10 Match 1–6 to a–f to make sentences. 1 After missing classes for one week, Tom had to catch 2 When going to gym, it’s important to warm 3 Dad is coughing a lot. He should give 4 When you don’t know the meaning of a word, you should look 5 It took me 5 years to build 6 A bomb blew a) up smoking. b) up my publishing business. c) it up in a dictionary. d) up with his classmates. e) up outside the bank. f) up to avoid injuries.

Unit

Environmental issues

Word bank Prefixes 1

Listen and fill in the correct prefix (re-, un-, mis-, over-). Check their meaning in a dictionary if necessary. …cycle • …organize • …place • …play • …understand • …inform • …place • …populate • …crowd • …eat • …estimate • …pay • …cook • …use 1

Look at the pictures. Match prefixes 1–4 with meanings a–d. 1 re2 mis3 over4 under-

a) do something to excess b) do something again c) do something less than necessary d) do something incorrectly

Complete the sentences with the words in the box. overcrowded replace underestimate

I need to reorganize!

I think I misunderstood.

misplaced

1 The radio is broken. We need to … it. 2 There were too many people there, it was … . 3 I have … my bag. I can’t find it anywhere. 4 Don’t … Ellen, she’s more intelligent than she appears to be.

I’ve overeaten!

Oh no! It’s undercooked!

Listening 1

Look at the picture and answer the question. Then listen and check. What do you think the building is for? a) Providing better places to live in cities. b) Producing food for city inhabitants.

Listen again and answer the questions. 1 Why does food have to be transported long distances? 2 What is the idea of vertical farming? 3 What things could the farms produce? 4 Why could vertical farming be a solution for India or China? 5 What is the one of the biggest problems?

Module 3

Speaking Making a list / Prioritizing ideas Model dialogue Jack Let’s make a list of ways of helping the environment.

Kieran OK. What about saving energy?

OK, but how? I’d rather use the computer less than watch less TV. I don’t agree. I think saving energy is as important as recycling. OK, let’s recycle packaging and travel by public transport, too.

Listen to the dialogue. What three things do Jack and Kieran decide to do?

Well, we can watch less TV. We can do both, but I think recycling is more important. Do you? For me, the most important thing of all is travelling by public transport. So, our list of ways of helping the environment is saving energy, recycling packaging and travelling by public transport.

Listen again and act out the dialogue.

Speaking task

1 Make a list of priorities for

helping the environment

Choose one of the lists below or use your own ideas.

List 1 • Save water (wash our clothes less, keep our drinking water in the fridge) • Use clean transport • Save energy

List 2 • Save resources (mend old clothes, use rechargeable batteries) • Turn off lights • Recycle packaging

44 44

2 Prepare a dialogue Look at the Model dialogue and change the words in blue.

3 Speak In pairs, practise your dialogue.

What about saving water? OK, but how? Well, we can wash our clothes less.

Useful language Prioritizing ideas • For me, the most important thing is recycling. • I think recycling is more important than saving energy. • I think saving energy is as important as recycling. • I’d rather use the computer less than watch less TV.

Writing A school blog: Let’s save the planet 1

Read or listen to the Model text and then answer the questions. 1 Why do people produce more rubbish now? 2 Why don’t people recycle?

3 Is recycling compulsory in all cities in Britain?

Model text Recycling should be compulsory. Do you agree? At present, recycling is not obligatory in most countries. Consequently, many people do not recycle at all. In my opinion, compulsory recycling is better for the environment. Firstly, people produce more rubbish now than in the past because we use more packaging. What’s more, most of this packaging is dangerous for wildlife. Secondly, many people don’t recycle because they are too lazy. In some British cities, recycling is compulsory. As a result, recycling has increased dramatically and local councils spend less on landfills. This experience has already demonstrated that obligatory recycling produces good results. In conclusion, I believe compulsory recycling is better for the environment. Furthermore, it is also cheaper for local councils.

Tips Linkers of addition and result • We use more packaging now. What’s more, most of this packaging is dangerous for wildlife. • Compulsory recycling is better for the environment. Furthermore, it is also cheaper for local councils. • Recycling is not obligatory. Consequently, many people do not recycle at all. • In some cities, recycling is compulsory. As a result, recycling has increased dramatically.

Writing task

1 Plan People should pay for each bag of rubbish they throw away. Do you agree? Write about it for the school blog. Make notes and include: Introduction: the present situation, introduce your general opinion Main paragraph: arguments to support your opinion Conclusion: summary of your opinion

Choose the correct linker.

2 Write

In Switzerland, people pay for each bag of rubbish. (1) What’s more, / As a result, they throw away less rubbish. (2) What’s more / Consequently, some local councils have made recycling free. (3) Furthermore / Consequently, people recycle more. (4) As a result, / Furthermore, the Swiss recycle 90% of their glass waste.

Use the Model text, your notes and this structure to write about your opinion on the topic (100–150 words): Paragraph 1: Introduction Paragraph 2: Main paragraph Paragraph 3: Conclusion

3 Check Content and organisation Vocabulary Grammar

Module 3

CLIL

FA M O U S G R E E N

about top picks

O R G A N I Z AT I O N S

a–z get involved

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

What is Freecycle®? The Freecycle Network is an online community where people give and get things for free. It is a non-profit group and it’s free to join. Its aim is for people to reuse things in order to reduce rubbish and improve the environment. History On 1st May 2003, Deron Beal started The Freecycle Network in Tucson, Arizona (USA). Deron worked for a small recycling organization. They were often given unwanted items and Deron used to drive around the area offering them to local non-profit groups. He thought there had to be a better way of informing people what was available, so he set up the first e-mail group. Since then, it has spread to over 100 countries around the world. Today, there are thousands of groups and millions of members. How to use Freecycle Find your local group online and join. Before buying anything new, check if anyone in the group wants to give away that item. Before you throw anything away, offer it to your Freecycle group. Post your offer or request online. Arrange with the other person when to collect it. It’s that simple! Read or listen to the text and then answer the questions. 1 Do you have to pay to join Freecycle? 2 How long has the network existed? 3 How many members are there today? 4 Before you throw anything away, what should you do?

Pronunciation Word stress a How many syllables do these words have? Which syllable is stressed? 1 organize 2 reorganize 3 organization 4 environment 5 environmental b

6 populate 7 overpopulate 8 population 9 insulate 10 insulation

Listen, repeat and check your answers.

Self-check 3 Vocabulary 1

Grammar reference page 138

Saving environmental resources

Match 1–5 with a–e to make expressions. 1 compost 2 recycle 3 save 4 mend 5 share

a) water b) car journeys c) packaging d) food waste e) old clothes

Past continuous and past perfect continuous 5

Prefixes

Complete the sentences with the correct form of the verbs in brackets and a suitable prefix. 1 I didn’t understand what he said – I … (understand). 2 I can’t eat another thing! In fact, I’ve … (eat). 3 Peter can’t find his glasses. He has … (place) them somewhere. 4 They don’t pay people enough. I think they … (pay) them. 5 I’ve lost my mobile phone. I’ll have to … (place) it. ---- / 10

Grammar 3

---- / 20

Phrasal verbs 6

Choose the most suitable phrasal verb for each of the following sentences. 1 John has to cheer / catch up with his classmates after his illness. 2 The strong wind blew / bring up all the roofs in the village. 3 You don’t have to grow / do up your coat. It is warm outside. 4 Matt spent all his money and time to keep / back up with his neighbours. 5 My grandma built / gave up smoking ten years ago.

Past continuous

Finish the sentences in the past continuous tense. Use your own ideas. 1 John met Julia while he ... . 2 Grandpa fell asleep while he ... . 3 When mother came home we ... . 4 My deskmate broke his pen while ... . 5 Dad took a photo of our dog while ... . ---- / 10

---- / 10

Past perfect continuous 4

Write the correct form of the verbs in brackets. 1 John ... (run) for twenty minutes when he met Sally who ... (garden) in front of her house. 2 Mom ... (cook) dinner while the kids ... (play) in the garden. 3 Grandma ... (garden) for half an hour when she noticed somebody ... (watch) her. 4 The plane ... (fly) over the mountains while the passengers ... (watch) a movie. 5 The teacher ... (not sleep) when the earthquake happened. She ... (mark) the tests for one hour.

---- / 10

Word bank

Language reference page 138

Writing

Match 1–5 with a–e. 1 My cousin was tired because 2 Sandra failed the test because 3 When I arrived at the theatre 4 Laura put on weight because 5 I had been waiting for a few minutes a) before entering the classroom. b) she had been eating too much pizza. c) she hadn’t been studying hard. d) he had been mowing the lawn all morning. e) they had already been playing for twenty minutes.

Write a blog entry about how to solve environmental problems in your town. You can include recycling solutions, awareness campaigns, ways to reduce pollution and your own ideas (100–150 words).

Content and organisation

Vocabulary

Grammar

10 points

---- / 10

Don’t forget to complete the Self-observation sheet according to the example on page 7!

---- / 30 Total ---- / 100

Project 3

An environmentally-friendly school

1 Ideas Think about ways your school can become more environmentally friendly and save resources. Which ideas are suitable for a school? Why? Which ideas are most suitable for your school? Which ideas save the most resources?

3 Write Each person in the group chooses one of the ideas that you have discussed. Use the information that you have found to write your project and explain how your idea could make the school more environmentally friendly. Remember to explain how it will help to save resources, why it is easy to introduce and how people can help.

2 Group work Tell everyone about your ideas. Which ideas does everyone like? Why? Which ideas would have a significant positive impact? Which would be the easiest to introduce? What can students do to help? Use the internet to look for interesting ideas that students found in other schools around the world.

4 Check Exchange notes with a partner and check punctuation, spelling, word order and interesting vocabulary.

5 Visuals

6 Display

Use the internet to find photos for your project or make drawings to illustrate your ideas.

Let’s have an ECO poster competition! Make a poster or leaflet and present your ideas. Include your text, photos and artwork. Show your project to the class. Vote for the poster or leaflet with the best ideas and visual representation. Display your work to help your school become more environmentally friendly and save resources.

Revision: Modules 1–3

bank Vocabulary & Wor+d preposition Life-changing events Literary genres Saving environmental resources

Verb Compund nouns Prefixes

Work with a partner. Read the clues and play the game. Who finishes first? What is a very successful book? A b… (4)-s… (6)

START

10 million

copies sold!

What is a book about yourself? An a… (13) What do we use to make calls with? A m… (6) p… (5)

What can we install in our homes to generate electricity from the sun? S… (5) p… (6) What do we send to someone we really like? A l… (4) l… (6)

What do you do when you don’t agree with someone? You a… (5) w… (4) them.

What kind of literary genre is Hamlet? A p… (4)

What do we throw away or recycle? R… (7)

FINISH What can we save by having quick showers instead of baths? W… (5)

What do we do when we travel to another country? G… (2) a… (6)

Revision: Modules 1–3

Grammar

Past simple used to Subject and object questions Relative pronouns Phrasal verbs with in, on

Past perfect simple & continuous Time expressions with the past perfect Past continuous vs past perfect continuous

Read the text and choose the correct form of the verbs.

LITERARY AGENTS Everybody (1) hears / heard of writers like J.K. Rowling and John Grisham when they were young. We all know about their lives before they were famous. Grisham (2) used to be / is a lawyer before he was a writer. J.K. Rowling (3) was travelling / travelled on a train when she (4) was having / had the idea for Harry Potter. But most writers (5) wasn’t become / don’t become successful on their own. They need a literary agent. Literary agents are very important in writers’ careers. But, what (6) do they do / do they? They represent authors and help them find a publisher. When an author (7) became / becomes successful, the agent negotiates a better contract. The agent usually (8) got / gets 15% of the writer’s money. Many publishing companies only read a manuscript after an agent (9) recommended / recommend it. Some agents (10) received / receive more than fifty manuscripts a week, so they need to know when a manuscript is a potential best-seller. Even J.K. Rowling (11) needed / had needed an agent. She (12) had spent / was spending five years writing her first novel (13) before / until she sent it to the literary agent, Christopher Little. He liked it and agreed to represent her. After that, it (14) had taken / took a year to find a publisher. Christopher Little (15) is working / worked with Rowling from 1995 to 2011 and he (16) helps / helped her to become very successful with the Harry Potter books. Now J.K. Rowling’s literary agent (17) is / was Neil Blair.

Copy and complete the sentences with the correct form of the verbs in brackets. 1 I … (live) in Paris for two years when I … (move) to Amsterdam. 2 Sally … (finish) her biology homework before noon, but she … (not do) her maths by then. 3 Jon … (loose) his phone some time ago, so he … (buy) a new one last month. 4 I … (not read) any Agatha Christie novels before I … (watch) Crime in the Orient Express. 5 Annie … (watch) TV last night when Gareth … (call) her. 6 My dad … (go) to school in Morocco until he … (be) 14.

Order the words to make questions. 1 long / before / first fight / your best friend / you had / had you / How / known / your / ? 2 Who / the play / wrote / Hamlet / ? 3 you / Who / did / yesterday / write to / ? 4 the Art teacher / the students / when / How long / had / been drawing / came in / ? 5 in the shop / Who / did / argue with / he / ? 6 doing / What / when / rang / was / phone / Jane / the / ? 7 you / rain / Where / the / when / were / started / going / ? 8 had / before / been / George / How long / became a teacher / he / learning English / ?

Cultural awareness

Home

How much do you know about homes in Britain? Do the quiz.

Approximately how many people live in the UK?

What percentage of British people live in large cities?

Where do most British people live?

What is the population of London?

How many rooms does Buckingham Palace have?

How many National Parks are there in Britain?

a) 40 million

a) 90%

a) In houses

a) more than 7 million

a) 800

a) 18

b) 50 million

b) 75%

c) 60 million

c) 60%

b) In flats

c) In bungalows

b) less than 7 million

b) 775

c) 5 million

c) 779

b) 50

c) 15

Watch the documentary about homes and answer the questions. 1 What kind of people live in stately homes today? 2 How many rooms are there on Pete’s boat? 3 How does Pete get electricity for his canal boat?

1:17

1:12

1:07

1:37

Extension Circle the correct words to complete the text.

Plastic rubbish in the oceans Some time ago, The United Nations Environment Programme (1) is calculating / calculated that there were 13,000 pieces of plastic rubbish per square kilometre in the world’s oceans. Last year rubbish (2) is killing / killed one million seabirds and 100,000 sea mammals. Scientists (3) found / had found cigarette lighters, plastic caps and even toothbrushes inside the stomachs of dead seabirds. Seabirds (4) had eaten / eat those things because they thought they were food. Charles Moore, an American oceanographer, (5) believes / is believing there are now 100 million tonnes of plastic rubbish in the Pacific Ocean. In 1997, while he (6) sailed / was sailing from Los Angeles to Hawaii in a yacht race, he found himself in a huge area of rubbish. ‘I (7) was moving / had been moving through rubbish for a week, before I realized its impact on the environment’ he said. That was when he (8) was deciding / decided to become an environmental activist. The problem is that modern plastics aren’t biodegradable. Plastic that got into the ocean 50 years ago (9) is / was still there. The problem in the Mediterranean is very serious, too. In a recent study of dead turtles off the coast of Spain, 75% of them (10) had swallowed / were swallowing plastic bags because they looked like jellyfish, the favourite food of these endangered animals. So what things (11) do people throw / throw people away? Plastic bags, Plastic can take up to 500 years to bottles, containers, golf balls, plates, knives, forks, decompose. toothbrushes, helmets, beach toys, syringes and Recycling cardboard only takes 75% of the energy required to make new cardboard. fishing things is the short answer. And who (12) does The average person generates 4.9 pounds throw / throws all this stuff away? We don’t know, of solid waste every day. but please make sure it’s not you. Humans consume the equivalent of a

Facts

credit card worth of plastic every week because our food is contaminated.

My progress After studying Modules 1–3 I can… …talk about life-changing events. …talk about literary genres. …talk about environmental issues. …use past simple, used to and past continuous. …use relative pronouns. …use phrasal verbs with in, on, up. …tell the difference between the past perfect tense continuous and the past tense continuous. …talk about effects and duration: the past perfect tense continuous and the past tense continuous. …write an e-mail to a friend. …write a blog entry.

Excellent

Good

Need improvement

FASHION WORLD

IN THIS MODULE YOU WILL LEARN: Vocabulary

• Style adjectives

Find the page numbers for:

Word bank

• Phrasal verbs: clothes

Ø a muddy sandal

Grammar

• The future • Future in the past • Sequence of tenses

Ø different types of shoes

Reading

• A fashion magazine: Fashionable feet

Speaking

• Complimenting people • Giving and responding to compliments

Writing

• E-mail: Talking about people • Linkers of contrast

CLIL

• Famous design and designers

Ø a boy leaning against a wall

Specific competences: 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.3, 3.4, 4.3.

Objectives

Unit

Style adjectives Vocabulary 1

Vocabulary Style adjectives Word bank Phrasal verbs: clothes Grammar The future; future in the past; sequence of tenses Speaking Complimenting people; giving and responding to compliments Writing E-mail: Talking about people; linkers of contrast

Listen and repeat the adjectives. Use them to describe the clothes in pictures 1–10.

casual • colourful • comfortable • conventional • fashionable • formal • glamorous • impractical • loose • old-fashioned • sporty • tight • trendy The trainers in 4 are very sporty. 1

Choose the words that fit. My aunt loves shoes. She has lots of trainers which are all very (1) sporty / old-fashioned. They’re also very (2) trendy / conventional because she always buys the latest styles. Her favourite shoes are the high heels she wears on Saturday nights – they’re really (3) casual / glamorous, but so (4) sporty / impractical. I tried them on and I couldn’t walk! She’s a business person, so she also has a lot of very (5) formal / casual shoes. She has to stand up a lot, so her work shoes are all very (6) comfortable / uncomfortable – they can’t be too (7) conventional / tight. What is her business? She has a shoe shop, of course!

Listen to Adam and Beth. What style of shoes does Beth have? Why does she like them? In pairs, ask and answer questions about your favourite clothes and accessories.

What are your favourite shoes?

I love my red trainers – they are so comfortable!

Reading

Word hunt sole

A fashion magazine 1

heel

Read the text quickly. Put the pictures of shoes 1–6 in the order that they are mentioned in the text.

FASHIONABLE FEET Look at the people around you. Now look at their feet. What type of shoes are they wearing? What do the shoes have in common? Are they the same colour? Are they the same material? Do they have the same design? The basic design of shoes has not changed much since they were invented. Most shoes have a sole, a heel and an upper (the part that covers the foot). However, creative designers have always found ways to make shoes look different. Let’s start with heels. Italy is where designers created the famous stiletto in the 1950s, which has a thin, pointed heel. It is still a popular design. But heels don’t have to be thin to look different: an American designer once created huge heels filled with water and toy goldfish! Designers do creative things with soles and uppers, too. For example, hiking boots with soles that have compartments that contain equipment for making fires – very practical for survival

upper

situations! A Czech designer made a pair of rectangular shoes in 2013 when she was a student. They have big platform soles and tight uppers. The uppers are made from soft leather, so the shoes are very comfortable. Perhaps you are looking for something sporty. How about some five-toe trainers? They look just like feet! So, what shoe designs might be fashionable in a few years? Here are a few trends. Designers will use 3-D printers more and more to create and print 3-D shoes. They can be very flexible, so you can fold them and put them in your pocket. Another company has made shoes that generate electricity while you walk. Soon, you might plug your phone into your shoe! Others are experimenting with social media and have designed trainers with a small screen and Wi-Fi internet so you will be able to tweet from your trainers!

Read and listen. Decide if the sentences are true or false. Correct the false sentences. 1 The basic design of shoes has changed a lot. 2 Stilettos aren’t very popular today. 3 You can put survival equipment in the heels of hiking boots. 4 The rectangular platform shoes have loose uppers. 5 The five-toe trainers look like human hands.

2 3

Facts

Stuart Weitzman, a shoe designer, once made a pair of crystal slippers inspired by Cinderella. They were sold for 1.6 million dollars.

What do you think about the shoes in the text? Talk with your partner. 1 Which shoes are the most impractical / practical? 2 Which are the most glamorous? 3 Which look the most comfortable? 4 Which would you like to have?

Module 4

Grammar

Grammar reference page 139

The future

Present continuous be going to I’m going to wear my new hiking boots. It has snowed all week, so it’s going to be very cold. will and might We’ll have a great time. We might need extra clothes.

I thought you would help him.

NOW

Look at the sentences in the table and match them with uses 1–6. 1 A future prediction 2 A future event based on present evidence 3 A definite arrangement 4 A future intention 5 A future possibility 6 Future actions seen from the past

2 Jill

Choose the correct words.

Come on, Carla, which dress (1) will you / are you going to buy? Carla Oh, I don’t know. I (2) might / will buy the pink one, but I’m not sure. Jill Come on! We have to go, we (3) will meet / ’re meeting Ed at 6.00 pm. Carla OK. (4) I’ll get / I’m getting the green one. Wait, no – the pink one. Jill Look, the shop (5) will / is going to close in a minute. We need to go! Carla OK. Let’s go. (6) I’m coming / I might come back tomorrow with my sister, I can decide then. We’ve arranged to go shopping.

In pairs, ask and answer the questions. 1 Where do you think you will go on holiday next year? 2 What are you going to do there? 3 Who are you going to see this weekend? 4 Are you doing anything special this evening? 5 Who do you think will win the next Champions League? 6 Where might you go on holiday next year?

future action

Complete the sentences with the correct future form of the verbs in brackets. 1 What … you … (do) tonight? I … (meet) Norma at the cinema. 2 Look at the clouds. It … (rain). 3 She knew John … (finish) work at 4.00 pm. 4 I think Mike … (be) a millionaire before he’s 30. 5 I don’t think I … (pass) my driving test. 6 Tom promissed that he … (come) to my party.

We’re going hiking next weekend.

would + verb

Language reference page 139

Choose the correct words. My sister’s getting / sister’ll get married on Saturday. 1 We’re going to have / We’ll have a party tonight. 2 I’ve got a headache. I think I’ll lie down / I’m lying down. 3 Let’s go to Kate’s house. She’s giving away / She’ll give away her old clothes. 4 In the future, we’re going to buy / we’ll buy all our clothes on the internet.

Future in the past Present continuous

Past continuous

Tom and Jill are getting married soon and they want us to be their godparents.

Tom and Jill were getting married soon and they wanted us to be their godparents.

will

would

Anna thinks she will win the fashion contest.

Anna thought she would win the fashion contest.

am / is / are going to

was / were going to

My friends are going to have a barbecue to celebrate Tom’s birthday, but the rain changed our plans.

My friends were going to have a barbecue to celebrate Tom’s birthday, but the rain changed our plans.

past

NOW

future in the past

Match 1–3 to a–c. 1 I was going to tell them the truth, but I didn’t get the chance. 2 I promised I would help you with your project. 3 She was seeing her boyfriend that evening. a) to express a past future promise or prediction, with no evidence b) to express a personal arrangement c) to say that something didn’t turn out as expected

Change the following sentences using future in the past. Mary was going to watch / will watch a soap opera, but she was interrupted by her husband. 1 When I saw Mark he said he travels / would travel across Africa. 2 I decided that I will attend / was going to attend university in another country. 3 I knew she was going to move / moved to Paris, but I didn’t expect it to happen so soon. 4 We believed the meeting would / will start on time, but it was delayed. 5 My neighbour knew he would regret / regrets cutting down the tree. 6 I was going to pay / will pay a visit to grandma today, but I forgot.

Choose the correct form of the verb. A few years ago, I thought that fashion (1) is changing / would change a lot in the next few years. I believed that people (2) would start wearing / will wear more comfortable clothes, like sweatpants and oversized T-shirts. Many of my friends said that styles (3) became / would become simpler and less formal. At that time, I imagined that colourful patterns (4) were going to become / became popular again. I hoped that vintage clothing (5) is / would be everywhere, and I was excited to see how people (6) will mix / would mix old and new styles. I remember talking to my sister about how trends (7) are influencing / were going to influence our choices. In the future, I believe fashion (8) will keep / keeps changing, and I can’t wait to see what new styles (9) were coming / will come next!

Listen and check your answers.

Module 4

Grammar

Grammar reference page 139

Language reference page 139

Sequence of tenses A past tense in the main clause must be followed by a past tense in the subordinate clause. Main clause

Subordinate clause

She told the doctor

she had a sore throat.

Susan was crying

because she had hurt her head.

He promised

he would help me with my project, but he never showed up.

A present or future tense in the main clause may be followed by any tense required in the subordinate clause. Main clause

Subordinate clause

I think

that the movie is interesting.

My mother knows

that my excuse was not true.

They are saying

that they will win the championship.

My friends have told us

that the play was not good.

The teacher will think

that the students work / worked / will work hard.

10 Choose the best option for each sentence. Hi, Clara! I didn’t think I would see you today. You said you was / would be / were / are on holiday. 1 He found it difficult to convince his mother that he had lost / will lose / have been lost / have lost his phone. 2 I knew the children who play / played / will play / playing in the garden. 3 When I saw mother leaving in a hurry, I have asked / was asking / asked / had asked her where she was going. 4 The police found the burglar who will break / had broken / broke / was breaking into the bank when they were on patrol. 5 What did you do / were you doing / would you do / had you done at 7 o’clock last night? I phoned you but you didn’t answer. 6 My mother has told me that she come / will come / has come / came to visit us soon.

11 Complete the sentences with the right form of the verb in brackets. We realized that we lost (lose) our way in the fog. 1 I hoped that I ... (finish) my work earlier. 2 I was afraid he ... (send) the letter to a wrong address. 3 I think the weather ... (be) sunny for our next trip. 4 I thought that he ... (be) at home when I called. 5 They told me they ... (wait) for me in front of the museum and I decided to hurry. 6 We decided that we ... (throw) a surprise party for our parents on Saturday.

Unit

Dress to impress

Tips

Word bank

Separable: the verb and the preposition in phrasal verbs can be separated. The object can go in the middle. Inseparable: the verb and preposition must stay together.

Phrasal verbs: clothes 1

Listen and choose the right preposition. Check their meaning in the dictionary if necessary. away

out

off

for

into

with

Separable: give … • pick … • pick … • put … • put … • take … • throw … • try … • wear … Inseparable: get … • go … • look …

Complete the sentences with phrasal verbs from exercise 1. 1 I don’t know what to wear. Can you … something … for me? 2 When my room’s untidy, my mum tells me to … my clothes … . 3 It’s so hot in here. I’m going to … my jacket … . 4 Do you want this belt? I want to … it … . 5 It’s cold outside. … your coat … . 6 I can’t find any trainers I like! Can you help me to … some?

Rewrite the sentences in your notebook using five of the verbs in exercise 1. Replace the words in bold. I love the sales. I always find good bargains in the shops. I love the sales. I always pick good bargains up in the shops. 1 This T-shirt is so old – I’m going to put it in the bin. 2 I like this jumper. I’m going to find out if it fits. 3 This jumper’s too small! I can’t fit into it. 4 Does this jacket look good with these trousers or with those ones? They’re both black. 5 I’m not going to wear these shoes so often. I don’t want them to deteriorate.

Listening

JERRY’S 16

Come and celebrate with him at the best party ever!

BIRTHDAY PARTY!

Read the invitation and listen to Anna and Lucy. Which of these things do they talk about? their clothes Jerry’s friend

Jerry’s birthday present Atlantis

transport

WHEN: Saturday at 8.00 pm WHERE: Atlantis

DRESS: cool MUSIC: dance

Listen again and mark the sentences true or false. 1 The party is tomorrow night. 2 Anna and Lucy are both going to wear dresses. 3 Anna and Lucy have been to Atlantis before. 4 Atlantis has two dance floors. 5 Anna and Lucy are going to take the bus to Atlantis.

Module 4

Speaking Complimenting people / Giving and responding to compliments Model dialogue Phil

Abigail

Hi, Abi.

Hi, Phil. Sorry I’m late!

Don’t worry. You look great.

Oh, thank you! So do you.

What a fantastic jacket. That style really suits you. Yeah, it’s really cool. Oh thanks. I wasn’t sure about the style at first but now I like them. Thanks, I’m glad you like them.

Do you think so? Thanks. I’m really pleased with it. I love your new boots, by the way. I think they’re really trendy. You’ve got good taste!

Listen to the dialogue. What is Phil wearing?

Listen again and act out the dialogue.

Speaking task

1 Give and respond to compliments on your clothes Choose a piece of clothing to compliment or your own ideas.

2 Prepare a dialogue Look at the Model dialogue and change the words in blue.

3 Speak In pairs, practise your dialogue.

What a fantastic hat! That style really suits you.

Do you think so?

Useful language Giving and responding to compliments Giving • You look great. • What (a) fantastic boots (jacket)! • I love your jeans. • It / They really suit(s) you.

60 60

Responding • Oh, thank you! • Thanks. I’m really pleased with it / them. • Do you think so? • I’m glad you like it / them.

Writing E-mail: Talking about people 1

Read the Model text. Listen to the recording and answer the questions. 1 Who wrote the comparison? 2 Who did she write about?

3 What is Sarah like? 4 How are Sarah and Imogen different?

Model text Dear Jessica, Thank you for your last e-mail. You asked me if I have brothers or sisters. Sarah’s my older sister. She’s kind and funny, but she’s also quite adventurous. During the week, Sarah works in an office. She’s a typical accountant who wears suits to work. She always looks professional and conventional. But at the weekend, she’s a different person. She loves fashion and enjoys picking out clothes at markets where they sell old-fashioned styles. She’s very creative and makes her own clothes from anything she finds at the market!

Our styles are completely different. While Sarah likes really colourful clothes which are pretty unusual, my style is casual and sporty. I prefer to do sport at the weekend, whereas Sarah loves looking for clothes with friends. Although we’re very different, we’ll always be great friends and I love her style. Hugs,

Writing task Julia

Tips Linkers of contrast • She’s kind and funny, but she’s also quite adventurous! • Although we’re very different, we’ll always be great friends. • While Sarah likes really colourful clothes, my style is casual and sporty. • I prefer to do sport, whereas Sarah loves looking for clothes.

Complete the sentences with linkers from the Tips. 1 I enjoy going to the theatre, … my boyfriend prefers the cinema. 2 John is funny, … he’s also quite shy. 3 … I live in England, I really don’t like cold weather! 4 … Joanna likes rock music, her sister listens to classical music.

1 Plan Make notes about a family member / a friend and include: Introduction: name, your relationship (friend / sister / brother etc.) During the week: occupation, appearance, style At the weekend: free time activities, appearance, style Comparison with you: your differences and similarities Conclusion: summarize your relationship

2 Write Use the Model text, your notes and this structure to write about a family member / a friend (100–150 words): Paragraph 1: Introduction Paragraph 2: During the week Paragraph 3: At the weekend Paragraph 4: Comparison with you Paragraph 5: Conclusion

3 Check Content and organisation Vocabulary Grammar

Module 4

CLIL

& DESIGNERS Famous

Stella McCartney is one of the most successful British designers of the last twenty years. She has designed clothes for pop singers and film stars. Her father is the musician, Sir Paul McCartney, who was in The Beatles. Although she had a rich and famous dad, her parents wanted their children to have a normal childhood. Stella grew up on a small farm with her sisters and brother and they all went to the local school.

FASHION BEGINNINGS Stella became interested in fashion when she was a teenager. She started designing and making clothes at home and, after leaving school, she studied fashion in London. At her first fashion show her friends, including Naomi

Campbell and Kate Moss, modelled her clothes. After the show, all her designs were bought by a shop in London. In 2001, she started her own business and today she has shops all over the world.

STAR DESIGNS Her designs are very varied. Some are glamorous, some are traditional and others are sporty. She also launched a children’s collection with Disney for the film Maleficent in 2014. But there is one thing the designs have in common: Stella is a strict vegetarian and none of her designs use leather or fur.

Pronunciation /ʤ/ /tʃ/ /j/ /h/

Read and listen. Then answer the questions. 1 Who is Stella McCartney? 2 Where did Stella McCartney grow up? 3 When did she become interested in fashion? 4 Who modelled her clothes at her first show? 5 Why doesn’t she use leather or fur in her designs?

Listen and repeat the words. /ʤ/ jeans, teenager, soldier, DJ /tʃ/ children, cheaper, chair, check /j/ yes, year, yellow, yesterday /h/ have, had, her, home

Listen and repeat the sentences.

Self-check 4

Grammar reference page 139

Vocabulary Style adjectives 1

Complete the sentences with style adjectives.

Future in the past 4

---- / 10

Choose the correct form of the verb. 1 Tom was sure she would never help / never helps him. It turned out he had been right. 2 Mia promised she called / would call me, but she never did. 3 Mom and dad said they would be / are back by 10.00 pm, but they haven’t arrived yet. 4 The weather forecast said it rains / would rain but it didn’t. 5 I hoped they win / would win, but it was a draw.

1 I love Marilyn Monroe. She was so g… . 2 I hate going to weddings because I have to wear f… clothes. 3 My old trainers are too t… . I’ll have to buy a bigger pair. 4 My dad’s very c… . He even wears a suit at the weekend. 5 My sister isn’t very t… . She’s not interested in fashion.

Word bank

Language reference page 139

Phrasal verbs: clothes

---- / 20

Match 1–5 with a–e to make sentences. 1 Can I try 2 I can’t get 3 Why don’t you take 4 I’m giving this T-shirt 5 Pick

Sequence of tenses 5

Put the verbs in brackets into the right tense. The weather (1)... (be) terrible lately. It (2)... (rain) off and on for two days and the temperature (3) ... (drop) at least twenty degrees. It (4)... (be) in the low 15°C right now. Just three days ago the sun (5)... (shine) and the weather (6)... (be) fine. The weather certainly (7)... (change) quickly here. I never know what to expect. Who (8)... (know)? When I wake up tomorrow morning maybe it (9)... (snow) or it (10)... (rain).

a) away. Do you want it? b) up your clothes and put them in the wardrobe! c) on these shoes, please? d) into these shoes. They’re too small. e) off your jacket? You look very hot! ---- / 10

Grammar 3

---- / 20

The future

Writing

Write the correct words in your notebook. 1 Be careful with that football. You will / are going to break a window. 2 Who will win / is winning the next Champions League, do you think? 3 When are you going to / may you take me out to dinner? 4 What time are we meeting / going to meet tonight? 5 We might / will go out tonight. We’ll decide later.

Write an e-mail about a close friend. You can include appearance, occupation, free time activities and your differences and similarities (100–150 words).

Content and organisation

Vocabulary

Grammar

10 points

10 points ---- / 30 Total ---- / 100

---- / 10

Don’t forget to complete the Self-observation sheet according to the example on page 7!

Project 4

Passion for fashion

1 Ideas Think about the clothes you like wearing. There are different clothes for different occasions – think about what you wear when you go to school, when you hang out with your friends, when you go to a party etc. What is the difference? Who is your favourite fashion designer? What kind of clothes does he / she create? What can you say about this designer’s style? Do you know anything about his / her personal life? What clothes are popular among students your age? Do you have a favourite brand? Do clothes make the man?

3 Write Each person in the group chooses a fashion designer. Use the information that you have found to write your project. Remember to write about the designer, his / her creations, career, personal life and special achievements. Also mention why you find this style interesting.

5 Visuals Use the internet to find photos of your favourite fashion designer, his / her creations, fashion shows, magazine covers etc.

2 Group work What is the most popular fashion designer or fashion brand in your class? Why? What do you like most about this style? Use the internet to look for interesting facts about the fashion designer, his / her style and impact in the fashion industry.

4 Check Exchange notes with a partner and check punctuation, spelling, word order and interesting vocabulary.

6 Display Make a poster or choose another way of displaying your work, such as a presentation. Include your text, photos and artwork. Show your project to the class.

ON THE JOB

IN THIS MODULE YOU WILL LEARN: Vocabulary

• The world of work

Word bank

• Work verbs

Grammar

• The first, second and third conditional • Phrasal verbs with out

Reading

• A Wiki entry: Ben Southall

Speaking

• Talking about a job • Evaluating a situation

Writing

• Letter for a friend: Sharing your experience with a summer job • Letter to a friend

CLIL

• Famous financial institutions

Find the page numbers for: Ø someone looking for employment Ø a diver Ø a waitress

Specific competences: 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 4.1, 4.2, 4.3.

Objectives Vocabulary The world of work Word bank Work verbs Grammar The first, second and third conditional; phrasal verbs with out Speaking Talking about a job; evaluating a situation Writing Letter for a friend: Sharing your experience with a summer job; letter to a friend

The world of work Vocabulary 1

Listen and repeat the words. Which of the words can you identify in pictures 1–6?

allowance • application form • apprenticeship • benefits • bonus • conditions • contract • expenses • job advertisement • pay rise • pension • promotion • salary • work experience 3

Choose the correct words.

Guess what? I’ve got a part-time job as a shop assistant. I saw the (1) pension / job advertisement and I filled in (2) a contract / an application form. I had an interview yesterday and I signed the (3) contract / promotion this morning. The (4) expenses / conditions are great (I get a free lunch!) and the (5) salary / promotion is OK. And if I sell a lot of things I’ll get a (6) salary / bonus too!

Complete the sentences with the correct words from exercise 1. 1 My dad travels a lot and his company pays his … , likes flights and hotels. 2 My parents give me a monthly … to buy clothes and pay for my mobile phone. 3 My sister has been given a … at work. She’s going to be a boss now. 4 I get great … at my new job, including a company car. 5 My brother’s doing an … . He’s training to be an electrician.

4 5

Listen to Zach and Demi. What does Demi spend her allowance on? In pairs, ask and answer the questions.

Do you get an allowance? No, but I have a job.

What do you spend your salary on? I usually buy video games.

Reading

Word hunt

A Wiki entry 1 2

underachiever

caretaker

Read the text quickly. Who is Ben Southall? Read and listen. Then check your answers to exercise 1.

Entry

Edit

History

View

Navigate

Tools

Help

BEN SOUTHALL

Ben Southall (born in 1975) is a British adventure advocate. A The BEST LIFE in the world If you work hard at something, the chances are you will become good at it. And if you have talent but don’t practise, you will never become the best. Ben Southall’s philosophy is ‘the harder you work, the luckier you get’ and if he didn’t show so much determination in everything he does, he would not be able to live such a fascinating life.

B Early life Ben’s sister, Becky, always got excellent grades at school, while he had to work hard just to pass. As a result, he felt he was an underachiever and even contemplated dropping out. In the end, Ben studied Automotive Systems at Kingston University and obtained his degree with the determination which characterizes his professional life. C Professional life Ben’s ex-girlfriend arranged an interview to apply to be a summer Events Organizer. Ben was hired with an attractive salary and was soon promoted to Manager in South Africa. This was a good working experience and in some ways served as an apprenticeship for Ben’s later solo adventures. In 2008 he embarked on Afritex, a 65,000 km circumnavigation of Africa which included completing five marathons and climbing five mountain peaks. D Back home, with no money or job in sight, Ben saw an advertisement for The best job in the world, as caretaker of a tropical island paradise. He applied and was chosen from 34,685 hopeful applicants. How did he do it? The answer was a video application and a three-month marketing campaign with TV interviews, media events and even jumping into the freezing cold River Thames. E ‘Taking a dream and turning it into reality was something I’d become used to doing.’ Ben says, and he hasn’t stopped. First, The best expedition in the world, then a four-month 1,600 km kayak trip along the Great Barrier Reef and now The big adventure – a Land Rover expedition from Singapore to London which started in 2015. Ben holds the unofficial world record for most interviews in 24 hours: 124!

Facts

Read and listen. Match paragraph descriptions 1–5 with paragraphs A–E. 1 Ben’s recent adventures. 2 Gaining experience. 3 Ben’s education. 4 A life philosophy. 5 Applying for a great opportunity.

Read the text again. Decide if the sentences are true or false. Copy the text that shows your answers. 1 Ben thinks that if you try your hardest, you’ll get lucky. 2 Ben lives a very boring life. 3 Ben’s sister was a good student at school. 4 He nearly didn’t finish school. 5 He didn’t achieve many things in Africa. 6 There were lots of applicants for the Best Job in the World.

Module 5

Grammar

Grammar reference page 140

The first and second conditional First conditional If Ben has time,

he’ll write a book.

Ben’ll write a book

if he has time.

Second conditional If he practised,

Joe would be a good musician.

Joe would be a good musician

if he practised.

If I had money,

I would buy a new smartphone.

Rules

First conditional sentences talk about possible situations and possible outcomes at present / in the future. Second conditional sentences talk about unreal present situations, hypothetical imaginary or unlikely future situations.

Complete the first conditional sentences with the correct form of the verbs in brackets.

Match 1–5 with a–e to make sentences using the first or second conditional. 1 If I get a new job, 2 I’d go to China 3 I’ll go to China 4 If you lent me €100, 5 I’ll pay you back next week

a) if I save enough money. b) if I had enough money. c) I’d buy a motorbike. d) if you lend me €100. e) I’ll buy a motorbike.

Choose the correct words. 1 What will / would you study if you go to university? 2 What will / would you say if you met the President of the USA? 3 Where will you go if you go / went on holiday this summer? 4 If you find / found €50 in the street, what would you do? 5 If it’s sunny this weekend, what will / would you do?

Complete the second conditional sentences with the correct form of the verbs in brackets. 1 If I … (be) younger, I’d go to bed earlier. 2 If I had a better job, I … (earn) more. 3 If I … (like) my job, I’d work harder. 4 I … (get) a promotion if I worked harder. 5 I’d have more money if I … (buy) less.

Choose the correct tense.

I’ve always dreamt about being a vet, but I’m going to have to study hard. If I pass my exams this summer, I (1) ’ll / ’d study sciences for the next two years. If I had time, I (2) ’d / ’ll study English too but I don’t think it’s possible. If I (3) want / wanted to go to university, I (4) ’ll / ’d need to get good marks, so I need to work hard. There won’t be time for English, but that’s OK. I (5) ’ll / ’d read lots of novels this summer if I have any free time. If I (6) have / had enough money, I’d go to Africa to see wild lions. If I (7) save / saved my allowance, I’d be able to afford it.

1 If I … (work) hard, I’ll get promoted. 2 I … (not get) paid if I’m late for work. 3 If he … (not lend) you the money, I will. 4 I … (improve) my French if I move to France. 5 If you … (need) a job, I’ll ask my boss.

Language reference page 140

Order the words to make questions. 1 didn’t / would / your town / you / live / Where / if / you / live / in / ? 2 you / What / will / study / you / go to / if / university / ? 3 will / you / go out / see / this weekend / if / you / Who / ? 4 choose / What / job / would / you / if / you / tomorrow / started / work / ? 5 What / million / you / if / would / you / had / do / one / euros / ?

The third conditional

If clause

Main clause

If the smuggler had escaped,

he would have sold the animals.

If they hadn’t caught the smuggler,

many of the animals would have died.

Main clause

If clause

What would you have done

if you had seen the smuggler’s suitcase?

I’d have told the airport officials

if I had seen the smuggler’s suitcase.

Rule

Third conditional sentences talk about unreal past situations.

Look at the sentences in the table. Then complete the sentences 1–3 with the words in the box. wouldn’t

have

done

had

would

1 If they had been more careful, the police wouldn’t … arrested them. 2 If he … been innocent, he … have gone to prison. 3 What … the police have … if they hadn’t caught her?

Order the words to make third conditional sentences. 1 If / wouldn’t / been / careful, / broken / he / have / the window / he’d / . 2 If / wouldn’t / you / studied, / passed / you / hadn’t / have / . 3 What / you / have / you / done / hadn’t / if / been / ill / would / ?

Complete the sentences with the correct form of the verbs in brackets. Use the third conditional. 1 If he … (work) harder, he … (do) much better. 2 If I … (not be) so busy, I … (go) out last night. 3 You … (have) more money if you … (not buy) so many clothes. 4 She … (not go) to prison if she … (not steal) the car. 5 Who … they … (meet) if they … (go) to the party?

10 Write sentences using the third conditional sentences about Sam’s life. left school at 16 / not pass exams If Sam had left school at 16, he wouldn’t have passed his exams. 1 pass exams / go to university 2 go to university / get a degree 3 get a degree / join the police force 4 join police force / become a detective

11 Choose the correct tense. Alice Hey, if it (1) will rain / rains tomorrow, will you still go to the beach? Bob If it rains tomorrow, I (2) won’t go / don’t go to the beach. I’ll stay home and relax. Alice Oh, no! I was really looking forward to the sun. If I (3) had known / know the weather would be bad, I would have planned something indoors instead. Bob Well, if you had asked me about the forecast, I (4) had told / would have told you that it might rain. But if you want, we can still do something fun at home. Alice That’s true. If we (5) had gone / have gone to the cinema earlier, we wouldn’t have been in this situation! Bob True! And if I had known that you prefer outdoor plans, I (6) will suggest / would have suggested going on Saturday instead. Alice I guess we’ll just have to make the best of it. If we (7) do / will do something indoors tomorrow, I’ll bring some snacks and we can have a movie marathon. Bob Sounds perfect! If you bring the snacks, I (8) will bring / would bring the movies.

Listen and check your answers.

Module 5

Grammar

Grammar reference page 140

13 Match the beginnings with the endings to make sentences.

1 A fire … yesterday in the neighbourhood, so we called the firefighters.

1 I’ll go by bike

a) I’d drop out.

2 … ! There is a car coming.

2 I’d get a part-time job

b) mum will get angry.

3 Tom … the building and went home.

3 If I wasn’t happy at university,

c) I’ll lend you this book.

4 If you wear out those d) if I needed trainers, money. 5 If you finish that comic,

e) if the weather is good.

14 Complete the first and second conditional sentences with the correct form of the verbs in brackets. I ’ll go (go) to the cinema if it rains tomorrow.

4 At the end of the test al the students will … the papers to their teacher. 5 I will call the shop to … what time it opens.

17 Match the phrasal verbs with their meaning. Use a dictionary or the internet if necessary. break out eat out hand out work out find out check out hang out get out (of ) figure out call out watch out cut out clear out

1 If my family won a lot of money, we ... (move) house.

break out – start suddenly or erupt

2 If I ... (get) good marks in the exams, my mum will buy me a bike.

2 distribute

3 If I found a dog in the street, I ... (not keep) it.

4 discover or obtain information

4 We’ll go to the beach if it ... (be) hot tomorrow. 5 I’d phone my parents if I ... (get) lost in a big city.

15 Rewrite the sentences. Use the third conditional. He didn’t run so he missed the train. If he’d run, he wouldn’t have missed the train. 1 My mum left school when she was 16 so she didn’t go to university. 2 She didn’t fill in the application form correctly so she didn’t get the job. 3 They didn’t see the concert because they didn’t buy tickets.

Phrasal verbs with out 16 Fill in the right form of the phrasal verbs. cut out get out (of ) break out find out watch out hand out The doctor told Susan to cut out sugar for medical reasons.

Language reference page 140

1 eat in a restaurant 3 do physical exercise 5 investigate; verify that something is true or correct 6 spend time in a place or with a group of friends 7 leave a closed space 8 understand; find the answer 9 shout something 10 be careful; be aware of potential dangers 11 eliminate 12 tidy by removing or throwing away

18 Match 1–6 to a–f to make sentences. 1 I’m trying to figure 2 My father had to clear 3 The teacher called 4 How about eating 5 Where did David hang 6 I had to check a) out tonight? b) out last weekend? c) out if the information was correct. d) out how to solve this problem. e) out her name, but the girl didn’t answer. f) out the old house before selling it.

Looking for a job

Word bank Work verbs 1

Listen and choose the right verb. Check their meaning in the dictionary if necessary.

get claim sign apply lose have be earn fill work ... for a job • ... unemployed • ... expenses • ... a salary • ... in an application form • ... a job • ... a pension • ... a full-time job • ... an interview • ... a job • ... a contract • ... part-time

Match 1–6 with a–f to make sentences. 1 I always arrive on time when I have 2 I love my job. I can claim 3 I’ve got a new job. I signed 4 Can you help me fill in 5 My brother is 6 My sister lost

a) unemployed. But he’s got an interview today. b) this application form? c) her job when the factory closed down. d) expenses for all my meals and travel. e) job interviews. f) the contract this morning.

Complete the questions with the verbs in the box. works

get

earn

applied

get

1 Do you know anyone who … part-time? 2 Do you want to … a high salary? 3 Have you ever … for a job?

4 Is it difficult to … a job where you live? 5 Is it better to … a full-time or a part-time job?

Listening 1

Listen to the radio programme about Germany’s dual education system and answer the questions. Listen again to check your answers. 1 What are the two aspects of the dual education system? 2 What does Sophie want to be? 3 What does Max want to be?

Listen again and decide if the sentences are true or false. 1 Students in the dual education system aren’t paid. 2 Students are responsible for finding their work experience positions. 3 Sophie and Max spend the same amount of time at work and school. 4 Their school subjects are directly related to their work experience. 5 Students have formal and practical exams.

Module 5

Speaking Talking about a job / Evaluating a situation Model dialogue Amy Leo

Hi, Leo! Great. How was your first day as a waiter? Is it a good restaurant? And what about the job?

Hi, Amy. How are things? It was OK. What I like about it are the pizzas – they’re delicious! Well, it’s got good and bad aspects, really.

What do you mean? That’s good. What else do you like about it? So, what’s the downside?

Listen to the dialogue. Which parts of the job does Leo like?

On the upside, my colleagues are really friendly. Well, the best thing is the food. I don’t like working long hours. But the worst thing is – being a waiter is very tiring.

Listen again and act out the dialogue.

Speaking task

1 Talk about a job

2 Prepare a dialogue

Choose one of the jobs below or use your own ideas.

Look at the Model dialogue and change the words in blue.

Job: shop assistant

3 Speak

Where: in a clothes shop (the clothes are really cool)

In pairs, practise your dialogue.

Likes: salary – it’s well paid Best thing: discount on clothes

How was your first day as a shop assistant?

Dislikes: long hours – very tiring Worst thing: the customers – sometimes rude Job: sports coach Where: at a summer camp – the people are very friendly Likes: playing sport all day – it’s great fun! Best thing: being outside Dislikes: coaching young children – it can be difficult Worst thing: earning €4.50 an hour. The salary’s terrible.

72 72

It was OK.

Useful language Evaluating a situation • What I like / don’t like about it is / are the food (pizzas). • The best / worst thing is / are the food (pizzas). • On the upside / downside, my colleagues are friendly / unfriendly. • So, what’s the downside / upside? • What’s the best / worst thing?

Writing Letter for a friend: Sharing your experience with a summer job 1

Read the Model text and listen to the recording. Then answer the questions. 1 What job did Lucy do during the summer? 2 What unexpected challenges did Lucy face while working at the camp?

Model text Hi, Molly, How has your summer been? I’ve been meaning to write to you for ages! I have some great news to tell you! I wanted to share a little about my summer job experience because, honestly, it turned out to be one of the best decisions I have ever made. At first, I wasn’t sure if I wanted to spend my summer working, but I decided to give it a shot – and I’m so glad I did! I worked as a camp counselor, and it was one of the most rewarding (and exhausting!) experiences of my life. Every day was filled with laughter, games, and the occasional chaos of keeping up with a group of energetic kids. I learned so much – how to be patient, how to think on my feet, and how to handle unexpected challenges like surprise rainstorms during outdoor activities. It wasn’t just about supervising; it was about connecting, leading, and making sure the children had a great time. Besides, I made some great friends. It was an unforgettable experience that taught me responsibility Writing task and teamwork in a whole new way. I am already looking forward to next summer! Lots of love, Lucy

1 Plan

Make notes for a letter to a friend, sharing your experience with a summer job. Include: Introduction: greeting

Tips Letter to a friend Hi, ... , / Hello, ... , / Dear ... , How are you? / How has your summer been? I’ve been meaning to write to you for ages! I’ve got some great news! It was one of the most rewarding experiences of my life. Lots of love, / Best wishes, / Take care, / See you soon,

Order the words to make sentences. 1 one / rewarding / life / was / my / experiences / It / most / of / the / of / . 2 been / How / summer / your / has / ? 3 great / I’ve / news / some / got / to / you / tell / . 4 I / a / it / to / give / decided / shot / . 5 the / to / best / ever / out / decisions / I / have / turned / It / be / one / of / made / .

Opening remarks, reason(s) for writing: share your news about your experience Main body: details about your experience, challenges, feelings Conclusion: final impressions about your experience Closing remarks: end your letter

2 Write Use the Model text, your notes and this structure to write your letter (100–150 words): Paragraph 1: Introduction Paragraph 2: Details about your summer job experence Paragraph 3: Feelings about your experience Paragraph 4: Closing remarks

3 Check Content and organisation Vocabulary Grammar

Module 5

CLIL

FAMOUS

FINANCIAL INSTITUTIONS THE CITY OF LONDON The City of London is London’s financial district. If you visit the area, you’ll find all of the most important financial institutions, banks and large companies. It is also the oldest part of London and this is why it became the financial centre of the UK.

THE BANK OF ENGLAND The Bank of England opened in 1694, and it is one of the oldest banks in the world. Since 1734 the bank’s address has been Threadneedle Street – it doesn’t have a number, it’s too famous. The main responsibility of the bank is to issue new coins and notes. It also guards the UK’s gold reserves. No one has ever robbed The Bank of England in real life, although it was robbed in a famous novel called Around the World in 80 Days! THE ROYAL MINT The Bank of England does not make new coins and notes; this is the job of the Royal Mint. The first London Mint was started in 886 by King Alfred the Great. For many years the Mint was situated in the Tower of London and it became the Royal Mint in the 16th century. However, the Royal Mint is now in Wales, after moving from London in 1968. As well as manufacturing currency for the UK, the Royal Mint makes money for over 60 other countries.

Pronunciation Sentence stress and contractions Read and listen. Then answer the questions. 1 Why did the City become a financial centre? 2 Where is the Bank of England? 3 Has the bank ever been robbed? 4 What does the Royal Mint do? 5 Where is the Royal Mint today?

Listen and repeat the sentences. Which syllables have the main stress? 1 If she doesn’t go to the bank now, it’ll close. 2 She’ll lose her job if she’s late. 3 If he needed some money, he’d find a bank.

Listen and repeat the sentences. How many words are there in each sentence? How many words are stressed?

Self-check 5

Grammar reference page 140

Vocabulary The world of work 1

Choose the correct words. 1 My salary / apprenticeship is £25,000 a year. 2 My parents give me a bonus / an allowance if I help with the housework. 3 My grandparents get their pension / pay rise every two weeks. 4 I’m looking for a job with good conditions / expenses. 5 I don’t get any benefits / promotion at work. I don’t even get a pension.

---- / 10

Complete the sentences with the words: lost, signed, filled, has, worked.

a) if he hadn’t lost his job. b) if I’d known it was your birthday. c) the police wouldn’t have arrested him. d) if you’d come to the cinema with us. e) I’d have got a higher mark.

---- / 10

The first, second and third conditional

Complete the sentences using the correct form of the verbs in brackets. 1 If I … (become) a doctor, I’ll earn a lot of money. 2 If he saved his money, he … (be) able to go on holiday. 3 If you … (not apologize), she won’t talk to you. 4 What … (do) if you had €1 million? 5 I … (lend) you €25 if you promise to pay me back.

Complete the third conditional sentences with the correct form of the verbs in brackets. 1 If I ... (go) to bed early, I ... (not be) so tired. 2 If they ... (train) harder, they ... (win) the match. 3 My teacher ... (not get) angry if my classmates ... (be) quiet. 4 We ... (not break) the window if Paul ... (not kick) the ball.

---- / 10

Grammar

Match the beginnings with the endings to make third conditional sentences. 1 If he hadn’t stolen the money, 2 If I had studied more, 3 He wouldn’t have shoplifted 4 I’d have phoned you 5 You’d have met my American cousins

Word bank Work verbs

1 My mother … a full-time job and looks after five children. 2 David has … a contract to play football for Chelsea. 3 I … my job because I was late for work so often. 4 My grandad … part-time in the library after he retired. 5 I … in an application form yesterday – I hope I get an interview!

Complete these first conditional sentences with the correct form of the verbs in brackets. 1 If he ... (take) off his jumper, he ... (be) cold. 2 We ... (save) energy if we ... (switch) off the lights. 3 If you ... (not listen), you ... (not understand). 4 I ... (put) on that shirt if this T-shirt ... (not go) with my jeans. 5 If Joe ... (move) house, ... (he / change) school?

---- / 10

Language reference page 140

---- / 20

Writing 7

Write a letter to a friend sharing your experience with a summer job at an animal shelter. You can include details about your summer job, challenges and feelings about your experience (100–150 words).

Content and organisation

Vocabulary

Grammar

10 points

---- / 10

Don’t forget to complete the Self-observation sheet according to the example on page 7!

---- / 30 Total ---- / 100

Project 5

A successful career

1 Ideas Think about successful companies you know. What do these companies do? Are they well-known? What makes them successful? Have you ever bought or used something produced by them? Who owns these companies? Do you know anything about his / her personal life? Are some of the products made by these companies popular among students your age? Do you have a favourite item?

3 Write Each person in the group chooses a famous company and / or business person. Use the information that you have found to write your project. Remember to mention the reasons it is successful and to write about how the company was founded, the challenges faced in its early stages, the founder’s role, special advertisement, achievements. You may also mention why this company’s story that could guide other organizations.

5 Visuals Use the internet to find photos of the company, its products, the founder etc.

2 Group work What is the most popular company and / or business person in your class? Why? How do you think they became successful? Use the internet to look for interesting facts about the owner of the company, how the idea first appeared, products, marketing strategies and impact in the business world.

4 Check Exchange notes with a partner and check punctuation, spelling, word order and interesting vocabulary.

6 Display Make a poster or choose another way of displaying your work, such as the front page of a newspaper or the cover of a business magazine. Include your text, photos and artwork. Show your project to the class.

IT’S A CRIME

IN THIS MODULE YOU WILL LEARN: Vocabulary

• Criminal deeds

Find the page numbers for:

Word bank

• Crimes and criminals

Ø a thief

Grammar

• Modal verbs • Phrasal verbs related to crime

Ø stolen goods

Reading

• A crime poster and news reports: Animal smugglers

Speaking

• Describing a crime • Showing interest

Writing

• A story • Using adjectives

CLIL

• Famous laws and lawmakers

Ø a pickpocket

Specific competences: 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.3, 3.4, 4.3.

Criminal deeds Vocabulary 1

Objectives Vocabulary Criminal deeds Word bank Crimes and criminals Grammar Modal verbs; phrasal verbs related to crime Speaking Describing a crime; showing interest Writing A story; using adjectives

Listen and repeat the words. Check their meaning in the dictionary if necessary.

arrest a suspect • be guilty • be innocent • catch a thief • commit a crime • do community service • go on trial • go to prison • investigate a crime • look for clues • pay a fine • question a suspect • solve a crime • suspect someone 1

Choose the correct words. Perhaps the most mysterious crimes in British history were the Jack the Ripper murders in London in 1888. The police (1) suspected / questioned many suspects but they never (2) committed / solved the crimes. The detective who (3) committed / investigated the murders never (4) suspected / caught the murderer – he never even (5) solved / arrested anyone. Today we have no idea who was (6) innocent / guilty of these terrible crimes. No one ever (7) paid a fine / went to prison for the murders.

3 4

Listen to Ben and Emily. What crime are they talking about? In pairs, ask and answer the question.

Have you ever seen someone commit a crime? Yes, I have. I saw a man stealing a car.

Reading A crime poster and news reports

Word hunt smuggler

customs officer

Look at the poster. What do you know about animal smuggling? What sort of animals do people smuggle?

Read and listen. Check your answers to exercise 1.

ANIMASMLUGGLERS

ng for your suitcase. A man picks up Imagine this: You’re at the airport waiti usel. It moves. a large suitcase from the baggage caro 1 What do you think? e! a) There must be something alive insid b) It isn’t my business. The suitcase moves again. 2 What could it be? animal. a) It can’t be a person. It might be an b) I don’t care. The man looks nervous. 3 Who is he? a) He might be an animal smuggler. b) No idea.

IS ‘A’. THE CORRECT ANSWER TO ALL THESE QUESTIONS of the animals that people er numb large A . • Animal smuggling is cruel ngered species. enda are smuggle die during the journey. Many

gled animals is illegal. going Punishments include big fines and because it’s the second most profitable • Animal smuggling is increasing drug smuggling. after illegal activity in the world al smuggling. If you see something anim stop to help YOUR • We need IT! suspicious, REPORT

Buying smug • Animal smuggling is a crime. to prison.

2 The journey kills many animals. 3 Animal smuggling is more profitable than drug smuggling. 4 The woman was smuggling two tigers into Thailand. 5 Customs officials arrested the snake smuggler in Spain.

Tiger smuggling

Police caught a 31-year-old woman trying to smuggle a baby tiger into Thailand. The tiger cub was inside a suitcase with a toy tiger. Although the woman had drugged the animal, airpo rt officials noticed that one of the two tigers was moving when they scanned her suitcase. The smuggler went to priso n for six years. read more > Customs officers in Argentina arrested a 51-year-old man trying to transport hundreds of snakes to Spain. X-ray technicians became suspicious when they saw his suitcase moving. When they opened it, they found 247 snakes, lizards, spiders and insects in plastic bags. If they hadn’t caught the smuggler, many of the animals would have died. read more >

Facts

The most frequently smuggled anim als in the world are exotic birds.

Decide if the sentences are true or false. Correct the false sentences. 1 Many smuggled animals are in danger of extinction.

yournews

Snakes and other reptiles

It moves again. 4 What do you think now? going to tell a customs officer. a) He must be an animal smuggler. I’m I don’t want any problems. b) I could be imagining things. Anyway,

punishments

Read the text again and answer the questions. 1 What are the punishments for animal smuggling? 2 Why is animal smuggling increasing? 3 What should you do if you see something suspicious at an airport?

Module 6

Grammar

Grammar reference page 141

Modal verbs

1 They may not / needn’t do that, but it is very kind. 2 Should / Could I use your phone, please? 3 People say it may / should snow in the mountains. 4 Students may / should be in the classroom on time. 5 You needn’t / couldn’t clean the floor. I have already done it. 6 We may / need to buy a new TV set. The old one is outdated.

You should sell this car. 1 It isn’t necessary for you to take this exam again. 2 It is possible that Tom will call you this afternoon. 3 It isn’t necessary for Sam to attend the meeting. 4 Perhaps we will go to the mountains this

Match the sentences to the corresponding meaning.

winter. 5 It is necessary for you to be here on time. 6 I advise you to go to bed earlier in the

possibility obligation necessity advice recommendation expectations lack of necessity

evening.

We should exercise regularly. advice

Fill in the correct form of may, should, need, needn’t.

1 I have to attend this meeting.

1 Susan … to talk to her parents about this

2 We may be a little late.

situation.

3 You should see a doctor.

2 It … be freezing outside this morning.

4 You need to talk to the manager right now.

3 We … wake up early today as we are on

5 The apple pie should be ready in ten minutes.

Rephrase the following sentences. I advise you to sell this car.

• We use might / may / could to express something that is possible to happen. • We use must to express strong obligation decided by the speaker. • We use have to to express obligation decided by someone else, not the speaker. • We use need to to express necessity. • We use should to express weak obligation.

Underline the correct words. I really may / need to buy a new tablet.

Modals of possibility She might / may / could be an animal smuggler. Modals of obligation You must / have to / need to wash your hands before every meal. Modals of necessity / lack of necessity She has to / needs to find a new job. They don’t have to / don’t need to / needn’t go shopping tomorrow. Modals of advice / recommendation You should eat more vegetables. Modals of expectation He should be here by noon.

Rules

Language reference page 141

holiday. 4 He … follow a healthy diet.

6 You should revise for your test.

5 Mother … finish her work by 5 o’clock.

7 She needn’t work tonight.

6 You … call for a taxi. I can give you a lift.

Complete the sentences as in the example. Sometimes more than one answer is possible. You should work harder. (give advice) 1 Alex … send you an e-mail. (express possibility) 2 Sara … take that medicine anymore. (lack of necessity) 3 The teacher … arrive in a couple of minutes. (expectations) 4 You … brush your teeth before going to bed. (give advice) 5 Doctors … to wear a uniform in the hospital. (express obligation) 6 You … exercise more if you want to lose weight. (recommendation) 7 People … arrive at the theatre ten minutes before the play begins. (express necessity)

Choose the correct answer. You have a toothache. Your father gives you some advice. a) You may go to the dentist. b) You should go to the dentist. c) You needn’t go to the dentist. 1 You are looking for your mother. You think she is upstairs. a) She needn’t be upstairs.

b) She may be upstairs. c) She shouldn’t be upstairs. 2 Your teacher told you to write an essay. You tell your friends. a) I will write an essay. b) I may write an essay. c) I have to write an essay. 3 You are doing the washing-up for your sister. She doesn’t expect you to. a) You needn’t do the washing-up. b) You may do the washing-up. c) You should do the washing-up. 4 You want to go shopping, but you are not allowed to take your dog inside the supermarket. a) You may leave your dog outside. b) You will leave your dog outside. c) You must leave your dog outside. 5 You offer to do the shopping, but your father says it isn’t necessary. a) You must do the shopping. b) You needn’t do the shopping. c) You should do the shopping. 6 A parcel arrives at your home. You think it is from Mary. a) It needn’t be from Mary. b) It will be from Mary. c) It may be from Mary.

Choose the correct tense.

The police (1) investigate / are investigating a recent increase in pickpocketing on buses in Birmingham. In February, pickpockets (2) have stolen / stole 57 wallets on buses and 20 more passengers (3) report / reported their smartphones stolen. Last week, Edna Thomas witnessed a pickpocket in action. ‘One man (4) got / has got on the bus at the same time as me. He looked ordinary – he (5) wore / was wearing a pair of jeans and a T-shirt. He (6) was standing / stood because the bus was full. Suddenly, I saw him move his hand slightly. I didn’t realize what (7) is happening / had happened, but when he got off at the next stop, the woman next to him (8) realized / was realizing that her purse was missing.’

Listen and check your answers.

Module 6

Grammar

Grammar reference page 141

Phrasal verbs related to crime 9

Match the phrasal verbs with their meaning. Use a dictionary or the internet if necessary. break into tip off lock up run away track down turn in bring in get away with break out (of ) break into – enter a building in order to steal something 1 escape from prison 2 give secret information about illegal activities 3 take someone to the police station, usually to be questioned about a crime 4 imprison 5 find someone or something by looking for information 6 take someone or yourself to the police 7 manage not to be punished for something bad you’ve done 8 leave a place by running

10 Fill in the right form of the phrasal verbs. tip off break out (of ) track down

break into lock up bring in

Who tipped off the security guard? 1 Someone ... my mother’s house last night. 2 The smuggler is constantly trying to ... of prison. 3 The detective ... the suspect for questioning. 4 They ... the criminal for what he did. 5 The secret service is using all the agents ... the spy.

Language reference page 141

11 Match 1–6 to a–f to make sentences. 1 The robber finally turned himself 2 He thought he could commit a crime and get 3 The robber ran 4 Someone broke 5 The police has brought 6 We’ll use all our resources to track a) away and jumped into a car. b) down the murderer. c) in the pickpocket for questioning. d) in to the police. e) into our classroom and stole all the pencils. f) away with it.

12 Read the text and complete with the right form of the phrasal verbs: break into, turn in, track down, break out of, get away with, run away, tip off. The police were searching for a group of criminals who (0) had broken into a jewelry store last night. Thanks to an anonymous (1) ... , they managed to (2)... one of the suspects. However, he (3)... already ... his accomplices, hoping for a lighter sentence. Meanwhile, the gang leader (4)... and was trying to (5)... with the crime. Shockingly, another suspect (6)... jail just hours before being questioned. Now, authorities were racing against time to capture them all before they disappeared for good.

Crimes and criminals Word bank 1

Listen to the words and complete the table. Check their meaning in the dictionary if necessary.

kidnapper • kidnapping • murder • murderer • pickpocket • pickpocketing • robber • robbery • theft • thief • vandal • vandalism crime theft

criminal thief

Complete the sentences with words from the completed table. 1 A … took my bicycle from outside school. 2 The … released the victim after the family had paid them $500,000. 3 In my opinion, graffiti isn’t … . It’s art. 4 The three … escaped with £10,000 that they had stolen from the bank. 5 Last night some … broke all the windows at the sports centre. 6 Be careful with your wallet on the bus. … is a real problem.

In pairs, ask and answer the question.

Which crimes are a problem where you live? Vandalism and pickpocketing. Especially in the shopping centre.

Listening 1

Look at the title and the pictures. What do you think the story is about? Listen and check your answers.

Criminal mistakes Let’s do it again I’ll switch it on later

Listen again and answer the questions. 1 What do all criminals make? 2 How much did they rob from the first bank? 3 What was their first mistake? 4 Where did the police find the robbers’ fingerprints? 5 How did the police know that the men were friends?

Let’s all fly together

Module 6

Speaking Describing a crime / Showing interest Model dialogue Ethan Hi Jasmine, guess what… Someone has stolen my bike! It happened last night. Well, they stole it from outside my house. I know! I heard a noise and when I looked out of my window, my bike wasn’t there. Well, I reported it to the police. I agree. I hope the police find my bike.

Listen to the dialogue. Where was the bike stolen from?

Jasmine You’re joking! When did that happen? Really? Tell me what happened. That sounds awful! That’s absolutely incredible. I can’t believe someone would do that. What did you do? Good for you – it’s really important to report crimes.

Listen again and act out the dialogue.

Speaking task

1 Talk about a crime that happened to you Choose a crime from the fact files or use your own ideas to describe what happened.

CRIME: steal / phone

CRIME: vandalize / school

WHEN: yesterday

WHEN: last weekend

WHAT HAPPENED: stolen from bag, on the metro, needed to send a text, phone not there

ACTION: told a security guard

WHAT HAPPENED: vandals broke the windows

ACTION: head teacher reported it to the police

2 Prepare a dialogue

3 Speak

Look at the Model dialogue and change the words in blue.

In pairs, practise your dialogue.

My phone was stolen. Really? When did that happen?

Useful language

84 84

Writing A story 1

Read the Model text. Listen to the recording and answer the questions. 1 Who was Jake with? 2 What happened when they were walking down the street?

3 What did the man look like? 4 Why couldn’t they see the man very well? 5 Why did they call the police?

Model text Jake’s blog

Home

About me

Photos

Archives

I have to tell you about what happened last Saturday night. I was walking home from a party with Anton. We were going down a dark street when we heard an alarm. Suddenly, we saw a shadowy figure climbing over a wall behind a supermarket. The figure jumped down from the wall and ran towards us. It was a foggy night, but we could see that it was a man, probably in his thirties. He was quite small and he was wearing black clothes and carrying a big bag. If it hadn’t been so foggy, we would have seen him more clearly. He ran past us and disappeared into the night. We thought he might be a thief, so I pulled out my phone and called the police to describe what we had seen. We suspect the man had committed a robbery in the supermarket. Posted 15:23

Writing task

Tips

1 Plan

Using adjectives We can use adjectives to make a narrative more interesting. For example, in Jake’s story he uses different words to show that there wasn’t much light: • a dark street; • a shadowy figure; • a foggy night.

Read the Tips. Use the adjectives in the box to replace nice in the text. friendly

kind

lovely

pretty

tastiest

Mrs Franks is a really (1) nice woman. She lives in a (2) nice cottage with a really (3) nice dog called Spot. Mrs Franks makes the (4) nicest cakes I’ve ever eaten. She always gives me some, which is really (5) nice of her.

Make notes for a story describing a crime you witnessed and include: The context: when it happened, who you were with, what you were doing The crime: describe what happened and what you saw Action: say what happened next and what you did

2 Write Use the Model text, your notes and this structure to write a story describing a crime you witnessed (100–150 words): Paragraph 1: The context Paragraph 2: The crime Paragraph 3: Action

3 Check Content and organisation Vocabulary Grammar

Module 6

CLIL

Famous laws and lawmakers

King John ruled England from 1199 to 1216. He was an unpopular and incompetent king who demanded more and more taxes, imprisoned innocent people and took their land and money. The noblemen became very angry about the king’s behaviour and they wanted to limit his power and protect the rights and liberties of his subjects. Many people agreed with them, so they formed an army and forced the king to negotiate with them. The result was Magna Carta, which was a list of laws that everyone had to obey, including the king. John signed it in 1215. He was furious, but if he had been a better king, the noblemen wouldn’t have become so strong. And if the noblemen hadn’t become so strong, John wouldn’t have had to agree to their demands. Magna Carta became the basis of many laws in the following centuries. It reminded people that the king had to obey the law just like everyone else and that he had to rule with the agreement of his noblemen. King John died a year after signing Magna Carta but it was reissued and signed by other kings. It has influenced laws and lawmakers in both Britain and the USA.

Pronunciation Read and listen. Then answer the questions.

/aɪ/ /eɪ/ /ɪə/ /eə/ /ɔɪ/ a

1 Why was King John unpopular? 2 What did the noblemen want to do? 3 What was Magna Carta? 4 When did John sign Magna Carta? 5 What happened to King John a year after he signed it?

/aɪ/ rights, sign, trial, died, crime /eɪ/ obey, pay, take, make, became, danger /ɪə/ year, fear, near /eə/ airport, chair, there /ɔɪ/ boy, noisy, toy b

Listen and repeat the sounds and words.

Listen and repeat the sentences.

Self-check 6 Vocabulary 1

Grammar reference page 141

Criminal deeds

Match 1–5 with a–e to make sentences.

---- / 10

Phrasal verbs related to crimes 6

Which criminals do these crimes? 1 theft 2 vandalism 3 kidnapping

Grammar 3

4 murder 5 pickpocketing ---- / 10

Modal verbs

Choose the correct words. 1 The sky is cloudy. It may / need rain. 2 These houses are old. They may / need to be repaired. 3 People should / need take care of the environment. 4 You may / should follow the doctor’s advice. 5 The roads may / should get very busy during the holidays.

---- / 10

a) up b) in c) away with d) into e) down ---- / 10

Use may, need and should to rewrite the sentences. 1 I think he will be home soon. 2 It is possible that they will go shopping this afternoon. 3 Perhaps grandpa is outside in the city centre. 4 Always wash your hands before dinner. 5 It isn’t necessary for us to bring the tents.

Match 1–5 with a–e to find the correct phrasal verbs. 1 break 2 lock 3 track 4 bring 5 get

---- / 10

Choose the correct prepositions. 1 The burglar broke out / into our house last night. 2 The thief ran away / into with the lady’s necklace. 3 The criminal turned himself up / in to the police. 4 The detective tracked the suspect down / in. 5 Someone had information about the kidnapping and tipped away / off the police.

Word bank Crimes and criminals 2

Complete the sentences with may, should, need, needn’t. 1 Our parents … be a little late tonight. 2 You … take the dog out. Dad has already done it. 3 I … to buy her a present. 4 You … wear warm clothes today. It’s chilly outside. 5 Bring a book with you. The train journey … be boring.

1 The man who stole the painting is going 2 The vandals have to do 3 I had to pay 4 Interpol have arrested 5 A security guard caught a) five men for drug smuggling. b) a woman stealing DVDs. c) community service for six months. d) to prison for ten years. e) a £100 fine because I parked my car illegally.

Language reference page 141

Writing 8

Write a story about a robbery you witnessed (100–150 words).

Content and organisation

Vocabulary

Grammar

10 points

---- / 10 Don’t forget to complete the Self-observation sheet according to the example on page 7!

---- / 30 Total ---- / 100

Project 6

Better safe than sorry

2 Group work

1 Ideas Think about different types of crimes. How serious are they? Have any of these crimes happened in your school, city or neighbourhood? Have you ever witnessed a crime?

3 Write Each person in the group chooses some of the ideas that you have discussed. Use the information that you have found to write your project and explain how these solutions would make the world a safer place to live in. Remember to explain the positive impact of these measures against crime.

Make a list of the crimes you talked about. How could they be prevented? Think about ways to protect your house and city from crime. Which ideas does everyone like? Why? Use the internet to look for more ideas about how to make your city a safe place to live. Here are some ideas to help you: the role of education in teaching moral values in school and raising awareness about the consequences of crime, discouraging bullying in schools, community engagement and programs that encourage residents to report suspicious activities, increasing the number of police officers on the streets, installing security cameras in different areas of the city, using apps that allow citizens to report incidents directly to authorities, installing strong doors and locks to discourage burglary, keeping outdoor spaces well-lit, installing home security systems with cameras and alarms.

4 Check Exchange notes with a partner and check punctuation, spelling, word order and interesting vocabulary.

5 Visuals

6 Display

Use the internet to find photos for your project or make drawings to illustrate the safety measures you have discussed.

Let’s have a poster competition! Make a poster or leaflet and present your ideas about safety in your class, house and neighbourhood. Include your text, photos and / or artwork. Show your project to the class. Vote for the poster or leaflet with the best ideas and visual representation. Display your work to help your classmates learn more about preventing crime and creating a safe environment.

Revision: Modules 4–6

nk Vocabulary & Worsaldverbba s: clothes Style adjectives The world of work Criminal deeds

Phra Work verbs Crimes and criminals

Work with a partner to complete the sentences with the correct words. Who finishes first? What do you call the money that someone receives after they retire? A p… (7)

START

If people commit serious crimes, where do they go? They g… (2) t… (2) p… (6) What adjective describes the person in the photo? G… (9) What do you call someone who destroys public property? A v… (6)

What means ‘to receive money every month for a job’? To e… (4) a s… (6)

What adjective describes the clothes in the photo? F… (6)

What is the crime in the picture? P… (13)

What do you fill in when you apply for a job? An a… (11) f… (4)

FINISH

What do detectives do when they are investigating a crime? They l… (4) f… (3) c… (5)

What do you do to find out if a T-shirt fits? You t… (3) it o… (2)

Revision: Modules 4–6 Grammar

The future + future in the past Sequence of tenses al The first, second and third condition s Modal verb

Choose the correct words.

The coolhunters Coolhunters are people who identify and predict new trends in youth culture. They (1) work / have worked anywhere – on the streets, at music festivals, in cafés. They look for anything that (2) will be / is ‘cool’ now, or that (3) will be / is ‘cool’ in the future. This information is very valuable for companies that (4) makes / make products for young people. Before designing a new collection of trainers, for example, a shoe company often (5) consults / consulted a coolhunter. Why? Because if they didn’t, they (6) wouldn’t / won’t know what styles were cool, and their design (7) may / should be unpopular. If you want to be a coolhunter, you (8) ’ll / ’d need to be creative because coolhunters get their inspiration from anything. You’ll also (9) need to / may be enthusiastic. Josh (10) is always loving / has always loved fashion. When he finished school, he worked in a clothes shop. He also wrote a popular blog about fashion. Someone in a jeans company (11) will read / read his blog and offered him a job as a coolhunter. Now he goes all over the world collecting ideas for new styles. This week he’s in Berlin and next week (12) he’s travelling / he will travel to China. He loves his job and works hard. He also has lots of plans for the future. For example, next year he (13) will study / is going to study fashion design in London. However, Josh wouldn’t have become a coolhunter if he (14) didn’t write / hadn’t written his blog. So follow your passions because you never know – they (15) may / need lead to a new career!

Copy and complete the sentences with the correct form of the verbs in brackets. 1 If my dad earned more money, he … (buy) me a motorbike. 2 I … (go) to France on holiday next year if I can afford it. 3 I’m not going to Amy’s party because I … (visit) Tom this weekend. 4 If I … (get) the job, I’ll lend you the money.

Order the words to make questions. 1 are / What / do / planning / to / you / this weekend / ? 2 saw / What / you / a bank robbery / do / if / would / you / ? 3 enough money / Will / lend / me / 10 euros / if you / you / have / ? 4 What / tomorrow / the weather / be / will / like / ?

5 If I had tried those shoes on first, I … (not buy) them.

5 for a meal / Do / you / going out / tonight / fancy / ?

6 If they … (not break) the law, they wouldn’t have gone to prison.

6 What / you / he’d / have / done / if / stolen / your mobile phone / would / ?

Cultural awareness

Animals

How much do you know about animals in Britain? Do the quiz. 1 What percentage of British homes have a pet? a) over 50% b) over 75%

c) about 30%

2 What is the most popular breed of dog in the UK? a) German Shepherd b) Cocker Spaniel

c) Labrador Retriever

3 What is Crufts? a) an animal charity

b) a dog show

c) a horse show

4 What is the RSPCA? a) a home for cats

b) an animal charity

c) a cat show

5 How many people regularly ride horses in the UK? a) over half a million b) over 2.4 million

c) over a million

6 How many kilometres of bridleways (tracks for horse riders) are there in the UK? a) 32,000 b) 3,200 c) 320,000

Watch the documentary about animals and answer the questions. 1 What examples of unusual pets are mentioned in the documentary? 2 What does the Battersea Dogs and Cats Home do? 3 What do the police use horses for?

1:17

1:12

1:07

1:37

Extension Circle the correct words to complete the text.

Tiger stops cricket game Someone’s toy tiger (1) has started / started a big police operation in Hampshire last week and stopped a game of cricket at a nearby cricket club. The police (2) received / have received calls from members of the public on Saturday about a white tiger which was ‘hiding in a field’ near Hedge End. Armed police (3) were going / went to the field and a helicopter prepared to take thermal images of it from above. Animal experts from nearby Marwell Zoo (4) were also waiting / had also waited to give help. Golfers at a nearby golf club were told to stay inside and cricket players at the Rose Bowl stopped their game for 20 minutes while the police (5) were investigating / have investigated the area. The police officers saw that the ‘wild animal’ was not moving and the helicopter didn’t (6) detected / detect any body heat. Then the tiger (7) was falling / fell onto its side as a rush of air from the helicopter knocked it over. At that stage, the team realized the tiger was a life-sized toy. Here are some comments from people who read about the incident. ‘It was very realistic. If you (8) have / had seen it, you would have been scared.’ ‘When I saw the tiger I said “it can’t be real.” I was certain it was a toy.’ ‘It (9) would / will have been funny if the police had closed the motorway for a toy tiger.’ ‘I’m never (10) forgetting / going to forget this story. I haven’t e are Tigers are endangered animals. Ther laughed this much (11) for / since a very long time. It’s the wild only around 3,200 left living in the funniest news story (12) I’m ever hearing / I’ve ever heard.’ today.

Facts

My progress After studying Modules 4–6 I can… …talk about fashion. …talk about the world of work. …talk about crimes and criminals. …talk about future events. …use the sequence of tenses. …use conditional clauses. …use modal verbs. …use phrasal verbs about clothes, crime. …write an e-mail about a close friend. …write a letter of application for volunteer work. …write a story.

Excellent

an Tiger stripes are unique. Like the hum is fingerprint, each tiger ’s stripe pattern one of a kind. icate. Tigers can use their ears to commun back the on s spot A tigress uses the white . cubs her with icate mun com of her ears to

Good

Need improvement

SPORTING LIFE

IN THIS MODULE YOU WILL LEARN: Vocabulary

• Sporting adventures

Word bank

• Confusing verbs

Grammar

• The passive: present and past simple passive, future passive with will, be going to • Passive questions • Phrasal verbs related to sports

Reading

• A collaborative pad: Our top three sporting memories

Speaking

• Making suggestions • Giving and responding to advice

Writing

• A biography • Topic sentences

CLIL

• Famous sporting events

Find the page numbers for: Ø a goalkeeper Ø a tennis player Ø the olympic torch

Specific competences: 1.1, 1.2, 1.3, 2.1, 2.2, 2.4, 3.1, 3.3, 4.2, 4.3.

Objectives

Sporting adventures

Vocabulary Sporting verbs Word bank Confusing verbs Grammar The passive: present and past simple passive, future passive with will, be going to; passive questions; phrasal verbs related to sports Speaking Making suggestions; giving and responding to advice Writing A biography; topic sentences

Vocabulary 1

Listen and choose the correct words. Check their meaning in the dictionary if necessary.

break a record • coach • draw • get a medal • hold (an event) • lose • score a goal • set a (new) record • support a team • take up (a new sport) • televise • win 2

FULL TIME

2–2

1 I came third in the race so I got / set the bronze medal. 2 Bale scored a goal / held an event and Real Madrid won the match. 3 Top athletes need to be coached / supported by experts. 4 The final was incredible; the Russian runner won / set a new world record. 5 Barcelona lost / drew 2–2 against Inter Milan. 6 My favourite team lost / won the match – I was really sad.

Copy and complete the sentences with verbs from exercise 1. 1 I’m going to … tennis – I’ve always wanted to learn. 2 I think Usain Bolt will … his own world record. 3 They’re going to … world championships. I’m going to watch them at home on TV. 4 I predict that England will … against Norway and the score will be 2–1 to England. 5 I … Manchester United, but my brother is a Chelsea fan.

3 4

Listen to Jason and Oliver. Which sport does Oliver want to take up? In pairs, ask and answer the questions.

What sport would you like to take up? Why? I’d like to take up tennis because … .

Reading

Word hunt

A collaborative pad 1 2

ranked

delayed

consecutive

Look at pictures 1–3. What do you know about the events? Read and listen. Were your ideas correct?

NEW DOCUMENT

CHAT

Susana

OUR TOP THREE SPORTING MEMORIES EVENT: EuroBasket Women 2013, final PLACE: Pubeco Pévèle Arena, France

DATE: 30 June 2013

Spain’s national basketball teams are really strong at the moment. The men are often ranked second in the world and, in 2013, the women beat France in the final of Eurobasket. It was a really close match. France were the favourites, but the final score was 70–69 to Spain. It was the first time Spain had won it since 1993. Spain’s top scorer was Alba Torrens with 21 points. The next EuroBasket Women will be held in Hungary and Romania. I’m hoping I can get tickets! EVENT: The World Cup PLACE: Soccer City Stadium, Johannesburg

Elena

DATE: 8 June 2014

The final was played between Rafael Nadal and Novak Djokovic. Nadal lost the first set 3–6, but won the next two sets 7–5 and 6–2. The fourth set was delayed by rain. When play continued the next day, Nadal won the final set 6–4. He had won his 5th consecutive French Open and his 9th in total. He had also become the first man in history to win 10 Grand Slam titles in consecutive years. I’ll never forget the match – Rafa is a phenomenon!

Javi 1

DATE: 12 July 2010

In 2010, Spain were the best team in the world, but they had never won the World Cup. The final was played between Spain and the Netherlands in front of 84,490 fans. Spain were the better side but they just couldn’t score. After 90 minutes the score was 0–0, so the teams played extra time. There were still no goals. Then amazingly, Andres Iniesta scored in the 116th minute. I was so happy, I screamed! EVENT: Final of the 2014 French Open PLACE: Paris, France

Decide if the sentences are true or false. Correct the false sentences. 1 Spain won the EuroBasket final easily. 2 Susana wants to go to the next EuroBasket. 3 The 2010 World Cup final was played in the Netherlands. 4 Javi screamed at the end of the football match. 5 It rained during the tennis match. 6 Nadal also won the French Open in 2010.

Facts The first World Cup was held in 1930. Brazil has won the competition five times, Italy and Germany four times, Argentina three times, France and Uruguay twice. Spain and England have each won it once.

Read the text again and answer the questions. 1 Who was expected to win the EuroBasket final? 2 Which player scored the most points for Spain? 3 Who scored the winning goal in the 2010 World Cup final? 4 What record did Nadal set at the tennis final?

Module 7

Grammar

Grammar reference page 142

Language reference page 142

Passive voice Active voice

Passive voice

Present simple

He gives examples.

Present continuous

He is giving an example.

An example is being given.

Past simple

He gave an example.

An example was given.

Past continuous

He was giving an example.

An example was being given.

Future simple

He will give an example.

An example will be given.

Present perfect

He has given an example.

An example has been given.

Past perfect

He had given an example.

An example had been given.

Future perfect

He will have given an example.

An example will have been given.

Present infinitive

He should give an example.

An example should be given.

Perfect infinitive

He should have given an example.

An example should have been given.

-ing form

She remembers him giving an example.

She remembers an example being given.

Perfect -ing form

Having given the example, … .

The example having been given, … .

Modal

He must give an example.

An example must be given.

Rules

Examples are given.

Spain won the 2010 World Cup. The 2010 World Cup was won by Spain. 1 Arsenal won the FA Cup. 2 Two teams of eleven play a cricket match. 3 Young people design many computer games. 4 Tyson Gay didn’t win the 100 metres final.

• We use the active to emphasize the subject of the sentence. Ramos scored the winning goal. • We use by in passive sentences to show the agent (the person or thing doing the action). The winning goal was scored by Ramos.

Complete the sentences using the correct form of the verbs in brackets. Use the present simple passive.

Complete the text using the correct form of the verbs in brackets. Use the past simple passive. The first FIFA Women’s World Cup finals (1) … (hold) in China in 1991. Surprisingly, the tournament (2)… (not win) by a famous footballing country, like Brazil or Germany. The final (3)… (play) between the USA and Norway. Norway (4)… (beat) 1–2 by the American side. The USA’s goals (5)… (score) by Michelle Akers.

Complete the sentences using the future passive. 1 I think the gold medal … (will / win) by the Chinese gymnast. 2 CDs … (not going to / sell) in shops in the future. 3 The new James Bond film … (going to / make) in Jamaica. 4 Books … (will not / print) on paper in the future.

1 The FA Cup final … (hold) at Wembley. 2 Modern footballs … (make) of plastic. 3 Water polo … (play) in a swimming pool. 4 The record … (not hold) by an American. 5 Strawberries … (eat) at Wimbledon.

Rewrite the sentences using the passive and by.

Choose the correct form of the verbs. 1 a) That shop sells / is sold cheap trainers. b) 30 pairs sell / are sold every day. 2 a) My brother writes / is written novels. b) His books publish / are published by Armitage Books. 3 a) 20 world records set / were set at the Olympics. b) Usain Bolt set / was set three of them.

Complete the sentences with the present simple passive form of the verbs in brackets. World records are set (set) every day. 1 The Olympics ... (hold) every four years. 2 Cricket ... (not play) in my country. 3 The best tennis player ... (rank) number one. 4 A gold medal ... (not make) of solid gold. 5 Records ... (break) at most Olympic Games.

Complete the sentences with the past simple passive form of the verbs in brackets. The basketball final was televised (televise). 1 My camera ... (steal) from my bag. 2 The goal ... (not score) by Messi. 3 The 2012 Olympic Games ... (hold) in London. 4 Text messages ... (not send) thirty years ago.

Write sentences in the future passive. The school / will / finish / by next year. The school will be finished by next year. 1 The song / be going to / play / now. 2 The final / will / win / by Rafa Nadal. 3 Our car / not be going to / repair / next week. 4 Many shoplifters / will / never / catch. 5 Our team / will not / beat.

Complete the sentences with is, was or will be. Our remote control was misplaced last week. 1 English ... spoken all over the world. 2 The shopping centre ... closed next week. 3 A suspect ... arrested last night. 4 He ... questioned by the police tomorrow. 5 The 2014 World Cup ... won by Germany.

10 Choose the correct verbs. Greg Jez Greg Jez Greg Jez Greg Jez Greg Jez

Hi, Jez. You look tired! I am. I (1) ’m playing / ’ve played five sets of tennis this morning. Wow! It’s only 10.30. You (2) must / can’t be fit. It’s the final of the club championships on Friday. If I (3) train / trained hard, I think I’ll win. Who (4) did you play / are you playing with in the final? Harry. He (5) used to be / is better than me but now I’m better. Why? What (6) happened / has it happen to him? He stopped (7) practise / practising and his game got worse. Why? He spends all his time with his girlfriend. If he hadn’t met her, he (8) wouldn’t have stopped / had stopped training.

Listen and check your answers.

Module 7

Grammar

Grammar reference page 142

Passive questions

Phrasal verbs related to sports

The passive: present simple

14 Match the phrasal verbs with their meaning. Use a dictionary or the internet if necessary.

Is rugby played in New Zealand? Are the winter Olympics held every four years? The passive: past simple Was baseball dropped by the Olympic Committe? Were the goals scored by the same player? The passive: future (will) Will the men’s 100 metres be won by Usain Bolt? The passive: future (be going to) Is baseball going to be played at the 2024 Olympics? Are rugby and golf going to be included?

12 Choose the correct tense. 1 Where are / were / will the first Olympic Games held? 2 Where is / was / will the Feria de Abril held every year? 3 What team sports are going to be / were / are played at the next Olympic Games? 4 Who is / was / will penicillin discovered by? 5 Where is / was / will the Grand National be held next year? 6 Which famous book is / was / will written by Daniel Defoe?

13 Complete the questions with the correct form of the verbs in brackets. Use the past, present or future passive. 1 Where … the world’s longest bridge … (complete) in 2016? 2 Where … the European Cup … (hold) in 2020? 3 Who … gravity … (discover) by in the 17th century? 4 Who … Avatar … (direct) by in 2009? 5 Where … cocoa … (grow) over 3,000 years ago?

Language reference page 142

drop out cool down join in chicken out work out show up catch up drop out – abandon a competition 1 arrive at a place where people are expecting you 2 do physical exercise 3 take part in a sporting event or match 4 do movements / stretching after your main exercise to get it back to normal 5 go faster so that you can reach a person in front of you 6 not do something out of fear

15 Fill in the right form of the phrasal verbs. let down warm up set back cheer on give up wear out knock out She let her supporters down when she lost the match. 1 The boxer won the match when he … his opponent. 2 It’s important to … before the training. 3 He was … by a sprained joint and couldn’t compete in the championship. 4 My sister … swimming when she got married. 5 Supporters gathered to … the runners. 6 The training was so intensive that I was … .

16 Match 1–6 to a–f to make sentences. 1 The tennis player showed 2 My father likes to join 3 He was running so fast that I couldn’t catch 4 I wanted to try kickboxing but I chickened 5 Her mother always cheered her 6 She dropped a) up with him. b) on at the competitions. c) out at the last minute. d) up late at the competition. e) out of the race after two laps. f) in our football matches.

Sports and sportspeople Word bank Confusing verbs 1

Listen and choose the correct words. Check their meaning in the dictionary if necessary.

beat • expect • hope • play • practise • remember • remind • spend • teach • train • waste • win 1 I play / practise the trumpet in an orchestra and I play / practise for three hours every day. 2 Nadal won / beat his first Wimbledon title in 2008. He won / beat Federer in the final. 3 My dad taught / trained me to play tennis but now my coach teaches / trains me. 4 I hope / expect to pass my exams but I don’t know if I will. I hope / expect my sister will get top marks – she always does well. 5 I never remember / remind her phone number. Can you remember / remind me what it is? 6 I spent / wasted a lot of money on this phone but it’s rubbish, so I spent / wasted my money.

Complete the sentences with the verbs in the box. reminding

spend

beat

won

remember

expect

She (1)… the 200 metres race at the championships and set a new world record. She (2)… her opponents by five metres. I (3)… her winning a silver medal at the last Olympics, so I (4)… she will win a gold medal next time. As for me, I need to (5)… more time training – my dad’s always (6)… me to train!

Listening 1

Listen to the sports quiz and answer the questions. 1 How many points does Mina get? 2 How many points does Tim get?

IZ U Q IT

Listen again and complete the questions. Then answer them. 1 Where will the … Olympic Games be held? 2 … Wimbledon Mens Singles finals have been won by Roger Federer? 3 How often are the World … Championships held? 4 When was the first … organized?

Tune in on Wednesdays at 8.00 pm, Channel 3

Module 7

Speaking Making suggestions / Giving and responding to advice Model dialogue Jane I’m so unfit, I have to do some exercise.

Alex

Why don’t you take up cycling? That’s a great idea, but I can’t afford I know! You should try tennis. a bike. It’s great fun. No, that’s no good. Tennis is so boring. You must be joking! It’s too violent for me. That’s a great idea! I love swimming. Thanks, Alex.

1 2

How about a more unusual sport, then? If I were you, I’d take up karate. Hmmm… How about swimming? It’s really good exercise.

Listen to the dialogue. What is Jane’s problem? Listen again and act out the dialogue.

Speaking task

1 Give and respond to advice

about sports

Use the sports and opinions in the pictures or choose other sports.

2 Prepare a dialogue Look at the Model dialogue and change the words in blue.

3 Speak In pairs, practise your dialogue.

Why don’t you take up skiing?

skiing / exciting

basketball / boring

taekwondo / too violent

running / really good exercise

That’s a great idea – it looks exciting!

Useful language Giving and responding to advice • Why don’t you take up cycling? • That’s a great idea, but I can’t afford a bike. • You should / shouldn’t try tennis.

100

• You must be joking! • If I were you, I’d take up karate. • No, that’s no good.

Writing A biography 1

Read the Model text and listen. Who is Missy Franklin?

Model text … She was born in Pasadena, California in 1995 and her name is Missy Franklin. She has swum for the USA national swimming team since she was 14. She was given the nickname ‘Missy the Missile’ by her father in 2008. She hated it at first, but now she likes it! (2) …It was during the 2012 Olympic Games in London that she won four gold medals and received global media attention. She also set two world records. (3) …That year, she won six gold medals at the World Swimming Championships in Barcelona. It was the most successful performance by a female swimmer at an international event. (4) …In spite of all the international attention, Missy has continued her studies at college. Journalists predict that she could soon be a superstar – no doubt that will change her life! (1)

Read the text again and answer the questions. 1 How long has she been in the USA national swimming team? 2 What do people call her? 3 Where did she win four gold medals? 4 Where did she win six gold medals? 5 What does she do when she isn’t swimming?

Tips Topic sentences We use topic sentences at the start of a paragraph to show the reader what the paragraph is about. The Olympics made Missy world famous.

Read the text again. Match topic sentences a–d with the information they introduce in the Model text. a Fame has not changed Missy’s lifestyle. b There’s a new star in the world of swimming. c The Olympics made Missy world famous. d She was voted Sportswoman of the Year for 2013 by the Women’s Sports Foundation.

Writing task

1 Plan Make notes for a biography of a young sports man or woman and include: Introduction: name, place and date of birth, their sport, any interesting personal information (like a nickname) Early career: why and how they first became famous Achievements: other special achievements, prizes or awards Daily life: non-sporting activities, hobbies or interests

2 Write Use the Model text, your notes and this structure to write a biography of a sports person you admire (100–150 words): Paragraph 1: Introduction Paragraph 2: Early career Paragraph 3: Achievements Paragraph 4: Daily life

3 Check Content and organisation Vocabulary Grammar

Module 7

101

CLIL

FAMOUS SPORTING EVENTS The Grand National is a famous horse race. Many people believe it is the greatest – and the most dangerous – one in the world. It is held in April at Aintree, which is a racecourse near Liverpool in the UK.

EARLY RACES The Grand National has been held since the 1830s. The first race was won by a horse called The Duke. At first, it was a small, local event but when the railway to Liverpool was built in 1839, the race became ‘national’.

THE WINNERS The winner receives about £400,000, but riders don’t want to win it for the money. They dream about being part of the Grand National’s history. And their horse’s name will be remembered with other famous winners like Red Rum, which won the race a record three times – in 1973, 1974 and 1977.

THE RACE The race is 7,242 metres long. The horses have to jump over fences while they are running. Traditionally, these races were called steeplechases. Riders used to choose a church steeple* to race to. They rode fast across the countryside, jumping over fences. The winner was the first horse to the church.

Ruby Walsh is one of the best riders today. He won the Grand National in 2000 on his first ride. The win was even more incredible because he had broken his leg twice the year before! It just shows what you can achieve with hard work and determination.

THE COURSE The course is famous for its high fences, especially Becher’s Brook (1.47m high) and The Chair (1.57m high). In the past, many horses were injured jumping over the fences, but now they are less dangerous.

Pronunciation /ɑː/ /ɜː/ /iː/ /ɪ/ /æ/ /e/ a

* A steeple is the top part of a church tower.

/ɑː/ fast, part, past /ɜː/ first, work, worst /iː/ receive, dream, genius /ɪ/ history, win, will /æ/ national, match, fan /e/ held, record, red

Read and listen. Then answer the questions. 1 What is the Grand National? 2 Where is it held? 3 Which horse won the first race? 4 What are Becher’s Brook and The Chair? 5 Why do riders want to win the race?

102

Listen and repeat the sounds and words. Which sounds are long and which are short?

Listen and repeat the sentences.

Self-check 7

Grammar reference page 142

Vocabulary Sporting adventures 1

3 I think the final / will / win / by Rafael Nadal. 4 Our car / not going to / repair / until next week. 5 Our team / will not / beat / in this tournament.

Match 1–5 with a–e to make sentences. 1 I think I’ll take up 2 My mum’s coaching 3 I’m supporting 4 Usain Bolt has set 5 The Women’s World Cup

---- / 10

a) is going to be televised next year. b) several world records. c) Liverpool in the final. I hope they beat Arsenal. d) golf when I retire. It’s good exercise. e) my brother for the New York Marathon.

Passive questions 5

Confusing verbs

Choose the correct verb.

---- / 10

1 Can you remind / remember me to phone Michael? 2 Munich beat / won Manchester in the final to beat / win the cup. 3 I hope / suspect Gary will win the race. 4 My mum is training / teaching me to play squash. 5 I spent / wasted £2 on that book – it was so cheap!

Phrasal verbs related to sports 6

The passive: present and past

Rewrite the sentences using the passive. 1 A Portuguese runner won the marathon. 2 Ramos scored the winning goal. 3 A lot of people in India play cricket. 4 My brother and sister always organize my birthday party. 5 My friend designed these football boots. ---- / 10

The passive: future 4

Write complete sentences. Use the passive. 1 Our new school / will not / finish / by next year. 2 The next World Cup / going to / play / in Russia.

Fill in the blanks with the correct phrasal verb from the list: chicken out, join in, work out, cool down, drop out. 1 I didn’t expect John to ... the race, but he decided to quit halfway through. 2 After a long run, it’s important to ... to avoid muscle strain. 3 We need to ... some time this weekend to talk and hear how each other has been doing lately. 4 Sarah almost ... going skydiving, but in the end, she decided to face her fear. 5 I’m starting to feel stronger because I’ve been trying to ... more often at the gym.

---- / 10

Grammar

Choose the correct form of the verb. 1 Where was the final played / play? 2 Who was the goal scored by / score? 3 When was the cup won / win? 4 Who was Nadal beaten / did Nadal beat in the final? 5 When will the next World Cup be held / hold?

---- / 10

Word bank

Language reference page 142

---- / 20

Writing 7

Write the biography of your favourite Romanian sports person (100–150 words).

Content and organisation

Vocabulary

Grammar

10 points

Don’t forget to complete the Self-observation sheet according to the example on page 7!

---- / 30 Total ---- / 100

103

Project 7

A healthy mind in a healthy body!

1 Ideas Think about famous sports men or women and their remarkable records. Why do you think they entered the world of sports? Why is sport important in people’s lives? What are the benefits of sports?

3 Write Each person in the group makes a list of the benefits of doing sports. Use the information that you have found to write your project and explain how physical activity makes people’s lives better. You may refer to physical and mental health, emotional well-being, how playing in a team could help build friendship, the way a sport teaches discipline, perseverance and goal-setting, how sports can become a healthy and enjoyable hobby. You can even add advice from famous sports men and women.

104

2 Group work Make a list of physical and mental health benefits of doing sports and tell everyone about them. Which ideas does everyone like? Why? Which sports are popular among people your age? Use the internet to look for interesting details about how sports improve our lives.

4 Check Exchange notes with a partner and check punctuation, spelling, word order and interesting vocabulary.

5 Visuals

6 Display

Use the internet to find photos for your project or make drawings to illustrate the benefits of sport.

Let’s have a poster competition! Make a poster or leaflet to encourage people to take up a sport. Include your text, photos and / or artwork. Show your project to the class. Vote for the poster or leaflet with the best ideas and visual representation. Display your work to help your classmates learn more about the way sports improve our lives.

TECH AND TECHIES

IN THIS MODULE YOU WILL LEARN: Vocabulary

• Developing products

Word bank

• Reporting verbs

Grammar

• Reported speech • Time expressions in reported speech • Reported questions • Phrasal verbs related to technology

Reading

• A business magazine article: The story of a young tech entrepreneur

Speaking

• Talking about inventions • Agreeing and disagreeing

Writing

• Article for the school magazine • Linkers

CLIL

• Famous scientists

Find the page numbers for: Ø a survey questionnaire Ø a skype conversation Ø an old phone

Specific competences: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 4.1, 4.2, 4.3.

105

Objectives

Developing products

Vocabulary Developing products Word bank Reporting verbs Grammar Reported speech; time expressions in reported speech; reported questions; phrasal verbs related to technology Speaking Talking about inventions; agreeing and disagreeing Writing Article for the school magazine; linkers

Vocabulary 1

Listen and repeat the phrases. Then use some of them to describe pictures 1–7.

analyse the results • design a prototype • develop a concept • develop the product • do market research • give a demonstration • improve the design • invent characters • manufacture a product • research an idea • solve any problems • test out the product 2

3 4

Complete the text with verbs from exercise 1. Designing a computer game has many steps. First, you need to (0) develop the concept. What is the game about? Who is it for? Then, you have to (1)… your idea and (2)… the characters. Then you (3)… a prototype game. After this, you can (4)… out the product and (5)… any problems. Use the prototype to (6)… market research. You can also (7)… a demonstration of the game. Then you (8)… the results of the research and (9)… the design. Continue to (10)… the product until it is finished. Then you can (11)… it and sell it.

3 4

Listen to Dexter, Kate and Nick. What is Kate doing? In pairs, ask and answer the question.

What do you think is the most important step in developing a computer game? I think it’s developing the concept.

106

Reading

Word hunt

A business magazine article 1

internship

entrepreneur

snaps

Read the text about Michael Sayman and put the events in the correct order. a) Facebook contacted him. b) He created his first game. c) He had an idea for a picture game.

d) He launched 4 Snaps. e) He made a website.

THE STORY OF A YOUNG

TECH ENTREPRENEUR Imagine creating an app that became a global success. Then imagine that as a result, Facebook invited you to its annual conference for app developers and offered you a summer internship. Well, this is exactly what happened to Michael Sayman. And when he was just 17! Michael, from Florida, learnt to write computer code at the age of 12 from watching online tutorials. At 13, he built a website with tips and tricks for playing Club Penguin, his favourite online game. The website was very popular, but he thought he would get more traffic if he built a mobile app version. He was right and the app became an instant hit. Michael’s next app – a game based on Club Penguin – was also very successful and his career as a tech entrepreneur had begun. Just like any entrepreneur, Michael wanted to expand his business, so he created some new games. These didn’t do very well, but Michael didn’t give up and soon he had developed the concept for his next product: a multi-player photo game. He called it 4 Snaps because players choose a word and then take four pictures for their friends to

Read and listen. Decide if the sentences are true or false. Correct the false ones. 1 Michael learned to code at school. 2 His second app was a game. 3 All of Michael’s products have been successful. 4 Michael knows exactly what he is going to do when he leaves school. 5 He was offered some work experience by Facebook.

guess it. He explained that he had had the idea while watching his sister playing on her phone. She was sending photos to a friend and asking her to guess the word. ‘I knew that I had to make an app about it,’ he says. Michael launched the first version of 4 Snaps in May 2013. He spent the summer improving the design and solving some of its problems before relaunching it in August. It was a huge success and, before long, he received the invitation from Facebook. The rest, as they say, is history. When asked about the future, Michael said that he was thinking about university but he also thought that working for a company like Facebook was definitely an option. ‘My goal is to try and make some kind of difference in the world with what I love to do,’ he says.

Facts Mark Zuckerberg is a computer programmer and tech entrepreneur. He is famous for being one of the founders of Facebook, the social networking site, which he developed when he was still at university.

Read the text again and answer the questions. 1 Why did he build a mobile app for his website? 2 Why did he call his photo game 4 Snaps? 3 How did he get the idea for 4 Snaps? 4 What did he do to 4 Snaps before he relaunched it?

Module 8

107

Grammar

Grammar reference page 143

Language reference page 143

Reported speech Tense changes

Direct speech

Reported speech

present simple past simple

‘I want to test the product,’ Sam said.

He said that he wanted to test the product.

present continuous past continuous

‘I am testing the product,’ I said.

I said that I was testing the product.

past simple past perfect

‘They didn’t test the product,’ Jen said.

She said that they hadn’t tested the product.

present perfect past perfect

‘I have tested the product.’

He said that he had tested the product.

would

‘I will test the product.’

He said that he would test the product.

am / is / are going to was / were going to

‘I am going to test the product.’

He said that he was going to test the product.

could

‘I can test the product.’

He said that he could test the product.

‘I have to test the product.’

I said that I had to test the product.

will

can have to

had to

Rules

When we change direct speech to reported speech, we change the tenses of the main verbs. These changes only occur if the introductory verb is in the past tense. Look at the tense changes in the sentences in the table.

Choose the correct words to transform the direct speech into reported speech. 1 She said: ‘I want to analyse the results.’ She said that she wanted / had wanted to analyse the results. 2 They said: ‘We are working very hard to develop it.’ They said that they worked / were working very hard to develop it. 3 I said: ‘I didn’t expect such good results.’ I said that I didn’t expect / hadn’t expected such good results. 4 He said: ‘I’m going to do more research.’ He said that he is going to / was going to do more research. 5 The inventor said: ‘I have made a breakthrough.’ The inventor said that she has made / had made a breakthrough. 6 We said: ‘We hope the invention will be ready soon.’ We said that we hope / hoped the invention will / would be ready soon.

108

Read Amy’s message. Then complete the sentences using reported speech. Hi, Mum! I’m having a great time in Paris. We’ve already done so much! On Tuesday, we went to the Louvre. Today, we’re visiting the Eiffel Tower. I’m very excited. I’m going to buy lots of souvenirs! I’ll see you soon, Amy Amy said that she was having a great time in Paris. 1 She said that she … to the Louvre. 2 She said that she … the Eiffel Tower. 3 She said that she … very excited. 4 She said that she … buy lots of souvenirs. 5 She said that she … see her mum soon.

Time expressions in reported speech In direct speech In reported speech that day today the day after / the following tomorrow day the day before / the yesterday previous day the week after / the next week following week last week the week before / the previous week 12 years ago 12 years before that year this year the next the following day / week day / week

Match the time expressions with the reported speech time expressions in the box.

that day that year the day before the following day the week after two years before today – that day 1 tomorrow 2 yesterday 3 next week 4 two years ago 5 this year

Reported speech 5

Look at the table on page 108. Then change the verb tenses and choose the correct time expressions to make sentences. Jo: ‘I went to a music festival last week.’ 1 Jo said that she … (go) to a music festival last week / the previous week. Ben and Ali: ‘We saw Matt Damon’s new film yesterday.’ 2 They said that they … (see) Matt Damon’s new film yesterday / the day before. Tim: ‘This is the second time I’ve read this book this year!’ 3 Tim said that it … (be) the second time he … (read) that book that year / next year.

Complete the sentences in the table.

Tense changes present simple

past simple past

present continuous continuous past simple

past perfect

present perfect

past perfect

would

will

am / is / are going to were going to can

could

have to

had to

was /

Direct speech

Reported speech

‘I live in a big house.’

Mark said that he (0) lived in a big house.

‘We are watching TV.’

He said that they (1)... TV.

‘I didn’t see him at the beach.’

He said that he (2)... him at the beach.

‘We have been to New York.’

She said that they (3)... to New York.

‘Jack will help you.’

He said that Jack (4)... help me.

‘You’re going to have fun.’

He said that I (5)... have fun.

‘I can’t swim.’

Kate said that she (6)... swim.

‘You have to tidy your room.’

My mum said that I (7)... tidy my room.

Choose the correct words. Ada Lovelace was a mathematical genius who was born in 1815. She (1) was / was being the first computer programmer. She (2) has met / met Charles Babbage in 1833 and studied his ideas for a machine, the Analytical Engine. Babbage asked Lovelace if (3) can you help me / she could help him. He said that his machine (4) can / could ‘read’ data and that he (5) used to / used it to solve mathematical problems. Lovelace (6) invented / inventor a ‘language’ for the machine which Babbage (7) was designed / had designed. She also (8) wrote / had written many important papers. An expert said that Lovelace’s notes (9) are / were a description of a computer and software.

Listen and check your answers.

Module 8

109

Grammar

Grammar reference page 143

Reported questions

Phrasal verbs related to technology

Information questions

10 Match the phrasal verbs with their meaning. Use a dictionary or the internet if necessary.

‘What do you want to do in the future?’ They asked me what I wanted to do in the future. ‘Where are you studying?’ They asked me where I was studying.

Rules

The word order in reported questions is the same as in direct statements. We do not use do / does in indirect questions. The tense changes are the same as in reported speech statements.

Read the questions. Then choose the correct tense. ‘What have you worked on?’ ‘How did you make the discovery?’ ‘What are you going to research next?’ 1 He asked what she worked on / had worked on. 2 He asked how she has made / had made the discovery. 3 He asked what she is going / was going to research next.

yes / no questions ‘Do you have any experience?’ They asked if I had any experience. ‘Have you ever designed an app?’ She asked if I had ever designed an app.

Write reported questions beginning with the words in brackets. 1 Does the computer recognize voices? (He asked if … .) 2 Have scientists discovered anything interesting recently? (She asked if … .) 3 Is Stephen Hawking a scientist? (I asked if … .) 4 Will scientists invent a time machine? (He asked if … .)

110

Language reference page 143

log in run out of scroll up / down pull down set up click on turn on log in – connect to a computer using a username and a password 1 start a machine by pressing a button 2 install a new computer program 3 open a list of options 4 move a mouse over an item and press to select 5 move slowly to the top or bottom of a text 6 exhaust a supply of something

11 Fill in the right form of the phrasal verbs. back up plug in sign up print out shut down pop up It is recommended to back up important files. 1 I have to … the documents before I leave the office. 2 I hate it when adds keep … . 3 … your laptop as the battery is low. 4 She … for an online English course. 5 I am tired, so I am going to … the computer for today.

12 Match 1–6 to a–f to make sentences. 1 I can’t log 2 Look for the file menu and pull 3 If you want to open a file, click 4 You will run 5 The teacher has to print 6 I was a watching a film when an add popped a) on the icon for it. b) out the handouts before the test. c) out of space if you save copies of all your e-mails. d) in. Have you changed your password? e) up on the computer screen. f) down to ‘save as…’.

Science and technology Word bank Reporting verbs 1

Listen and find which verbs express a positive or a negative situation. Check their meaning in a dictionary if necessary. admit • agree • announce • complain • explain • invite • offer • promise • refuse • suggest • tell • warn

Choose the correct verbs. 1 Max admitted / invited me to his party. 2 They complained / invited that the tickets were expensive. 3 The organizers announced / warned that Lily had won the competition. 4 I admitted / refused to go with them. 5 Simon explained / offered that he had missed the bus. 6 Jane agreed / complained to help us with our project. 7 I promised / admitted to come home at 11.00 pm. 8 The mother warned / explained her son not to touch the fire. 9 My sister refused / told me not to use her phone. 10 They offered / suggested that we should go to the park. 11 My brother offered / told to help me with my homework. 12 He admitted / complained that he hadn’t told the truth.

Copy and complete the table with verbs from exercise 1. verb + that + clause complain that …

verb + infinitive refuse to …

verb + object + infinitive tell someone (not) to …

Listening 1

Read the job advert. What do you think Bea and Micky are chatting about? Listen and check your answers.

Assistant wanted Science Today is a science magazine for young people. We have a vacancy for a research assistant this summer. If you are studying science and have some experience of online research, this is an excellent opportunity. Candidates with writing experience are preferred. APPLY

Listen again and answer the questions. 1 Was Bea happy with how the interview had gone? 2 What writing experience does she have? 3 What job does she want to do in the future? 4 Does she like computers? 5 Can she use computer programmes? 6 Is she available to work in the summer?

Module 8

111

Speaking Talking about inventions / Agreeing and disagreeing Model dialogue Susie That was a great exhibition! What did you think was the most interesting invention?

Damon I’m not sure. Perhaps it was the first mobile phone. It was so big and heavy! I’m sorry, but I don’t agree. Why was that interesting?

Yeah, I totally agree. Computers are one of the most important I suppose so, but so are mobile inventions ever. phones.

Nina Well, I don’t agree at all. The first calculator was amazing. Because it was the earliest form of computer!

You would say that – you use your phone all the time!

Listen to the dialogue. What does Damon think was probably the most interesting invention? Listen again and act out the dialogue.

Speaking task

1 Agree and disagree about inventions Use the inventions below or think of other important inventions.

2 Prepare a dialogue Look at the Model Dialogue and change the words and phrases in blue.

3 Speak In pairs, practise your dialogue.

What did you think was the most interesting invention? I’m not sure. Perhaps it was the first telephone.

112

Useful language Agreeing and disagreeing • I totally agree. / You’re absolutely right. • I suppose so. • I’m not sure. • I don’t agree at all. / I’m sorry, but I don’t agree.

100%

Writing Article for the school magazine 1

Read the Model text and listen. Then answer the questions. 1 In what other environments, besides schools, are robots commonly used? 2 Why can’t robots fully replace teachers or friends?

Model text Robots in schools: helpful or harmful? Have you ever imagined having a robot as a teacher or classmate? With technology advancing so quickly, robots are becoming more common in schools and workplaces. While they sound like a cool idea, they come with both advantages and disadvantages. One big advantage of robots in schools is that they can help students learn in new ways. They can explain things over and over without getting frustrated, which is great for students who need extra help. Robots can also handle boring tasks like grading assignments, giving teachers more time to focus on students. Outside of school, robots are used in hospitals, factories, and even space exploration, making work faster and safer. But let’s be honest – robots aren’t perfect. They don’t understand emotions, so they can’t replace real teachers or friends. If we rely too much on them, students might lose important social skills. Moreover, robots are never ill or late for work, so some people worry that they might take away jobs from humans in the future. In the end, robots can be super useful, but they should be used wisely. They should help us, not replace us. After all, nothing beats real human connection! Jane

Tips Linkers While they sound like a cool idea, they come with both advantages and disadvantages. One big advantage of robots in schools is that they can help students learn in new ways. Robots can also handle boring tasks like grading assignments Moreover, robots are never ill or late for work. After all, nothing beats real human connection!

Read the tips and choose the correct linkers.

Both / While students and teachers can benefit from using robots. (2) Moreover / Both robots can make learning more interactive. Robots should support human teachers, (3) after all, / one advantage, education is about human connection. Robots can help with grading assignments, and they can (4) after all / also assist students with personalized learning. (5) One advantage of / Moreover, using robots in schools is that they can provide extra support for students who need personalized learning. (1)

Writing task

1 Plan Make notes for an article for your school magazine about the advantages and disadvantages of using robots and include: Introduction: introduce the topic – robots in today’s world Reasons for: advantages of using robots Reasons against: disadvantages of using robots Conclusion: your personal opinion about using robots

2 Write Use the Model text, your notes and this structure to write an article for your school magazine about the advantages and disadvantages of using robots (100–150 words): Paragraph 1: Introduction Paragraph 2: Reasons for Paragraph 3: Reasons against Paragraph 4: Conclusion

3 Check Content and organisation Vocabulary Grammar

Module 8

113

CLIL

FA M O U S S C I E N T I S T S Isaac Newton (1642–1727) Isaac Newton was a mathematician, physicist and astronomer. He worked out the basic laws of gravity and motion and showed that light is made up of the seven colours of the rainbow. Newton built the first reflecting telescope and he also helped to develop calculus. He once said that people built too many walls, and not enough bridges. Rachel Carson (1907–1964) Rachel Carson was a biologist and environmentalist from the USA. She researched the effects of pesticides and showed that they were also killing animals. In 1962 she published the results of her research in a book called Silent Spring. As a result of her work, some of the most dangerous pesticides were banned in the USA. Francis Crick (1916–2004), Maurice Wilkins (1916–2004) and James Watson (1928) Francis Crick and Maurice Wilkins were English and James Watson is from the USA. They researched and discovered the structure of DNA, which contains the genetic information that allows all living things to function, grow and reproduce. Crick said that they had discovered the secret of life. They won the Nobel Prize in 1962 for their work.

Pronunciation Read and listen. Then answer the questions. 1 Who was Sir Isaac Newton? 2 What did he discover? 3 What did Rachel Carson discover? 4 What happened as a result? 5 What did Crick, Watson and Wilkins discover? 6 Did they win any prizes?

114

Sentence stress and intonation a

Listen and repeat the questions. Which syllables have the main stress? 1 Did they win any prizes? 2 Where did Carson come from? 3 What did she discover? 4 Were they mathematicians?

Listen and repeat the questions. How many words are there in each sentence? How many words are stressed?

Self-check 8

Grammar reference page 143

Vocabulary Developing products 1

4 ‘He analyses data in a lab.’ They said that … . 5 ‘We are going to publish our research next week.’ Professor Rawlins said that … .

Order the letters in brackets to make the words. 1 My favourite part of the process is … (viningetn) the characters. 2 Computers can … (aasylne) results very quickly. 3 We need to … (ropemiv) the design and … (osvel) all the other problems. 4 How long did it take to … (facmuerautn) the product? 5 Do you think it’s important to do market … (erarcshe) on a new product?

---- / 10

Reported questions 5

Reporting verbs

Complete the sentences with the verbs in the box. complained told suggested promised admitted

---- / 10

Phrasal verbs related to technology 6

1 Jack … that he had told everyone my secret. 2 Our teacher … us to do exercise 5 for homework. 3 I … my parents that I wouldn’t get home late. 4 Kevin … that we went to Greece on holiday. 5 They … that the food was terrible.

Time expressions in reported speech

Match time expressions 1–5 with reported speech equivalents a–e. 1 today 2 tomorrow 3 next week 4 last week 5 yesterday

a) the day after b) the previous week c) that day d) the following week e) the day before ---- / 10

Reported speech 4

Complete the reported speech sentences. 1 ‘I went to Paris last year.’ He said that … . 2 ‘We are inventors.’ They said that … . 3 ‘I am researching things today.’ She said that … .

Complete the sentences with the correct verb from the list: run out of, log in, scroll down, click on, turn on. 1 Before accessing your account, you need to ... using your username and password. 2 We’ve ... printer paper, so we need to go to the store to buy more. 3 I need to ... the menu to find the option I’m looking for. 4 Don’t forget to ... your computer before you start working. 5 If you want to visit the website, just ... the link in your e-mail.

---- / 10

Grammar

Copy and complete the reported questions. 1 Do computers need electricity? 2 When did Newton live? 3 Has anyone discovered a cure for malaria? 4 Can humans fly? 5 Where was Rachel Carson from?

---- / 10

Word bank

Language reference page 143

---- / 20

Writing 7

Write an article about using artificial intelligence for your homework (100–150 words).

Content and organisation

Vocabulary

Grammar

10 points

Don’t forget to complete the Self-observation sheet according to the example on page 7!

---- / 30 Total ---- / 100

115

Project 8

The greatest inventions

1 Ideas Think about groudbreaking inventions and the remarkable technological progress of the past 100 years and how this has transformed our lives. Which innovations have changed our way of life? Which ideas were most helpful for mankind? Why?

3 Write Each person in the group chooses one of the inventions that you have discussed. Use the information that you have found to write your project and explain how this invention has revolutionised the world, the benefits it has brought and the challenges it encountered. Remember to explain who the inventor was and how the idea first appeared.

5 Visuals Use the internet to find photos for your project or make drawings to illustrate the invention you have chosen.

116

2 Group work Make a list of the inventions you consider had a great impact on our world and tell everyone about them. Which ideas does everyone like? Why? Which inventions had a significant positive impact? Who were the inventors? Use the internet to look for interesting details about the impact on these inventions.

4 Check Exchange notes with a partner and check punctuation, spelling, word order and interesting vocabulary.

6 Display Let’s have a poster competition! Make a poster or leaflet and present your ideas. Include your text, photos and / or artwork. Show your project to the class. Vote for the poster or leaflet with the best ideas and visual representation. Display your work to help your classmates learn more about the inventions that have impacted mankind.

Revision: Modules 7–8

d bank Vocabulary & Worusing verbs Sporting adventures Developing products

Conf Reporting verbs

Work with a partner. Read the clues and play the game. Who finishes first? Is he a tennis coach? Yes, he is. He t… (6) some quite famous players.

START

Where do they m… (11) these cars? In Ávila.

What was the result of this match? It was a d… (4). When are you going to tell people about your good news? We’re going to a… (8) it tomorrow.

Are you going to arrive on time? Yes, definitely. I p… (7) that I won’t be late. Do you read the newspaper before school? Yes, but I only have time to read one a… (7).

What’s the matter? I’m trying to s… (5) the problem, but it’s very difficult.

Has Kim arrived? Not yet. But don’t worry. She’s very r… (8). She always arrives on time.

What are you reading? An a… (6) for a concert. I really want to go!

FINISH Are you good at adapting to change? Yes, I am. I’m very f… (8).

117

Revision: Modules 7–8 Grammar

le passive, The passive: present and past simp to g goin be will, with future passive

Passive questions Reported speech ch Time expressions in reported spee Reported questions Tense review

Choose the correct verb form.

GUINNESS Guinness World Records is the best-selling copyrighted series of all time. A new edition (1) is published / publishes every year and millions of copies (2) are sold / Guinness World Record attempt for sell. It (3) is translated / translates into over 15 languages. the most number of people in a car. (4) But how was it started / it was started? One day in 1954, Sir Hugh Beaver, the director of the brewers Arthur Guinness, (5) was hunting / hunted in Ireland. He (6) was trying to shoot / was shot a bird called the golden plover. Later (7) today / that day he asked some friends if the plover (8) was / had been the fastest bird in the world. They (9) looked / were looked for the answer in an encyclopaedia, but it wasn’t there. So Sir Hugh decided to create a book that (10) told / said the reader what the fastest, biggest and longest things in the world were. He asked an employee if (11) he knew / did he know anyone who could write it. He suggested two journalists, Ross and Norris McWhirter. They had a company in London that (12) supplied / was supplied newspapers with facts and figures for articles. The first 1,000 copies (13) were given / gave away for free. Sir Hugh later (14) told / said that the book was supposed to be a marketing item for his company, not a best-seller. The first real edition (15) was published / published in 1955. It is still very popular today. It (16) is published / publishes before Christmas. This year millions of copies (17) will be sold / will sell, just like every year.

Copy and complete with the correct form of the verbs in brackets. 1 The telephone … (invent) by Alexander Graham Bell in 1876. 2 In 2016, the Olympic Games … (hold) in Rio de Janeiro. 3 When … the original Star Wars film … (make)? 4 He asked if Australia … (hold) the Olympic Games. 5 He told me that Spain … (win) the World Cup in 2010. 6 I asked him when he … (arrive) at my house.

118

Change the questions from active to passive or passive to active. 1 Was Emma written by Jane Austen? 2 When will Tokyo hold the Olympics? 3 Who discovered the element radium? 4 Did Uruguay win the World Cup in 1930? 5 Is the film directed by Steven Spielberg? 6 Who announced the date of the wedding?

Cultural awareness

Language

How much do you know about the history of language in Britain? Do the quiz.

1 Approximately how many people speak English as a first or second language? a) over one billion b) over two billion c) over three billion 2 When was Britain invaded by Anglo-Saxon speakers? a) in the first century b) in the fifth century c) in 1066 3 Who invaded Britain in the eight and ninth centuries? a) the French b) the Romans c) the Vikings 4 Which language did King William I speak? a) Celtic b) French c) English 5 Which language do the words fruit and table come from? a) Anglo-Saxon b) Turkish c) French 6 Which language does the word coffee come from? a) Turkish b) French c) Hindi

Watch the documentary about language and answer the questions. 1 Where did the Saxons come from? 2 What does the Bayeux Tapestry show? 3 Where is Cornwall? What is its original language called?

1:17

1:12

1:07

1:37

119

Extension Circle the correct words to complete the text.

Wild swimming In recent years, outdoor swimming (1) became / has become very popular in Britain. This is swimming in lakes, rivers and the sea all the year round. It (2) was called / is called ‘wild swimming’ by some people. People (3) which / who have tried it say they can never go back to swimming pools. For the past four months, Elana Flight (4) was swimming / has swum every day at the Highgate Ladies’ Pond in Hampstead, where there are changing rooms, showers and a ladder into the water. ‘I (5) used to go / had gone to an indoor pool once a week,’ she says, ‘but I (6) wasn’t liking / didn’t like the chlorine in the water. I (7) gave up / would have given up swimming if a friend hadn’t told me about this place. After I (8) was swimming / had swum here a few times, I fell in love with the place. I enjoy (9) swimming / to swim with ducks and waterlilies in the water and trees all around me. I’m going (10) to swim / swimming here all through the winter as well. I haven’t done that before, but I think the water (11) must / can’t be warm then but if (12) I’m / I will be cold after my swim, I’ll have a hot shower and run around.’ people Every year, on Christmas Day, some Apparently last winter the pond (13) was covered / covered us famo a e, entin Serp the in ming go swim . with ice but some swimmers broke the ice and got in. lake in London’s Hyde Park In January 2014, Jaring Timmerman That sounds very dangerous! I (14) don’t / wouldn’t go the competed in two swimming races at swimming in an icy pond! age of 104.

Facts

My progress After studying Modules 7–8 I can… …talk about sports. …talk about technology. …talk about inventions. …use the passive and passive questions. …use reported speech. …give and respond to advice.

120

Excellent

incredible The longest distance ocean swim .34 (marathon swimming) is 250 km (155 o Pabl by eved miles), and was achi USA, Fernandez (Spain) in Miami, Florida, on 19–20 July 2021. atia) On 27 March 2021, Budimir Šobat (Cro time est long the for rd reco the e brok a breath held voluntarily (male) with 6 37.3 tes minu 24 of time staggering seconds.

Good

Need improvement

EXAM TRAINER: l READING l WRITING l LISTENING l SPEAKING

121

EXAM TRAINER: READING

Preparation 1

Read the description of Jorge in the example task below. Which place (a, b or c) would be best for him to go on holiday? Why?

Matching exercise You are given descriptions of one or more people and several short paragraphs on a given topic and you must match each person with a paragraph. Be careful, there might be an extra paragraph.

Read the three holiday descriptions (a, b and c) in the Model exam. Then choose the best one for Monica. Why is it the best holiday for her? The best option is (1)... because there are plenty of water sports for her to do. At night there are restaurants that Monica can visit. Option (2)... is not a good option because although you can do water sports, there are no restaurants or places to go out. Option (3)... is not suitable because Monica likes swimming and this holiday doesn’t mention water sports.

Read the description of Sunil in the Model exam and then choose the best holiday for him (a, b or c). Use the underlined information to help you.

Example task Jorge is 16 years old. He’s been interested in the environment since he was very young. He likes plants and trees. He enjoys sleeping in a tent and cooking outdoors. a) a town on the coast b) a campsite near a forest and a lake c) a canyon in a desert

Tip Read the descriptions carefully Before matching a description with a paragraph, make sure that the latter reflects all the personality traits found in that person, and all that he / she likes or dislikes.

Model exam

This holiday plan offers only one type of activity and is addressed to large groups of people. Monica loves water sports, especially swimming. She likes going out at night and trying local food.

Sunil likes trying lots of new sports and being active. He doesn’t like crowds or busy places. He enjoys doing activities by himself.

122

A We organize walking tours in Utah. Walk through three different canyons and enjoy the amazing landscape. Our guides will show you the best routes. There are usually about 20 people in a group, so you get to meet some great people, too!

B Come and stay in this beautiful busy town on the coast. There are lots of restaurants and cafés to visit in the evening and plenty of new people to meet! During the day you can relax on the beach, swim, go diving or try sea kayaking.

Yellowstone Campsite is right next to the tranquil National Park. You have to bring your own food and water because there are no shops or restaurants. You can go hiking or mountain biking in the forest or kayaking in the lake nearby.

This option offers a great variety of sports, but in a very dynamic and crowded city.

This plan offers the possibility to do sports individually, in a very quiet place.

Matching Practice Step 2

Tip Review your answers After finishing this exercise, read the description of the person and place you have chosen. Can you find any details that don’t match? Make sure the paragraph matches the other person’s statements. Step 1

Read the descriptions.

Read all the options.

Read the three options carefully before you try to match them with the people. Step 3

Match the people and options.

Read the first person’s information again and read each option again. Eliminate unsuitable options. Note down the best option. Then do the same for the other person.

Read the descriptions of the people and identify any important information. Think about what might be a good choice for each person.

Step 4

Check your answers again to make sure they are correct.

Exam task 4

Read the descriptions of Joanne and Steve and match them to the best holiday for them. A German adventure

This is a great holiday if you’re looking for new experiences! First, you travel by coach through the forests of Germany. There’s time to explore many of the towns on the way. Then you stay in Berlin for two nights before flying to Munich. You finish the holiday with a helicopter ride. The holiday isn’t cheap, but it’s worth it!

Joanne enjoys trying new ways of travelling. She hates flying. She likes seeing different places and not staying in one place.

Steve is an active person. He hasn’t got much money. He doesn’t mind if the journey takes a long time. He loves water sports.

Explore France Bored with traditional holidays? Travel around the countryside of France by horse-drawn caravan. Stop when you want to and for as long as you want! There are plenty of beautiful towns and castles to see on the way.

Sea adventure This working holiday isn’t for people who like relaxing! You travel from Naples to Barcelona by yacht and learn to sail. We stop at different places on Sardinia and Mallorca to explore some of the towns and try water sports. You work hard when you’re on the boat, but you only have to pay for food on this trip that takes six weeks.

123

EXAM TRAINER: READING

Preparation 1

Read the example task. What do you have to do? Example task Read the text and choose the correct word, a, b, c or d, for each space. There is an example at the beginning. Fahrenheit 451 was written (0) c Ray Bradbury. It is (1) ... in the future in a world where TV dominates and the government (2)... banned books. They are burned by ‘firemen’ (3)... job is to start the fires, not put them (4)... . It tells (5)... story of a fireman who starts to see the value of books. b) for c) by d) from 0 a) with c) written d) situated 1 a) located b) set b) was c) has d) had 2 a) is b) who c) which d) whose 3 a) which b) out c) on d) up 4 a) off b) a c) an d) one 5 a) the

Fill in the gaps You are given an informative or narrative text with gaps and you must choose one of four possible words that can fill each gap. This will assess your grammar and vocabulary skills. Tip Think of the type of word that’s missing. Read the whole text, then read every sentence with a gap and think what part of speech might go in there (auxiliary verb, article, relative pronoun, preposition). Do you know the answer?

Read the example task again and choose the correct words.

Read the text and the options in the Model exam. Look at the notes in red to help you choose the correct answers.

Model exam 4

Making a film (0) a divided into three stages – pre-production, production and post-production. Pre-production involves (1)... the script. It’s the time (2)... you raise the funds and plan the filming, too. The production is (3)... the film. At post-production, the film is edited. Special effects are (4)... added at this stage and the music is (5)... .

0 a) is 1 a) write 2 a) where 3 a) taking 4 a) too 5 a) choose

124

What comes after “involves”: the infinitive or the gerund?

Read the extract from a text about making a film and choose the correct word, a, b, c or d, for each space. There is an example at the beginning.

b) was b) writing b) when b) recording b) addition b) choosing

What relative pronoun refers to time? What is the right verb? (We say “shoot a film” when we’re talking about handling a camera).

c) has c) written c) who c) engraving c) also c) chose

d) are d) writers d) whose d) shooting d) however d) chosen

Multiple-choice cloze Practice Step 1

Step 3

Read the whole text.

Read the whole text to get a general idea of what it is about. Can you complete any gaps without looking at the options? Make notes of any answers. Step 2

Eliminate incorrect options.

Read each sentence with a gap again. Look at the words before and after. Decide what kind of word is missing. Read the four options and eliminate any that you know are wrong.

Choose the correct option.

Re-read each sentence with a gap and any remaining options and choose the correct option. Step 4

Check your answers.

Re-read the whole text with your answers in. Does each answer sound correct? If not, go back and look at the options again. Tip Eliminate wrong choices After reading the text carefully, look at each gap in turn, read the four choices and eliminate those you know are incorrect. Read the sentence again and chose the correct option.

Exam task 5

Read the text and choose the correct word, a, b, c or d, for each space. There is an example at the beginning.

The Fault in Our Stars The Fault in Our Stars was directed (0) c Josh Boone and stars Shailene Woodley and Ansel Elgort, and it was released (1) ... 2014. The film tells the story of Hazel and Gus, two teenagers (2)... fall in love. It is an unusual love story (3)... Hazel and Gus met at a cancer support group. You (4)... expect it to be sad, but it isn’t – the two teenagers have a great (5)... of humour. (6)... they joined the group to help them deal with their illness, they enjoy (7)... life to the full. You admire (8)... . If you enjoy funny, moving stories, then I (9)... definitely recommend watching this film. You will remember it long after you (10)... seen it.

0 a) with 1 a) in 2 a) whose 3 a) for 4 a) can 5 a) kind 6 a) However 7 a) live 8 a) them 9 a) will 10 a) have

b) for b) on b) who b) because b) will b) idea b) Despite b) living b) they b) would b) had

c) by c) at c) which c) so c) must c) sense c) Perhaps c) lived c) him c) may c) are

d) from d) from d) what d) also d) might d) laugh d) Although d) lives d) he d) should d) were

125

EXAM TRAINER: WRITING Writing an informal e-mail Some tests require to write an informal e-mail. This will assess your ability to write short informal texts, to comprehend and to follow written instructions.

Preparation 1

Read the text in the Model exam and make notes in your notebook about the changes in the situation. Before Now small house flat garden

big city

Match sentences 1–3 with topics a–c. 1 My new classmates are really friendly. 2 I hope you come to visit me soon. I miss you! 3 There are a lot of things to do. a) the house and area b) people c) feelings Read Pablo’s e-mail and find these informal words in the text. OK

cool

really

bye!

Tip Describing places or people If you are asked to describe a place, a thing or a person, think of all the adjectives you can use. Remember that adjectives usually go before the noun and have no plural form.

Check in the Model exam if Pablo has done these things: Yes 1 Does he use informal opening and closing language? 2 Is the text divided into paragraphs? 3 Does he use contractions? 4 Is there any point in the exam question that he doesn’t answer?

Model exam 5

Read the exam task below and then read the e-mail from Pablo. Exam task Two months ago you lived in a house in a small town. Your house had a garden and you cycled to school. Last month, you and your family moved to a big city. Now, you live in an apartment with a balcony in a large building. You have to travel to school by bus. Write an informal e-mail to a friend and tell them about the changes in your life. Include this information: • a description of your new house; • a description of your new friends; • how you feel about the change. Write 100 to 150 words.

126

Describe your new house.

Hi, Xavi! Thanks for your e-mail! It was nice to hear from you. My life has changed a lot, and I’m very excited! Now I live in a big city in an apartment. It’s in a really big building. We’ve got a fantastic view of the city. At first, I didn’t like it here because I missed my garden, but we’ve got a balcony, so it is OK. There are lots of shops and a few parks near my building. There’s also a really cool skate park! My new school is OK and my classmates are really nice. My new friends are called Rosa and Luis. They are 12 years old. I travel to school by bus because it’s far away, but I don’t mind that. How does the When are you coming to visit me? I miss you! Write back soon! Bye! Pablo

change feel?

Describe your new friends.

An informal e-mail Practice 6

Read the Exam task below. Think of some ideas for the task. Use these things to help you: • your notes from exercise 1; • the model answer in the Model exam; • the Exam kit.

Tip Organize your e-mail Organize your ideas into paragraphs, with the appropriate beginning and ending. E-mails are informal, so be sure to use contractions (“I am” = “I’m”) and coloquial words. Don’t forget to include the greeting, the purpose of the message and the closing.

Exam task 7

Read the exam task and follow the instructions. Exam task You are at a summer camp. Write a short informal e-mail to a friend and tell them about the camp. Include the information below: • the place, the people and the food; • the activities you are doing; • if you are / aren’t having a good time. Write 100 to 150 words.

Exam kit: Useful expressions

Exam kit: Useful vocabulary

Dear … , I’m writing to tell you about … . I feel … . Everybody is … . I’ve met … . I’m having … . Love, … .

Describing people friendly funny generous patient sociable Describing places relaxing noisy quiet busy exciting boring Describing food tasty delicious salty sweet healthy

interesting

127

EXAM TRAINER: WRITING Replying to a message

Preparation 1

Look at the e-mail extract below. Which three things a–d should the writer include in a reply? So, how was Helen’s party on Friday night? Tell me all about it! What did you wear? What did you do for the rest of the weekend? I hope you had a good time! Gloria a) a description of the party b) a description of their clothes c) details about where the party was d) information about other activities on Saturday and Sunday

You are given an excerpt from a friend’s e-mail or letter and you have to reply. The excerpt will give you an idea of what to write about. This test assesses your comprehension and your writing skills.

Tip Answer the questions Don’t let any of your friend’s questions unanswered. Try to use adjectives and an informal writing style.

Read the reply e-mail in the Model exam below. Which question from the extract does Emily not answer?

Read the reply to Gloria’s e-mail extract in the Model exam again. Is Emily’s e-mail a good reply? Why / Why not?

Model exam

To:

gloria2016@mail.org

Subject:

Helen’s party!

Hi, Gloria, How’re things? Helen’s party was fantastic! I had a brilliant time!! Everyone in my class came, so it was fun. We all brought some good music and most people danced. The food was great, too. On Saturday I studied for my exams. On Sunday I was tired so I didn’t do much. I watched a scary film in the evening. After that I couldn’t go to sleep! I’m never going to watch horror films again! Bye for now! Emily

Use an informal writing style.

Use multiple adjectives.

The description of Emily’s party is comprehensive and well organised.

Emily gives lots of details about how she has spent the weekend.

128

Replying to a message Practice Step 1

Make notes.

Write each question you have to answer as a heading. Make notes with your answers under each heading. Check that you have answered all the questions. Step 2

Organize the information.

Read your notes and organize the information into paragraphs. Step 3

Think about the language.

Try to use different tenses, conjunctions, time expressions and a variety of adjectives. Use appropriate expressions to begin and end the e-mail to a friend.

Step 4

Use informal expressions.

When you are clear about what language to use, write a final version. Check for spelling and grammar. Tip Use the appropriate style An e-mail sent to a friend should be informal, so use: • contractions such as “couldn’t” instead of “could not”; • exclamation marks and coloquial phrases such as “I had a brilliant time!”; • expressions such as “How’s it going?”.

Exam task 4

Read the e-mail extract from a friend. Then write a short e-mail answering your friend’s questions. Write 100–150 words.

To:

youforever@mail.org

Subject:

Sports competition

Hi! I hope you enjoyed the sports competition on Saturday! Please tell me all about your day there! Did you win? Sorry I couldn’t come. What did you do after the competition? What are your plans for the summer holidays? Love, Lucy Exam kit: Useful expressions Hi, (+ name), How’re things? What are you up to? How are you? Hope you enjoyed … . Write and tell me all your news! Bye for now! Love, …

Conjunctions and but so because Time expressions On Saturday, … . In the evening, … . Two hours later, … . Sequencing words First, … . Then, … . After that … . Finally / In the end, … .

129

EXAM TRAINER: LISTENING

Preparation 1

Read the introduction. Why is Lizzie talking to the students? Introduction Lizzie Twose is a young entrepreneur who set up an online business called Hot Heads. She’s going to talk to a group of 15-year-old students at Tuffley Community School. The students are studying business and they’re learning about the process of starting an online company.

Several possible answers You will hear a monologue or a conversation and you have to choose the correct answer to six questions. There are three options for each question: a), b) and c). This exercise assesses your ability to capture the key information. Step 1

Read the example question. What does the phrasal verb set up mean? Example question Lizzie Twose set up an online business called Hot Heads. What type of business is it? a) a catering business b) a retail business c) a manufacturing business

Read the instructions in the Exam task on page 131 and choose the best summary. a) Lizzie teaches at a secondary school. b) Lizzie is visiting a school to give a talk about her business. c) Lizzie has won a prize for Young Entrepreneur of the Year.

Step 2

Tip Distractors Sometimes one of the answers is a distractor. That means that the answer is illogical, impossible or irrelevant.

130

Translate answers a–c in exercise 2 into your language. Are they all possible? Can you predict the most probable answer?

Listen and choose the correct answer for the example question.

Read all the questions.

Now read all the questions in the Exam task. Copy and complete these sentences. 1 In question 1, we need to know when Lizzie started her business. 2 Question 2 is about … . 3 In question 3, we have to say … . 4 In question 4, they are asking about … . 5 In question 5, we must say … . 6 Question 6 is about … .

Step 3

Understand the situation.

Read all the answers.

Read all the answer options in the Exam task and think about the meaning of all the words. Match 1–5 with synonyms or definitions a–e. 1 teenager a) less than a thousand pounds 2 university b) someone aged 13–19 3 online c) higher education 4 dedication d) on the internet 5 £300 e) time and effort that you give to a project

Step 4

Listen and choose the answers.

Step 5

Listen again and check your answers.

Multiple-choice answers Practice Exam task 8

Lizzie is a young entrepreneur. She’s giving a talk about her experiences to some students. Listen and choose the correct answer for each question. You will hear the conversation twice. 1 When did Lizzie set up her business? Order of the questions a) Seven years ago. The questions are always in the same b) When she was a teenager. order as in the recording. That's why c) When she was at university. you have to listen carefully to find 2 What does Lizzie do now? out the correct answer to the first a) She works full-time in her business. question. b) She teaches Business at university. c) She studies Business and runs her company. 3 Who else works for Hot Heads? a) Lizzie’s friend b) Lizzie’s dad c) Lizzie’s mum 4 How much was Lizzie’s initial investment in her company? a) £300 b) £3,000 c) £13,000

Think of possible synonyms The words you read in the questions do not always match the words you are going to hear. For example, Lizzie could say “they sell online” or “they sell on the internet”. She could also say “they have shops” instead of “they have stores”.

5 How does Hot Heads operate? a) They have one shop, and sell online. b) They have several shops. c) They only sell online. 6 According to Lizzie, what do you need to set up a successful business? a) A lot of money b) A good team of people c) Dedication and energy

131

EXAM TRAINER: LISTENING Complete annotations

Preparation 1

Look at the information about a TV programme. Then answer the questions. 1 What kind of programme is it? 2 What is this episode about? 3 Will you hear a monologue or a dialogue? CHANNEL 6 Wednesday 20:00

THE WORLD TOMORROW

In this week’s episode, our presenter will be discussing the latest developments in transport with Dr Kathryn Steel.

Look at the picture and read the notes in the Model exam. What type of transport will the presenter be talking about?

You will listen to a monologue or a dialogue and you will have to fill six gaps in the text with words or numbers. This exercise assesses your skill of listening to specific information. Tip Analyze the missing information Look at each gap in the text and try to find out what kind of word you need. It could be a verb, a number, an adjective or it may be a price, a year or an hour.

Look at gaps 1–6 in the Model exam. What kind of information will you need? Match a–f with gaps 1–6. a a year d a city b an object e a number c a country f a type of power

Model exam 4

You are going to hear part of the TV programme, which is about driverless cars. Listen and complete the notes. You will hear the information twice.

Driverless cars Current situation •

•

The government in (1)... is investing £19 million on research. Driverless cars are being road tested in Bristol, Milton Keynes, Coventry and (2)... .

How the cars work •

• •

They use (3)... , a radar system and other sensors to build up a picture of the world around them. They have a top speed of (4) ... miles an hour. Their power source is (5) ... .

Next steps •

132

It’s possible they will be being used on the road by (6)... .

Completing notes Practice Step 1

Read the instructions and look at the notes in the Exam task and answer the questions. 1 What is it about? 2 How many times will you hear the information? 3 How many gaps are there?

Step 2

Step 3

Read the instructions carefully.

Read all the notes.

Read the notes in the Exam task. Which of these things are not mentioned? 1 the testing of Maglev trains 2 the speed at which Maglev trains travel 3 the number of passengers 4 the environmental impact of Maglev trains 5 the power source used 6 a place where Maglev trains are in use

Analyse the gaps.

Study gaps 1–5 in the Exam task. What kind of answers do you think you will need? Choose a, b or c. 1 a) an adjective b) a verb c) a noun 2 a) a speed b) a kind of power c) a town 3 a) a large number b) a small number c) a verb 4 a) an adjective b) a verb c) a noun 5 a) a price b) a year c) a speed 6 a) a person b) a country c) a number

Step 4

Listen carefully and write the answers.

Step 5

Listen again and check your answers.

Exam task 8

You are going to hear the next part of the programme, which is about Maglev trains. Listen and complete the notes. You will hear the information twice.

Maglev trains How the trains work • • •

They use powerful (1)... to levitate above the tracks. Their power source is (2)... . They have a top speed of (3)... kilometres an hour.

Advantages •

They are environmentally-friendly, fast and (4)... .

Current situation / next steps • •

The trains have been used in Shanghai since (5)... . Maglev systems are being tested and constructed in other places, such as Japan, Israel and (6)... .

133

EXAM TRAINER: SPEAKING Preparation 1

Read questions 1–6 in the Model exam. Translate the questions into your language. Which questions are in the past tense?

Presentations The test includes questions about your family, your school or your interests. This will assess your ability to offer personal information and to have a simple conversation.

Read Pedro’s answers and write the verb forms that he uses in each answer. What tenses are they? 1 is = present simple

Tip Saying numbers, spelling letters Make sure you have a good understanding of the English alphabet and numbers. You might be asked to spell your name, or to say your age, your date of birth or a phone number.

Copy and complete the table with information about Pedro. Practise spelling the names and saying the numbers. Then listen and check. Name:

(0)

Age:

(1)

Address:

(2)

Family:

(3)

Favourite subject:

(4)

Pedro García

Now copy and complete this table with information about you. Name: Age: Birthday: Phone number: School: Favourite subject:

Model exam 1 Hello! What’s your name? My name’s Pedro García. 2 Where do you live, Pedro? I live in Valencia. My address is 45, Calle de Mena. 3 When did you start at this school? I started at this school when I was 14 – that was two years ago. 4 What’s your favourite subject?

My favourite subject is geography. I’m interested in different countries. In the future, I’d like to be a teacher.

5 Where did you go on holiday last year? Last summer I went to the country with my family. We stayed with my grandparents on their farm. It was great! 6 Have you got any brothers or sisters? Yes, I have. I’ve got a sister. Her name’s Ana and she’s five. She’s funny!

134

Introducing yourself Tip

Practice 5

Read questions 1–7 in the Exam task. Match them with answers a–g. a I live in Madrid. e Yes, I’ve got a dog. b Ten years ago. f I like reading. c My name’s Ana. g I’ve got two brothers. d I went to a party. Add more information to the answers in exercise 5. You can invent the information! My first name is Ana and my surname is Serrano.

Complete answers When you answer the questions, try to provide all the relevant information. Don’t answer with as simple yes or no! Are you a student? Yes, I am. ✗ Yes, I am. I’m in the eighth grade. ✓

Answer questions 1–7 in the Exam task with answers that are true for you. Try to give as much information as possible.

Work in pairs. Ask and answer the questions in the Exam task.

Exam task 1 What’s your name? 2 Where do you live? 3 Tell me about your family. 4 Have you got any pets? 5 When did you start learning English? 6 What do you like doing in your free time? 7 What did you do last weekend?

Exam kit: Useful vocabulary

Exam kit: Useful expressions

Personal information first name surname address age birthday Family and pets brother sister cousin step-brother / sister cat dog fish bird rabbit Hobbies reading drawing dancing doing sport singing playing an instrument Holidays go to the beach / mountains visit relatives go camping stay in an apartment / hotel

My name / surname is … . I’m … years old. My birthday is on … . I’m from … / I live in … . I like / enjoy … . I’ve got … . Last weekend I … . Last summer I went to … . I started learning English … years ago / when I was … .

135

Language reference: Module 1 Vocabulary Life-changing events become rich • change school • drop out of university • get into trouble • go abroad • go for a job interview • have an accident • make new friends • move house • retire • settle down • start your own business • take a gap year • win an award

Word bank

Verb + preposition

agree about • agree with • argue about • argue with • depend on • dream about • listen to • look forward to • participate in • talk to • wait for • worry about

Grammar

Past simple

Affirmative I / You moved house. He / She / It moved house. We / You / They moved house.

Negative I / You did not move house. He / She / It did not move house. We / You / They did not move house.

Interrogative Did I / you move house? Did he / she / it move house? Did we / you / they move house?

Short answers Yes, I / you did. No, he / she / it did not. Yes, we / you / they did.

used to Affirmative I / You used to play in a band. He / She / It used to play in a band. We / You / They used to play in a band.

Negative I / You didn’t use to play in a band. He / She / It didn’t use to play in a band. We / You / They didn’t use to play in a band.

Short answers Yes, I / you did. No, he / she / it did not. Yes, we / you / they did.

Subject and object questions

Relative pronouns

Subject questions Who went to the cinema yesterday?

People

The woman who / that lives in that house owns a shop.

Things

He wears trainers which / that look like human feet.

Time

She designed these platform shoes in 2013 when she was a design student.

Phrasal verbs with in

Place

break in hand in plug in

Italy is a country where they design clothes.

Possession

He’s the man whose brother works as a pilot.

Joe went to the cinema yesterday. Object questions What did Joe do yesterday? He went to the cinema.

call in join in set in

Speaking

check in give in keep in let in sign in zoom in

Describing a photo

• This is a photo from our school trip to Italy. • Where / When did you take it? • I’m in the middle. That’s Daniela on the left. • Who’s that on the right?

136

Interrogative Did I / you use to play in a band? Did he / she / it use to play in a band? Did we / you / they use to play in a band?

• There are some amazing buildings in the background / foreground. • You all look very happy. • It looks like a beautiful city.

Language reference: Module 2 Vocabulary Literary genres adventure • autobiography • biography • comic • crime • fantasy • historical fiction • non-fiction • play • poetry • romantic novel • science fiction • short stories • thriller

Word bank

Compound nouns

audiobook • best-seller • book deal • bookshop • computer program • graphic novel • love letter • popular press • postcard • public library • school holiday • secondary school • social life • text message

Grammar

Past perfect simple

Affirmative I / You had written a best-seller. He / She / It had written a best-seller. We / You / They had written a best-seller.

Negative I / You had not written a best-seller. He / She / It had not written a best-seller. We / You / They had not written a best-seller.

Interrogative Had I / you written a best-seller? Had he / she / it written a best-seller? Had we / you / they written a best-seller?

Short answers Yes, I / you had.

Interrogative Had I / you been eating a cake? Had he / she / it been eating a cake? Had we / you / they been eating a cake?

Short answers Yes, I / you had.

No, he / she / it had not. Yes, we / you / they had.

Past perfect continuous Affirmative I / You had been eating a cake. He / She / It had been eating a cake. We / You / They had been eating a cake.

Negative I / You hadn’t been eating a cake. He / She / It hadn’t been eating a cake. We / You / They hadn’t been eating a cake.

Rules

We use the past perfect continuous to talk about a past action of certain duration which happened before another past action or a stated time in the past.

Speaking

No, he / she / it had not. Yes, we / you / they had.

Phrasal verbs with on carry on hold on go on hang on catch on get on

move on try on turn on take on count on keep on

Asking for and giving opinions

• What do you think of biographies? • Don’t you agree that comics are fun? • To be honest, I think it’s a bit boring. • If you ask me, they’re for kids.

• In my opinion, they’re really boring. • I reckon they’re difficult to read. • I prefer historical fiction to graphic novels.

137

Language reference: Module 3 Vocabulary Saving environmental resources compost food waste • install solar panels • insulate windows • mend old clothes • recycle packaging • ride a bike • save water • share car journeys • travel by public transport • turn off lights • use rechargeable batteries

Word bank

Prefixes

recycle • reorganize • replace • replay • misunderstand • misinform • misplace • overpopulate • overcrowd • overeat • underestimate • underpay • undercook • underuse

Past continuous vs past perfect continuous

Grammar Past continuous

Past perfect continuous

Five animals were sitting in front of him.

It had been raining for some time when I went out.

I was reading a novel when the phone rang. 6.30–7.30 pm

7.10 pm

She had been cooking for an hour before her husband came home. Dan came home

Past simple

Past continuous I was watching a film.

His brother had been playing

He called me

I was watching a film when he called me last night. When he called me last night, I was watching a film.

Time expressions with past perfect continuous

Past

Present

Future

When Dan arrived home, his brother had been playing with his toy cars for hours.

Past perfect continuous + for / since / by the time / before / all day / week / year

Phrasal verbs with up

They had been waiting for their friend for an hour when he finally came.

back up bring up grow up cheer up keep up do up warm up build up look up catch up (with) give up blow up

Sally and May had been playing tennis since 2 o’clock when the rain started. The students had been solving exercises for fifty minutes by the time the teacher took their tests. She had been trying to fix her bike for a week before she gave up. Her feet ached because she had been walking all day.

Speaking

Prioritizing ideas

• For me, the most important thing is recycling. • I think recycling is more important than saving energy.

138

• I think saving energy is as important as recycling. • I’d rather use the computer less than watch less TV.

Language reference: Module 4 Vocabulary Style adjectives casual • colourful • comfortable • conventional • fashionable • formal • glamorous • impractical • loose • old-fashioned • sporty • tight • trendy

Grammar

The future

Word bank Phrasal verbs: clothes Separable: give away • pick out • pick up • put away • put on • take off • throw away • try on • wear out Inseparable: get into • go with • look for

Future in the past

Present continuous

Past continuous

We’re going hiking next weekend.

Tom and Jill are getting married soon and they want us to be their godparents.

Tom and Jill were getting married soon and they wanted us to be their godparents.

will

would

will and might

Anna thinks she will win the fashion contest.

We’ll have a great time. We might need extra clothes.

Anna thought she would win the fashion contest.

am / is / are going to

was / were going to

My friends are going to have a barbecue to celebrate Tom’s birthday, but the rain changed our plans.

My friends were going to have a barbecue to celebrate Tom’s birthday, but the rain changed our plans.

be going to I’m going to wear my new hiking boots. It has snowed all week, so it’s going to be very cold.

would + verb I thought you would help him.

Sequence of tenses

A past tense in the main clause must be followed by a past tense in the subordinate clause. Main clause

Subordinate clause

She told the doctor

she had a sore throat.

Susan was crying

because she had hurt her head.

He promised

he would help me with my project, but he never showed up.

A present or future tense in the main clause may be followed by any tense required in the subordinate clause. Main clause

Subordinate clause

I think

that the movie is interesting.

My mother knows

that my excuse was not true.

They are saying

that they will win the championship.

My friends have told us

that the play was not good.

The teacher will think

that the students work / worked / will work hard.

Speaking

Giving and responding to compliments

Giving • You look great. • What (a) fantastic boots (jacket)! • I love your jeans. • It / They really suit(s) you.

Responding • Oh, thank you! • Thanks. I’m really pleased with it / them. • Do you think so? • I’m glad you like it / them.

139

Language reference: Module 5 Vocabulary The world of work allowance • application form • apprenticeship • benefits • bonus • conditions • contract • expenses • job advertisement • pay rise • pension • promotion • salary • work experience

Word bank

Work verbs

apply for a job • be unemployed • claim expenses • earn a salary • fill in an application form • get a job • get a pension • have a full-time job • have an interview • lose a job • sign a contract • work part-time

Grammar

The first conditional

If clause If you are a great singer, If I am a great singer,

Main clause you will get a recording contract. will I get a recording contract?

Main clause You will get a recording contract Will I get a recording contract

If clause if you are a great singer. if I am a great singer?

Main clause I would buy that dress Would you buy that dress

If clause if I had more money. if you had more money?

The second conditional If clause If I had more money, If you had more money,

Main clause I would buy that dress. would you buy that dress?

The third conditional If clause

Main clause

If clause

If the smuggler had escaped,

he would have sold the animals.

What would you have done

if you had seen the smuggler’s suitcase?

If they hadn’t caught the smuggler,

many of the animals would have died.

I’d have told the airport officials

if I had seen the smuggler’s suitcase.

If you’d seen the smuggler’s suitcase,

what would you have done?

Phrasal verbs with out break out eat out hand out work out find out check out hang out get out (of ) figure out call out watch out cut out clear out

Speaking

Evaluating a situation

• What I like / don’t like about it is / are the food (pizzas). • The best / worst thing is / are the food (pizzas).

140

• On the upside / downside, my colleagues are friendly / unfriendly. • So, what’s the downside / upside? • What’s the best / worst thing?

Language reference: Module 6 Vocabulary Crime deeds arrest a suspect • be guilty • be innocent • catch a thief • commit a crime • do community service • go on trial • go to prison • investigate a crime • look for clues • pay a fine • question a suspect • solve a crime • suspect someone

Word bank

Crimes and criminals

kidnapper • kidnapping • murder • murderer • pickpocket • pickpocketing • robber • robbery • theft • thief • vandal • vandalism

Grammar

Modal verbs

Rules

Modals of advice / recommendation You should eat more vegetables. Modals of expectation He should be here by noon.

Phrasal verbs related to crime break into tip off lock up run away track down turn in bring in get away with break out (of )

Speaking

Showing interest

• I can’t believe it. • You’re joking! • Tell me what happened.

• Really? • That sounds awful! • That’s absolutely incredible.

141

Language reference: Module 7 Vocabulary Sporting verbs break a record • coach • draw • get a medal • hold (an event) • lose • score a goal • set a (new) record • support a team • take up (a new sport) • televise • win

Word bank

Confusing verbs

beat • expect • hope • play • practise • remember • remind • spend • teach • train • waste • win

Grammar

Passive voice Active voice

Passive voice

Present simple

He gives examples.

Examples are given.

Present continuous

He is giving an example.

An example is being given.

Past simple

He gave an example.

An example was given.

Past continuous

He was giving an example.

An example was being given.

Future simple

He will give an example.

An example will be given.

Present perfect

He has given an example.

An example has been given.

Past perfect

He had given an example.

An example had been given.

Future perfect

He will have given an example.

An example will have been given.

Present infinitive

He should give an example.

An example should be given.

Perfect infinitive

He should have given an example.

An example should have been given.

-ing form

She remembers him giving an example.

She remembers an example being given.

Perfect -ing form

Having given the example, … .

The example having been given, … .

Modal

He must give an example.

An example must be given.

Phrasal verbs related to sports drop out cool down join in chicken out work out set back cheer on give up wear out knock out

Speaking

catch up

let down

Giving and responding to advice

• Why don’t you take up cycling? • That’s a great idea, but I can’t afford a bike. • You should / shouldn’t try tennis.

142

show up

• You must be joking! • If I were you, I’d take up karate. • No, that’s no good.

warm up

Language reference: Module 8 Vocabulary Developing products analyse the results • design a prototype • develop a concept • develop the product • do market research • give a demonstration • improve the design • invent characters • manufacture a product • research an idea • solve any problems • test out the product

Reporting verbs

Word bank

admit • agree • announce • complain • explain • invite • offer • promise • refuse • suggest • tell • warn

Reported speech

Grammar

Tense changes present simple past simple present continuous past continuous past simple past perfect present perfect past perfect will would am / is / are going to was / were going to can could have to

had to

Direct speech ‘I love playing computer games,’ Kate said ‘We are developing a new game at the moment.’ ‘I bought a new computer yesterday.’ ‘Paul hasn’t solved the problem,’ John said ‘Technology will improve during the next 20 years.’ ‘We are going to design a really useful app.’ ‘Computer games can be very expensive.’ ‘I have to send Joanna an e-mail tomorrow.’

Time expressions in reported speech today that day tomorrow

the day after / the following day

yesterday

the day before / the previous day

next week

the week after / the following week

Reported speech Kate said that she loved playing computer games. He said that they were developing a new game. She said that she had bought a new computer the previous day. John said that Paul hadn’t solved the problem. He said that technology would improve during the next 20 years. She said that they were going to design a really useful app. He said that computer games could be very expensive. Peter said that he had to send Joanna an e-mail the next day.

last week

the week before / the previous week

12 years ago

12 years before

this year

that year

Reported questions Information questions ‘Where do you want to go for dinner tonight?’

yes / no questions ‘Did you speak to Jim yesterday?’

He asked me where I wanted to go for dinner that night.

She asked me if I’d spoken to Jim the previous day.

‘Why is Anna crying?’ She asked why Anna was crying.

Phrasal verbs related to technology log in run out of scroll up / down pull down set up click on turn on back up plug in sign up print out shut down pop up

‘Have you seen my dog?’ He asked me if I had seen his dog.

Speaking

Agreeing and disagreeing

• I totally agree. / You’re absolutely right.

100%

• I suppose so. I’m not sure. • I don’t agree at all. / I’m sorry, but I don’t agree.

143

Irregular verbs

144

Infinitive

Past simple

Past participle

be /biː/ begin /bɪˈɡɪn/ break /breɪk/ bring /brɪŋ/ build /bɪld/ buy /baɪ/ choose /ʧuːz/ come /kʌm/ do /duː/ drink /drɪŋk/ drive /draɪv/ eat /iːt/ fall /fɔːl/ find /faɪnd/ fly /flaɪ/ forget /fə(r)ˈɡet/ get /ɡet/ give /ɡɪv/ go /ɡəʊ/ have /hæv/ hear /hɪə(r)/ know /nəʊ/ learn /lɜː(r)n/ leave /liːv/ lose /luːz/ make /meɪk/ meet /miːt/ pay /peɪ/ put /pʊt/ read /riːd/ run /rʌn/ say /seɪ/ see /siː/ sell /sel/ sing /sɪŋ/ sit /sɪt/ speak /spiːk/ take /teɪk/ teach /tiːtʃ/ tell /tel/ think /θɪŋk/ wear /weə(r)/ win /wɪn/ write /raɪt/

was / were /wɒz/, /wɜː(r)/ began /bɪˈɡæn/ broke /brəʊk/ brought /brɔːt/ built /bɪlt/ bought /bɔːt/ chose /ʧəʊz/ came /keɪm/ did /dɪd/ drank /dræŋk/ drove /drəʊv/ ate /eɪt/ fell /fel/ found /faʊnd/ flew /fluː/ forgot /fə(r)ˈɡɒt/ got /ɡɒt/ gave /ɡeɪv/ went /went/ had /hæd/ heard /hɜː(r)d/ knew /njuː/ learnt / learned /lɜː(r)nt/, /lɜː(r)nd/ left /left/ lost /lɒst/ made /meɪd/ met /met/ paid /peɪd/ put /pʊt/ read /red/ ran /ræn/ said /sed/ saw /sɔː/ sold /səʊld/ sang /sæŋ/ sat /sæt/ spoke /spəʊk/ took /tʊk/ taught /tɔːt/ told /təʊld/ thought /θɔːt/ wore /wɔː(r)/ won /wʌn/ wrote /rəʊt/

been /biːn/ begun /bɪˈɡʌn/ broken /ˈbrəʊkən/ brought /brɔːt/ built /bɪlt/ bought /bɔːt/ chosen /ˈʧəʊzən/ come /kʌm/ done /dʌn/ drunk /drʌŋk/ driven /ˈdrɪvən/ eaten /ˈiːtən/ fallen /ˈfɔːlən/ found /faʊnd/ flown /fləʊn/ forgotten /fə(r)ˈɡɒtən/ got /ɡɒt/ given /ˈɡɪvən/ gone /ɡɒn/ had /hæd/ heard /hɜː(r)d/ known /nəʊn/ learnt / learned /lɜː(r)nt/, /lɜː(r)nd/ left /left/ lost /lɒst/ made /meɪd/ met /met/ paid /peɪd/ put /pʊt/ read /red/ run /rʌn/ said /sed/ seen /siːn/ sold /səʊld/ sung /sʌŋ/ sat /sæt/ spoken /ˈspəʊkən/ taken /ˈteɪkən/ taught /tɔːt/ told /təʊld/ thought /θɔːt/ worn /wɔː(r)n/ won /wʌn/ written /ˈrɪtən/