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Frames

STUDENT’S BOOK & WORKBOOK

Frames

STUDENT’S BOOK & WORKBOOK

Gruppo Editoriale ELi

Il piacere di apprendere

Katherine STANNETT with Louisa ESSENHIGH

Welcome to

What’s in the frame?

Frames è una finestra sul mondo che invita gli studenti ad affacciarsi sul futuro e offre l’opportunità di sviluppare il pensiero critico e le abilità linguistiche e trasversali

VISIBLE THINKING

Un’attività di lead in, una thinking routine che fa subito immergere la classe nell’immagine e nei contenuti dell’unità.

Un video autentico introduttivo per coinvolgere la classe.

Frame A

Testi e articoli autentici, storie dal mondo, collegamenti con temi di educazione civica e attività di preparazione alle certificazioni e all’INVALSI.

Un’attività di warm up presenta l’area lessicale del testo autentico di lettura.

Utili spunti e consigli per affrontare tutte le tipologie della prova di certificazione Cambridge Preliminary e dell’INVALSI B1.

Frame B

STUDENT’S BOOK

STARTER UNIT

Una sezione iniziale dedicata al ripasso del lessico, della grammatica e delle funzioni comunicative di base del livello A2/A2+.

UNITS 1-12

Unit opener

Ogni unità si apre con un’immagine significativa che presenta il tema generale dell’unità.

Testi e articoli autentici, quiz, email, recensioni, blog, brani letterari, collegamenti con temi di educazione civica e attività di preparazione alle certificazioni e all’INVALSI. E un irresistibile vlog!

Nel vlog The J&K Diaries Josh e Kayla si divertono a coinvolgerci nei loro esperimenti quotidiani. I loro interessi sono quelli di tutti gli adolescenti della loro età… o quasi! Nel box Real English un focus sulla lingua viva parlata da giovani.

Tutte le tipologie della prova di certificazione Cambridge Preliminary e dell’INVALSI B1 sono affrontate nel corso.

Tutti i testi di lettura possono essere ascoltati.

Numerose attività comunicative di personalizzazione che aiutano a forgiare il pensiero, a sviluppare le proprie idee e a prendere consapevolezza di sé grazie al focus su social and emotional learning e sulle life skills

Vocabulary

Due pagine dedicate al lessico in ogni unità, che presentano anche le espressioni della lingua viva usata in contesto.

Numerose attività di personalizzazione e spunti per le attività di Speaking

Attività di mediazione e debate collegate al lessico appreso, per esercitarlo in contesto.

In ogni unità del workbook un esaustivo elenco del lessico e delle espressioni incontrate, con un focus sulle collocations

Grammar

Due pagine dedicate alla grammatica in ogni unità, che presentano anche numerose attività comunicative in contesto.

Le risorse digitali del corso includono un focus sulla pronuncia e numerose video-animazioni e video-mappe di grammatica.

La grammatica è parzialmente induttiva, con rimando alle spiegazioni dettagliate e ricche di esempi presenti nel workbook

Attività di preparazione alla produzione.

Numerose attività di mediazione e debate. Espressioni utili per aiutare gli studenti con la produzione orale e scritta.

OGNI DUE UNITÀ

Towards INVALSI

Una pagina dedicata alla preparazione della prova INVALSI.

Revision

Due pagine dedicate al ripasso del lessico e della grammatica studiati nelle due unità precedenti.

Life skills

Una pagina dedicata allo sviluppo delle competenze trasversali, delle life skills e delle soft skills, per favorire la crescita individuale.

Un inserto dedicato alla mindfulness per imparare a prendersi cura del proprio benessere.

Una scelta tra due compiti autentici da realizzare con la classe.

Listening

Una pagina in ogni unità interamente dedicata alla prova di ricezione orale per far sì che gli studenti possano concentrarsi sulle diverse insidie che un ascolto può presentare.

Esercizi di preparazione all’attività di ascolto principale collegata a una tipologia delle certificazioni.

Numerose attività di follow up incentrate sulla produzione orale o scritta.

Communication

Due momenti dedicati alla comunicazione, orale e scritta: al termine del Frame A una pagina dedicata allo speaking e al termine del Frame B una pagina dedicata al writing

Spunti e consigli per affrontare tutte le tipologie di speaking e writing della prova di certificazione Cambridge

Preliminary

Ogni unità si chiude con un momento di riflessione sul proprio apprendimento e di autovalutazione.

Citizenship

Una sezione finale dedicata ai temi di Educazione civica e cittadinanza attiva e agli obiettivi dell’Agenda 2030 con un focus sulle thinking routines e sulle life skills

Gli argomenti sono introdotti da un video autentico.

Orientation

Una sezione dedicata all’orientamento.

• Ogni unità si apre con un esaustivo Grammar reference affiancato dalla Wordlist

• Numerose attività di pratica abbinate a ogni sezione delle unità nello Student’s book e con le stesse tipologie di prove di certificazione e INVALSI.

Unit Frames

0 Starter p. 8

Frame A

Frame B

Frame C

Frame D

Frame E

1 This is us

Why We Cry p. 19

2 Eat up!

Food Truck Nation p. 31

Towards INVALSI p. 43

3 It’s wild!

The Chitina River p. 47

4 Dress up

From Fleece Jackets to Your Food p. 59

Towards INVALSI p. 71

5 Houses and homes

Earthships p. 75

6 Fit as a fiddle

Mounted Archery p. 87

Towards INVALSI p. 99

Frame A Who Are You?

Frame B A Wonderful World of Colour

The J&K Diaries – Episode 13

Frame A Eating Out with Jodie in…

Frame B A Spicy History

The J&K Diaries – Episode 14

Frame A The Coral Reef Explorer

Frame B Whale Watching

The J&K Diaries – Episode 15

Frame A The Sapeurs and Sapeuses of Kinshasa

Frame B Ötzi the Iceman: fashion icon

The J&K Diaries – Episode 16

Frame A A Different Way of Living

Frame B How Will our Homes Look in 2050?

The J&K Diaries – Episode 17

Frame A Time for Something New?

Frame B The Secrets of a Long Life

The J&K Diaries – Episode 18

Vocabulary

• Feelings and emotions

• Places to live

• Body and health

• Education

• Relationships

• Goals and expectations

• Food, drink and flavours

• Products and shopping

• Jobs, skills and careers

• Personality adjectives

• Feelings and people

• Taste; Cooking verbs

• Tableware, packaging and quantities

Revision 1-2 pp. 44-45

• Geographical features; Climate change

• The environment; Natural disasters and ecology

• Clothes and materials

• Shopping and money

Revision 3-4 pp. 72-73

• Household objects (1) and housing

• Household objects (2); Home expressions; Home automation

• Sports and Sports equipment; Sports clothes

• Parts of the body; Injuries and illness; Health and fitness

Revision 5-6 pp. 100-101

Grammar Pronunciation Listening Communication

• Present simple and continuous; verb patterns; Past simple and continuous

• Quantifiers; adverbs of manner; comparatives and superlatives

• Present perfect; Present perfect and Past simple; Modal verbs

• The future; First and Second conditionals; defining relative clauses

• Past perfect; Reported speech; The passive

GRAMMAR VIDEO VIDEO MAP

Present simple and Present continuous

• Present simple and Present continuous; Stative verbs

• Countable and uncountable nouns; Quantifiers

GRAMMAR VIDEO VIDEO MAP

Past simple and Past continuous

• Past simple; Past continuous

• used to and would; be used to and get used to

Life skills: Being a team player p. 46

GRAMMAR VIDEO Present perfect simple and Present perfect continuous VIDEO MAP Past perfect simple

• Present perfect simple; Present perfect continuous

• Comparison of adjectives and adverbs; too, enough, so and such

GRAMMAR VIDEO Relative clauses

• Relative clauses

• Possessive, reflexive and indefinite pronouns; Reciprocal pronouns

Life skills: Managing your money p. 74

GRAMMAR VIDEO will / be going to VIDEO MAP will / be going to

• will; be going to

• Future plans and predictions; Future continuous; Future perfect simple

GRAMMAR VIDEO VIDEO MAP

Zero and First conditional

• Zero and First conditional; unless; Clauses with time expressions

• Second conditional

Life skills: Positive habits p. 102

Listen for data and numbers

Listen to choose options

Listen to choose pictures

Listen to choose options

Choose options

PRONUNCIATION

The sounds /Å/, /ø/, /´U/

PRONUNCIATION

The sound /OÜ/

PRONUNCIATION

The sounds /aU/, /´U/

PRONUNCIATION will; won’t

Reading the statements

• Talking about houses

• Talking about school and homework

• Describing pictures

• Talking about food and shopping

• Building a dialogue

Oracy lab

• Talking about yourself

• Expressing likes and dislikes

Writing lab

• Writing an informal email

Identifying the key words

Predicting the type of answer needed

Oracy lab

• Describing food

• Photo description

Writing lab

• Writing a blog post

Oracy lab

• Talking about the environment

• Picture discussion

Writing lab

• Describing changes

• Writing an email

Listening for similar words Oracy lab

• Motivating choices; Discussing problem solving and solutions

Writing lab

• Writing a review after a purchase

Identifying opinion Oracy lab

• Talking about homes

• General conversation

Writing lab

• Responding to news

• Writing an email

PRONUNCIATION Stressed syllables Checking spelling Oracy lab

• Talking about sport

• Picture discussion

Writing lab

• Giving advice

• Writing an article

7 Let’s explore! Lost Treasures p. 103

8 Time for me

The Tables p. 115

Towards INVALSI p. 127

9 Tech talk

The Rise of the Internet p. 131

10 That’s entertainment!

Filming Hummingbirds in Slow Motion p. 143

Towards INVALSI p. 155

11 Frame your future

Learning Another Language p. 159

12 It’s a crime!

Cops on the Job p. 171

Frame A The Hidden Cost of Your Holiday

Frame B The Silk Road

The J&K Diaries – Episode 19

Frame A Deep into Darkness

Frame B Eight Amazing Museums Around the World

The J&K Diaries – Episode 20

Frame A Eyes in the Sky

Frame B Quiz Time: The Tech Challenge

The J&K Diaries – Episode 21

Frame A The Orchestra of Recycled Instruments

Frame B Animal Farm (Orwell)

The J&K Diaries – Episode 22

Frame A Beauville College

Frame B Women Who Changed the World

The J&K Diaries – Episode 23

• Travel; Holidays; Places of interest and landmarks

• Holiday accommodation; Travel collocations; Adjectives for travel

Frame A From Prison to Paradise

Frame B The Valley of Fear (Conan Doyle)

The J&K Diaries – Episode 24

• Free-time activities; Verbs of opinion

• Phrasal verbs; Adjectives; History

Revision 7-8 pp. 128-129

• Computers and technology

• Technology verbs; Invention verbs; Prepositions

• Film and TV; Media; Entertainment

• Phrasal verbs; Book genres; Visual arts

Revision 9-10 pp. 156-157

• Education

• Ambition and success; Work

• Crime; Criminals

• Law and justice

Towards INVALSI p. 183

Communication activities p. 187

Workbook pp. 201-297

Revision 11-12 pp. 184-185

Citizenship pp. 188-193

Wordlist pp. 298-301

Grammar Pronunciation Listening Communication

GRAMMAR VIDEO Past perfect simple and Past perfect continuous

• Question tags; Subject and object questions

• Past perfect simple; Past perfect continuous

GRAMMAR VIDEO Modals and semi-modals

VIDEO MAP Modals

• Modals and semi-modals (1)

• Modals and semi-modals (2)

PRONUNCIATION

Silent letters

Life skills: Cultural communication differences p. 130

GRAMMAR VIDEO VIDEO MAP

The passive

• The passive (1); Passive with modals; by and with

• The passive (2)

GRAMMAR VIDEO VIDEO MAP

Reported speech

• Reported speech (1); Changes to pronouns, possessives, time and place

• Reported speech: questions and requests

Life skills: Checking your sources p. 158

• The causative

• -ing form; Infinitives

GRAMMAR

Third conditional

• Third conditional

• Mixed conditionals

PRONUNCIATION

The schwa sound /´/

PRONUNCIATION

-ed endings on reporting verbs

PRONUNCIATION

The sounds /n/, /=/

PRONUNCIATION

The sounds /i/, /i…/

Matching all parts of the option

Predicting what you will hear

Oracy lab

• Describing places

• Photo description

Writing lab

• Describing places

• Writing a travel report

Oracy lab

• Talking about free-time activities

• General conversation

Writing lab

• Describing activities and events

• Writing an article

Listening again Oracy lab

• Talking about technologies

• General conversation

Writing lab

• Writing a product review

Listening for completing information

Listening to understand feelings

Oracy lab

• Talking about entertainment

• Photo description

Writing lab

• Writing a story

Oracy lab

• Describe your school

• Picture discussion

Writing lab

• Telling a story

• Writing a personal statement

Dealing with unknown words Oracy lab

• Talking about criminality

• Discussion

Writing lab

• Writing a for and against essay

Life skills: The secrets of learning p. 186

Orientation pp. 194-200

Irregular verbs p. 302

S Starter unit

The best place ever

Vocabulary

Feelings and emotions

1 Match the words in the box with their definition (1-8).

cheerful • excited • frightened outgoing • mean • miserable nasty • reliable

1 very bad or unpleasant

2 friendly and sociable

3 not willing to share things or money

4 feeling very happy about something

5 deserving to be trusted

6 really scared of something

7 very unhappy and sad

8 showing a positive, happy attitude

2 PRELIMINARY Multiple-choice cloze Choose the correct option.

1 Andrew always makes me laugh – he’s so

A funny

B cheerful C outgoing D excited

2 I was so when I heard about the earthquake.

A nasty B upset C unpleasant D mean

3 My aunt is : she always gives me lifts into town or money to go out.

A smart B reliable C calm D generous

4 He’s a bit : his final exams are next month.

A hard-working B tired C intelligent D anxious

5 When I don’t have time for lunch, I get

A frightened B irritable C lazy D worried

6 K-pop music is very with teenagers.

A typical B lovely C popular D interested

7 Don’t be so ! Get up off the sofa and go outside!

A lazy B nasty C angry D afraid

8 Unfortunately, Liam is quite with his money.

A unpleasant B disappointed C strange D mean

(1) Tokyo is a very expensive city, so we rented a very small studio apartment close to the station. I can still remember it very well. The worst thing was that it was cold. (2) When the winter came it was a nightmare!

I think the reason why I like large homes today is partly because of that tiny, cold room. I’m now living in a rented flat with a balcony and a beautiful view of the sea. I like it very much, but

Places to live

3 Complete the sentences with the correct form of the words in the box. communication • decorated • direct educate • recognise • tradition

1 Only a nation of people can be free.

2 There’s a lot of furniture in my grandparents’ home.

3 Can you give me to the Art Gallery, please?

4 How do you with your foreign relatives?

5 Annie’s the house because she wants to sell it.

6 These environmentally-friendly homes received international

there’s one problem. (3) In summer, the cafés along the street below are full of people chatting and listening to loud music until very late at night.

That’s why I’m now looking for a quieter place. I hope to find a flat in a nice area, with little traffic. (4) It’s not only because I love swimming, but it also makes me feel more relaxed and creative. Finally, I want it to be full of light because I hate dark homes. (5)

Reading task

4 Read the text and choose the correct sentence (A-H) to complete each space. There are three extra sentences you don’t need to use.

A Also, the kitchen was in the corridor that we shared with our middle-aged neighbours and the toilet was outside!

B It’s really noisy.

C And, of course, there has to be enough space for me, my two cats and my dog!

D I would really like to buy it, but it costs too much.

E I had to get to school by train because my mother worked in another town and couldn’t take me there.

F I’d also like it to be closer to the sea.

G Fortunately, my mother found a job quickly, but the salary wasn’t high.

H Actually this is a good thing because it’s in the city centre.

Listening

Exam task

Frame A

5 PRELIMINARY Gap fill Listen to some information about a property for sale. Complete the notes with words or a number.

Property for sale in Forest Hill

Address

(1) Forest Lane (residential area).

Main house

Three reception rooms, (2) bedrooms, three bathrooms. A large, elegant (3)

Cottage (4) used to live there! Wonderful view of the town and a (5)

Other

The house doesn’t have a (6)  . They will accept offers over (7)

It’s for sale because the owners are moving to (8)

Communication

6 SPEAKING Work in pairs. Look at the information. Ask and answer questions about the home. Look at the example first.

type of home: flat

address: 38, Wellington Square floor: 4th

lift: yes

number of rooms: 7 (3 bedrooms, 1 bathroom, 1 kitchen,1 hall, 1 living room)

kitchen: large

furniture: fridge, table, 4 chairs, sink, dishwasher, cooker, cupboard

bathroom: shower / no bath

balconies: 2 (kitchen and living room)

price: £350,000

empty from: 6th February

A What kind of home is it?

B It’s a flat.

Frame

your

ideas

7 WRITING Now write a description of the home from exercise 6 for an ad.

Starter unit S

Healthy mind, healthy body

Vocabulary

Body and health

1 Look at the words (1-8) and tick (4) noun (N), adjective (A) or verb (V). Then write body, health or education for each word. N A V body, health or education?

1 backache 4 health

2 chest

3 grade

4 recover

5 attend

6 term

7 painless

8 sore

9 injured 10 breathe

Exam task

2 PRELIMINARY Multiple-choice cloze Choose the correct option.

To text or not to text?

Most parents agree that texting is a(n) (1) obsession which teenagers have. Teachers are usually (2) outside the classroom, but often insist that students who (3) school turn their mobiles off during lessons. Those who text in class are not concentrating. Texting can also be very bad for your (4) . In fact, it can cause serious (5) which affect the (6) and neck: there is even a real problem called ‘text-neck’ these days! So texting can result in bad (7) and can also cause (8) injuries, but is it always a bad thing?

Some people argue that texting helps teenagers to (9) useful life skills, like interpersonal relationships. And (10) research suggests that sending and receiving text messages can help (11) feel better when they are (12) , upset or lonely.

1 A unhealthy B unwell C helpless D strong

2 A unable B powerless C unkind D stressful

3 A go B attend C study D learn

4 A healthy B physical C life D health

5 A sicknesses B injuries C illness D disease

6 A chest B backache C pain D throat

7 A tests B votes C grades D mark

8 A painless B painful C injuring D hurt

Almost everyone knows there are few things that are more unpleasant than a mosquito bite, but not many of us know that, despite their tiny size, some species of this common insect can be among the most dangerous creatures for humans. For example, a more serious consequence of some mosquito bites is that they transmit serious diseases and viruses like malaria, Dengue virus, Zika and West Nile virus. These can lead to dangerous symptoms and even death unless they are treated properly. In 2022, more than 230 million people in the world caught malaria and almost 600,000 died of this terrible illness, with 95% of the victims coming from African countries.

Education

3 Complete the sentences with the correct form of the word in capitals.

1 It’s important to get a good . EDUCATE

2 ‘That was such a scary film!’ ‘Yes, it was really !’ FRIGHTEN

3 Don’t be with your answers in this exam! CARE

4 Joe’s never unwell because he eats very HEALTH

5 That was so interesting! A really _______________ lesson. MEANING

6 Because of _______________, the teacher is not at school. ILL

Reading task

4 Read the article and say if the sentences below are true (T) or false (F).

1 Not many people know that you can die because of a mosquito bite.

2 You must be treated properly to avoid serious effects after a mosquito bite.

3 Malaria killed millions of African people in 2022.

4 The mosquito can also carry illnesses affecting your pet.

5 When a dog catches a disease from a mosquito, it often has a fever.

6 When mosquitoes bite a dog, it always behaves in a strange way.

7 There are no tiger mosquitoes when it doesn’t rain.

8 Mosquitoes are born in water.

Mosquitoes can also carry diseases affecting animals like dogs and horses. When a dog is bitten by an infected mosquito, the infection can reach the heart through its blood. To understand if your dog has developed a serious disease after an infected mosquito bite, you must watch for typical symptoms like a high temperature, coughing and short breath. The dog could also bite you because it feels pain.

Some of the worst mosquitoes, typically live in common places around our homes, especially in wet periods or when you live close to water. These include tree holes, plant pots, toys and even smaller things like bottle caps and glasses. The best way to control their population is to try to keep these places dry, because mosquitoes lay their eggs where there is enough water.

Listening

Exam task

5 PRELIMINARY Multiple choice Listen and choose the correct option to complete these sentences.

Conversation 1

1 Sally and her father are talking about…

A what to buy for lunch.

B what to cook for dinner.

C where to buy the food for their meal.

2 Sally wants to…

A eat something healthier than a takeaway.

B buy something ready-made for their meal.

C find a vegetarian recipe from her mother’s cookbook.

3 Sally’s father suggests…

A finding instructions for a recipe online.

B asking her mother for a creative recipe.

C inventing a new dish for their meal.

4 Sally can’t cook what she wants because…

A there aren’t any potatoes left.

B there aren’t enough eggs.

C she doesn’t have all she needs for it.

Conversation 2

1 What do the boy and the girl disagree about?

A The teacher’s instructions aren’t clear enough.

B The course is really interesting.

C The lessons are quite easy.

2 Why is the girl worried?

A She doesn’t know anything about robots.

B She may not have enough time to swim.

C Her team could lose the regional championship.

3 How long are the course lessons?

A half an hour

B an hour and a half

C more than two hours

Communication

6 SPEAKING Work in pairs. Discuss school and homework using the words given and your own ideas. Try to use quantifiers (much, many, few…), comparatives and superlatives (best, longer, the worst…).

How many tests do you have every month? Just a few. Two or three… Student A number of tests every month → How… / have…

Student B (answer the question)

Student B favourite class activities → Which / interesting…

Student A (answer the question)

Student A best and worst time for homework → When / better / afternoon / evening…

Student B (answer the question)

Student B: amount of homework → How much… / every day…

Student A (answer the question)

Student A tips for test preparation. → What / fastest way…

Student B (answer the question)

Student B highest mark so far → What / ever…

Student A (answer the question)

Frame your ideas

7 WRITING Write two paragraphs about how you prepare for tests and exams.

Starter unit S

People around us

Vocabulary

Relationships

1 Complete the definitions with a word in the box and underline the correct option.

aunt • daughter-in-law • nephew neighbour • stepbrother • stranger

1 : someone sharing a home with you / living next to your home

2 : someone from abroad / you don’t know

3 : your father’s sister / your mother’s brother

4 : a boy you share a parent with / whose parent is married to yours

5 : a woman whose parent is your husband or wife / who is your son’s wife

6 : a boy / a girl who is your sister’s or brother’s child

Exam task

2 PRELIMINARY Multiple-choice cloze Choose the correct option.

Digital safety!

Living in a digital world has several (1) , but also risks. Here are some (2) tips to help you avoid (3) mistakes like writing down your password or catching a computer virus. If you are (4) to remember lots of passwords, use a dedicated site to help you. You need to be careful with any (5) emails and links you receive, as they might come from people who want to steal your (6) data. Sometimes the websites or emails look very (7) and it is hardly (8) to tell the difference.

1 A goods B advantages C dangers D imperfections

2 A practically B practice C practising D practical

3 A typical B useful C usually D typically

4 A disabled B incapable C unable D enable

5 A unusual B useless C usual D useful

6 A selfish B individual C secret D personal

7 A profession B professed C professor D professional

8 A possibly B impossible C possible D impossibly

You are not alone

We all know that spending time with good friends can make us happier. (1) Research shows that friendships are linked with how well a teenager feels. A 2020 study using data from more than 111,000 adolescents found that teenagers who belonged to friendship networks were happier and healthier. (2)

Another area where relationships are essential to success is school. When students feel supported, they are more likely to improve their learning skills and achieve better results. (3)

Of course, we mustn’t forget that the relationship between a teenager and their family is also important. In this case it is mostly built on quality time. (4) Spending time together helps family members understand each other’s experiences, thoughts, feelings and changing interests.

Finally, research has recently shown that teenagers feel less lonely if they own a pet. (5) Another important discovery was that when they are more attached to their pets, they might also be able to give and receive more online social support.

Goals and expectations

3 Complete the sentences with the correct form of the words in capitals.

1 I’m sorry, but I totally with you! AGREE

2 Unfortunately our plan was so we decided to do something else. SUCCESS

3 What do you and your do before your volleyball matches? MATE

4 I feel like a : I’ve taken this test three times, but haven’t passed it yet. FAIL

5 I’m a bit embarrassed when I speak English because my pronunciation is . PERFECT

6 I’m so worried… my cat a week ago and it hasn’t come back yet. APPEAR

Reading task

4 Read the article and choose the correct option (A-H) to complete each space. There are three extra sentences you do not need to use.

A In addition, students who get on with their teachers also behave better at school.

B These findings seem to be strongest when it is a dog.

C But scientists have put this feeling to the test.

D The research showed that teens use social media to follow celebrities

E They also proved to be more confident, less anxious and more willing to trust other people.

F It doesn’t matter if you only spend a couple of hours a day or just the weekend with your parents.

G In fact, parents sometimes feel ignored or abandoned by their children in favour of friendships.

H Science can help us understand what’s happening in a student’s brain when they encourage him or her.

Listening

Exam task

5 PRELIMINARY Multiple choice with picture options Listen and choose the correct option.

Communication

6 SPEAKING

S Frame C

Look at the photos and talk about them, using the words in the box.

Student A

show • elderly • must be • grandparents hold • mug • oranges • smile • look bored probably • living-room • sit • sofa background • window

Student B

group • friends • could be • park • trees play • kick • ball • stand • look at background • sit • grass • in the sun • relax

Frame your ideas

WRITING Write about what you can or must do at home. You can use the questions to help you.

• Do you have to help around the house? What do you have to do?

• What did your parents have to do when they were younger? How has this changed in time?

• Are you allowed to go out after dinner? How often can you do that? Were your parents allowed to do that?

• What rules at home would you ask your parents to change? How and why?

Starter unit S

Choose carefully

Vocabulary

Food, drink and flavours

1 Match the words (1-8) with their definitions (a-h).

1 pollution

2 bitter 3 manufacture 4 recycle 5 spicy 6 sour 7 advertise 8 sell

a to promote a product to increase its sale

b to use again

c the introduction of harmful materials into the environment

d the main flavour of chilli powder

e to give in exchange for money

f to make a product using machines

g the main flavour of lemon

h the main flavour of coffee

Products

and shopping

2 Complete the sentences with the words in the box.

car • centre • park • pool • recycling store • tourist • wood

1 The old castle is one of the main attractions in the city.

2 These products aren’t from the Amazon rainforest.

3 There’s a large paddling for younger children inside the playground.

4 If you prefer to drive there, there’s a large car just outside the store.

5 Put this plastic box into the bin over there, please.

6 You can find clothes, toys and a lot of other goods at the new shopping .

7 This online sells a lot of cheap smartphones.

8 Does an electric damage the environment less than an ordinary one?

3 Complete the sentences with the correct form of the word in capitals.

1 Students need to do well at school. COURAGE

2 Most of the weren’t professional actors. PERFORM

3 are designed to convince people to spend money. ADVERTISE

4 There’s an injured on the football pitch. PLAY

How to avoid consumerism

Our buying and eating habits have changed significantly since the 1950s. One of the main reasons for this change is the advertising and media industry, which greatly increased our desire to have more than we need. The habit of shopping for unnecessary things is known as ‘consumerism’.

Consumerism also influences the amount of food we shop for. Unfortunately, there are a lot of negative side effects to the way we buy things to eat and drink, including food waste, unhealthy eating habits and, of course, more illnesses and environmental issues. But who should we blame?

5 The company over 800,000 Model A cars in 1930. PRODUCTION

6 The boy’s remains a mystery to this day. APPEAR

7 I get a lot of from playing the piano. ENJOY

8 I’m so proud of you: it was a great ACHIEVE

Reading task

4 Read the article and say if the sentences below are true (T) or false (F).

1 Consumerism takes place when we need to do the shopping very often.

2 The article says we buy more than we need because someone works to make the product more attractive.

3 Experts design products to make customers buy the boxes with more food.

4 If we weren’t so lazy, we would use our time to cook healthier food.

5 We waste a lot of the food we buy because we can’t eat it.

6 Pollution will probably get worse in the future if we don’t stop consumerism.

Behind every food product in a supermarket, there is a team of highly-skilled experts who work for the food industry. Their purpose is to make you want to pick the product from the shelf even if you don’t need it, and even if it is unhealthy for you. The products are carefully designed with colourful and exciting boxes: if they weren’t, they wouldn’t attract so many buyers. The clear message is ‘buy more, eat more’. This means that we need to have a strong sense of understanding how advertising techniques work.

In addition, our busy lifestyle leaves hardly any time for food preparation and cooking. For this reason, we look for the quickest – and often unhealthy –solution to feed ourselves and our closest ones because we don’t have enough time to cook. Unfortunately, this usually leads to buying food that, in the end, gets spoiled because we don’t eat it.

Food waste is a terrible problem because it wastes energy and damages the environment. We already have to deal with serious environmental issues and if we keep buying too much, it might be too late to stop the energy pollution we have created.

Listening

Exam task

5 PRELIMINARY Multiple choice Listen to a man talking about advertising and consumerism in today’s society and choose the correct option.

1 The man became interested in advertising when he…

A listened to a professor.

B worked for a food company.

C held some talks at university.

2 The man realised that people…

A only pay attention to funny advert.

B make independent buying choices.

C often buy things because of adverts.

3 According to the man, consumerism…

A started around ten years ago.

B has existed for a long time.

C didn’t exist in the past.

4 People love shopping because…

A you can do it with your friends.

B it’s a leisure activity to do with your family.

C things are cheaper now than in the past .

5 The man suggests that shoppers should…

A take their time before buying something.

B only trust the ads they get on their phones.

C be informed on new advances in technology.

Communication

6 SPEAKING In pairs, talk together about food and shopping, using conditional and future forms and the prompts.

Student A How / spend / win / lottery?

Student B It depends. If / a million pounds / if / 10,000 pounds

Student B What / do / finish high school?

Student A I think…

Student A you / tell a lie / help a friend?

Student B It depends. …

Student B move abroad / find a job in a foreign country?

Student A It depends. …

Frame your ideas

7 Look at the photo and describe it in about 100 words. Use the questions to help you write your text.

• What are these friends doing? What do you think they are watching?

• What are they eating? Is it healthy?

• What kinds of food should be included in a healthy diet?

Starter unit S

Work in progress

Vocabulary

Jobs, skills and careers

1 Match the words in the box to the definitions (1-8).

coastguard • cook • cooker • factory executive • paramedic • printer • researcher

1 : a person giving emergency care to injured or sick people outside a hospital

2 : someone in a high position who makes decisions in a company

3 : someone studying a subject to make new discoveries

4 : a machine you can connect to a computer to transfer data on paper

5 : someone whose job is to watch the sea for ships in danger

6 : the thing in the kitchen you use to cook and heat food

7 : a building where goods are manufactured

8 : someone who prepares food for others to eat

Exam task

2 PRELIMINARY Multiple-choice cloze Choose the correct option.

Working for the emergency services as a (1) , a paramedic, or a police officer, can be one of the most satisfying (2) . It will teach you several (3) , but it also requires determination and hard work from the start.

Unfortunately, at the beginning the (4) is rarely high, even though the work can be very challenging. Later on, you will probably (5) to a better-paid role where you will have more responsibilities and where you can (6) more money.

You don’t always need (7) to join the emergency services as there are training programmes for people who have just (8) school or university. These are advertised by each service and if you are lucky, you will have an (9)  and be offered a job. This kind of work involves dealing (10) emergency situations, but you can be involved in education too, such as giving presentations about safety at school.

1 A firefighter B personal assistant C cleaner D chief executive

2 A ability B works C jobs D career

AI AND THE WORK REVOLUTION

There have been many predictions about how artificial intelligence or AI and robots are going to take the jobs of millions of human workers. (1) However, we should all note that companies have already started using AI technologies to help humans and, in some cases, replace them.

One of the common uses of artificial intelligence at work are AI chatbots. (2) A home repair services company, for example, has recently started using an AI-powered chatbot named ‘Charlie’ at its call centre. A recent article by the Wall Street Journal reported that over 10,000 calls a day are taken by Charlie, which is impossible for any human. (3)

3 A qualities B talents C skills D advantages

4 A paying B money C price D salary

5 A develop B progress C improve D grow

6 A earn B win C produce D have

7 A experience B degree C marks D grades

8 A stopped B gone out of C left D interrupted

9 A application B interview C answer D hire

10 A with B about C on D of

3 Complete the sentences with the correct preposition.

1 I’m really proud what you have achieved.

2 I asked my boss and he agreed give me a couple of days off for my trip.

3 Which university did he graduate ?

4 I’ve just applied a job that was advertised in yesterday’s newspaper.

5 I don’t know who will be hired: it depends their skills.

6 My parents are a bit worried my sister because she hasn’t found a job yet.

7 What is a personal assistant responsible ?

8 Teaching jobs aren’t suitable people who aren’t patient enough.

Call centres are just one area where AI has arrived to make a difference. (4) The danger of AI leaving a lot of people unemployed sharply increased after several AI applications were put on the market by companies like Amazon and Microsoft.

Even though the problem of AI taking away jobs is real, we should remember that human history has always seen jobs come and go. For example, 40% of American workers were employed in agriculture in 1900. That percentage fell to just 2% by 2000. (5) What happened to these millions of workers? They didn’t die, but developed new kinds of jobs following the technological revolution.

Reading task

4 Read the text and choose the correct option (A-H) to complete each space. There are three extra sentences you don’t need to use.

A People have always been able to change the way they work.

B The AI agent also assists human staff in their daily work, performing a lot of tasks.

C Other important research data shows how AI can create new jobs.

D Earlier this year, a report by Goldman Sachs said that AI would affect around 300 million jobs in the US.

E Population increase was one of the reasons behind this growth.

F Many of us still don’t know how this development will shape our future.

G This huge change was due to the growing use of machinery in farming.

H They are computer programs that understand human speech and can exchange texts with people.

Listening

Exam task

5 PRELIMINARY Multiple choice Listen to an interview with an animator for a film company and choose the correct option (A, B or C).

1 What did Lisa study at university?

A art

B design

C IT

2 When did she get her first job?

A three years ago

B in 2011

C in 2012

3 Where does Lisa work?

A in a computer games company

B in a film studio

C in a web design firm

4 How much does Lisa earn?

A about 30 thousand dollars

B about 40 thousand dollars

C about 50 thousand dollars

5 Lisa says that to do her job you need to…

A do everything on a computer.

B have a lot of patience.

C find new ideas on the Internet.

6 How did Lisa feel at the beginning of her career?

A surprised

B proud

C excited

Communication

6 SPEAKING Here are some different things that your friend Mario said to you (Student A) and your other friend Lisa (Student B) yesterday. Write a dialogue following the example. Then swap roles.

I’m having lunch with my sister tomorrow.

I can’t sing very well.

I’m an only child.

I’m taking part in the school’s singing contest

I can’t ride a scooter. I’ve never been abroad. Please, lend me your scooter.

I spent a year in Sydney in 2020.

I’ll probably stay at home tonight.

I’m going to the cinema tonight. Do you want to come?

I’ve always hated football.

I’m going to the stadium tomorrow. Come with me!

Student A Mario said he’s having lunch with his sister today.

Student B But he told me he’s an only child.

Frame your ideas

7 WRITING Write about a job you would like to do. Use the ideas below or your own ideas. Write about 100 words.

• which job

• why you would like to do it

• what qualities and skills are required

• salary: good or bad

• advantages

Grammar reference

Present

simple

Affirmative

I / You / We / They play. He / She / It plays.

Negative

I / You / We / They don’t play

He / She / It doesn’t play

Questions

Do I / you / we / they play? Does he / she / it play?

Present continuous

Affirmative

I am playing.

He / She / It is playing

You / We / They are playing

Negative

I ‘m not playing

He / She / It isn’t playing.

You / We / They aren’t playing.

Questions

Am I playing?

Is he / she / it playing? Are you / we / they playing?

Past simple

VERBO BE

Affirmative

I / He / She / It was You / We / They were. Negative

I / He / She / It wasn’t

You / We / They weren’t

Questions

Was I / he / she / it? Were you / we / they?

VERBI REGOLARI

Affirmative

I / You / He / She / It / We / They played Negative

I / You / He / She / It / We / They didn’t play.

Questions

Did I / you / he / she / it / we / they play?

Past

continuous

Affirmative

I / He / She / It was playing.

You / We / They were playing

Negative

I / He / She / It wasn’t playing

You / We / They weren’t playing

Questions

Was I / he / she / it playing? Were you / we / they playing?

Present perfect

Affirmative

I / You / We / They have played He / She / It has played

Negative

I / You / We / They have not played

He / She / It has not played

Questions

Have I / you / we / they played? Has he / she / it played?

will

Affirmative

I / You / He / She / It / We / They will play.

Negative

I / You / He / She / It / We / They won’t play.

Questions

Will I / you / he / she / it / we / they play?

be going to

Affirmative

I am going to play.

He / She / It is going to play. You / We / They are going to play.

Negative

I ‘m not going to play. He / She / It isn’t going to play. You / We / They aren’t going to play.

Questions

Am I going to play?

Is he / she / it going to play?

Are you / we / they going to play?

This is us

1

1 VISIBLE THINKING Look at the photo. Discuss in pairs.

See Describe what you can see in the photo.

Think What do you think the relationship is between these people?

Wonder Think of adjectives to describe the people’s emotions.

2 Watch the video Why We Cry. Are the sentences true (T) or false (F)?

1 Lots of different animals cry for emotional reasons.

2 Scientists know a lot about why we cry.

3 Human babies use crying to show that they need something.

4 When we cry, other people want to help us.

5 All scientists agree that crying makes us feel better.

6 People who never cry have more negative emotions than people who sometimes cry.

Frame A 1

1 SEL Self-awareness Work in pairs. Write three adjectives to describe yourself and three adjectives to describe your partner. Then compare your words. Did you have the same ideas? Do you agree with your partner’s words for you?

2 Read the Exam tip. Then read the text quickly and choose the best description. This text is a quiz to find out:

A your perfect job;

B how you prefer to study;

C what your personality is like.

Exam tip

Understanding the whole text

• In some exam tasks, you have to choose the correct phrase to complete gaps in a text.

• Read the whole text first to get an idea of the general meaning.

• Then read the words before and after each gap. Try to guess what the missing phrase is.

• Read the phrases carefully and look for a phrase that is similar to your guess.

• Remember that there are usually two or three phrases that are not needed.

Exam task

3 INVALSI Multiple matching Read the personality quiz. Parts of the text have been removed. Choose the correct option (A-J) for each gap (1-8). There is one extra part that you should not use. The first one (0) has been done for you.

A having a great time

B invites you to a party

C are you doing?

D do some research

E hanging out with friends

F loud and sociable

G in the countryside

H look after younger children

I organising my study notes

J might feel sad

6 Work in pairs. Compare your results from the quiz. Do you agree with them? Why? / Why not?

Who Are You?

How well do you know yourself? Are you quiet and shy, (0) , or kind and caring? Answer these five questions and then read the key to find out the result.

F

1

You have an important test tomorrow and want to spend the evening studying. But then a friend calls and (1) What do you say?

A Party? I’m there! I love parties. I can get up early tomorrow morning and study before I go to school.

B No way! This test is really important and I want to get a good mark. I’m staying at home tonight.

4 Read the quiz again and choose the best answers to describe yourself.

5 Complete the key to the quiz with the correct description, 1, 2 or 3.

Mostly As

Mostly Bs

Mostly Cs

C I’m not sure what to do. I want to study this evening, but my friend (2) if I’m not there.

Imagine you are in your dream place – a place where you feel happy and safe. Where are you?

A I’m on a sunny beach with all my friends. There’s music playing and everyone’s (3)

B I’m in a library with all my favourite books around me. It’s quiet and I can stay here as long as I like.

C I’m having a picnic (4) with my friend. We’re sharing food and conversation together.

2

3

It’s Saturday morning. What (5)

A I’m meeting my friends at a café and making plans for the rest of the weekend. I like to have lots of different things to do at the weekend.

B I’m making a homework plan for the weekend and (6)

C I’m helping to pick up litter at my local park. I usually do some volunteering work on Saturday mornings, or I visit my grandparents.

4

Your friend sends you a text saying that she feels miserable. What do you do?

A Organise a fun activity for her and lots of your other friends.

B Go online and (7) to find out the best way to make her feel happier.

C Offer to go round to her house and listen to her talk about her problems.

5

Where do you want to go on your next holiday?

A I want to spend a weekend at a big theme park with all my friends. We can try all the rides and make some videos for social media about our amazing holiday.

B I want to visit Prague, go to some of the museums and art galleries and learn all about its history.

C I want to work at a summer camp, helping to (8) and teaching them arts, music and sport.

RESULTS

You are a calm, kind friend, who is generous and always around to help your friends and listen to their problems. You’re usually very patient and helpful. Remember to think about yourself sometimes as well.

You’re cheerful and confident and very happy to be the centre of attention. You love meeting new people and making new friends. But remember that even very sociable people sometimes need to spend some time on their own.

You are reliable and hard-working. Although you enjoy laughing with your friends, people who don’t know you sometimes think you are very serious. Don’t forget to take a break every now and then, relax and enjoy yourself.

Vocabulary 1

Personality adjectives

1 Match the adjectives in the box with the meanings (1-12). anxious • calm • cheerful • confident generous • honest • lazy • miserable patient • serious • shy • sociable

1 telling the truth:

2 enjoying spending time with other people:

3 very sad:

4 behaving in a happy way:

5 worried about being with people you don’t know:

6 not hard-working:

7 able to deal with a difficult situation without getting angry:

8 worried because you think something bad will happen:

9 not laughing much:

10 feeling sure about your abilities:

11 happy to give people your time or money:

12 not feeling strong emotions:

2 Complete the sentences. Use two adjectives from the brackets.

1 My aunt is a very person. She gives money to people if they have problems. She’s also very and spends lots of time helping at a care centre. (jealous / hard-working / generous)

2 Jack is very about travelling to Spain next month because he doesn’t like flying. His brother, Dan, though, is really and never gets worried about anything. (relaxed / honest / nervous)

3 Katia is and she has got lots of friends, but sometimes she says things and can upset people. (unkind / shy / sociable)

4 I like Piotr, but he isn’t very . He’s often late and forgets important dates. He’s also quite and he doesn’t work very hard at school. (reliable / lazy / calm)

5 I’m not a very swimmer because I only started lessons recently, but fortunately my teacher is really and doesn’t get annoyed with me. (patient / anxious / confident)

6 I felt quite when I woke up this morning because it was cold and raining, but now the sun’s shining and I’m much more . (cheerful / miserable / serious)

3 Complete the text with the words in the box. calm • dangerous • hard-working nervous • patient • reliable

Career focus:

wildlife camera operator

This could be the perfect job for you if you enjoy working with film and also love nature. It’s important to be very (1) in this job – you often work long hours, and sometimes you can’t take any breaks. You also need to be (2)  ; you might have to wait a long time for the right moment, or the best light. Sometimes you might film (3) animals, like lions or hippos, so if you’re a very (4) person, this probably isn’t the best job for you!

Even in difficult situations, you have to stay (5) and think about getting the best film. It’s also important to be (6) You can’t forget an important piece of equipment because you often only get one chance to film an animal.

4 Listen to these people. Match each speaker to a personality adjective in the box.

anxious • cheerful • confident • generous

Speaker 1:

Speaker 2:

Speaker 3:

Speaker 4:

Frame your ideas

5 SEL Self-awareness Decision making Work in pairs. Think about the jobs in the box and answer the questions.

charity worker • firefighter • librarian nurse • teacher

• What kind of person would be good at each job? Use adjectives from exercises 1 and 2.

• Which of these jobs do you think you would be good at? Why?

Present simple and Present continuous

1 Read the sentences and underline the Present continuous verbs.

1 In the photo the girls are playing with a ball.

2 Are you reading anything good at the moment?

3 The two boys follow the clues. The clues lead them to a castle.

4 Sam is painting his bedroom blue next weekend.

5 My friend spends every summer with his grandparents.

6 Our plane leaves at 3 p.m. tomorrow.

7 The water levels are rising every year.

8 You’re always telling me what to do. Please stop it!

9 Buenos Aires is the capital of Argentina.

2 Match the uses of the Present simple and Present continuous (a-i) with the sentences (1-9) in exercise 1.

We use the Present simple for… a general truths and scientific facts. b habits, repeated actions and permanent situations.

c future actions based on timetabled and scheduled events.

d narratives (e.g. a story, a joke, a plot and sports commentaries).

We use the Present continuous for… e actions happening now and temporary situations.

f what is happening in a picture.

g fixed arrangements in the future – you mention the time and/or the place.

h annoying habits (with always, continually, forever, etc.).

i changing and developing situations in the present.

Stative verbs

3 Read the sentences and underline the verbs. Then choose the correct option to complete the rule.

1 Federico loves his new school.

2 We understand the problem now.

3 This food tastes delicious.

4 Who owns the big house opposite the park?

Some verbs, e.g. like, hate, be, belong and know are stative verbs. They describe states and not actions. We don’t use these verbs in simple / continuous forms.

4 Some verbs can be used as either stative or action verbs, but the meaning is different. Match the sentences (1-2) with the correct meaning of (a-b).

1 She thinks that firefighters are very brave.

2 She’s thinking of joining the fire service.

a to describe the act of thinking

b to give an opinion

5 Choose the correct option to complete the sentences.

1 Tatiana helps / is helping her grandfather right now.

2 I often wear / am often wearing blue because it makes me feel confident.

3 The last train leaves / is leaving at midnight.

4 Public transport gets / is getting more expensive.

5 Li Na visits / is visiting her grandparents every weekend.

6 Why do you think / are you thinking the children are jealous of each other?

7 He works / is working at his uncle’s office this week.

8 What do you do / are you doing this evening?

6 Complete the story with the Present simple or Present continuous form of the verbs in brackets.

Some people have all the luck!

I (1) (sit) in a café with my best friend and we (2) (talk) about summer jobs. We both (3) (want) to earn some money, but we (4) (not be) sure how to do it! So, we (5)  (think) about what we (6) (like) and what we’re good at. My best friend is very hard-working and sociable and she (7) (love) talking to people.

I (8) (suggest) she gets a job in a restaurant or café. Suddenly, the waitress (9) (come) over to our table. ‘Excuse me,’ she says to my best friend. (10) (you / look) for a job?

There’s one here if you’re interested.’ Not only is my best friend hard-working and sociable, she’s lucky too!

Frame your ideas

7 What do you usually do in the summer holidays? What are you doing next summer?

1 SEL Self- and Social awareness Work in pairs. Discuss the questions below. Use the adjectives in the box or your own ideas.

honest • kind • generous • fun hard-working • cheerful

• What are the most important personal qualities in a friend?

• Are your friends similar in personality to you or different?

• Would you rather have lots of friends or just one or two very good friends? Why?

I think it’s really important that a friend is…

2 Listen to the statements and choose the sentence, A or B, that means the same.

1 A He’s very honest.

B He isn’t very honest.

2 A We don’t talk very often.

B We talk about lots of different subjects.

3 A She sometimes finds it difficult to be with other people.

B She doesn’t like being in small dark rooms.

4 A He lives near me.

B He’s a very good friend.

5 A She isn’t a very serious person.

B She isn’t having a good time.

3 Listen to Rashid talking about his friend Jon. Are the sentences true (T) or false (F)?

1 Jon is always very serious.

2 He prefers to be with a few people.

3 Rashid thinks that Jon sometimes doesn’t listen to him.

4 Jon gets annoyed because Rashid is often late.

5 Jon works harder than Rashid.

4 Read the Exam tip. Then read the statements in the Exam task carefully and think about their meaning.

Exam tip

Reading the statements

• In some exam tasks, you have to listen to several different speakers and then match each speaker to a statement.

• You will have a minute to prepare before you hear the audio. Use this time to read the statements carefully.

• The words in the statement won’t be exactly the same as the words used by the speakers. Think about the meaning of each statement while you listen.

• When you hear the audio for the second time, check your answers.

Exam task

5 INVALSI Multiple matching Listen to seven speakers talking about family and friends. While listening, match the speakers (0-6) with their statements (A-H). There is one extra statement that you should not use. The first one (0) has been done for you.

A I have lots of friends, but I can’t talk to them about things that are very private.

B My friend and I weren’t always friends as we have very different personalities.

C In the past, I had a lot of friends, but now I just have one or two important people.

D My friend now lives in a different country, but our friendship is still strong.

E It isn’t easy for this person to be part of a big family.

F I don’t see this person very often, but we still contact each other regularly.

G We have a good friendship because we always tell the truth.

H My friend went to a different school where sport was very important.

Speaker 0

Speaker 1

Speaker 2

Speaker 3

Speaker 4

Speaker 5

Speaker 6 F

Talking about yourself

1 Work in pairs. Take turns to ask and answer the questions.

1 Do you do much sport?

2 What plans have you got for your future?

3 How do you like to spend your evenings?

4 What’s your favourite thing to do?

5 How would you describe yourself?

6 Do you like spending time alone or with other people?

2 Read the student responses (a-f). Which question in exercise 1 is each student answering?

a I’m mad about all sport, but football is my favourite thing. Dad and I watch the big matches together. I love playing it too. I play three nights a week with my club.

b After dinner, I often draw – I’m quite good at it. I really enjoy it because it’s so relaxing.

c No, hardly any. I’m not very fit at the moment and I’m not a fan of team sports either.

d Oh, that’s an interesting question. My plan is to study business at university. Then I’ll start my own company, make a lot of money and retire early.

e Definitely the second option. I have a big family and there are always people around. I’d be miserable on my own.

f Well, all my friends say I’m funny, but in a good way! I guess I am. I’m friendly, cheerful and sociable!

3 Listen. Which question (1-6) from exercise 1 is each person answering?

a b c d e f

4 Read the Exam tip. Then read the examiner’s questions in the Exam task. For each question, write a follow-up question that the examiner might ask.

Exam tip

Talking about yourself

• At the start of the speaking exam you will need to talk about yourself, people you know and what you do. Make sure you know key vocabulary related to your own life or interests.

• The examiner will keep the conversation going by asking a few follow-up questions based on the answers you give, e.g. Do you like playing sports? Why do you enjoy (playing football) so much?

• Before the exam, think about the things you could talk about, and practise answering different questions.

• The examiner wants to hear a range of language. Try to give full answers and include extra information, descriptions or reasons for your answer.

Exam task

5 PRELIMINARY Interview Work in groups of three and complete the Exam task. Student A asks the Examiner’s questions and your questions from exercise 4. Students B and C answer them. Then swap roles. Use the Useful language to help you.

Talking about your likes and dislikes

• Do you like playing sports?

• Are you a member of any clubs?

• Tell me about a school subject you really like.

• Do you enjoy shopping?

• What do you like doing in your free time?

Useful language

Expressing likes and dislikes

• I really enjoy… because it’s…

• I love… because I find it quite…

• One of my favourite…

• It often / sometimes makes me feel…

• I’m quite / pretty good at…

• In my free time, I love…

• I’m mad about…

• I’m a fan of…

Frame your ideas

6 What’s your favourite thing to do with your family? Why?

ORACY SKILLS

The J&K Diaries – Episode 13

1 Watch the vlog. Use one word or a number to complete the sentences below.

1 In this week’s vlog, Kayla and Josh are talking about .

2 % of our communication comes through our words.

3 We have muscles in our face.

4 The way that you sit, stand, or move your is called body language.

5 Good friends often mirror or what the other person is doing.

6 If you yawn, other people often want to

2 SEL Self-awareness Work in pairs. How important is colour to you? Discuss these questions.

1 Do you like to wear colourful or dark clothes?

2 What colour is your bedroom at home? How does that make you feel?

3 Do you think colours can change the way you feel? Give examples.

3 Which colour(s) do the words in the box make you think about? Why? celebrations • danger • happiness holidays • power • sadness

4 Read the article on page 27 quickly. Does it mention any of your ideas from exercise 3?

Exam task

5 INVALSI PRELIMINARY Multiple choice with one text Read the text and for questions 1-6, choose the option (A, B, C or D) which you think fits best according to the text.

1 In the second paragraph, what does the writer suggest about colour?

A that we only remember colourful places

B that colour means different things to different people

C that colour is the only thing we remember about a place

D that our mood improves in colourful places

2 What does the text say about the colour yellow?

A Yellow foods are usually healthy.

B Yellow can be easily seen.

C Football players shouldn’t wear yellow.

D Anything that is yellow is a warning.

3 The writer tells us that the colour blue…

A can make us eat more food.

B can alert us to danger.

C is often worn by strangers.

D is used by many businesses.

4 If your friend was ‘feeling blue’, you might…

A suggest that he changed his clothes.

B congratulate him.

C try to make him happier.

D offer him some food.

5 One study showed that the colour red…

A makes people angry.

B shouldn’t be worn in the sea.

C can affect other people’s opinion.

D is only used at Chinese New Year.

6 What do you think this text is mainly about?

A the colours we should wear on different occasions

B the effect that different colours can have on us

C how temperature can affect the way we react to colours

D which colours to choose if we want to be happy

6 Read the article again. Write at least three nouns for each colour from the text. Then work in pairs and think of two more words for each colour.

yellow sunflowers, blue skies, red flag,

Frame your ideas

7 LIFE SKILLS Cultural competence Do you agree that colour can have a powerful effect on people? Why? / Why not? Do any colours have a special meaning in your culture?

We’re back! Siamo tornati! Let’s get going. Iniziamo. kind of tipo che

A Wonderful World of Colour

In parts of southern France, purple lavender fills the fields. On the Greek island of Santorini, the white walls of the buildings contrast with the bright blue paint on the roofs and doors. In Iceland, Canada and Norway, you may be lucky enough to see the skies filled with the amazing colours and lights of the aurora borealis, or Northern Lights.

Colour can have a big impact on us as we move around our world. Colour can remind us of the places we’ve been, and it can change our mood while we are there. Yet we do not all experience colour in the same way. Does our cultural background make a difference to how a colour makes us feel? Let’s have a look at the three primary colours.

Yellow can be an eye-catching colour and people often describe feeling happy and enthusiastic when they see it. In nature, yellow is the colour of beautiful flowers such as sunflowers and healthy fruit such as lemons. We can notice the colour yellow more than other colours. In football matches, players are shown a yellow card when they behave badly. In some countries, school buses are painted yellow to warn other drivers that there are children on board.

Blue is the colour of clear skies, peaceful weather and clean, healthy water. It can make you feel calm and relaxed and some cultures believe that it gives protection. It can also represent confidence. In fact, businesses often use blue in their advertising for this reason. And interestingly, we are more likely to believe a stranger who is wearing blue. However, some cultures link blue with sadness and cold temperatures. In fact, in English, we can say we are ‘feeling blue’ if we are miserable. Studies have shown that blue can reduce hunger, and some weight loss plans even advise eating your food from a blue plate, to make you want less food.

Red has a strong connection to danger and power. It can make us feel excited, nervous or even angry. A red flag on a beach immediately warns us of the possibility of danger in the sea. Red road signs and traffic lights tell us to stop and be aware. In one study, men wearing red were considered more dangerous than the same men wearing blue or grey. However, in Chinese culture, this same colour represents luck and happiness. Indeed, it is the colour of Chinese New Year, which is a celebration of hope for the year ahead.

Vocabulary 1

Feelings and people

1 Look at the words in the box. Underline the adjectives and circle the nouns.

care • caring • confidence • confident embarrassed • embarrassment enthusiasm • enthusiastic • imagination imaginative • loneliness • lonely • pride proud • sense • sensible • stress • stressed

2 Complete the definitions with adjectives from exercise 1.

1 : believing that you can do something well

2 : able to think of clever and original ideas

3 : kind and ready to look after other people

4 : unhappy because you are alone or haven’t got friends

5 : worried about things you have to do, not relaxed

6 : feeling you have done something silly or made a mistake

7 : feeling pleased with something you have done

8 : very interested and excited about something

9 : calm and able to make good decisions

3 Complete the sentences with adjectives from exercise 1.

1 Nina was very about the film she saw at the cinema.

2 Irene felt when her brother was rude to the waiter.

3 Walter wrote a really story about a young boy living on Mars.

4 Do you feel that you’ll pass the exam?

5 My brother is a very person – he works as a nurse.

6 Do you sometimes feel when you’ve got too much to do?

7 I felt really when we won the science competition.

8 Mrs King lives by herself and often feels quite

9 Samesh is always so . He won’t do anything silly.

4 Listen to the speakers. How do they feel?

Write an adjective from exercise 1.

Speaker 1

Speaker 2 Speaker 3 Speaker 4

5 Listen to the speakers again. This time, you will hear a second person respond. Match the words in the box with the new speakers (1-4). There are two words you don’t need.

caring • depressed • easy-going miserable • sensible • shy

6 Choose the correct option to complete the sentences.

1 I get on well with my sister – we’ve always been very close / near.

2 ‘Do you have any friends / siblings?’ ‘Yes, I’ve got three brothers and two sisters.’

3 Let’s not argue. Your friendship / relation is important to me.

4 Did you know Ana and Rose are related / family? I think they are distant cousins.

5 Lucas is my stepbrother / brother-in-law He’s married to my sister.

7 Complete the text about Nadia’s family with the words in the box.

close • easy-going • friendship • generous married • mother-in-law • related • siblings

I get on really well with my husband’s family. His mum – my (1) – is very patient and kind. She’s (2) with her time and is always helping us out. My husband has two (3) – Jeanie and Freddie. Jeanie and I are very (4) . We knew each other long before I (5) her brother! In fact, we’ve had a good (6) since primary school, but neither of us thought we’d end up (7) to each other! My husband says we’re very similar. We’re both very (8) and hardly ever get angry or stressed. We spend most of our time laughing with each other!

Frame your ideas

8 SEL Social awareness Work in pairs. Choose four adjectives from this lesson and take turns to complete this sentence.

I know when my best friend is depressed because he/she doesn’t want to talk to me and doesn’t reply to my texts. I know when my friend/sister/brother/ mum/dad is (adjective) because they…

Countable and uncountable nouns

1 Read the sentences and look at the nouns in bold. Which nouns are countable (C) and which are uncountable (U)?

1 I’ve got a job at the post office.

2 All the desks at our school are very old.

3 You can find more information online.

4 Communication is very important.

5 My colleague sent me this email.

2 Choose the correct option to complete the rules.

a Countable / Uncountable nouns refer to separate items. They can be singular or plural. We use an article (a / an / the) before singular countable nouns.

b Countable / Uncountable nouns refer to things that cannot be counted, or to abstract ideas. These nouns do not have a plural form.

3 Some nouns can be countable or uncountable, but the meaning is different. How is the meaning of hair different in these sentences?

1 My sister washes her hair every day.

2 Oh no! There are dog hairs all over the sofa.

4 Read the pairs of sentences below. Are the nouns in bold countable (C) or uncountable (U)?

1 a You can have a chocolate if you’re good.

b I love chocolate, but I don’t eat it often.

2 a I don’t have a lot of time, but I’ll try to help you.

b You’ve been here several times before.

3 a I’d like two coffees and a cup of tea, please.

b Do you prefer coffee or tea?

4 a My friends and I play football at the weekend.

b My uncle gave me a new football for my birthday.

5 Write the words in the box in the correct column. advice

Remember that some plural countable nouns don’t end in -s and some uncountable nouns do end in -s

Her children are usually very friendly. (countable) The news is very good! (uncountable)

Quantifiers

6 Look at the expressions of quantity in the box. Do we use them with countable nouns, uncountable nouns or both? Write the expressions in the table.

a lot of • a kilo of • a number of any • a few • a little • lots of • many much • some

7 Choose the correct options to complete the conversations.

1 A Do you want a / some milk?

B Yes please, but just a few / a little

2 A What are you looking for?

B I want to find a / some information about this job.

3 A How much / many children are in the playground?

B I don’t know exactly, but there are lots of / much of them!

4 A Did you buy a / some present for your grandmother?

B Yes, I bought her an / some Italian bag.

5 A Can you get a little / a kilo of tomatoes from the supermarket?

B No problem. I’ll get a / some bread as well.

6 A Do you want a / some advice from me?

B Not really, thanks.

7 A My dad’s just bought a / some very expensive camera equipment.

B Cool. Do you think he’ll let you borrow it?

8 A What did you get for your birthday?

B I got a / some delicious chocolate and a / some great book.

Writing lab 1

Writing an informal email

Useful language

Beginning an email

• Hi… / Hello…

• Thanks for your email!

• How are you?

Asking questions

• Can you tell me about…?

• Do you have any more information about…?

• Do you know if…?

Signing off

• Write back soon!

• Lots of love / Take care / Best wishes

1 Match the questions to the answers.

1 How was your weekend?

2 What did you do?

3 What job do you want to do?

4 Do you want to come with me to visit my uncle’s farm next weekend?

a I’m really sorry, but it’s my dad’s birthday next weekend and he’s having a big party.

b I think I’d like to be an architect because I love drawing and maths.

c It was great, thank you!

d I played football with my friends and then we went to the cinema.

Learning focus

Using informal language

When we write emails to friends and family, we use informal language. This can mean:

• using colloquial language Dear Freda  Hi Freda

• using contractions I cannot ride a bike.  I can’t ride a bike.

• using exclamation marks and short sentences. That is a good idea.  Good idea!

2 Rewrite the sentences to make them informal.

1 I will arrive at your house at three o’clock.

2 I would like to meet your cousins.

3 I really enjoyed the meal.

4 Dear Erik

5 With kind regards

6 Thank you so much for your email.

3 Read the Exam tip. Then read the Exam task and make a plan for your email. Make sure that you include all four points in your plan.

Exam tip

Including all the information

• For some exam writing tasks you have to read an email and write a reply.

• There will always be four notes on the email. These notes ask you to give some information or to ask questions.

• You must make sure that you include all four points in your reply. Write at least one sentence for each point.

• When you have finished, read the exam question again and check you have included all the points in your email.

Exam task

4 PRELIMINARY Writing an email Read this email from your English-speaking friend Maria and the notes you have made.

From: Maria

Subject: Holiday camp work

Hi!

Tell Maria about…

How’s your family? I hope everyone’s well. I’m so pleased that we’re going to spend a couple of weeks together in July.

I’m doing a few hours of volunteer work at a holiday camp in the first week of your visit. Do you want to come too? Also, would you like to go horse riding at the weekend?

My cousin has invited us to his birthday party at the beach on the 12th July.

Hope you can come!

Maria

Ask a question about the holiday camp No, because… Yes, please!

Write your email to Maria using all the notes. Write about 100 words.

5 Complete the Reflection checklist. Then discuss your answers with your partner.

Reflection checklist

Tick (4) the sentences that you think are true. I used colloquial expressions. I used contractions.

I used exclamation marks and short sentences. I used a friendly beginning and sign-off. I included all the points in the task.

Traditional sweets at a market in Beijing, China

Frame A 2

1 Work in pairs. Discuss the questions.

1 Who usually prepares the food in your house?

2 How often do you eat out at a café or a restaurant?

3 How often do you eat a takeaway?

2 If you had to choose a restaurant for a meal out with your family, what would be most important? Number these things from 1 (the most important) to 6 (the least important). Then compare your answers with your partner.

• price

• furniture and style

• portion size

• a relaxed feel

• vegetarian / vegan options

• quality of food

3 Look at the article on page 33. Which is the best description of the article?

A a website about different restaurants around the world

B a blog about the writer’s favourite restaurants

C descriptions of restaurants in one city

D an article about Spanish food

4 Read the article again and answer the questions. In which restaurant(s)…

1 can you eat vegetarian food?

2 do you not have to spend a lot of money?

3 can you eat award-winning food?

4 can you find food that isn’t from Spain?

5 Read the Exam tip. Then read the descriptions of the people in the Exam task and underline the key points.

Exam tip

Reading for detail

• Read the descriptions of the people first. Make sure that you look at all the information.

• Sometimes more than one text might seem to match a person. Read the description of the person again and check every detail against the texts. For example, John wants to find a restaurant where he can take his two young children. He doesn’t have a lot of time and wants to eat a quick, light meal

• Texts B, F and H all mention children or families. But the restaurant in text H is far away, and only text B mentions snacks and sandwiches. Text B is therefore the best choice.

Exam task

6 PRELIMINARY Matching people to texts Read again and decide which restaurant would be the most suitable for the people below.

Ewa has got three young children. They are all very active and love being outside and walking in the country. They don’t really like Mexican food.

2

3

Raquel wants to celebrate her birthday with a visit to a very good restaurant. She is happy to spend a lot of money and wants to visit some shops after her meal.

Stan doesn’t eat meat, but his wife does. They know a lot about food and like visiting well-known restaurants. They always enjoy trying new and different food.

4 Ahmed wants to try some traditional food and he doesn’t want to travel far from the centre of Barcelona. He loves art and wants to be in a calm, quiet restaurant.

5

Pierre is very hungry, but he doesn’t want to spend a lot of money. He’d like to go to a fast-food place where he can listen to some rock and roll music.

Frame your ideas

7 WRITING Answer the questions.

• Which restaurant from the article would you like to visit? Why?

• Do you prefer to go out to eat or to get a takeaway? Why?

AI Activity

Create a restaurant from scratch with the help of AI. Follow these steps.

1 Define the type of cuisine and the style of your restaurant.

2 Ask AI for help with name ideas, menu suggestions, promtions or special events...

3 Design a final presentation. Create a menu, describe the restaurant and explain why it is unique.

Eating Out with Jodie in...

BARCELONA

This week we’re in Barcelona – one of the coolest cities in Europe. There’s so much to do and see here, and it’s also an amazing place for a foodie like me! Here are my number one places to eat in and around this wonderful city.

A Ca l’Agut

At this traditional Catalan restaurant, you can try many different small plates of food. The fish dishes are particularly good, but there are also excellent meat and vegetable options. The desserts are all home-made; they look and taste delicious! Look out for the beautiful 20th-century Catalan paintings on the walls.

B Pudding

At Pudding, you can enjoy snacks, sandwiches, salads and sweet treats and keep your children happy at the same time. This lovely café serves inexpensive, home-made food. It also has special areas for children with children’s books, paper, pens and art activities.

C Xavier Pellicer

Xavier Pellicer is the owner and head chef here and he has created an amazing menu. The restaurant has won awards for its unusual vegetable-based meals. However, if you can’t live without meat, you can also choose to add something to some of the dishes!

D Lasarte

This restaurant is on the ground floor of the Monument Hotel in a designer shopping district and it is definitely a place for a very special occasion. It’s extremely expensive, but the food is award-winning and absolutely delicious. If you want to try modern, creative, highquality food, this is the place to go.

E Can Vilaró

Can Vilaró is in front of the Sant Antoni food market, and many of the ingredients in its dishes come from the market. Its regular customers come back here every week for the restaurant’s cheap, tasty Spanish stews with meatballs or beef and there are often long queues of people waiting outside at lunchtime.

F La Curandera

At this relaxed, friendly restaurant, you can enjoy excellent Mexican food while looking out at the sea. It’s perfect for families with children, who can play on the beach while they wait for their food. The tacos, nachos and quesadillas are all excellent.

G Garage 1950s Diner

You won’t get traditional Spanish food at this restaurant! Garage 1950s Diner is an American diner, serving burgers, fries and milkshakes. Its 1950s furniture, pink walls, retro music and bright lights will make you think that you’ve gone back in time! The food here is simple, but the portions are big and the prices are low.

H Restaurant Vinyanova

Vinyanova is about 40 minutes’ drive from Barcelona, but you can easily spend the whole day at this family-friendly restaurant and farm. It serves traditional food, including vegetarian options, and has a special menu for children. After enjoying your meal, you can visit the animals on the farm or walk around the beautiful gardens.

Restaurants in Plaça Reial, Barcelona, Spain

Vocabulary 2

Taste

1 Choose the correct option to complete the sentences.

1 This coffee is very bitter / sweet. Can I have some sugar, please?

2 This curry has got a lot of chilli in it and it’s very sour / spicy

3 Salty / Bitter snacks, like crisps, aren’t very healthy.

4 I love spicy / sweet foods like cake, chocolate and biscuits.

5 Yoghurt and lemon are two examples of sour / salty food.

6 It was a delicious buttery / bland sauce made with cream and spices.

7 When you have a stomach ache, it’s a good idea to eat bland / spicy food like plain rice or toast.

8 We cooked the sausages on the barbecue, so they had a lovely bitter / smoky flavour.

9 We’re very different – I love sweet food, but Toby prefers smoky / savoury dishes.

Cooking verbs

2 Write the cooking verbs in the box under the correct photo. bake • barbecue • boil • fry • grill • roast

3 Choose the correct option to complete the sentences.

1 Let’s eat outside today. We could barbecue / boil some lamb chops.

2 Can you please boil / grill some water for the pasta?

3 Alfie’s going to roast / bake a cake for his dad’s birthday tomorrow.

4 I usually bake / fry steak, but I want to eat more healthily, so tonight I’m going to grill / boil it.

5 Before you roast / barbecue the potatoes in the oven, it’s a good idea to grill / boil them in water for a few minutes.

Exam tip

Choosing the correct option

• In this task, you have to choose the correct words to complete a short text.

• Look at the words before and after each gap carefully. Think about what word might go in the gap.

• If there is a verb before or after the gap, think about the form of that verb. For example, the verb after gap 3 is cooking. Which of the four options is followed by an -ing form and works in the gap?

• Read the whole text again and check that it makes sense with your chosen options.

Exam task

4 PRELIMINARY Multiple-choice cloze Read the Exam tip and for each question, choose the correct option.

The delicious hamburger is one of the most (1) foods in the world, but where did it come from? Nobody really knows.

One theory is that about 800 years ago, Mongolian soldiers, who didn’t have fridges or cookers, put meat under their saddles while they (2) their horses to make it soft. In the evening they ate the meat (3) cooking it.

Another story is that immigrants to America from the city of Hamburg in Germany brought their ‘Hamburg steak’ with them – a type of (4) meat in bread.

Or perhaps Otto Kuase from Hamburg made the first hamburger. Otto (5) meat with eggs, cooked it and put it between bread and sold it to hungry sailors for their lunch. When the sailors (6)  back to America, they asked their families to make the same dish, and so the hamburger was born.

Past simple

1 Look at the verbs in bold. Match the sentences (1-3) with the uses of the Past simple (a-c).

1 Rachel went to the shops, bought a pizza and took it home.

2 I prepared supper last night.

3 James had a tuna sandwich every day for lunch when he was at school.

We use the Past simple…

a for past routines and habits.

b for actions that happened one after the other in the past.

c for actions or situations that started and finished in the past.

2 Complete the text with the Past simple form of the verbs.

A GIANT PIZZA!

Pizza as we know it now (1) (start) in Italy as a Neapolitan pie with tomato. Today, it’s so popular that there’s even a World Pizza Championship, which takes place every year in Italy.

People also try to break the record for the largest pizza. In California, in 2017, pizza chefs (2) (work) together for many hours to make a record-breaking pizza. It (3) (be) two kilometres long! They (4) (use) more than 2,200 kilograms of cheese and 1,300 kilograms of sauce! The chefs (5) (eat) some of it and they also (6) (give) more than 20,000 pieces of pizza to homeless people.

Past continuous

3 Look at the verbs in bold. Match the sentences (1-4) with the uses of the Past continuous (a-d).

1 Yasmin was watching TV while her dad was cooking dinner.

2 It was raining, the wind was blowing and we were shaking from the cold.

3 I was making breakfast at six o’clock this morning.

4 Lin was preparing lunch when the phone rang.

We use the Past continuous…

a for an action that was in progress at a point in time in the past.

b for two or more actions that were in progress at the same time in the past.

c for an action that was in progress in the past that was interrupted by another action.

d to give background information in a story.

We don’t use stative verbs in the continuous form.

4 Write sentences using the Past continuous.

1 A: What / you / do / at one o’clock / on Monday

B: I / eat / my lunch / and / listen to / the radio

2 This time last week / we / grill / burgers / in my aunt’s garden

3 Candice / not / dance /at the party / because / she / serve / food / to the guests

4 Maria and Alfred / argue / about the best pizza toppings / for hours / last night

5 Choose the correct option to complete the sentences.

1 Were they going / Did they go to the park for a picnic last weekend?

2 Was Susana frying / Did Susana fry onions a few minutes ago?

3 My grandma usually was baking / baked bread twice a week.

4 I took / was taking the cake out of the oven when I burnt my hand.

5 We came home, went into the kitchen and were boiling / boiled water for tea.

6 Pam wasn’t doing / didn’t do the washing-up when I arrived.

6 Complete the sentences with the Past simple or Past continuous form of the verbs.

1 We (finish) cleaning the kitchen and then we (eat) some ice cream.

2 (Ludmila / call) you while you (watch) the cookery show on TV?

3 My mum (cook) the dinner on Saturday because Dad (be) ill.

4 Daisy and Tom (make) biscuits when Marcus (walk) into the kitchen.

5 I (not / fry) the burgers for last night’s supper; I (grill) them.

6 Dee (tidy) the kitchen while Pete (help) Dan with his homework.

Listening

1 Listen to these numbers. Then work in pairs. Practise saying the numbers.

1 A 15 B 50 C 80

2 A 220 B 222 C 200

3 A 7th August B 8th August C 18th August

4 A 25th B 20th C 21st

5 A 2 B 3 C 4

2 Read the Exam tip. Then listen and answer the questions. Use the answer options (A-C) from exercise 1.

1 How many people came to the girl’s party?

2 How much did the meal cost?

3 When is Billy’s birthday?

4 When will the boy arrive in Mexico?

5 How many slices of pizza has the girl eaten?

3 Read the Exam task and underline the important words in the questions and the A-C options.

Exam tip

Identifying the key words

• Before you listen, read the questions and the options carefully so that you know what the listening will be about.

• Underline the important words and information in the questions and A-C options.

• You might hear words from all three options in the listening text. However, only one of the options will actually be the correct answer to the question.

• Check your answers carefully and read each question again when you listen the second time.

Exam task

4 PRELIMINARY Multiple choice with one conversation Listen and, for each question, choose the correct option. You will hear a radio interview about a restaurant festival.

1 How long is the festival?

A two weeks

B one month

C two months

2 How many restaurants take part in the festival?

A about 70

B about 215

C about 250

3 Which kind of restaurants are part of the Amazing Spaces collection?

A restaurants where you can see the city from the windows

B restaurants with interesting furniture and design

C restaurants that are very modern

4 How does the festival encourage sustainability?

A It has set up a website about reducing food waste.

B It has information about environmentallyfriendly restaurants.

C It gives money to local food markets.

5 What does the Gourmet Odyssey offer people?

A three courses in three different restaurants

B travel between different restaurants in a bus

C a visit to three different restaurants in one building

6 At the London Festival masterclasses...

A people can find out how to become a top chef.

B people can learn how to make different dishes.

C people can teach each other how to make their favourite meals.

Frame your ideas

5 CITIZENSHIP How do you think restaurants can be more sustainable? What can you do at home to eat more sustainably? Think about these things:

• food waste;

• seasonal food (eating food at the time when it grows);

• local food;

• vegetarian food;

• organic food;

• choice of food on a menu.

Describing food

1 SPEAKING Work in pairs. Discuss the questions.

1 Can you prepare a meal / bake a cake / make a smoothie?

2 What’s your favourite food? What’s your least favourite food?

3 Do you prefer food cooked at home or food cooked in a restaurant? Why?

2 SPEAKING Work in pairs. Look at the photo. Discuss the answers to these questions.

1 How many people are in the photo?

2 What do the people look like?

3 Where are they?

4 What are they doing?

5 What other things can you see in the background?

3 Listen to a student describing the photo. Does the student answer all the questions in exercise 2? Does he add any other details?

4 Read the Exam tip. Then work in pairs. Write down all the things you can see in the photos in the Exam task. If you don’t know the correct words, think of other ways to describe them.

Exam tip

Paraphrasing

• When you describe a photo, first begin with a general description of what you can see.

• Then focus on some of the details in the photo.

• If you don’t know the exact words to describe things you can see, try to think of other ways to describe them. For example, if you don’t know the word for barbecue in Student A’s photo, you can say The people are cooking / grilling food outside

Exam task

5 PRELIMINARY Photo description Work in pairs. Follow the instructions.

Student A: Look at the photograph. It shows people eating a meal together. Talk about the photograph. Then listen to Student B.

B: Turn to page 187.

Useful language

Describing a photo

• This photo shows people (at a restaurant / in a park / at home / on a beach).

• The woman (in the hat / with the glasses / holding the burger) is…

• They are outside / inside.

• The weather is warm / cold.

• They are (enjoying the food / having fun / feeling happy)…

• In the background / foreground, I can see (some buildings / trees / people).

6 A Work in pairs. Look at the statement. Think of two reasons to agree with it and two reasons to disagree with it.

food is the best food in the world.

6 B DEBATE Divide the class into two groups. Work in your group to make a short speech in favour of / against the statement. Group 1 is in favour of the statement. Group 2 is against the statement.

6 C Listen to each other and ask questions. Finally, have a class vote.

Frame your ideas

7 SEL Responsible decision-making Relationship skills Answer the questions.

• Do you eat traditional food from your own country when you go out, or do you eat food from other countries?

• Which country’s food do you like best?

Student

ORACY SKILLS

Italian

The J&K Diaries – Episode 14

1 Watch the vlog. Choose the correct option.

1 When he was younger, Josh didn’t like / liked healthy food.

2 Kayla’s favourite sandwich when she was a child was strawberry / banana and ham.

3 Josh thinks that tomatoes with chocolate sauce is probably delicious / disgusting.

4 Josh’s grandma cooked their Sunday pot roast for three / four hours.

5 Josh’s grandad usually helped to prepare the food / lay the table

6 Josh learnt a magic trick from his grandad / grandma

Real English

2 A Match the words in the box with the spices (1-5). Then check your answers in a dictionary.

black pepper • cinnamon • cloves ginger • nutmeg

2 B Work in pairs. Look at the spices in 2A again. Think of dishes that include these spices. Write a list and compare it with the class.

Reading task

3 Read the article on page 39 and the statements (1-8) below. Are they true (T), false (F) or not given (NG)? The first one (0) has been done for you.

0 We can buy lots of spices in most places.

1 In the past, people in Europe paid a lot of money for spices.

2 Some birds use cinnamon sticks for their nests.

3 Some spices can protect you against diseases.

4 ‘The Silk Road’ was the name of a huge spice market in Asia.

5 Before 1498, people could only travel from Europe to Asia by land.

6 Vasco da Gama was born in Portugal but lived in Asia for most of his life.

7 The Dutch East India Company controlled ‘The Spice Islands’ in the 17th century.

8 Very few European people in the 1700s used spices when they prepared food.

Frame your ideas

4 SPEAKING Work in pairs. Think about the food that you eat in a week. Discuss these questions.

• Where do the ingredients come from?

• Do you ever visit a local food market? What does it sell?

• Think of some advantages and disadvantages of only buying food that comes from your local area.

5 DIGITAL COMPETENCES Work in groups.

• Choose one of the spices from the text and research a popular dish that uses this spice.

• Find out more information about the dish (where from, any different versions...)

• Make a presentation to the class.

a picky eater schizzinoso (nel mangiare) That’s gross! È orribile! Scrummy! Delizioso!

A Spicy History

How often do you use spices when you prepare food? Today, we are used to trying food from all around the world and it is easy to find many different kinds of herbs and spices at our local supermarket. There are Mexican, Thai, Chinese and Indian restaurants serving delicious spicy food in most big cities and towns. But for thousands of years, spices were an expensive luxury in Europe.

In ancient Greek and Roman times, spice traders used to make up amazing stories about where the spices grew and how difficult it was to find them. They described, for example, a dangerous cinnamon bird that made its nest from cinnamon sticks. They talked about looking for spices in strange valleys full of poisonous snakes. Of course, these stories weren’t true, but the traders used them as a reason to charge very high prices for their spices.

At this time, the only route from Asia to Europe was by land – a difficult and dangerous journey of around 4,500 kilometres. The route was called ‘The Silk Road’, and it was very important in the development of trade and also cultural connections between Asia and Europe.

But everything changed in 1498, when the Portuguese explorer Vasco da Gama made the first journey by sea from Europe to India, via Africa. After this, European traders used the sea route to travel to Asia and buy the Indian spices like cinnamon and ginger that were becoming so popular in Europe.

India wasn’t the only country that produced spices. In the 1600s, several European countries were trying to control the spice trade in Indonesia. The ‘Spice Islands’ (now called the Moluccas) in Indonesia, were the centre of this trade, and by the end of the 1680s, they were completely under the control of the Dutch East India Company. Spices were now much cheaper and dishes with ginger, cinnamon, nutmeg and cloves became popular in many European countries.

Today, of course, as we use spices in so many of our favourite foods, it is easy to forget that these ingredients were once so expensive and difficult to obtain. But the next time you order a cinnamon latte or add some black pepper to your pasta, think about all the journeys that people made in the past to bring these spices to Europe.

Spices became a symbol of wealth and luxury in Medieval Europe. People used them in perfumes, for cooking and even as medicine. Many people believed that some spices could protect them against disease and were prepared to pay a lot of money for them.

Spices at a market in India

Vocabulary 2

Tableware, packaging and quantities

1 Look at photos A and B and write the correct words in the box. basket • bowl • cup • fork • glass knife • napkin • plate • spoon

2 SPEAKING Discuss the questions.

1 Do you drink tea or coffee from a cup and saucer or from a mug?

2 When do you use a spoon?

3 Think of at least five things you can pour from a jug.

4 Think of at least four things that people usually keep in jars.

5 Think of at least four things that people usually keep in bottles.

6 Think of at least four different types of food that people serve in a bowl.

3 Choose the correct option to complete the sentences.

1 I always take a bottle / box of water with me when I go to the gym.

2 Have you got a better fork / knife? I can’t cut up these vegetables with this one.

3 There are six cups / jars of homemade raspberry jam in the cupboard.

4 The knives and saucers / forks are on the table.

5 The waiter brought a pot of tea, two cups / jars and plates / saucers and a jug / bowl of milk.

6 My brother gave me a box / jug of chocolates.

7 Why didn’t you do the washing up? Dinner’s ready, but all the boxes / plates are dirty!

8 Can you put some water in the dog’s plate / bowl, please?

9 I need a spoon / fork to eat my yoghurt.

10 I usually put the knife and fork on top of the napkin / jug when I lay the table.

4 Cross out the incorrect word in each phrase.

1 a slice of pizza / pasta / bread

2 a glass of bread / juice / milk

3 a bunch of bananas / grapes / strawberries

4 a packet of milk / biscuits / crisps

5 a piece of cake / cheese / rice

6 a tin of tuna / beans / pizza

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

bottles • bowl • box • bunch glasses • jar • knife • slices

Omar: What do you want for breakfast today?

Amal: I think there are still a couple of (1) of pizza in the takeaway (2) from last night.

Omar: Oh no, I don’t want to eat pizza for breakfast! I’d prefer something healthier. Have we got any bananas?

Amal: Yes, there’s a big (3) of bananas in the (4) on the kitchen table.

Omar: Great. And how about milk?

Amal: Let me check. Yes, we’ve got two (5) of milk in the fridge.

Omar: And we’ve got this (6) of really delicious honey. So I can make a banana smoothie.

Amal: That’s a good idea. Here’s a (7) to cut up the bananas. I’ll wash the (8)

6 Listen. Tick (4) the things from exercise 1 that are mentioned.

used to and would

1 Read the sentences (1-4) and look at the words in bold. Then complete the rules (a-b) with used to or would.

1 Lisa used to like olives when she was young.

2 My grandmother used to / would make her own pasta when she lived in Naples.

3 We used to / would meet in the park for picnics when the weather was good.

4 They used to live near the Japanese restaurant.

a We can use to describe states or repeated actions in the past.

b We can use to describe repeated actions in the past, but not to talk about past states.

2 Which words in bold can be replaced with would? Tick the sentences.

1 My dad used to prepare a cooked breakfast for us every Sunday morning.

2 Sara used to eat a lot of rice when she lived in Japan.

3 Did you use to like cabbage when you were younger?

4 I didn’t use to own a microwave, but now I do.

5 We used to have barbecues in our garden every weekend.

6 These chocolates used to cost much less.

7 Did Klaus use to be a chef?

8 My little sister used to throw her food on the floor when she was a baby.

be used to and get used to

3 Read the sentences (1-2). Then answer the questions (a-b).

1 I’ve worked in this restaurant for six years, so I’m used to the late nights!

2 I started working here two weeks ago, and I’m getting used to the late nights.

a Which sentence describes something that is already usual or familiar?

b Which sentence describes something that is quite new and becoming familiar?

4 Choose the correct option (a-c) to complete the sentences.

1 I eating fruit and yoghurt for breakfast –I’ve had the same thing for years!

a am used to b used to

c am getting used to

2 My cookery teacher be a chef.

a is getting used to b is used to

c used to

3 preparing food when you lived at home?

a Did you use to b Are you getting used to

c Were you used to

4 Eloise loved India, but she the spicy food.

a didn’t use to b couldn’t get used to

c used to

5 Sonia and Masha the lunches at their new school.

a are getting used to b used to

c get used to

6 his new healthy eating plan?

a Did Haru use to b Is Haru used to

c Is Haru getting used to

7 I eat a lot of meat before I became a vegetarian.

a was used to b am getting used to

c used to

8 help prepare dinner when you were younger?

a Did you get used to b Did you use to

c Were you used to

5

CRITICAL

THINKING

Work in pairs. Look at the photo of the woman. What do you think her life was like in the past? Compare your ideas. Think about these aspects.

I think she used to be a nurse.

Really, I don’t. I think she used to be a teacher.

6 SEL Self-awareness Answer the questions.

When you were a child…

• what used to be your favourite food?

• what did you use to eat if you were ill / on your birthday / as a special treat? Frame your ideas

Writing lab 2

Writing a blog post

Useful language

Giving your opinion

• I think that… / In my opinion…

• It’s a great place for…

• I would / wouldn’t recommend…

Adjectives for food

• bitter, burnt, colourful, delicious, dull, healthy, raw, tasteless, tasty, unhealthy

Adjectives for restaurants

• bright, charming, dirty, messy, modern, old-fashioned, rude, slow, unfriendly

1 Look at the Useful language box. Which adjectives are positive (P), which are neutral (Nt) and which are negative (Ng)?

Learning focus

Using adjectives

• When you write descriptions, try to use a range of interesting adjectives. We don’t usually use more than two adjectives before a noun.

• Remember to use this order: opinion (delicious), size (tiny), age (old), shape (square), colour (purple), origin (German) and material (cotton).

2 Tick (4) the correct sentences. Then rewrite the incorrect phrases in bold.

1 The waiters were wearing blue nice uniforms

2 We sat at a big round table by the window.

3 Have you been to that Chinese fantastic restaurant?

4 The walls have got modern interesting pictures

5 There were lovely fresh flowers on the table

3 Work in pairs. What do these adjectives usually describe? Write them in the correct group.

cheap • comfortable • delicious • expensive fast • friendly • inexpensive • modern polite • spicy • tasty • traditional food , , service , , decor , , price , ,

4 Choose the correct options to complete this blog post.

Local restaurants

There’s a nice small café near my house and there’s a fast-food place and a big expensive Italian restaurant in the shopping centre. The café sells snacks, sandwiches and cakes. The food is (1) inexpensive / busy and the service is very (2) modern / friendly. The fast-food restaurant serves burgers and chips. It’s (3) traditional / popular and cheap, but the food isn’t very (4) tasty / bad. The Italian restaurant is my (5) favourite / best restaurant. They have lots of (6) different / difficult pasta dishes and their salads are also (7) excellent / horrible.

Writing tip

Planning and organisation

• Always make a plan before you begin writing.

• Think about how you will organise your information into paragraphs.

• Include some key words in your plan. Try to use lots of different adjectives.

Writing task

5 Read the Writing tip. Then read the Writing task and make a writing plan. Think about the different words you can use. Use the Useful language to help you. Blog posts wanted

Writing a blog post. You see this notice on an English-language website.

RESTAURANTS

Write a blog post about a restaurant you have visited recently. Did you enjoy the food? Would you recommend it? Write a blog post answering these questions and we will put it on our website.

Write your answer in about 100 words.

6 Complete the Reflection checklist. Then discuss your answers with your partner.

Reflection checklist

Tick (4) the sentences that you think are true. I made a writing plan.

I organised my ideas clearly into paragraphs. I answered the questions in the task. I used different adjectives. I used correct adjective order.

Towards INVALSI 2

Reading

1 Work in pairs. Look at the photos below and discuss the questions.

1 Have you tried any of these dishes?

2 Do you know what the ingredients are?

3 Do you want to try them?

2 Read the article quickly and write the name for each dish below the photo.

Favourite Food for Brits

If you go out to eat in the UK, you will notice that even in small towns, there are cafés and restaurants that serve food from many different countries. The most popular takeaway food in the UK is Chinese, and chicken tikka masala – a British version of an Indian curry dish – is also a favourite choice for many Brits when they’re eating out.

However, back at home, British people still enjoy cooking some traditional British food. ‘Bangers and mash’ – thick sausages, served on top of mashed potatoes, with a jug of gravy is a classic home-cooked meal. Another popular dish is ‘Shepherd’s Pie’. Don’t worry, it hasn’t got any shepherds in it! To make shepherd’s pie, you cook minced lamb with onions, carrots and herbs, then cover the meat with some mashed potato and bake it in the oven for about half an hour. There’s a very similar dish called ‘Cottage Pie’, which is made with minced beef rather than minced lamb.

Most people have cereal, toast, fruit or yoghurt for breakfast in the UK, but at the weekend, some people make ‘a full English breakfast’. This includes fried eggs, sausages, bacon, fried mushrooms, grilled tomatoes, baked beans (beans cooked in a tomato sauce) and toast. It isn’t a very healthy meal and you probably won’t feel like lunch after eating all that food for breakfast!

Afternoon tea is a delicious treat for a special occasion. As well as a pot of tea with milk, afternoon tea usually includes some sandwiches cut into small squares or triangles, little cakes, and scones (a kind of sweet bread roll) with jam and thick cream. People from different parts of the UK argue about whether you should put the cream onto the scone first and then the jam, or the jam first and then the cream. But it tastes really good either way!

There are plenty of delicious British puddings and desserts to try as well. Eton mess is a mixture of thick cream, broken pieces of meringue and strawberries. It’s a typical summer dessert. In the winter, you can try a fruit crumble. To make this, you mix some fruit – usually apples or rhubarb, with spices like cinnamon and ginger and a little sugar, and then cover it with a ‘crumble’ made from butter, sugar and flour. Bake it in the oven for about 40 minutes and serve it with warm custard – a sweet, thick sauce made with eggs, sugar and milk. It’s the perfect hot pudding on a cold winter’s day.

3 Sentence completion Read again and complete the sentences (1-8), using a maximum of four words from the text. The first one (0) has been done for you.

0 A popular takeaway dish in the UK is chicken tikka masala, which is a type of British

1 People often eat sausages with mashed potato and a

2 Minced beef cooked with onions, carrots and herbs and covered in mashed potato is called

3 People sometimes have a ‘full English breakfast’ at .

4 A ‘full English breakfast’, is not very

5 There are sandwiches, small cakes and scones with jam and cream in an

6 People usually eat Eton mess in

7 Fruit with sugar and spices, covered with flour, butter and sugar is called a

8 The ingredients for custard are . Indian curry dish

Vocabulary

1 Complete the sentences with the words in the box.

cheerful • confident • honest • lazy • miserable nervous • patient • relaxed • shy • sociable

1 She’s never unhappy – she’s very

2 I’m always before I play a big tennis match; I can’t sit down for ten seconds.

3 I feel really today! I didn’t pass my exam!

4 He never says anything untrue, so he’s really

5 I never get worried – I’m really .

6 I’m – I’m always happy to wait.

7 My brother’s really as he never wants to do any homework.

8 My friend’s a very tennis player; she always believes she can win.

9 My younger sister’s quite and she doesn’t often talk to people she doesn’t know.

10 My cousin’s very and always likes to talk to people at parties.

2 Choose the correct option to complete the sentences.

1 Sujith was enthusiastic / energetic about the plans.

2 I am confident / proud of what I achieve in my spare time.

3 I was so easy-going / embarrassed when I spilled that coffee!

4 Nita is such a sensible / stressed person – I admire the way she makes decisions.

5 I feel caring / lonely when I’m on my own.

6 I have my driving test tomorrow, so I’m a bit nervous / miserable about it.

3 Complete the sentences with the words in the box.

close • father-in-law • friendship • married related • siblings • sister-in-law • stepmother

1 My fell in love with my brother at university.

2 Do you think you will ever get ?

3 We look similar, but we aren’t

4 relationships are so important.

5 Do you have any ?

6 A sense of humour is so important in a

7 My father and my are celebrating their anniversary today.

8 My husband looks just like my , only younger!

4 Complete the sentences with the words in the box.

bitter • salty • sour spicy • sweet

1 This cake is very . It has too much sugar in it.

2 I love things like lemons and yoghurt.

3 I often eat food like curry.

4 The chips from the fast-food place are really . They make me thirsty.

5 Can you pass the sugar? This is too

5 Complete the sentences with the words in the box.

bake • barbecue • boil fry • grill • roast

1 It’s healthier to food rather than fry it.

2 Could you some water for tea?

3 I love it when we fish and meat outside in the garden in the summer.

4 To cook a turkey properly, you need to it in the oven for five or six hours.

5 I’d really like to a cake this afternoon.

6 I love the smell when they chips.

6 Choose the correct option to complete the sentences.

1 Can I have another packet / slice / bunch of pizza?

2 Can you pass the packet / slice / bunch of biscuits?

3 Don’t forget to buy a packet / bunch / tin of tuna.

4 That’s a lovely tin / bunch / packet of grapes.

5 Keep that piece / glass / bunch of cheese cold.

7 Complete the sentences with the words in the box.

box • jar • jug knife • saucer

1 Do you have a ? This cup’s really hot and I don’t want to burn the table.

2 Let’s take a of chocolates this evening.

3 Is there a of marmalade anywhere?

4 Could you pass me another ? I can’t cut the meat with this one.

5 Could we have a of water with our meal?

Grammar

1 Choose the correct option to complete the sentences.

1 Do you know / Are you knowing when Chi arrives?

2 I see / I’m seeing some friends tomorrow evening.

3 That bag belongs / is belonging to me!

4 My friends come / are coming round later.

5 I always sleep / I’m always sleeping until late on Sundays.

6 I often take / I’m often taking the bus to school.

2 Complete the sentences with the correct form of the verbs.

1 Wait a moment, I (talk) to someone.

2 My sister (study) to be a doctor.

3 Most people (live) in cities.

4 I (like) all kinds of Japanese food.

5 What (you / think) about?

6 I (not / remember) your name.

7 He (know) everyone around here.

8 Come round later; I (study) right now.

3 Choose the correct option to complete the sentences.

1 I need a few / a little moments to think about it.

2 You need a / some knowledge of Japanese to travel around Japan.

3 We haven’t got many / much time.

4 Shall I get us a / some water?

5 I need some information / informations about flights to the US.

6 Fortunately, the news is / are good.

4 Complete the sentences with the words in the box.

a few • a little • any • lots of many • much

1 We’ve got food – take what you want.

2 We don’t need to buy water as we’ve already got twelve bottles in the fridge.

3 There aren’t people here.

4 Can I have cheese?

5 Hurry up, we don’t have time.

6 I just need minutes to get ready.

5 Complete the sentences with the correct form of the verbs.

1 When I (arrive), everybody (watch) the match.

2 I (start) to cook when I was ten.

3 This time last week, I (sit) in the sun in Barbados.

4 It (snow) when I (wake up) this morning.

5 Why (you / have to) cancel the reservation?

6 Complete the sentences with the correct form of used to and the verbs in the box.

be • not / eat • like • swim

1 I chocolate spread, but now I hate it.

2 My brother and I in a team, but now we train by ourselves.

3 your dad a chef?

4 We pasta, but now we have it every day.

7 Choose the correct option to complete the sentences.

1 When I lived in London, I would / use to visit the food markets every weekend.

2 Did you use to / Did you get used to visit your grandparents a lot when you lived near them?

3 It’s difficult, but we used to / we’re getting used to the food here.

4 I didn’t like spicy food before, but I used / I’m used to it now.

5 I used to / would like crisps, but now I can’t stand them.

6 They used to / were used to eat a lot of fresh fish when they were on the island.

Life skills

Being a team player

respect other people be reliable do your share

HOW TO WORK IN A TEAM

listen to others communicate your ideas support team members

1 SPEAKING Work in pairs. Look at the information and discuss the questions.

1 Have you ever worked in a team? How was it?

2 Who were the best team players? Why?

3 Were some people bad team players? Why?

2 Number the ideas in the diagram in order of importance (1-6).

3 It’s important to listen to others and respect their ideas. Work in pairs. Rewrite the replies in the conversations (1-4). What would a good team player say?

1 A Let’s ask Karl to give the presentation.

B No way! Lee is much better.

2 A I think we should have a red background. B Red? No, I want blue.

Frame your project

3 A Who should we ask to plan the event?

B Don’t ask Erica. She won’t do a good job.

4 A We need to discuss the research now.

B That’s not important. I want to talk about…

4 CRITICAL

THINKING

Read the Mind your mind information. Discuss the questions in pairs.

Mind your mind

Having confidence in yourself

• It can be difficult to work in a team if you are quiet or not very confident. Remember that everybody is important in a team, and everybody has something worth saying.

• Don’t be afraid to share your ideas. Learn to have confidence in your opinion.

• It’s important to listen to other people –encourage quiet team members to speak up.

• A good team has lots of different skills. Find your strength and do things that you know you can do well. When you are confident doing that, try something new – you might develop a new skill.

1 Do you feel confident or shy in a group?

2 How can confident people help others?

3 How can shy people make their voice heard?

4 How can working in a team help your confidence?

Useful language

• Which item do you think is the most important?

• I think (a compass is the most important) because…

• What about (matches)? They could be (useful).

• You could use … to…

• I like that idea, but … might be more important because…

• That’s a great suggestion. Well done.

• Shall we vote for a (team leader / presenter)?

• Does everybody understand what they need to do?

• Are you any good at… ? / Do you know how to… ?

Work in teams. You are on a desert island. Look at the list of items you can have to help you. Number them in order from 1 (the most important) to 10 (the least important). You must all agree on an order.

sun cream • fishing equipment ten metres of rope • a radio • a compass several tins of beans • several bars of chocolate a laptop • matches • blankets

Present your order to the class and explain your reasons.

Work in teams. You want to raise money for a group in your community. Make a plan of action. Think about:

• what event or activity you might do;

• the strengths of each team member and the tasks they might do;

• how to divide up the tasks so that everyone is happy.

Present your plan to the class.

REAL-LIFE TASK 1

REAL-LIFE TASK 2

ORACY SKILLS

1 VISIBLE THINKING Look at the photo. Discuss in pairs.

See Describe what you can see in the photo.

Think Where do you think this is? Why?

Wonder What do you want to find out about this place?

2 Watch the video The Chitina River and choose the correct option.

6 Todd prefers the classic / unique experience of paddling where no one has paddled before. A volcanic eruption

1 Ten years ago, the Chitina River was covered in ice / snow

2 The canyon / river is twelve miles long.

3 Kayaking on some of the rapids could be lively / fatal if something went wrong.

4 Todd says it is exciting to share the expedition with twenty / a bunch of friends.

5 He has not been anywhere more dangerous / remote than the headwaters canyon of the Chitina River.

1 SPEAKING Work in pairs. Think of the different animals that live in the sea. How many can you name in English?

2 Changes are happening to our climate because the Earth is getting warmer. How do you think climate change affects our oceans?

3 VISIBLE THINKING Look at the photos of coral reefs below and on page 49 and answer the questions in pairs.

Think Do you know why people are worried about the future of coral reefs?

Pair Compare your ideas in pairs.

Share Share your ideas with the class.

4 Read the article on page 49 quickly. Does it mention any of your ideas from exercises 2 and 3?

5 Read the article again and answer the questions.

1 Where did Emma learn about marine biology?

2 How are coral reefs formed?

3 Why are warmer seas a problem?

4 Why is it important to save the coral reefs?

6 Read the Exam tip. Then read the first question in the Exam task. Underline the information in the article that will help you choose the correct option.

Exam tip

Reading for general understanding

• It’s a good idea to get a general understanding of the message of the text.

• Read the text carefully from beginning to end, without worrying about new vocabulary. This will give you a good idea of what the text is about.

• Look at the first question in the task. Read the first paragraph of the text again carefully and find the information that relates to the question.

Exam task

7 INVALSI PRELIMINARY Multiple choice with one text Read again and for each question, choose the correct option.

1 As a child, Emma decided to study marine biology because...

A she wanted to live in Australia.

B she loved snorkelling.

C she was excited to discover life under the water.

D she wanted to save coral reefs.

2 Corals are...

A plants that look like animals.

B animals that look like plants.

C animals that eat skeletons.

D skeletons of plants.

3 Emma thinks that coral reefs are valuable because...

A they are very beautiful.

B there aren’t very many of them.

C many different animals and plants live around them.

D algae live inside them.

4 Emma believes that...

A more people should study marine biology.

B everyone can take action to look after the planet.

C only marine biologists can understand how to help coral reefs.

D warmer seas can help coral reefs grow.

5 What would be the best summary for this article?

A This article describes how Emma became a marine biologist and where her favourite coral reefs are.

B This article explains what coral reefs are and tells us how Emma is trying to help them.

C This article gives us information about the Great Barrier Reef and explains what Emma has discovered there.

D This article describes how Emma is fighting climate change and explains why corals can live in warm seas.

Frame your ideas

8 CITIZENSHIP Work in pairs. Answer the questions.

• Why do you think it is important to look after our oceans?

• What are countries around the world doing to make a difference?

• What can you and your community do to help the oceans?

explorer THE CORAL REEF explorer

Emma Camp is a National Geographic explorer and marine biologist. She has been fascinated by coral reefs since she went on a snorkelling holiday when she was six years old. When she put her head under the water, she was amazed to see a whole new world. She knew then that she wanted to learn more about sea life. Emma studied marine biology in the UK, but now she lives in Sydney, Australia, and she spends a lot of her time exploring coral reefs around the world.

Corals have the appearance of plants, but they are actually made up of tiny animals called polyps. Polyps create their own skeletons out of limestone Over thousands of years, these limestone skeletons have joined together to make coral reefs. The biggest reef in the world is the Great Barrier Reef in Australia. It covers an area of nearly 350,000 square kilometres and is the only living structure which is visible from space.

Emma loves the beauty and bright colours of the coral reefs. The colours come from plants called algae which live inside the corals. But Emma knows that the reefs aren’t just beautiful, they’re also very important. Although they cover less than 1% of the ocean floor, coral reefs are home to 25% of all marine species. They help provide food for many millions of people and they also protect the coast from storms.

However, our seas are getting warmer because of climate change. When the ocean gets too warm, the algae leave the corals, the corals turn white and they soon die. The Great Barrier Reef has now lost about 50% of its corals. But Emma has discovered that in other parts of the world, corals can live even in very warm seas. She wants to find out more about these corals. Perhaps she can use them to help the Great Barrier Reef.

We can’t all become marine biologists, but Emma thinks that we can do things to help the environment. We can reduce our use of plastics, travel by car less often and help clean up the beaches. We can also talk to our friends and family about coral reefs so that everyone understands why they are important.

Opal Reef, part of the Great Barrier Reef, Queensland, Australia

Vocabulary 3

Geographical features

1 Write the words in the box under the correct photo.

2 Complete the sentences with the words from exercise 1. Then listen and check your answers.

1 My aunt lives in a house on the and she swims in the every morning.

2 There are 427 different types of mammals in the Amazon

3 Mount Etna is the most active in Europe.

4 We filled our bottles with water from the

5 There were mountains on both sides of the river, forming a deep

6 Don’t stand so close to the edge of the ! It’s dangerous.

7 We looked out over the and saw thousands of buffalo.

Climate change

3 Read the text about renewable energy. Then match 1-5 with a-e to make collocations about the environment.

1 climate

Renewable energy

Humans use a lot of energy. We travel by car, train or bus; we want our houses to be a comfortable temperature; we build big factories that need electricity and big power stations to produce electricity. But our need for energy has created a problem – climate change. One of the causes of climate change is our use of fossil fuels. When we burn these fuels, the Earth’s atmosphere gets warmer. However, there are other sources of energy. Renewable energy uses energy sources that will never run out, such as the sun, the wind or water. Some countries, like Scotland, Costa Rica and Iceland, get nearly 100% of their energy from these sources, and Morocco is building the world’s largest solar power farm in the Sahara Desert. In the future, perhaps we will stop using fossil fuels completely.

4 Match the sentences (1-5) with a sentence that naturally follows (a-e).

1 Renewable energy is very important.

2

Humans are getting most of their energy from fossil fuels.

3 Many people think climate change is a big problem.

4 Solar power is available everywhere.

5 Power stations are often huge.

a We produce most of our electricity in them.

b We get it from the sun and it is very easy to produce.

c The use of these is one of the causes of climate change.

d The temperature of the Earth and sea has gone up by about 1% in the last 100 years.

e It is the power we get from the sun, wind and sea.

Frame your ideas

5 CITIZENSHIP Goal 7 of the 2030 Agenda for Sustainable Development is clean energy for everyone in the world. Why do you think this is important? What are the possible problems of providing clean energy for everyone?

Present perfect simple

1 Read the sentences (1-4). Choose the correct options to complete the rule.

1 The scientist has won many prizes.

2 The students have just completed their project.

3 I don’t know how to use the camera because I haven’t read the instructions.

4 I’ve lost my water bottle.

We form the Present perfect simple with the correct form of (1) have / be and the (2) infinitive / Past participle of the main verb.

2 Match the sentences (1-4) in exercise 1 with the uses of the Present perfect simple (a-d).

a actions that have just finished b experiences and achievements c actions that happened in the past but have results that affect the present d actions that happened in the past but we don’t know or say when

3 Complete the sentences with the Present perfect simple or the Past simple form of the verbs in brackets.

1 Jan (have) two holidays this year. In March, she (travel) to India and in July she (go) to Scotland.

2 My brother (just buy) a new smartphone and he never stops looking at it!

3 A lot of things (change) since I (study) climate change at college.

Present perfect continuous

4 Read the sentences (1-3). Choose the correct option to complete the rule.

1 He is hot because he has been walking fast.

2 I’ve been learning about climate change.

3 The explorers have been travelling through the rainforest for ten months.

We form the Present perfect continuous with the correct form of (1) have / be, + (2) being / been and the (3) infinitive / -ing form of the main verb.

We don’t use the Present perfect continuous when we mention the number of times an action occurred or when we mention quantities. We use the Present perfect simple, e.g. Dan has eaten five biscuits this morning.

5 Match the sentences (1-3) in exercise 4 with the uses of the Present perfect continuous (a-c).

a actions that began in the past and continue now, or have happened repeatedly until now

b actions that continued for a period of time and have finished but that have results that affect the present

c to say how long actions have continued for

6 Choose the correct option to complete the sentences.

1 Solar power has become / became cheaper over the last twenty years.

2 Climate change caused / has caused many glaciers to melt.

3 The Earth has been getting / has got warmer for about a hundred years.

4 The fisherman has been catching / has caught 50 kilos of fish since yesterday.

7 Complete the text with the Present perfect simple, the Present perfect continuous or the Past simple form of the verbs.

Icebergs

Every year about 10,000-15,000 icebergs form around the world. Modern ships have technology that shows where the icebergs are, but in the past icebergs (1) (be) one of the biggest dangers in the sea. In the last 200 years, many ships (2) (sink) after hitting icebergs. The famous Titanic (3) (hit) an iceberg in 1912 and many people (4) (die). Because of this accident, thirteen countries (5) (form) the International Ice Patrol in 1914. Ever since then, this organisation (6) (give) information to ships about icebergs. This information (7) (probably / save) many lives.

1 Work in pairs. Match the sentences (1-6) with the type of word you need in the gap (a-e). One word type matches two sentences.

1 The average length of a great white shark is metres.

2 Great whites are not, in fact, all white but mostly

3 A great white shark has got approximately teeth.

4 or seals are the great white shark’s main source of food.

5 It can swim very fast because of its strong

6 is the great white shark’s most important sense.

a an animal

b a colour

c a number

d a part of the body

e a sense (e.g. taste, hearing, smell, sight, touch)

2 Now listen and complete the sentences in exercise 1. Write no more than three words or a number or a date or a time.

3 Read the Exam tip. Then look at the Exam task. Think about the type of word that could go in each gap.

Exam tip

Predicting the type of answer needed

• It’s a good idea to understand what type of information you need to fill the gaps before you listen.

• Read the words around each gap and try to think of the type of words or numbers which could go in the gap.

• Then listen and write the exact numbers or words that you hear.

• In each gap, you will usually need to write between one and two words.

Exam task

4 PRELIMINARY Gap fill Listen, and for each question, write the correct answer. Write one or two words or a number or a date or a time. You will hear a talk by a scientist who studies sharks.

SHARK ATTACKS THE TRUTH!

Number of people who died from shark attacks in 2019: (1)

Country with the highest number of shark attacks: (2)

Sharks bite because they want to find out (3) about objects.

Sharks probably don’t eat humans because humans have too many (4)

Humans kill approximately (5) sharks per year.

Sharks are sometimes used to produce very (6) food.

5 Listen again and decide if the information given is true (T), false (F) or not given (NG).

1 Many people think that sharks are very dangerous.

2 Most sharks live around the US and Australia.

3 Scientists know why sharks attack people.

4 When sharks attack people, they usually bite their hands.

5 Sharks prefer eating humans to seals or sea lions.

6 Sometimes fishermen kill sharks by mistake.

7 Many species of shark are now not in danger of extinction.

8 The speaker wants to increase the number of sharks in the ocean.

6 A DIGITAL COMPETENCE Internet research

Work in groups. Read the statement below. Do some online research to find out more information.

Over 30% of the fish that we eat contains plastic.

6 B MEDIATION Prepare a presentation about your research and present it to the class.

Talking about the environment

1 Complete the poster with the verbs in the box.

clean • plant • recycle • reduce take • talk • walk • write

Eight ways you can help the environment

1 a school blog about the environment

2 plastic, card, paper and cans 3 trees

Exam task

4 PRELIMINARY Picture discussion Work in pairs and complete the Exam task. Use the Useful language to help you.

4 part in environmental action

5 your use of electricity and water at home

6 Try to or take public transport whenever possible

7 to your friends and family about how to help the environment

8 Organise local events to beaches, parks, rivers, etc.

2 Work in pairs. Discuss the questions.

1 Which of the things from exercise 1 do you do to help the environment?

2 Can you think of other ways to help the environment at home and at school?

3 Read the Exam tip. Then listen and complete the instructions for the Exam task. In this part of the test you’re going to talk about something together for about (1) minutes. I’m going to describe a situation to you. A (2) committee is trying to decide which (3) its students could do to help (4) the environment. Here are some ideas. Talk together about the (5) things the students could do, and then say which project would be (6)

Exam tip

Listening to instructions

• In the exam, the examiner will give you a set of pictures and explain the task. Listen to the instructions carefully and make sure you understand what you have to talk about.

• If you aren’t sure or you are nervous, politely ask the examiner to repeat the instructions.

• The pictures will show different ideas for you to discuss; for example, different ways to help the environment. Look at each picture and decide what idea it shows before you begin the discussion.

Useful

language

Opening discussions

• Shall we begin / start with this… ?

• Let’s begin / start by looking at…

• First of all, …

• To begin / start with, …

• Let’s move on to…

• Shall we talk about … now?

5 A Work in pairs. Look at the statement below. Think of two reasons to agree with it and two reasons to disagree with it.

Planting trees is more important than building houses.

5 B DEBATE Divide the class into two groups. Work in your group to make a short speech in favour of / against the statement. Group 1 is in favour of the statement. Group 2 is against the statement.

5 C Listen to each other and ask questions. Finally, have a class vote.

ORACY SKILLS

The J&K Diaries – Episode 15

1 Watch the vlog and answer the questions.

1 When is the park clean-up?

2 Why do Josh and Kayla often feel very worried?

3 Who gave them permission to organise the clean-up?

4 Who made the posters?

5 Why is it important for everyone to bring a water bottle?

6 What is Josh going to make for the event?

Real English

whatever qualsiasi cosa next level fantastico did the job hanno fatto il loro dovere handy pratici, maneggevoli

2 Read the text about natural disasters. Have you experienced any of these? Which are common in your country? Name some countries where they often happen.

Natural disasters

A natural disaster is something that happens in nature and causes a lot of damage such as…

• a tsunami: an enormous wave of water that can flood the land.

• a flood: when a lot of water covers an area of land which is normally dry.

• a hurricane: a storm with very heavy rain and very strong winds.

• a landslide: when lots of earth, rocks and trees fall down the side of a mountain or hill.

• an earthquake: when the ground suddenly shakes and moves.

Exam task

3 INVALSI Multiple matching Read the article on page 55 about whales’ behaviour after an earthquake. Parts of the text have been removed from the article. Choose the correct option (A-J) for each gap (1-8). There are two extra parts which you do not need to use.

A on the whales’ hearing

B own way of communicating

C popular with tourists

D before the earthquake

E confused and tired

F some interesting changes

G search for their food

H diving into the canyon

I breathing more often

J beginning to return

4 A Work in groups. Read the article again together. Choose and write 3-5 key words for each paragraph from the text.

4 B MEDIATION Cover the article. In your groups, take turns to say what you remember about the article. Use the key words that you wrote down.

5 DIGITAL COMPETENCES Work in pairs. Do some online research. Find out about other ways that earthquakes and tsunamis can affect land and sea animals.

A humpback whale (Megaptera novaeangliae)

Whale Watching

On the coast of the South Island in New Zealand, there’s a small town called Kaikoura. It’s well-known for its marine wildlife, and many tourists visit the town to watch the whales, seals and dolphins that live in the ocean there. But it isn’t only (1) . Marine scientists from the University of Otago have also spent many years there, watching and collecting information about a group of around 50 whales.

When there was a large earthquake in the area, in November 2016, these scientists noticed (2) in the whales’ behaviour. The earthquake caused a large underwater landslide in the canyon where the whales lived. This had a big effect on all the marine life in the canyon.

Whales are mammals and they have to come up to the surface of the water regularly to breathe. Before the earthquake, the whales were spending about 45 minutes (3) and then coming up to the surface and resting for ten minutes. But after the earthquake, the whales were spending 25% more time resting. Why did they need to rest for longer? The scientists think this was because of the change in their habitat. Before the earthquake, the whales used to (4) in the top part of the underwater canyon. But after the landslide, the whales’ food source moved and the whales had to dive deeper and swim further in order to find their food. This made them feel more tired and therefore when they came to the surface of the water, they needed more time to breathe and to rest.

Another effect of the earthquake was (5) Earthquakes can make a very loud noise underwater, and the scientists discovered that the whales had problems with hearing after the earthquake. This probably also affected their behaviour and made them feel (6) , as they had to work harder to find their way around their changed habitat.

After about twelve months, the whales started to need less time at the surface of the water. The scientists think that this is probably because their food source was (7) and their habitat was recovering from the effects of the earthquake.

This was the first time that scientists were able to study the effects of a large earthquake on marine mammals. In the past, there have been many studies on land animals, but none on mammals in the sea. The study was only possible because the team of scientists already had a lot of information about the whales (8) . ‘We just happened to be in the right place at the right time,’ said Will Rayment, one of the scientists.

Vocabulary 3

The environment

1 Match the verbs (1-8) with the definitions (a-h).

1 break a bring together

2 collect b stop from happening

3 destroy c arrive at a particular place

4 prevent d continue to live

5 reach e take away

6 remove f start an organisation

7 set up g separate into smaller pieces

8 survive h damage something so badly that it can’t exist

2 Complete the text with the correct form of the verbs from exercise 1.

The Great Garbage Patch

In the middle of the North Pacific Ocean, there’s a huge area of rubbish. It’s more than twice the size of Texas and it’s full of plastic. Most plastic is not biodegradable. This means that it doesn’t wear out, it just (1) into smaller and smaller pieces. This plastic rubbish (2) a lot of marine life. Fish, birds and turtles eat the small pieces of plastic and become very ill. The plastic also (3) the sunlight from (4) marine plants under the water. These plants can’t (5) without sunlight, so they die. However, there is some good news. A few years ago, a young inventor called Boyan Slat (6) an organisation called The Ocean Cleanup. They have designed a piece of equipment that (7) the plastic from the ocean. People then put the plastic onto a ship, which takes it to a recycling centre. With this device, Boyan hopes to (8) about 8,800 tons of plastic per year (for the first five years) from the ocean.

Natural disasters and ecology

3 Match these words with the photos (a-d). drought • eruption • flood • typhoon

4

Listen. Choose the natural disaster that each conversation is about.

Conversation 1: avalanche / earthquake

Conversation 2: drought / flood

Conversation 3: tsunami / wildfire

Conversation 4: hurricane / earthquake

Conversation 5: wildfire / eruption

5 Complete the sentences with the words in the box.

aid workers • collapsed • trapped respond • survivors • volunteers

People

1 are people who aren’t paid for the work they do.

2 are people who give help to others who are affected by natural disasters.

3 are people who have lived through a natural disaster.

Actions

1 If a building or structure has , it has fallen down.

2 If you’re , you can’t get out.

3 When you to a situation, you do something that is needed in that situation.

6 Complete the text with the words from exercise 5. Then listen and check your answers.

If a natural disaster happens anywhere in the world, (1) need to know what the situation is and what they need to do to help. For example, is it possible to get supplies to (2) by road, or have the roads been destroyed? Have bridges over rivers (3) ? Are people (4) under buildings? Information is key. And it’s important that this kind of information is collected quickly. This is where something called ‘crisis mapping’ can help. Crisis mapping centres collect all types of information using a network of (5) around the world. These people use their phones to send details of what’s happening in the area. This information is collected and analysed. A real-time online map of the area is then created. The maps are constantly updated so that helpers know exactly what they’re dealing with and can (6) effectively.

Collapsed bridge in southern California, USA, following an earthquake

Comparison of adjectives and adverbs

1 Read the sentences (1-4) and answer the questions (a-d).

1 Earthquakes happen more frequently than avalanches.

2 Which are the most dangerous: hurricanes, earthquakes or avalanches?

3 The biggest earthquake ever recorded was in Chile.

4 The forest recovered more slowly after the fires of 2019.

a Which sentences contain the comparative form?

b Which sentences contain the superlative form?

c Which sentences contain adjectives?

d Which sentences contain adverbs?

2 Read the sentences (1-3) and complete the rules (a-c).

1 Last winter, the flood waters rose as quickly as they did last summer.

2 The eruption in 2012 wasn’t as big as the one in 2018.

3 The hotter the temperature, the harder it is for rescue workers.

a We use + adjective / adverb + to show that two people or things are similar in some way.

b When two things aren’t similar, we use as + adjective / adverb + as

c The structure + comparative, + comparative shows how one action or situation affects another.

3 Correct the mistake in each sentence.

1 The ash blew far as Manila.

2 Tsunami waves travel as faster as jet planes.

3 The wildfire spread more quick than the scientists predicted.

4 The fast we can receive the data, the faster we can send the rescuers.

5 Last summer was the hot summer on record.

too, enough, so and such

4 Read the sentences (1-2) and complete the rules (a-b).

1 I was too scared to walk over the wooden bridge.

2 They aren’t experienced enough to climb the mountain.

a We use to show that something is more than we want or need.

b We use to show that something is as much as we want or need.

5 Read the sentences (1-4) and complete the rules (a-b) with adjective, adverb and noun.

1 The forest was so badly damaged by the fire that it would take years to recover.

2 Natural disasters are always so difficult to predict.

3 I’ve never seen such damage after a flood before.

4 Dogs have such a good sense of smell that they are used to locate victims.

We use so and such for emphasis.

a We use so + /

b We use such + (a) + ( ) +

6 Complete the second sentence so that it has a similar meaning to the first sentence. Use the word in bold. Write between two and five words.

1 Tsunamis aren’t as common in Europe as they are in Asia. more Tsunamis are in Asia than in Europe.

2 The hurricane was so strong that it caused a lot of damage. such It was that it caused a lot of damage.

3 The earthquake in Chile was worse than the one in New Zealand. wasn’t The earthquake in New Zealand the one in Chile.

4 I’ve never experienced anything as frightening as that earthquake last year. most That earthquake last year was thing I’ve ever experienced.

5 The book about tsunamis is good. The book about hurricanes is good too. as The two books are each other.

6 When it gets cold, it makes it difficult for people to travel. hard

The colder it gets, it is to travel.

7 Henrik wasn’t tall enough to take part. too Henrik was to take part.

8 The rain was heavy. It meant that we couldn’t drive to the village. so The rain that we couldn’t drive to the village.

Writing lab 3

Describing changes

Useful language

Describing changes

• I’ve started buying … instead of…

• We’ve stopped using … and now we use…

• We don’t … any more.

• I used to …, but now I…

Describing ongoing activities

• I’m trying to (use less water).

• We’re buying our food from local shops.

1 Look at the Useful language box. Then rewrite these sentences using the words in brackets.

1 I take short showers now, but in the past, I had a bath every day. (stopped, now)

I’ve .

2 In the past, I went to school by car, but now I take the bus. (started, instead) I’ve

3 I try to use all the food in the fridge. In the past, I threw away a lot of food. (used, but now)

I

4 In the past, I used plastic bags, but now I don’t. (any more)

I don’t

Learning focus

Including useful expressions

• Start your email with friendly greetings and questions. Hi, Hello, How are you? How are things? How’s it going?

• End your email with a friendly expression: Bye, Bye for now. See you soon. Speak to you later. Keep in touch. Write soon.

• Other informal expressions include: Thanks for your email. It’s great to hear from you. I was pleased / glad / sorry to hear about… It was lovely to hear all about… I’ve got some exciting / surprising news.

2 Read the email. Which of the expressions from the Learning focus box has the writer used? Underline them.

From: Charlotte_dubois@hotmail.com

To: AliceP34@hotmail.com

Hi Alice

How are things? It’s great to hear from you. My friends and I are trying to do more things to look after the environment. Recently, I’ve started walking to school instead of going in the car. Also, when I needed a new school bag, I didn’t buy a new one – I repaired my sister’s old bag.

At school, we’re also trying to be more eco-friendly. We’ve stopped using plastic knives and forks and they don’t sell bottled water in the canteen any more. We’ve also got recycling bins in every classroom, so we recycle all our paper and cardboard. How about you? What are you doing to help the environment?

Write soon

Charlotte

3 Match the paragraphs in the email (1-4) with the descriptions (a-d).

a Information about what the writer has done at home.

b Information about what the writer has done at school.

c Friendly ending with informal expressions. d Friendly opening asking about the reader.

4 Read the Exam tip. Then read the Exam task. Underline all the information you need to include in your email.

Exam tip

Planning your work

• Before you begin writing in the exam, think about the information you need to include.

• Read the exam question carefully and underline the key points.

• Make notes about what information you are going to write in each paragraph.

• Check you have included all the points in the exam question in a logical order.

Exam task

5 PRELIMINARY Writing an email Write an email (100-130 words) to a friend about things you and your friends have done recently to look after the environment. You should:

• describe the things you have done at home

• describe the things you have done at school.

6 Complete the Reflection checklist. Then discuss your answers with your partner.

Reflection checklist

Tick (4) the sentences that you think are true. I used friendly, informal language. I included all the points in the task. I planned my writing and organised the points in a logical order.

1 VISIBLE THINKING Look at the photo. Discuss in pairs.

See Describe the clothes that you can see. What materials are used to make her clothes?

Think Do you like what the model is wearing? Why? / Why not? Can you think of a link between what she is wearing and where she is standing? Wonder What else would you like to know about these clothes?

2 Watch the video From Fleece Jackets to Your Food. Then complete the summary with the words in the box. chemicals • clean • clothes fish • microplastics • toothpaste

Dress up

4

When we wash fleece jackets and other synthetic (1) , tiny pieces of plastic are washed away into the rivers and oceans. These (2) pick up different (3) . Then (4) eat them and they get into our food. Now there is plastic in a lot of different food products. Microplastics also come from (5) and face washes with microbeads, which scrub your face and teeth to make them (6)

Outdoor fashion show with clothing made out of recycled materials, Thessaloniki, Greece

1 VISIBLE THINKING Look at the photos on page 61.

Think Why are the people wearing these clothes? What are the other people on the street thinking?

Pair Compare your ideas in pairs.

Share Share your ideas with the class. Do you have the same ideas?

2 SPEAKING Look at the photos on page 61 again. Do you like the clothes? Would you wear clothes like these? Why? / Why not?

3 Read the article on page 61. Which sentence (A-C) best describes the sapeurs and sapeuses of Kinshasa?

A They make beautiful clothes for rich people.

B They always wear amazing clothes.

C They aren’t rich, but sometimes they wear expensive clothes.

4 Read the Exam tip. Then find words (1-3) in the article. Use the advice in the Exam tip to try to understand them.

1 stylish

a very rich

b well-dressed

c very famous

2 stamp

a walk very quietly

b run very fast

c put your foot down heavily

3 tailor

a a person who makes and repairs clothes

b a person who buys a lot of clothes

c a person who works in a clothes shop

5 Choose the correct definition (a-c) for the words (1-3) in exercise 4.

Exam tip

Understanding new words

• When you read a text, don’t worry if you don’t understand every word.

• You can often use the context (the words and sentences around the unknown word) to help you work out the meaning.

• Don’t spend too long trying to understand a word. You may not need to understand that word to answer the questions. You can come back to it later if you need to.

Exam task

6 INVALSI PRELIMINARY Multiple matching

Read the article on page 61. Six sentences have been removed from the text. For each question, choose the correct option. There are two extra sentences which you do not need to use.

A They wore very beautiful clothes, and sometimes they gave their old clothes to the Congolese people who worked for them.

B The women also often wear designer label suits with silk linings.

C But sapeurs aren’t interested only in fashion.

D So how can the sapeurs afford their amazing clothes?

E Many of them have ordinary jobs, working as taxi drivers or shop assistants.

F Then in the evening, they go home and dress up in the most elegant and well-made clothes.

G Who are these amazing people?

H It may seem strange for people who aren’t wealthy to spend so much money on their appearance.

7 SPEAKING Work in pairs. Read the article again and discuss the questions.

1 Do you wear any of the clothes and accessories mentioned in the article?

2 Can you think of any groups or communities of people who dress in a special way in your country? Why do they dress like this?

3 The sapeurs believe that you can show your personality through your clothes. Do you agree? Why? / Why not? How do you express your personality through the way you dress?

Frame your ideas

8 WRITING What kinds of clothes do you wear on these occasions?

• to go to the beach

• to go to a party

• to go to school / college / work

• for a very special occasion

• In a group, describe in detail a type of event (for example a wedding, a picnic or a hike with friends) and the clothes you would wear for it. Include details about the time of day, season, or location.

• Use an AI-based image generation tool to create an outfit for the event.

• Discuss whether the outfit is appropriate / comfortable / attractive.

The Sapeurs and Sapeuses of Kinshasa

There is a group of people walking down a quiet street in Kinshasa, which is the capital city of the Democratic Republic of the Congo (DRC). They look quite extraordinary – bright, stylish and colourful – with leather boots and fashionable hats. Some of them have sunglasses on, others are carrying walking sticks or are wearing unusual jewellery. (1) They are sapeurs (the men) and sapeuses (the women). Sapeurs are members of a society of ‘elegant people’, who wear beautiful clothes, even if they don’t earn a lot of money.

Sapeurs and sapeuses look just like everyone else during the working day. (2) They often wear brightly coloured shirts, bow ties and suits with a silk lining. They have expensive watches and designer sunglasses. When they go out together, people gather around to admire them. The sapeurs have developed their own special way of greeting their fans: they stamp their feet on the ground and then open their suit jackets so that everyone can see the silk linings and designer labels inside. (3) For them, behaviour is as important as how they look. Sapeurs believe in peace, kindness, and showing respect to others.

The history of the Sapeurs goes back to the beginning of the 20th century, when Europeans came to the Congo. (4) As the sapeurs became more interested in fashion, they didn’t want to wear their employers’ old clothes and they started to use their own money to buy designer clothes from Paris and London. At that

time the sapeurs were all men, but in the 1970s, some women also started to dress up in special clothes.

70% of the population of the DRC lives in poverty. Many people don’t have electricity or running water. (5) Some of them work as tailors and they are able to make their own clothes. They are also very skilled at repairing their clothes and making them last a long time. Sometimes they swap clothes. Sometimes they earn money for appearing in pop videos or in advertising campaigns. (6) But the sapeurs believe that their colourful clothes bring joy and happiness to their neighbourhood. Perhaps, even more importantly, they prove that in a poor country, people can show that they are individuals with the power to express themselves.

fodera

Vocabulary 4

Clothes and materials

1 Match the things in the box with the photos (a-c). bracelet • button • coat • earrings glasses • glove • handkerchief • pocket ring • scarf • tie • watch

2 Match the adjectives (1-8) with the correct meaning (a-h).

1 antique 2 casual 3 fashionable 4 loose 5 old-fashioned 6 original 7 smart 8 tight

a not modern

b fitting closely to your body

c suitable to wear for work in an office

d suitable to wear in your free time

e old and usually valuable

f modern and stylish

g not fitting closely to your body

h unusual and interesting

3 SPEAKING Work in pairs. Discuss the questions.

1 For which jobs do people have to wear smart clothes? For which jobs can people wear casual clothes?

2 Describe someone you know who is always fashionable.

3 Would you ever buy a piece of antique jewellery? Why? / Why not?

4 Think of a time when you might want to wear loose clothing.

4 Choose the correct option to complete the sentences.

1 My aunt gave me a beautiful wool / plastic jumper for my birthday.

2 The lining of this raincoat is metal / silk

3 Sapeurs often wear leather / plastic shoes and silk / cotton ties.

4 It’s very hot, so I’m wearing a wool / cotton blouse.

5 My watch is metal / wool and glass / cotton

5 Work in pairs. Look at the different things in your classroom. Can you find something made of…

6 Complete the conversations with the words in the box. blouse • coat • earrings • glass gloves • leather • tie • watch • wool

1 A It’s cold today! You should wear your !

B I don’t need it. I’ve got this big scarf.

A Well, don’t forget your . Then at least you can keep your hands warm.

2 A What are you wearing to Tamara’s party tomorrow?

B I think I’ll wear my new pink and my red skirt. How about you?

A I’m going to wear my jeans, a T-shirt and a jacket.

3 A My sister gave me these beautiful for my birthday. They’re made of .

B Oh, I love them! Are you wearing a new as well?

A No, it’s my dad’s. I usually use my phone to check the time!

4 A Your grandfather is very well-dressed.

B Yes, I know. He loves clothes! He always wears a suit with a blue silk

Frame your ideas

7 SPEAKING Answer the questions.

• What are the most comfortable clothes you own?

• Would you rather be comfortable or look stylish?

Relative clauses

1 Read the sentences (1-2) and look at the clauses in bold. Match the clauses with the descriptions (a-b).

1 My grandmother, who lives in Italy, wears glasses.

2 The woman who lives next door wears glasses.

a A non-defining clause gives extra information about the subject. It is possible to understand the sentence without the non-defining clause. There is a comma before and after a nondefining clause.

b A defining clause tells us who or what the sentence is about. It is not possible to understand the sentence without the defining clause.

In a defining relative clause we can use that instead of who or which

In a non-defining clause we cannot use that instead of who or which

2 Complete the rules with the words in the box. that

• when • where • which • who • whose

In relative clauses we use these relative pronouns.

1 to refer to people

2 or to refer to things

3 to show possession

4 to refer to a period of time

5 to refer to a place

3 Choose the correct option.

1 That’s the woman whose / who son is an artist.

2 Have you seen the button where / which I left on the table?

3 Can you remember the name of the shop when / where we saw those beautiful silk ties?

4 Summer is the time when / who everybody likes to relax by the sea.

5 The teacher is talking to the boy whose / that lost his watch.

6 Where is the girl which / whose glasses are lost?

4 Complete the sentences (1-5) with a relative pronoun and the phrases (a-e).

a I wanted to wear it for a friend’s party.

b school project about sustainable clothes won a prize

c worked for Gucci for 30 years

d was really bad

e I worked

1 The designer, , retired last week.

2 The woman bought a dress from the shop

3 The film, , was about a fashion show.

4 My sister borrowed my jacket on the day

5 That’s the girl

5 Use the prompts to write sentences. Use who, which or where.

1 mobile phone / something / we use to call friends

A mobile phone is something which we use to call friends.

2 cinema / place / we watch films

3 zoo / place / we see animals

4 teacher / person / teaches people

5 backpack / bag / we carry on our backs

6 raincoat / coat / we wear when it rains

6 Complete the text with which, where and who.

We are buying more clothes than ever, but perhaps it’s time to change our shopping habits. Fast fashion, (1) means producing and buying lots of cheap clothes, is bad for the environment. It can also be bad for us. Kate Fletcher, (2) is a professor of fashion in the UK, says that buying more things actually makes us less happy. We are often excited about the idea of buying new clothes, but then lose interest once we have spent our money. So how can we stop buying things? Look at the clothes (3) you already have. Perhaps you can change the buttons on an old jacket or take a pair of trousers and make them into shorts. Arrange a ‘clothes swap’ party with your friends. Perhaps one of your friends (4) wants to find something new to wear can swap their clothes with yours. Try to find shops (5) buy second-hand clothes. Second-hand clothes are clothes (6) not new. Finally, if you do buy new clothes, choose natural materials, like cotton or wool, (7) are better for the environment.

Listening

1 Read what the people say. How do they feel? Write the adjectives in the box next to the sentences.

annoyed • anxious • confused disappointed • impressed

1 ‘I was really looking forward to the fashion show, but the clothes were actually very boring and old-fashioned.’

2 ‘Henrik made this jacket from some old curtains. I think it looks amazing!’

3 ‘I don’t understand the washing instructions on this label.’

4 ‘I’m really worried about my job interview tomorrow. I haven’t got any really smart clothes.’

5 ‘My brother borrowed my watch yesterday and now he’s lost it. I’m really angry with him.’

2 Listen to four people. Choose the correct option to describe the situation.

Speaker 1

1 a feels angry b feels sad

Speaker 2

2 a feels miserable b has argued with someone

Speaker 3

3 a respects someone b is proud of someone

Speaker 4

4 a feels relieved b is worried

3 Listen to the sentences. Choose the option (a-b) that means the same as the sentence you hear.

1 a I prefer the dress to the trouser suit.

b I prefer the trouser suit to the dress.

2 a He bought the gloves.

b He didn’t buy the gloves.

3 a The clothes are expensive.

b The clothes aren’t expensive.

4 a They haven’t finished their homework.

b They have finished their homework.

5 a She has to wear glasses.

b She doesn’t have to wear glasses.

4 Read the Exam tip. Then look at the Exam task. Read the options and think about the words and phrases you might hear.

Exam tip

Listening for similar words

• In this exam task, the options in the questions will not usually use the same words that you hear in the conversations.

• Underline key words and phrases in the questions and options and try to think of synonyms (words that mean the same) and antonyms (words that mean the opposite) for them.

• Remember that a longer phrase can mean the same as a single word, e.g. The prices are very low (= cheap).

Exam task

5 PRELIMINARY Multiple choice with six conversations Listen, and for each question, choose the correct option.

1 You will hear two friends talking about an online clothes shop.

What does the boy say about it?

A The prices are very low.

B There are a lot of different clothes.

C The design of the website is confusing.

2 You will hear a girl telling a friend about a school project.

How does she feel about it?

A disappointed that the teacher didn’t like it

B relieved that she finished it

C proud of it

3 You will hear two friends talking about buying a birthday present.

Which gift did the girl choose for her friend?

A some glass earrings

B a backpack

C a silk scarf

4 You will hear a woman telling a friend about a new coat.

Why did she decide to buy it?

A It was cheap.

B It was a beautiful colour.

C It was warm.

5 You will hear two friends talking about the boy’s brother.

The boy thinks that his brother…

A is too noisy.

B is lazy.

C is sometimes unkind.

6 You will hear two friends talking about a film they saw.

The girl thinks that the film…

A was interesting but too long.

B wasn’t very funny.

C was better than she expected.

Making choices

1 SPEAKING Work in pairs. Look at the different types of shops. Where do you prefer to go shopping for clothes? Why?

• a large shopping mall

• a designer shop

• a small independent shop

• online shops

• second-hand shops

• an outdoor market

2 Look at the two pictures and listen to the description of the problem. Complete the sentences (1-6). Option 1 Option 2

1 The girl wants to buy a present for her

2 She could buy a silk scarf from a(n)

3 The scarves there are beautiful and not too

4 She could buy a necklace from a small

5 The would be a more unusual present.

6 The would be easier to buy.

3 Read the Speaking tip. Work in pairs. Discuss the two options for shopping. Which would you choose? Use the Useful language to help you give reasons.

Finding a solution to a problem

• If someone asks you to help them choose between two options, find out as much information as possible about the problem.

• Ask them to explain the problem first and then find out about the two options. Ask questions to find out about the advantages and disadvantages of each option.

• Show that you have listened to their problem before offering advice and explain why you made your choice.

Useful language

Asking for information

ORACY SKILLS

• Tell me more about your problem.

• What are the options that you’re thinking about?

• What are the advantages / disadvantages of this option?

Explaining choices and giving reasons

• My first choice would be … because…

• I think … would be (more useful / better / more interesting) because…

• Although … is an interesting idea, I don’t think it would work so well because…

• There are several reasons why I think that… would be a good idea.

• I have chosen … because I think…

• … seems to me to be a better choice than … because…

4 Listen to the boy’s response to the girl. Answer the questions.

1 Which option did he choose?

2 What reasons did he give for his answer?

3 Do you agree with his choice? Why? / Why not?

5 Read the text message below. Then listen to the girl talking about her problem. Answer the questions.

I have an exchange student coming to stay with me, but I have a problem. Can I call you? I really need your advice!

1 What does the family want to do with the exchange student?

2 What are the advantages of the small town?

3 What are the advantages of the big shopping centre?

4 Which place is closer?

Speaking task

6 CITIZENSHIP Problem solving Work in pairs. Discuss the best solution for the girl’s problem in exercise 5. Remember to give reasons for your answer.

Speaking tip

The J&K Diaries – Episode 16

1 Watch the vlog. Are the statements true (T) or false (F)?

1 Kayla often buys a lot of cheap clothes.

2 Josh and Kayla both like buying clothes at charity shops.

3 Kayla shows how to upcycle some old jeans.

4 Josh wants to make a bag from some old shorts.

5 Kayla has borrowed a T-shirt from Josh.

Real English

2 A Work in pairs. Look at the photo and the title of the article and guess:

• Who was Ötzi the Iceman?

• When was he alive?

• What materials did he use for his clothes?

• Where did he live?

2 B Read the article and check your guesses.

Exam task

3 INVALSI Short answer questions Read the article again then answer the questions (1-6) using a maximum of four words.

1 Who were Helmut and Erika Simon?

2 What were they doing when they found Ötzi?

3 What did Ötzi eat before he died?

4 Where were most of his tattoos?

5 How can we learn about Ötzi’s lifestyle?

6 What did Ötzi make from goat skin?

Ötzi the Iceman: fashion icon

4 A Work in pairs. What are some of the reasons that we wear the clothes we do? Add to the list.

• weather conditions

• school / work uniform

• safety

4 B SPEAKING Compare your ideas with other pairs of students.

Frame your ideas

5 CRITICAL THINKING Work in groups. Discuss the questions.

• Do you think it is important to find out how people lived in the past? Why? / Why not?

• What do you want to know about Ötzi’s life?

• What are other ways that scientists can find out about life 5,000 years ago?

In 1991, two German hikers – Helmut and Erika Simon, were walking in the mountains on the border between Austria and Italy when they saw a body in the snow. At first, they thought that it was the body of a hiker, like them. But in fact, this body was 5,300 years old.

Since this discovery, many scientists have spent time studying Ötzi the Iceman. They have found out information about his diet, his dental health and the cause of his death. They know that his last meal was bread and meat and that he had brown eyes and gaps between his teeth. They know that he had 61 tattoos, mainly on his legs and back. They have also done a lot of research into his clothes.

Ötzi was probably about 45 years old when he died and at the time of his death he was wearing several items of clothing, including a coat, some leggings, a fur hat, a belt and some shoes. These clothes can tell us a lot about where he came from and what his lifestyle was like. DNA samples from the different pieces of clothing show us that the leather for these clothes came from a variety of animals, including goats, sheep, cows, deer and even a bear!

His shoelaces, for example were made of cow leather, and his leggings were made from the hide of a goat. This information tells us that Ötzi probably came from a farming community. We can also guess that he was good at making and repairing his clothes, because his coat used leather from at least four different animals. 5,300 years ago, material from animal skins decomposed very quickly, and so Ötzi had to know how to use new pieces of material to replace parts that were damaged.

Some people think that Ötzi was probably good at hunting as well as farming because his hat was made of bear fur. Maybe he hunted and killed

the bear, or perhaps he found the body of a dead bear and used its fur to make his hat. He also used bear and deer skin for his shoes and then he put grass inside the shoes to make them warmer and more comfortable. In 2004, Petr Hlavlcek, a Czech professor of shoe technology, made a pair of shoes using the same materials and then wore them on a 19-kilometre hike in the mountains. ‘They had a comfortable feeling,’ said Hlavlcek later, ‘… the perfect shoes for winter!’

Vocabulary 4

Shopping and money

1 Match the words (1-6) with the definitions (a-f).

1 credit card

2 customer

3 label 4 receipt 5 cash 6 bargain

a money in notes and coins

b a piece of paper or material that gives information about an object

c a small piece of plastic that you use to pay for things

d a person who buys something

e something that costs less than normal

f a piece of paper to show that you have paid money for something

2 Complete the sentences using the words from exercise 1.

1 This jacket was a ! It was only £30.

2 I haven’t got any money in my purse. Can I pay by ?

3 You can return this dress to the shop if you still have the

4 I’m sorry, we don’t accept credit cards; we only take

5 The left the restaurant without paying for his food.

6 There’s no on this shirt, so I don’t know what size it is.

3 Choose the correct definition (a-b) for the words in bold.

1 If you go window shopping, you…

a are redecorating your house.

b look at items in shops, but don’t buy anything.

2 You might ask for a refund if…

a you bought something that was the wrong size.

b the shop you went to was closed.

3 It’s important to keep your receipt in case you… a want to sell the item to another person. b want to return or exchange an unworn item of clothing.

4 If an item is in stock, …

a you can buy it from a shop but not online. b it is available to buy because the shop has got it.

5 If someone says ‘That suits you’, it means that…

a they think you look very business-like. b they think you look good in what you’re wearing.

6 If a shop is offering a discount, it means that…

a they are selling items at a reduced price. b they have very few of the items left in store.

4 Complete the sentences with the words in brackets.

1 I went shopping with Tolu earlier. We got some real as there were on in most of the shops. (bargains, sales)

2 Pierre will be showing his new of designs at a show next weekend, but I think his clothes are too and expensive. (exclusive, collection)

3 It’s a beautiful coat, but it far too much – I can’t to spend that much on my budget! (afford, costs)

4 Five billion pairs of jeans are made every year. They are made from a called . (denim, fabric)

5 Nylon and polyester use or manmade fibres, whereas wool, cotton and silk are . (natural, synthetic)

5 Listen to the dialogue in a shop and complete the phrases below.

1 I’m a trouser suit.

2 this purple trouser suit?

3 Can I ?

4 The are over there.

5 How ?

6 I’m just the colour.

7 Remember to

8 OK, I’ll

6 SPEAKING Work in pairs. Roleplay a conversation in a shop. Use the phrases from exercise 5 to help you.

Student A You are the customer. You are looking for a green jacket.

Student B You are the shop assistant. You have black and blue jackets in your shop.

Frame your ideas

7 SPEAKING Do you prefer shopping online or buying things from real shops? Why?

Possessive, reflexive and indefinite pronouns

1 Read the sentences (1-3). Then complete the rules (a-c) with possessive, reflexive, and indefinite.

1 Possessive pronoun: That jacket is mine

2 Reflexive pronoun: He taught himself how to sew.

3 Indefinite pronoun: Everyone loved her dress.

a We use pronouns when the subject and the object of the verb are the same.

b We use pronouns to refer to people or things without saying exactly who or what they are.

c We use pronouns to show who or what something belongs to.

2 Choose the correct option to complete the sentences.

1 Can anyone / anywhere tell me where I can buy some really unusual jewellery?

2 We’re teaching yourselves / ourselves how to use a sewing machine.

3 David loves anything / something to do with fashion. This book must be his / theirs

4 Olga kept the secret of her discovery to herself / themselves

5 These shorts belong to Sam. They’re mine / his.

6 I want to go somewhere / nowhere hot!

7 We found this shop ours / ourselves

8 Please introduce myself / yourself first.

3 Complete the sentences with the correct pronouns in brackets.

1 Shall I help with that, or can you do it ? (you, yourself)

2 I told she was going to hurt . (her, herself)

3 Did the kids enjoy yesterday? I haven’t seen since last week. (them, themselves)

4 You had better fix soon because it’s not going to fix . (it, itself)

5 No, I didn’t go to the cinema by –Anna came with . (me, myself)

6 He didn’t behave , so they threw out of the team. (him, himself)

7 Please help to anything in the fridge. I bought it all for . (you, yourselves)

8 We were taking photos of when our mum called for dinner. (us, ourselves)

4 SPEAKING Work in pairs. Discuss the questions.

1 Have you ever hurt yourself? What happened?

2 Have you ever done anything brave? What?

3 When did you last really enjoy yourself?

Reciprocal pronouns

5 Read the sentences. Then complete the rules with each other or one another.

1 Jade and Harry helped each other with their homework.

2 The students helped one another with the class project.

Each other and one another are reciprocal pronouns. They express what one person does or feels for another person.

We usually use (1) when we are talking about two people. We usually use (2) when we are talking about more than two people.

6 Complete the sentences with each other or one another.

1 Everyone in my family gives presents on New Year’s Day.

2 My friends send funny videos that we find online.

3 My parents agree with about most things.

4 Maya and I looked at and smiled.

5 I want you all to take part in this discussion and listen to

6 We’ve got two cats and they often play with

7 Complete the sentences with a reciprocal or a reflexive pronoun.

1 I really enjoyed last night – it was a great party!

2 Sarah and Tanya made this amazing cake

3 The twins are always shouting at .

4 Our neighbours try to help if anyone has a problem.

5 Yes, it’s true, we spend a lot of time looking at in the mirror.

6 We all talked to before we made our decision.

Writing lab 4

Writing a review after a purchase

Useful language

Giving positive points

• What I liked the most was the…

• I really liked…

• I loved the…

• I thought the … was great / useful / excellent. Giving negative points

• The … wasn’t good at all.

• I didn’t like the … because…

• … doesn’t work. / is too expensive.

• I thought the … was poor / badly-made / too expensive.

1 Match the sentence beginnings (1-5) with the endings (a-e).

1 I didn’t like the outfit because

2 What I liked the most was the way

3 I thought the price was

4 The floral pattern on the dress

5 The material the clothes were made

a the patterns went together.

b from wasn’t good quality.

c excellent for the quality of fabric.

d the colours were too bright.

e doesn’t look very modern.

Learning focus

Supporting your arguments

• When you write a review, you should write in an honest way about the item or service. Include useful information, for example, about price, comfort and usefulness, and give your opinion.

• You can support your opinion by giving examples of what you’re talking about. The bag wasn’t very practical. For example, it was difficult to open.

2 Read the Learning focus box. Then match the arguments (1-4) with the supporting examples (a-d).

1 The audience didn’t seem to like the collection.

2 I didn’t think the jewellery went with the outfits.

3 Some of the fabrics weren’t really suitable.

4 I thought the colours were a bit boring overall.

a Bright yellow earrings, for example, were worn with a business suit.

b There were lots of dull colours such as dark greys and blues.

c Not many people clapped or cheered at the end of the show.

d One example of this was a summer dress made from wool.

3 Complete the review with the words in the box. disappointed • dry • comfortable material • modern • pocket • price • quality

Sports clothing review

I love running and I recently tried out some new sportswear. The designs are really (1) and all the items go together really well. I really liked the (2) , too. It’s very soft. The shorts, for instance, are really (3) to wear. However, it would be better if they had a (4) for a phone or keys.

Another great thing is that the items are practical and (5) quickly. I washed the T-shirt after my morning run, and it was dry within an hour. The (6) , too, is good. For example, the hoodies were only €20. That’s really cheap for the (7) . If I were you, I’d buy some of these clothes now. You won’t be (8)

Writing tip

Planning your review

• Before you write a review, make a note of all the things that you want to include in it. Think of vocabulary to use to describe each thing.

• Remember to include examples and justify your opinions.

• After you’ve written your review, check that you have included everything from your plan.

Writing task

4 Read the Writing tip, then write a review of a clothes shop you have visited recently. Give your opinion of the shop and say if you would buy clothes from there again. Write 100-120 words.

5 Complete the Reflection checklist.

Reflection checklist

Tick (4) the sentences that you think are true. I made a note of all the things I wanted to include in my review.

I made a paragraph plan.

I supported my arguments with examples. I cross-checked my plan with my final draft.

Reading

1 Work in pairs. Match the words to the photos. Then discuss the questions.

1 Do you ever wear clothes with these features?

2 Do you think fashion is important? Why? / Why not?

3 Can you name any fashion designers who have changed the way that we think about fashion?

2 True, false, justification Read an article about a famous British fashion designer. Decide whether the statements (1-6) are true (T) or false (F), then write the first four words of the sentence which supports your decision in the space provided. The first one (0) has been done for you.

0 Vivienne Westwood moved to the north of England when she was a young child. She was born in

1 She had a job in education before she met McLaren.

2 At first, the clothes that she and McLaren designed didn’t sell very well.

3 Some famous musicians from the 1980s wore her clothes.

4 Westwood didn’t like to use ideas from the past in her designs.

5 She moved to a more expensive house when her clothes started to sell well.

6 She believed that people should keep their clothes for as long as possible.

Towards INVALSI 4

The Queen of British Fashion

BritCult

She never went to fashion school and she taught herself how to make clothes, but Vivienne Westwood (1941-2022) became one of the most famous British fashion designers of the last fifty years.

She was born in a small town in the north of England where her parents worked in a factory. When she was 17 years old, the family bought a post office business and moved to Harrow – in the north west of London. She joined a jewellery-making course at Harrow School of Art but didn’t enjoy the classes and left very soon. Then she worked for a few years as a primary school teacher, and at the same time she made her own jewellery and sold it at a market stall in London.

After a short first marriage to Derek Westwood, in 1965 she met Malcolm Mclaren, the manager of a punk band called The Sex Pistols. They soon began working and designing clothes together. Their ripped T-shirts, leather dresses, and tartan trousers with safety pins were immediately very popular and when they opened their shop, on the King’s Road in London, in 1971, it became a place where all the young, fashionable people wanted to be.

In the 1980s, Westwood and Mclaren developed a different design style. In ‘Pirate’, their first collection, they used big sleeves, ruffles and wide belts in their designs. Their clothes were worn by popular 1980s bands like Adam and the Ants and Bow Wow Wow and were an important part of the ‘New Romantic’ movement of the early 1980s.

Soon after this, Westwood decided to work on her own. Over the next twenty years, she created several iconic designs, often using fashion from the 16th, 17th and 18th centuries for inspiration. Although these clothes looked amazing and were very original, she didn’t always make a lot of money from them. In fact, during the late 1980s and early 1990s, she had to borrow a lot of money from banks and take on extra work as a teacher in order to keep running her fashion business. And even after she became successful, Westwood continued to live in a small flat in London, often travelling to work by bike.

Westwood wasn’t just a fashion designer. She was also very passionate about climate change and sustainability in fashion. She went on many protest marches and often used political slogans on her clothes. ‘Buy less, choose well, make it last … because we don’t need so much!’ she said in an interview in 2014.

Vocabulary

1 Complete the sentences with the correct words.

1 You find g high in the mountains.

2 R are essential to the planet.

3 The world’s o are full of plastic rubbish.

4 There are some high c near here where people can go rock climbing.

5 The west c of the island is beautiful.

6 These c are very dark and wet.

2 Complete the sentences with the phrases in the box.

climate change • fossil fuels • power station renewable energy • solar power

1 We need to reduce our use of .

2 is a big problem for all of us.

3 There’s a big in our town.

4 Wind and rain are sources of

5 is great when there’s lots of sun.

3 Complete the sentences with the correct form of the verbs in the box. collect • destroy • prevent • remove set up • survive

1 We need to air pollution in cities.

2 This ship plastic from the water.

3 The tornado all the houses here in 2023.

4 They three tonnes of rubbish from that river last year.

5 My school’s a recycling project.

6 Polar bears can’t without ice.

4 Write the correct word for the definitions. The first letter of each word is given.

1 e : when the ground suddenly shakes and moves

2 w : a fire that starts in the countryside and burns very quickly

3 a : when a large amount of snow and ice falls quickly down a mountain

4 t : an enormous wave that can flood the land and which happens when an earthquake moves a large quantity of water in the sea

5 l : when lots of earth, rocks and trees fall down the side of a mountain or hill

6 e : when a volcano does this, it explodes inside, and flames, rocks and lava come out of the top

5 Write the correct clothes and accessories words.

1 You wear this on your finger.

2 Some people need these for reading.

3 You wear this round your neck when it’s cold.

4 You wear these on your hands when it’s cold.

6 Complete the sentences with the adjectives in the box.

casual • fashionable • loose old-fashioned • smart

1 I haven’t seen jeans like these for years; they’re so  !

2 I don’t like tight clothes – I prefer ones.

3 I wear clothes to work – like jeans.

4 These shoes are really this year.

5 You look very Is it a special occasion?

7 Complete the sentences with the words in the box.

glass • leather • metal • silk

1 This bracelet is made of a kind of silver .

2 Expensive scarves are often made of .

3 This belt isn’t made of – it’s plastic.

4 I prefer to buy water in bottles.

8 Complete the sentences with the words in the box.

bargain • credit card • customers label • receipt

1 That’s so cheap! It’s a real

2 Can I pay by ?

3 Look, the price is here on the . Wow!

4 Keep the in case you want to return it.

5 We have all kinds of , young and old.

9 Choose the correct option to complete the sentences.

1 I love going collection / window shopping with my friends at the weekend.

2 I don’t want this item now. Please could I have a receipt / refund?

3 The store is currently offering a 20% discount / sale on all products.

4 This designer watch was an absolute exclusive / bargain. I got it for half price!

5 You should buy that dress – it really suits / costs you!

6 I love that top, but they don’t have my size in stock / fabric

Grammar

1 Choose the correct option to complete the sentences.

1 We’ve been / We were here since January.

2 Solar panels have become / became more efficient in the last ten years.

3 She hasn’t called / hasn’t been calling me yet.

4 I’ve been receiving / I’ve received nearly thirty text messages from friends asking about tonight’s party.

5 I’ve been following / I followed her blog for the last three months.

6 We haven’t heard / We haven’t been hearing any news about it recently.

7 I didn’t see / I haven’t seen them since the party.

8 She’s been calling / She’s called the bank about twenty times but had no answer.

2 Complete the text with the correct form of the verbs in brackets.

Greta Thunberg (1) (start) her climate movement in 2015. Since then, she (2) (travel) regularly around the globe with her message, and she (3) (met) over fifty world leaders.

Greta’s supporters (4) (set up) nearly 5,000 local groups which (5) (try) hard to get TV and newspapers to speak more about climate change. Many people (6) (say) negative things about her, but at least world leaders (7) (give) the problem a little more attention recently.

3 Correct the mistake in each sentence.

1 I think Nina works as hard than Anita.

2 The more often volcanoes erupt, the dangerouser they are.

3 Dogs aren’t usually as independent compared cats.

4 I go to the gym now more regularly that I used to.

5 The more intelligent person in my family is my mum.

4 Complete the sentences with too, enough, so or such.

1 We’ve never had a hot summer before.

2 Ahmed was smartly dressed that I thought he was getting married!

3 Do we have time for a snack before the film starts?

4 Joaquim was running quickly to notice me riding past on my bike.

5 Choose the correct option to complete the sentences.

1 This is the hotel where / which we stayed last summer.

2 I wore a funny old tie which / who made all my friends laugh.

3 This is the website who / that has all the news.

4 Do you know the boy whose / which bike got stolen?

5 I have a shirt who / that is really similar to yours.

6 Is there a place where / which we can buy stamps?

6 Complete the text with the correct relative pronouns.

Bethany Williams is a young fashion designer (1) believes in sustainable fashion. She designs clothes (2) are both elegant and good for the environment. Bethany, (3) career started at a fashion magazine, creates fashionable garments (4) are sometimes made of 100% recycled materials. Bethany’s mother, (5) was also a designer, taught her to use every kind of available material. Bethany helps a large number of charities, (6) receive some money every time she sells one of her designs.

7 Complete the sentences with the correct pronoun.

1 This car belongs to us. It’s

2 I won’t be there to care for you and Beth, so look after while I’m away.

3 I went to the party, but there was there. I was the only person!

4 I told you – I’m staying here. I’m not going with you.

5 Please could I have to drink?

6 My little brother taught how to tie his shoelaces.

8 Choose the correct option to complete the sentences.

1 The two brothers argue with each other / one another all the time.

2 I want you to walk around the classroom and talk to each other / one another about the clothes you are wearing.

3 My friend and I made each other / one another friendship bracelets.

4 My mum and her sister call each other / one another every day.

5 She and her six cousins often go on holiday with each other / one another

Life skills

Managing your money

Should I buy this?

Deciding whether or not to buy something can be difficult. Use these questions to help you make good decisions.

• Can I afford it?

• Do I really need it?

• Can I borrow it?

• Could I buy it second-hand?

• What is the immediate benefit of buying this thing?

• What are the longer-term benefits?

• What else could I do with that money?

Top tip Keep this list on your phone and look at it when you want to spend some money!

1 SPEAKING Work in pairs. Think of a time when you bought something. Discuss the questions.

1 Which, if any, of the questions above did you ask yourself at the time?

2 Would the answer to any of the questions change your decision to buy it? Why or why not?

3 Can you add any more questions to the list?

Frame your project

Work in groups. Talk about something you bought that you later felt bad about buying.

Think about:

• what it was and why you bought it

• why you felt bad about buying it

• what you’ve learnt from the experience. List what you each learnt and share the information with another group.

2 Work in groups. Read the Mind your mind information and answer the questions.

1 What do you think most teenagers spend their money on? Consider these areas, number them (1-5 where 1 indicates most money) and add others: clothes, food and drink, gifts for others, technology, saving.

2 What do you think influences your decisions about money?

3 People sometimes buy things as a result of social pressure. Make a list of five reasons why this may not be a good idea.

Mind your mind

Your relationship with money

• Social pressure can have a big effect on decision making. Ask yourself if having a particular item will really make you happier.

• Before buying something, stop and notice how you are feeling. Are you stressed, or feeling low? If you are spending to make yourself feel better, think about other nice things you could do instead.

• When you spend, think about how you may feel in a month’s time. Will you still use and want the item? Will you feel bad about spending the money?

Useful language

• It was a bad idea to buy…

ORACY SKILLS

• The main reason I bought it was…

• However, it was a mistake because…

• What I’ve learnt from the experience is…

• What do you think we should spend the most money on?

• I think we should include / buy / avoid … because…

• That’s a great suggestion.

• I’m not so sure about that. What about…?

• We have budgeted to spend … on...

Your school has asked you to prepare a budget for £500 to run a fun end-of-term event for 50 people.

Think about:

• how much to spend on food, drink, decorations and entertainment

• what you will buy with the money

• the reasons for your choices.

Present your budget to the class. The budget with the most votes leads the event!

Houses and homes

5

1 VISIBLE THINKING Look at the photo. Discuss in pairs.

See Describe what you can see in the photo.

Think What do you think are the advantages and disadvantages of living in homes like these?

Wonder Describe your dream home. Where is it? What does it look like?

2 Watch the video Earthships. Are the sentences true (T) or false (F)?

1 Earthships are houses in the middle of the city.

2 Ron is teaching students from around the world how to build the houses.

3 They are using old car tyres to build the houses.

4 It is very warm inside the houses.

5 Michael Reynolds has been interested in sustainable design for many years.

6 He believes that we won’t need to build Earthships in the future.

Bosco Verticale, two residential towers in Milan, Italy

Frame A

1 SPEAKING Work in pairs. Describe what you did this morning before you left home. Did you use…

• electricity?

• running water?

• heating?

• the Internet?

2 SEL Decision-making Work with a new partner. What would your morning be like without the things in exercise 1? Think about:

• how you would eat;

• how you would wash;

• what you would drink;

• how you would find out information.

3 Read the article on page 77 quickly. Choose the best description of the text.

A This article discusses the advantages and disadvantages of living in an off-grid community.

B This article explains what off-grid means, and describes a community that is living off-grid.

C This article gives information about one person’s experience of living off-grid in a community in Scotland.

4 Find these words in the text and match them to their definitions.

1 harm 2 sewage 3 facility 4 caravan 5 complicated 6 vision

a waste water

b a vehicle that you can live in

c difficult to understand; with many different parts

d an idea of what the future will be like

e hurt

f a place or piece of equipment which helps you to do something

5 Read the Exam tip. Then read the Exam task. Underline the key words in the main part of each question and match each question with a section of the article.

Exam tip

Identifying key information

• With multiple-choice questions, read the main part of the question first and underline the key words.

• Then find the section of the text which corresponds to the main part of each question.

• Read the answer options carefully and check them against the sections of the text you marked to find the correct answer.

Exam task

6 INVALSI PRELIMINARY Multiple choice with one text For questions 1-6, choose the option (A, B, C or D) which you think fits best according to the text.

1 The writer believes that the majority of people…

A don’t have enough money to pay for electricity, water and gas.

B understand where their electricity, water and gas come from.

C would probably prefer to live off-grid.

D aren’t interested in learning how they get their electricity, water and gas.

2 Living off-grid…

A is usually expensive to start with.

B isn’t difficult to organise.

C is unpopular in many countries.

D is only possible for short periods of time.

3 Findhorn Eco-village…

A is famous for its garden.

B produces all the food that it needs.

C is a community of people who live off-grid.

D was started in 1962.

4 The ‘Living Machine’ is a machine that can…

A use water to make energy.

B find water below the ground.

C take dirty water and make it safe to use.

D provide water to all the houses in Findhorn.

5 The people who live in Findhorn Eco-village…

A don’t have to pay for anything in the village.

B never prepare food in their own homes.

C don’t use water to wash their clothes.

D use a special kind of money when they go shopping locally.

6 People visit Findhorn Eco-village…

A for many different reasons.

B because they want to live in a place where money isn’t important.

C because they have won a competition.

D because they want a healthier lifestyle.

Frame your ideas

7 SEL Self-awareness Answer the questions.

• Would you like to visit Findhorn Eco-Village? Would you like to live there? Why? / Why not?

• How do you think the eco-village helps the environment? Are there ideas from Findhorn that you can use in your life?

A Different Way of Living

When you switch on a light or watch television, where does the electricity come from? When you have a bath or a shower, how does the water come into your bathroom? How do you stay warm in your home in the winter, or cool in the summer? Most of us pay for services like electricity, water and gas, and we don’t really think about where they come from. But some people have made the decision to live ‘off grid’. In countries around the world, there are off-grid communities, where people work together so that they can live in a way that doesn’t harm the environment. Living off-grid is more sustainable and better for the environment. It also has the advantage of being cheaper in the long term. However, it can be complicated and expensive to set up in the first place.

One example of a working off-grid community is Findhorn Eco-village, in Scotland. In 1962, a small group of friends set up a community in Findhorn. They lived on a caravan park and grew their own food on a small piece of land. Their garden was very successful, and over the next twenty years, more people came to join them and work there. In 1983, they bought the caravan park and started to build their own eco-village on it. Today, more than 450 people live in Findhorn Eco-village. It has one of the lowest ecological footprints of any community in the developed world. It grows 70% of its own food and produces 100% of its electricity through solar panels and wind turbines. It uses a special machine, called a ‘Living Machine’ to clean the community’s sewage water in an eco-friendly way. The houses are made from local, sustainable materials and many of the residents share some cooking and clothes washing facilities in order to save energy. They even have their own money the Eko – which people can use to buy things in the village.

People from all around the world come to visit Findhorn eco-village. Some are interested in learning about sustainable living, others come for the festivals, music events, art exhibitions and dance performances. Over the past forty years, Findhorn has won many awards for its eco-friendly design and initiatives.

So, is this a vision of the future? The International Energy Agency believes that by 2030 more than 70% of new electricity connections will be off-grid. Of course, we won’t all live in eco-villages, but perhaps our homes will be more eco-friendly.

Findhorn Bay, near Findhorn Foundation Park’s Ecovillage, Forres, Scotland

Vocabulary 5

Household objects (1) and housing

1 Match the household objects with the photos. 4 Match the words (1-8) with the definitions (a-h).

2 Circle the odd one out. 1 microwave oven shelf

3 Choose the correct option (a-c) to complete the sentences.

1 Please can you put the rubbish in the ? a bin b ladder c brush

2 There’s some ice cream in the .

3 John took the clean plates out of the and put them in the cupboard. a washing machine

4 There’s a fantastic view out of my bathroom a shower b window c balcony

5 Dad, you look tired; I’ll tidy the for you. a ladder b ceiling c living room

6 ‘Mum! Can you help? I can’t open the door!’ a kettle b bucket c

7 I love the new in your bathroom. a

a a person who lives near or next to you

b a large building with flats on different floors

c a set of rooms to live in, usually on one floor

d money that you pay every week or month to live somewhere

e a building that you own

f a place for someone to stay, live or work in

g a person who shares a flat with other people

h a small house in the countryside

5 A Complete the conversation with these words. Then listen and check your answers.

apartment block • cottage • flat flatmates • property • rent

Rania: Have you moved into your new (1) yet?

Erik: Yes, I have. It’s great. My (2) are really friendly – they even made me dinner on my first night there.

Rania: So where is it?

Erik: It’s in a big (3) near the railway station.

Rania: Is it expensive?

Erik: It’s not too bad. The (4) is 180 euros per week. I’m trying to save money because I want to buy my own (5) in the future.

Rania: Oh good luck! My dream is to have a sweet little (6) in the countryside.

5 B Work in pairs. Role-play the conversation in exercise 5A.

Use a voice recognition tool (such as Google Speech-to-Text, Voice Dictation, or ChatGPT’s read-aloud feature) to record yourself acting out the role-play and convert your speech to text. Then check the text. Did the AI understand you?

Frame your ideas

6 SEL Self-awareness Answer the questions.

• Would you want to live in a house with all of your friends? Why? / Why not?

• Would you prefer to live in a town or in the country? Why?

will

1 Match the sentences (1-8) with the uses of the Future simple (a-h).

1 The architect probably won’t finish the new building next month.

2 If you don’t put the dishes away, you won’t get any dessert.

3 He will become rich one day.

4 A: Do you want something to drink? B: Oh, yes please. I’ll have a cup of tea.

5 You can rest. I’ll do the washing up.

6 Her brother will be 18 tomorrow.

7 Will you please open the window?

8 I’ll get you a present when I’m in Cairo.

a to ask someone to do something

b to offer to do something

c for promises

d for threats

e for future facts

f for predictions

g to talk about an uncertain future with verbs like think, believe, expect, suppose, hope, be sure, etc., and with adverbs like probably and maybe

h to express a sudden decision

2 Write sentences and questions using will.

1 I / think / she / start / her own company one day.

2 we / live / underground / one day?

3 you / buy / me a coffee later?

4 I / help / you with your homework.

5 If you don’t stop now / I / call / the police

6 we / not / read / books in the future

be going to

3 Match the sentences (1-2) with the uses of be going to (a-b).

1 They’re going to build an apartment block here next year.

2 That wall isn’t very safe. It’s going to fall down.

a future plans

b predictions based on present evidence

4 Look at the uses in exercises 1 and 3. Choose the best option to complete the sentences.

1 It’s just started raining, so we won’t / aren’t going to go for a bike ride now.

2 Can I borrow your dictionary, please? I’ll / I’m going to give it back to you tomorrow.

3 My aunt will / is going to buy a new flat next month.

4 The shop will / is going to open at 9.30 tomorrow.

5 Will you / Are you going to please turn your music down?

6 I’ll / I’m going to tell your sister if you use her phone.

5 Complete the conversations with the correct form of will or be going to and the verb in brackets.

1 A I’ve finally chosen the sofa I want for the living room.

B Great. What colour (you / get)?

2 A Look! It’s started to rain.

B Oh, (you / close) the windows, please?

3 A Juan, look what you’ve done!

B I’m sorry, Dad. I promise I (not / do) that again.

4 A That dog is too close to the cliff!

B Yes, it’s (fall) off the edge.

5 A How old is your cousin?

B She (be) ten on Friday.

6 Complete the email with the correct form of the verbs.

Hi Anna

I’ve got some exciting news! I (1) (leave) home in September and move to Singapore, where my family is from originally. I’m not sure yet where I (2)  (live), but perhaps I (3) (share) a flat with my cousins. I (4) (study) architecture at the National University of Singapore – I’ve passed all the exams, and I’m really excited! I love imagining how our homes

(5) (look) in the future.

(6) (we / live) in big apartment blocks with hundreds of other people, or (7) (we / create) our own off-grid communities?

What (8) (you / do) when you leave college? I hope you (9) (come) and visit me in Singapore!

Lots of love

Charmaine

1 SPEAKING Work in pairs. Look at the photos of alternative houses. Which would you like to live in? Which would you not like to live in? Why?

2 Read the questions (1-5) about living on a houseboat. Underline the verbs. Are the questions about the present, past or future?

1 What is the biggest problem about living on a boat?

2 When did you first move onto a boat?

3 Do you miss living in a house on dry land?

4 Do you think you’ll always live on a boat?

5 Would you recommend living on a boat?

3 A Now listen and match the answers (a-e) with the questions (1-5) from exercise 2.

Exam tip

Identifying opinion

• Sometimes you have to identify the speaker’s opinion in a listening text.

• Read the questions carefully and look for words like think, believe or according to. These words show you that the question is about opinion.

• When you listen, think about whether the speakers are describing other people’s opinions or their own. Sometimes, speakers will mention what other people think first and then describe their own opinions.

• Remember to think about tenses. If a question is about what the person thinks now, don’t choose an option that matches what they thought in the past.

Exam task

5 PRELIMINARY Multiple choice with one conversation Listen and, for each question, choose the correct option.

You will hear an interview with Rebecca, who is part of the Tiny House Movement.

1 Rebecca believes that…

A most people are happier when they own more.

B many people think that possessions make us happy.

C most people don’t want to change their jobs or their homes.

2 Where does Rebecca sleep?

A on the second floor of her house

B above the kitchen

C in the living room

3 Rebecca says that it’s difficult for her to…

A find her possessions.

B sleep at night.

C have enough space for her possessions.

4 What is the best thing about living in a tiny house, according to Rebecca?

A She has more money than most people.

B She has more free time than most people.

C She has a better job than most people.

5 At the moment, Rebecca…

A doesn’t have any electricity in her home.

B doesn’t spend a lot of money on electricity.

C gets her electricity from solar power.

3 B Listen again and check your answers.

4 Read the Exam tip. Then look at the questions for the Exam task. Which questions ask about the speaker’s opinion?

6 What does Rebecca think about meeting her friends?

A She likes going to different places with them.

B She finds it very difficult.

C She prefers spending time on her own.

Talking about homes

1 SPEAKING Discuss the questions.

1 What kind of home do you live in?

2 What do you like the most about your home?

3 What do you like the least about your home?

4 Do you think that your home is eco-friendly? Why or why not?

5 Do you share any facilities (e.g. laundry, garden) with other people?

2 Look at the list of things to think about when you choose a house or neighbourhood. Are they A (advantages) or D (disadvantages)?

1 close to friends

2 a modern kitchen

3 eco-friendly

4 close to a large park

5 near busy roads

6 good WiFi and mobile phone signal

7 a garden

8 good public transport

9 shops nearby

10 lots of pollution

3 SPEAKING Number the advantages in exercise 2 in order of importance to you. Then work in pairs. Compare your ideas.

4 A Look at the photos. Discuss the questions with your partner.

1 Which house would you most like to live in? Why?

2 What are the possible advantages and disadvantages of living in each place?

3 Have you ever stayed in any places like this?

4 B MEDIATION Tell the class about your partner’s answer.

5 Read the Exam tip. Then read the Exam task. Think of three different questions to ask your partner about their house or flat.

Exam tip

Expanding on the topic

• Listen to the examiner’s questions carefully and talk together about your answers.

• Try to expand on your ideas and give your opinions and reasons for your answers.

• Remember to listen to your partner and ask them for more information in order to keep the conversation going.

Exam task

6 PRELIMINARY General conversation

Complete the Exam task. Use the Useful language to help you. Work in pairs. Discuss your answers to these questions together.

• Describe the different rooms in your house / flat.

• Which is your favourite room?

• What would you change about your house or flat if you could?

Useful language

Asking questions about homes

ORACY SKILLS

• Do you like the … in your house / flat?

• How much time do you spend in… ?

• What would you change in your home?

• What do you think about… ?

Giving opinions about homes

• My favourite room / part of the house is…

• I’d love to change the … because…

• The main problem with where I live is…

• The best thing about my home is…

Frame your ideas

7 SEL Self-awareness Answer the questions.

• How well do you know the people in your neighbourhood? Would you like to get to know them better? Why? / Why not?

• If you could live anywhere in the world, where would you live and why?

The J&K Diaries – Episode 17

1 Watch the vlog. Use one word, a number or a place to complete the sentences below.

1 Kayla and Josh are talking about their lives in years’ time.

2 Josh thinks he won’t be in then.

3 Josh’s lives in Vancouver.

4 He would like to live in an apartment by the

5 Kayla prefers the idea of living in housing.

6 Kayla wants to know if they will still make their in the future.

Real English

Don’t get me wrong. Non mi fraintendere. I get that. Capisco. just kidding scherzo / scherzavo Absolutely! Certamente!

2 Work in pairs. Match the words to the photos. Which materials are best for building a house? Which are best for the environment?

bamboo

How Will our Homes Look in 2050?

3 Read the article on page 83 quickly. Which materials from exercise 2 does it mention. Which are best for the environment?

Exam task

4 INVALSI Multiple matching Read the texts about homes in the future. Choose the correct heading (A-I) for each paragraph (1-6). There are two extra headings that you should not use. The first one (0) has been done for you.

A Technology in our homes

B Keeping warm

C Use the power of the sun

D Learning more about energy

E More recycling, less waste

F Wetter isn’t better

G More people, smaller houses

H How we build our houses

I Gardens at the top

5 SPEAKING Work in groups. Discuss the seven predictions. Which ones are:

• most likely?

• already happening now?

• most exciting?

Frame your ideas

6 SPEAKING Work in pairs. Imagine your house in the future. Think about the following. Describe your ideas to your partner.

• how it will look

• what materials it will use

• where it will be

• what appliances it will have

• how it will use technology

We asked seven experts to give us their predictions for the future of housing.

(0)

Which activity uses more energy –running a washing machine for one hour or cooking something in the oven for one hour? Smart meters, which track our energy consumption, are already in many houses. In the future, we will all use them to find out how to use energy more efficiently and reduce our bills.

(1)

Solar panels are no longer unusual. They are one of the most popular sources of renewable energy because they’re easy to use and can save a lot of money. Scientists are now developing other ways to use solar power, including solar windows and even solar paint.

(2)

Today, most houses and apartment blocks are made from bricks or concrete. These are carbon-intensive materials – the process of making them produces greenhouse gases. In the future, we will probably be using more natural products like bamboo, dried grass or wood, or recycled materials like glass or stone.

(3)

Many of us already use virtual assistants in our homes. We give them commands and they can then switch the heating on or off or play music for us. In the future, we won’t even have to give instructions. Our homes will know when they are too cold or too warm; our windows will automatically allow more light in during the winter months, and our front doors will recognize us and open when we stand in front of them.

(4)

Only 1% of water in the world is safe to drink, but in the developed world we waste a lot of it. The average American uses about 575 litres of water a day, and the average European uses around 250 litres. In the future, we will develop appliances that use much less water and houses will have systems that recycle waste water so that you can use it again.

(5)

As the global population grows, and people move to the cities, there will be more homes for people who want to live on their own. These homes won’t be as big as most houses today, but they will have shared spaces where people can store their bikes, hang out with their friends, wash their clothes or play games together.

(6)

Solar panels aren’t the only things that we will have on our roofs. Some very modern apartment blocks now have grass areas on their roofs. In the future, more homes will have these green roofs. They will provide habitats for plants and insects and help to insulate our homes.

Word focus

track (v): tracciare consumption (n): consumo appliance (n): elettrodomestico insulate (v): isolare

Vocabulary 5

Household objects (2)

1 Choose the correct options to complete the definitions.

1 A duvet / sheet keeps you warm when you sleep.

2 A wardrobe / chest of drawers is a place to hang clothes.

3 You keep your books in a cushion / bookcase

4 You put your head on a blanket / pillow when you sleep.

5 You usually put a duvet / cushion on a chair or a sofa.

6 You put a sheet / bookcase on your bed and sleep on top of it.

7 A wardrobe / blanket is a piece of warm material.

8 You keep clothes like T-shirts and socks in a blanket / chest of drawers

2 Complete the sentences with the words in the box.

blanket • bookcase • cushions sheet • pillow • wardrobe

1 I put a clean on my bed every Saturday morning.

2 Dad put your Spanish dictionary in the in your room.

3 Rick has back problems, so he has a special on his bed.

4 We always take a warm with us when we go camping.

5 You can put your coat in the

6 I love the new grey on our sofa. They look great and they’re really comfortable.

Home expressions

3 Cross out the word or phrase that doesn’t go with the verb.

1 make: a rest / a mess / your bed

2 move: house / away / dinner

3 do: the housework / a lot of noise / the washing up

4 take: a seat / a break / a coffee

5 tidy: your room / the oven / up

6 have: lunch / a shower / the table

4 Complete the collocations in these sentences.

1 Please can you tidy before you go out – it’s really messy!

2 It’s so hot today. I think I’ll a cold shower before dinner.

3 I love it when my brother cooks, but he always makes in the kitchen!

4 We didn’t want to house, but my wife got a really good job offer in Abu Dhabi.

5 I don’t mind doing because I really love living in a clean house.

6 You look really tired! Why don’t you take for a bit?

7 Rosario broke her mother’s favourite plate while she was doing

8 I’m really hungry. Can we have early today, please?

Home automation

5 Match the words to the icons. 1 air conditioning 2 heating 3 lighting 4 smart home hub

5 video doorbell

a b c d e

6 Use the words from exercise 5 to complete the text.

A home automation system uses a (1) to connect all your smart devices and control different things in your home. It can switch on the (2) when it gets too hot, or the (3) when it gets too cold. It can control the (4) in your house, so that it’s dark when you want to sleep, but brighter when you want to work or read. It can keep you safe with a (5) that checks any visitors, even when you are not at home.

Frame your ideas

7 CRITICAL THINKING Work in pairs. Would you like to have a home automation system in your house? Why? / Why not? Can you think of some disadvantages of using this kind of system?

Future plans and predictions

1 Look at the verbs in bold in the sentences (1-6). Match the sentences with the uses (a-f).

1 The cleaner is coming tomorrow at 3.

2 John’s painted three of the walls – he’s going to finish the room soon.

3 I think the shop will deliver the fridge tomorrow.

4 I’m going to start looking for a new flat next week.

5 My exams start on Tuesday 3rd June.

6 We might move to Paris when our son is older.

a We use the Present simple for future events that have a timetable.

b We use the Present continuous for future plans which are already fixed or arranged.

c We use be going to for future intentions that aren’t arranged yet.

d We use be going to when there is evidence for the prediction in the present situation.

e We use will for future predictions that we can’t be sure of.

f We use might for a future possibility that we don’t have any evidence for.

2 Choose the correct option to complete the sentences.

1 The train leaves / is going to leave the station at four o’clock.

2 I think the builders are going to / will be here later today.

3 We ’re having / have pasta with tomato sauce for lunch today.

4 They’re not sure yet, but they will / might buy a new sofa next month.

5 The team are playing really well – they ’re going to win / win the match.

6 We’ve cleaned the bathroom and we will / ’re going to clean the kitchen later.

7 I’m sorry, I can’t come to your party. I’m staying / stay with my cousins that weekend.

8 We still don’t know where we ’re living / ’re going to live next year.

Future continuous

3 Read the sentences and complete the rule.

1 This time tomorrow I’ll be moving into my new home.

2 I’ll be living in a small apartment near the hospital.

We form the Future continuous with / won’t + + verb +

4 Now match the sentences in exercise 3 with the correct use (a-b).

We use the Future continuous to describe: a a future action that will be in progress at a specific time in the future b plans and arrangements for the future

Future perfect simple

5 Read the sentences (1-2) and choose the correct options to complete the rule.

1 We’ll have lived in this house for six years next month.

2 By five o’clock, I’ll have tidied the whole house.

We form the Future perfect simple with will / won’t + (a) have / be + (b) -ing / past participle form of the main verb.

6 Now match the sentences in exercise 5 with the correct use (a-b).

We use the Future perfect simple to describe: a something that will be finished by or before a specific time in the future. b the length of time that an action will have lasted at a point of time in the future.

7 Choose the correct options to complete the email. Then listen and check your answers.

Hi Greta

I’m so excited! This time next week, I’ll (1) have sat / be sitting in my new home in Tokyo. By the time you come to visit, I hope I’ll (2) be unpacking / have unpacked all my boxes and everything will be ready for your visit. Tomorrow, my friends are coming over here and they’ll (3) be helping / have helped me to get ready for the big move. On Friday morning, I’ll (4) be travelling / have travelled to my brother’s house to borrow his van and then I’ll start the journey to Tokyo. It’s about 450 kilometres from Kyoto to Tokyo, so I’ll (5) be driving / have driven for about six hours by the time I arrive there.

See you soon!

Writing lab 5

Responding to news

Useful language

Making suggestions

• If I were you, I’d / I wouldn’t…

• Why don’t you…?

• How / What about…?

Accepting / Declining invitations

• I’d love to come…

• I’ll definitely be there.

• I’m sorry, I can’t make it. / I won’t be able to come.

1 SPEAKING Look at these questions from emails. Reply with your own ideas.

1 Would you like to come to my house on Saturday?

2 Do you think I should look for a new flat?

3 Can you help us do some packing next week?

Learning focus

Responding to news

• When you are replying to an email, remember to react to what the writer has said.

• Read the email carefully to see if you have to apologise, express enthusiasm, ask for or give information, thank the sender or accept / decline a request or an invitation.

2 Read the Learning focus box. Then read the sentences (1-5) and match them to the correct type of response required (a-e).

1 I won the school science prize!

2 Could you help me decorate my bedroom at the weekend?

3 Do you know the best way to get to the Art Museum?

4 Do you want to come to the cinema with me tomorrow?

5 I was waiting for you for nearly an hour!

a give information

b apologise

c express enthusiasm

d respond to a request

e respond to an invitation

3 Read the Exam tip. Then read the Exam task and decide whether you should use formal or informal language in your email.

Exam tip

Using appropriate language

• When you write an email or a letter, think about who you are writing to.

• If you are writing to a friend or a family member, you should use informal language, contractions and friendly expressions.

• If you are writing to an organisation, an employer or a teacher, you should use formal language with full forms.

Exam task

4 PRELIMINARY Writing an email Write your answer in about 100 words. Read this email from your English-speaking friend Lola and the notes you have made. Write your email to Lola using all the notes.

Ask Lola…

From: Lola

Subject: New school

Hi

Thanks for your last email!

I’m starting at my new school after the holidays. I’m a bit anxious because I don’t know anyone there. Do you think I’ll get on with everyone? How can I make new friends?

If I were you…

I’m going to decorate my room next week. I’ve bought the paint and all the paintbrushes. Do you want to come and help me on Saturday? Then we could go out to the cinema in the evening, or we could stay in, have a takeaway and watch a film. What would you like to do? Write back soon!

Lola

5 Complete the Reflection checklist. Then discuss your answers with your partner.

Reflection checklist

Tick (4) the sentences that you think are true. I read the email carefully to see what I had to do.

I made a plan before I began my reply. I responded to all four notes. I used informal language. I used an appropriate greeting and sign off.

Fit as a fiddle 6

1 VISIBLE THINKING Look at the photo. Discuss in pairs.

See Describe what you can see in the photo.

Think Do you think it is unusual for girls to play this sport?

Wonder Would you like to do this sport? Why? / Why not?

2 Watch the video, Mounted Archery. Answer the questions. Use no more than three words.

1 The bow and arrows that are used for archery are beautiful but also

2 In mounted archery, the archer shoots an arrow at a target while he / she is

3 People used mounted archery to hunt for and to protect animals like horses,

4 Archers take their arrows, place them in the bow and control their horse without using their

5 The most important thing in mounted archery is the connection between the archer and the

6 There are mounted archery competitions in many Asian countries, in Europe, the US and

Girls playing cricket at a school in Zood Khun, Pakistan

Frame A

1 SPEAKING Work in pairs. Discuss the questions.

1 How much sport do you do every day / week / month?

2 Have you ever done any watersports or do you prefer to be on land?

2 SPEAKING Why do people do sport? Make a list of the reasons with your partner.

3 Read the article on page 89 quickly. Find:

• three water sports

• one winter sport

• three texts that mention teachers

• three indoor sports

• four outdoor sports

• one sport that can be played indoors or outdoors.

4 Read the information. Look at the words (1-6) and find the form in brackets in the article.

Many words have ‘word families’ – different forms of the word for an adjective, a noun, a verb, etc. For example, help (noun), help (verb), helpful (adjective).

1 athlete (adj)

2 compete (n)

3 confident (n)

4 enjoy (n)

5 instruct (n)

6 success (v)

5 Complete the sentences with words from exercise 4.

1 The Olympic Games is one of the most popular sports in the world.

2 My judo learnt the sport in Japan and has been teaching it for many years.

3 Nick can run fast, swim like a fish and play tennis like a champion! He’s very

4 Amy’s coach always encourages her, and this gives her the to win races.

5 Harry only plays basketball for , but he is very good and should play for a team.

6 Work hard, listen to your coach, don’t stop trying – this advice will help you .

6 Read the Exam tip. Then quickly read the descriptions in the Exam task. Underline the key points for each person.

Exam tip

Identifying the key points

• When you match descriptions of people with texts in the exam, it’s important to identify the most important points for each person.

• Read the description of the first person and underline the key points.

• Then read all the texts and look for details that are similar to those you underlined. Remember that the words won’t always be the same.

• Do the same for each description.

• You will only need to use five of the eight texts, so check your answers carefully.

Exam task

7 PRELIMINARY Matching people to texts The people below all want to try a new sport. On the opposite page there are descriptions of eight sports. Decide which sport would be the most suitable for the people below.

1

Freddie already plays basketball and now he wants to learn a new sport and meet people at the same time. He doesn’t want to buy or rent any equipment.

2 Rafael wants to go to an organised class with a teacher. He’d like to learn a new sport which he can do all year round, but he hasn’t got a lot of money.

3 Marion goes to the gym regularly and loves swimming in the sea. She hates noisy boats, but she loves surfing and would like to try a new water sport.

4 Gina can’t swim and isn’t good at ball sports, but she is very fit. She’d like to try an outdoor sport which she can do on her own sometimes, but she’d also like to meet up with other people occasionally.

5 Tarek is very good at gymnastics and wants to try something new, but he doesn’t want to do an outdoor sport. He wants to enjoy himself. He hates exams and tests.

Frame your ideas

8 SPEAKING Which sport from the article would you choose to do? Why?

Something New? Time for

A If you’re a good swimmer and already quite fit, why not try paddleboarding? It’s like a combination of surfing and rowing. Paddleboarders lie or kneel on a board and use their arms to move over the water or they stand up and use a paddle. You will have to rent or buy a board.

B For an underwater challenge, try scuba diving. There are courses for all levels, including beginners. Instructors with years of experience can teach you, so you’ll be in safe hands. Lessons are available all year at local swimming pools. The bad news? Lessons are expensive and you have to pay extra to hire the equipment.

C

Judo could be the right sport for you if you like having clear goals. It uses coloured belts to show the level people are at. When students get their first belt, it shows them that they can succeed and gives them confidence. Lessons are usually inexpensive and take place in a gym or ‘dojo’ with a qualified instructor.

D Cycling is an activity you can enjoy alone, or you can train with a team and enter competitions. Who knows? You could be a future winner of the Tour de France! Whether you ride for health, enjoyment or competition, you should always wear a helmet to protect your head.

E If your co-ordination is good and you aren’t afraid of working hard, bouldering is a great way to build your strength and have some fun at the same time. You don’t need much expensive equipment – just some climbing shoes and comfortable clothes. If you’d like to try it, there are indoor climbing walls in most towns and cities.

F You have heard of surfing, but what about… skurfing? It’s an exciting new sport that combines water-skiing and surfing. A fast motorboat pulls you along; you stand on a surfboard instead of skis and ride the waves that the boat creates. You need to hold on tight and not fall. You must wear a life jacket.

G

Fast and exciting, snowboarding is one of the coolest winter sports, but it can also be dangerous. You stand on a snowboard and travel down a mountain across the snow. Snowboarders can travel at speeds of up to 40 or 50 kilometres per hour. If you want to try it out, make sure you find an experienced instructor.

H Handball is a popular team sport and players need to have great coordination and be athletic. Good ball skills are important too; you must be able to catch, throw and shoot a ball very quickly. Indoors or outdoors, it’s a fantastic way to make friends and keep fit.

Vocabulary 6

Sports and sports equipment

1 Write these sports next to the correct verb. athletics • basketball • cycling • gymnastics judo • running • skiing • snowboarding swimming • tennis • volleyball • yoga go: , , , , do: , , , play: , ,

2 SPEAKING Work in pairs. Which sports from exercise 1 does your partner do? Which sports do you both do?

3 Complete the word groups with these words.

athlete • goal • net • team tournament • track • stick

1 pitch, court,

2 racket, bat,

3 basket, goal post,

4 individual, indoor, sports

5 match, game,

6 player, rider,

7 point, run,

4 Choose the correct option to complete the sentences.

1 Tennis players use a tennis racket / bat and play on a tennis track / court

2 Athletes run on a running pitch / track

3 Football players play on a football pitch / court. They try to kick the ball into the goal / basket to score points / goals

4 Hockey players use a hockey bat / stick

5 Baseball players use a baseball bat / racket and try to score runs / goals

6 Big matches often take place in a stadium / gym

5 For each question, choose the correct option.

Table tennis is a very popular (1) sport around the world and everyone can enjoy it. You don’t have to be very (2) to play it, and the rules are very easy. There are two players in a singles game and four players in a doubles game. Players use table tennis bats to (3) a small ball from one end of the table, over a (4) and onto the other side.

The first player to get eleven (5) is the winner of the game. Most of the best table tennis players in the world come from China, and China has won many of the world championship (6) since the 1970s.

Sports clothes

6 Write the words in the box under the correct photos.

7 Work in pairs. Think of at least two sports for each item of clothing in exercise 6. Then work with another pair. Compare your ideas.

8 SPEAKING Work in pairs. Answer the questions.

• Would you rather play tennis or basketball? Why?

• Which of the sports on this page do you think is the easiest to play? Which do you think is the most difficult?

Zero and First conditional

1 Look at the conditional sentences (1-5). Choose the correct option to answer the questions (a-d).

Zero conditional

1 If you exercise regularly, you get fit.

2 When you kick the ball into the net, you score a point.

First conditional

3 If David plays football all day, he’ll be too tired to go to the party.

4 My parents might / may buy me a present if I win the match.

5 The coach could take Tania off the team if she does that again.

a We use the Zero / First conditional to talk about a possible event in the present or the future.

b We use the Zero / First conditional to talk about facts and general truths.

c We can use when instead of if with the Zero / First conditional.

d We can also use may, might or could with the Zero / First conditional.

2 Complete the Zero and First conditional sentences with the correct form of the verb.

1 In tennis, if you hit the ball past the other player, you (win) a point.

2 If Tom’s team doesn’t win the match tonight, he (be) very sad.

3 Your hockey skills (not / improve) if you don’t practise regularly.

4 When you mix yellow and blue you (get) green.

5 If it rains tomorrow, we (have) football practice in the gym.

6 When it’s raining, we (take) the bus to school.

unless

3 Read the sentence and choose the correct meaning (a-b). Then choose the correct option to complete the definition of unless. She’ll be at practice tomorrow unless she feels tired.

a If she doesn’t feel tired, she’ll be at practice tomorrow.

b If she feels tired, she’ll be at practice tomorrow.

Unless means the same as if / if ... not.

4 Complete the second sentence so that it has the same meaning as the first sentence.

1 You might lose your place in the team if you don’t say sorry for shouting at the coach.

Unless you

2 If Stella doesn’t start practising, she won’t play in the match.

Unless Stella .

3 Unless you do exercise, you won’t get any fitter.

If you don’t

4 They’ll miss the start of the competition unless they leave right now.

If they don’t

Clauses with time expressions

5 Read the sentences. Underline the verbs after the time expressions in bold.

1 Michael will call as soon as he has any news.

2 When we go to the beach, we’ll play volleyball.

3 I won’t buy any new trainers until these ones have worn out.

4 Check you have your racket before you leave.

5 Please call me the moment the game starts.

6 Read the sentences in exercise 5 again. Choose the correct options to complete the rules.

When we use time expressions to talk about the future, they are followed by the Present simple / Future with will or the Present perfect simple / Past simple

When we want to emphasise that one action finishes before another begins, we use the Present simple / Present perfect simple

7 Choose the correct option to complete the sentences.

1 I’ll call you as soon as / until the match has finished.

2 When I leave / will leave school, I’ll train to be a football coach.

3 The moment / Until Jenny arrives, we’ll go for a run.

4 I’ll text you as soon as the postman will deliver / delivers the parcel.

5 I won’t go home until / the moment I’ve found my racket.

6 Harry will buy a new hockey stick after he will save / has saved enough money.

1 Read the sentences (1-5) about a race. Cross out one option that does not fit the gap.

competitors • limits • athletes

1 In this race, the must be extremely fit and strong. most challenging • toughest • incredible

2 The event is one of the races in the world. deal with • carry on • cope with

3 Competitors must some very difficult conditions. hot • dry • windiest

4 Most deserts are extremely places. event • success • competition

5 Only a small number of people can enter this

2 Work in pairs. Do you know how to say all the letters of the alphabet in English? Practise together. Then listen and write the names and places that you hear.

Exam task

4

PRELIMINARY Gap fill Listen, and for each question, write one or two words or a number or a date or a time. You will hear some information about a race in extreme parts of the world.

The Four Deserts Race

3 Read the Exam tip. Then read the Exam task. Look at each gap in the task carefully. Think about what information might fit.

Exam tip

Checking spelling

• Remember to read the task before you listen and think about which words might be missing.

• Be careful with spelling. It’s important to spell the words correctly to get full marks. Names will always be spelled out for you.

• If a word is spelled out, you will hear the word ‘double’ to show that a letter is repeated, e.g. difficult: D-I double F-I-C-U-L-T.

RACE STARTS IN: (1) Desert, in Chile LENGTH OF EACH PART OF THE RACE: (2) km

GOBI DESERT: problems include strong (3) and snow in the mountains

SAHARA DESERT: competitors find it difficult to (4) because of sandstorms

ANTARCTICA: competitors can see penguins, seals and (5) they sleep on real (6)

5 Listen again and answer the questions. Write no more than four words.

1 How long does the race take?

2 What do the runners have to carry with them?

3 Which desert is drier – the Atacama or the Gobi?

4 Where are the runners’ beds in Antarctica?

5 Do the runners have to bring their own food for Antarctica?

Talking about sport

1 Look at this list of activities which people could do to reduce stress. Number them in order of how helpful they are in your opinion (1 = the most helpful, 8 = the least helpful).

doing housework doing sport singing reading breathing exercises chatting with friends shopping playing a game

2 Work in pairs. Discuss the questions.

1 Are your answers to exercise 1 similar or different? Why do you think this is?

2 What other things would you add to the list?

3 Read the comments (a-h) about different sports. Which comments describe advantages (A) and which describe disadvantages (D)?

a It helps you meet new people.

b It needs special equipment.

c It has got a lot of rules.

d It is very challenging.

e It isn’t expensive.

f It is quite dangerous.

g It is very popular.

h It is very unusual.

4 Put the comments (a-h) in exercise 3 in order of importance for you. Number the comments from 1 (the biggest advantage) to 8 (the biggest disadvantage).

5 SPEAKING Work in pairs. Compare your ideas from exercise 4.

6 Read the Exam tip. Then look at the Exam task. Think about the advantages and disadvantages of each sport. Giving opinions

Exam tip

• Look at each option and discuss with your partner whether you think it is a good option.

• When you are discussing the different options, remember that it’s important to give your opinions. It’s also OK to disagree with your partner’s opinion.

• If your partner says something you don’t agree with, politely say why you don’t agree and suggest something different.

• If your partner says something you do agree with, say that you agree and explain why.

• Remember that at the end of the task, you have to make a decision with your partner.

Exam task

7 PRELIMINARY Picture discussion Work in pairs. A friend of yours wants to take up a new sport to get fit and meet new people, but he hasn’t got much time. Here are some different sports he could choose.

Talk together about the different activities he could do, and then say which would be best for him.

Useful language

Giving opinions

• I think… is a good idea because…

• Well, I don’t think he / she should…

• But if he / she… , he / she’ll… ! Asking if someone agrees

• Do you agree (with me)?

• Would you agree that… ?

• Do you think so too? Agreeing

• I agree.

• Yes, I (totally / quite) agree with you.

• I think you’re (quite / absolutely) right. Disagreeing

• Actually, I don’t really agree.

• I’m afraid I don’t agree.

• I don’t think that’s a very good idea because…

Frame your ideas

8 SPEAKING Answer the questions.

• Would you prefer to play indoor or outdoor sports? Give reasons for your answer.

• ORIENTATION Would you like to be a professional sportsperson? Think of some advantages and disadvantages.

ORACY SKILLS

The J&K Diaries – Episode 18

1 Watch the vlog. Choose the correct option to complete the sentences.

1 Kayla says that girls / boys can do the challenges, but girls / boys can’t.

2 In the first challenge, she starts with her feet / hands against the wall.

3 She picks up a chair and holds it against her knees / chest

4 Josh can / can’t do the second challenge.

5 Josh says it’s important to have a mat / chair for the second challenge.

Real English

That’s a piece of cake. È un gioco da ragazzi. Go ahead. Vai / Parti. There you are. Ecco a te. What’s going on? Che succede?

2 Do you think the things in the box help or prevent a healthy lifestyle? Give reasons for your answers. eating habits • exercise • friends setting goals • sleep • social networking

3 WRITING Work in pairs. Write a list of things that you think centenarians (people who live to 100 years old) might do every day. Then share your list with another pair.

4 Read the article on page 95 quickly. Which of your ideas from exercise 3 are mentioned?

Exam task

5 INVALSI PRELIMINARY Multiple matching Read again. Five sentences have been removed from the article. For each question, choose the correct option. There are three extra sentences which you do not need to use.

A When children are small, parents put them into groups of five.

B They also take a short sleep – for about thirty minutes – in the middle of the day.

C They eat food that is local and have a diet that is unique to the area.

D Calcium is known to strengthen bones and it might also contribute to fewer cases of heart disease.

E Another factor seems to be regular visits from neighbours and friends.

F Different generations within the family often live together and centenarians still provide support and look after children, grandchildren and often great-grandchildren.

G In addition, they make a daily tea with herbs that grow on the island and which are known to prevent disease.

H Eating beans for protein rather than meat is cheaper and healthier.

Frame your ideas

6 Work in pairs. Discuss the questions.

• What is your ikigai?

• Who would you choose to be in a moai with? Why?

• Which of the secrets mentioned in the article could you use in your life?

An elderly skydiver celebrates after completing a jump in Serbia

The Secrets of a Long Life

There are certain places around the world where people live well into their 90s and often past 100. Why do people living in these locations have a longer life expectancy than people elsewhere? And what lessons can we learn from the people living in three of these areas?

A

Okinawa,

Japan

Okinawans are amongst the world’s healthiest people. (1) Unlike most Japanese, Okinawans eat very little rice. Most of their diet is plant based and they hardly ever eat meat. They also eat in moderation. They have a saying, ‘eat until your stomach is 80 per cent full’. In addition to a healthy diet and plenty of exercise, there are two other really important factors in Okinawan culture. These are moai and ikigai. (2) This group of friends becomes a moai. The five friends stay in contact and are always there for each other throughout their lives. Ikigai means ‘that which makes one’s life worth living’. For every Okinawan, this will be different. It could be their grandchildren or their moai. Whatever it is, their ikigai gives them a purpose in life.

B Nicoya Peninsula, Costa Rica

On the other side of the world in Costa Rica, the people of the Nicoya Peninsula have their own type of ikigai. Nicoyans call it plan de vida or ‘reason to live’ and it plays a really important role in Costa Rican culture. These ‘reasons’ give Nicoyans a real sense of purpose. (3) . This makes them feel needed and part of a community. Nicoyans also eat a very healthy diet and often spend their days doing hard, physical work outdoors. They celebrate the ‘three sisters’ of agriculture which are beans, squash and corn.

Nicoyans grow and eat these crops together and they make up the majority of the well-balanced Nicoyan diet. Interestingly too, there is more calcium in the water in Nicoya than anywhere else in the country.

(4) .

C Ikaria, Greece

Eleven thousand miles away from the Nicoyan Peninsula lies Ikaria, a small Greek island in the Aegean Sea. The landscape of Ikaria is similar to many of the other Greek islands, but one difference is that Ikarians often live a lot longer. Again, diet seems to play an important role in the health of the Ikarians. Homegrown vegetables and fresh fruit make up the majority of the Ikarian diet and Ikarians eat a type of leafy spring green called horta. (5) . It’s not only eating good food that makes the Ikarians so healthy and free of disease, but also the hard work and physical activity that goes into growing these staples that goes a long way to keeping the inhabitants fit, both mentally and physically.

expectancy

n): speranza di vita

(n): cucurbita (un tipo di zucca)

(adj): coltivato a casa leafy spring green (n): foglie tenere di un cavolo giovane

(n): alimento base

Vocabulary 6

Parts of the body

1 Complete the table with the words in the box.

ankle • elbow • finger • hand • heel • knee lip • shoulder • teeth • thumb • toe

tongue arm leg mouth

2 Match the parts of the body (a-j) with the words (1-10).

1 ankle 2 chin 3 elbow 4 forehead 5 heel

Injuries and illness

3 Choose the correct option to complete the sentences.

1 Erica can’t run in the race tomorrow because she’s hurt her knee / chin.

2 The ball hit him in the face and broke one of his teeth / thumbs.

3 I bit my toe / tongue yesterday when I was eating lunch and it’s still sore today!

4 This backpack is really heavy – it’s hurting my heels / shoulders.

5 I slept badly last night and now my ankle / neck is painful and I can’t turn my head.

6 You should always wash your hands / elbows before you eat.

4 Match the verbs (1-8) with the words they can collocate with (a-h).

a an ambulance / a doctor

b a bone / your leg / your finger

c someone’s temperature / a tablet

d an injury / an operation / an accident

e sick / better / ill / sore

f an appointment

g an illness

h a prescription

5 Complete the text with the correct form of verbs from exercise 4.

Last Sunday, when I woke up, I (1) really ill. My dad (2) my temperature and it was very high. He couldn’t (3) a doctor’s appointment for me because it was the weekend, but he spoke to a doctor on the phone and she (4) a prescription for some tablets. Then Dad cycled to the pharmacy to pick up the tablets. Unfortunately, he (5) an accident on the way there! He fell off his bike and (6) his ankle. It was a really bad injury and he had to (7) an operation the next day. I (8) much better today, but my dad isn’t very happy.

Health and

fitness

6 Choose the correct option.

Yoga for life

Judge Eleni Derke started (1) doing / playing yoga more than 25 years ago after she found out she had a serious (2) temperature / illness. Eleni was in a lot of (3) pain / ache and her doctor wanted her to have an (4) emergency / operation. However, Eleni wanted to find another way to (5) treat / recover her illness. Her cousin was a yoga (6) player / instructor and he taught her some different poses. Many people believe that the different yoga positions help to remove toxins from the body, but as yet, there is no scientific (7) evidence / medicine to prove this. But Eleni soon started to feel better and her (8) patients / symptoms started to disappear. Now, not only does Eleni practise yoga for her own (9) illness / health, she also recommends that criminals take a yoga course while they are in (10) hospital / prison

your ideas

7 CRITICAL THINKING In the article in exercise 6, Eleni didn’t follow her doctor’s advice. What do you think about her decision?

Second conditional

1 Read the sentences (1-2). Choose the correct options to complete the rule.

1 If I were you, I would eat healthier food. 2 If I won Wimbledon, I’d be famous!

In the Second conditional we use the Past simple / Present simple in the if clause, and would / had + infinitive in the main clause.

2 Match the sentences in exercise 1 with the uses of the Second conditional (a-b).

We use the Second conditional… a for things we imagine in the present or future that are unlikely or impossible. b to give advice.

3 Read the sentences (1-2) and complete the rule.

1 Jack could run faster if he had better running shoes.

2 If I took swimming classes, I could be a better swimmer.

In Second conditional sentences, we can use the verb instead of would to talk about ability in an imagined situation.

4 Complete the Second conditional sentences with the correct form of the verb.

1 If I (live) near the sea, I would learn how to scuba dive.

2 If I were richer, I (buy) a paddleboard.

3 If my family (not enjoy) sport, we wouldn’t go to the sports centre every weekend.

4 You would get into the team if you (practise) more.

5 If she didn’t spend all her time skateboarding, she (get) better grades at school.

6 You (not feel) so tired if you went to bed earlier.

5 Rewrite the sentences using the Second conditional.

1 I don’t have a bike, so I get the bus to the football club. If I had a bike, I wouldn’t get the bus to the football club.

2 He doesn’t do any exercise, so he isn’t very fit.

3 She isn’t good at running, so she doesn’t get chosen for teams.

4 We don’t have any money, so we can’t buy new team uniforms.

5 We don’t have enough players, so we will have to cancel the match.

6 My friends don’t have tickets, so they can’t come into the stadium.

6 Complete the First and Second conditional sentences with the correct form of the verb.

1 A Should I play basketball or football this evening?

B If I (be) you, I (not play) either!

2 A If he gets one more point, (he / win) the tournament?

B No. He needs to win another game.

3 A I’m hungry. Do we have anything to eat?

B Yes. If you (open) the cupboard, you (see) lots of food.

4 A We’re going to be late for the match!

B Don’t worry. If we get Dad to drive us, we (make) it on time.

5 A What (you / do) if you won an Olympic medal?

B I (run) around the track for hours!

6 A If you (be) taller, (you / play) for your school basketball team?

B No, I wouldn’t. I’ve got really bad coordination!

Writing lab 6

Giving advice

Useful language

Describing lifestyle

• fit as a fiddle

• reduce stress

Healthy activities

• be active

• increase your strength

Describing food and diet

• recharge your batteries

• burn calories

• get / stay fit / in shape

• a balanced / Mediterranean / vegetarian diet

• drink plenty of water

• make good choices

1 Look at the Useful language and complete the paragraph.

If you’re suffering from stress, it’s important to take some time out to recharge your (1) . Try to stay (2) by doing some exercise every day. Exercise is excellent for you physically and mentally. In addition, make sure you’re eating good, healthy food. A Mediterranean (3) is full of fresh fruit and vegetables. Make good (4) and you’ll soon be as (5) as a fiddle.

Learning focus

Giving advice

• Use language that sounds helpful rather than critical. If you are very critical, the reader is unlikely to follow your advice.

• Introduce advice with these structures and expressions:

Don’t worry if you get tired quickly at first. Try going for a walk every day / a daily walk. You could always join a gym. Why don’t you watch some online fitness videos? Think about eating more fruit and vegetables.

2 WRITING Work in pairs. Look at these questions and write some advice for each one. Use the structures and expressions in the Learning focus box.

1 How can I make more time for exercise?

2 How can I stop eating sugary snacks and sweets between meals?

3 How can I reduce my screen time?

4 What should I do to get outside more?

5 What can I do to sleep better at night?

3 SPEAKING Work in pairs. Discuss your answers to exercise 2. Were your partner’s suggestions helpful?

4 Complete the text with the phrases in the box. don’t forget • don’t worry • make sure shouldn’t • try to • why don’t you

Preventing colds and coughs

Here are our top tips to keep you healthy in winter. Firstly, a heathy diet is important. But you (1) wait until you’re ill to take action! (2) make a change today? You could eat more fruit and vegetables. Secondly, it’s very important to get enough sleep. (3) get about eight hours every night and (4) to turn off phones and screens. Lastly, exercise is very important too. (5)  if you can’t run a long way. Just (6) you do some exercise every day.

Frame your ideas

5 SPEAKING Do you agree with the writer’s advice in exercise 4? Why? / Why not?

Exam tip

Giving advice

• If a writing task asks you to give advice, remember to keep the tone of your advice friendly and positive.

• Give clear reasons for your advice and always focus on the positive results.

Exam task

6 PRELIMINARY Writing an article You read this announcement on a health and fitness blog. Use the Useful language and remember to justify your advice. Write about 100 words.

Articles wanted

What’s the best advice you can give to someone who wants to live to be 100? What would you suggest they do in terms of lifestyle, physical activity and diet? The best articles will be published on our blog next month.

7 Complete the Reflection checklist. Then discuss your answers with your partner.

Reflection checklist

Tick (4) the sentences that you think are true. I clearly stated my advice and gave reasons for it.

I focused on a positive outcome. I checked my final draft for grammar and spelling mistakes.

Towards INVALSI

Reading

1 Match the words to the definitions.

a a weapon made of a long piece of wood with metal at the end

b doing something for pleasure/interest, not as a job

c a person who watches an event

d a soldier in the past who fought for his king/queen

e a person in a rowing boat who gives instructions to the rowers

Sport in the UK

The UK has a long history of love for sport. In fact, England took part in some of the first ever international matches in rugby, cricket and football in the 1870s.

Some of the sports that we know today started as simple games that people played in towns and villages around the country. But jousting began as a form of military training. It’s one of England’s oldest national sports, and hundreds of years ago it was a way for knights to show their skill at horse riding. In a jousting match, competitors ride towards each other holding a large lance and try to hit each other with the lance. In the past, it was a very dangerous sport and even though competitors wore thick clothes to protect them, there were many injuries and deaths. King Henry VIII of England nearly died after he was injured in a jousting tournament in 1536.

Cricket is England’s national summer sport, and it is also very popular in Australia, India, Pakistan, the West Indies and Sri Lanka. It has some complicated rules, and a game of cricket can last up to five days! During the summer you can watch cricket matches every weekend at most small towns and villages around England. The sport probably started in the 1500s, when shepherds played a game in which they tried to hit a stone with their shepherd’s staff (a kind of long stick). In fact, the name cricket probably comes from the Anglo-Saxon word for staff, ‘cricc’.

Although the sport of rowing probably started in Egypt, some of the most famous rowing events in the world now take place in England. The Oxford and Cambridge boat race – a rowing competition between Oxford University and Cambridge University – is one of the world’s oldest amateur sport events. The first men’s race took place in 1829 and the women’s race started in 1927. Another very famous English rowing event is the Henley Royal Regatta, a six-day event at the end of June, with more than 400 races. Spectators at this event usually dress in very smart clothes, and shorts, jeans and tracksuits are not allowed.

Rugby is another popular sport in the UK. It started at a public school called Rugby School in 1823. The story is that a student at the school was playing football when he picked up the ball and started to run with it. The new game became popular and in 1845, Rugby School developed the first official rules for the sport. One of the most important rugby competitions is the Six Nations Championship – an annual competition between six European rugby-playing countries: England, Wales, Scotland, Italy, France and Ireland.

2 Short answer questions Read the text about sport in the UK, then answer the questions (1-8) using a maximum of four words. The first one (0) has been done for you.

0 When did England first participate in some sports competitions with other countries?

1 Why did people originally take part in jousting before it was a sport?

2 What special ability did knights want to demonstrate when they were in a jousting match?

3 Who got a bad injury in a jousting match in the 15th century?

4 What is the maximum length of a cricket match?

5 What did players use as a cricket bat in the 1500s?

6 When did women start rowing in the Oxford and Cambridge boat race?

7 Which clothes do people not wear at the Henley Royal Regatta?

8 What sport was the Rugby School student playing when he started running with the ball? in the 1870s

Vocabulary

1 Complete the sentences with the words in the box.

accommodation • apartment block flatmate • neighbours • rent

1 My in the next flat are very noisy.

2 I live on the fifth floor of a(n) .

3 I pay a lot of for my flat.

4 My always leaves her dirty dishes in the sink.

5 I’ve booked the flights, but I haven’t organised any yet.

2 Complete the sentences with the words in the box.

dishwasher • freezer • iron • kettle microwave • washing machine

1 I hate washing up. Why haven’t we got a ?

2 I’ll put the pizzas in the so we can have them next week.

3 Can you put your dirty clothes in the ?

4 Can I warm this up for a minute in the ?

5 This shirt looks terrible. Where’s the ?

6 If you switch the on, I’ll make some tea.

3 Complete the sentences with the words in the box.

blanket • chest of drawers • cushions duvet • sheets • wardrobe

1 Shall I change the on your bed?

2 It’s warm at night, so I don’t need a

3 I love the on your sofa.

4 Your sweater is in the by your bed.

5 If you’re cold, I can give you an extra

6 I hang most of my clothes in my .

4 Complete the sentences with the correct verb.

1 My friends always a mess in my room.

2 We house two years ago.

3 Please a seat. I won’t be long.

4 I’ll just a quick shower before we go.

5 Could you your room? It’s a mess!

6 I always the washing up in our house.

5 Complete the sentences with these words. basketball • running • skiing snowboarding • swimming • yoga

1 In winter, I can go or in the mountains.

2 is great exercise if you live near a good pool.

3 The best players are often very tall.

4 I like – I can just do it on the road and in the park.

5 Doing helps me feel calm and relaxed.

6 Choose the correct option to complete the sentences.

1 You need a bat / racket to play tennis.

2 We take part in tournaments / teams around the country.

3 We play on indoor pitches / courts at my tennis club.

4 There’s a running pitch / track near my house.

5 You need a net / goal to play tennis and volleyball.

6 In baseball, you have to score more goals / runs than the other team.

7 Choose the correct option to complete the sentences.

1 I hurt my shoulder / forehead throwing a ball.

2 I jumped off a wall and broke my ankle / thumb

3 My neck / ankle hurts from working on my computer.

4 I wasn’t wearing any shoes and hurt my toe / chin

5 Tennis players often have problems with their elbow / chin

6 Sports where you jump up and down can be bad for your chin / knees

8 Complete the sentences with these words. ache • emergency • illness • injury medicine • operation • pain • patient recover • symptoms • temperature • treat

1 He has a serious which has a range of unpleasant .

2 The was taken to hospital because she needed a(n) .

3 How can I this dull I have in my lower back these days?

4 In a(n) , for example, if someone is in a lot of , call for an ambulance.

5 If you have a(n) , such as a broken leg, it could take many weeks to .

6 I’ve taken some for this terrible cold, but I still have a high .

Grammar

1 Choose the correct option to complete the sentences.

1 The film is going to start / starts just before 8 p.m.

2 If I have time, I’m visiting / I’m going to visit the pyramids.

3 I can’t come because I go / I’m going to the dentist’s later.

4 I’ve decided what I’m doing / I’m going to do when I grow up.

5 The next train arrives / is going to arrive at 8.45.

6 We have / We’re having a big party next Friday.

2 Complete the sentences with the correct future form of the verb.

1 What time (you / leave) this evening?

2 I think most people (work) from home in the future.

3 A We haven’t got any cocoa for the cake. B It’s OK, I (go) and get some.

4 A I’ve decided to visit Ireland next summer. B Which parts (you / see)?

5 Next year (be) my last at this college.

6 (you / hang) out the washing for me, please?

7 We (call) you as soon as we get to the apartment, I promise.

8 Look at the sky over there! It (rain).

3 Complete the text with the Future continuous or Future perfect form of the verbs.

In exactly a month’s time I (1) (be) at university in Paris for a week. How exciting! By then, I (2) (leave) my family and friends back at home and I (3) (live) in student accommodation. Hopefully, I (4) (make) some new friends and we (5) (spend) time getting to know each other. While I’m in Paris I (6) (learn) French, of course, and after the first year I think I (7) (improve) a lot – if I’ve worked hard, that is!

4 Choose the correct option to complete the Zero and First conditional sentences.

1 If you go running later, I ’ll come / come too.

2 If we ’ll attack / attack from the start, we might score an early goal.

3 If they ’ll train / train hard, they’ll win more games.

4 They don’t / won’t improve unless they practise.

5 You won’t get fit unless you do / ’ll do some exercise.

6 You won’t win the match unless / if you play to the end.

5 Choose the correct option to complete the Second conditional sentences.

1 We will / would be top of the league if we had better players.

2 If I were / will be better at skiing, I’d go more often.

3 Wouldn’t it / Won’t it be better if they had the competition in the summer?

4 If my brother is / was a bit fitter, he’d get into the hockey team.

5 If we got tickets for the final, will / would you come?

6 There wouldn’t be so many courts if tennis isn’t / wasn’t so popular.

6 Complete the conversation with the correct form of the verbs in brackets.

A I want to take up a new sport. What should I do?

B Well, if I (1) (be) you, I’d start swimming. If you (2) (train) properly, you’ll improve quickly.

A Oh no. I’ve always been terrible at swimming.

B Well, if you (3) (have) a good coach, it would be different. If you like, I (4) (ask) my coach for you.

A No, it’s OK. I (5) (not / take up) swimming unless there’s nothing else.

B Well, if you (6) (look) online, you might find something like Zumba classes.

A Would you come too if I (7) (join) a class?

B Yes, sure. I (8) (be) happy to come.

Life skills

Positive habits

Six steps to a positive habit

1

Decide what change you want to make (e.g. exercise, study, diet, family time, friends), and when and how often you are going to do it.

3 Note your progress and link something positive with it.

2 Make your new habit quick and easy to complete. Set a regular time to do it.

4 Things might not always go as you wish. Make a plan to get back on track quickly.

5 When you’ve mastered your small new habit, gradually expand it.

6 Notice and enjoy the benefits of your new behaviour. If you’ve had setbacks, just keep going. You’ve got this!

1 Look at the infographic. Match the steps (1-6) with these headings (a-f).

a Acknowledge success

b Decide on your goal

c Prepare for setbacks

d Make it simple

e Expand it

f Reward yourself

2 SPEAKING Work in pairs. Discuss the questions.

1 Which is the most important step in the process, do you think? Why?

2 What negative thoughts, if any, did you have when you read the advice?

Frame your project

REAL-LIFE TASK 1

Work in pairs. Imagine that two weeks ago a friend decided to limit their screen time to one hour a day. However, within three days they failed. Prepare a plan to help them succeed. Think about:

• what practical steps will help them;

• possible setbacks and how to deal with them;

• how you might be able to support them personally;

• Is there anything in the plan you could apply to your own life?

3 Have you ever successfully managed to create a new habit? If so, how did you do it?

4 Do you think it’s easier to fall into bad habits rather than good habits? Why? / Why not?

5 Read the Mind your mind information. Do the tips make you feel differently about your ability to form positive new habits?

Mind your mind

Challenging negative thoughts

• It’s important to believe in your ability to change.

• Notice any negative thoughts you have, e.g. ‘I’m unlikely to succeed.’

• Turn these thoughts into positive questions, e.g. ‘What have I succeeded at in the past? How could I succeed now? What do I need to help me do this? What benefits would there be if I did succeed?’

• Our brains respond to suggestion and repetition. Write positive statements such as, ‘I’ve succeeded at lots of things in my life,’ or ‘My action plan will bring success’ and put them somewhere you will see them every day.

3 CRITICAL THINKING

Think of something you want to achieve. Answer the four positive questions in Mind your mind. Then discuss your answers with a partner.

Useful language

ORACY SKILLS

• Let’s break it down into smaller steps…

• A good idea is to...

• One thing that might be particularly helpful is…

• Remember / Don’t forget that...

• I’ve decided that I’d really like to…

• The stages I’m going to follow are…

• The first / second / next thing I will do is…

• In two weeks’ time I aim to have…

REAL-LIFE TASK 2

Using the infographic, draw a plan of action for something you want to change in your daily life. Think about:

• the six main steps that you will need to take;

• when you aim to be fully in the new routine. Share your plan with a partner. Report back to them on your progress in two weeks’ time.

Let’s explore!

1 VISIBLE THINKING Look at the photo. Discuss in pairs.

See Describe what you can see in the photo.

Think How does a photo like this make you feel? Think of three words to describe your emotions.

Wonder Think of some advantages and disadvantages of visiting this place as a tourist.

2 Watch the video Lost Treasures. Choose the correct option to complete the sentences.

1 David Mearns and his team have found over 2,800 / 280 individual artefacts.

2 Vasco da Gama was a(n) king / explorer.

3 There is only one / are only two indio coins in the world.

4 The ship’s bell is in good / bad condition.

5 Mearns says that they are learning about Portuguese / world history.

Iguazú Falls, Argentina

1 Work in pairs. Discuss your last holiday.

1 Where did you go?

2 How did you get there?

3 What food did you eat while you were there?

4 How did you travel around while you were there?

2 CITIZENSHIP Work in pairs. Do you think tourism is bad for the environment? Why? / Why not? Make a list of ideas.

Flying in planes and driving in cars causes pollution.

3 Read the article on page 105 about sustainable tourism. This means travelling in a way that doesn’t damage the environment. Does the article mention any of your ideas from exercise 2?

4 Match the words from the article (1-6) with the correct meaning (a-f).

1 affect (v)

2 harmful

3 effect (n) 4 overcrowding 5 independent 6 chains

a doing damage

b not owned by a big company

c make something change

d a group of businesses that all belong to one company

e a change

f bad conditions when there are too many people

5 How does the author use the words in exercise 4 in the article? Are they used with a negative or positive meaning?

Exam tip

Understanding attitudes and opinions

• Sometimes in a reading task, you need to understand the writer’s opinion.

• Read each question and decide if it is asking about a fact or an opinion.

• With opinion questions, look for adjectives and verbs that will give you clues about what the writer thinks. For example, in the article on page 105, the writer says that some popular tourist destinations suffer from overtourism. The verb suffer tells you that the writer thinks this is a bad thing.

Exam task

6 PRELIMINARY Multiple choice with one text Read the Exam tip and the article on page 105 and for each question, choose the correct option.

1 The writer believes that…

A we should think about the environment when we plan our holiday.

B people don’t take enough holidays.

C not everyone enjoys their holidays.

D we don’t care about the environment when we are on holiday.

2 ‘Offsetting’ your flight means…

A taking no flights at all.

B only taking flights when you travel long distances.

C paying for ways to help the environment.

D working on an environmental project when you are on holiday.

3 The writer suggests that…

A travellers should visit popular places like Venice or Bali.

B local people in popular tourist places can get things cheaply.

C it’s a good idea to go to places that aren’t very well-known.

D places like Venice or Bali are less crowded than they used to be.

4 Buying and preparing seasonal food is a good idea because…

A it means that you don’t have to eat in restaurants.

B it means that you don’t have to travel far.

C it usually tastes better than restaurant food.

D it means that your food is local.

5 What would be a good final sentence for this article?

A Looking after the planet is important, but we should also make sure that we have a good time on holiday.

B Travelling is a wonderful way to see the world and meet new people, but let’s make sure that we also look after the planet.

C It is no longer possible to travel sustainably, so we should try not to travel.

D The sad fact is that people who travel don’t really care about the environment.

Frame your ideas

7 CITIZENSHIP Answer the questions.

• Imagine you and your friend are planning a holiday. How can you make it environmentally friendly?

• Do you think that tourism will change in the future? How?

The Hidden Cost of Your Holiday

Most people love going on holiday, don’t they? It’s important to take some time off from school, college or work, but shouldn’t we also think about how our holiday choices can affect the environment? For example, you probably know that flying adds a lot to your carbon footprint. Taking one return flight to the other side of the world produces as much CO2 as the average person generates in one whole year!

So how can we travel in a way that isn’t harmful to the environment? Try to avoid flying – take the train, a ferry or go on holiday closer to home. If you have to fly, then you can ‘offset’ your flight. This means you give some money to an environmental project to balance out the negative effect of your flight.

And what about the effects on the location? Very popular tourist destinations like Venice in Italy, or Bali in Indonesia, suffer from over-tourism. Too many tourists travel there and this causes pollution, overcrowding and increased traffic. Prices are usually higher in popular tourist places, so these places then become very difficult to afford for the local people. But we can choose to visit less popular places. They will probably be cheaper and less crowded.

Eating and drinking sustainably is also important when we are on holiday. If you’re preparing your own meals, try to buy seasonal food at local markets. If you’re going out to eat, choose independent local restaurants rather than large national or international chains. This way, you can make sure that the food you’re eating hasn’t travelled a long distance to get onto your plate. And of course, bring your own water bottle and fill it up every day, rather than buying lots of plastic bottles of water.

Think about animal tourism as well. Riding an elephant or hugging a cheetah might seem like a perfect photo opportunity, but have you checked the organisations that offer these experiences? They are earning money from the animals, but how well are they caring for them? Not every ‘eco-holiday’ is really environmentally friendly. Do your research first.

A family cycling above Innsbruck, Austria

Vocabulary 7

Travel

1 Match the words (1-8) with the definitions (a-h).

a an arrangement to have a seat on a plane / train / bus or a room in a hotel

b permission to enter a particular country

c the official line between two countries

d the action of travelling from one place to another

e bags and suitcases that you take on a journey

f the place where someone is going

g the money that people use in a country

h the money that you pay for a ticket to travel somewhere

2 Complete the table with the words in the box.

boarding pass • check out • coach customs • double room • duty free reception • roundabout • traffic jam

Hotel Airport Road

Holidays

3 Cross out the word or phrase which doesn’t form a collocation with the verb.

1 go on a(n) break / excursion / family room / road trip

2 stay in a room service / resort / youth hostel / budget hotel

3 book a cruise / day trip / package tour / front desk

4 make a booking / receptionist / reservation / trip

4 Complete the information with the words you crossed out in exercise 3.

Green Trees Hotel

Welcome to the Green Trees Hotel.

Our (1) is open 24 hours a day and the (2) will be happy to help with any queries. If you are travelling with children and have booked a (3) , these are all on the ground floor. If you would like (4) rather than eating in our restaurant, please call 1120 to place your order. We hope you enjoy your stay.

5

Listen to two conversations and complete the summaries with words and phrases from exercise 3.

Conversation 1

7 SPEAKING Work in pairs. Look again at the words in exercise 6. Think of one example of each place or landmark in your country. Then compare your ideas with another pair. Frame your ideas 1 destination 2

Jasmine has booked a (1) to Greece. She’s going to stay in a (2) with her sister, Katie. She’s paid for a (3) to a nearby island where they can relax and have lunch on the beach. On one of the days, they are going to go on an (4) to some historical sights.

Conversation 2

Tom’s parents are going on a (5) to Canada. Tom’s mum doesn’t want to stay in a (6) this time. His parents will stay in (7) . At the end of the trip, they’ll stay in a smart (8)

Places of interest and landmarks

6 Match the words (1-6) to the photos (a-f).

Question tags

1 Read the sentences (1-6). Then choose the correct option to complete the rules (a-e).

1 He’s already gone on holiday, hasn’t he?

2 We can’t afford to take a taxi, can we?

3 She went there yesterday, didn’t she?

4 You don’t live in Cairo, do you?

5 They’re Nigerian, aren’t they?

6 We aren’t leaving this afternoon, are we?

Question tags are short questions that we add at the end of a sentence. They show that we expect the other person to agree with our question.

a We use affirmative / negative question tags with affirmative sentences.

b We use affirmative / negative question tags with negative sentences.

c When an affirmative sentence contains a verb in the Present or Past simple, we use a form of be / do in the tag.

d For sentences which use an auxiliary verb with the main verb, we use the auxiliary / main verb in the tag.

e For sentences which use a modal verb, we use the main / modal verb in the tag.

2 Match the sentences (1-6) with the question tags (a-f).

1 He’s never been to Peru,

2 She’s a tour guide,

3 Pavel can speak Turkish,

4 Nadia bought her plane tickets yesterday,

5 Those people aren’t here for the boat trip,

6 You’ve paid for the hotel reservation,

a can’t he?

b isn’t she?

c haven’t you?

d are they?

e has he? f didn’t she?

3 Complete the sentences with a question tag. Then listen and check your answers.

1 The Guggenheim Museum isn’t in Bilbao, ?

2 They found some pottery at the site, ?

3 New technology has helped historians a lot, ?

4 We should try to visit the castle, ?

5 She can’t return to the site next year, ?

6 The Taj Mahal was built in the 17th century, ?

Subject and object questions

4 Read the sentence and the questions (A-B). Then answer the questions (1-6).

Jamal reserved a hotel room.

Who reserved a hotel room? (Jamal) A

What did Jamal reserve? (a hotel room)

1 What is the subject of the sentence?

2 What is the object of the sentence?

3 Which question asks about the subject?

4 Which question asks about the object?

5 Which question uses an auxiliary verb?

6 Which question has a different word order from the sentence?

5 Read the questions (1-6). Are they subject questions (S) or object questions (O)?

1 Which colours make green?

2 Who gave you that bus ticket?

3 What did you wear for the plane journey?

4 Who ate the cake?

5 Who did you give the bus ticket to?

6 What did you give to Marta?

6 Write subject and object questions for these answers.

1 Jan borrowed the new blue suitcase.

2 Irina left her passport at home.

3 The ferry hit the cruise ship.

Pronouns

7 Read the sentences (1-3). Then complete the rules (a-c) with possessive, reflexive and indefinite.

1 Possessive pronoun: Those tickets are ours.

2 Reflexive pronoun: He taught himself Latin.

3 Indefinite pronoun: Everyone went on the tour.

a We use pronouns when the subject and the object of the verb are the same.

b We use pronouns to refer to people or things without saying exactly who or what they are.

c We use pronouns to show who or what something belongs to.

Listening

1 Work in pairs. Read this example exam question and the options (A-C). Match the sentences (1-6) with the options (A-C). There are two sentences for each option.

You will hear a woman telling her friend about a train journey.

How was the woman’s journey?

A There were a lot of people, so she couldn’t sit down.

B It cost a lot of money, but she enjoyed the view.

C It was slower than she expected and difficult to get a ticket.

1 It wasn’t actually quick at all!

2 I couldn’t get a reservation.

3 The ticket was really expensive.

4 The queues at the ticket office were terrible.

5 You can see some beautiful countryside.

6 The train was very crowded.

2 Now listen to the conversation. Tick the sentences from exercise 1 that you hear.

3 Listen again and choose the correct option (A-C) to answer the question in exercise 1.

4 Read the Exam tip. Then look at the Exam task and read the context for each conversation. Think about the kinds of words you might hear.

Exam tip

Matching all parts of the option

• In this type of exam task, you will listen to six short conversations. The task will give you the context for each conversation, followed by a question and three possible answers.

• Read the context and the question carefully for each conversation and think about the kinds of words you might hear. For example, if the context is: Two friends are talking about a football match, then you know that you will probably hear some words about playing sport.

• Then read each of the three answer options.

• Listen carefully to the conversation. All the parts of the correct option must match the meaning of the conversation, so be careful. When you listen the second time, check all the options again.

Exam task

5 PRELIMINARY Multiple choice with six conversations Listen and for each question, choose the correct option.

1 You will hear two friends talking about holiday plans. The woman’s sister wants to stay at home because…

A it’s less expensive.

B she doesn’t like flying.

C she doesn’t want to harm the environment.

2 You will hear two friends talking about a trip to Mexico City. The man’s favourite activity was…

A visiting the street market.

B eating at his friend’s house.

C going to the museum.

3 You will hear a woman telling a friend about her new suitcase. What does the woman say about it?

A It is strong and cheap.

B It is light, but it was expensive.

C It is big and heavy.

4 You will hear two friends talking about a TV programme they saw. How does the man feel about it?

A disappointed that the programme didn’t teach him anything

B delighted because he thinks the environment is very important

C pleased because the programme was amazing

5 You will hear a woman telling her friend about Kylie’s party. The party was at Rick’s house because…

A it is bigger than Kylie’s house.

B it is closer to the station than Kylie’s house.

C it has a better garden than Kylie’s house.

6 You will hear two friends talking about a school trip. What does the boy complain about?

A the other people on the coach

B the traffic on the way there

C the weather during the trip

Trajineras in the canals, Mexico City

Describing places

1 Work in pairs. Which of the things in the box do you like to do when you go on holiday? Which of these things do you not enjoy?

relaxing on the beach doing some sports (which ones? visiting historic buildings • buying souvenirs

hiking • camping • taking photos trying local food • going out at night going on a boat trip • finding out about local wildlife visiting street markets

2 Look at the photo. Discuss the questions with your partner.

1 Which of the activities from exercise 1 can you see?

2 Where do you think the people are? Why?

3 Would you like to visit this place? Why? / Why not?

3 Work in pairs. Read the Exam tip. Then look at the photo in exercise 2 again. Describe as many details in the photo as you can.

Exam tip

Describing details

• When you describe a photo, try to include as many details as possible. Think about how you can answer these questions.

– What people can you see in the photo?

– Where are they?

– What do they look like?

– What are they doing?

– What’s the weather like?

– What time of day is it?

– What can you see in the background?

• Use the Present continuous to describe activities (e.g. The woman’s taking a photo.) and the Present simple to describe states (e.g. She’s in a boat.).

Exam task

4 PRELIMINARY Photo description Work in pairs.

Student A Look at the photograph. It shows people on holiday. Talk about the photograph.Then listen to Student B.

Useful language

Describing people

• The man (on the right / on the left / in the middle) is wearing…

• The woman (in the front / at the back) has got …

Describing weather

• It looks as if it is a (sunny / cloudy / cool / hot) day.

• It’s (raining / snowing / very windy).

Describing places

• I can see…

• In the distance, there are some…

• The buildings all look (old / modern).

Frame your ideas

5 SPEAKING Answer the questions.

• Do you prefer going on holiday to the city or the countryside? How about other members of your family?

• Do you always agree with your family about where to go on holiday?

ORACY SKILLS

Student B Turn to page 187.

The J&K Diaries – Episode 19

1 Watch the vlog and answer the questions.

1 Who had never been camping before last weekend?

2 Name three activities that Josh and Kayla planned for their trip.

3 How long was Josh and Kayla’s hike?

4 What did Kayla forget to bring?

5 What did Kayla think she could see outside the tent?

6 What did she do?

2 A Match the words in the box with the pictures. Which things do we still use today? glass • gold coins • map

2 B Read the article on page 111 quickly. Which of the things from exercise 2A does it mention?

• Read the text first to get a general idea of the meaning.

• Then read the sentences, underline the key words and look for synonyms in the text.

• Check that you haven’t used more than the maximum number of words in your answer.

• Finally, read your completed sentences and make sure that they make sense.

Real English

Exam task

3 INVALSI Short answer questions Read the article about the Silk Road, then answer the questions (1-8) using a maximum of four words. The first one (0) has been done for you.

0 When did people start using the Silk Road? 2nd century BCE

1 How long was the route?

2 Where did traders rest and meet with other traders?

3 Which people particularly loved silk?

4 Name three things that the Chinese invented.

5 What did gunpowder change?

6 Name three things that were produced from paper.

7 Who is Yo-Yo Ma?

8 What does the music of Silkroad represent?

4 Work in groups. Which of these goods from the East do you think had the biggest effect on Western culture? Why? Rate them from 1 (biggest effect) to 4 (smallest effect). paper gunpowder silk spices

Frame your ideas

5 A Work in pairs. What’s your favourite product that comes from a different country? How do you think it reached you?

5 B DIGITAL COMPETENCES Do some research to find out about the history of the product.

Exam tip

The Silk Road

Did you know that the Silk Road was not a road and it was not made of silk? It was, in fact, a large system of trading routes connecting China, India, the Arabian Peninsula, East Africa and Rome. It was in use between the 2nd century BCE and the 18th century CE. The routes originally started in the city of Xi’an, in eastern China (although later they reached Beijing and Shanghai, further east) and stretched for 4,500 kilometres (2,800 miles) through deserts and mountains – through countries that we now know as Afghanistan, Uzbekistan, Iran and Turkey. People generally didn’t travel along the whole route: most carried the goods for a section of it, and then passed them on to another trader to transport along the next section. This created the need for trading posts and markets where traders could rest, exchange goods, talk to other traders and then continue their journey.

So, why was it called the Silk Road? Silk, a beautiful, luxury material, was invented in China, and people in Europe hadn’t seen this material until it arrived from the east. The Romans in particular loved the fabric and it became very popular. Silk became one of the most traded goods along the route and, as a result, a German historian called the trading routes The Silk Road. But silk wasn’t the only item that travelled along these trading routes: products like spices and other foods travelled west, while items such as cotton, horses, gold and silver travelled east.

People across Europe could now buy a wider range of goods, and this changed how people lived. For example, people discovered different flavours and tastes due to using new and different spices in their cooking. As well as silk, many historians believe that the Chinese also invented paper and gunpowder

Both of these items were bought and sold along the route and they have had a lasting effect on the way we live, even today. Gunpowder changed our military history. The arrival of paper led to the production of things like leaflets, books and newspapers and this changed the way we communicated information.

But it wasn’t only material goods that were exchanged along the Silk Road. The traders spent their lives travelling across continents. They would have made friends with people in other countries and discussed things like culture, language and politics. Some of the trading posts became busy centres of learning where literature, art, sciences and technologies were also shared between different cultures.

Today, only part of the physical Silk Road still exists. However, its history shows how different countries and cultures can work together. This inspired the world-famous cellist Yo-Yo Ma to bring together Silkroad, a group of musicians from all the different countries along the ancient Silk Road. Just like the trading along the ancient routes, the music of Silkroad represents the idea of collaboration and sharing between different cultures.

Word focus

The ruins of Palmyra, which was once on the Silk Road and an important trading point in the middle of the Syrian desert

Vocabulary 7

Holiday accommodation

1 Write the words in the box under the correct photo. cabin • campsite • cottage • holiday home hotel • hostel

4 They’re going to sleep in a tent in Prague and Budapest.

5 Marie doesn’t want to walk very far.

6 They won’t spend a lot of money on travelling around the cities.

Adjectives for travel

5 Choose the correct options to complete the definitions.

1 relaxing / exciting: helping you rest and not feel worried

2 stressful / comfortable: making you feel relaxed

3 calm / noisy: not feeling anxious

4 exciting / stressful: making you feel worried and nervous

5 crowded / relaxing: with a lot of people or things

6 calm / lively: full of energy

6 SPEAKING Work in pairs. Discuss the questions.

1 What kinds of situations are stressful for you?

2 Do you prefer going to crowded or quiet restaurants?

3 What would you like to do on a relaxing holiday?

4 You want to book some holiday accommodation. Which of these advantages are the most important? Which are the least important? The accommodation is…

• cheap.

• big.

• comfortable.

• eco-friendly.

• in a great location.

Frame your ideas

3 Cross out the word that doesn’t go with each preposition.

1 on board / car / foot / holiday / time

2 by sea / rail / land / journey / air

3 at the boat / the station / the airport / the bus stop / the petrol station

4 in a taxi / a helicopter / a hotel / a bike / a car

4 Listen to the conversation about a trip around Europe. Are the sentences T (true) or F (false)?

1 Stella doesn’t want to travel by air.

2 They aren’t going to stay in a holiday home.

3 They’ve already booked their accommodation for Vienna and Warsaw.

7 A CRITICAL THINKING Work in pairs. Complete the statement below with your own ideas. Then read out your statement to the class and give reasons for your answer.

The best kind of holiday accommodation is … because…

7 B DEBATE Listen to each other and ask questions. Finally, have a class vote to find the most popular kind of holiday accommodation.

• Have you ever stayed on a campsite? If not, would you like to? Why? / Why not?

• Can you think of any disadvantages to staying in a very comfortable hotel?

Past perfect simple

1 Read the sentences (1-2) and underline the verbs. Then answer the questions (a-b).

1 We had forgotten our passports, so we went home to get them.

2 He had travelled all over the world by his 30th birthday.

a In sentence 1, what happened first?

b In sentence 2, what happened before his 30th birthday?

2 Is this sentence true (T) or false (F)?

We use the Past perfect simple for an action or situation that finished before another action, situation or time in the past.

Past perfect continuous

3 Read the sentences and underline the verbs.

1 They had been walking in the mountains for hours, so they were exhausted.

2 We had been driving for a few hours before we realised that we were lost.

4 Match the uses of the Past perfect continuous (a-b) with sentences (1-2) in exercise 3.

We use the Past perfect continuous for actions:

a that started in the past and were still in progress when another action occurred in the past.

b that continued over a period of time in the past and had an effect on a later action in the past. It often shows how long something continued.

5 Complete the sentences with the Past perfect simple form of the verbs.

1 The skier (return) to the hotel before the storm started.

2 Shelley (never / play) golf before in her life, but she realised she was very good at it.

3 (they / already / call) a taxi by the time you arrived?

4 Before our trip in 2022, we (never / be) to South America.

5 I (work) as a tour guide before I got this job.

6 Dean (fly) in a helicopter once before and he didn’t feel at all anxious.

6 Complete the sentences with the Past perfect continuous form of the verbs.

1 My grandfather (live) in his old house for ages before he moved in with us.

2 He (teach) English for five years before he decided to leave his job and go travelling.

3 (she / wait) for long before the bus arrived?

4 They (not / walk) for long when they realised they were lost.

5 How long (you / dig) before you found the buried treasure?

6 We (play) in the rain since midday, so we were very wet.

7 Choose the correct option to complete the sentences.

1 We had walked / had been walking for about two hours before we reached the hostel.

2 I had heard / had been hearing that the castle was really interesting, so I decided to visit it.

3 They had waited / had been waiting for Tom for forty minutes before they realised they were at the wrong station.

4 As soon as I saw his face, I knew he had found / had been finding something interesting.

5 They had been reading / had read about the amazing campsite but they couldn’t find it.

6 He had thought / had been thinking about his next holiday when the phone rang.

8 Complete the sentences with the Past perfect simple or the Past perfect continuous form of the verbs.

1 The climbers (finally / reach) the top of the mountain after hours of walking.

2 The students (prepare) for their journey for months.

3 We (plan) our holiday to Vietnam since last July.

4 She (buy) her plane ticket before she booked the hotel rooms.

5 The explorer (not / imagine) that it would be so difficult to cross the river.

6 We (study) Portuguese for six months before we moved to Brazil.

7 The children (look) forward to their holiday, so they were disappointed when it was cancelled.

8 As the taxi drove away, I remembered that I (leave) my handbag in my room.

Ask an AI tool to generate an image that can be described in the Past perfect. Then describe the image using the Past perfect and compare your sentences with those of your partner.

Writing lab 7

Writing a travel report

Useful language

Idiomatic expressions

Negative

• be a complete let down

• be in for a shock

• be overpriced

Positive

• be well worth a visit / the money

• something for everyone

• not to be missed

1 Find expressions in the Useful language to match these definitions.

1 it’s a lot worse than you thought it would be

2 there are things about it that most people will like

3 you think it’s so good that other people should go there

4 the ticket price is extremely good value for the experience you have

5 the ticket price is not good value for the experience you have

6 an experience is different to what you imagine, in a bad way

Learning focus

Using descriptive adjectives

• When you write a semi-formal travel report, you can make it more interesting by using extreme adjectives, e.g.

The restaurant was dirty  The restaurant was filthy.

I was happy to reach the top.  I was thrilled to reach the top.

• Compound adjectives (a single adjective made up of more than one word) can help you describe something without using a lot of words. a second-class ticket; a non-stop flight

2 Read the Learning focus box. Then choose the correct option to complete the sentences.

1 We took a non-stop / picturesque flight from Rome to Tokyo.

2 It is a(n) idyllic / world-famous island that very few people know about.

3 We stayed in a picturesque / once-in-a-lifetime village in the mountains.

4 The view was non-stop / breathtaking

5 There were long queues to see the idyllic / world-famous monument.

6 It was a breathtaking / once-in-a-lifetime opportunity to see the exhibition.

3 Complete the travel report with the adjectives from exercise 2. There is one extra adjective you don’t need to use.

The city that never sleeps

Last year, my family and I went on a (1)  trip to New York. We stayed in a budget hotel a little way from the (2)  Times Square. We visited many of the tourist places and enjoyed some tasty street food, including a delicious New York deli sandwich.

We cycled through Central Park, which is (3)  but quite busy and walked over Brooklyn Bridge. They say New York never sleeps. It’s true! There really is (4) activity there. One thing that is not to be missed is going to the top of the Empire State building. We could see the whole of the city below us. It was (5) It was an amazing trip to New York!

4 Read the Exam tip. Then read the travel report in exercise 3 again and write the adjectives the writer used to describe the hotel, the food, and their time in New York.

Exam tip

Using interesting language

• A travel report for a magazine or website usually uses semi-formal language.

• Try to capture the reader’s attention with an interesting or unusual title.

• Use idiomatic language and descriptive adjectives in your report.

Exam task

5 PRELIMINARY Writing a travel report You read this announcement on a travel website. Articles wanted

Have you had a terrible travel experience? We’d love to hear about your trip! Write an article, telling us where you went, what you saw and why it wasn’t what you expected. The best articles will be published on our blog next month.

Write your article.

6 Complete the Reflection checklist. Then discuss your answers with your partner.

Reflection checklist

Tick (4) the sentences that you think are true. I wrote an interesting title. I used descriptive adjectives. I used idiomatic expressions. I used semi-formal language.

Time for me

8

Skateboarders

1 VISIBLE THINKING Look at the photo. Discuss in pairs.

See What can you see in the photo?

Think What emotions do you think these people are feeling?

Wonder Would you like to try this kind of activity? Why? / Why not?

2 Watch the video, The Tables. Are the sentences true (T) or false (F)?

1 Bryant Park is not a friendly place to go.

2 There are people here from different jobs and places.

3 Some of the people here have had difficult times.

4 Tyrone sometimes plays ping pong with a piece of wood.

5 Wally Green doesn’t play the game very well.

at the skatepark in Whitefish, Montana

Frame A

1 Work in pairs. Which of these activities do you enjoy the most? Number the activities in order from 1 (the activity you enjoy the most) to 10 (the activity you enjoy the least).

listening to music going shopping playing computer games using social media going to the cinema making videos eating out reading playing music doing sports

2 SPEAKING Work in pairs. Talk about the activities you do regularly. Use the adjectives in the box.

competitive • dangerous • difficult • exciting expensive • interesting • relaxing • unusual

3 VISIBLE THINKING Look at the photo.

See What is this person doing?

Think Do you think this is a dangerous activity?

Wonder Would you like to do this activity?

4 Find these words in the article on page 117 and match them to the definitions.

1 tunnel 2 hidden 3 damp 4 muddy 5 trapped

a slightly wet

b not able to escape

c in a place where it can’t be seen or found

d an underground passage or path

e covered in wet earth

Exam tip

Identifying the key points

• For some exam tasks, you have to choose the correct phrase to fill the gaps in a text.

• Read the text first for a general understanding of the topic.

• Read the text again, this time thinking about the main point of each section or paragraph.

• Then read the missing phrases and underline any key or important words.

• Look at the words before and after each gap very carefully. Think about the kind of word (e.g. adjective, noun, verb, preposition, etc.) that might be at the beginning of the missing phrase.

• Once you have matched the phrases to the gaps, read the completed text again, checking that it makes sense.

5 Read the Exam tip. Then read the article on page 117 and match the topics (a-e) to the paragraphs (1-5).

a important equipment

b protecting the caves

c the pros and cons of caving

d what you can find in caves

e possible dangers

Exam task

6 INVALSI Multiple matching Read the article again. Parts of the text have been removed. Choose the correct option (A-J) for each gap (1-7). There are two extra parts that you should not use. The first one (0) has been done for you.

A the temperature suddenly drops

B never leave the caves

C after a heavy rainfall

D and it can be very dangerous

E make any new paths

F animals and plants that live in caves

G when rocks fall suddenly

H you can use your hands

I when rainwater falls onto stone

J with a team of people

Frame

your ideas

7 SPEAKING Answer the questions.

• Would you like to try caving? Why? / Why not?

• Sometimes cavers get trapped in caves and then other people have to help them. Do you think it’s selfish for people to do dangerous activities?

Deep into DARKNESS

1

How would you feel about spending hours in a small dark space under the ground? For some people, it would be their worst nightmare. Caving is usually very cold, it’s tiring, (0) . But cavers love the excitement of crawling through narrow tunnels and exploring new, wild places that are hidden from general view. They might be there to take photographs, to do scientific research, to help with the environment, to enjoy the physical challenge, or simply to be part of a community of cavers.

2

Caves aren’t just dark places – they contain many interesting features. There are streams, lakes and waterfalls inside caves; there are beautiful rock formations and there are speleothems – structures which form (1) . Some caves are dry and sandy; others are damp and muddy, and some caves are completely underwater. There are also unusual animals that live in caves, including bats, foxes, bears, fish, insects and spiders. Some of these animals, called troglobites, spend their whole lives underground and (2)

3

Caving can be a dangerous activity. You must always wear a helmet, and you should have a light on your helmet so that (3) . It’s a good idea to wear thick gloves to protect your hands, and take some food and drinking water, even if you’re only planning to spend a few hours caving. You should also bring a large plastic bag. If you get trapped in a cave, or if (4) , you can make a hole for your head and wear the bag for extra protection to keep you warm and dry.

4

There is always a risk of falling onto the hard rock or getting trapped in a very narrow space. Caves can flood suddenly, and it can be easy to lose your sense of direction and get lost underground. Hypothermia (when your body gets too cold and can’t warm up) is also a possible problem. The best advice is to go caving (5) , including a caving expert, and never explore a cave on your own. Before you start a cave trip, share your plans with a friend and let them know where you will be and when you expect to return.

5

Most caves are thousands, even millions of years old. It’s important to look after them. The (6) are also part of a fragile ecosystem. This means that you should never leave any rubbish in the cave and you shouldn’t throw anything into the water. Don’t light any fires or (7) through the caves. Remember, ‘take only photographs, leave only footprints’.

Vocabulary 8

Free-time activities

1 Complete the definitions with the correct activity in the box.

backpacking • cooking • crosswords • drama fishing • graphic design • sailing • sculpture using social media • squash • table tennis • yoga

1 an indoor sports game in which players hit a ball against a wall

2 preparing food

3 travelling around carrying a bag on your back

4 acting

5 creating and sharing information on websites

6 making 2D or 3D art

7 putting text and images together for advertisements, magazines or books

8 moving through the water in a boat with sails

9 an indoor sports game in which players hit a small ball over a net

10 a puzzle where you fit words into a grid

11 a system of exercises and breathing

12 a sport in which you try to catch fish in the water

2 Complete the sentences with the activities (1-12) from exercise 1.

1 My brother always prepares lunch on Sundays because he loves .

2 Do you want to go to the new exhibition of at the City Gallery tomorrow?

3 I’ve just joined the club – we’re putting on a play at the local theatre.

4 If you like , perhaps you can help me make a leaflet for the caving club?

5 Before Sandy starts college next year, she wants to go around Vietnam.

6 I like playing , but you have to hit the ball very hard and I get tired quickly.

7 My father does the in his favourite newspaper every morning.

8 I don’t really like – I prefer to spend time with real friends face to face.

9 We went and caught two salmon!

10 I usually start the morning with a few exercises and then a meditation.

11 Let’s play a game of at the community centre – I can lend you a bat.

12 My aunt loves and shares a boat with a couple of her friends.

Verbs of opinion

3 Work in pairs. Give your opinion of the activities in exercise 1 using the words in the box. Say why you like / don’t like each activity or why you would / wouldn’t like to try it.

adore • love • really like / like a lot • quite like like … a bit • don’t like • really don’t like hate • can’t stand • would like / love / hate

4 Work in pairs. Match one activity from exercise 1 with each photo (a-f). Then think of at least one more activity for each photo.

smartphone:

trainers:

5 Cross out the incorrect verb for each activity.

1 record / listen to / go to a podcast

2 make / read / watch video clips

3 play / design / perform computer games

4 do / write / play music

5 watch / make / photograph wildlife

6 do / watch / listen to ballet

7 make / write / perform poetry

8 play / go to / watch sports

Frame your ideas

6 SPEAKING Answer the questions.

• Are there any free-time activities you do with your family? If so, which ones?

• Do you know anyone who does an unusual free-time activity?

Modals and semi-modals (1)

1 Read the sentences in groups 1-3. Look at the verbs in bold. Match the groups with the headings (a-c).

Group 1

Thalia could be in the café.

I may travel abroad next year. We might go shopping tomorrow.

You must be tired. You’ve been working all day. You can’t be hungry. You’ve just had lunch.

Group 2

My grandad can speak seven languages. Karen could run very fast when she was at school. Frances was able to go skiing at the weekend.

Group 3

You should eat more fruit and vegetables. We shouldn’t spend so much money on magazines.

You ought to call your grandmother.

a ability

b advice and suggestions c possibility and certainty

2 Read the first sentence in each pair. Then choose the correct option (a-c) to complete the second sentence.

1 It’s a good idea for you to bring your notebook to the lesson.

You bring your notebook to the lesson.

a could b might c should

2 I’m certain he’s in the park because his football boots aren’t here.

His football boots aren’t here, so he be in the park.

a must b can’t c might

3 You are able to join the photography club.

You join the photography club.

a must b can c mustn’t

4 You ought not to go swimming today. You go swimming today.

a mustn’t b aren’t able to c shouldn’t

5 She was able to play the piano very well when she was younger.

When she was younger, she play the piano very well.

a wasn’t able b can c could

6 It’s possible that he will have an art exhibition next spring.

He have an art exhibition next spring.

a should b must c may

7 I think it’s a good idea for you to go outside more.

You go outside more.

a might b must c ought to

8 They weren’t able to open the window. They open the window.

a couldn’t b can’t c did not

3 Read the information (1-4). Then complete the sentences (a-b) with the correct modal verb in the box.

1 Jodie’s brother is short with dark hair. Jodie’s cousin is tall with red hair. That boy is tall with red hair. might • can’t

a He be Jodie’s brother.

b He be Jodie’s cousin.

2 I’ve been waiting outside in the rain for half an hour.

must • can’t

a You be very happy.

b You be very wet.

3 Toby wasn’t able to ride a bike when he was three, but he is able to now. can • couldn’t

a Toby ride a bike when he was three.

b Toby ride a bike now.

4 It’s a good idea to join the cycling club, but it isn’t a good idea to buy that expensive bike. should • shouldn’t

a You join the cycling club.

b You buy that expensive bike.

Frame

your ideas

4 SEL Responsible decision-making Work in pairs. Decide what advice you would give your friend in these situations (1-4).

Your friend wants to…

1 get fit.

2 learn water-skiing.

3 learn to play a musical instrument.

4 start a recycling campaign at school.

Listening

1 Look at the pictures. Write a word or phrase to describe how the pictures in each set are connected.

Exam task

PRELIMINARY Multiple choice with picture options Listen and for each question, choose the correct option.

What time does the girl’s music lesson start?

2 A SPEAKING Work in pairs. The pictures in exercise 1 are answer options for two questions from a listening task. Each question is about a different conversation. Discuss these questions.

1 What will each conversation be about?

2 What words might you hear in the conversation?

2 B Now listen to the conversations and check your ideas.

3 Listen again. Choose the correct option (A-C) from exercise 1 to answer the questions. Then write full answers.

1 How is the girl going to travel to Scotland?

2 What has the woman planned to do first?

4 Read the Exam tip. Then read the Exam task. What words do you think you might hear for each set of pictures?

Predicting what you will hear

• Before you listen, it’s important to read the questions and look at the pictures carefully.

• When you look at the pictures, try to imagine what the listening could be about.

• Think about the differences between the pictures and the different words you might hear for each picture. This will help you choose the correct option when you hear the conversation. Exam tip

Talking about free-time activities

1 SPEAKING Look at the photo. Complete the sentences with your own ideas. Then compare your sentences with a partner.

1 I think the girl is probably outside because…

2 Perhaps she’s taking part in…

3 She might be feeling… because…

4 She could be a(n)…

5 I would(n’t) enjoy doing this activity because…

2 Read and listen to the sentences about painting. Is each sentence positive (P) or negative (N)?

1 It can be a very messy activity and you have to spend a lot of time clearing up afterwards.

2 It makes me feel very calm and relaxed because I can concentrate on what I’m painting and forget about other things.

3 I know that I’m not very good at it, but I still enjoy doing it.

4 I’m not really that interested in art – I prefer more physical activities.

5 I think it helps you see things in a different way.

6 I find it quite stressful because I’m never happy with what I paint.

3 SPEAKING Work in pairs. Discuss the sentences in exercise 2. Which sentences do you agree with? Write two more sentences about painting.

4 VISIBLE THINKING Read the exam question.

Some people like to do creative activities in their free time. Others prefer to play sports. Which kinds of free time activities do you prefer?

Think Think of two reasons for doing creative activities and two reasons for doing sports.

Pair Compare your ideas in pairs.

Share Share your ideas with another pair of students. Do you have the same ideas?

Exam tip

Giving extra information

When you are talking about your free time activities, try to give extra information. Think about the details you can add. These might be details about place, time, feelings or other people.

For example, in answer to the question: Tell me about when you tried a new activity you could include information about:

• what the activity was;

• where you were;

• when this happened;

• who you did the activity with;

• how you felt about it;

• whether you still do this activity now.

Exam task

5 PRELIMINARY General conversation Work in pairs. Discuss the questions. Use the Useful language to help you.

Tell me about an activity that you do regularly. Why do you enjoy it?

Some people enjoying spending their free time outside. Others prefer indoor activities. Which do you prefer?

What activities can people do together in groups or families?

Some people believe that it’s good to be bored sometimes because it helps you be creative. To what extent do you agree?

Useful language

Talking about free-time activities

Time

• The last time I played a board game was about two weeks ago / last weekend / when I was visiting my aunt.

• I think it was sometime last year.

• I go to a skateboarding club every Saturday morning.

Place

• It’s at school / in the park / at the sports centre.

• We usually play outside / inside.

Feelings

• I really enjoy it because…

• I didn’t have a very good time because…

• It really helps when I’m feeling stressed / tired / anxious.

ORACY SKILLS

The J&K Diaries – Episode 20

1 Watch the vlog. Choose the correct option to complete the sentences.

1 Josh and Kayla want to try something new every day / month

2 Josh enjoyed / didn’t enjoy the yoga class.

3 Kayla thought the people at the board games club were friendly / unfriendly

4 Kayla / Josh has thought of a challenge for today.

5 Kayla / Josh is very good at baking cakes.

6 Kayla is going to bake / eat the apple cake.

Real English

set yourself a challenge assegnarti una sfida to be honest a essere onesti that’s a shame che peccato, è un peccato go on then va’ avanti allora

2 SPEAKING Work in pairs. Talk about a museum that you have visited with your family or your school. Answer the questions.

• Did you enjoy the visit? Why? / Why not?

• What was the most interesting thing you saw there?

• Do you think that visiting a museum online is the same as visiting it in person? Why? / Why not?

Exam tip

Preparing for matching tasks

• Read the matching questions and underline the important words in each question. These will give you clues as to what to look for in the text.

• Read the text quickly to get a general understanding.

• Then scan the text again to find the section which matches the important words you underlined.

• Repeat the process for each question until you’ve matched them all.

Eight Amazing Museums Around the World

AIf you’re interested in space travel or aviation, pay a visit to the Smithsonian National Air and Space Museum in Washington D.C. Here you can see the spacesuit worn by the first person to walk on the moon; you can climb inside the cockpit of a Boeing 747 and you can even walk on other planets.

BThere are more than 80 galleries at the Zeitz Museum of Contemporary Art Africa , in Cape Town. The building was once a 57-metre grain silo but in 2017, it opened as an amazing museum of art, with pieces by artists from across the continent of Africa. If you have time, go up to the roof, where there is a beautiful sculpture garden.

Exam task

3 INVALSI Multiple matching Read the texts about museums around the world, then choose the correct texts (A-H) to answer the questions (1-6). Use each text once only. There is one extra text that you should not use. The first one (0) has been done for you.

Which museum…

0 used to be the workplace of a scientist?

1 has information about different types of flight?

2 gives visitors experiences of different ways to travel?

3 has live animals and fish?

4 isn’t in a major city?

5 can show you what a natural disaster feels like?

6 was once used to store food?

At the London Transport Museum , there are steam trains, trams, buses and bicycles. You can explore old train tunnels and practise driving an electric bus. You can plan the transport for a city of the future and test your train operating skills. There are also London Transport posters from the last 200 years, lots of fascinating photos and plenty of great souvenirs on sale in the museum shop.

The National Museum of Emerging Science and Innovation in Tokyo is the perfect place if you really want to get a hands-on experience. At this interactive museum, you can learn about Japanese technology, with exhibits on robots, climate change and computer science. Visit the ‘Create your future’ zone to find out about how we might live in the future.

Word focus

cockpit (n): cabina di pilotaggio grain silo (n): silo per frumento plenty of (prn): tantissimo/a, un sacco di hands-on (adj): concreto/a, partecipativo/a

Frame your ideas

4 SEL Self-awareness Work in pairs. Look at the article again. Which museum would you most like to visit? Why? Which museum would you least like to visit? Why?

5 LIFE SKILLS Work in groups. Imagine that you are setting up your own museum.

• Decide on the theme of your museum, for example, culture, art, science, history, etc.

• Discuss how you will choose the exhibits to show in your museum.

• Think about how you will encourage people to visit your museum and what they will learn from it.

• Make a presentation to the class about your museum.

It looks like an ordinary old building from the outside, but the Speculum Alchemiae in Prague, is actually a real alchemist’s laboratory from the 16th century. Alchemists were scientists in the past who tried to turn metal into gold and the alchemist at this house worked for Emperor Rudolf II. Today, you can visit the laboratory and also explore the secret tunnels that lead from the house to the Emperor’s palace.

FThe California Academy of Sciences

San Francisco is probably the only museum in the world that is also an aquarium and a rainforest. More than 1,600 animals live in the rainforest dome here, including 250 birds and butterflies. It’s got a living roof of wildflowers and a famous albino alligator that’s more than thirty years old.

You can find out about the people, culture, history, animals and plants of New Zealand at Te Papa , in Wellington. Te Papa means ‘treasure box’ in Māori, and it is the biggest museum in New Zealand. It has more than 800,000 exhibits, including paintings, sculptures, clothes, jewellery and plants. You can even experience an earthquake here in a special earthquake simulator.

The Louisiana Museum of Modern Art in Denmark is in a beautiful glass building, just 40 km from Copenhagen. With gardens around the museum and views of a big lake, this is a calm, peaceful place to enjoy sculptures, paintings and other works by modern artists. You can sit outside in the sculpture garden and look across the water to Sweden.

Vocabulary 8

Phrasal verbs

1 Match the phrasal verbs (1-8) with the meanings (a-h).

1 come round

2 get along with

3 get together

4 give up

a be friendly with b stop doing something

c begin a new activity

d go to someone’s house

5 hang out 6 join in

7 set up

8 take up

e start a new organisation or business

f spend time with friends

g become part of a group activity

h meet in order to spend time together

2 Complete the sentences with the correct form of the phrasal verbs from exercise 1. Use each verb once only.

1 Sonia has a rock climbing club and is looking for new members.

2 Let’s at your house this afternoon and watch a film.

3 I’ve jogging and I run round the park every weekend.

4 Do you want to to my house for dinner tomorrow night?

5 I my sister really well – we spend a lot of time together.

6 Marek has decided to learning the saxophone – the lessons are too expensive.

7 We’re playing a board game – do you want to ?

8 We’re going to tomorrow afternoon to talk about the chess club.

Adjectives

3 Write the adjectives in the box next to the words (1-6) that have the same or a similar meaning.

frightening

1 difficult

strange 3 pleasant 4 scary

5 amazing

6 terrible

4 Choose the correct option to complete the sentences.

1 We spent a very enjoyable / awful evening with our friends. I had a great time.

2 I don’t understand the rules of this game –they’re too crazy / difficult!

3 I don’t want to watch this horror film – it’s really scary / challenging.

4 The new climbing club is brilliant – it’s really frightening / awesome.

5 Our teacher was in a strange / terrible car accident yesterday, but luckily he’s OK.

6 I can’t believe you gave away all your money. That was crazy / pleasant!

5 Ask and answer the questions with a partner.

1 What’s your favourite board game? Who do you like playing it with?

2 Have you ever set up a club or an organisation? Would you like to?

3 Would you like to take up a new hobby? If so, which one?

4 What’s the most challenging thing you’ve ever done?

History

6 Choose the correct option to complete the sentences.

1 Exhibits / Archaeologists investigate areas of historic interest to find clues about the past.

2 The ice in Siberia preserved / destroyed the animal that is on display in the museum.

3 They found some origins / evidence which proved that the Romans once lived there.

4 Ancient stone tools have recently been discovered / invaded at a site in India.

5 The Ancient Egyptians are famous for building castles / pyramids

6 We visited the battles / ruins of the ancient temples at Angkor Wat in Cambodia.

7 Complete the article with the words you didn’t choose in exercise 6.

Visiting the past

There are lots of (1) throughout the English countryside. Many of them have their (2) in the Middle Ages. William the Conqueror ordered them to be built after he (3) England. He built them to protect his army before (4) . Originally, they were made from wood but many were completely (5) in fires. Over time, the wood was replaced by stone. Today, you can visit them and look at (6) from mediaeval times.

Modals and semi-modals (2)

1 Read the sentences in groups 1-3. Look at the verbs in bold. Match the groups with the headings (a-c).

Group 1

Can I go to the party, please? You can borrow my new game if you like. Could you get me a glass of water, please? May we have another ice cream, please? You may leave when you finish the test.

Group 2

I must make some snacks for the party. You have to be here by seven o’clock. You mustn’t park your car here.

Group 3

You needn’t buy any milk. We’ve got some. We don’t have to go if you don’t want to.

a lack of obligation or necessity b necessity, obligation and prohibition c permission and requests

2 Choose the correct option (a-c) to complete the sentences.

1 You do your maths homework tonight. Mr King wants you to hand it in tomorrow.

a have to b don’t have to c mustn’t

2 We buy any materials for the cooking class. It’s all provided by the school.

a could b must c don’t have to

3 Dad told me I stay up late playing computer games.

a have to b mustn’t c must

4 Excuse me? you help me with this suitcase?

a Must b Can’t c Could

5 Members use the school theatre without asking Mrs Devon.

a mustn’t b needn’t c have to

6 It’s OK. You come early; I’ll have lots of helpers, so come a bit later.

a needn’t b have to c mustn’t

7 She’s hurt her ankle, but luckily, she go to hospital.

a doesn’t have to b might c mustn’t

8 You bring your passport here tomorrow so we can check it.

a don’t have to b must c needn’t

Exam tip

Expanding your vocabulary

• Read the text all the way through first to get a general understanding of it.

• Then re-read the sentences with gaps and try to think of the best word to fill the gap.

• This task often tests your knowledge of phrasal verbs (e.g. hang out with, set up) and prepositional phrases (e.g. due to, because of ).

• Keep a list of the phrasal verbs and prepositional phrases you know, and add new items when you see them. Try to learn a few of these every week.

• When you have filled all the gaps, read the whole text through and check that it makes sense.

Exam task

3 PRELIMINARY Open cloze Read the Exam tip. For each question, write the correct answer. Write one word for each gap.

Hi Dora

Thanks for your email. I really hope that your concert goes well!

I’ve just taken (1) a new hobby –dancing! I’ve joined a dance group and we meet (2) Saturday mornings. I really love it, although I’m not very good at it yet! The other people are so friendly, and we all get along (3) each other really well.

We’re doing our first show next month, on 17th January, so I have to practise (4) at least half an hour every day at home. It is hard work, but I’m really enjoying it. Do you want (5) come to the show? You don’t (6) to buy a ticket; it’s free entry, but make sure you come early, as the best seats will go quickly!

Hope to see you there!

Katie

4 SPEAKING Work in pairs. You are organising a nature activity day in the forest for younger children Use have to, don’t have to, must and mustn’t to discuss the rules for the day. You can use the ideas in the box or your own ideas.

lunch • clothes • money • start time end time • noise • climb trees

Children don’t have to bring their own lunch – we will have enough food for everyone.

Writing lab

Describing activities and events 3 Read the article in exercise 2 again and find these things.

Useful language

Describing likes and dislikes

• I love/enjoy… , but I don’t really like…

• The thing I like most about… is…

• I like the fact that…

Describing habits and regular activities

• I usually (go swimming) after school.

• My friends and I often (play squash together).

• We meet up at least (once or twice a month).

Describing specific events

• The first time I ever… was (in 2025).

• I haven’t… for a long time.

• It was (a wonderful day / an awesome game).

1 Work in pairs. Take turns to make sentences about the topics in the box. Use the Useful language to help you.

a sport I enjoy • an activity I do at the weekend a time when I tried a new activity

Learning focus

Linking words and phrases (1)

Linking words and phrases can make your writing flow better.

• Use also, and, too and as well (as) to join ideas that are similar or to add information.

• Use as, since and because to say why something happens.

• Use like, such as, for instance and for example to give examples. You can use for example and for instance at the beginning of a sentence.

2 Look at the article about a favourite sport. Circle the linking words and phrases the student has used.

1 My favourite sport is sailing. It’s a really challenging sport as you have to think about the wind and how the water moves. I love visiting different places when I go sailing. For example, I enjoy exploring the beautiful islands near my grandparents’ house.

2 Unfortunately, I don’t go sailing very often because I don’t live by the sea. However, every summer I visit my grandparents, who live near the beach, and then I go sailing every day as well as windsurfing and swimming.

3 The last time I went sailing was about three months ago when I visited my grandparents. They are both very good at sailing and they understand the sea there as well, since they have always lived in the same place.

Paragraph 1

1 a linking word that means `because’

Paragraph 2

2 a linking word that shows the writer is sad about something

3 a linking word at the beginning of a sentence that gives different information from something in the previous sentence

Paragraph 3

4 a linking word that means `because’

Exam tip

Adding details

• When you are writing an article, organise your ideas into separate paragraphs.

• The first sentence in each paragraph should introduce the main idea. Then add more details.

• Remember to use a wide range of vocabulary and try not to repeat the same words in your answer.

Exam task

4 PRELIMINARY Writing an article Read the Exam tip. Then complete the task. Use the Useful language to help you. You see this advert in an English-language magazine.

Articles wanted Free-time activities

What is your favourite free-time activity and why? How often do you do it? Where can you do this activity in your area?

Write an article answering these questions and we will put it in our magazine.

Write your article in about 100 words.

5 Complete the Reflection checklist. Then discuss your answers with your partner.

Reflection checklist

Tick (4) the sentences that you think are true. I wrote about all the points in the exam task. I gave extra details to make my article more interesting. I used a range of linking words correctly. I used a range of vocabulary and tried not to repeat the same words.

Reading

1 A SPEAKING Work in pairs. Discuss the questions.

• Have you ever taken up a new hobby because of something you saw on social media? If so, what was the hobby and why did you choose it?

• Do you think that social media has a positive or a negative effect on your free time? Why?

1 B Read the article quickly. Does it include any of your ideas from exercise 1A?

2 True/False/Justification Read an article about teens in the UK. Decide whether the statements (1-6) are true (T) or false (F), then write the first four words of the sentence which supports your decision in the space provided. The first one (0) has been done for you.

0 Young people from the UK don’t spend a lot of time on their phones. F But although teens in 1 It is easy to find information online about how to learn new skills.

2 Train spotting has been a popular hobby in the UK for many years.

3 Musicians didn’t use to have to spend any money if they wanted to find an audience.

4 Helping the environment is important for many British teens.

5 Young people don’t think that nature and the outside world are important.

6 Some hobbies that have always been popular in the past are still popular today.

Listening

3 Multiple maching Listen to a woman talking about her hobbies. Match the interviewer’s questions (A-I) with the answers (1-7) There is an extra question that you do not need to use. The first one (0) has been done for you.

A Did you play any musical instruments?

B Do you want to try out any new hobbies?

C Did you have to do any activities that you didn’t enjoy?

D What was your favourite free time activity?

E Did you join many clubs?

F Did you use to enjoy sport?

G What hobbies do you have now?

Towards INVALSI 6

BritCult

How do teens in the UK spend their free time?

Many adults today complain that young people spend all their free time on their phones, looking at screens and using social media. But although teens in the UK do spend several hours a day looking at screens, their interaction with technology can often encourage an interest in other hobbies. Craft activities, for example: knitting, making or upcycling clothes, making jewellery or scrapbooking, are popular with young people today. This is often because they have seen videos about these activities on social media. There is a huge number of ‘how to’ tutorials online, showing people how to learn a new skill. This means that people don’t have to pay for lessons or even leave their homes to take up a new hobby. Many activities that were too expensive or difficult to try in the past are now available for young people today because they can find out information about them online.

Online forums and groups also mean that even if you have a very unusual hobby, you will be able to find ‘your tribe’ – other people from around the world who share your interests. One recent example of this is the hobby of train-spotting – watching trains and collecting information about them. This wasn’t a very popular activity until a young British train spotter posted some videos that went viral on social media. After watching the videos, many young people in the UK wanted to find out more about different trains, their timetables and routes.

Young people are also creating their own content. In the past, if a musician wanted to share their songs with others, they had to find and pay for a venue and then try to encourage their friends to come to see them. But today, young musicians can find their audience online. Billie Eilish, Olivia Rodrigo and Sam Ryder are all examples of singers who became famous through social media.

With 24-hour access to the news, teens are learning more about the world and global issues every day. Many young people in the UK want to use their free time to help the environment and to make a difference in their community. Through social media, they can make connections and communicate with others about these issues.

I What kinds of things did you use to do with your friends? 0

H How did you find out about different local activities?

We all know that technology and social media has had a big influence on the way that young people spend their free time. At the same time, teens also understand the importance of switching off their devices and reconnecting with nature and the outside world. They aren’t just looking at beautiful photos of nature on their screens or watching sports videos. Teens in the UK still enjoy traditional hobbies like hiking, rock-climbing, running and, of course, playing football!

Vocabulary

1 Choose the correct option to complete the sentences.

1 We stop in LA, but our destination / journey is Sydney.

2 I’d like to buy some boarding passes / duty free before we get on the plane.

3 If you need help, please call check-out / reception

4 There are no trains, so let’s take the coach / fare

2 Complete the sentences with the words in the box. baggage • boarding pass • currency fare • reservation • visa

1 How much is the to Oslo?

2 Please collect your here.

3 You need your to get on the plane.

4 Have you made a for the flight?

5 They have a different here – not the euro.

6 You need a passport and a to go to Russia.

3 Complete the sentences with the correct word. The first letter is given.

1 The holiday r had lots of hotels and two long beaches.

2 R s is really useful if you want to stay in your hotel room to eat.

3 A y h is where students often stay in shared rooms when they travel.

4 Would you like to go on an e to see the ruins this afternoon?

5 My parents went on a c across the Atlantic last month.

6 We asked the r at the f d to book us a taxi to the airport.

4 Choose the correct option to complete the sentences.

1 Look at all the boats in the harbour / monument!

2 It was raining, so we decided to visit a gallery / tower and see an exhibition of local art.

3 There is a beautiful tower / statue of a famous explorer in the town square.

4 Many towns have galleries / monuments to the soldiers who died in World War II.

5 They walked around the castle and climbed up to the top of the tower / gallery.

6 Angkor Wat is the biggest Hindu temple / statue in the world.

5 Complete the sentences with the correct words.

1 I love c , and can make some nice dishes.

2 When you play s , you run around a court non-stop for an hour.

3 Using s m can be a good way of keeping in contact with friends.

4 My friend is good at g d and creates great webpages for people.

5 We do d at school. I love acting!

6 Complete the sentences with the correct form of the verbs in the box. get together • give up • hang out join in • take up

1 I’m going to golf this summer.

2 She likes to with her friends.

3 I singing because I wasn’t very good.

4 We’re playing cards – do you want to ?

5 Why don’t we for a picnic one day?

7 Choose the correct option to complete the sentences.

1 This game’s awesome / awful – I love it.

2 That horror film is so frightening / challenging.

3 Climbing is really crazy / challenging. You have to concentrate hard.

4 Tara had an awful / enjoyable day visiting an interesting museum.

8 Complete the sentences with the words in the box.

archaeologists • civilisations • exhibits origins • ruins • sites • tombs • tunnels

1 The in the museum were rather dull.

2 I walked through the underground

3 A team of are studying the artefacts.

4 There are several of historical interest in the area.

5 The of the object are a mystery.

6 Ancient have left behind some well-preserved buildings, such as the pyramids.

7 The castle hasn’t been well preserved and it is really just now.

8 The long, thin were used for the bodies of kings and queens.

Grammar

1 Choose the correct option to complete the sentences.

1 You know my cousin, don’t you / didn’t you?

2 That was a great holiday, was it / wasn’t it?

3 You’ve got a holiday home, do you / haven’t you?

4 This isn’t the right hotel, is there / is it?

2 Complete the questions with question tags.

1 She travels a lot, ?

2 There’s a big traffic jam in the centre, ?

3 They didn’t buy any duty free, ?

4 They couldn’t find a hostel, ?

3 Read the answers. Write one object and one subject question.

1 Dan gave my sister a lovely book. What ? Who ?

2 The teacher asked for our homework. What ? Who ?

4 Choose the correct option to complete the sentences.

1 When we got there, we’d travelled / we’d been travelling for more than an hour.

2 Before going to America, I’d never been / I’d never been being abroad.

3 They’d owned / They’d been owning that holiday home for twenty years before they sold it.

4 We’d gone / We’d been going to that campsite for ten years before they decided to close.

5 Complete the sentences with the Past perfect simple or Past perfect continuous.

1 When I got to the gate, my plane (already / leave).

2 When we arrived at the campsite, it (rain) for over two hours.

3 I lost a ring which (belong) to my mum for more than twenty years.

4 She (already / buy) her plane ticket before she heard the news.

6 Choose the correct option to complete the sentences.

1 My brother might / must go backpacking if he passes his exams.

2 I can / could speak French when I was only five.

3 You ought to / shouldn’t be kinder to your brother.

4 You shouldn’t / should hang out with those boys. I don’t like them at all.

5 The test was difficult, but I can / was able to finish it.

6 This may / must be by Miró, but I’m not sure.

7 Complete the sentences with the words in the box.

can • can’t • have to • may • was able to

1 You be thirsty – you’ve just had a drink.

2 I went backpacking and see lots of countries in ten days.

3 We watch some videos if you like.

4 Jake come round later if he’s got time.

5 In any sport, you train hard.

8 Choose the correct option to complete the sentences.

1 May / Might I go home early?

2 You needn’t / have to go if you don’t want to.

3 I mustn’t / don’t have to be late for my meeting.

4 Could / May you lend me your bike?

5 They needn’t / mustn’t confirm the reservation. I’ve already done it.

6 When you play squash, you mustn’t / have to run a lot.

9 Complete the sentences with the words in the box.

can • couldn’t • don’t have to • may need to • shouldn’t

When you start cooking, you (1) remember a few basic things. Firstly, you (2) be a top chef to make nice food. In fact, you (3) make nice dishes as a beginner even if they (4) not be perfect.

Secondly, you (5) try to make difficult dishes when you start – that’s a bad idea. Remember that even famous TV chefs (6) cook everything when they were learning.

Life skills

Cultural communication differences

Read that body language!

Understanding non-verbal communication is an important skill in today’s multi-cultural world. But things don’t always mean what you think!

Head movements

Nodding often means ‘yes’, but, in a few cultures it can actually mean ‘no’.

Eye contact

In some countries eye contact shows interest, although in others it can seem aggressive.

How you sit

Sitting in a very informal or ‘sleepy’ way can seem disrespectful in a few cultures. Elsewhere people will simply understand that you are feeling tired or relaxed.

Arm movements

How much people move their arms while speaking varies hugely from culture to culture. Crossing your arms is considered rude in some cultures.

Physical distance

In many cultural groups, it is usual to stand very close together, whereas in others being close to someone can make them feel very uncomfortable.

1 Work in pairs. What is typical body language in your country for each category?

2 SPEAKING Read the Mind your mind box. Discuss the questions with your partner.

1 How important do you think body language is compared to the words we use?

2 What other things is it important to be aware of when you are in a culture that is different to your own?

Frame your project

Work in groups. Choose a country or culture you know very little about. Each person in the group chooses a different topic area and finds out what behaviour is considered appropriate. Think about:

• food and mealtimes;

• visiting someone’s house giving gifts.

As a group, create a ‘Dos and Don’ts’ information poster to display for a tourist arriving in that country.

3 How much do you think our culture influences what we do, and even our personalities?

4 Do you think the tips are useful for you? Why? / Why not?

5 How would you feel if someone from another culture followed these tips when talking to you?

6 What would you do in these situations? Why?

• Someone is standing very close while talking to you and it’s making you feel uncomfortable.

• You are out in a group. A new friend, who doesn’t speak your language very well, accidentally says something quite offensive.

Mind your mind

Being culturally sensitive

• When you are with someone you don’t know, especially from a different culture, have an open mind and be ready to learn and adapt to a different way of doing things. Smiling, being friendly and showing respect can help.

• Watch how the other person behaves and take your lead from them. Customs and behaviour can be very different between cultures. If you are uncertain what to do, just ask for advice. Most people will appreciate that you are trying to learn about their world.

Useful language

• In this country, it is extremely important that…

• When -ing, it’s usual to…

• If you are invited to someone’s house, you…

• Be aware that…

• Generally, people here are very…

• It’s (not) usual to…

• In more formal situations, it’s best to…

• Try to avoid -ing, because…

Write a letter to someone who is about to visit you from another culture. Give information on typical non-verbal communication in your country. Think about:

• what’s appropriate between friends;

• what’s appropriate between strangers;

• things a tourist should not do.

REAL-LIFE TASK 1

REAL-LIFE TASK 2

ORACY SKILLS

Tech talk

1 VISIBLE THINKING Look at the photo. Discuss in pairs.

See What technology can you see in the photo?

Think How do you think this technology has changed this person’s life?

Wonder Do you use similar technology in your daily life?

2 Watch the video, The Rise of the Internet and complete the factsheet.

1 Number of current users

2 Decade in which the first small networks were created

3 Decade in which networks started to grow in size

4 Decade in which most people could access the Internet for the first time

5 Name given to a piece of data that is sent via the Internet

Maria Magdalene Carmen Mendoza makes ‘panela’ (a block of sugar) at her home in the State of Guerrero, Mexico

Frame A

1 SPEAKING Work in pairs. How many of these things have you done today / this week / in the past month?

• watched TV

• listened to the radio

• looked at a weather forecast

• used a map on your phone

2 SPEAKING Which piece of technology links the activities in exercise 1? Discuss your ideas with your partner.

3 Read the article on page 133 quickly and check your ideas. Then complete the summary of the article with the correct words.

Satellites help us share (1) i , learn more about the world, and find out where we are. They can receive signals from one place and then (2) s these signals to other places on Earth. They can also take (3) p and collect (4) d

4 Read the Exam tip. Then match the article paragraphs (A-E) with the topics (1-5).

1 gives information about GPS satellites

2 introduces the three types of satellite

3 gives information about the size of satellites

4 gives information about photographic and scientific satellites

5 introduces the subject of the article

Exam tip

Identifying topics

• Read the whole text first to get a general idea of the meaning.

• Then read each paragraph carefully. Try to identify the topic of each one. Look at the sentences and see which ones match the topics.

• Read the text again, looking for clues in the sentences before and after each gap. For example, look for:

nouns and pronouns (satellites … They …) linking words (Some satellites … However, …) time words (At first … But then …)

• Finally read the whole text again for sense, including the missing sentences.

Exam task

5 PRELIMINARY Multiple matching Five sentences have been removed from the article. For each question, choose the correct option (A-H). There are three extra sentences which you do not need to use.

A These satellites go round the Earth once every twelve hours, constantly sending out signals.

B They gather useful information about things all around the world, for example, rising sea levels or land use.

C A satellite has to travel at more than 28,200 kilometres per hour to stay in space.

D However, there are some dangers with very small satellites.

E Satellites use solar batteries, which get their energy from the sun.

F These images can help us learn more about animal migration or give us important information about the environment.

G First, there are communications satellites, which help send telephone calls, radio and television programmes around the world.

H The first man-made satellite, the Sputnik 1, was sent into space in 1957 by the Soviet Union.

6 DIGITAL COMPETENCES Do some online research and find out three more interesting facts about satellites. Present your facts to the class.

Frame your ideas

7 SPEAKING Answer the questions.

• Can you imagine your life without satellites? What would you miss the most?

• Can you think of any other ways, not mentioned in the article, that we use satellites?

A satellite dish outside a house in Sumatra, Indonesia

A There are around 12,000 working satellites in space. Some are just 128 kilometres above us, while others are as far as 35,000 kilometres above us. They collect images and other data, broadcast information, keep track of our locations, and even listen to our conversations.

B Some satellites are no bigger than a shoebox, while others can be the size of a bus! Recently, even smaller satellites have been developed. NASA has developed a satellite that is a 3.8 cm cube and is made by a 3D printer! It’s used to predict storms and bad weather. (1) It can be difficult to keep track of them and if they get lost in space, they might endanger other spacecraft.

C There are three main types of satellite. (2) They are the most distant satellites, and they work a little bit like a mirror. Information is sent from Earth up to the satellite, bounces off the satellite and is then sent to another place on Earth. They orbit Earth once every twenty-four hours. Since Earth rotates once every twentyfour hours, these satellites stay in the same position relative to the Earth’s surface.

Eyes IN THE Sky

D Other satellites collect data, often by taking photos of Earth. These satellites are much closer to Earth and orbit the planet around sixteen times a day. (3) You have probably seen satellite photos when you watch a weather forecast. Because they are so much closer, they can take high quality, clear photos. For example, they can photograph a herd of buffalo or the stages of a forest fire. (4)

E Medium orbit satellites are between 5,000 to 20,000 kilometres above Earth. They are often used for navigation. Most GPS satellites are medium orbit satellites and we use these when we look at maps on our phones. There are more than thirty active GPS satellites. (5) . A GPS receiver in your phone needs signals from just four of these satellites to find out your location, using a method called triangulation. Each satellite gives you precise information about your distance from it. When you have that information from four or more satellites, it is possible to work out exactly where you are.

A spacecraft engineer holding a small satellite with a camera in San Francisco

Vocabulary 9

Computers and technology

1 Complete the definitions (1-8) with the words in the box.

equipment • hardware • invention • mouse server • smartphone • software • webcam

1 : a phone which you can use to take photos, check emails, go online, etc.

2 : a new thing which has been created for the first time

3 : a small camera attached to a computer so that it can share videos on the Internet

4 : all the things that you need to do a particular job

5 : something that is attached to a computer and which you use to control text and pictures on the screen

6 : computer programs

7 : the different parts inside a computer

8 : the main computer in a system of several connected computers

2 Complete the sentences. Use two of the words in brackets.

1 I’ve just bought this game for my computer and I want to it, but I’m worried that it’s going to make my computer again. (install, crash, create)

2 I don’t understand how this works – where are the for it? (design, instructions, equipment)

3 Home computers the world when they first came out and most of us can’t remember what life was like before they were . (changed, developed, experimented)

4 You can never get a good in this classroom – it’s impossible to get onto the (Internet, connection, invention)

5 The scientists in the realised that they had to do a different to find the answer to their question. (engineer, lab, test)

3 Complete the conversation with the words in the box. connect • online • podcast • post record • update • upload • WiFi

Can you help me to get (1) ? I can’t (2) to the Internet.

It isn’t a problem with your connection. The (3) isn’t working.

Oh no! I need to (4) my blog. I bought a drone recently and I want to (5) a review.

Why don’t you (6) it on your phone and then (7) it later as a (8) ?

Great idea! Thanks.

4 Complete the text with the words in the box. Look carefully to see which type of word is missing from each gap.

headphones • podcasts • record • screens smart • speakers • switch off • upload

Do you find it difficult to get to sleep at night? You’ve probably heard that you should (1)  all your devices and stop looking at (2) at least an hour before bed. But technology might also have a solution to your sleep problems. Nowadays, why sleep with a regular pillow when you can have a (3) one instead? It has its own (4) so you can listen to your favourite music or (5) without having to wear uncomfortable (6) . These pillows can also tell you how well you sleep. Similar to activity trackers, sleep trackers (7) your sleep pattern and then (8) this information to your phone. What’s more, after a peaceful sleep, your pillow’s alarm clock will wake you up in the morning. Just remember to turn the volume down!

Frame your ideas

5 SPEAKING Answer the questions.

• Are you a technophobe or do you enjoy using new technology? Why? / Why not?

• Do you always read the instructions before using a new piece of technology? If not, how do you learn how to use it?

The passive (1)

1 Read the sentences (1-2) and answer the questions (a-g).

1 They use cameras in shops to help prevent crime.

2 Cameras are used in shops to help prevent crime.

a Which sentence is active?

b Which sentence is passive?

c What is the subject of sentence 1?

d What is the subject of sentence 2?

e What tense is the verb use in sentence 1?

f What tense is the verb be in sentence 2?

g What form is the verb use in sentence 2?

2 Complete the rules (c and d) with the correct words.

Use

We use the passive:

a when the action or event is more important than who or what did the action.

b when we don’t know who or what did the action.

Form

c We form the passive voice with the correct tense of the verb and the past participle of the main verb.

d The of the active sentence becomes the subject of the passive sentence.

Passive with modals

3 Read the sentences (1-4). Choose the correct option to complete the rule.

1 You can buy smartphones online.

2 Smartphones can be bought online.

3 They will develop better smartphones in the future.

4 Better smartphones will be developed in the future.

Form

We form the passive of modal verbs (e.g. should, can, must, will) with the modal verb, the infinitive / -ing form of the verb be and the past participle of the main verb.

4 Complete the sentences with the correct passive form of the verb in brackets.

1 My computer (check) for viruses twice a day.

2 The new equipment (will / deliver) by the end of today.

3 The instructions (should / read) by everyone who uses the computer room.

4 This software (must / download) before tomorrow.

5 Her tablet (steal) last weekend.

6 The new computer equipment (install) yesterday.

7 The machine (can / repair), but it will be very expensive.

8 Our project (have to / hand in) by the end of today.

by and with

5 Read the sentences (1-3) and answer the questions (a-b).

1 The laboratory was filled with smoke.

2 The new worker will be shown around the factory by the manager.

3 The computer is cleaned with a special brush.

a Which word do we use when we want to say who did something?

b Which word do we use when we want to mention the tool or material that is used?

6 Make past passive sentences. Use these words and by or with.

1 A new type of mobile phone / develop / manufacturers / last month

2 This software / design / my sister

3 The video / make / a smartphone

4 The program / install / a computer engineer

5 The equipment / cover / plastic

6 My webcam / eat / my dog

Listening

1 Work in pairs. Look at the first sentence in each pair. Choose the correct option to complete the second sentence so that it has the same meaning.

1 I’m originally from Spain, but I’ve been living in France for three years. At the moment, the speaker lives in Spain / France.

2 You don’t have to be a computer expert to enjoy this place.

It is / isn’t important to know a lot about computers in order to have a good time here.

3 You can take part in a variety of activities. There are / aren’t lots of different things you can do.

4 Some of these things are expensive, whereas others are really quite cheap. Not everything / Everything here costs a lot of money.

5 This isn’t the most eco-friendly car, but it’s certainly the fastest. This car is / isn’t better for the environment than most other cars.

6 We have a special evening opening just for tonight.

It is / isn’t normally open in the evening.

2 Listen to five speakers. Are the sentences true (T) or false (F)?

1 The man wants to become a professional engineer.

2 The girl is going to try out a mountain bike before she gets one.

3 The man doesn’t know how to make the equipment work.

4 The girl doesn’t like science and technology at school.

5 The boy made a solar-powered model boat first.

3 Read the Exam tip. Then read the Exam task and underline all the key words. What do you think you will hear for each question?

Exam tip

Listening again

• Read all the questions and the options before you begin listening. Remember, you will hear the recording twice, so the first time you listen, focus on the general meaning of the conversation.

• The second time you listen, concentrate on the details in the questions and the options.

• You won’t hear exactly the same words as those that are written in the options. For example, if the correct option for a question is ‘She thinks it isn’t very interesting,’ the speaker might say ‘It was actually quite boring.’

• Don’t leave any blank answers. Guess if you have to.

Exam task

4 PRELIMINARY Multiple choice with one conversation Listen and for each question, choose the correct option. You will hear an interview with a woman called Julia, who is one of the organisers of a technology exhibition.

1 The exhibition...

A used to be much bigger than it is now.

B has increased in size since it began.

C is not a very big event.

2 Who is the exhibition for?

A professional engineers

B people who know a lot about science and technology

C people of all ages

3 What is true about the models that Julia describes?

A They are all solar-powered.

B They are all powered by batteries.

C They are all made by professional engineers.

4 What is the competition for?

A the most unusual design

B the most eco-friendly car

C the best robot kit

5 What does Julia say about new technology at the exhibition?

A That it is not usually eco-friendly.

B That some devices are designed to protect the environment.

C That it can often be recycled.

6 Julia says...

A you can test devices before you buy them.

B entertainment and music devices are the most popular.

C shops don’t often sell eco-friendly devices.

Talking about technologies

1 Work in pairs. Discuss the questions.

1 Which technology do you use every day?

2 Which electronic devices would you like to have?

3 Do you think we depend too much on technology? Why? / Why not?

2 Work in pairs. Look at these opinions about smartphones. Are they positive (P) or negative (N)? Discuss which opinions you agree with.

1 useful 2 easy to use 3 waste of time 4 convenient 5 can be expensive 6 not sociable

7 can be good value

8 make you do less physical activity

9 help you communicate with friends

10 can encourage unkind behaviour

3 Listen to a student talking about the advantages and disadvantages of owning a smartphone.

1 Underline the opinions from exercise 2 that she mentions.

2 Does she think there are more advantages or disadvantages?

4 Work in pairs. Think of two more advantages and two more disadvantages of owning a smartphone. You can use these ideas.

• safety

• entertainment • emergencies

driving

education

5 Read the Exam tip. Then read the Exam task. Think of two advantages and two disadvantages of buying an expensive computer.

Being fair

• It’s important to mention both advantages and disadvantages, even if some are less important.

• List each advantage and disadvantage. You can say how important you think it is, but you should give reasons for your opinion.

• It’s often clearer and easier for the listener to follow if you state all the advantages and then all the disadvantages (or the other way round).

• Finally, remember to give your own opinion.

Exam task

6 PRELIMINARY General conversation Work in pairs. Take turns to answer the question. Listen to your partner and note how many advantages and how many disadvantages they mention.

Advantages and disadvantages task

Your friend has recently been given some money for his birthday and is thinking about spending it all on an expensive new computer. What are the advantages and disadvantages of this idea?

Useful language

Talking about advantages and disadvantages

• … has more advantages than disadvantages.

• It is good to…

• A / Another point against / in favour of…

Giving a different opinion

• On the one hand … on the other hand…

• It’s also important to remember…

• However, …

Stating opinions

• I would definitely say that…

• I know that a lot of people believe / say…

• On the whole, I think that…

• I agree that…

7 A Work in pairs. Read the statement below. Think of two advantages and two disadvantages of students using AI for their homework.

We should allow students to use AI for their homework.

7 B DEBATE Divide the class into two groups. Work in your group to make a short speech in favour of / against the statement. Group 1 is in favour of the statement. Group 2 is against the statement.

7 C Listen to each other and ask questions. Finally, have a class vote.

8 SPEAKING Do you think you use technology in a different way from your parents? Why? / Why not? Frame your ideas

Exam tip

ORACY SKILLS

The J&K Diaries – Episode 21

1 Watch the vlog. Are the statements true (T) or false (F)?

1 Josh and Kayla made a video about their favourite vloggers.

2 Their video has won the competition.

3 The prize for winning the competition is a new laptop and some training.

4 Josh’s brother borrowed his laptop.

5 Josh doesn’t know how to delete the game on his laptop.

6 Josh doesn’t have his laptop at the moment.

Real English

shortlist selezionare, scegliere dodgy non sicuro/a glitchy buggato/a, fallato/a keep your fingers crossed tenere le dita incrociate

2 SEL Self-awareness Work in pairs. Read the three descriptions (A-C). Which one do you think best describes you? Which best describes your partner?

A I’m a tech head. I know everything that there is to know about computers, technology and AI.

B I’m a tech norm. I know quite a bit about computers, technology and AI, but there are still some things that I’m not sure about.

C I’m a technophobe. Of course I can use a computer, but I’m really not interested in technology and AI, and don’t know much about it.

3 Do the tech quiz on page 139. Then check your answers on page 187 and work out your score. Does your score match the description you chose in exercise 2?

• If you scored 6-7 points, you are a tech head.

• If you scored 4-5 points, you are a tech norm.

• If you scored 3 points or below, you are a technophobe.

Exam tip

• For some exam questions, you have to answer questions about a text using a maximum of four words.

• The questions always follow the order of the text.

• Read the questions and underline the key words. Then scan the text, looking for these words, or their synonyms.

• The question word at the beginning of each question will help you to decide whether the answer should be a number (How much / many / heavy / tall etc.), a date or time (When), a person (Who) or an explanation (Why).

Exam task

4 INVALSI Short answer questions Read the tech quiz again and answer the questions using a maximum of four words. The first one (0) has been done for you.

0 Who sent the first email?

Ray Tomlinson

1 How much did the world’s first mobile phone cost?

2 When was it invented?

3 What was the name of the computer that won an historic game against a person?

4 How heavy was the robotic Troodon?

5 Name two things that computers with AI can do.

6 What can objects that have been 4D printed do?

5 SPEAKING Work in pairs. Which fact from the quiz was the most interesting? Why?

6 DIGITAL COMPETENCES Work in groups. Choose one of these topic areas from the quiz and find out more information about your topic and present it to the class.

• the history of mobile phones

• the use of robotics

• the future of AI

• 4D printing

Did you know that an AI tool (e.g. ChatGPT™) uses around ten times more energy than a search engine (e.g. Google™)? AI tools need a lot of energy to work and they also need a lot of water. A typical AI data centre uses between 11 million and 19 million litres of water per day. That’s the same as a town of 30,000 to 50,000 people. So before you use an AI tool, think about whether it’s really necessary or are there more environmentally-friendly ways to work?

Quiz Time: The Tech Challenge

How much do you really know about technology?

In this quiz, we will be testing your knowledge of all things tech – from the history of computers, to the future of AI. Are you ready for the challenge?

1 2 3

1 The first email was sent in 1971 by the computer engineer Ray Tomlinson. But who was it sent to?

A Ray’s mother

B another computer which was next to the first computer

C a computer engineer in another country

D the famous physicist Stephen Hawking

2 The world’s first handheld mobile phone was invented in 1973. It weighed two kilograms and it was sold for $3,995. How much is that worth today?

A about $4,000

B about $20,000

C about $10,000

D about $50,000

3 In 1996, a computer called ‘Deep Blue’ made history when it won a game against a human champion. What game did it win?

A chess

B Connect Four

C draughts

D backgammon

Word focus

handheld (adj): portatile, palmare stranger (n): estraneo/a, sconosciuto/a recommendation (n): raccomandazione, suggerimento assemble (v): assemblare

4 5 6 7

4 The first robotic dinosaur was produced in 2001. It weighed around 4.5 kilos and it was modelled on a Troodon. The Troodon is believed to be one of the most intelligent dinosaurs that existed. Why was this robotic dinosaur created?

A for the film, Jurassic Park

B as a very expensive toy

C for a museum

D for research into how dinosaurs moved

5 Artificial Intelligence (AI) is technology that helps computers and machines to learn and solve problems. Which of the following examples uses Artificial Intelligence?

A a doorbell that can identify strangers

B a chatbot that answers questions and gives advice

C a recommendation for a book on a website where you often buy books

D all of the above

6 We know that AI is able to do many things. But there are still some things that AI can’t do. Which of the following things below is still impossible for AI at the moment?

A It can’t translate languages as quickly as a real person.

B It can’t understand how people feel.

C It can’t learn new things from experiences.

D It can’t help doctors to understand what is wrong with a patient.

7 Scientists are now working on 4D printing. This technology means that printed objects will be able to move on their own without electric parts or human help. What could 4D printing be used to create in the future?

A clothes that can become thicker or thinner when the weather changes

B furniture that can assemble itself when it is taken out of the box

C solar panels that can follow the sun

D all of the above

Vocabulary 9

Technology verbs

1 Complete the phrases with the verbs in the box.

chat • click • connect • delete download • drag • sign up • switch • upload

1 a photo to a website

2 for a new social media site

3 with friends online

4 on / off the computer

5 a program you don’t use any more

6 an app from the Internet

7 use your mouse to on a picture and then it to a different place on the page

8 your printer to your computer

Invention verbs

2 Complete the definitions with the correct word.

1 design 2 develop 3 discover 4 invent 5 pioneer 6 produce a find something new b think of or create something new c be the first person to do or use something d plan a way of doing something e make something f make something stronger or better

3 Choose the correct two options to complete each sentence. Put the verbs into the correct form.

1 Alan Turing the use of AI when he the ‘Turing Test’ in 1952. (pioneer / produce / discover)

2 Joseph Weizenbaum the world’s first chatbot, ELIZA, in 1966. It took him three years to his original idea. (develop / discover / design)

3 The Italian astronomer Galileo the telescope in 1609. Using this new technology, he mountains on the moon in the same year. (develop / discover / invent)

• In pairs, ask an AI tool for the definition of a technology-related word.

• Read the definition aloud to the rest of the class, who have to guess what the word is.

• The team that guesses the most words correctly wins.

Prepositions

4 Complete with the correct prepositions.

A Hi, can you help me? I want to make a video of my latest song and upload it (1) my website, but my webcam isn’t working.

B That’s strange. Have you connected it (2) your computer?

A Yes, I have.

B And have you switched your computer (3) ?

A Yes, of course.

B Well then you need to click (4) ‘settings’ on your computer and then go to ‘devices’.

A OK. Yes, I’ve done that, but I can’t see my webcam on the list of devices.

B Oh, well maybe you need to download the webcam software (5) the Internet and install it (6) your computer. I’ll come round and help you!

A Thanks, Gran!

5 Complete the text with the prepositions in, of, out and with

A short message communicationabout

Today, when we want to communicate (1) a friend, we often send a text message instead (2) calling them. It’s quick, simple and it’s usually free. In fact, trillions of text messages are sent every day. The first text message was sent by Neil Papworth, an expert (3) software design, in 1992.

More than one hundred years earlier, in 1876, Alexander Graham Bell succeeded (4) making the first telephone call. He called his assistant and said, ‘Mr Watson, come here, I want to see you.’

Mr Watson couldn’t reply, but carried (5) Bell’s instructions and walked into his room – showing that he had received the message.

your ideas

6 SPEAKING Work in pairs. What do you think is the greatest invention of the 21st century? Who produced it? Why do you think it is so important?

The passive (2)

1 Match the passive sentences (1-4) with the active sentences (a-d).

1 The software’s being installed at the moment.

2 The software’s been installed at last!

3 The software had just been installed when I dropped my laptop.

4 The software was being installed when my laptop crashed.

a The computer engineer had just installed the software when I dropped my laptop.

b The computer engineer was installing the software when my laptop crashed.

c The computer engineer is installing the software at the moment.

d The computer engineer has installed the software at last.

2 Complete the rules for forming the passive with the words in the box.

had been • has / have been is / are being • was / were being

a We form the Present continuous of the passive with + the past participle of the verb.

b We form the Present perfect of the passive with + the past participle of the verb.

c We form the Past perfect of the passive with + the past participle of the verb.

d We form the Past continuous of the passive with + the past participle of the verb.

3 Choose the correct option to complete the sentences.

1 Can audiobooks be downloaded / being downloaded from the Internet easily?

2 These instructions haven’t been written / be written very clearly – I don’t understand them.

3 We have been taken / are being taken to the science museum by the school on Friday.

4 My computer must be fixed / to be fixed by Monday.

5 Sara’s new tablet is be delivered / being delivered today – she’s really looking forward to using it.

6 Your laptop should be checked / to be checked for viruses.

7 The best science fair project can’t been chosen / be chosen before tomorrow.

8 AI has been used / be used to produce this material.

4 Complete the passive sentences so that they have the same meaning as the first sentences.

1 We have sent the instructions in an email. The instructions in an email.

2 They are repairing my computer this afternoon. My computer this afternoon.

3 Someone had broken into the lab during the night.

The lab during the night.

4 The engineers were testing the software for several hours yesterday.

The software for several hours yesterday.

5 More than three million people have watched this video. This video by more than three million people.

6 They were downloading a new app. A new app

5 Complete the sentences with the correct passive form of the verb.

1 While the songs (download), I was watching a film online.

2 The children (teach) how to use a webcam at the moment.

3 It was five o’clock and the emails (not / send / yet).

4 A new type of robot (just / invent).

5 The actors (photograph) as they were speaking.

6 Right now, my phone (fix), so I can’t text my friends.

7 The new software (already / install) and it’s ready to use.

8 The computer that I wanted (sell) by the time I got to the shop.

6 Tick the correct sentences. Then correct the mistakes.

1 Is the computers being fixed at the moment?

2 All her flowers and vegetables had been destroyed by the storm.

3 His car wasn’t been seen for a long time.

4 The concert were being watched by millions of people.

5 Tina had already been interview for the job.

6 The students were being prepared for the exam.

Writing lab 9

Writing a product review

Useful language

Describing positive points

• It’s easy to use and excellent quality.

• I really like the design.

• This works much better than my previous (phone / TV).

Describing negative points

• The actual product was much smaller than I expected.

• The material is cheap and looks as if it will break easily.

• It wasn’t worth the price I paid.

1 Read the descriptions and match them with a sentence from the Useful language box.

1 You’re unhappy because the quality of the product is poor.

2 You are pleased with the way that this looks.

3 You think you paid too much for the product.

4 You thought the product would look different.

5 This product is an improvement on something you had before.

6 You’re happy with the product because the quality is good.

Learning focus

Writing a product review

• When you write a product review, organise your writing into clear paragraphs.

• Start your review with a clear description of what you bought and why you bought it.

• Then give your opinion about the product. Try to include both positive and negative points.

• Say if you recommend it and why.

2 Complete the product review.

can be carried • in a choice • small but powerful they aren’t the cheapest • work well with

Blackson Portable Speakers

I bought these speakers to replace my old ones. They are (1) speakers with a battery life of eight hours and they come (2)  of five different colours. I love the design of these speakers – they look great and (3) in my bag. They are very easy to use and (4) my phone and my laptop. The sound quality is much better than my old speakers. Although (5) speakers on the market, they are well worth the price. I would highly recommend them.

3 Read the Exam tip. Then read the Exam task and make a plan for your review.

Exam tip

Editing your work

• When you have finished writing your review, read it over again and check for mistakes. Mistakes can make a bad impression on the reader and they then might not believe your review.

• Check that you used the correct spellings, looking out for irregular plurals, double letters and homophones (e.g. their and they’re).

• Check the grammar, making sure that you have used the correct tenses and verb forms.

• Check the word order of your sentences.

• Think about punctuation: full stops, commas, question marks and apostrophes.

Exam task

4 PRELIMINARY Writing a review Write your answer in 100-120 words. Use the Useful language and your plan from exercise 3. Remember to check your review for mistakes. You see this announcement on an Englishlanguage website.

Reviews wanted

Have you bought a new product recently? If so, we’d love to hear about it.

Tell us about what you bought, why you bought it and what you think of it. Do you recommend it or not?

Post a review and let us know.

5 Complete the Reflection checklist. Then discuss your answers with your partner.

Reflection checklist

Tick (4) the sentences that you think are true. I organised my review into paragraphs. I used descriptive language. I made my opinion clear and included positives and negatives.

I made a recommendation. I checked and edited my review.

Dancers with

That’s entertainment!

1 VISIBLE THINKING Look at the photo. Discuss in pairs. See What can you see in the photo? Think How do you think the performers feel? Wonder Would you like to go to this kind of show? Why? / Why not?

2 Watch the video, Filming Hummingbirds in Slow Motion. Are the sentences true (T) or false (F)?

1 Anand Varma worked with another scientist for a year.

2 A fog machine was built specially for them.

3 The machine helped them see how the birds fly.

4 The birds were filmed to see how they deal with wind.

5 The camera that was used was high quality.

6 The camera takes one hundred shots each second.

the company Momix performs a scene from Botanica called ‘Sunflowers’

1 SPEAKING Work in pairs. Discuss the questions.

1 How many musical instruments can you name?

2 Can you play any musical instruments? Would you like to learn any instruments?

3 What kind of music do you listen to when you want to feel happy / feel calm / revise / go to sleep / do exercise?

2 THINKING ROUTINE Look at the photo on page 145.

Think What do you notice that is unusual about the musical instruments?

Pair Why do you think the instruments look like this? Discuss your ideas together.

Share Share your ideas with the class.

3 Read the article on page 145 about an orchestra in Paraguay and check your ideas. Then choose the best title for the article (a-d).

a How to make your own instruments

b The orchestra of recycled instruments

c Musical instruments from around the world

d A musical about recycling

4 Read the Exam tip. Then read the Exam task and underline the important words in the questions.

Exam tip

Identifying the incorrect options

• Read the text first to get a general understanding before you read the questions.

• Read the questions and the answer options carefully. Look for the section in the text that matches the main part of the question.

• Deal with the answer options one at a time. If the option does not agree with what is in the text, cross out this answer option.

• Continue until you have crossed out three answer options. The one you haven’t crossed out will be the correct answer.

Exam task

5 INVALSI PRELIMINARY Multiple choice with one text Read the article again. For questions 1-6, choose the correct option (A, B, C or D).

1 The orchestra…

A always performs Beethoven’s music.

B uses instruments made out of materials from a landfill site.

C usually performs on a landfill site.

D doesn’t usually perform in front of an audience.

2 Favio Chávez…

A came to Cateura because he wanted to teach music.

B buys and sells rubbish on the landfill site.

C worked at the landfill site.

D grew up in Cateura and then returned when he was an adult.

3 The young people in Cateura…

A have always been famous for their musical skills.

B didn’t want to spend time at the landfill site.

C didn’t have a school in their area.

D had very few opportunities to do things in the area.

4 It was difficult to teach music to the young people because…

A most of the children didn’t want to take part.

B the lessons were very expensive.

C their instruments were very bad quality.

D they didn’t have enough money for instruments.

5 The orchestra…

A became famous because there was a popular film about it.

B made a video to tell the world about their lives.

C performed in a music video for a heavy metal band.

D watched videos to find out about music in other countries.

6 According to the writer of the article, the orchestra’s greatest achievement is…

A the money that it has made for the area.

B the famous people that it has played with.

C the sense of equality that it has given the players.

D the different kinds of music that it plays.

6 SPEAKING Work in pairs. Discuss these questions.

• What kinds of problems do you think Favio had when he started his orchestra?

• What do you think young people can learn from playing music together?

• Imagine you want to make an instrument from recycled materials. What would you make? What kinds of materials would you use?

Frame your ideas

7 SPEAKING Answer the questions.

• Think of an amazing live performance you have seen. Describe it to your partner.

• Do you, or would you like to play in an orchestra? Why? / Why not?

Favio Chávez lifts his conductor’s baton, the audience stops talking and the orchestra begins to play Beethoven’s Fifth Symphony. But this is no ordinary orchestra and the players are playing very unusual instruments. This is an orchestra of young people from the area around Cateura – a landfill site in Paraguay – and they are playing instruments that are made out of recycled materials.

When Favio first visited Cateura in 2006, he was working as an engineer for a recycling project. Many of the 40,000 people who live in the area work on the landfill site, collecting, sorting and selling the rubbish. It’s a very poor area with a lot of problems and crime, and at that time there wasn’t much for young people to do. More than 40% of the children here didn’t finish school because they had to work. They would often spend a lot of time at the landfill site, either working themselves, or waiting for their parents to finish work there.

Favio, who was also a skilled musician, decided to offer free music lessons to the children. However, there was one problem. They couldn’t afford to buy proper musical instruments. Then Favio met Nicolás Gómez. Nicolás was one of the workers on the landfill site and he was also a carpenter. Nicolás and Favio started to build instruments from rubbish. They made violins and cellos from oil cans, and clarinets and saxophones from waterpipes. They used old cutlery –

forks, knives and spoons – and bottle caps. Slowly, an orchestra made out of recycled materials grew as more and more young people joined the project.

A few years later, a film team made a short video about the orchestra. It went viral and everyone wanted to meet and hear these amazing musicians. Since then, they have played with the heavy metal band Metallica, they have performed for royalty, and they have travelled to many different countries. They play a range of music including classical pieces by Mozart and Beethoven, folk music from Paraguay and film music. Money from the performances has also helped build better houses in the area. There is now also a music school in Cateura, which has over four hundred students and Favio takes the most talented students from this school on a world tour every year. But perhaps more importantly, the young people of the orchestra feel that they are respected by society.

‘The world sends us rubbish,’ says Favio. ‘We send back music.’

carpenter (n): carpentiere go viral (v phr): diventare virale Word focus

conductor’s baton (n): bacchetta del direttore d’orchestra landfill site (n): discarica pubblica (in cui i rifiuti vengono interrati)

Vocabulary 10

Film and TV

1 Write the types of TV programme in the box next to the correct descriptions.

chat show • documentary • drama • horror quiz show • soap opera • talent show • thriller

1 a film or TV programme that gives facts about something

2 a regular TV or radio show about the lives and problems of ordinary people

3 a TV or radio programme where famous people are asked questions about their work and lives

4 a TV or radio programme where people answer general knowledge questions about different topics

5 a type of book or film that is designed to make people scared

6 a play for the TV or radio

7 a TV or radio programme where people show a special skill that they have

8 a film or TV programme which is very exciting and is often about crime

2 Choose the correct option to complete the sentences.

1 My aunt works as a presenter / celebrity for a TV news programme.

2 I love this TV show because it always has interviews with scenes / celebrities

3 The best presenter / scene in the film was the horse race at the end.

4 There’s a new TV programme / channel that shows only comedy films.

5 This new eight-part documentary channel / series started last week.

6 I watched a really interesting programme / series about the musical Hamilton yesterday.

3 Complete the conversation. Then listen and check your answers.

celebrity • channel • documentary presenters • programmes • quiz series • talent

A Did you watch the new (1) show on TV last night?

B No, I didn’t. I really don’t enjoy those (2) . It’s just embarrassing to watch people trying to sing or dance. I don’t know why everyone wants to be a (3) nowadays!

A Oh, I love them! It’s cool to see someone who looks really ordinary but is actually a brilliant singer. And the two (4) on the show are so funny.

B Well, I prefer watching (5) shows. I love trying to answer the history questions and you can always find out new interesting facts.

A Have you seen that (6) about the history of Russia? It got really good reviews.

B No, I haven’t. Which (7) is it on?

A Oh, I can’t remember. But it’s part of a (8) called 500 Years of History I think you’d really enjoy it.

Media

4 SPEAKING Work in pairs. Find a definition for the expressions in the box.

attachment • chat room • helpline homepage • offline • web chat

5 Complete the sentences.

followers • google • like • online • review search engine • user group • voicemail

1 I left you a message earlier – haven’t you listened to your ?

2 I love watching funny videos

3 Some people have got millions of online

4 I joined an online where we all chat about our interest in comic design.

5 Nowadays, if you want to find information, you just it.

6 I posted a of the café because I want everyone to know how good it is.

7 If you want to find anything out, just type it into the box in the

8 How important is it that your friends ‘ ’ your posts?

Entertainment

6 VISIBLE THINKING Put the words in the box into the correct category.

act • actor • art gallery • band • composer concert • exhibition • novelist • opera painting • play • poetry • script • sculptor short story • writer

Reported speech (1)

1 Read the sentences (1-2). Choose the correct options to complete the rule.

1 Direct speech: ‘Helena’s listening to music,’ said Piotr.

2 Reported speech: Piotr said that Helena was listening to music.

When we tell someone what another person has said, we use direct speech (the speaker’s exact words). When we use reported speech, we focus more on the general message and the main verb usually moves back one tense. For example, the Present continuous / Past continuous in direct speech becomes the Present continuous / Past continuous in reported speech.

2 Read the sentences (1-8) with direct and reported speech. Then complete the table.

1 ‘My friends love opera.’

He said that his friends loved opera.

2 ‘We didn’t go to the concert.’

She said that they hadn’t gone to the concert.

3 ‘They haven’t joined the orchestra.’

She said that they hadn’t joined the orchestra.

4 ‘Henrik’s going to buy the tickets.’

She said that Henrik was going to buy the tickets.

5 ‘You can watch the programme later.’ He said that we could watch the programme later.

6 ‘I’ll see you at the park.’

She said that she would see me at the park.

7 ‘We couldn’t hear the music.’

They said that they couldn’t hear the music.

8 ‘You must practise harder.’

He said that I had to practise harder.

We use the following tense changes when we use reported speech.

Direct speech Reported speech

a Present simple

b Past simple

c Present perfect

d am / is / are going to

e can / could

f will

g must

3 Read the direct speech sentences. Then complete the reported speech sentences.

1 ‘I heard an amazing song.’

She said that she an amazing song.

2 ‘He’ll listen to your song.’

She said that he to their song.

3 ‘We’re going to see the show!’

They said that they see the show.

4 ‘We must practise our orchestra music.’

He said that they their orchestra music.

Changes to pronouns, possessives, time and place

4 Read the sentences (1-4) and look at the words in bold. Then complete the rules.

1 ‘I saw my uncle yesterday.’

She said that she had seen her uncle the day before

2 ‘We’ll come to your concert tomorrow.’

They said that they would come to my concert the following day.

3 ‘We didn’t watch TV last night.’

He said that they hadn’t watched TV the night before

4 ‘She saw me three days ago.’

He said that she had seen him three days earlier

We often change pronouns and possessive adjectives when we use indirect speech. We also change time expressions. Look at these examples.

Direct speech Reported speech

a now  then

b ago  before or

c yesterday 

d tomorrow 

e last night 

5 Read the direct speech sentences. Then complete the reported speech sentences.

1 ‘I enjoyed the party last night.’

Susi said that

2 ‘Gabriel and Hugo will help me learn my lines.’ Natalie said that .

3 ‘I must finish my film review now.’ Rania said that

4 ‘Ahmed joined the drama group last month.’ Olivier said that

Listening

1 SPEAKING Work in pairs. Look at the different types of music in the box. Which do you usually listen to? Which do you never listen to?

classical • folk • jazz • modern • opera • pop

2 Listen and write the correct word from exercise 1 for each type of music you hear. 1 2 3 4 5 6

3 Read the Exam tip. Then read the questions (1-5) carefully. Listen and choose the correct option (a-c) to complete the sentences.

1 The next meeting is going to be in the a library b music studio c computer room

2 The maximum number of students for the classroom is a four b twenty-five c eighteen

3 The girl’s favourite kind of music is a pop b jazz c classical

4 The boy’s cousin is in now. a Brazil b Portugal c Japan

5 The exhibition of the best pictures in the competition is on a 12th October b 17th October

c 8th November

4 Work in pairs. Compare your answers. Then listen again and check.

5 Read the Exam task carefully and think about which words could go in the gaps.

Exam tip

Completing information

• Read and listen to the exam instructions carefully first. They will give you an idea of the context: the topic of the listening.

• Then read the heading and the information. Try to predict what word might go in each gap.

• The gaps in the text are always in the same order as the information in the listening. Look at the words around the gaps. Listen for these words or words like them to help you know when you will hear the information to write in the gap.

• You will hear different words that might fit in the gap. Read the question carefully to decide which is the correct answer.

• Check your answers and spelling carefully when you listen again.

Exam task

6 PRELIMINARY Gap fill For each question, write the correct answer in the gap. Write one or two words or a number or a date or a time. You will hear a teacher talking about a music and dance competition.

School music and dance competition

Students can practise their performances in the (1)

Main performers: one musician, one singer and (2) dancers

Type of entertainment this year: (3)

Judges: Mark Wilson, contemporary dancer and GG Cool K, rapper who has recently returned from (4)

First prize: visit to Westbeat International Academy

Other prizes: trip to a West End (5) in London and money for music and dance equipment

Final performance on (6) at the National Youth Centre

Talking about entertainment

1 Work in pairs. Answer the questions.

1 What is your favourite instrument? Why?

2 What kind of music do you like listening to the most?

2 With your partner, look at the photo. Complete the description by answering the questions in brackets.

I can see (how many?) people in the photo. They are (what are they doing?)

The woman is (what is she doing?)

One of the men is (what is he doing?)

Two of the men are (what are they doing?)

They are (where are they?)

The weather looks (say what you think the weather is like and why)

Behind the musicians there is another man. He is (what is he doing?)

In the background there is (what can you see?)

3 Listen to a student describing the photo. Did he mention the same things as you? Did he add any other information?

4 Read the Exam tip. Then work in pairs. Look at the Exam task photo. What can you guess about this photo (e.g. how the people are feeling)? Give reasons.

Guessing and giving reasons

• Remember to describe the people, places and things you can see in detail – imagine you are describing the photo to someone who can’t see it.

• Use other ways to describe something if you don’t know the exact word. For example, you could talk about what something does, what it looks like, what type of thing it is, etc.

• Only describe what you can see. Don’t make up any extra details. If you are not sure about a detail, you can guess, but you should give a reason for your guess, e.g. I think they’re in a big city because I can see lots of big buildings

Exam task

5 PRELIMINARY Photo description Work in pairs. Student A: Look at the photograph. It shows people playing music together. Talk about the photograph. Then listen to Student B.

Student B: Turn to page 187.

Useful language

Talking about groups of people

• One of them is looking at…

• There are (four people – two of them are girls and two are boys).

• (Several / All) of the people in this photo are… Guessing

• I think they are feeling (happy) because…

• It’s probably (a hot day) because…

• I’m not sure where this is, but it might be (a big city) because…

Paraphrasing

• I don’t know the exact word, but it’s a kind of… / you use it to…

• It’s a bit like a … but…

Frame your ideas

6 SPEAKING Work in pairs. Discuss these questions.

• How often do you go to concerts / watch plays at the theatre or on TV / visit art galleries or museums?

• Do you think that entertainment is important for society? Why? / Why not?

• What is your favourite form of entertainment? Do you think this will change as you get older?

ORACY SKILLS

The J&K Diaries – Episode 22

1 Watch the vlog. Choose the correct option to complete the sentences.

1 Kayla did / didn’t already know that her grandma was famous.

2 Kayla’s grandma teaches / studies mathematics at university.

3 She is going to be interviewed about her job / writing

4 Her interview will be on TikTok / YouTube

5 Her students know / don’t know that she writes fantasy novels.

6 The interview is later today / tomorrow

2 SPEAKING Work in pairs. Discuss these questions.

• Do you ever read book reviews before you buy a book?

• Do you prefer fiction or non-fiction books?

• Do you ever listen to audio books? If so, do you think that you get the same experience listening to a book as reading it?

Exam task

3 INVALSI Multiple matching

Read the book review. Parts of the text have been removed. Choose the correct part (A-J) for each gap (1-8). There is one extra part that you should not use. The first one (0) has been done for you.

A they have turned into humans

B when the old horse dies

C there are problems on the farm

D different ways of thinking about the future

E run the farm by themselves

F makes the other animals work for him

G and the language is quite simple

H who wants to have all the power

I has a very strong message

J to do what he wants

Animal Farm: A Review

Animal Farm was written by George Orwell in 1945. It’s a fable about a group of animals on a farm that decide to overthrow the farmer and (0) . At the beginning of the story, the farm is owned by Mr Jones. He is very cruel and treats the animals on his farm badly. Then the animals take control of the farm. They agree on a set of seven ‘Commandments’ – rules about how to live. These include the idea that ‘All animals are equal’. But soon (1) . Although the animals build a windmill to help them with their work, it is destroyed in a storm. One of the pigs on the farm – Napoleon – slowly starts to make changes. He gives more power to himself and the other pigs and (2) . He makes changes to their Seven Commandments. By the end of the book, the pigs are living in the farmhouse, wearing clothes and walking on two legs. It seems that (3) , while the other animals are being treated as badly as they were when Mr Jones was in power. The rule, ‘All animals are equal’ has been changed to ‘All animals are equal, but some are more equal than others’.

I enjoyed this book because it (4) about the way that people end up behaving when they get power. It shows how dreams and hopes for an ideal future can quickly change. In the story, Napoleon uses clever words to persuade the other animals (5) . Soon, they can’t tell the difference between the truth and his lies. We can see this in the way that the Seven Commandments slowly change. For example, the commandment ‘No animal shall kill another animal’ changes to ‘No animal shall kill another animal without cause’.

4 Read the review again. Decide if the sentences are true (T) or false (F).

1 When the story starts, the animals are all living happily on the farm.

2 The animals destroy a windmill that the farmer has built.

3 The Seven Commandments have changed by the end of the book.

4 Napoleon becomes the leader of the animals.

5 Old Major thinks that the other animals on the farm are selfish.

6 Boxer the horse doesn’t believe what Napoleon says.

7 Animal Farm was inspired by a real historical event.

8 The writer thinks that the book is quite difficult to understand.

Orwell uses the different animals to represent (6) and power. Old Major, for example, is an old pig who is an idealist. He dreams of a perfect future but doesn’t realise that some of the other animals on the farm are more selfish than him. Napoleon is an ambitious and greedy character, (7) .

5 SPEAKING Work in pairs. Animal Farm is a fable. Can you think of any other fables? What moral lessons do they have?

6 A DIGITAL COMPETENCES Work in groups. Do some research into George Orwell’s life. Find out about:

• his childhood and education;

• his beliefs and predictions about the future;

• his other books.

6 B MEDIATION Make a short presentation to the class about your research.

Boxer is a strong horse that gets on with his work and doesn’t want to question authority. In the end, he works so hard that he dies.

This is a short book (8) but it is a very compelling story. Although it was written as an allegory about the Russian Revolution in 1917, the themes of power and propaganda are still relevant today. I would highly recommend it.

fable (n): favola overthrow (v): rovesciare, deporre, spodestare windmill (n): mulino a vento persuade (v): persuadere, convincere compelling (adj): interessante, coinvolgente

Vocabulary 10

Phrasal verbs

1 Match the phrasal verbs (1-6) with the meanings (a-f).

1 turn into 2 turn down

3 turn off 4 turn on 5 turn out 6 turn up

a start something by moving a switch or button

b change into someone or something different

c make something louder

d end in a certain way

e finish something by moving a switch or button

f make something quieter

2 Choose the correct option to complete the sentences.

1 The documentary didn’t turn out / up to be very good.

2 This place used to be a theatre, but now it’s been turned up / into a restaurant.

3 My favourite programme is about to start – can you turn down / on the radio, please?

4 Kati – turn down / into the music! It’s too loud!

5 Could you turn out / up the TV, please? I can’t hear it.

6 Don’t forget to turn out / off your electric guitar when you’ve finished using it.

3 SPEAKING Work in pairs. Look at the phrasal verbs and prepositions in bold and explain their meaning in your own words.

1 Jay’s really into folk music, but I prefer pop.

2 We ended up watching a film on TV.

3 The concert has been put off until next week.

4 We’ve run out of time to finish this project today.

5 Let’s get on with this work.

6 The documentary’s over.

Book

genres

4 Complete the definitions with the correct word in the box. biography • crime • fairy tale • fantasy graphic novel • historical fiction • romantic fiction science fiction • self help • thriller

1 : a short folk story, often including magic, written for children

2 : a fictional story that happens during real events in the past

3 : a story that is about activities that are against the law

4 : a book that uses drawings and pictures to tell a story

5 : a very exciting story that usually includes a lot of action

6 : a book with facts about the life of a real person

7 : a story that is about an imagined future

8 : a book that gives advice about how to improve your life

9 : a book about people who are in love

10 : a book set in an imaginary world with strange animals

5 Read the extracts below. Match each extract with one of the book genres from exercise 4.

1 She took his hand and looked deeply into his eyes. ‘I will never leave you again,’ she said.

2 In 1928, when he was 25 years old, Orwell moved to Paris and started to write novels.

3 Every day, the queen looked into the mirror and asked who the most beautiful woman in the world was.

4 ‘Listen to me, Detective!’ shouted Brady. ‘There’s a dangerous criminal on the streets, and we need to find him!’

5 In the next few pages, I will show you how you can be calmer, happier and more organised in your daily life.

6 Dovor and his robot assistant looked up into the red sky and saw the Space Bus slowly appearing through the rain. Visual arts

the words to the descriptions.

still life

a art made from different pieces of paper, material and photos

b making art to go together with a piece of text

c art that shows a person – usually just their head and shoulders

d art that uses shapes, colours and lines to represent ideas

e art that shows the natural world, e.g. mountains, rivers or trees

f art that shows objects, e.g. fruit, bowls, glasses or flowers in a vase

g filming lots of pictures in a sequence to look like movement

h writing or drawings that are made on a wall

7 SPEAKING Work in pairs. Describe a piece of visual art that you have seen.

Reported speech: questions and requests

1 Read the direct and reported questions (1-3) and underline the main verbs.

1 ‘Which instrument do you like the best?’ Jason asked me.

Jason asked me which instrument I liked the best.

2 ‘Did you enjoy the festival?’ my friend asked me.

My friend asked me whether I had enjoyed the festival.

3 ‘Can I borrow your guitar?’ asked Molly. Molly asked me if she could borrow my guitar.

2 Read the direct and reported questions in exercise 1 again. Choose the correct options to complete the rules (a-e).

a When a direct question has a question word, we use / don’t use it in the reported question.

b When a direct question doesn’t have a question word, we can use if or what / whether in the reported question.

c In reported questions the subject – verb order does / doesn’t change from direct questions.

d When a direct request uses can, we use can / could in the reported request.

e When we report a question, we don’t use / use a question mark.

3 Complete the reported questions. Use the words in brackets in the correct order.

1 She asked me

the television. (if / turn / could / off / I)

2 He asked me

the radio. (listening / was / whether / I / to)

3 My dad asked me

his guitar. (put / where / I / had)

4 She asked me so loudly. (why / was / singing / I)

5 He asked me

his music. (could / if / I / hear)

6 The teacher asked me

the choir. (was / when / I / to / going / join)

4 Complete the reported questions.

1 ‘Can you turn down your music?’ my mum asked me.

My mum asked me

2 ‘Where is the concert hall?’ the tourist asked. The tourist asked

3 ‘Do you like rap music?’ Maria asked. Maria asked me

4 ‘Can we watch this programme on TV?’ my sister asked my mum. My sister asked my mum

5 ‘Did you like the film?’ asked Melanie. Melanie asked us

6 ‘What time does the film start?’ asked my uncle. My uncle asked me .

7 ‘Are you going to learn the piano?’ Tom asked. Tom asked me

8 ‘Can you get me a ticket for the play, please?’ David asked me. David asked me

5 Rewrite the reported speech as direct speech.

1 Adrienne asked Sophie if she would bring her guitar to school.

‘Will you bring your guitar to school?’ asked Adrienne.

2 Tori asked Pavel if he liked the song.

3 Adele told us that she had been chosen for the school band.

4 She asked her friend if she could download some songs for her.

5 Kristoph asked me what type of music I was listening to.

6 Julia told her friend that she was going to join the orchestra.

7 He asked me why I was playing the drums so loudly.

Writing lab

Telling a story

Useful

language

Expressions of time

• While she (was waiting for the bus), she (saw)…

• As soon as he (walked onto the stage), he (heard)…

• When he (answered the phone), he…

• He had been studying (for hours / since five o’clock).

Adverbs of manner

• He walked quickly.

• She wrote her name carefully.

• They spoke softly.

• It was raining heavily.

• He sang the song perfectly.

1 Read the student’s story and find four adverbs of manner.

1 The talent show was about to start. Anna felt anxious but also very excited. She had been practising her guitar piece for weeks and she wanted to play it perfectly.

2 The presenter walked onto the stage and the show began! First, Anna’s friend, Eric, did some magic tricks. He pulled some flowers out of a hat and after that he made a coin disappear. Everyone was amazed. Then Rafael started to sing a song that he had written. While he was singing, Anna picked up her guitar and quietly did one final practice of her piece.

3 Finally, it was her turn. She walked slowly onto the stage, sat down and started to play. When she finished, the audience clapped and cheered loudly. It was a wonderful experience.

Learning

focus

Showing the order of events

When you write a story, there are words and phrases that can help you order your ideas.

• Use first of all to introduce the first event or action, e.g. First of all, we went to the theatre

• You can use while for two things happening at the same time, e.g. He looked at the posters while she was buying the tickets.

• Use then, after that, after or before for things that happen one after another, e.g. After they had gone into the theatre, they sat down and looked around. Then they…

• To introduce a final event, use finally or in the end, e.g. Finally, the lights went off and the play started.

2 Read the story in exercise 1 again. Complete the plan with the correct paragraph numbers (1-3).

• Paragraph : describe the different performers in the show

• Paragraph : describe Anna’s performance

• Paragraph : set the scene and introduce Anna

3 Read the Exam tip. Then read the Exam task and make a writing plan.

Exam tip

Using narrative tenses

• When you write a story, use different tenses to make the sequence of events clear.

• Use the Past simple for completed actions in the past.

• Use the Past continuous for longer or repeated actions.

• Use the Past continuous with the Past simple to show a past action interrupting another, longer action.

• Use the Past perfect to show that one action in the past happened before another action in the past.

Exam task

4 PRELIMINARY Writing a story Now complete the Exam task. Think about the different words you can use. Use the Useful language to help you. Your English teacher has asked you to write a story. Your story must begin with this sentence.

Viktor woke up and remembered it was the day of his big performance.

Write your story in about 100 words.

5 Complete the Reflection checklist. Then discuss your answers with your partner.

Reflection checklist

Tick (4) the sentences that you think are true. I made a paragraph plan for my story. I used linking words to show the order of events.

I used adverbs to make my sentences more interesting. I used a range of tenses correctly. I checked my story carefully.

Reading

1 A VISIBLE THINKING Work in pairs. Look at the photo below and discuss the questions.

See How does this photo make you feel? Think Does this place always look like this? Wonder Would you like to visit this place?

Beyond the Shot

A Modern technology and the online world have created incredible opportunities for millions of people around the world. Nowadays, you don’t have to be a professional photographer or filmmaker with thousands of dollars’ worth of equipment to capture an amazing shot. You simply need a relatively cheap smartphone. But whilst you and, let’s face it, a million other people, travel to Instagram-worthy locations to photograph something extraordinary, what about the locations that you hope will attract all those likes?

B Instagram has had a huge effect on tourism around the world. Before Instagram, people booked holidays based on where they actually wanted to go. Destination choices are now often decided by how many likes a photo might attract. In 2015, the small town of Wanaka, in New Zealand, invited social media ‘influencers’ to visit in the hope of promoting tourism. The influencers took photos and posted reviews about Wanaka’s accommodation, restaurants, nightlife and other adventures for their millions of followers. The result? Tourism grew by 14% – the largest increase in New Zealand’s history.

C Chris Burkard is a photographer with more than three and a half million followers. According to Chris, his images have inspired people to book holidays to destinations that, in the past, they might never have even heard of. Such is the power of social media and sharing experiences online. ‘Now,’ says Chris, ‘you’re less than ten clicks away from seeing an image on Instagram to purchasing a ticket to go there.’

D But we need to find a balance. Whilst an increase in tourism is generally good for the economy and good for local jobs in particular, what happens

Towards INVALSI 6

1 B Now turn to page 187 and look at the photo. Do you want to change your mind about your answers to 1A?

2 Multiple matching Read the article, then match the correct information (1-6) with the sections (A-F). You can use one section twice. The first one (0) has been done for you.

0 People don’t always cause damage on purpose.

1 A place that asked people to visit and promote the area.

2 Most people don’t always cause damage on purpose.

3 Tourism can have a positive effect on a place.

4 You should consider doing more research into a destination.

5 You can decide where to travel to next very quickly.

6 Everyone agrees this place has good photo opportunities.

when too many people decide to visit a place simply because they think ‘I have got to get that shot’? One such destination feeling the effects is Odda in Norway. In the mountains above the town, you can get the perfect picture of yourself standing on the top of Trolltunga. The ‘troll’s tongue’ is a cliff that juts out from a mountain, 600 metres above a beautiful, clear Norwegian lake. No one can deny that the photographs are incredible. But what they don’t show is the huge group of people waiting in line for their turn on the cliff.

E Within a few short Instagram-years between 2009 and 2016, the number of people visiting Trolltunga rose from a mere 500 to 40,000 a year. Today, that number has doubled. The problem is, not all of those people are experienced hikers. Whilst people don’t necessarily go out of their way to harm the environment, 80,000 extra people all using one steep path in a small area inevitably has knock-on effects. The path has had to be widened and safety features added, thus changing the natural landscape. Some of the hikers go unprepared. This puts pressure on search and rescue teams and the local hospitals. Some visitors don’t even take their own litter home with them. In the past, people could safely drink the water in the streams and lakes of the Norwegian mountains. Sadly, because of the litter and other waste that is left behind, this is no longer possible near the Trolltunga path.

F Humans have always wanted to travel and have adventures. There’s nothing wrong with that; we’re an adventurous bunch. But when you’re in search of your next adventure, try looking beyond the edges of the perfect photo and think about what you can’t see as well as what you can.

Vocabulary

1 Choose the correct option to complete the sentences.

1 There’s a problem with the server / hardware, so I can’t get my emails.

2 My new smartphone / webcam has lots of apps.

3 We can’t have a video call because I don’t have a mouse / webcam

4 I like to use my own equipment / invention when I do sports.

5 We need some new experiments / software for our school computers.

2 Complete the sentences with the correct form of the words in the box.

connection • crash • develop install • instructions

1 I’ve got some new software, but it’s difficult to on my computer.

2 There are no for my new webcam!

3 I updated the software and my computer !

4 They’ve a new app, but it has the same problems as the old one.

5 My internet is so slow.

3 Complete the sentences with the words in the box.

chat • click • connect • download drag • upload

1 You can this app from the Internet.

2 You can photos to the website here.

3 I use this app to with my friends.

4 It can take a few minutes to to the Internet in the evening.

5 You can a photo onto the upload page from your computer.

6 To create your account, on ‘New user’.

4 Choose the correct option to complete the sentences.

1 John Couch Adams discovered / invented the planet Neptune in 1846.

2 My aunt pioneered / produced a new way to teach maths to very young children.

3 I’ve discovered / created a dress using material from some old curtains.

4 This factory invents / produces more than two thousand laptops a week.

5 His original idea didn’t work very well, so he developed / created it and made it much more efficient.

6 Karl von Drais pioneered / invented the first bicycle in 1817.

5 Match the beginnings of the sentences (1-6) with the endings (a-f).

1 A soap opera

2 Horror films

3 A documentary

a has an exciting ending.

4 In a quiz show

5 In a chat show

6 A good thriller

b gives you information about a subject.

c famous people are interviewed.

d is about everyday life.

e people have to answer questions.

f can be really scary.

6 Complete the text with the words in the box.

celebrities • channel • programmes series • talent shows

My mum loves TV One, our local TV (1) , and she has lots of favourite (2) on it. There’s a really good (3) of history documentaries that she watches every Tuesday. She doesn’t like chat shows with famous (4) and she never watches (5) because she thinks people sing really badly on them.

7 Choose the correct option to complete the sentences.

1 My favourite book has been turned up / into a film.

2 I tried to help, but they turned up / down my offer.

3 I made a cake, but it didn’t turn out / up very well.

4 I can’t hear the TV, can you turn it out / up, please?

8 Complete the text with the correct form of the phrasal verbs in the box.

be into • be over • end up • get on with put off • run out of

My best friend (1) jazz music, so last Saturday we went to see a band playing in the park. It started to rain and I thought they would (2) the concert until a later date, but they just wanted to (3) playing and go home! When the concert (4) , we met some members of the band and they offered us a lift home. Unfortunately, their car (5) petrol, so we (6) walking home!

Grammar

1 Choose the correct option to complete the sentences.

1 Your homework should upload / be uploaded onto the school website by tomorrow.

2 This text can delete / be deleted by clicking here.

3 A lot of schools are using / are used this new program.

4 This site was created by / with my brother and some of his friends.

5 Computers must check / must be checked regularly for viruses.

6 The webcam can be cleaned by / with a special product.

2 Rewrite the sentences. Use the correct passive form.

1 An expert should check the equipment soon.

2 You can upload pictures directly to the website.

3 They make most webcams in China.

4 They will delete messages from the server after two months.

5 You must finish the project by this evening at the latest.

6 They are repairing the server, so we have no internet connection.

7 They updated all our software recently.

3 Complete the sentences with the correct passive form of the verbs.

1 I can’t send the files because my computer (damage) by a virus.

2 I couldn’t connect to the video meeting because my software (update).

3 Some important files (delete) by mistake a few days ago.

4 Please stay on the page while your message (upload).

5 When I finally got onto the site, the shoes I wanted (already / sell).

4 Complete the reported statements.

1 ‘I love soap operas,’ he said.

He said he soap operas.

2 ‘We didn’t see the documentary,’ they said. They said they the documentary.

3 ‘I’ve never met any celebrities,’ said Jill.

Jill said she any celebrities.

4 ‘I’m going to watch my favourite series,’ he said.

He said that he his favourite series.

5 ‘You can change channel if you want,’ said my brother.

My brother said that we channel if we wanted.

5 Complete the reported statements.

1 ‘I’ll see Francoise tomorrow,’ said Chloe.

Chloe said .

2 ‘We watched a quiz show last night,’ they said. They said .

3 ‘I saw the film just a few weeks ago,’ said Debbie.

Debbie said

4 ‘We can’t come next weekend,’ said my friends.

My friends said

6 Complete the reported questions.

1 ‘Where does Molly live?’ he asked.

He asked

2 ‘Why did they change channel?’ asked my sister. My sister asked

3 ‘Can you turn the volume down?’ she asked me. She asked

4 ‘Are you going to watch the film with us?’ they asked.

They asked .

5 ‘What channel is the quiz show on?’ asked Mum. Mum asked .

6 ‘Will you help us with our essay?’ they asked Tom.

They asked Tom

Life skills

Checking your sources

Can you trust this?

At a time when news travels faster than ever, it is essential to check your facts. Here are some tips to identify what’s true and what’s not in the digital world.

1 Where?

✘ Comes from an unknown or entertainment website.

✔ Comes from a known and respected news source.

2 What?

✘ The headline seems exaggerated and may use dramatic language.

✔ The headline is informative and seems believable.

3 How?

✘ No references to sources for the text or images are provided.

✔ Gives links or references to support the text and images.

4 Why?

✘ Creates an emotional response; presents only one point of view.

✔ Content is informative; looks at more than one side of an issue.

5 Who?

✘ The author’s full name isn’t given.

✔ The author’s full name is given.

6 When?

✘ Either has an old date or gives no date at all.

✔ Has a recent date.

1 Look at the infographic. How good do you think you are at spotting untrue information presented as news online?

2 SPEAKING Work in pairs. What sources do you usually use to find out about what’s happening in the world? Do you think these sources are reliable?

Frame your project

Work in groups. How could you help your friends be aware of echo chambers and avoid them? Think about:

• why echo chambers exist;

• examples of negative results they could cause;

• practical ways of avoiding them. Make a presentation to show in the next class.

3 Read the definition of ‘deep fakes’. Have you ever seen a deep fake video? What do deep fakes mean for our society?

Deep fakes are fake videos or audio recordings that look or sound just like the real thing, for example, using technology to make a video with a celebrity’s face but on a different person’s body.

Mind your mind

Dealing with online information

• What you read or watch online can have a powerful effect on how you feel. Choose your information sources sensibly.

• Ask yourself the Where? What? How? Why? Who? When? questions from the infographic to help you stay objective.

• Be aware of ‘echo chambers’ – this is when you access only sources or groups that match your own interests, beliefs and views. Echo chambers can encourage you to believe that a certain way of thinking is ‘the norm’, rather than helping you to question beliefs in a healthy way.

4 SPEAKING Work in pairs. Read the Mind your mind information. When is it OK to share social media posts about other people? Think about:

• who the subject of the post is;

• who has posted it online;

• how the subject may feel when they see it.

Useful language

• These days it’s really important to think about…

• The main reason that … is…

• One thing you can do to increase your experience is…

• Why not look at…?

• One online tool that has been extremely useful for me is…

• You could also use … to…

• It’s also a good idea to use a website such as … to…

Make a poster reminding students to question the content of online materials. Do some research and include examples of online tools that:

• help you to fact check;

• tell you if an article presents only one point of view;

• identify articles that are already known to be false;

• Display your poster in the next class.

ORACY SKILLS

Frame your future 11

1 VISIBLE THINKING Look at the photo. Discuss in pairs.

See Describe what you can see in the photo.

Think What are the people doing?

Wonder How do you think these students are feeling?

2 Watch the video, Learning Another Language. Choose the correct option.

1 The first speaker thinks that she makes a lot of grammar / vocabulary mistakes.

2 The second speaker asked the group to change languages from English to Chinese / Chinese to English

3 She talks about the fear / power that you feel when you speak your own language.

4 The third speaker says that his Italian isn’t very good and this makes other people feel angry / embarrassed.

5 The last speaker studied Spanish for eight / ten years.

Over 1,700 students taking an exam at a school in Yan’an, China

1 SPEAKING Which school subjects do you enjoy the most? Why?

2 SPEAKING Are any of the subjects below taught at your school? If not, which ones would you like to learn? Why?

• dance

• drama

• design

• film-making

• information technology (IT)

3 Work in pairs. Read the text on page 161 quickly. Find a course or courses for someone who…

1 wants to learn new recipes.

2 wants to make something they can wear.

3 might want to become an author.

4 is planning a wild-camping holiday.

5 runs their own website.

6 wants to do something active.

4 Read the Exam tip. Then read the description of the first person in the Exam task. Follow the instructions in the Exam tip until you find the right course.

Exam tip

Finding distractors

• In this task, more than one text might seem to match a person. Be careful – the most obvious match is often not the correct answer (this is called the distractor).

• The information in the text is often in a different order to the information in the person’s description. The important information might be at the end of the text, so don’t make a decision after the first sentence.

• For example, Erika wants to get fit and do a fun workout class. She doesn’t like exercise machines, but she wants to do something that will be interesting and to learn a new skill. The first sentence is a good match for text D and has several words that are the same. But the second sentence is a better match for text H.

• Read the description of the first person carefully and underline the key information. Then read the texts. Underline any words and phrases that match the description of the person. But be careful. Look for any details that don’t match the person and circle them. See if you can find that information in any other texts.

• Remember that only one text will be the correct match for each person, and one text can’t match two people.

Exam task

5 PRELIMINARY Matching people to texts The people below all want to start a new course. On page 161 there are descriptions of eight courses. Decide which course would be the most suitable for the people below.

1

2

3

4

5

Hamid wants to do a short course over a couple of days. He’s quite interested in food preparation, but he also wants to be active and spend time outdoors.

Fumiko is keen on sport, dance and physical activities, but she doesn’t have much time to go to exercise classes. She’s looking for a lesson that is no longer than an hour.

Januscz is looking for a short creative course and loves finding out about other people’s thoughts and projects, but he isn’t free at the weekends. He loves literature, cooking and art.

Gabriella loves making things, writing stories and learning new skills, but she doesn’t enjoy cooking. She’d like to produce something which she can take home and show to her friends and family.

Elinor uses a wheelchair. She wants to do a long course over several months. She’s interested in lots of subjects, including cooking, reading and finding out about different cultures.

Frame your ideas

6 SEL Self-awareness Answer the questions.

• Are you interested in any of the activities mentioned in the texts? Which ones?

• What are the benefits of doing these kinds of weekend or evening courses? Do you think schools in your country should provide courses like these? Why? / Why not?

Changing school

Moving from primary school to secondary school, at the age 11 is often a very difficult time for students in the UK. In a recent survey, 25% of students said that they were less happy and felt less safe at secondary school. Do you think this is the same in your country? Why? / Why not?

Beauville College

At Beauville College we have an amazing range of courses in all sorts of subjects from dance to design; from cooking to computer studies. Here are some of our most popular courses.

A Bread making

This weekend course for beginners takes you through the basic skills of bread making in our modern kitchen. You’ll learn about different types of bread from all around the world. All ingredients are provided, and you’ll have three delicious loaves of bread to take home with you on Sunday afternoon!

B A taste of Italy

Over twelve weeks, every Monday from 6 to 9 p.m., our tutors will take you on a virtual tour of Italy. Together, we will be covering a different topic each week, including Renaissance art, the food of Tuscany, the history of the country and some of its greatest literature.

C Write about it!

Have you always wanted to write a novel? Or do you dream of being a journalist? We can help you discover your story-telling talents on this five-day course from Monday 7th April to Friday 11th April. Be prepared to share your ideas with the other students.

D On the move

If you want to keep fit but get bored easily, this is the class for you! In our fantastic gym you will spend five minutes on each piece of equipment before moving on to the next, for a fun 45-minute workout. Our instructors will help you use the equipment correctly and give plenty of encouragement.

E Crafty creations

Over one weekend, you will learn how to make bracelets, necklaces, rings and so much more. This jewellery-making workshop is suitable for everyone and gives you the chance to discover your creative side. We provide basic materials, but you can also bring along your own stuff from home if you want to make something special.

F Survival training

Can you start a fire with just a stone and some twigs? Do you know how to find and prepare wild plants that are safe to eat? And can you make your own shelter in the woods? After spending two nights in the woods with our survival expert, you will learn all of these skills and more.

G Digital media

For experienced computer users, this four-week course will help you improve your skills in website design, video production and animation. With small class sizes of no more than six students, our instructor will be able to give you personal feedback and advice.

H Dance around the world

We’ll teach you a different national dance style every week over twelve weeks in total. From street dance to tango, you’ll not only learn the moves but also some of the history behind each dance. Be prepared to work hard and stretch those muscles in our twohour-long classes!

Vocabulary 11

Education

1 Cross out the word that does not belong in each group.

1 school or college subjects physics / economics / essay / IT

2 qualifications course / degree / diploma / certificate

3 money fees / grant / deposit / mark

4 people instructor / pupil / study / teacher

5 level intermediate / application / beginner / advanced

6 work handwriting / essay / project / research

2 Choose the correct option (a-b) to complete the sentences.

1 My parents pay my sister’s university . a fees b certificate

2 Mr Oakes is the best in our college –everyone loves his classes. a pupil b teacher

3 I can’t chat now; I’m late for my class! a instructor b biology

4 Students must hand in their by the end of today. a diplomas b essays

5 I passed all my exams and got my ! a degree b application

6 This is a(n) text, so I don’t expect you to understand everything. a advanced b grant

3 Complete the sentences using both words.

1 He’s a very student, but he should make more effort to (behave / clever)

2 My sister was at school last year, but this year she will be starting school. (primary / secondary)

3 I’m so pleased! I managed to all my exams at school this year. I didn’t even maths! (fail / pass)

4 Students can get very good if they manage to complete our computer studies . (courses / qualifications)

5 Be careful you don’t any questions on the test. If you do, you’ll some marks. (miss / lose)

6 The taking the oral exam was very nervous before meeting the . (examiner / candidate)

4 Choose the correct option to complete the sentences.

1 When students make progress, they… a get worse at doing something. b get better at doing something.

2 If you break the rules, you… a do what you are supposed to do. b do something you aren’t supposed to do.

3 If you make a mistake, you… a get something correct. b get something incorrect.

4 If you take notes, you… a write long pieces of information. b write short pieces of information.

5 If you make an effort, you… a try to do something. b don’t try to do something.

6 If you break up, you… a begin your school holidays. b end your school holidays.

5 Complete the text with expressions from exercise 4. You may need to change the verb form. Then listen and check your answers.

I’ve been studying really hard this term and I can’t wait to (1)  and have a rest – perhaps go to the beach! However, I won’t be able to take too much time off over the holidays, as we have some very important exams as soon as we go back to school. I’ll probably do some extra reading and (2)  so that I don’t forget everything.

I might do some online tests as well, although it’s very easy to (3)  with those kinds of tests and look up the answers. I often get very nervous in exams and sometimes I (4)  when I actually know the right answer. I hope I don’t do that this time. I’ve (5)  to study hard and I’ve done a lot of revision already. My teacher says that I’ve (6)  and my marks are much better than they were a year ago.

Frame

your ideas

6 ORIENTATION Answer the questions.

• What things make it difficult for you to concentrate on your work?

• Do you prefer to revise for your exams on your own or with a friend?

The causative

1 Read the sentences (1-2) and answer the questions (a-b).

1 The student will have his essay checked.

2 The student will check his essay.

a In which sentence will the student check the essay himself?

b In which sentence will somebody else check his essay?

2 Complete the rule.

We use the causative to say that we have arranged for somebody to do something for us. We form the causative with + object + past participle. When we want to mention the agent, we use the word by

3 Tick (4) the sentence that contains the causative.

1 She had her computer repaired before she went to school.

2 She had repaired her computer before she went to school.

Remember that only the verb have changes tense.

4 Write the words in order to make sentences.

1 ? / his hair / our teacher / has / cut / had

2 will / my project / I / the teacher / by / marked / have

3 ? / exhibited / going to / are / in the gallery / have / the students / their paintings

4 taken / at the end / the teachers / of the year / their photos / had

5 must / their application / by their parents / children under 16 / have / signed

6 our staff / first aid / had / yet / haven’t / we / trained in

5 Complete the sentences using the causative.

1 Luke’s laptop was repaired during the weekend. Luke .

2 New computers have been installed at the college.

The college

3 Someone’s going to make a new key for me. I’m going to

4 Rosa’s friend will type her essay for her. Rosa .

5 Is a swimming pool being built at our school? Are we ?

6 Mrs Khan’s children are driven to school every day. Mrs Khan .

7 The teachers must mark the students’ tests. The students must

8 New desks were delivered to the school. The school

6 Complete the sentences with the correct form of have and the verb in brackets.

1 Your hair is a mess. You should it (cut)!

2 We usually our windows (clean) once a month.

3 Henri has never food (deliver) to his home. He always prepares his own meals.

4 They’re going to their house (decorate) next month.

5 My grandparents broadband (banda larga) (install) in their apartment last week.

7 SPEAKING Work in pairs. Ask and answer the questions.

1 When did you last have your eyes tested?

2 Have you ever had your hair cut really short? Were you happy with it?

3 Would you like to have your hair dyed a different colour? Which colour?

4 Have you ever had your phone / computer fixed? Why? What was wrong with it?

5 When did you last have your photo taken by a friend? Did you like the photo?

6 What kind of things has your family had done in your home (e.g. decorating, gardening, repairs)?

Listening

1 Write the words for feelings in the box next to the correct meaning.

amazed • ashamed • curious delighted • depressed • upset

1 very sad and without hope:

2 unhappy because something bad has happened:

3 very surprised:

4 wanting to find out about something:

5 very happy about something:

6 embarrassed about something you have done:

2 Listen to six speakers. Write the feelings from exercise 1 next to the correct speaker (1-6).

Exam task

4 PRELIMINARY Multiple choice with six conversations Listen and for each question, choose the correct option (A, B or C).

1 You will hear two friends talking about exercise classes. Which class is the man going to do?

A the yoga class

B the dance class

C the badminton class

2 You will hear two students talking about an exam. What does the girl think about her result?

A She is happy and proud.

B She is anxious and ashamed.

C She is confused and disappointed.

3 You will hear two students talking about their classroom. What is the boy’s opinion of the room?

A He prefers how it used to look.

B He likes it, but thinks it was a waste of money.

C He loves it and thinks students will concentrate better now.

3 Read the Exam tip. Then read the Exam task questions carefully. Which question asks about the speaker’s feelings?

Exam tip

Listening to understand feelings

• In this type of task, you sometimes have to understand how one of the speakers feels about something.

• Make sure that you understand the difference between different adjectives to describe emotions, e.g. embarrassed, ashamed, upset, annoyed

• The speaker’s tone of voice can also help you understand how they feel, but the most important thing is to listen to what they are saying.

• The speaker might mention one or two different feelings, e.g. I thought I’d be really anxious when I took the exam, but actually I felt quite calm. Read the question carefully so that you understand exactly what answer is needed.

4 You will hear two friends discussing the girl’s teacher. What is the problem with the teacher?

A He is often late.

B He is unkind.

C He hasn’t taught the right material for the exam.

5 You will hear two students talking about an end-of-term class picnic. What food does the boy decide to bring?

A different types of fruit

B cheese and ham sandwiches

C chocolate biscuits

6 You will hear two friends talking about a school trip. What does the girl say about the trip?

A She enjoyed it, but she doesn’t think her French is better now.

B She had a good time, but she’s happy to be back home.

C The family was friendly, but she didn’t like the food.

Frame your ideas

5 SEL Self-awareness Self-management Answer the questions.

• Would you describe yourself as a curious person?

• What activity do you do if you want to feel calm?

• How do you feel when you are at school? Do you think there are ways that your school can help you feel less stressed or anxious?

Describe your school

1 Work in pairs. Discuss the questions.

1 Which school subject are you best at? Is it also your favourite subject?

2 Which subject is the most difficult for you? Why?

3 Are there any subjects which you didn’t use to like but now enjoy?

2 A Write the school facilities in the box next to the correct descriptions. canteen • computer room • football pitch gym • laboratory • library • swimming pool

1 The grass needs a lot of watering.

2 Students can exercise there, but it’s also good when we want to talk to all the students in the school.

3 Students can browse the Internet and learn about website design.

4 It provides students with a quiet place to study.

5 Students can dive and play water polo there.

6 Students can eat there, which is useful if your home is far from the school.

7 Students can do experiments there and learn about chemistry, physics and biology.

2 B SPEAKING Work in pairs. Which of the facilities from exercise 2A does your school have? Are they in good or bad condition?

3 Read the Exam tip and look at the Useful language. Then work in pairs. Try to change each other’s minds.

Student A Say why it’s important to use computers to study at school.

Student B You disagree. Try to convince your partner to agree with you.

Student B Say why it’s important to have a school library.

Student A You disagree. Try to convince your partner to agree with you.

Exam tip

Agreeing on an option

• In this task, you should ask your partner for his or her opinion about the options and give your own.

• If you don’t agree with your partner, you can try to change his or her opinion. You can also change your opinion. However, you have to agree on one of the options.

• Remember to talk about all the different options before you make a final decision.

Useful language

Discussing the best option

• Are you sure about that?

• Do you really think that… ?

• I’m sure … is better because…

ORACY SKILLS

• I agree that this is quite a good option, but I think ... is better.

• Actually, I think you’re right.

• Yes, that’s a good point. I hadn’t thought of that.

• OK then, yes, I agree with you!

• So, shall we choose... ?

Exam task

4 PRELIMINARY Picture discussion Your school has some money to spend on improving one of its facilities for students. Here are the different facilities they are looking at. Talk together about each facility, and say which one the school should spend its money on.

Frame

your ideas

5 SEL Self-awareness Do you prefer to study in the library at school, or at home? Why?

Frame your project

6 CITIZENSHIP If you could make any changes to your school, what would you like to change? Why? Think about how you could make your school greener / more accessible / more multicultural. Discuss the facilities in the box.

the school library • the computer room the sports facilities • the music facilities the canteen

The J&K Diaries – Episode 23

1 Watch the vlog and answer the questions.

1 How old do you have to be to do a part-time job in the UK?

2 According to Josh, what are two good reasons to get a part-time or summer job?

3 What does Kayla design and sell online?

4 What job does Josh NOT want to do?

5 What job does Kayla suggest for Josh?

6 How can Josh use his filming skills in this job?

2 SPEAKING Work in pairs. Read the description of International Women’s Day below. Then discuss the questions.

International Women’s Day is on 8th March. It is a global celebration of the social, cultural, economic and political achievements of women.

1 How is International Women’s Day celebrated in your country?

2 Have things changed for women in your country in the last hundred years?

3 Do you think that there are still some inequalities between men and women?

4 What changes do you want to see in the future?

Exam tip

Think about the missing information

• For some exam tasks you have to complete sentences about a text with a few words.

• Read the beginning of the sentences carefully and think about what kind of information is missing – it is a reason, a number, a result, etc.

• Remember that the words that you will need to use will always be in the text. You don’t need to use any new vocabulary that isn’t in the text.

• When you have completed the sentences, read them through and check that they make sense.

Exam task

3 INVALSI Short answer questions Read the texts on page 167 about two women who changed the world, then answer the questions (1-8) using a maximum of four words. The first one (0) has been done for you.

0 How old was Harriet when she experienced a life-changing event?

1 What problems did she have after she was hit by a rock?

2 When did she escape from slavery?

3 How did escaping slaves travel?

4 How many times did Harriet return to Maryland? .

5 Who was Ada Lovelace’s father?

6 What subjects did she study when she was very young?

7 What was the title of the book she wrote?

8 When were Ada’s notes published?

4 MEDIATION Work in pairs.

Student A Read the text about Harriet Tubman again. Choose and write six key words from the text.

Student B Read the text about Ada Lovelace again. Choose and write six key words from the text.

Close your books and tell your partner about Harriet Tubman / Ada Lovelace.

5 DIGITAL COMPETENCES Write five questions you would like to ask either Harriet Tubman or Ada Lovelace about their lives. Then do some research online and try to find the answers to your questions. thirteen years old

I like the sound of that. Suona bene (è un’idea interessante). You know what? Sai che ti dico? be crazy about andare pazzo/a per

Women Who Changed the World

In this article to celebrate International Women’s Day, we are looking at the lives of two women who changed the world, and the childhood experiences that inspired them.

Harriet Tubman was born in about 1820, in Maryland, USA. Her parents were slaves who had been brought over from Africa, and she started working at the age of just six. When she was thirteen years old, something happened that changed her life. A slave tried to run away, and the slave owner told Harriet to run after him and catch him. She refused to move, so the man picked up a rock and threw it at the escaping slave. The rock hit Harriet on the head and injured her badly. This moment made her determined to escape slavery herself, and to find freedom. Her injury meant that she often suffered from bad headaches and narcolepsy, but she didn’t allow her disability to stop her. In 1849, she travelled 145 kilometres to reach the free state of Pennsylvania. She used a system called the ‘Underground Railroad’. This wasn’t a real railway; it was a network of safe houses along the route from Maryland to Pennsylvania. The people in these houses agreed to hide the escaping slaves and help them in their journey.

Harriet had finally found freedom, but she hadn’t forgotten her family, who were still slaves in Maryland. From 1850 to 1860 she made thirteen trips back to Maryland, helping seventy family members and friends to escape from slavery via the underground railway. A rock that could have killed her inspired her to become a heroine who risked her life to save many others.

Ada Lovelace is known as one of the world’s first computer programmers. Her father, Lord Byron, was a very famous poet, who abandoned his family and left England just a few weeks after she was born in 1815. Her mother didn’t want Ada to be a poet like Lord Byron and so she encouraged her to study maths and science from a very early age. This was very unusual for women at the time. Ada was particularly interested in learning about machines and how they worked. Together with her passion for science, she also had a strong imagination. At the age of twelve, she wrote a book called Flyology. The book was a study of flight, and it included diagrams of birds’ wings, together with plans for a mechanical flying horse! She met the mathematician and inventor Charles Babbage when she was 17. He was the inventor of the ‘Difference Engine’ – a very early form of computer – and Ada soon started to work with him. She helped to translate a text from his engineer into English, but she didn’t just translate the text, she added her own notes. These notes included the first description of a computer language. Ada died in 1852, and her notes were forgotten for over a hundred years until they were finally published in 1953. Inspired by her childhood love of maths and interest in machines, today she is famous as a pioneer of computer science.

Use an AI chatbot to role-play an interview. Ask the chatbot to be Harriet Tubman or Ada Lovelace. Ask it to answer in the first person. Prepare your questions before starting the interview. Write down the chatbot’s answers and present a report about the interview to the class.

Word focus

slave (n): schiavo/a slavery (n): schiavitù narcolepsy (n

Vocabulary 11

Ambition and success

1 Circle the odd one out. Then work with a partner and explain your answers.

1 hard-working ambitious lazy

2 delay inspire excite

3 creative ordinary normal

4 goals achievements failures

5 competition celebration challenge

6 educate teach believe

7 dreams hopes grants

8 award confidence self-belief

2 Match the words (1-6) with their definition (a-f).

1 motivate 2 focus on

3 experience

4 skill 5 dream

6 determined

a something good that you hope to achieve b not willing to let anything stop you from achieving what you want

c to make someone become enthusiastic and excited about something

d to concentrate your efforts on something e knowledge and ability that you have after doing something for a while f the ability to do something well

3 Complete the sentences with words from exercise 2.

1 He didn’t have enough to be offered the job.

2 Mr Wong has the ability to all of his students.

3 Jonah was a man, and despite his disability, he completed the course.

4 Next week, we’re going to CVs.

5 Karim achieved his and became a pilot.

6 What do you consider to be the most important a tour leader needs?

Work

4 Choose the correct option to complete the sentences.

1 We can’t offer him the job because he isn’t redundant / qualified

2 I’ve just found a permanent / temporary job, so I’ll be working for the next two months.

3 Are you self-employed / voluntary or do you work for someone else?

4 He was made redundant / retired, so now he’s looking for another job.

5 Eva doesn’t need to earn money, so she’s got a voluntary / part-time job at the hospital.

5

Listen. Choose the option that describes each person’s job.

1 Speaker 1: boring / rewarding

2 Speaker 2: well-paid / badly-paid

3 Speaker 3: manual / skilled

4 Speaker 4: challenging / relaxed

6 Listen again. Match the speakers (1-4) with the jobs (a-e). There is one extra job.

a air-traffic controller

b beekeeper

c nurse

d journalist

e factory worker

7 Match each sentence (1-6) with the one that logically follows (a-f).

1 I’m a firefighter and I work shifts

2 I’m looking for someone to invest in my business.

3 I need to check my bank balance via the app.

4 Last year, my company didn’t make a profit.

5 I found a temporary position in a factory.

6 I try to save 20% of my salary every month.

a When I have enough money, I’d like to buy a car.

b That means I sometimes work during the day and sometimes at night.

c This year, I’ve sold more products, so I will make some money.

d I work on one of the production lines.

e I’ve got a great business plan, but I haven’t got enough money.

f I use it every day to see how much money I’ve got.

Frame your future

8 SPEAKING Work in pairs. Discuss the questions.

1 Would you rather have a job that is boring but well-paid or a job that is rewarding but badly-paid? Give reasons for your answer.

2 Can you think of a hobby or interest that could become a career? What are the advantages / disadvantages of doing this?

3 What would your ideal work environment be? Indoors, or outdoors? Working in an office or in the community? Working on your own or with other people? Make a list of the most important factors for you and then compare your lists.

-ing form

1 Look at the -ing form in bold in the sentences (1-5). Answer the questions (a-d).

1 John is interested in studying biology.

2 The teacher avoids shouting at students.

3 It isn’t worth revising all night for a test.

4 She loves swimming

5 Playing online games is his favourite pastime.

Which sentence(s) include(s) an example of...

a an -ing form after a verb or phrase?

b an -ing form after a preposition?

c an -ing form used as the subject of a sentence?

d an -ing form used as the object of a sentence?

Infinitives

2 Look at the words in bold in the sentences (1-4). Match the sentences with the uses of to + infinitive (a-d).

1 He was too busy to go out.

2 Bella wants to become an engineer.

3 They went to the cinema to see a film.

4 Luke was very happy to finish university.

We use to + infinitive:

a to express purpose.

b after adjectives such as afraid, scared, happy, etc.

c after too + adjective and adjective + enough

d after certain verbs and phrases.

Modal verbs like can, must and should are followed by the infinitive (without to). I must finish my homework tonight. You shouldn’t be late again.

3 Look at the verbs in bold in the sentences (1-4). Answer the questions (a-d).

1 Sam remembered calling his dad yesterday.

2 Sam remembered to call his dad.

3 Sam stopped to look at his phone – it was ringing.

4 Sam stopped looking at his phone and put it in his pocket.

In which sentence did Sam…

a first remember something and then do it?

b first do something and then remember it?

c stop in order to do something?

d not do something any more?

4 Choose the correct option to complete the sentences.

1 Some students can’t afford going / to go to university.

2 I don’t feel like to study / studying when the weather is warm.

3 Jason was glad to learn / learning that he had passed his exams.

4 She’d better get / to get some advice on her studies.

5 The children are too young attending / to attend these classes.

6 Is she interested in train / training to become a photographer?

5 Complete the text with the correct form of the verbs. Use an -ing form or the infinitive or to + infinitive.

NATURE AS A BLACKBOARD

Would you like (1)  (go) to a school that doesn’t expect students (2)  (be) in class all day?

I'm sure any student would enjoy (3)  (attend) a school like that.

Well, at Southern Cross School near South Africa’s famous Kruger National Park, you can (4)  (do) just that. Teachers and children spend time in nature (5)  (look) for things that can be used (6)  (study) anything from maths and science to language. For example, young students learn their numbers by (7)  (count) how many different animals come to drink water during the night. Students can’t help (8)  (become) involved in their lessons.

This school aims (9)  (teach) students the importance of (10)  (care) for the natural environment and the school’s motto is ‘Southern Cross is a School for the Planet’.

Writing lab 11

Writing a personal statement

Useful language

Introducing yourself

• I’m a Year 12 student at Highgrove College.

• I’m currently studying maths and chemistry.

• I have always been interested in psychology. Highlighting your strengths

• My work for the student magazine has given me experience in writing to a deadline.

• As a student ambassador, I have developed strong communication skills.

• I am an excellent team player and enjoy working on collaborative projects.

Mentioning your extra-curricular activities

• I volunteer for a local environment group.

• I play the piano and the flute and am a member of the National Youth Orchestra.

• I’m a keen tennis player and help to coach younger students at my local tennis club.

1 Write sentences for a personal statement using the information below.

1 volunteer / children’s charity / organise afterschool activities

2 study English / Spanish / Politics

3 president of school computer club / IT skills

4 hard-working / like challenges

Learning focus

Structuring your personal statement

A personal statement is a short paragraph on your CV that summarises your skills and explains why you are applying for a particular job or college course. It should follow a basic structure:

• Introduce yourself and explain what you are doing at the moment.

• Describe your key strengths, experience and achievements.

• Explain why you are applying.

2 Complete the personal statement with the phrases in the box.

am an excellent communicator have always been passionate about • have written meet and share ideas • received very good grades won the journalism award

I am a student at Southbrook College, currently studying for my ‘A’ levels in French, History and Sociology. As you will see from my CV, I (1)  in my exams last year and also hold a Level 3 Certificate in Digital Media Skills.

As an active member of the college debate society, I (2)  and confident in front of an audience. In addition, I (3)  several articles for the college magazine and other local publications. Last year I (4)  for my article about COVID and its effects on student well-being.

I (5)  writing, and believe that your creative writing course would help me to progress in my dream to be a journalist. It would also be a wonderful opportunity to (6)  with other young writers.

3 Read the Writing tip. Then read the task and make a plan for your personal statement.

Writing tip

Making your personal statement relevant

• You should choose the most important information from your CV and summarise it in your statement.

• Think about the job or course that you are applying for. Then look at your CV and underline the most relevant information and skills for that job or course.

• Don’t use the same words in your CV and your personal statement. Your CV should be very neutral, while your personal statement can use more powerful words like: I’m passionate about… ; I have excellent skills in…

Writing task

4 You want to apply for a four-week course to study English and culture in the UK. Write a personal statement to accompany your CV. In your statement you should:

• say what you are studying now;

• describe any relevant experience and qualifications;

• explain why you want to take part in this course.

5 Complete the Reflection checklist. Then discuss your answers with your partner.

Reflection checklist

Tick (4) the sentences that you think are true. I used a clear structure.

I used powerful language to highlight my skills and experience.

I included information about my qualifications and extra-curricular interests.

I checked that the information in my personal statement was relevant to the course.

It’s a crime!

1 VISIBLE THINKING Look at the photo. Discuss in pairs.

See What can you see in the photo?

Think Where do you think this photo was taken?

Wonder How do you feel when you see police officers on the street? Why do you feel like that?

2 Watch the video, Cops on the Job, and answer the questions.

1 Why can’t the horses be left at the side of the road?

2 What happens to the horses?

3 How does the police officer feel about the ‘dangerous incident’ with the horses?

4 How does the second officer feel about the incident he’s called out to attend?

5 Where were the two other officers trapped at the scene of the crime?

6 What could be useful in catching the burglar?

High security presence in front of the Houses of Parliament, London

1 CRITICAL THINKING Which of these crimes are the most serious? Number them 1-7 (1 = the most serious). Then discuss with a partner and give reasons for your opinion. dropping litter on the street painting graffiti on a wall damaging someone’s property making too much noise riding a bike on a pavement stealing from a shop using a mobile phone while driving

2 Complete the sentences with the words in the box.

cell • criminal • escape • guard illegal • prison • prisoner

1 If something is , there is a rule or law that says you mustn’t do it.

2 A is a person who has done something illegal.

3 If you do something illegal, you can be sent to . Then you are a

4 A is a small room in a prison.

5 If you from somewhere, you find a way to leave that place.

6 A is someone who protects people or things from crime, or prevents prisoners from escaping.

3 Read the article on page 173. Are the sentences true (T) or false (F)?

1 Prisoners on Coíba were kept in cells.

2 It wasn’t possible to escape from Coíba.

3 Prisoners sometimes killed other prisoners on Coíba.

4 Developers made sure that the plants on Coíba grew successfully.

5 Christian Ziegler photographed the prisoners on Coíba.

4 Read the Exam tip. Then complete the Exam task.

Exam

tip

Finding similar words.

• Remember to read the article first in order to get an overall understanding.

• Then read the sentences and underline the key words.

• Go back to the article and look for any similarities to the key words that you’ve underlined. These will likely be clues to the answers.

Exam task

5 PRELIMINARY Multiple matching Read the article about an island that used to be a penal colony again. Six sentences have been removed from the article. Choose from the sentences (A-G) the one which fits each gap (1-6). There is one extra sentence which you do not need to use.

A ‘It’s like a time capsule for the past 100 years,’ he explained.

B Prisoners knew about the sharks and crocodiles in the water around the island.

C Coíba’s location also means that a number of the species on the island exist only on Coíba.

D In the past, Coíba was used as a penal colony – a type of prison that is far away from other people.

E Illegal fishing is taking place along Coíba’s delicate reefs.

F He wanted to find out why the animals and plants on Coíba were so different to those on the Panamanian mainland.

G It was the guards who stayed in secure buildings where they had protection from the criminals.

Frame your ideas

6 DIGITAL COMPETENCES Do some online research to find out about one of these places and their connection with a prison.

• Chateau D’If

• Asinara

Tell the class about your research.

From Prison to Paradise

The island of Coíba lies almost 50 kilometres off the southern coast of Panama. It is a beautiful island with wonderfully diverse wildlife. But it hasn’t always been an idyllic destination.

(1) Because of its remote location, many of Panama’s most dangerous criminals were sent to Coíba. About 3,000 criminals spent time on Coíba before the last prisoner was released in 2004.

Coíba is the largest of 38 islands in the Coíba National Park. The island is a UNESCO World Heritage Site covering an area of just over 120,000 acres. It is now one of the most biodiverse regions on the planet. The island has 1,450 plant species, forests filled with hundreds of unique animals and pristine coral reefs lying beyond its beaches. The island’s natural beauty, however, is an accidental case of conservation, and a direct result of it being used as a prison.

Unlike in a regular prison, where the inmates are kept in cells, prisoners on the island of Coíba lived in makeshift camps across the island. The prisoners had to create shelters from natural surroundings. (2) When the prison closed in 2004, 80 per cent of the forest remained largely untouched. Coíba’s reputation meant that hardly anyone visited the island, resulting in one of the most well-preserved rainforests in the Americas.

For some prisoners, Coíba was a death sentence. Escaping from the island wasn’t a possibility. (3) If the island’s natural conditions didn’t kill you, your fellow prisoners might. Too dangerous for tourists and developers, Coíba was left alone and its flora and fauna flourished.

Now, a team of researchers is working to record the largely undocumented life on the island. ‘Isolated’, is how National Geographic photographer Christian Ziegler describes what it feels like to be on the island. Isolated and quiet. (4) He didn’t see the island when prisoners were there, but he knows those who live on the mainland still think of Coíba as a dangerous place. Through beautiful photography and scientific research, Ziegler hopes to change that. He wants to inspire locals to fight for the island’s continued conservation. ‘Coíba is the biggest uninhabited island on the whole Pacific coast,’ said Ziegler. ‘The world is so full of people; we have to fight for this place.’

In 2008, Omar R. López, a director at Panama’s Ministry of Science and Technology, began studying Coíba. (5) For example, researchers were initially confused by the absence of carnivorous species on Coíba, though they can be found in large numbers in Panama.

As the island becomes easier to access, modern-day problems are starting to affect it. (6) ‘It would be for the best of Panama and the best of humanity to protect this environment,’ said López. Rather than remembering Coíba as a prison, he hopes the world will come to see it as a paradise.

Word focus

pristine (adj): puro/a, immacolato/a inmate (n): detenuto, carcerato makeshift (adj): improvvisato, di fortuna shelter (n): rifugio, riparo developer (n): costruttore, immobiliarista flourish (v): alimentare, rafforzare uninhabited (adj): disabitato/a

Vocabulary 12

Crime

1 Match the words (1-6) with the definitions (a-f).

1 steal 2 a robbery 3 a burglar 4 break in 5 a thief 6 shoplifting

a someone who enters a building illegally in order to steal things

b to go into a building by force in order to steal something

c someone who steals something

d taking something from a shop without paying for it

e to take something that doesn’t belong to you

f when money or property is taken, especially from a bank or a business

2 Choose the correct option to complete the sentences.

1 The boys were done / found guilty of stealing the car.

2 In my city, there is a lot of innocent / violent crime.

3 The police will arrest / hold you if they catch you doing something illegal.

4 The man committed / punished a crime and was sent to prison.

5 For a serious crime, you might receive a long court / prison sentence.

6 The sentence a criminal receives is decided in court / station.

7 If you are in trouble / problem with the law, it means you’ve done something wrong.

8 Damaging public property and graffiti are examples of burglary / vandalism

3 Complete the sentences using the pairs of words in the box. arrested / sentenced • commit / punished broke / stole • released / spent • found / solved

1 The burglar into my house and my laptop.

2 People who crimes should be in some way, for example, paying a fine.

3 The detectives the evidence and the case.

4 The vandals were and to six months’ community service.

5 They the prisoner after she’d sixteen years in prison.

4 Read the article. Then complete the sentences with the words in bold.

Police arrested a 24-year-old man yesterday after a witness saw him spraying paint on a wall in the city centre. The witness said, ‘I didn’t know if he had permission to do it, but I thought I’d better report it to the police. The behaviour of some people in this area is terrible. I gave a description of the man, and the police said that helped them find him. Apparently, he had a weapon on him, a knife I think, so I’m glad the police found him before he used it and someone became a victim.’ A member of the police said, ‘The witness was very helpful. We caught the man and he will appear in court next week.’

1 A is someone who has had something stolen, or been injured as a result of a crime.

2 A is an object that can be used to cause harm or damage to people.

3 If you’ve got to do something, someone has said you’re allowed to do it.

4 is the way someone acts towards other people or property.

5 The judge and jury in a decide if you are guilty or not guilty.

6 A is someone who sees a crime, accident or event happen.

Criminals

5 Match the criminal with the description of the crime.

drug dealer • mugger • murderer pickpocket • shoplifter • vandal

1 A steals things from people’s pockets or handbags.

2 A damages people’s property.

3 A kills someone.

4 A attacks someone and steals something from them, usually in the street.

5 A steals things from shops.

6 A buys and sells illegal substances like cocaine or marijuana.

Frame your ideas

6 CRITICAL THINKING Sometimes people defy rules or institutions because they believe they are fighting for a ‘just cause’ (e.g. the environment). Famous examples include Gandhi, Mandela, M.L. King and even Jesus. Think of some recent examples. Do you think people are justified in their protests? Why? / Why not?

Third conditional

1 Read the sentences (1-2) and answer the questions (a-d).

1 If she had seen the crime, she would have called the police.

2 He wouldn’t have stolen the food if he hadn’t been so hungry.

a Did she see the crime?

b Did she call the police?

c Did he steal the food?

d Was he hungry?

2 Choose the correct options to complete the rules (a-b).

a We use The third conditional to describe a real / an imaginary situation in the past.

b We form the Third conditional with the Past simple / Past perfect in the if clause and would / would have + past participle in the main clause.

3 Complete the Third conditional sentences with the correct form of the verbs.

1 He (receive) a longer prison sentence if he (not / apologise) to the victim.

2 If we (not / come) home early, we (not / catch) the burglar.

3 You (be) annoyed if someone (steal) your laptop.

4 The police (not / arrest) him if he (not / try) to run away.

5 She (call) the police if she (know) the identity of the criminal.

6 Darcy (not / stay) in that dangerous area if she (read) the reviews.

4 Rewrite the sentences using the Third conditional. Use the contracted form.

1 He wanted to steal the jewels but he didn’t know where they were. If he’d known where the jewels were, he would have stolen them.

2 I locked all the doors and windows, so the burglar didn’t get into the house. If

3 They didn’t have enough evidence to arrest the man. If .

4 It was very dark, so she didn’t see the mugger. If

5 We bought the house but we didn’t know about the problems with crime in the area. If .

6 He watched the documentary, so he knew about the burglary. If

5 Find the extra word and cross it out.

1 If you have had arrived earlier, you would have seen the burglar.

2 She would have forgiven the criminal, if he hadn’t had laughed at her in court.

3 If you were hadn’t taken the money, you wouldn’t have been in trouble.

4 He would have to told the truth if she had asked him.

5 If she has had listened to me, she would have heard some important evidence.

6 They wouldn’t have vandalised the building if they had been known there was a camera inside.

6 Make Third conditional sentences from the prompts.

1 If / she / not walk home / she / not find / the money on the road

2 He / take / a taxi / if / he / know / it was a dangerous area

3 If / I / know / you / be / in trouble / I / help / you

4 The pickpocket / not try / to steal / her phone / if / she / keep / it / in her bag

5 If / I / see/ the crime / I / call / the police

7 Complete the Third conditional sentences with your own ideas.

1 If I’d woken up late this morning…

2 If our teacher had cancelled all our exams…

3 I wouldn’t have come to school today if…

4 I would have eaten cake for breakfast this morning if…

Listening

1 Match what the people say (1-6) with the words and phrases (a-f).

1 ‘My job involves helping people who are in trouble, but I’m not a police officer.’

2 ‘Why should I care about the neighbourhood? So what if I drop litter or cycle on the pavement?’

3 ‘I spent time working with experts who showed me that what I was doing was wrong. I learnt a lot of new skills and changed my behaviour and attitude.’

4 ‘I didn’t use to think I could achieve much, but now I believe that I can.’

5 ‘My job really keeps me going. I love helping people who need it.’

6 ‘I got caught stealing when I was 16.’

a a young offender

b a support worker

c self-belief

d a sense of purpose e a bad attitude f rehabilitation

2 Listen to the speakers and choose the correct option to complete the sentences.

1 Speaker 1 said that his rehabilitation was generally positive / negative

2 Speaker 2 is talking about someone whose attitude has got worse / improved

3 Speaker 3 thinks the offender will / won’t go to prison.

4 Speaker 4 says she likes / doesn’t like her job as a support worker.

5 Speaker 5 believes / doesn’t believe he can get a qualification.

6 Speaker 6 said that her sense of purpose comes from her friendships / family

3 Read the Exam tip. Then listen to speaker 3 again. What do you think a repeat offender is? Discuss with your partner, then listen and check your answers.

Exam tip

Dealing with unknown words

• Remember that you don’t need to understand every word you hear.

• You can usually work out the meaning of what’s being said from the words you do understand and the context in which they’re used.

Exam task

4 PRELIMINARY Multiple choice with one conversation You will hear an interview with a member of a young offender team talking about the type of work he does. For questions 1-7, choose the correct option (A, B or C).

1 Felix says that the main part of his job is to…

A arrest young offenders and take them to the police.

B encourage young offenders to stop committing crimes.

C make sure the families of young offenders get the right support.

2 The offenders who participate in the workshops…

A have to attend.

B pay to attend.

C choose to attend.

3 Felix says that the offenders who attend the workshops…

A usually want to change their behaviour.

B don’t understand why they committed the crimes.

C work hard and get good results.

4 Felix says that of the offenders stop committing crimes after working with him and his team.

A none

B all

C many

5 Felix says it’s better for young people if they…

A have something in their life that motivates them.

B don’t do boring activities.

C don’t meet up with the wrong people.

6 Felix suggests that one cause of young people turning to crime is…

A not having rich parents.

B doing badly at school.

C having friends with bad attitudes.

7 According to Felix, the situation is…

A unlikely to change in future.

B beyond anyone’s imagination.

C changing in some neighbourhoods.

Frame your ideas

5 SPEAKING Work in pairs. Discuss the questions.

• Why do some people get involved in crime at a very young age?

• Do you think people under the age of 16 should go to prison if they commit a major crime? Why? / Why not?

• Do you think that violent computer games encourage young people to become violent themselves? Why? / Why not?

Talking about criminality

1 Work in pairs. Discuss the questions.

1 Where you live, are there plenty of things to do after school and at the weekend?

2 What types of things do you and your friends do?

3 What types of things would you like to do?

2 Read the Exam tip. Then listen to Carmen and Victor and answer the questions.

1 Does Carmen think Tomas should be punished?

2 Does Victor agree with Carmen?

3 Do you agree with Carmen or Victor?

3 Listen again. Which expressions from the Useful language did Victor use to suggest an alternative opinion?

4 Work in pairs. How might these things make people feel safer in a town? Which idea do you think is best? Why?

• security cameras around town

• police officers carrying weapons

• good street lighting at night

• youth and sports clubs

• clear punishment for committing crimes

5 Now listen to two students discussing the task in exercise 4. Do they agree with your opinion? Who expresses each opinion (1-5)? Write I (Irma), A (Arnie) or B (both).

1 Security cameras can make people feel safer because they know any crimes will be recorded.

2 Guns can result in accidents, so they don’t make the community safer.

3 Street lighting makes streets safer, but it causes light pollution.

4 Youth and sports clubs can help reduce crime by giving young people something to do.

5 If we punish people who commit crimes, they are less likely to break the law.

Exam tip

Politely giving an alternative opinion

• When asked to answer questions giving your opinion, listen carefully to your partner but also make sure you state your own opinion. This can be the opposite of your partner’s opinion, or you might agree with them.

• Be polite when you disagree with someone else’s opinion. Acknowledge their point of view, but then give your opinion and, importantly, back it up with reasons.

Exam task

6 PRELIMINARY Discussion Read the Exam tip again. Then work in pairs and complete the Exam task. Take turns to answer the questions. Politely agree or disagree with your partner and give your own opinion. Use the Useful language to help you.

1 Do you think we should help young people who break the law, or punish them?

2 What do you think are the best ways to rehabilitate young people who regularly commit crimes?

3 What can our schools do to prevent youth crime?

4 If someone commits a crime when they are young, should their future employers know about it?

5 Do you think prisons should provide services like education and training for young prisoners?

6 How can the local community help to rehabilitate young offenders?

Useful language

ORACY SKILLS

Suggesting an alternative opinion

• … would be a better option than… (because)…

• This isn’t such a good idea because…

• Don’t you think that… ?

• It seems (to me) that…

• An alternative could be…

• … might make a difference.

• I’m fairly / pretty sure that…

Frame your ideas

7 CRITICAL THINKING Work in pairs. What are the best ways to help victims of crime?

The J&K Diaries – Episode 24

1 Watch the vlog. Use one or two words, a time or a number to complete the sentences.

1 More than people in the UK listen to crime podcasts every month.

2 The two most popular genres of podcast are comedy and

3 Kayla made some muffins for dinner.

4 She left the house to meet her friend Amina at

5 Her parents spent the morning at the

6 Kayla’s ate the muffins.

Real English

2 SPEAKING Work in pairs. You are going to read an extract from a Sherlock Holmes story, called ‘The Valley of Fear’. Read the information about the story and the strange message below. Discuss the questions.

1 Do you think the book is a big book or a small book?

2 What do you think C2 means?

3 Now read Extract 1 on page 179 and check your guesses.

Exam task

4 INVALSI True, False, Justification Read Extract 2 on page 179. Decide whether the statements (1-6) are true (T) or false (F), then write the first four words of the sentence which supports your decision in the space provided. The first one (0) has been done for you.

0 Holmes thinks that the page numbers in all the editions of the Bible are the same.

F There are many editions

1 Holmes doesn’t have a copy of Whitaker’s Almanac.

2 Watson thinks that the message is very clear and easy to understand.

3 Holmes believes that Douglas is in danger.

4 Alec Macdonald thinks that Holmes can be helpful with his work.

5 Macdonald doesn’t notice the message.

6 Macdonald tells Holmes that Douglas is alive and well.

5 Work in pairs. Create your own coded message. Use the method described in the extract and this book. Then exchange your messages with another pair of students.

6 A DIGITAL COMPETENCES Work in groups. Do some research online to find out more about ‘The Valley of Fear’. Find out:

• when it was written;

• who the main characters are;

• what the surprise ending of the first half of the book is;

In this extract from the Arthur Conan Doyle story, ‘The Valley of Fear’, the famous detective Sherlock Holmes receives a strange message. Holmes and his assistant, Dr Watson, are trying to understand the message. They think that the numbers refer to words on the pages from a book. Did you know?

534 C2 13 127 36 31 4 17 21 41

• what the second half of the book is about.

6 B MEDIATION Make a presentation to the class about your research.

The character of Sherlock Holmes was actually inspired by a person that Conan Doyle knew. There have been many films and TV series based on the stories and the character. The first Sherlock Holmes film was a silent film and was released in 1916!

Buckle up! Allacciarsi le cinture! scene of the crime scena del crimine Thoughts? Che ne pensi?

The Valley of Fear

Extract 1

‘Let’s think about this,’ said Sherlock. ‘The message begins with a large number: 534. So, if that is a page number, that means it’s a large book. The next sign is C2. What do you think of that, Watson?’

‘The second chapter, no doubt.’

‘That can’t be it, Watson. You’ll agree, I’m sure, that if the page number is given, the number of the chapter isn’t necessary. Also, if page 534 is only in the second chapter, the first one would have to be very long.’

‘Column!’ I cried.

‘Brilliant, Watson. So now, you see, it must be a large book printed in long double columns, since one of the words is number 293.

Extract

2

‘It must be a very common book, which he imagines I would already have.’

‘The Bible!’ I cried.

‘Good, Watson, good! But not, if I may say so, quite good enough! There are many editions of the Bible, I don’t think they would have the same page numbers. For the same reason, it can’t be the dictionary. So, what else?’

‘An almanac!’

‘Excellent, Watson! Whitaker’s Almanac is in common use and has many pages with double columns.’ Holmes took the book from his desk and told me to write down the words that the coded message referred to. Afterwards, I looked at the strange message which said:

‘There - is - danger -may - come - very - soon – one Douglas – rich – country –now – at – Birlstone - House – Birlstone –confidence – is – pressing’

‘What a strange way of showing what he means to say!’ I said.

‘On the contrary, he has done very well,’ said Holmes. ‘It’s difficult to find the words you want in the columns and you have to depend on the intelligence of the reader. It’s perfectly clear. Something bad is going to happen to someone called Douglas, a rich country gentleman. He’s written ‘confidence’ but I’m sure he means he’s confident that it’s pressing.’

Holmes was still enjoying his success when the door opened, and Inspector MacDonald of Scotland Yard came into the room. Those were the early days at the end of the 1880s, when Alec MacDonald was not yet famous, but still a young police detective. He liked and respected Holmes, and asked him for help with difficult

cases. Holmes didn’t have many friends but he liked the Scotsman, and smiled when he saw him.

‘You’re up early, Mr Mac,’ said Holmes. ‘I fear that means that something bad has happened.’

‘Knowing you well, I suppose you mean “hope” not “fear”, Mr Holmes,’ the inspector answered with a smile. Then he looked at the table, in amazement, and saw the secret message.

‘Douglas!’ he said with surprise. ‘Birlstone! What’s this, Mr Holmes? Where on earth did you get those names?’

‘It’s a cipher Dr Watson and I had to solve. But why – what’s wrong with those names?’

The inspector looked at both of us in astonishment and said, ‘Mr Douglas of Birlstone Manor House was murdered last night.’

stupore, grande sorpresa

Vocabulary 12

Law and justice

1 SPEAKING Work in pairs. Answer the questions.

1 If something is against the law, are you allowed to do it?

2 If someone is placed under arrest, are they allowed to go home?

3 If you’ve got a criminal record, have you been in trouble with the police?

4 If you break the law, are you behaving correctly?

5 If you solve a case, do you know what happened?

6 If you are under investigation, do the police want to know what you’re doing?

7 If you behave badly and you are let off, are you punished?

8 If you have to pay a fine, do you give the court money as your punishment?

2 Complete the sentences with the collocations in bold from exercise 1.

1 I doubt he’ll be offered the job when they find out about his .

2 In some countries, it is to ride a bike on a pavement.

3 Police forces can ask specialist detectives to try to .

4 If you are , you will probably be taken to a police station.

5 The boys were caught painting graffiti, but they were because of their age.

6 Police think that Bennie is guilty and he’s for the robbery.

7 She was caught speeding and had to of $1,000.

8 People continue to by using their mobile phone whilst driving.

3 Choose the correct options to complete the sentences.

1 It’s very difficult to judge / claim the case because there were no witnesses.

2 She was acquitted / convicted of burglary and sentenced to five years in prison.

3 I have found a really good lawyer to represent / challenge me in court.

4 The law pleads / prohibits cycling on the pavement.

5 I’m going to appeal / accuse against the parking fine – I didn’t even use my car on that day!

6 There is a lot of evidence against him, so I’m sure he will be found / released guilty.

4 Complete the text below with the verbs that you didn’t use from exercise 3.

In 2004, when he was only seventeen years old, Sam Hallam was (1) of murder. He (2)  that he was with his friend at the time of the murder, but the police didn’t believe him. He (3) not guilty in court but he was sentenced to twelve years in prison. However, after seven years, the police found new evidence on his mobile phone that proved he was in a different place at the time of the murder. Hallam’s lawyer (4) his conviction, and he was finally (5) of the crime and (6) from prison in 2012.

5 Match the words (1-6) with their definitions (a-f).

1 a judge

2 a jury

3 a defendant 4 an alibi

5 a prosecutor 6 a juvenile

a the person in a court who is accused of committing a crime

b a lawyer who tries to show in court that the accused person is guilty

c a person in court who decides how criminals should be punished

d a person under the age of 18

e evidence that shows a person was in another place at the time of the crime

f a group of people who listen to a case in court and decide if someone is guilty or not

Frame

your ideas

6 CRITICAL THINKING Answer the questions.

• Do Italian courts have a jury?

• Do you think it is fairer to have a jury or a judge to decide if someone is guilty. Why?

• Think of some positive and negative points to serving on a jury.

Mixed conditionals

1 Read the sentence and answer the questions (a-c).

If he hadn’t committed the crime, he wouldn’t be in prison.

a Did he commit the crime?

b Did he go to prison?

c Is he still in prison?

2 Choose the correct options to complete the rule.

A mixed conditional is when the two clauses in a conditional sentence refer to different times. We often use it when we want to show how something that happened in the past affects us in the present.

In the example, the if clause uses if + (1) Past simple / Past perfect (Third conditional) and the result clause uses (2) would / would have + verb (Second conditional).

3 Complete the sentences with the correct form of the verbs.

1 If you (not / steal) that money, you wouldn’t be in trouble now.

2 I (have) my purse now if I’d caught the pickpocket!

3 If the police (solve) the crime, the criminals would be in prison now.

4 She (not / be) in hospital now if the mugger hadn’t been so violent.

5 If you had paid the first fine, you (not / have) an even bigger fine now.

6 He’d be lying on the beach with us now if he (not / get) into trouble with the police.

7 Dan would be a lawyer today if he (pass) his law exams.

8 If he (not / damage) the statue, he wouldn’t be doing community service every weekend.

reference, p. 290

4 Complete the mixed conditional sentences using the correct form of the verbs.

1 If we (not / book) the tour to Alcatraz, we (not / have) these great photos to show our friends.

2 I (feel) safer now if the police (catch) the burglar.

3 If I (study) law, I (be able to) represent my friend in his court case next week.

4 If they (not / see) the burglars, they (not / have to) appear in court today as witnesses.

5 We (not / know) about the crime if we (not / speak) to Liz.

6 You (not / be) in hospital now if you (not / try) to fight off that mugger.

5 Read the information and make mixed conditional sentences.

1 The police officer didn’t believe the girl. She is in court today. The girl wouldn’t be in court today if the police officer had believed her.

2 The jury found him guilty. He is serving a long sentence. He

3 A thief stole my bike. I’m not on a bike ride with my friends today.

4 The shop is closed today because a vandal broke the windows yesterday. The shop

5 He has to pay a fine. He used a disabled parking space. He

6 Her lawyer found new evidence. She is out of prison now. She

Alcatraz, San Francisco, USA

Grammar

Writing lab

Writing an essay

Useful language

Advantages and disadvantages

• One of the benefits of … is…

• There are several advantages to…

• This essay will look at the arguments for and against…

Expressing contrast

• On the one hand …, On the other hand…

• Although many people say …, I believe that…

• Some teenagers might … However, others will…

Making additional points

• Furthermore, computer games can…

• A further / An additional advantage is that…

• In addition, …

1 Read the Useful language. Match the sentence beginnings (1-5) with the endings (a-e).

1 This essay will look at the advantages

2 Many people play computer games

3 Furthermore, there are different types

4 An additional advantage is that

5 An additional disadvantage is that

a they can help people feel less stressed.

b online with people they don’t know.

c they can make people take more dangerous risks in real life.

d of computer games and some aren’t at all violent.

e and disadvantages of violent computer games.

Learning focus

Structuring an essay

• When you write a for and against essay, you should follow a structure for your writing.

• Start with a clear introduction, telling your reader what the essay will be about.

• Write one paragraph describing the advantages of the topic and one paragraph describing the disadvantages. Make sure you include your own opinion and justify your reasons.

• For your final paragraph, write your conclusion, summarizing the main ideas and giving your opinion.

2 Read the Learning focus box. Then read the text about community service. Do the sentences (1-6) describe an advantage (A) or a disadvantage (D)?

Some criminals have to do community service. Instead of going to prison they do something positive for their local community, like cleaning up public areas.

1 Community service is a cost-effective form of punishment.

2 Offenders think it’s an easy punishment.

3 It frees up prison space for more dangerous criminals.

4 Offenders stay in the community and this can be dangerous for local people.

5 It can help the community.

6 It’s unfair on the victims.

3 Read the Exam tip. Then read the Exam task. Work with a partner to brainstorm some ideas and make a plan for your essay.

Exam tip

Writing conclusions

• In for and against essays, make sure you state your opinion in the conclusion.

• It doesn’t matter which side of the argument you agree with. If you agree with both sides to a certain extent, then you can say so.

• Make sure you also clearly state your reasons for your opinion.

Exam task

4 PRELIMINARY Writing a for and against essay Many young people play computer games, and some of these games can be violent. Some people think that this contributes to teenage crime. Do you agree?

• Write an essay discussing the advantages and disadvantages of computer games.

• Include reasons and examples to support your opinion.

Reflection checklist

Tick (4) the sentences that you think are true. I structured my essay. I grouped my ideas by topic. I made a paragraph plan.

I stated the advantages and disadvantages. I stated my opinion, and the reasons for my opinion, in the conclusion.

Reading

1 SPEAKING Work in pairs. Discuss the questions.

1 Do you enjoy reading detective stories?

2 Which famous detectives from TV shows, films and books can you name?

3 What do you think are the important elements in a good detective story?

2 Short answer questions Read the text about a famous writer, then answer the questions (1-7) using a maximum of four words. Write your answers in the spaces provided. The first one (0) has been done for you.

0 What are the hobbies of the Agatha Christie character, Miss Marple? knitting, gardening, solving crimes

1 Where did she go to school before she was twelve?

2 How old was she when she learnt to read?

3 What useful topics did she study when she was a nurse?

4 What was in her car when it was discovered after her disappearance?

5 What did the police suspect about her husband?

6 Who first saw Agatha at the hotel in Yorkshire?

7 For how long did Agatha disappear?

Listening

3 Multiple matching Listen to a talk about an employer, James Timpson, who helps ex-offenders. While listening, match the beginnings of the sentences (1-5) with the sentence endings (A-H). There are two sentence endings that you should not use. The first one (0) has been done for you.

0 Many employers don’t want to E

1 12% of the people who work at Timpsons

2 James met Matt when he

3 At the Timpson training academies, prisoners

4 Most ex-offenders who work at Timpsons

5 When he started employing ex-offenders, James thought that people wouldn’t want to

A got a job at a Timpsons shop.

B stay there for a long time.

C used to be in prison.

D change their lives.

E give work to someone who was in prison.

F visited a prison.

G visit his shops.

H learn how to repair shoes.

Towards INVALSI 6

The Mystery of Agatha Christie

Agatha Christie was perhaps one of the most famous crime writers of the twentieth century. Her characters like Miss Marple: a sweet little old lady who loves knitting, gardening and solving crimes; and Hercule Poirot: a meticulous, Belgian detective, are loved by people around the world.

Her books have been translated into more than 100 languages and have sold over 100 million copies. But although she is so famous, there is one short period in her life that is still a mystery today.

Agatha Christie was born in 1890 and was homeschooled by her parents for the first twelve years of her life. She taught herself to read when she was just five years old, and as well as reading, she loved music, writing short stories and travelling.

During the First World War she worked as a nurse, and this was when she learnt about drugs and poisons – useful information for her stories! She was also very busy writing. Her first novel was published in 1920, and within a few years Agatha Christie had published several successful stories.

But this period of happiness didn’t last long. In 1926, Agatha’s husband, Archie, told her that he loved another woman and wanted a divorce. In early December 1926, after an argument with her husband, Agatha walked out of her house, got into her car … and disappeared.

Her car was discovered several kilometres away the following day, but although Agatha’s suitcase and coat were still in the car, she was not. A hunt began for the missing writer. Her disappearance was on the front page of all the newspapers. The police interviewed Archie and thought that perhaps he had murdered her.

Ten days later, the police received a message from a waiter who was working at a hotel in Yorkshire – nearly 400 kilometres from where Agatha’s car was found. He had seen a guest at the hotel who looked like Agatha. Archie immediately travelled up to the hotel and waited in the dining room. He watched as his wife walked into the room, sat down at a table and started to read a newspaper article about her own disappearance. When he tried to talk to her, she didn’t know who he was.

Agatha returned home, and she and her husband got divorced soon afterwards. But she never spoke about her disappearance and even today, no one knows exactly what happened during those ten days. Perhaps, of all the mysteries that she wrote, the story of her own disappearance is the most mysterious!

Vocabulary

1 Choose the correct option to complete the sentences.

1 After three years at university I got my certificate / degree

2 Our instructors / pupils have lots of teaching experience.

3 We did some research / essay for the new project.

4 My school’s private, so we have to pay fees / grants

5 I sent a job application / deposit, but I didn’t get an interview.

2 Complete the sentences with the correct words.

1 She’s very c and is top of her class.

2 I m some classes last week and now I don’t understand the homework.

3 We had a really friendly e in the speaking exam.

4 She’s taking a c in sociology and she’s really enjoying it.

5 He’s worried he might f the exam.

6 The class b really badly yesterday.

3 Complete the text with the collocations in the box. Use the correct form of the verb. break the rules • break up • make an effort make progress • take notes

My new school was hard at first, but I (1) now. We have to wear a uniform and if we (2) , the teachers give us extra homework! In lessons we just listen and (3) while the teacher is speaking. We really have to (4) to follow because they talk very fast. Luckily, we are going to (5) in a few weeks and I can relax a bit.

4 Choose the correct option to complete the sentences.

1 I’m hard-working / ordinary and take pride in my efforts.

2 You are so creative / determined – I would have given up by now.

3 I’m going to focus on / motivate improving my photography skills.

4 My parents are proud of my goals / achievements so far this year.

5 Finding a job can be a real competition / challenge these days.

6 This book might inspire / excite you to make changes in your life.

5 Match the verbs (1-8) with the phrases (a-h) to make collocations.

1 arrest a a crime

2 receive b from prison

3 rob c a case

4 break in d a fine

5 commit e a bank or house

6 release f a prison sentence

7 solve g a thief or criminal

8 pay h to a building

6 Complete the sentences with the words in the box.

behaviour • permission • shoplifting vandalism • weapon • witness

1 A saw the crime as it happened and then reported it.

2 results in supermarkets losing a lot of money.

3 There seems to be a lot of in our area, especially graffiti.

4 The prisoner left his cell without , so he was punished.

5 It’s illegal to carry a such as a large knife in the street.

6 This poor has to stop now.

7 Choose the correct option to complete the sentences.

1 I have never crossed / broken the law.

2 The man’s death is currently under / in investigation.

3 Is it against / opposite the law not to wear a seatbelt while driving?

4 I don’t think they will ever prove / solve this murder case.

5 That robber was laid / let off with just a fine!

6 If you have a criminal / guilty record, it can be hard to get a job.

8 Complete the sentences with the correct word in the box. alibi • defendant • judge jury • prosecutor

1 The sentenced him to five years in prison.

2 The didn’t believe his story and decided that he was guilty.

3 The said that he was at his aunt’s house at the time of the crime.

4 The asked the witness to describe what they saw at the scene of the crime.

5 I didn’t commit the crime and I have a(n) to prove it.

Grammar

1 Rewrite the sentences using the causative.

1 Someone is going to check my homework.

I

2 My mum’s phone was repaired a few days ago. My mum

3 They installed a new alarm in the school yesterday. The school

4 A friend cut my sister’s hair.

My sister

5 A new IT centre is being built at the college. The college

2 Four of these sentences are incorrect. Find and correct the mistakes.

1 I avoided to make lots of mistakes in the essay.

2 It was worth doing this course – it’s been very useful.

3 I left early because I didn’t want missing the bus.

4 My mark in the test was too low passing.

5 Doing homework is the worst part of my day.

6 I’m really interested in to study ancient Roman history.

3 Complete the text with the correct form of the verbs.

If I go to university, I’d like (1) (study) languages because I enjoy (2) (learn) new words. I have my last school exams next week and I’m afraid of (3) (fail) them, but I hope (4) (pass) the important subjects. I’ve avoided (5) (leave) my studying to the last moment, but it’s difficult (6) (remember) everything for ten different subjects. I need (7) (get) an ‘A’ in French and Spanish, and the university can (8) (accept) a ‘B’ in German. I’m not worried about (9) (get) low marks in maths and science as I definitely don’t want (10) (continue) those subjects. But most of all, I’m really happy about (11) (spend) two months this summer without (12) (study)!

4 Choose the correct option to complete the sentences.

1 If we hadn’t missed the bus, we wouldn’t have seen / wouldn’t see the burglary.

2 If there weren’t so much vandalism in this area, I would have bought / would buy a house here last year.

3 Joaquim wouldn’t be at the hospital now if he ran away / had run away from the mugger.

4 I would have caught that criminal if I had / had had a faster car.

5 If you remembered / had remembered to lock the door, they wouldn’t have been able to break in so easily.

5 Choose the correct option to complete the sentences.

1 If you had taken that money, you in prison now.

a will be b would c would be

2 If the train so late, we would have arrived on time.

a hasn’t been b hadn’t been c wouldn’t have been

3 If I an alibi, the jury would have believed me.

a have had b had had c would have

4 I have studied law if I had known it would be so difficult.

a wouldn’t b won’t c hadn’t

5 She so much about poison now if she hadn’t studied medicine at university. a wouldn’t know b doesn’t know c won’t know

6 If I he was a burglar, I would have called the police. a realise b realised c had realised

6 Complete the mixed conditional sentences with the correct form of the verb in brackets.

1 If I (not read) so many crime novels when I was younger, I wouldn’t be a police officer now.

2 Her family (have) nothing to eat today if she hadn’t stolen that food.

3 If we had paid the fine, we (not be) in trouble now.

4 They (not have) any evidence now if he had worn gloves when he committed the crime.

5 If you (work) harder, you wouldn’t be so worried about the exam tomorrow.

6 They wouldn’t be so famous now if they (not solve) the crime last year.

Life skills

The secrets of learning

1 Do the quiz. Add up the number of a/b/c answers. Then turn to page 187 to find out your learning style.

You need directions to get to a museum. Do you prefer someone to…

a tell you the directions?

b write the directions?

c draw you a map?

You want to learn how to take better photos. Do you prefer to…

a talk to someone about how to do it?

b read a book about how to do it?

c look at pictures that show how to do it?

You need to find some information for a presentation at school. Would you rather… a interview someone who knows about the topic?

b look online to find out about the topic?

c watch a video about the topic?

2 Discuss the questions with your partner.

1 Do you think it’s helpful to know what your learning style is? Why? / Why not?

2 Which type of learner do you think you are? Why?

3 Read the Mind your mind information. How do you usually feel when you’re learning –stressed, angry, interested, happy, relaxed or something else?

4 Which tip(s) do you think could help you?

Frame your project

Work in groups. Create a presentation about how to stay relaxed and have fun while you’re learning.

Think about:

• what makes learning easier for the people in your group;

• what you can do to make learning fun;

• what helps you stay motivated. Give your presentation to the class.

Mind your mind

Enjoying learning

• Think about your learning style. What can you do to make the way you study better for your learning style?

• When you’re preparing for an exam, make a study plan to organise your time. Then follow the plan!

• Do the most difficult things you need to do first. Then the other things won’t seem so hard.

• If you’re a social learner, it could be helpful to study with another student. You can practise asking and answering questions or test each other.

• If you’re having problems, don’t be afraid to ask for help.

Frame your ideas

3 SEL Self-awareness How could you change the way you study? Write a list of ideas. Think about:

• taking notes (e.g. using pictures or colours);

• using the Internet (e.g. watching videos or using listening materials);

• saying things aloud (e.g. new words, important facts);

• where you study and who you study with.

Useful language

• It’s a good idea to…

• It’s great that you’re going to…

• It looks like you’ll (have enough time for everything / enjoy learning for this test)…

• Maybe you could also…

• I think it might be better to…

• I find it easier to remember things when I…

• Learning is easier / more fun when you…

• You can learn and enjoy yourself if you…

Think of an exam or test you will need to do in the future. Make a learning plan to help you do well.

Think about:

• your learning style and different ways of studying;

• whether you want to study alone or with other people;

• how much time you’ll need for each study area;

• what the most difficult topics are.

Work in pairs. Discuss your learning plans. Tell your partner about how you study now and how you could improve.

ORACY SKILLS

Unit 2 Oracy lab, Exercise 5, page 37

Student B: Listen to Student A.

Communication activities

Then look at the photograph. It shows people eating a meal together. Talk about the photograph.

Unit 7 Oracy lab, Exercise 4, page 109

Student B: Listen to Student A.

Then look at the photograph. It shows people on holiday. Talk about the photograph.

Unit 9 Frame B, Exercise 3, page 138

Score one point for each correct answer.

1 B, 2 C, 3 A, 4 C, 5 D, 6 B, 7 D

Unit 10 Oracy lab, Exercise 5, page 149

Student B: Listen to Student A.

Then look at the photograph. It shows people playing music together. Talk about the photograph.

Towards INVALSI, Exercise 1B, page 155

A perfect photo can be misleading: here’s the reality...

Life skills, Exercise 1, page 186

Answers

More ‘a’ answers You’re an auditory learner. That means you find it easier to learn when you can listen to someone or something.

More ‘b’ answers You’re a read / write learner. That means you find it easier to learn when you can read or write something.

More ‘c ’ answers You’re a visual learner. That means you find it easier to learn when you can see pictures.

Citizenship

Getting around sustainably

Preview

1 Match the words from each column to form collocations. Then use the expressions to describe the photos on these pages.

1 fossil 2 air

3 environmentally 4 greenhouse

5 renewable 6 exhaust a energy b fumes c pollution d fuel e friendly f gas

View

2 Now watch a video in which Sean goes to Cambodia to help an orphanage. How does he travel there and what type of fuel does he use?

3 Watch the video again and put the sentences in the correct order.

a A crowd has gathered to see the biofuel.

b After 2,500 kms, Sean arrives at Sunrise.

c Now they know it works; it’s time for Sean to get going.

d Jack and his colleagues find a smaller machine.

e Sean uses the converter to fuel his car’s journey to Cambodia.

f Sean visits a factory to see how biofuel is made.

g Sean wants to get the orphanage something they don’t have.

h Sean demonstrates how the machine works.

Reflect

4 CRITICAL THINKING In the video, the narrator describes the orphanage Sean visits as ‘green’ and says it is ‘known for being energy efficient, and has a lot of technology’. In pairs, discuss the questions.

1 What do you think the orphanage does to be green?

2 What other technology could the orphanage have in order to be energy efficient and sustainable?

3 How will the biofuel converter help them?

5 LIFE SKILLS Answer these questions and then compare your answers with a partner.

1 How do most people travel to work or school in your area?

2 What is the traffic like during the week? And at weekends?

3 Do you know of anyone who uses biofuel?

4 What’s the most common type of fuel for cars and other vehicles?

A bigger frame

6 THINKING ROUTINE Think about the advantages and disadvantages of these forms of transport. Then pair with a partner and share your ideas. What ideas do you have in common? bicycle • bus/tram • car • plane • train

7 Read the information in the 2030 Agenda box and answer the questions in pairs.

Sustainable Development Goal 7 is focused on ensuring that everyone has access to affordable, reliable and modern energy services. Furthermore, this energy should be clean and sustainable, which means it should come from renewable energy sources. These are wind energy, solar energy, hydropower, geothermal energy and biomass energy. Unfortunately, the world still depends heavily on fossil fuels, like coal, gas and oil, as a source of power for homes, industries and transport. These are responsible for greenhouse gas emissions and a devastating effect on our environment, climate and health.

1 What is the aim of Sustainable Development Goal 7?

2 What are examples of renewable energy sources?

3 What are the negative effects of fossil fuels?

4 Which of the forms of transport in exercise 6 are the worst for the environment?

8 MEDIATION Read the statement and discuss the question in small groups. Use the ideas below to help you.

Road transport is the biggest cause of greenhouse gas emissions, but renewable energy used in transport was only 4% in 2020. What can we do to make transport in our cities cleaner and more sustainable?

bike lanes • e-scooter rental schemes free charging points free parking for electric vehicles government incentives to buy electric vehicles low emission zones • more public transport

10 THINKING ROUTINE

Circles of action Work in small groups. Discuss the questions together and then complete the circles with your answers. What can we do to contribute towards clean and sustainable energy…

9 DEBATE Have a class debate on the following statement. Half the class should be in favour and half against the statement. Use the prompts in the box to help you.

Everybody should use an electric vehicle (car, moped, e-scooter) or public transport to get to work or school.

cost • distance number and location of charging point reliability • weather

Frame your ideas in the rest of the world? in our school/ town? in our homes?

Citizenship

Wasting less food

Preview

1 THINKING ROUTINE Look at the photos.

See What ingredients/food can you see?

Think Where do you think these dishes come from? Who do you think made them?

Wonder What questions have you got about the ingredients or origin of the dishes?

View

2 Now watch a video about two food businesses in Peckham, South London. Tick (4) which regions, countries or nationalities you hear.

3 Watch again and match the sentences to the correct endings.

1 The area of Peckham offers 2

3

Jennifer and her husband have got

Jennifer is proud that she makes

4 Their business has customers of 5 Sally and her husband have got

6 Sally believes that sharing a meal is

7 Sally’s food has a mix of

8 Two important ingredients for good food are

a flavours from different cuisines.

b home-cooked food.

c multicultural food experiences.

d a Middle Eastern shop and café.

e culture and good friends.

f a West Indian takeaway.

g an important moment for a family.

h many different nationalities.

Reflect

4 WRITING Answer these questions and then compare your answers with a partner.

1 What kind of restaurants and takeaways are the most popular in your area?

2 Are they small, family-run places or national/ international chain restaurants?

3 How many restaurants serving food from different countries are there in your area?

4 Do you often go there with friends or family?

5 What are the ingredients of a good meal for you?

5 DEBATE Have a class debate on this statement. Half of the students should be in favour and half against. Use these ideas to help you.

You should always try the local food when you visit a new place.

allergies • fussy eaters • have an open mind new ingredients and flavours • reflection of the culture worried about getting ill

A bigger frame

6 THINKING ROUTINE Think about these questions. Then pair with a partner and share your ideas. What ideas do you have in common?

1 What happens to food left over after a meal at your house?

2 What do you think happens to leftover food at a restaurant at the end of a day?

3 How much food do you think the world wastes?

4 What are the consequences of this for our families? A business? The world?

7 SPEAKING Read the information in the 2030 Agenda box. Which two goals deal with the problem of world hunger? How are these two goals interconnected?

The eradication of world hunger and achieving food security is what Sustainable Development Goal 2 is all about. However, we also have to consider Goal 12 –responsible consumption and production – when discussing how to achieve this result. 30% of our global food is lost or wasted, for example during transport, storage or in supermarkets, restaurants and homes.

8 DIGITAL COMPETENCES Work in pairs. Do some research to find out more about Chef Massimo Bottura, his organisation Food for Soul and the refettori. Then prepare a short oral report to give to the rest of the class. Use these questions to help you.

• When did the Refettorio Ambrosiano open?

• What cities in the world have refettori?

• As well as reducing food waste, what other benefits do they have?

We are 8 billion people on earth. We produce enough food for 12 billion people. Yet 820 million people don’t have anything to eat. It’s criminal.

Nearly a billion tons of food goes to landfill every year, and food waste is responsible for some 10% of global greenhouse-gas emissions.

9 MEDIATION Work in small groups. Half of the group should think about what restaurants can do to reduce food waste, the other half should consider what we can do at home. Use these ideas to help. Then, join back as a group to discuss which actions you think are the most important and useful.

donate food • learn recipes for leftovers make shopping lists • prepare meal plans reduce prices • use food waste apps

Frame your ideas

10 LIFE SKILLS Work in groups to prepare a poster/short slide presentation to show how you feel about the issue of food waste and its connection with world hunger. Show it to the rest of the class and explain your ideas.

Citizenship

Ensuring decent work for everyone

Preview

1 VISIBLE THINKING Work in pairs. Look at the two photos and answer the questions.

See What can you see in the two photos? What is their job?

Think What do you think the situations are? How do you think the people are feeling?

Wonder What questions have you got about the job of a police officer?

View

2 Now watch the video on page 171 again. It shows PC Rossi and PC Louis at work. Match the police officer to the situation they deal with.

3 Watch again and answer the questions.

1 Why could the horses be a problem?

2 How does the police officer feel about this ‘dangerous incident’?

3 How does PC Louis feel about the incident he has to go to?

4 What happened to the other officers at the scene?

5 What could be useful to catch the burglar?

6 What does working in the police force mean?

Reflect

4 WRITING Answer these questions and then compare your answers with a partner.

1 Are the events in the video what you thought a police officer’s job was like?

2 What qualities/skills does a police officer need?

3 Should male and female police officers have to deal with the same situations and have the same responsibilities?

4 Are there the same number of male and female police officers (military, local, etc.) in your country?

5 CRITICAL THINKING Read the statement and discuss the questions in small groups. a burglary in a shop an incident on the side of a road

Some people believe that there are jobs which only men should do and others that are more suitable for women.

1 Where do you think this idea comes from? What’s your opinion?

2 What are some examples of stereotypically male / female jobs?

3 In which sectors / industries is the gender gap higher? Why do you think that is?

4 Why might some people find it difficult to get a job?

A bigger frame

6 VISIBLE LEARNING Work in pairs. What do you think constitutes decent work? Use these prompts to help you and complete the mind map with your ideas. Then compare your answers with another pair. conditions • salary • location • type of contract

Decent work

7 Work in pairs. Read these statements. Which do you think are true and which false? Why?

1 Men and women always earn the same pay for doing the same job.

2 People with disabilities have more difficulty finding decent work.

3 Very few people in the world are in unregulated jobs, that is without a contract or any social protection.

4 Millions of children worldwide are engaged in child labour.

8 Read the information in the 2030 Agenda box. Have your answers to exercise 6 and exercise 7 changed?

Goal 8 of the 2030 Agenda promotes economic growth, productive employment and decent work for all.

Decent work refers to the fact that all women and men, including young people and people with disabilities, should be able to work with equal pay and conditions. There should be an end to precarious jobs without any form of social protection and everybody should be able to earn a living wage. In addition, this goal aims to end modern slavery and all forms of child labour.

9 MEDIATION Discuss the question in small groups. Use the prompts to help.

Education is a major key to achieving the goal of decent work for everyone. Why?

better understanding of problems • escape poverty reduce inequalities • more qualifications access to a better career

Frame your ideas

10 A MEDIATION Work in groups to prepare a multiple-choice survey for your classmates about the jobs they would/ wouldn’t like to do and what aspects of work are important for them. Write at least five questions.

I’d love to be a doctor.

A True

B False

C Not sure

The most important thing about my future career is

A earning lots of money.

B contributing to society.

C enjoying what I do.

10 B MEDIATION Carry out the quiz, then collect and analyse the data. Are there significant differences based on the gender of the respondents? Present the results, and your interpretation, to the rest of the class.

Orientation

Future perspectives

Thinking about your future can be both exciting and scary. You could already have a plan for what you want to do when you leave school or you might feel that it’s impossible to know this far in advance what you’ll want to do. These pages are designed to help you to start thinking about who you are and what you’re like, and to give some ideas about future options.

1 CRITICAL THINKING Look at this quotation from Steve Jobs, inventor, investor and co-founder of Apple™, and discuss the questions in small groups.

The only way to do great work is to love what you do. If you haven’t found it yet, keep looking. Don’t settle.

1 Do you agree with the statement?

2 How possible is this to achieve for most of us?

3 What aspects of a job or career might people compromise over?

2 Match the skills in the box to the definitions (A-F).

Life skills, also called 21st century skills, are essential in all aspects of our lives – family, social and work situations. Employers want people who understand and possess these skills, just as much as they want the relevant academic qualifications or work experience. These skills are often interlinked, and competences in one area are useful for other areas too.

creative thinking • critical thinking • decision-making • effective communication problem-solving • self-awareness

A This isn’t just about being artistic, but being able to think outside the box and to look at things from a different perspective to come up with new ideas.

B This is about using your knowledge, skills and understanding to define a situation, think of alternative solutions and to implement the most suitable one.

C This is the ability to focus on yourself, your actions and your emotions. It can help improve your confidence and your ability to understand situations from different perspectives.

D This skill helps you to inform, motivate and persuade other people through verbal, written and non-verbal means. Being an active listener is also an essential part.

E This requires reflective thought, organisation, evaluation and analysis. You need to consider future consequences, compare and make hypotheses in order to form an opinion.

F This skill requires confidence and determination in the choice you make based on the information, research and experience you have, and it is an important part of being a leader.

3 THINKING ROUTINE Think of a situation when you used each of these skills, for example at school, with your family or friends, doing a sport or hobby. Then mark each skill from 0-5 for how confident you generally feel about your abilities in each one (0 = not at all, 5 = extremely confident). Pair with a partner and share your examples. Do you have any in common? Do you agree with your partner’s self-evaluation of their skills? Which one(s) do you think your partner possesses the most / the least?

creative thinking critical thinking decision-making

effective communication problem-solving self-awareness

Life skills Self-awareness

Knowing yourself, your interests, abilities and skills – and also how these can change and develop over time – means you can have a better idea of what your future academic and work career could be.

1 What do you enjoy doing in your free time? Tick (4) all the boxes that apply or add your own interests.

exercise and sport gaming shopping photography and making videos reading designing, drawing or painting listening to music

playing a musical instrument watching films and TV series doing puzzles and cryptic games looking after animals and nature exploring new places and things volunteering and helping others other

2 Look at the list of school subjects. Tick (4) the subjects that you enjoy studying and those that you are particularly good at.

Italian maths

English geography history physics

earth sciences

other foreign languages (Spanish, French, German, Russian…)

Ancient Greek Latin history of art economics

Frame your future

3 SPEAKING Discuss the questions in pairs.

1 Do you think you have to be good at the things you are interested in or is it enough to enjoy them?

2 How easy would it be to find a job that matches your interests?

3 Some people think it is better to keep interests and work separate. What is your opinion?

4 Are the subjects you enjoy and those that you are very good at the same ones?

5 What jobs can you think of that involve your favourite subjects?

6 Would you potentially be interested in any of those jobs?

Orientation

4 Tick (4) how much you agree or disagree with the following statements. I strongly agree I agree It depends I disagree I strongly disagree

Creative/Artistic abilities

I can draw or paint well.

I’m good at taking photos.

I play a musical instrument.

I love writing stories or poems.

I love finding solutions to problems.

I have a vivid imagination.

Organisational abilities

I’m always on time.

I never miss deadlines or forget things.

I set myself goals and stick to them.

I enjoy organising events or activities.

I’m independent.

I can focus on more than one task at a time.

Technical/Manual Abilities

I like trying to see how things work.

I play a sport to a high level.

I like crafts and model making.

I’m precise and pay attention to detail.

I enjoy helping around the house with DIY, gardening, etc.

I’m good at technical drawing.

Logical and IT Abilities

I enjoy crosswords, sudoku and puzzles.

I’m good at solving IQ-style problems.

I can do basic coding/website design.

I can use the features of Internet search engines efficiently.

I’m quick at learning new software programs.

I can concentrate on one thing for a long time.

Interpersonal Abilities

I don’t find it difficult to talk to new people. I enjoy studying or working on a project with other people.

I can interpret the mood of other people easily.

I have a large circle of friends. Friends often come to me for advice. Being with other people gives me energy.

5 Now, in pairs, think of 6 statements similar to the ones in exercise 4 to evaluate a person’s communicative abilities. Then tick (4) the relevant box for you.

6 SEL Self-awareness Count the number of ‘I agree’ or ‘I strongly agree’ statements you ticked in exercise 4 and exercise 5. Which two groups have the most ticks? Do the same for the ‘I disagree’ / ‘I strongly disagree’ statements. Write them on the map.

STRENGTHS MY WEAKNESSES

7 Are the results what you expected? Do you think they reflect your abilities or not? Ask a friend or family member if they agree and what they think your abilities are.

Remember that interests, competences and skills change and develop over time. What you wrote today is different to what you would have written two years ago. In two or three years’ time, as you get more life experience, things will change again. For this reason, you should always remember that it’s never too late to change your mind about what you would like to study or do in the future.

8 THINKING ROUTINE 3-2-1 Closing activity Write 3 things that you have learnt about self-awareness. Write 2 things you could do to grow and improve your self-awareness. Write 1 question you still have about self-awareness and its importance for life and work.

Orientation

Future opportunities

1 SPEAKING Read about two Italian students and their experiences in another country. Then discuss the questions in pairs.

My name’s Enrica and I’m just about to finish my fourth year of Liceo Scientifico. I spent the first term of this academic year studying at a High School in Toronto, Canada. I decided against spending the whole year abroad, both from a financial point of view and also because I didn’t want to fall behind in my studies in Italy. Because of the module system they have, I was only able to study Environmental Science (which, by the way, I found really easy) and not physics or chemistry, so I knew I would have a lot to catch up on. The hardest module I did was Canadian Literature, because it was hard to write the kind of critical analysis they wanted. Overall, the experience had its good and bad points – I had a few problems with the host family for example, but it was very easy to make friends and I tried so many new hobbies and experiences. I’m not going to lie, the first few weeks were really tough, but I’m so glad I stuck it out and stayed. I think I even picked up a little bit of a Canadian accent.

I’m Riccardo and during the summer I took part in an all-expenses paid, two-week Erasmus+ project which gave me valuable work experience in a chemistry analysis lab on a university campus. In order to take part I had to go through an initial selection process, then write a motivational letter giving the reasons why I wanted to take part, then finally an interview. There were opportunities in Ireland and Spain and my first choice was Ireland because English is the only foreign language I study. I ended up in Granada, Spain, with ten other Italian students, sharing an apartment, which was a bit difficult at times because some of them were really not independent and didn’t have a clue about cooking or using a washing machine! With regards to the work experience, it was so interesting and I learnt some techniques that I’ll be studying now in my fourth year. I did pick up some Spanish but luckily my supervisor’s English was excellent so we had no problem communicating.

1 What are the main similarities between the two experiences?

2 What are the main differences?

3 What did Enrica and Riccardo learn from their experiences?

4 Do many students from your school spend their fourth year abroad? What’s their opinion of it?

5 What could be the advantages and disadvantages of this year abroad?

6 Does your school participate in any Erasmus+ projects?

7 What could you learn from a project like the one Riccardo was part of?

8 Which of these two opportunities would you consider doing?

2 DEBATE Have a class debate on this topic. Half of the class should be in favour and half against the statement. Use these ideas to help you prepare.

Study or exchange programmes in another country that last only a couple of weeks are a waste of time. Students can’t learn anything.

commitment and effort • financial problems • knowing new people and cultures learning a language • missing school • personal growth

In the next couple of years, you’ll probably need to fill in an application form, write a letter of application or prepare a CV for a part-time job or take part in a selection process for a course or study programme.

3 MEDIATION Work in small groups. Discuss the questions.

1 What is the purpose of a CV?

Orientation

According to research by an Australian University, members of Gen Z are likely to have 16-17 jobs and 5 -7 careers in a lifetime.

2 Which of the following do you think you should include in a CV? Give reasons. photo • date of birth • work experience • social media accounts • qualifications achievements (e.g. school or sport awards) • interests • family background

3 What should a CV be like, for example: short or long, formal or informal?

Your personal profile, which is normally at the beginning of the CV, is where you can sell yourself, emphasise your strengths and successes, and state your career objectives.

Under the heading work experience, it is normal practice to list your most recent job first. If you do not have a lot of work experience, you can include details of any school work experience programmes and voluntary work. You should mention the main duties of each role and any achievements or results you obtained.

Personal profile

Nicole Tiberi

Address Via Quasimodo 145, 40100 Bologna, Italy

Tel. 321 4567890

Email n.tiberi@mail.com

Don’t forget to include your name and all your contact details

An excellent and dynamic team member, I am capable of working to tight deadlines with high quality results. I am seeking the opportunity to work within the tourism sector where I can use my language and digital skills to enhance customer satisfaction.

Qualifications

• 2019 - 2024 Liceo Linguistico Copernico, Bologna Italian High School Diploma – Grade 105/110

• March 2023 Cambridge B2 First – Grade B

Work experience

Only include your interests if they can help show particular abilities or skills which are relevant for the job.

List your qualifications in reverse chronological order. Remember to list the date, the organisation/place, the title and level obtained.

• June - August 2023 E-state con noi – Summer Camp, Bologna Team leader for computer and language activities (children 7-11)

• March 2023 Hotel Majestic, Bologna

Assisted with the social media rebranding and website redevelopment as part of a school-work experience project

Skills and competences

Excellent digital skills, including all social media, Google Docs, Microsoft Office and basic web design

Well-organised with good time management skills Spanish and English, both at Upper-Intermediate level

Hobbies and interests

Vice-president of School Spanish Club Keen swimmer with lifeguard qualifications

References

Available on request

Competences can include foreign languages and computer skills, as well as things like organisational and artistic skills which reflect well on your ability to do the job.

It is normally sufficient to say that references are available on request, but you can list a previous employer or a teacher here if you want.

Orientation

4 SPEAKING Work in pairs. Look at Nicole’s CV and discuss the questions.

1 Why do you think the personal profile is at the beginning of the CV?

2 In what order should you list your qualifications and work experience? Why do you think that is?

3 Overall, do you think the CV is successful? Why? / Why not?

4 Which of your interests or hobbies do you think it could be useful to include in your CV?

5 Complete the sentences from personal profiles with the words in the box. experience • objective • opportunity • position • team

1 I am highly motivated and work well as part of a

2 I am looking for an to develop my keen interest in foreign languages.

3 I have two years’ as a volunteer with my local church youth group.

4 My is to work for a market-leading pharmaceutical company.

5 My career goal is to assume an upper management in the financial sector.

6 LIFE SKILLS Self-awareness Write a personal profile for yourself (based either on your current situation or for when you leave school). Remember to use positive words and expressions to underline your achievements and strong points.

7 To prepare your CV you can design it yourself, find a template online or use the Europass CV, which is aimed at simplifying the job application process between EU member states for both employers and applicants. Choose one method and start preparing your CV.

8 THINKING ROUTINE Compass points How do you feel about your future at school and beyond? Fill in the spaces on the compass with your thoughts and reflections on your future options.

E What excites you about your future studies or job?

W What do you find worrying about your future studies or work?

N What else do you need to know about your possible career or study options for the future? What additional information would help you to evaluate your future options?

S What is your current stance or opinion on your future options? Do you think you will work or continue to study when you leave school? Stay in Italy or go abroad?

9 MEDIATION In small groups, share what you wrote on the compass.

10 ORIENTATION Are you excited or worried about similar aspects of your future? What could you do to reassure or help each other? What dreams or objectives for your future work or studies do you have in common? Did anyone write anything you found particularly unusual or interesting?

1 This is us

Grammar reference

Present simple

Affirmative

I / You / We / They walk.

He / She / It walks.

Negative

I / You / We / They don’t walk.

He / She / It doesn’t walk.

Questions

Do I / you / we / they walk?

Does he / she / it walk?

Short answers

Positive Yes, I / you / we / they do Yes, he / she / it does

Negative No, I / you / we / they don’t No, he / she / it doesn’t.

Si usa il Present simple per parlare di

• fatti generali e sempre veri

Water boils at 100° Celsius.

• situazioni permanenti

They live in London.

• situazioni o azioni abituali

He usually walks to the gym.

• azioni future certe basate su programmi prestabiliti

We go to the castle tomorrow.

• narrazioni

Suddenly, the door opens and a tall man walks into the room.

Il Present simple è uguale alla forma base del verbo per tutte le persone tranne che per la 3ª persona singolare, dove si aggiunge -s / -es / -ies

Present continuous

Affirmative

I am walking

He / She / It is walking

You / We / They are walking.

Negative

I am not walking

He / She / It isn’t walking

You / We / They aren’t walking.

Questions

Am I walking?

Is he / she / it walking? Are you / we / they walking?

Short answers

Positive Yes, I am

Yes, he / she / it is. Yes, you / we / they are

Negative No, I am not

No, he / she / it isn’t. No, you / we / they aren’t

Si usa il Present continuous per parlare di

• azioni in corso nel momento o nel periodo in cui si pronuncia l’enunciato

We’re watching a documentary about animals.

• situazioni temporanee

They are studying for the annual English course.

• impegni e programmi già fissati in momenti precisi I’m taking the train tomorrow at 8 a.m.

• abitudini negative

My brother is always complaining about his homework.

• situazioni in via di cambiamento o sviluppo

More and more people are using electric cars.

Il Present continuous è composto dal presente del verbo (not) be + la forma in -ing del verbo principale.

I’m not studying. I’m reading a book.

Stative verbs

Alcuni verbi si utilizzano per descrivere stati, invece che azioni. Questi verbi, chiamati verbi statici, non presentano la foma in -ing.

Tra i verbi statici più comuni si trovano

• verbi che descrivono le emozioni (hate, like, love, need, prefer, want, ...)

I prefer this jacket instead of that coat.

• verbi di percezione sensoriale (feel, hear, see, smell, sound, taste, ...)

These flowers smell good.

• verbi che esprimono stati mentali (believe, doubt, forget, imagine, know, remember, seem, suppose, think, understand, ...)

I think you’re right.

• verbi di possesso (belong to, have (got), own, possess, ...)

My parents own a house at the lake.

• altri verbi (be, consist, contain, cost, include, mean, ...)

The ticket includes both the show and the exhibition.

Alcuni dei verbi indicati come statici possono essere utilizzati anche come verbi di azione, e quindi possono presentare la forma in -ing. In questi casi, però, ci sono sfumature di significato.

Alcuni esempi di questi verbi sono

• be

Kate is a very kind person. (lo è sempre)

Jack is being rude – what’s happening? (lo è solo in questo momento)

• have

Joe has a lovely house. (possedere, avere)

Jane’s having a great time with his cousins. (passare, fare un’esperienza)

I’m having lunch right now. (mangiare)

Countable and uncountable nouns

I countable nouns sono nomi numerabili che presentano sia la forma singolare che plurale. Per i nomi regolari, il plurale si forma aggiungendo

-s o -es a fine parola.

sister sisters glass glasses Alcuni nomi possono presentare delle variazioni ortografiche nel passaggio da singolare al plurale. leaf leaves knife knives

Altri nomi sono irregolari.

child children man men tooth teeth

I countable nouns sono generalmente accompagnati dall’articolo indeterminativo a / an, da un numero o da quantificatori.

a bird an apple four cats some books

Gli uncountable nouns sono quei nomi non numerabili e che presentano, quindi, solo la forma singolare. water, history, chocolate, progress, news, information, money

Gli uncountable nouns possono essere accompagnati solo da alcuni quantificatori come some, any, a lot of There isn’t much milk – I add it on the list.

I want some cheese in my sandwich.

Gli uncountable nouns sono considerati sempre singolari.

Let’s go to Joe’s restaurant – food is delicious there. Per specificare al meglio la quantità degli uncountable nouns, generalmente si usano unità di misura o i contenitori in cui solitamente si presentano. a bottle of water a cup of coffee a jar of jam a kilo of flour a piece of cake

Quantifiers

I quantificatori indicano la quantità di qualcosa senza specificarla in modo preciso.

• some può essere usato sia con i nomi numerabili plurali che non numerabili in frasi affermative, richieste o offerte

There are some plates in the sink.

• any può essere usato sia con i nomi numerabili plurali che non numerabili in frasi negative/ interrogative

Is there any chocolate?

There aren’t any chairs in the garden.

• a lot of / lots of possono essere usati sia con i nomi numerabili plurali che non numerabili There’s a lot of traffic today. There are lots of people at the concert.

• a little si utilizza con i nomi non numerabili in frasi affermative

I usually have a little milk in the tea.

• a few si utilizza con i nomi numerabili plurali in frasi affermative

I bring a few biscuits for the journey.

• much si utilizza con i nomi non numerabili Sorry, I haven’t much time – can we talk tomorrow?

• many si utilizza con i nomi numerabili plurali. Were there many people at the event?

Personality adjectives

anxious I feel anxious before an exam. calm She’s calm – she never gets angry. cheerful I’m usually cheerful and happy. confident He’s confident and believes in himself. dangerous Tigers can be very dangerous. generous She’s so generous and gives away a lot of money. hard-working He works every day – he’s very hardworking.

honest She never tells lies and is very honest. jealous I’m jealous of my sister. lazy He’s lazy – he never helps in the house. miserable I feel really sad and miserable today. nervous I’m nervous about the interview. patient She was very patient and waited until the end. relaxed I feel relaxed on holiday. reliable She is never late – she’s reliable. serious He’s serious and doesn’t laugh much. shy She is very shy and doesn’t like parties. sociable I love parties – I’m very sociable. unkind He was very unkind and said I was ugly.

Feelings and people

care This plant doesn’t need a lot of care. confident He’s confident and believes in himself. close I’m very close to my older sister. depressed She felt very depressed about the future. easy-going Are you easy-going or are you very serious? embarrassed He was too embarrassed to ask for help. enthusiastic She’s very enthusiastic about her new job. friendship Our friendship is very important to me. imagination Story tellers have an active imagination. imaginative This essay is full of imaginative ideas. loneliness Loneliness is often an issue for the elderly. lonely Jason was lonely at first when he moved to Madrid. married My parents have been married for 25 years. pride You should take more pride in your work. proud We’re very proud of our achievements. related They’re related – I think they’re cousins. sense He has no sense of right or wrong. sensible He’s very sensible and practical. sibling I haven’t got any siblings. stress I’m feeling under a lot of stress right now. stressed We felt really stressed before our exams.

Collocations and expressions

have a great time (p20) hang out (p20) look after (p20) spend time (p20) take a break (p20) make a plan (p21) get annoyed with (p22)

wait a long time (p22) nervous about (p22) be mad about (p25) feeling blue (p26) have a look at (p27) get on well with (p28)

1 Frame A

1 INVALSI Multiple matching Read the text. Parts of the text have been removed. Choose the correct part for each gap (1-8). There is one extra part that you should not use. The first one (0) has been done for you.

A blood around the body

B but also quite competitive

C On the other hand

D used to treat illnesses

E wear too many colours

F affect what we purchase

G the least liked colour

H even our personality

I feel a need for

J than cool-coloured ones

I See Your True Colours

Colours have an important role in our society. They can create a certain atmosphere or influence decisions. On a personal level, they (0) , what clothes we wear and how we decorate the spaces we live in. For this reason, some psychologists want to understand the relationship between colours, our mood and (1) .

Although various shades of the same colour can have a wide range of effects, colour psychology puts them into two main categories. Warm colours such as red, orange and yellow are believed to make people more energetic and enthusiastic, even aggressive sometimes. (2) , cool colours like blue, purple and green are associated with feeling calm, but also depressed. Although many psychologists are doubtful of colour psychology, some studies show important evidence in its favour. For example, warm-coloured placebo pills are more effective (3) and areas with blue-coloured streetlights report less crime.

Colours are so connected to our well-being that many believe they can be (4) . Several ancient cultures, including the Egyptians and the Chinese, practised chromotherapy, or the use of colours, to heal. In this therapy, red is used to improve the flow of (5) , while orange is used to heal the lungs and to increase energy levels. Blue is used to treat pain, whereas green provides a calming effect.

Most of us have a favourite colour, which tends to be reflected in our choices. According to a study by a famous paint brand, 42% of men and 30% of women prefer blue. The second favourite colours are red and green, followed by orange, brown and purple. In contrast, (6) is yellow, preferred by only 5% of us.

Colour psychology suggests that there is a link between our favourite colour and our personality. If you like red, for instance, you are more likely to be confident and full of energy, (7) . Yellow is associated with a love of learning and a need for order, whereas people who love green are often loyal, caring and honest. Those who have blue as their favourite colour (8) inner peace and truth. They tend to be more sensitive and like to live their lives according to their beliefs.

Colour psychologists suggest that people shouldn’t avoid any colour. On the contrary, they claim that, although it’s fine to have a favourite colour, we should try to bring at least a small amount of each of the others into our lives, which would favour a better balance.

Vocabulary

Personality adjectives

1 Put the adjectives into the correct category. anxious • calm • caring • cheerful confident • generous • hard-working helpful • honest • kind • lazy miserable • nervous • patient • quiet relaxed • reliable • serious • shy sociable • unkind

Positive Qualities Negative Qualities Neutral (depends on situation) kind lazy serious

3 Complete the description with the words in the box.

anxious • cheerful • confident • generous hard-working • honest • nervous • patient reliable • shy

1

2 Complete the sentences with the adjectives in the box. cheerful • confident • lazy • miserable patient • serious • shy • sociable

1 Talia never does any homework. She’s so

2 My brother is rather and never talks to anyone that he doesn’t know.

3 My history teacher is extremely and doesn’t get angry if you make a mistake.

4 I was a bit nervous during my first few driving lessons, but now I feel much more

5 Everybody looks when the weather is good. They’re all smiling and happy.

6 My flatmate is very and often meets up with friends.

7 She felt after failing the exam, even though she had studied hard.

8 He has a attitude towards his studies, which is why he always gets top marks.

My cousin Michelle is a very (1) person and she worries a lot about things in general. She’s really (2) before big exams, for example. Luckily, she’s a very (3) student and she always gets good results because she studies so much. She was quite (4) and didn’t speak much when she was younger, especially to people she didn’t know. Now she speaks much more and looks quite (5) when she’s with others. In general, she’s not a very (6) person and doesn’t smile or laugh much. But I like her because she’s (7) and is always on time. She’s also very (8) and never says things that aren’t true. She’s quite (9) and always lends me her clothes when I want to borrow them. I also think she’s very (10) because she stops and listens when you want to explain or talk about something.

4 Choose the correct option to complete the sentences.

1 She’s always helping other people. She’s a very generous / serious person.

2 My aunt works ten hours a day and at weekends. She’s very confident / hard-working

3 Jules never worries about anything. He’s so relaxed / nervous

4 He never gets up before 10 a.m. and doesn’t work hard. I think he’s really lazy / unkind

5 It’s cold and wet, and everybody on the bus looks miserable / cheerful

6 Some of his friends were very sociable / jealous of his success.

7 Greta always does what she promises. She’s very anxious / reliable

8 She’s very confident / hard-working in all kinds of social situations.

9 Those people were very unkind / lazy to you just now.

10 My friend is very unkind / patient and always waits for me when I’m late.

11 I have a test tomorrow, but I feel really calm / shy about it because I have studied a lot.

12 Driving fast in the city centre is really patient / dangerous. anxious

1

Grammar / Listening

Present simple and Present continuous

1 Choose the correct option.

1 A Mmm, something is smelling / smells good! What do you make / are you making?

B Chocolate muffins – your favourite!

2 It’s Sunday today, dad – you don’t usually work / aren’t usually working on Sundays!

3 Please turn down the volume on your phone! I try / am trying to concentrate!

4 Damian gets up / is getting up early most days but today is his day off and he still sleeps / is still sleeping.

5 A This fish tastes / is tasting a bit strange.

B Perhaps it’s off.

6 A Isn’t your brother going / doesn’t your brother go to handball practice today?

B No, he’s not feeling very well!

7 I don’t understand / am not understanding this passage. What is “saucer” meaning / does “saucer” mean?

8 A What do we have / are we having for dinner this evening?

B Liver and onions! You know we always have / are always having liver and onions on Friday!

9 Look at Chiara and Melissa – they argue / are arguing again!

10 A Why don’t you eat / aren’t you eating?

B Because we aren’t hungry.

Stative verbs

2 Complete the sentences using the Present simple or the Present continuous of the verbs in brackets.

1 Normally, the café (have) free tables at this time, but today it’s full of tourists.

2 I can’t talk right now – we (have) a serious discussion about our future.

3 I (see) your point, but I still don’t agree with your argument.

4 Can you call back later? I (see) a client in ten minutes.

5 George (be) usually confident and outgoing, but he’s unusually quiet today.

6 You (be) very negative lately – is everything OK at work?

7 People often (think) that success comes easily, but that’s not true.

8 Wait a second – I (think) about how to explain this clearly.

9 This wine (taste) amazing – fruity and rich.

10 Why (taste) the sauce again? You’ve already added the spices twice!

3 SUM UP Complete the email with the Present simple or the Present continuous of the verbs in brackets.

From: Anusha To: Lucas

Hi Lucas

How are you? I hope school (1) (go) well.

is going

This week we (2) (celebrate) one of my favourite festivals: Holi, the festival of colours! It (3) (represent) the victory of good over evil. On the first day, there are lots of bonfires, but the fun really (4) (start) on the second day.

Participants traditionally (5) (throw) bright powders at friends (and strangers!), and (6) (cover) each other with water. And the result is the mess you can see in the photo! I (7) (smile), but actually I (8) (feel) really tired!  I usually (9) (enjoy) Holi in my hometown, but this year my friends and I (10) (stay) with my aunt in Delhi. The festival here is much bigger! If you (11) (not do) anything next year, why (12) you and your parents (not come) over and celebrate Holi with us?

Listening

Tip reminder

Reading the statements

Exam

task

See SB p. 24

h This person is great fun, but not someone I can rely on. has

1 INVALSI Multiple matching Listen and match each speaker (1-6) with the correct statement (a-h). There is one extra statement you do not need to use.

a I admire this person for always being open and honest with me.

b We spend a lot of time together even though we like different things.

c I used to think this person was annoying, but I’ve changed my mind.

d I respect this person because they’ve helped me overcome difficulties.

e I don’t feel comfortable opening up to people about personal things.

f I don’t find it easy to make friends in new places.

g 0 We used to be close, but now we haven’t really kept in touch.

Frame B / Vocabulary

Feelings and people

1 Match the people in the photo with the adjectives in the box.

calm • caring • confident easy-going • energetic • shy

This is one of my favourite photos because all my best friends are in it. On the left is Marcos: he’s good to have around in difficult situations because he never loses control or gets nervous. Then there’s Camilla. She’s so nice and always thinks about others. In the back, you can see Mason: he’s quiet around people he doesn’t know, but he’s really funny too. Jess is next to Mason. What I like about her is that she never doubts herself. And then there’s Ella: she never stops! She always wants to do something fun. And that’s me, Mia, taking the photo. What would people say about me? I don’t take anything too seriously and I’m quite relaxed. And I love my friends! They mean the world to me!

Marcos = calm Camilla = Mason = Jess = Ella = Mia =

2 Replace the words in italics with the words in the box. Then tick (√) the sentences you agree with.

close • mother-in-law • related • siblings sister-in-law

1 It’s hard when you have older brothers and sisters siblings

2 You don’t need more than two or three good friends.

3 You should treat your brother’s wife just like a sister.

4 You should always respect the elderly, especially if you are in the same family

5 It’s important to get on well with your husband or wife’s mum.

Exam task

3 INVALSI PRELIMINARY Multiple choice

Read the text and choose the correct option.

Last week, I decided to explore whether colour could influence my emotions. Each day, I wore a different colour and paid attention to how I felt, how people reacted, and how the colour seemed to affect my overall mood.

On Monday, I wore a bright red jumper. Red is often linked to energy and confidence. I did feel more powerful than usual, but I must admit I did feel also slightly impatient – I wanted everything done quickly, even simple tasks!

1

The next day was blue day. Blue is said to have a calming effect, and it seemed to work. I stayed calm during meetings and didn’t feel rushed, even though I had a lot to do.

Wednesday’s colour was yellow. I don’t normally wear yellow, but it made me feel cheerful and more open. Several people said I looked more “approachable” than usual, and I smiled more – even when things didn’t go as planned.

On Thursday, I wore green and spent some time in the park after work. The combination of nature and the colour green made me feel peaceful and centred. Although it didn’t make me more productive, I did feel balanced and in control.

The following day was black – completely black. I expected it to make me feel serious or distant, but it actually gave me a sense of quiet confidence. It felt strong but not loud – like I didn’t need to prove anything.

By the end of the week, I wasn’t completely sure if colour directly changed my emotions. However, I realised that wearing different colours made me more aware of how I felt and how I reacted to different situations. Whether or not colour controls our emotions, it certainly draws our attention to them.

1 What was the main aim of the writer’s experiment?

A to improve their fashion sense

B to test how colour affects productivity

C to observe whether colour influences emotions

D to discover what colours are best for work meetings

2 What effect did red have on the writer?

A It made her feel tired but focused.

B It boosted confidence and created a sense of urgency.

C It made her more emotional than usual.

D It helped her slow down.

3 What reaction did other people have to the writer’s yellow outfit?

A They avoided her.

B They said she looked unusual.

C They found her more friendly and easy to talk to.

D They didn’t notice anything different.

4 What does the writer say about wearing green?

A It helped her complete more tasks.

B It made her feel more connected to her surroundings.

C It improved her mood but increased her stress.

D It made her feel distracted.

5 How did the colour black affect the writer’s behaviour?

A It made her feel cold and unfriendly.

B It increased her energy.

C It gave her a calm sense of confidence.

D It made her want to avoid people.

Grammar

Countable and uncountable nouns

1 Write these words in the correct column.

advice • candidate • coffee • dinner

family • friend • hair • information milk • news • person • qualification • tea

Countable Uncountable Both (depending on context) candidate

2 Complete the sentences with the words in the box. Use an article (a, an) if necessary.

advice • architect • break • hockey information • milk • friend • qualification

1 I’m trying to find about the new opening times.

Quantifiers

4 Choose the correct option to complete the sentences.

1 I’ve got a little / a few chocolate if you’re hungry.

2 Can I give you an / some advice?

3 I think we’ll need a kilo / a little of bananas as well.

4 This is a / some delicious cake.

5 I’d like to watch a few / a little films on TV this weekend.

6 We haven’t got any / some people working part-time at the moment.

7 Would you like some / much coffee?

8 How many / much milk would you like?

5 Complete the sentences with the words and phrases in the box. a kilo • lot of • a number • a few a little • many • much

information a little

2 I have who goes to your school.

3 Do you play in a local team?

4 Is your mum ?

5 I need your about my future career.

6 Shall we take now?

7 I have in engineering.

8 I don’t want in my coffee, thanks.

3 Complete the sentences with the correct Present simple form of the verb be

1 Where the information I am looking for?

2 There a lot of people in my family.

1 Would you like cheese?

2 Can I speak to you for minutes?

3 How yoghurt do we need for the cake?

4 Can you buy of tomatoes, please?

5 It’s summer and there are a tourists in town.

6 How people did you invite?

7 There are of good cafés around here.

8 Would you like pasta?

6 Complete the text with the words and phrases in the box.

a lot • any • few • little • many much • number of • some

/ is a lot

3 That great advice. Thanks, Dad!

4 Maths my favourite subject at school.

5 Their children always so cheerful.

6 The food good in this restaurant.

7 There snow on the ground.

8 The news not good, I’m afraid.

9 The chocolate in the kitchen.

10 The chocolates delicious.

Most people think actors earn (1) of money and have very (2) work to do all day. Well, that’s true for (3) well-known actors and a small (4) them can earn millions of dollars for just one film.

In fact, there are actors who haven’t got very (5) work and others who are unemployed and haven’t got (6) work at all. Also, there aren’t usually (7) good acting jobs, so some actors have to take a (8) other jobs, just to pay the bills.

Oracy and Writing lab

Talking about yourself

1 Match the personality descriptions (1-6) to the correct student response (a-f). There is one extra response you do not need to use.

1 This person has clear career goals and a strong interest in science and travel.

2 This person enjoys their own company and prefers peaceful outdoor activities.

3 This person is sociable and doesn’t like being alone for long.

4 This person is energetic, enthusiastic, and enjoys meeting new people.

5 This person is active and motivated by personal goals in sport.

a I’m really into tennis and cycling. I train twice a week with a local team, and I’ve even taken part in a few competitions. It’s a great way to stay healthy and challenge myself.

b In the evenings, I usually listen to music or watch documentaries. I enjoy spending time alone because it helps me relax after a busy day at school.

Writing an informal email

3 Match the informal phrases (1-4) to their meanings (a-d).

1 I’m into…

2 What have you been up to?

3 It was great fun!

4 Can’t wait to…

a I liked it a lot!

b I’m excited about…

c I’m very interested in…

d Tell me your news.

Tip reminder

e Tell me your news

Exam task

4 PRELIMINARY Writing an email You have received this email from a friend you met during a holiday language course. c c

c My dream is to become a marine biologist. I’d love to travel and study ocean life. I’m planning to apply for a science programme at university next year.

d I guess I’d say I’m optimistic and curious. I love learning new things and meeting people from different cultures. My friends say I’m always full of energy.

e I don’t do much sport at the moment, but I go for walks with my dog almost every day. I’d rather be in nature than in a crowded gym.

f Definitely with friends! I don’t enjoy being on my own for long. I love chatting, going out, and just spending time with people I get along with.

Frame your ideas

2 Read the example and complete the prompts with your own ideas.

Hi, I’m I’m really into and I usually spend my free time

My friends say I’m Recently, I’ve been ). It was great fun, and I can’t wait to !

From: Sofia

Subject: Weekend plans

Hey!

It was so nice spending time with you on the course – it was great fun and I still laugh when I think about our last group project! I’m back home now and trying to get into my usual routine, but it’s not easy after such a fun week. What have you been up to?

I remember you mentioned you love watching documentaries – I’ve just seen a really good one on Netflix called Buy Now – The Shopping Conspiracy… very thought-provoking, it’s a mustsee! Have you seen anything good recently? I need some new ideas!

Also, how’s school going? What subjects are you enjoying at the moment?

And are you doing anything exciting over the summer holidays?

Can’t wait to hear from you!

Sofia

Write an email to Sofia. Remember to answer all her questions. Write about 100 words.

2 Eat up!

Grammar reference

Past simple

Affirmative

I / You / He / She / It / We / They walked

Negative

I / You / He / She / It / We / They didn’t walk

Questions

Did I / You / He / She / It / We / They walk?

Short answers

Positive Yes, I / you / he / she / it / we / they did

Negative No, I / you / he / she / it / we / they didn’t

Si usa il Past simple per

• routines e abitudini passate

I walked to school every day.

• azioni avvenute una dopo l’altra nel passato

She took the glass and drank the water.

• azioni ed eventi iniziati e conclusi nel passato

The children attended an English course last summer.

• fatti singoli accaduti in un preciso momento nel passato

He called me last night.

I saw John at the station yesterday.

• situazioni permanenti e stati passati

They were very friendly children at school.

I felt really happy during the party.

• narrazioni

Katie heard a noise from the kitchen. She woke up and walked slowly through the room.

La forma affermativa del Past simple dei verbi regolari si forma aggiungendo -ed alla forma base del verbo. walk walked

Nei verbi che terminano in -e si aggiunge solo -d. live lived

Nei verbi che terminano in consonante + -y, questa si trasforma in -i- alla quale si aggiunge -ed carry carried

I verbi monosillabici terminanti in consonante-vocaleconsonante, i verbi con accento sull’ultima sillaba e i verbi terminanti in -l prevedono il raddoppio della consonante + -ed. stop stopped prefer preferred travel travelled

I verbi irregolari prevedono una forma particolare per la formazione del Past simple (vedi tabella a p. 302).

Alcuni verbi presentano un cambio totale nella forma. go went

Altri verbi, invece, restano invariati dalla forma base. put put

La forma negativa del Past simple si forma sempre con l’ausiliare did not + forma base del verbo.

I didn’t have breakfast this morning – I’m hungry now!

La forma interrogativa del Past simple si forma anch’essa con l’ausiliare did + soggetto + forma base del verbo.

Did you take the key?

Le question words vanno sempre a inizio domanda. What did you cook for lunch?

Quando who e what hanno funzione di soggetto non si usa l’ausiliare did

Who bought this book? I have it, too!

Le risposte brevi si formano utilizzando solo l’ausiliare did (not).

Yes, I did

No, she didn’t.

Past continuous

Affirmative

I / He / She / It was walking. You / We / They were walking

Negative

I / He / She / It wasn’t walking

You / We / They weren’t walking

Questions

Was I / he / she / it walking? Were you / we / they walking?

Short answers

Positive Yes, I / he / she / it was Yes, you / we / they were

Negative No, I / he / she / it wasn’t No, you / we / they weren’t

Si usa il Past continuous per

• azioni temporanee o eventi in corso nel passato

Yesterday evening I was finishing my science project.

• situazioni, azioni o eventi in corso nel passato interrotti da altre azioni

I was reading a book when my mum called me.

• situazioni, azioni o eventi in corso nel passato simultanei ad altri

I was doing my homework while dad was cooking dinner.

• dare informazioni di contesto in una storia

The sun was shining and the children were playing

• descrivere comportamenti irritanti o ripetitivi del passato, accompagnato da always

He was always losing his keys!

• descrivere azioni con valore di futuro nel passato

I was meeting Sarah the next day.

• esprimere cambiamenti, stati temporanei o percezioni

She was feeling better yesterday.

He was having doubts about the project.

• piani o azioni future (nel passato) già decise rispetto a un momento passato

He was starting his new job on Monday.

Il Past continuous è composto dal Past simple del verbo (not) be + la forma in -ing del verbo principale. Jack wasn’t playing videogames – he was doing his IT homework.

used to e would

used to + infinitive si utilizza per

• azioni messe regolarmente in atto nel passato (e ora non più)

Tom used to play football when he was young.

• status che esistevano nel passato (e ora non più)

I used to love eating out at the weekends, but now I like cooking at home.

would + infinitive si utilizza per azioni messe regolarmente in atto nel passato (e ora non più), ma non si utilizza MAI per gli status

Their dad would cook every day for dinner.

used to + infinitive può essere utilizzato nelle frasi affermative e accompagnato dall’ausiliare do nelle frasi interrogative e negative.

Kate and John used to go to school by bike. Did Jake use to have lunch at school?

We didn’t use to do sport, but we like swimming now! would + infinitive viene utilizzato solo nelle frasi affermative.

When I was a child, we would go to the beach every summer.

be used to e get used to

be used to + -ing form o + noun indica uno stato e si utilizza per parlare di qualcosa che è già solito o familiare.

Her son is used to eating late at night.

I’m from Iceland, so I’m used to the cold weather

get used to + -ing form o + noun indica un processo e si utilizza per parlare di qualcosa che sta diventando familiare o abituale.

Bea started her new job last week – she’s getting used to waking up early.

I can’t get used to the noise in the city.

be e get possono essere coniugate a seconda del tempo richiesto dal contesto, mentre used to rimane invariato.

You were used to crying a lot in the night when you were a baby.

They have just got used to eating at the school canteen.

Quando be used to e get used to sono seguiti da un verbo, questo è sempre seguito dalla forma in -ing

We are used to studying in the library.

I’m getting used to drinking coffee in the morning

Taste

bitter Coffee can be quite bitter. bland The soup was bland, so I added some salt. buttery The cookies have a soft, buttery taste. salty Crisps can be very salty. savoury I prefer savoury snacks to sweet ones. smoky He ordered a smoky cheese sandwich. sour Lemons are very sour. spicy Chillis are spicy. sweet Chocolate is sweet.

Cooking verbs

bake I baked a cake in the oven. barbecue We barbecued the food outside. boil I boiled some eggs. fry Frying food isn’t healthy. grill I grilled the fish because I’m on a diet. roast My mum roasts a chicken every week.

Tableware, packaging and quantities

basket We took a basket of food to the picnic. bottle We have three bottles of milk. bowl I ate a bowl of cereal. box He gave me a box of chocolates. bunch I’d like a bunch of bananas. cup Can I have a cup of tea? fork Please use a fork for the cake. glass I’d like a glass of water. jar He opened a jar of jam. jug Please get a jug of water. knife I need a knife to cut the cheese. mug I have a mug of coffee every morning. napkin She folded the napkin into a triangle. packet We have two packets of cereal. piece I’d like a piece of cake. plate Please put the pancakes on a plate. saucer I need a saucer for my cup of tea. slice I had a slice of cake for tea.

spoon Use a spoon to eat your soup. tin I used a tin of tomatoes to make the sauce.

Collocations and expressions

eat out (p32) win awards (p32) traditional food (p32) look / taste delicious (p33) look out for (p33) special occasion (p33) American diner (p33) go back in time (p33) serve food (p33) take place (p35)

break a record (p35) reduce food waste (p36) food market (p36) find out (p36) take part in (p36) prepare a meal (p37) cut up (p40) a pot of tea (p40) fast-food restaurant (p42) go out (to eat) (p32)

2 Frame A

1 Match the words (1-5) with the correct definitions (a-e).

1 homemade

2 pastry

3 spicy

4 grill

5 vegetarian

a a person who doesn’t eat meat or fish

b food prepared at home, not bought readymade

c sweet baked goods like pies or cakes

d food with hot flavour from chili or strong spices

e cook food over a fire or hot surface

2 PRELIMINARY Matching people to texts

Read the text and decide which course would be the most suitable for these people.

A Cook dinner with Nonna

Have you ever wanted to cook like Grandma? This is a three-day course for experienced cooks who want to learn real Italian cooking in the heart of Rome. Two local grandmothers, Nonna Bruna and Nonna Antonella will show you how to cook a full Italian meal. From starters to your own pasta, delicious Roman meat dishes and homemade desserts, the grandmothers have all the answers.

B Lebanese cooking class with a local family

This is a great experience especially if you want to try great food and learn the local way of life. You will stay and eat with Tania and her family in Beirut for two weeks. She’ll show you how to make dishes like hummus, soups, beans and rice, baked chicken with potatoes as well as traditional snacks.

C Silom Thai Cooking School in Bangkok

Here, you can learn how to make tasty Thai dishes. We use a lot of hot spices in our food and you can make great fried rice dishes with meat and fish. We will also teach you to prepare sweet and sour vegetable dishes and our famous Thai green curry.

D Baking and pastry classes on a Swedish farm

Sweden is famous for its cakes and here, in a small Swedish village, you can learn how to bake them. This course is great for people with young children. They can play or help on the farm while you learn to make a sweet tiger cake for them for afternoon tea.

1

2

3

Sabine likes simple food. She doesn’t like fish or vegetables much, but loves meat and wants to barbecue for friends at weekends.

Kiren often cooks for family and friends. He wants to stay in a city and learn traditional home cooking. He’s only got a few days free to do a course.

Gina loves nature and quiet places. She’s really keen on desserts and wants to go somewhere with her two boys, aged 8 and 10.

4 Alessia wants to see new places, especially outside Europe, and learn about other cultures. She prefers cooking vegetables to meat, but doesn’t like spicy food or cakes.

5 Youssef hasn’t got any cooking experience. He loves simple, inexpensive food. He loves trying original food. He also likes spending his free time by the sea.

E Traditional cooking course in Buenos Aires

Juan and Marina will show you how to cook beef and lamb the traditional Argentinian way. Here we like to keep things simple, so no spices or sauces. But we’ll teach you how to grill the right way and how to make a real wood fire.

F Language and lunch in Montpellier

This course teaches you two things at the same time – you learn modern French cooking and how to speak French. Your chef will explain how to prepare delicious French dishes such as roasted chicken and vegetables. You can then eat and discuss the dishes with other students. The course is suitable for people with some experience of cooking.

G Katerina’s Kouzina

You love tasty Greek food. You want to learn how to make it yourself, but you’ve never cooked before. No problem. Stay on the Greek island of Poros for two weeks and Katerina will teach you how to bake, roast and grill in the traditional way. She will also show you how to make modern, creative Greek dishes using local meat and freshly caught fish.

H Abbey Home Farm, England: Natural Kitchen cookery course

The course is perfect for vegetarians. We start by showing you how to make healthy green smoothies. Our top chef then teaches you how to make homemade bread, delicious salty snacks and an amazing bitter lemon cake. She will show you that natural dishes and ingredients are good for you and your family.

Taste

1 Choose the correct option.

1 I love sweet / savoury food – I adore cheesecake and tiramisù!

2 This yoghurt is a bit too sour /spicy for me.

3 I like bitter / spicy food and often put hot peppers on my pasta.

4 These grapes are so sour / sweet. They’re lovely.

5 Please could you put some more sugar in this lemonade as it’s too bitter / sweet.

6 The sauce had a rich, buttery / bland flavour that melted in your mouth.

7 I usually prefer savoury / smoky snacks, like cheese and crackers. I’m not that keen on sweet food.

8 The grilled meat had a wonderful smoky / bland aroma from the fire.

2 Complete the sentences with the words in the box.

bake • barbecue • boil • fry • grill • roast

1 You need to this cake in the oven for about 30 minutes.

2 First some water and then put the pasta in.

3 Let’s everything outside.

4 Please the eggs in a little oil.

5 I like to fish rather than fry it. It’s a healthier way to cook it.

6 I love it when we a chicken in the oven for a family lunch.

3 Match the dishes (1-8) to the descriptions.

1 French fries

2 Chocolate cake 3 Lemonade

4

a It’s sweet and buttery. You bake it in the oven for dessert.

b They’re salty and crispy. You fry them in hot oil and eat them with ketchup or mayonnaise.

c It’s bitter and hot. You boil water to make it, and many people drink it in the morning.

d They’re bland but healthy. You boil them until soft and often serve them with other food.

e It’s savoury. You can grill, fry or steam it and often eat it with lemon or vegetables.

f It’s smoky and salty. You cook it outdoors over a fire.

g It’s spicy and savoury. You often eat it with rice.

h It’s a sour and refreshing drink. You don’t cook it – you just mix the ingredients.

Tip reminder

4 PRELIMINARY Multiple-choice cloze For each question, choose the correct option.

In Britain, National Fish and Chip Day is on 2nd June. But where does this popular (1) actually come from?

Chips aren’t a British invention after all. People started to (2) potatoes in Belgium and France long before they did in Britain. They (3) them when it was impossible to catch fish because of frozen lakes and rivers. Fried fish isn’t a British invention either. It actually came from Spanish and Portuguese people living in the UK who didn’t like the (4) fish they were offered.

It was a businessman called John Lees who first started to serve fish and chips (5) in 1863.

Fish and chips are still a (6) choice in England. In fact, there are more than 10,500 fish and chip shops across the country.

1 A dish B plate C eat D eating

2 A make B fry C barbecuing D cooking 3 A saw B making C do D ate 4 A sour B boiled C barbecue D sweet

5 A together B all C between D either 6 A taste B likely C popular D really

5 Read the text again and choose the correct option (A, B, or C).

1 Where did people first start frying potatoes?

A In Britain

B In Belgium and France

C In Spain

2 Why did people fry potatoes in winter?

A Because they didn’t have any fish

B Because they liked the taste

C Because potatoes were expensive

3 Who introduced fried fish to Britain?

A Belgian cooks

B Spanish and Portuguese immigrants

C French travellers

4 When were fish and chips first sold together?

A 1763

B 1863

C 1963

5 Approximately how many fish and chip shops are there in the UK?

A Fewer than 1,000

B About 5,000

C More than 10,500

Grammar / Listening

Past simple

1 Complete the sentences with the Past simple form of the verbs in the box.

find • give • lose • spend • start • take

1 We a nice restaurant in the square.

2 I the early train yesterday.

3 Dad us €10 for some food.

4 Ana a new yoga course last week.

5 My friends and I the morning watching TV.

6 We 0–6 in last Friday’s match. It was terrible!

Past

continuous

2 Complete the sentences with the Past continuous form of the verbs in the box. cook • drive • have • read • shop snow • watch

1 I didn’t answer the phone because I a film.

2 I a shower at six thirty this morning.

3 I the fish while Karl the recipe.

4 It was a cold day and it outside.

5 I to the cinema when you called me.

6 It was a Saturday afternoon and lots of people in town.

3 SUM UP Complete the text with the Past simple or Past continuous form of the verbs in brackets.

It was July and I (1) (work) in a restaurant for the summer. One day, I (2) (help) the chef in the kitchen. He (3) (fry) fish when his phone (4) (ring).

He (5) (go) outside and (6) (forget) about the food he (7) (cook). Soon, smoke (8) (come) out of the kitchen. When the chef (9) (come) back in, lots of people (10) (try) to stop the fire. The chef (11) (apologise) to everybody, but his boss (12) (not be) happy with him.

Listening

Tip reminder

Identifying the key words

Exam task

D a main course. found was watching was working

See SB p. 36

1 PRELIMINARY Multiple choice with one conversation Listen to an interview with a famous person. While listening, choose the correct option (A, B, C or D) for questions 1-5. Only one option is correct. The first one (0) has been done for you.

0 Julian Jacobs is famous because…

A he plays the part of a chef in a popular TV show.

B he writes a blog about restaurants.

C he is a well-known chef.

D he owns a bookshop that sells cookbooks.

1 He started cooking food…

A at his family’s restaurant.

B as a young child.

C when he was 24 years old.

D because he won a competition.

2 The Young Chef competition is for…

A people older than 17.

B people older than 11.

C young chefs from other countries.

D people who don’t know how to cook.

3 The best five chefs will…

A cook their dish for Julian.

B have their recipes published in Julian’s book.

C take a photo of their recipe.

D spend a day preparing food at ‘Black Tomato’.

4 Part of the prize includes…

A a special book with Spanish recipes.

B a two-week holiday in Seville.

C ingredients to make some Spanish food.

D a short cooking course in Spain.

5 Julian thinks that the winning dish will be…

A a sweet dessert.

B expensive but delicious.

C attractive and different.

Frame B / Vocabulary

Tableware, packaging and quantities

1 Put the words from the box in the correct category.

bowl • box • bunch • cup • fork • glass • jar • jug • knife • packet piece • plate • slice • tin

AT THE TABLE

FOR EATING FOR DRINKING

2 Match the packaging (1-5) to the correct words (a-e).

1 a slice / piece of a soup

2 a packet of b cake

3 a tin of c biscuits

4 a bunch of d water

5 a jug of e grapes

3 Complete the sentences with the words in the box.

bowl • box • cups • fork • jars jug • knife • plates • saucers • tin napkin • basket • spoon

1 We’ve got lots of cups but no to go with them.

2 I drank three of tea this morning.

3 Shall we buy Grandpa a of chocolates for his birthday?

4 Can you get me a clean for the salad?

5 I think there are a few of honey in the cupboard.

6 In some places, people don’t eat with a and . They eat with their hands.

7 We need some big for the pizza.

8 Let’s ask for a of water to have with the meal.

9 Please pass me a so I can eat my soup

10 Chloe brought a picnic full of sandwiches and fruit.

11 Could you hand me a ? I’ve just spilt some juice on the table.

12 With nothing fresh in the fridge, he quickly heated up a of beans for a simple dinner.

QUANTITY

4 Complete the text with the words in the box.

bottles • bowl (x2) • cup • glass jar • packets • slices

I work in a large factory near my home. My working day starts at 6 a.m. with a small (1) of yoghurt and fresh fruit and a (2) of coffee. Sometimes, I also have a couple of (3) of toast. It’s really hot where I work, so I take lots of (4) of water with me. I also keep a few (5) of biscuits in a cupboard because I get hungry around 10 o’clock. We stop at midday for about half an hour and I have a (6) of soup or a salad in the canteen with my colleagues. After work, we sometimes go for a quick snack in town, but I normally just have a (7) of orange juice. When I get home, I’ll have something quick and easy for dinner – maybe some fish and rice. I’ll often eat some olives straight from the (8) while I’m waiting for the fish to cook. I love olives. They’re delicious! Then I sit down to watch a good film while I’m eating.

Grammar

used to and would

1 Choose the correct option to complete the sentences.

1 She used to / would live next door to me.

2 We wouldn’t / didn’t use to enjoy our maths lessons, but now they’re fun.

3 Did you use to / Would you be afraid of the dark when you were younger?

4 My younger brother used eating / used to eat a lot of biscuits, but now he prefers fruit.

5 We would often stay / use often stay with our grandparents during the summer holidays.

6 I didn’t use to be / wouldn’t be so tired in the mornings.

7 Would your grandparents / Used your grandparents to listen to programmes on the radio?

8 My mum used to / would know all the neighbours but most of them have moved away now.

2 Complete the sentences with the correct form of used to or would and the words in the box.

grow • have • help • live • not/watch • wait

used to / would help

1 My brother me with my homework in my first year at secondary school.

2 We outside the cinema for hours to go and see the latest film.

3 We a cat and a dog, but now we’ve only got the cat.

4 Where your parents ?

5 My friends that TV show, but now they do.

6 My grandma her own vegetables, but now she buys them.

be used to and get used to

3 Choose the correct option to complete the sentences.

1 Did it take a long time to be used to / get used to your new job?

2 I’m not used to / I don’t get used to the hot weather here.

3 Did your brother use to / get used to living in a big city?

4 I don’t think my grandparents ever got used to / were used to their new home out of town.

5 They didn’t get used to / They didn’t used to waking up so early.

6 When I first arrived, I didn’t get used / wasn’t used to all the noise from the street.

7 I can’t get used to / can’t be used to speaking a foreign language all day.

4 Complete the sentences with the correct form of be used to and get used to.

1 It wasn’t easy at first, but now I to working with my new colleagues.

2 I the traffic because I’ve lived here all my life.

3 I couldn’t Thai food when I first moved there.

4 you your new class teacher now?

5 Was it difficult to speaking a new language?

6 At the beginning, we people’s accents, but now we speak just like them.

7 I all the rain we get. I prefer sunshine.

8 It took her a long time to all the attention she got as a sports star.

5 Complete the conversations with one word in each gap.

1 A I have to get to my new diet. What about you?

‘m / am used used

B Oh, no problems. I used to it now.

2 A Did you to drink coffee when you were younger?

B No, I not!

3 A We always go fishing on Sundays when I was young.

B Really? We didn’t use do anything.

4 A How’s the new job? Are you to working at night now?

B Well, I’m used to it, I suppose.

6 SUM UP Complete the text with the correct form of used to, would, be used to and get used to.

used to

When I was a child, I (1) be a really fussy eater. I only (2) eat plain, simple food – no fish, no vegetables, no fruit, absolutely nothing with sauce or spices! My mum (3) try different tricks to make me try vegetables, but nothing ever worked. Then, when I moved to Spain for a student exchange, everything changed. At first, I (4) the strong flavours and eating dinner so late in the evening. I (5) sharing dishes with others either. It felt a bit strange!

But now I love it! I quickly (6) spicy food, and now I often cook with chilli at home. I have also (7) going to the local food markets, which I found rather daunting at the beginning, and trying street food whenever I go. It’s amazing how we can (8) new eating habits and even start to enjoy things we once (9) avoid.

Describing food

1 Look at the photo. Complete the text with the words in the box.

chatting • friends • fruit juice • fun • like looks • pastries • relaxed • table

This photo shows a group of (1) spending time together. They’re sitting around a (2) and everyone seems really (3) and happy – they’re laughing, (4) with each other and enjoying each other’s company.

Writing a blog post

3 Read the student’s plan.

You see this on a friend’s English language blog.

What are the two most popular local restaurants? Why are they popular?

What’s your opinion of them?

Write your answer in about 100 words

Student’s plan: friends

Paragraph 1

Top Tacos – Mexican Empress – Indian Paragraph 2

Top Tacos – new, modern, spicy Empress – bright, colourful place, tasty food, cheap Paragraph 3

Top Tacos: portions good, very hot and spicy food, lots of people, slow service Empress: friendly staff, delicious food

4 Now read the student’s article. Are all the points in the plan in the final article?

There are two popular restaurants in my local town: Top Tacos, a Mexican restaurant, and The Empress, an Indian restaurant.

It (5) they’re having breakfast because they’re all drinking (6) and there is some toast, fruit and some (7) on the table.

They’re clearly having (8) and the whole atmosphere is very informal and friendly. It’s the kind of photo that makes you want to have breakfast with your own friends and enjoy a lazy Sunday morning together.

2 Look at the photo again. Complete the sentences with your own ideas.

1 I think they’re having breakfast together because

2 The girls are laughing because

3 The man is probably

4 They could be talking about

5 I think they all feel because

People like Top Tacos because it’s bright and modern inside and it’s a great place for spicy food, but is a bit crowded on busy evenings. The Empress is a bright and modern restaurant too. I think it’s so popular because the food is really tasty, but it’s also very cheap.

I tried both restaurants. I liked the food in Top Tacos because the portions were really good, but the food was too spicy for me. I wouldn’t recommend it because of the large number of people in the place. The service was so slow!

Writing task

5 PRELIMINARY Writing a blog post You see this notice on an English-language website.

Write a blog post about a memorable meal you had.

Where were you and who were you with? What made the food or the moment special?

Write your answer in about 100 words.

3 It’s wild!

Grammar reference

Present perfect simple

Affirmative

I / You / We / They have walked

He / She / It has walked

Negative

I / You / We / They haven’t walked

He / She / It hasn’t walked

Questions

Have I / you / we / they walked?

Has he / she / it walked?

Short answers

Positive Yes, I / you / we / they have Yes, he / she / it has

Negative No, I / you / we / they haven’t No, he / she / it hasn’t

Si usa il Present perfect simple per parlare di

• azioni appena terminate I have just finished my homework – can I play video games now, mum?

• esperienze e obiettivi raggiunti

Jane has travelled to many countries.

• qualcosa iniziato nel passato e continuato fino al momento dell’enunciato

She has worked at the same company since 2019.

• qualcosa accaduto nel passato ma le cui conseguenze influiscono ancora sul presente

Pollution has endangered the survival of many animals.

• qualcosa accaduto nel passato senza specificare quando

We’ve been in London and we’ve had a lot of fun!

Present perfect continuous

Affirmative

I / You / We / They have been walking.

He / She / It has been walking

Negative

I / You / We / They haven’t been walking

He / She / It hasn’t been walking. Questions

Have I / you / we / they walking?

Has he / she / it walking?

Short answers

Positive Yes, I / you / we / they have Yes, he / she / it has.

Negative No, I / you / we / they haven’t No, he / she / it hasn’t.

Si usa il Present perfect continuous per parlare di

• azioni iniziate nel passato e in corso nel presente

She’s been studying medicine at university for three years now.

• azioni accadute ripetutamente nel passato e fino al momento dell’enunciato

This week many people have been protesting for climate action in many cities.

• azioni accadute ripetutamente nel passato appena concluse o le cui conseguenze influiscono sul presente

We’ve been cooking all morning, and now the kitchen is a mess.

• indicare la durata di un’azione

I’ve been working on this project for more than two weeks.

Comparison of adjectives and adverbs

Il comparativo di maggioranza si utilizza per paragonare due persone o cose tra loro quando il primo termine di paragone presenta una qualità in misura maggiore rispetto al secondo. Solitamente, il comparativo di maggioranza si forma aggiungendo -er a un aggettivo o a un avverbio, quando questi sono monosillabi o bisillabi terminanti in -y (con variazione grafica della -y in -i-), oppure anteponendo more a un aggettivo o a un avverbio, quando questi hanno due o più sillabe. tall taller happy happier beautiful more beautiful

Dopo l’aggettivo / avverbio, per compararlo con il secondo termine di paragone, si usa than Mont Blanc is higher than Monte Rosa. The book is more interesting than the film.

Il superlativo si utilizza per paragonare una persona o cosa ad altre persone o cose (generalmente dello stesso tipo). Solitamente, il superlativo si forma aggiungendo -est a un aggettivo o a un avverbio, quando questi sono monosillabi o bisillabi terminanti in -y (con variazione grafica della -y in -i-), oppure anteponendo most a un aggettivo o a un avverbio, quando questi hanno due o più sillabe. small smallest funny funniest expensive most expensive

Il superlativo è sempre preceduto dall’articolo the The Amazon is the longest river in the world. Paris is one of the most visited cities in Europe.

Il comparativo di uguaglianza si utilizza per paragonare due persone o cose con qualità simili o uguali tra loro. Si forma utilizzando la struttura as + adjective / adverb + as Your laptop is as good as mine.

Il comparativo di minoranza si utilizza per paragonare due persone o cose tra loro quando

il primo termine di paragone presenta una qualità minore rispetto al secondo. Si forma utilizzando la struttura not as/so + adjective / adverb + as. My essay isn’t as/so long as yours.

Quando si presenta un fenomeno di causa-effetto dovuto a un cambiamento di qualità di una cosa o situazione, si utilizzano due frasi con the + comparativo.

The hotter the temperature, the higher the risk of wildfire.

The more interesting the book, the more quickly I read it.

Comparativi e superlativi irregolari:

Adjective / Adverb Comparative Superlative

good / well better (the) best bad / badly worse (the) worst many / more more (the) most much more (the) most little less (the) least far farther / further (the) farthest / furthest

Alcune parole sono sia aggettivi che avverbi. hard late straight

too, enough, so and such too

Si utilizza too + adjective/adverb per indicare un’eccedenza, quando la quantità di qualcosa è più del necessario o di quanto si voglia. The coffee is too hot to drink. It’s snowing too hard – the airport is closed. enough

Si utilizza adjective/adverb + enough oppure enough + noun per indicare se qualcosa rispecchia la giusta quantità o meno.

He runs fast enough to win the race. There isn’t enough time to visit the museum.

so e such so e such si utilizzano in sostituzione di very per enfatizzare maggiormente. This film is so boring. Today is such a beautiful day!

Si utilizza so + adjective/adverb

The earthquake was so big!

Si utilizza such a + adjective + noun. Adele is such a talented singer – I would go to her concert.

Quando si vuole enfatizzare caratteristiche che portano a specifici risultati o azioni, si usa that. The music was so relaxing that I fell asleep. It was such a difficult text that I read it twice.

Geographical features

canyon A river usually forms a canyon over millions of years.

cliff They climbed on the cliffs by the sea. coast The beaches on the coast are beautiful. plain The Po Valley is a large plain in Italy. rainforest Rainforests are very important for the environment.

stream A small stream runs through our garden.

Climate change

fossil fuels Fossil fuels are coal, oil and gas. power station Power stations burn fuel to give energy. renewable energy Renewable energy will never run out. solar power Solar power comes from the sun.

Environment

break Plastic can break into tiny pieces. collect We collected a lot of rubbish. destroy Large areas of rainforest are being destroyed. prevent We must prevent people leaving rubbish. reach We reached the end of our journey.

remove They removed bags of rubbish from the park. set up I’ve set up a recycling group at school. survive Plants can’t survive without the sun.

Natural disasters

aid workers Aid workers rushed to the site of the earthquake. avalanche The loud noise set off an avalanche in the mountains.

collapsed Many buildings collapsed in the earthquake. drought The lack of rain has caused a drought. earthquake The earthquake was felt 50 kilometres away. eruption The last serious eruption was about thirty years ago.

flood It rained solidly for a week which caused a flood. hurricane The hurricane damaged several houses in the area. survivor The survivors were taken to hospital to be checked.

trapped Some people were trapped in the building. tsunami The tsunami was caused by an underwater earthquake.

typhoon The typhoon season has brought three powerful storms so far.

volunteer We need volunteers to help with the crisis. wildfire A wildfire has destroyed the forest.

Collocations and expressions

coral reef (p48) take action (p48) make a difference (p48) look after (p48) be made up of (p49) join together (p49) clean up (p49) clean energy (p50)

recycle plastic (p53) take part in (p53) global warming (p54) spend time doing sth (p55) food source (p55) be in the right place at the right time (p55) keep in touch (p58)

3 Frame A

1 Match the words (1-6) with their meanings (A-F).

1 ecosystem

2 predator

3 greenhouse gases

4 decomposition

5 permafrost

6 food web

Tip

reminder

Reading for general understanding

A frozen ground that stays hard all year

B animals, plants, and the environment where they live together

C a gas that keeps heat in the Earth’s atmosphere

D an animal that hunts and eats other animals

E the process of dead plants or animals breaking down

F how different animals and plants depend on each other for food

Exam task

See SB p. 48

Warmer Earth: BIGGER Spiders

The Arctic is well-known for its ice and glaciers. The area also contains a variety of different ecosystems with complex food webs. You might think it is extremely difficult for any animal to stay alive in temperatures of up to -50°C in the winter months, but many do thanks to their special adaptations to deal with extreme conditions.

Greenhouse gases – gases that stop heat from escaping out of the Earth’s atmosphere – have played a large part in warming the planet for the last few decades. Greenhouse gases are released through some human activities such as driving cars, but they are also released through natural processes like decomposition. Because the Arctic is so cold for much of the year, decomposition happens slowly there, and thus there is a large build-up of this decaying matter in the ground. In fact, across much of the Arctic, the ground is permanently frozen as ‘permafrost’. This permafrost begins to thaw when temperatures become warmer, which is happening now. This means that there is more decaying matter that can now be decomposed by fungus and bacteria. Through this increased decomposition, even more greenhouse gases are released to the atmosphere, which of course makes climate change happen even faster.

Like in most places, spiders are common predators in arctic ecosystems. Although spiders resemble insects in some ways, they actually belong to a group of animals called ‘arachnids’. Amanda Koltz, an arctic ecologist at Washington University in St. Louis, has been studying one common type of arctic spider, the wolf spider, and how it deals with a changing climate. Koltz’s main goal is to understand how animals like wolf spiders respond to increasing temperatures in the Arctic and in turn, what the consequences are for the food web and ecosystem.

2 PRELIMINARY Multiple choice with one text For each question, choose the correct option.

1 We learn from the article that

A there are hardly any animals in the Arctic region.

B it is too cold in the winter for most animals to survive in the Arctic.

C climate change is also affecting the Arctic region.

D the winters in the Arctic are getting colder.

2 ‘Permafrost’

A creates greenhouse gases.

B is a type of fungus.

C is decreasing in the Arctic region.

D is dangerous for the soil.

3 According to the article, Amanda Koltz

A believes most people do not know that spiders are animals.

B is an expert in studying different kinds of spiders.

C is investigating the reason behind climate change.

D wants to know why there are fewer springtails in the Arctic.

4 The article says that wolf spiders

A are growing in number because of climate change.

B are harmful for the environment.

C only eat springtails.

D are dying because of hotter temperatures.

The wolf spider is important in the region because it is one of the top predators in many areas, at least among the smaller animals. Wolf spiders eat a lot of springtails, which are tiny animals that feed on the fungus responsible for decomposition. Koltz and others have also found out that as the Arctic warms, wolf spiders are becoming bigger and reproducing more because they have more time to eat during the summer! This suggests that there might be more wolf spiders in the Arctic as the region becomes warmer and warmer. More spiders also might mean that they eat more springtails. Fewer springtails could lead to more uneaten fungus and more decomposition, thereby increasing the release of greenhouse gases from arctic soils. However, to her surprise, quite the opposite happens.

3

Geographical features

1 Complete the map with the words in the box.

cave • cliff • coast • fossil fuels • glacier ocean • power station • rainforest • renewable energy • solar power • stream • valley

GEOGRAPHICAL

2 Choose the correct option.

1 This is a beautiful green stream / valley with just a few houses and lovely fields.

2 The temperature is hotter so the glacier / cliff is much smaller this year.

3 I’d like to visit a real coast / rainforest because I love trees, plants and insects.

4 When the weather is good, you can see the coast / ocean of that island really clearly.

5 I like exploring streams / caves, but I’m a bit scared of the bats that live there.

In warmer conditions, and when they found themselves in a crowd, the spiders actually ate less than usual. Koltz does not know the reason for this yet but she thinks it could be that the combination of the crowding and warmer temperatures makes spiders change their eating habits. In fact, it appears as though the spiders tend to eat each other and other spiders more often when they are crowded. The result of this change in feeding habits is that when it is warm and when there are more spiders, more springtail prey are left uneaten. The springtail prey are then left to eat a lot of the fungus, which leads to less decomposition happening. Having more spiders could actually mean that fewer greenhouse gases are released to the atmosphere!

Although larger animals receive a lot of attention in the Arctic and elsewhere, Koltz wants to change this. As she has shown in the case of wolf spiders, even tiny animals can have important effects on ecosystems.

6 Stay away from the edge of the cliff / valley

7 The children love playing in water. Luckily, we have a small stream / ocean near our house.

8 I love watching the boats on the valley / ocean

9 While hiking through the desert, we came across a deep canyon / volcano with steep rocky sides and a river at the bottom.

10 Farmers often grow wheat on the wide, flat plain / valley where the soil is rich and there’s plenty of sunlight.

Climate change

3 Complete the sentences with the expressions in the box.

climate change • fossil fuels • power station renewable energy • solar power

1 Energy that comes from the sun is called s

2 Common types of include gas and oil.

3 Using the wind to create electricity is an example of

4 The most obvious example of is higher temperatures.

5 The people around here don’t want them to build a new

4 Complete the text.

cave • cliff • coast • fossil fuels glacier • ocean • renewable• renewable energy solar power station • stream • valley

Every summer, more and more tourists visit this beautiful (1) on the west of the island. From the top of the (2) you can see the wide blue (3) stretching for miles. Behind the village, there’s a long (4) with a river running through it and a small (5) where children often play in the water. Not far away, there’s a famous (6) full of stalactites and bats — a favourite place for explorers. A few hours north, the mountain (7) has started to melt because of global warming, which scientists say is one of the effects of (8) . These are materials like oil and coal that we still use in many factories and homes. However, things are beginning to change. A new (9) is being built near the town, and it uses (10) instead of burning coal. People are also installing panels on their roofs to use (11) , and many hope that in the future all our energy will come from (12) sources.

Grammar / Listening

Present perfect simple

1 Complete the sentences with the Present perfect simple of the verbs in the box.

change • just/eat • just/finish leave • win • work

Listening

Tip reminder

Practising

the type of answer needed

See SB p. 52

1 I my last exam and now I can relax for a few weeks.

2 My brother’s a doctor and he in several big hospitals.

3 I a delicious meal at that new restaurant.

4 Our coach is really pleased because we every match so far this season.

5 The climate in the last twenty years.

6 I think I my phone at home.

Present perfect continuous

2 Complete the sentences with the Present perfect continuous of the verbs in the box.

get • look • study • not train • travel • wait

1 Our summers warmer over the last few years.

2 He much recently and his football coach isn’t happy.

3 Jeff and Ana all around Asia since January.

4 You a lot recently. Have you got exams soon?

5 Sorry I’m late. you long?

6 Oh, there you are. I for you everywhere.

3 SUM UP Complete the sentences with the Present perfect simple or the Present perfect continuous of the verbs in brackets.

‘ve/have just finished ‘ve/have been getting ‘ve/have completed

1 They want to build ten new power stations, but so far they (complete) only one.

2 I (not / see) you for a long time. What (you / do) recently?

3 That company (spend) over £1bn on clean energy.

4 I (not meet) Tania yet.

5 (you / see) my keys anywhere?

6 I (try) to contact you all morning.

1 Look at the sentences from the listening task in exercise 2. Try to guess what the missing information could be. Use your knowledge of the world and logical thinking.

1 Norway has used its rivers to produce energy for more than years. (50 years? 100 years? Longer?)

2 Norway now gets % of its electricity from water. (30%? 60%? Almost 100%?)

3 The rest of its energy comes from solar energy and (Which other renewable source could it be?)

4 Norway had 50,000 electric cars on its roads in (2015? 2018?)

5 Every year, about people buy a new electric car. (Tens of thousands? Hundreds of thousands?)

6 Norway produces lots of and it sells these to Europe. (Oil? Gas? Wind turbines? Batteries?)

Exam Task

2 PRELIMINARY

Gap fill You will hear a programme about Norway and what it is going about climate change. For each question, write the correct answer in the gap. Write one, two or three words, or a number, or a date or a time.

1 Norway has used its rivers to produce energy for more than years.

100 / one hundred

2 Norway now gets of its electricity from water.

3 The rest of its energy comes from solar energy and

4 Norway had 50,000 electric cars on its roads in

5 Every year, about people buy a new electric car.

6 Norway produces lots of and it sells these to Europe.

Frame B / Vocabulary

The environment

1 Complete the Venn diagram with the words in the box. avalanche • drought • earthquake • eruption • flood • hurricane • tsunami • typhoon • wildfire

2 Match the news reports with the natural disasters in the box. avalanche • drought • earthquake eruption • flood • hurricane / typhoon tsunami • wildfire

1 The government has confirmed at least a third of the city is already under water and the rain shows no signs of stopping. flood

2 It hasn’t rained in the area for nine months and the local farmers are in a very difficult situation.

3 Helicopters have been used to drop water on the area to try to stop the forest from burning.

4 Hundreds of people ran outside when their houses started shaking. Aid workers are now looking for survivors under the buildings that collapsed.

5 Tourists in the village were caught by surprise when the snow started to fall down the side of the mountain. Luckily, they all managed to escape.

6 The explosion could be heard 200 km away and the smoke from the volcano was seen from even further away.

7 The strong winds of up to 150 km/h took off the roofs of houses and knocked down trees.

8 The giant wave swept the coastal city. Residents received warning so had time to get to safety.

3 Cross out the odd one out.

4 Choose the correct option.

1 We reached / collected the station ten minutes before the train left.

2 There was a terrible storm and it destroyed / prevented a lot of houses.

3 The doctor’s quick action set up / prevented a disaster.

4 There was an accident, but everybody destroyed / survived

5 We set up / reached an online group to discuss environmental problems.

6 My favourite mug fell on the floor and it destroyed / broke into lots of pieces.

7 There was a parcel for me at the post office, so I went to reach / collect it.

8 We were able to prevent / remove a lot of rubbish from our local river.

5 Complete the text with the correct form of the verbs in exercise 4.

After finding out about people who have changed the world during a lesson at school one day, two teenage sisters from Bali decided to make a difference. Melati and Isabel Wijsen (1) the Bye Bye Plastic Bags group. A lot of single-use plastic bags pollute the sea around Bali. Fish eat these plastic bags. When the bags (2) their stomachs, the fish become ill. Many do not (3) The bags also (4) into little pieces in the water and cause serious problems for other marine life which think they are food and try to eat them. The sisters have created several recycling projects to (5) as many plastic bags as possible before they end up in the sea. They go to local towns and schools and teach people that plastic bags can (6) the local marine life that many people depend on. They give people non-plastic bags to use and also show them simple ways to (7) plastic bags from ending up in the water in their local rivers. They also teach them how to (8) bags that are already in the water. Weather-related

Grammar

Comparison of adjectives and adverbs

1 Complete the sentences using so or such (a).

1 At the end of the lesson I was exhausted that I went straight home.

2 Ben always gets home late because he’s got lot of work to do.

3 You did that test well! Well done!

4 Alice has got big house that she often has dinner parties for her friends.

5 The TV series was boring that I switched off after 10 minutes.

6 His parents are so pleased he has made great progress!

7 My bedroom is in mess – I don’t know where to start!

8 Sorry I’m walking slowly – my knee hurts!

9 There are many quiz shows on TV nowadays.

10 She sent us lovely photos of her holiday in Malaga.

too, enough, so and such

2 Complete the quiz about natural disasters with the correct comparative or superlative form of the adjectives and adverbs in brackets. Do you know any of the answers?

1 To be called a hurricane, cyclone or typhoon, the winds of a storm have to be (fast) 100 km/h. 119 km/h. 140 km/h.

2 In which country did (powerful) earthquake on record happen? Chile USA Indonesia

3 Which country has (large) number of active volcanoes? Japan USA Russia

4 When are hurricanes (likely) to happen in the Atlantic Ocean: January or October?

5 What is (common) cause of wildfires? people the sun lightning

6 (warm) the temperatures, the higher the risk of an avalanche. True or False?

7 What was (large) natural disaster in history? an earthquake a flood a cyclone

8 Which volcano is (big): Kilimanjaro or Vesuvius?

9 Which continent has wildfires (frequently): Africa or The Americas?

10 The winds in a typhoon are not nearly (strong) those in a hurricane. True or False?

3 Complete the dialogue using a comparative or a superlative form.

1 Winters in Canada are (cold) than in Italy, and the air tends to feel (fresh) in the mountains due to the altitude.

2 I consider spring to be (pleasant) season of the year. The weather is generally (nice) in April than in the early months.

3 This summer is (dry) than the previous one, and the evenings are (cool) as well.

4 Last year August was (hot) month; in contrast, May was (not/warm) I had hoped for, with (low) temperatures throughout.

5 The storm that hit last night was (strong) than the one we experienced a couple of weeks ago.

6 According to meteorologists, this has been (wet) summer recorded in over a decade.

7 As the autumn equinox approaches, the days are becoming (short), and the evenings draw in much (early).

8 Living in the mountains tends to be (peaceful) than living in the chaos of a busy urban centre.

4 Complete the sentences using too or enough and a word from the box.

big • difficult • heavy • ripe strong • time

1 Don’t pick the peaches yet – they aren’t

2 Your schoolbag is far Take something out!

3 The test was really long. We didn’t have to finish it.

4 You’re not to lift those boxes –let me do it!

5 These shoes aren’t – I need a larger size.

6 This exercise is . Can you explain it to me, please?

Oracy and Writing lab

Talking about the environment

1 Your school is planning a special ‘Green Week’ to help students become more environmentally aware. Match the ideas (1-5) with the correct picture (a-e).

1 Turn off all classroom lights for one hour every day.

2 Bring in packed lunches with no plastic wrapping.

3 Watch an environmental documentary in class.

4 Walk or cycle to school for one week.

5 Invite an expert to talk about improving recycling in your town. b

2 Write a sentence about each idea from exercise 1. Say what you think about it – is it useful, realistic, fun, difficult, boring, effective, etc.?

3 Which idea do you think is the least useful or effective? Why?

Use phrases like:

• I think this idea is the least useful because...

• It would be difficult for students to...

• This idea doesn’t really help the environment much because...

• Students might not enjoy this because...

Describing changes

4 Complete the notes about a clean-up project.

1 Where did it take place? (local park, beach, town square...)

2 Who organised it? (school, youth group, local council...)

3 What did people clean up? (litter, old bottles, plastic bags...)

4 How did you help? (collected rubbish, painted fences, planted trees...)

5 How did you feel afterwards? (proud, tired but happy, surprised...)

6 Why was it important? (to protect nature, make the town nicer...)

Tip

reminder

Planning your work

5 PRELIMINARY Writing an email Write an email (100-130 words) to your friend Connor, who lives in another country. You recently took part in a local clean-up project in your town or village. In your email, you should:

• describe what the clean-up project was and where it took place;

• explain what you did and how you felt about it;

• encourage Alex to organise something similar in their area.

4 Dress up

Grammar reference

Relative clauses

Le proposizioni relative forniscono informazioni riguardanti il soggetto o l’oggetto di una frase. Possono essere introdotte da

• who per le persone

The film is about a girl who wants to become a singer.

• which per cose o animali

Those are the flowers which Tom gave me for my birthday.

• whose per indicare possesso

The child whose cat got lost was very sad.

• when per il tempo

The Middle Ages was the period when many castles were built in Europe.

• where per i luoghi

Rome is the city where I grew up.

• why per le motivazioni

I don’t know the reason why he left so suddenly.

In contesti informali, who e which possono essere sostituiti da that

The film that we watched yesterday was amazing. I have a dog that loves swimming.

Quando la relativa è oggettiva, il pronome può essere omesso.

The book (that) I bought yesterday is very interesting. In contesti più formali, quando una persona è oggetto della frase, si utilizza whom.

The teacher whom I met yesterday was very kind.

Defining and non-defining

relative clauses

Le frasi relative sono defining relative clauses quando forniscono informazioni necessarie alla comprensione della persona o cosa cui il parlante si riferisce. Non si usa MAI la virgola per separarle dal resto della frase.

The year when the Berlin Wall fell was 1989.

Nelle defining relative clauses, who e which possono essere sostituiti da that

The book that I bought yesterday is very interesting.

Quando il pronome che introduce la defining relative clause ha funzione di oggetto, può essere omesso. The cake (that) I made yesterday was delicious.

Le frasi relative sono non-defining relative clauses quando forniscono informazioni non necessarie alla comprensione del significato della frase principale. Riportano, quindi, informazioni aggiuntive. Solitamente sono separate con le virgole dal resto della frase.

My brother, who is 20, is a shop assistant.

Nelle non-defining relative clauses i pronomi non possono MAI essere sostituiti da that.

Inoltre, nelle non-defining relative clauses i pronomi non possono essere omessi.

The concert, which we enjoyed a lot, lasted three hours.

Nelle non-defining relative clauses si può usare which per riferirsi a un’intera frase precedente.

She didn’t call me back, which surprised me.

Possessive, reflexive and indefinite pronouns

Possessive pronouns

Subject pronouns Possessive adjectives Possessive pronouns I my mine you your yours he his his she her hers it its its we our ours you your yours they their theirs

I pronomi possessivi si utilizzano per indicare che qualcosa appartiene a qualcuno o qualcos’altro.

Si utilizzano in sostituzione di un aggettivo possessivo + il nome o della forma possessiva + il nome.

This is my book. It’s mine.

This is my brothers’ bedroom. It’s theirs.

I possessive pronouns non si usano MAI davanti a un nome.

That isn’t my phone. That is yours and this is mine.

Reflexive pronouns

Subject pronouns Reflexive pronouns I myself you yourself he himself she herself it itself we ourselves you yourselves they themselves

I pronomi riflessivi si utilizzano

• quando il soggetto e l’oggetto della frase coincidono

I really wanted that book, so I bought myself a present for my birthday.

• quando si vuole enfatizzare il fatto che qualcuno abbia fatto qualcosa da solo o senza l’aiuto di altre persone

My father built our house all by himself – he’s a great handyman.

• con alcuni verbi

Relax and enjoy yourself at the party this weekend.

Indefinite pronouns

I pronomi indefiniti si utilizzano per indicare persone, cose o luoghi non specifici.

Si utilizza some- + -one/-body/-thing/-where per indicare persone, cose o luoghi indefiniti nelle frasi affermative. some- può indicare una quantità parziale indefinita.

Look, there’s something over there! What’s that? My phone should be somewhere in my room.

Si utilizza any- + -one/-body/-thing/-where per indicare persone, cose o luoghi indefiniti nelle frasi negative e interrogative. any- può indicare una quantità nulla, parziale o totale indefinita. Is there anything to drink in the fridge?

Don’t worry! I won’t tell anyone your secret.

Si utilizza every- + -one/-body/-thing/-where per indicare un intero insieme di persone, cose o luoghi indefiniti nelle frasi affermative e interrogative. È richiesto sempre il verbo al singolare.

Everybody was singing at the concert!

Si utilizza no- + -body/-thing/-where e no one con valore negativo nelle frasi affermative. The little village is in the middle of nowhere He said nothing about the problem.

Quando si parla di assenza totale di persone o cose, si può utilizzare anche none None came to the party.

Reciprocal pronouns

I reciprocal pronouns si utilizzano per esprimere reciprocità tra due o più persone. Si utilizza each other quando si fa riferimento a due persone.

My grandparents really love each other.

Si utilizza one another quando si fa riferimento a più di due persone.

The students are helping one another with the science project.

Sia each other che one another possono essere usati in frasi affermative, negative e interrogative. Alice and Ben always support each other in difficult times.

Entrambi possono essere accompagnati da qualsiasi preposizione sia prima che dopo il pronome, a seconda del contesto.

They were looking at each other with surprise.

Clothes

bracelet She wore lots of bracelets on her wrist. button The jacket had three buttons on the front. coat It was cold, so I wore a coat. earring She wore gold earrings. glasses I wear glasses for reading. glove I wear gloves on my hands in winter. handkerchief My grandma uses handkerchiefs. pocket I put my phone in my pocket. ring She has rings on her fingers. scarf I wore a scarf round my neck. tie He wears a suit and tie to work. watch I use a watch to tell the time.

Adjectives to describe clothes and accessories

antique She bought an antique ring. casual I can wear casual clothes to work. fashionable He’s really fashionable and looks great. loose I wore a loose jumper. old-fashioned That suit is very old-fashioned. original She designs very original clothes. smart I love dressing up in smart clothes. tight These jeans are too tight for me.

Materials

cotton T-shirts are often made of cotton. glass Bottles are made of glass. leather My shoes are made of leather. metal This is a metal box. plastic I use a plastic ruler. silk My mum has a lovely silk dress. wool I have a warm scarf made of wool.

Shopping

bargain The dress was ten euros – it was a bargain! cash I didn’t have any cash in my purse. credit card I use a credit card for buying big things. customer There were no customers in the shop. discount I got a discount because there was a fault. in stock The trainers I want are not in stock. label It says ‘small’ on the label. receipt I forgot to get a receipt for the shoes. refund I was given a refund. suit The colour yellow doesn’t suit me. window shopping I love window shopping!

Collocations and expressions

well-made clothes (p60) dress up (p60) make / repair clothes (p60)

brightly coloured (p61) designer label (p61) make something last (p61) fast fashion (p63)

second-hand clothes (p63) fashion show (p63) department store (p65) item of clothing (p67) changing room (p68) keep the receipt (p68) enjoy yourself (p69)

Frame A

Exam task

1 INVALSI PRELIMINARY Multiple

matching

Read the article. Five sentences have been removed. For each gap, choose the correct option. There are three extra sentences which you do not need to use.

A Small items like these can be difficult to find and Swenkas spend days shopping around for them.

B This is a lot of money for someone who’s earning $300 or $400 a month in a factory.

C The high cost of the clothes is the reason why many people decide not to become Swenkas.

D There are important differences between the two though.

E People needed something to help them forget about these problems.

F They also travel to other areas of the country to take part in these fashion shows.

G When the show has finished, the audience votes on the best look and the winner is chosen.

H Unfortunately, there are now fewer Swenkas in Johannesburg than there used to be in the past.

Looking Good in South Africa

A lot of young men and women moved from the countryside to Johannesburg in the 1950s searching for a better life. However, many of them found themselves in jobs with low pay and difficult working conditions. Outside of work, these young people looked for a way to express their sense of pride and self-respect. (1) For some, the solution was to become Swenkas. This describes a group of people who share looking confident and stylish as a hobby. Although they may not have much money they always want to look really smart and elegant. They’re happy when other people look at and admire their clothes, just like the sapeurs in Kinshasa. (2)

For example, Swenkas are a smaller group with their own particular culture. They also have their own special look. They don’t wear bright colours but prefer expensive suits, which often have the name of a famous designer on the label. There is a lot of

attention to small details too, so old-fashioned hats, colourful glasses, leather shoes, gloves and big metal watches are all popular. An original handkerchief that sits in a pocket and goes well with an expensive silk tie is also essential for some. (3) They also need to try all these things on before they finally decide on the right one to buy.

An important moment in the week is the Saturday evening fashion show, which is free to the public but not the Swenkas, who pay to enter. This money becomes the winner’s prize money. The aim of every well-dressed competitor is to be smarter and more fashionable than the others. Sometimes the clothes that they’re wearing can cost more than $1,000. (4) During the contest, they walk around, dance and show their new clothes. (5) The following week, the competition takes place again with every Swenka hoping to win the prize.

Clothes and materials

1 Complete the table with the words in the box. button • coat • cotton • dress • glass • glasses • jacket • leather • metal • plastic shirt • shoes • silk • socks • suit • sweater • tie • trousers • T-shirt • wool • zip

2 Choose the correct options to complete the sentences.

1 I love your blue silk glasses / tie

2 I never wear a coat / watch in winter here because it’s warm all year.

3 I need to wear a pair of glasses / gloves to read.

4 I’ll get a handkerchief / button for you. You’ve got a really bad cold!

5 My hands are freezing and I’ve left my earrings / gloves at home.

6 Are you sure the ticket isn’t in your pocket / tie?

7 I need to get a new ring / watch. This one has stopped working.

8 I love that bracelet / pocket. It goes really well with your new earrings.

9 I never wear earrings / a scarf to work because they don’t let us wear any jewellery.

10 A I can’t find my new ring / watch B Look, it’s on your finger!

11 Oh no! I’ve lost a ring / button on my new jacket.

12 It’s so cold. I need to get a scarf / bracelet to keep my neck warm.

3 Complete the sentences with the words in the box.

antique • casual • fashionable • loose old-fashioned • original • smart • tight

1 She wears formal clothes to work, but in her free-time she’s very – just jeans and a T-shirt.

Clothes Materials Accessories/Others T-shirt smart casual

2 This shirt is too . I prefer them tighter than this.

3 You look very today! Are you going to an important meeting?

4 I’ve never seen anything like the design on your T-shirt. It’s really

5 Look at those shoes. They’re so . Nobody wears them anymore!

6 You’re always so . You’re always wearing the latest styles.

7 My aunt gave me a(n) ring. It’s more than 100 years old.

8 These jeans are too . Have you got a bigger size?

4 Complete the conversation with words in the box.

casual • cotton • fashion • silk smart • striped • suit • tight

Alex I’m not sure what to wear to the wedding. Do you think I should go for something (1) or more (2) ?

Jamie Well, weddings are a special occasion so why don’t you wear that dark blue (3) you bought last year?

Alex That’s a good idea. But it feels a bit (4) around the shoulders now. I might need something new.

Jamie Well, you could check out the new store in town. They have some really nice (5) shirts and light summer trousers.

Alex I also saw a beautiful (6) scarf there. It’s a bit expensive, but I might buy it for my girlfriend – it’s her birthday next week!

Jamie That’s a nice idea! I also need a new shirt – I really wanted a blue and white (7) one but this year plain ones are back in (8) . Never mind!

Grammar / Listening

Relative clauses

1 Underline the relative clauses and write D (defining) or N (non-defining).

1 Jamie, who is a colleague of mine at the design studio, has invited me to the launch of his latest project. N

2 The new clothes shop, which is just outside the town centre, sells exclusive and expensive designer labels.

3 The people who live in that newly built house across the street are really friendly and helpful.

4 We use this software, which you can download for free from the company’s website, to edit and submit all our documents.

5 The restaurants that serve locally sourced food and organic ingredients are particularly popular among tourists.

2 Complete the sentences with who, which, or whose.

1 Do you know trainers these are, or should I leave them at the lost and found office?

2 Sonia, only came to our school just a few years ago, is now one of my closest friends.

3 Have you seen the gloves I was wearing earlier this morning? I might have dropped them.

4 This trendy new scarf, my sister gave me for my birthday, goes really well with my new jacket.

5 That’s the student mum also teaches at our school and runs the science club.

3 Choose the correct option. In which sentence are both options possible?

1 In the 18th century, many British criminals were sent to America, which / where they were forced to work.

2 One of these was Sarah Wilson, who / that had worked as a maid at Buckingham Palace but was caught stealing.

3 Once in America, she escaped and started to say she was actually a princess who / whose sister was married to King George III.

4 People believed her for years because she used manners and information which / that she had learned during her time at the palace.

4 Combine the sentences using relative clauses.

1 That’s the man. His house was burgled. That’s the man whose house was burgled.

2 The girl stole the money. She was only 16.

3 That’s the bank. The robbery took place there.

4 The woman is a police officer. Her car was vandalised.

5 Complete the text with relative pronouns.

The perfect crime?

On 18 March, 1990, two men (1) were dressed as police officers walked into the Isabella Stewart Gardner Museum in Boston, US, and told the security guards they were responding to a call.

Once inside, they tied the guards up and stole thirteen extremely valuable pieces of art, (2) are worth over $500 million in total. The stolen artwork was mainly from Dutch painters, including Johannes Vermeer, (3) painting The concert alone is worth $250 million and is considered by experts the most valuable object (4) has ever been stolen.

To this day, no one knows (5) the works of art are hidden. The museum is offering a $10 million reward to anyone (6) has information that leads to their recovery. The museum currently hangs empty frames in the place of the precious artworks.

Listening

Tip reminder

Listening for similar words

Exam task

A a scarf B a coat C earrings whose who / that

See SB p. 64

1 PRELIMINARY Multiple choice with five conversations Listen and for each question choose the correct option.

1 You will hear Samir talking with a friend about a problem he had at school. How does he feel about it now?

A angry B confused C miserable

2 You will hear two friends talking about buying things online. What does the boy never buy on the internet these days?

A T-shirts B shoes C sports clothes

3 You will hear a woman telling a friend about an item she bought. Why did she take it back to the shop?

A It was too loose. B It was too tight.

C There was something wrong with it.

4 You will hear two friends talking about a new shop in town. What does the girl think about it?

A She likes the fashionable clothes it sells.

B The clothes it sells are too casual.

C She doesn’t like the clothes it sells.

5 You will hear a boy and a girl talking about a present to buy for their mum. What do they finally decide to buy?

Shopping & money

1 Choose the correct option to complete the sentences.

1 Oh no, I haven’t got enough cash / receipt to pay for my train ticket. Can you lend me some until we get home?

2 I think you should buy that coat. At that price, it’s a label / bargain

3 The assistant was quite rude to the label / customer

4 If you’re not sure how to wash it, just have a look at the receipt / label

5 I need to take this shirt back to the shop and change it, but I can’t find the label / receipt

6 We’ve just booked a holiday and paid for it on our label / credit card

2 Complete the text with the words in the box.

bargain • cash • credit card customer • label • receipt

I’m probably not an easy (1) because I’m always looking for the best possible price. I know that everybody likes to find a (2)  , but for me it’s the most important thing. I never look at the (3) to check what the material is or where it’s made. When I’ve finally decided what to buy, I always pay with (4) because I haven’t got a (5) . But when I get home, I sometimes decide I don’t like the T-shirt or jeans I’ve just bought. That’s why I always keep the (6) because I’ll need it to take the item back to the shop.

3 Complete the conversations with the words in the box.

discount • outfit • pattern • stock suit • window

1 A What are you doing on Saturday? Do you fancy some (1) shopping?

B Of course! I still haven’t found a decent (2) for Lisa’s party next month!

2 A I love the (3) on this fabric. Have you got this in a larger size?

B I’m afraid we don’t have all sizes in (4) , but I can order it online. It arrives the next day.

3 A Wow, those shoes really (5) you!

B I know, right? And there’s a special (6) because they’re from last year’s collection.

Frame B / Vocabulary

4 Complete the article with the words in the box.

bargain • canvas • collection • denim exclusive • fabrics • natural • products sales • synthetic

Fast fashion

Have you noticed that clothes shops are always having (1) ? This is a sign of the growing culture for fast fashion.

‘Fast fashion’ means very cheap clothes, usually made with low-quality (2) . They tend to use (3) materials like polyester, which cost less than (4) ones like cotton. They may seem like a real (5) , but to cost so little, they are often produced with little respect for the environment or the workers, who can earn very little for long days making these (6)

To avoid fast fashion, you don’t need to buy an (7) outfit from the latest (8) of a top designer. You just need to get good quality clothes or shoes with materials that last a long time, such as (9) . Even materials like (10) , which need a lot of water, can be less damaging if they are made sustainably and are worn for a long time.

5 Read the article and answer the questions.

1 According to the text, what are the main characteristics of fast fashion?

2 Why are fast-fashion clothes often so cheap to buy?

3 What materials are most commonly used in fast fashion, and why?

4 What are some negative effects of fast fashion on people and the environment?

5 What alternatives to fast fashion does the text suggest?

6 How can choosing better quality materials help both the environment and the consumer?

Possessive, reflexive and indefinite pronouns; Reciprocal pronouns

1 Choose the correct option to complete the sentences.

1 This is not our / ours responsibility; it’s entirely their / theirs

2 Is this your / yours report on the class meeting, or is it her / hers?

3 I think this backpack is my / mine. Could you just check if that one is your / yours?

4 Are these laptops their / theirs or our / ours?

5 The presentation isn’t his / him’s work; it’s actually my / mine

6 Catherine borrowed my / mine phone charger because she had left her / hers at home.

7 This physics lab is much smaller than their / theirs, but our / ours has better natural light.

8 Look! There are some pods on the floor. Are they your / yours?

2 Complete each sentence with the correct compound with some-, any-, no-.

1 I’d really like to travel I’ve never been before.

2 Has seen my tablet ?

3 Have you met from the new office yet?

4 I spent all afternoon looking for my phone: I looked but it was to be found.

5 We need to find who can fix this problem quickly.

6 I tried to contact the head teacher, but answered the phone.

7 Could you recommend good to read on holiday?

8 They invited to the ceremony, even people they barely knew.

9 I opened the fridge and realised there was to eat.

10 I haven’t got to wear to the party. I’ve got is either old, too big or too small!

3 Complete the sentences with the correct form of the verbs in the box and the correct reflexive pronoun.

blame • cut • help • hurt • introduce • tell

1 While preparing dinner for eight guests, I accidentally with a really sharp knife.

3 At the party, don’t wait for someone to serve you – just to food and drinks.

4 Before the exam started, she looked in the mirror and to stay calm and focused.

5 Because he’s so shy, he hardly ever dares to when meeting strangers.

6 They forgot to check the forecast and ended up for getting caught in the storm.

4 Write each other or one another.

1 The two sisters never argue; they really understand

each other

2 In our rugby team, we always support when someone has a problem.

3 Will you two stop shouting? You should listen to instead.

4 The twins always copy homework.

5 During the game, the players passed the ball to very well.

6 We text our parents every day when they travel for work.

7 We all bought gifts for at the end of the school year.

8 The two neighbours often visit for coffee.

5 SUM UP Complete the dialogue with some-, any-, no- compounds, possessive adjectives / pronouns, reflexive pronouns, each other and one another.

Sofia Hi Mia, what do you think of my new jacket? I bought it yesterday.

Mia Wow, it’s so cool! I haven’t seen (1) like that in the shops near where I live.

Sofia Thanks! I really like the colour. But it was more expensive than I wanted. When I went out I promised (2) I wouldn’t spend too much, but then I saw it and couldn’t resist.

Mia I know that feeling! I always tell (3) the same thing, and then end up buying too many clothes.

Sofia My brother says fashion is a waste of money. He doesn’t care about (4) except his football shirts.

Mia Haha, that sounds like my brother too. At least we understand (5) when it comes to clothes.

Sofia Yeah, exactly. By the way, is this book (6) ? I think you left it when you came round last week.

cut myself somewhere anything

2 The cat was playing so wildly that it kept spinning in circles and ended up

Mia Oh yes, that’s mine! Thanks. You’re so organised. I can never find (7) in my bedroom. I’m so untidy!

Sofia Don’t worry, you just need to give (8) more time to tidy your room.

Motivating choices

1 Choose the correct option to complete the sentences.

1 I chose the cooking course I wanted to learn from a real chef.

A as

B so C although

2 The headphones are very comfortable, I wear them every day.

A because

B so C although

3 the equipment is expensive, it’s worth the money.

A although B because

C that’s why

4 The camera takes excellent photos; I really recommend it.

A although

B that’s why

C because

5 I needed a new laptop, I decided to buy this model.

A for this reason

B because

C although

6 It’s light and easy to use; it’s perfect for travelling.

A that’s why

B as C because

Frame your ideas

2 SEL Self-awareness Choose one option and explain your choice. Give at least two reasons and use linking words like because, as, that’s why, for this reason.

1 Would you prefer to live in a big city or in a small town?

2 Would you rather spend your free time doing sport or watching films?

3 Which would you choose: studying abroad or studying in your own country?

4 Would you prefer to have a quiet birthday dinner or a big party with friends?

5 Would you prefer to go to a concert or to the cinema this weekend?

6 Would you rather work in a team or alone on a school project?

Oracy and Writing lab

Writing a review after purchase

3 Read the message from your friend. Complete the table with the expressions in the box.

costs a lot • fun and enjoyable • high quality lasts a long time • learn from a famous chef only available next month

Hi! I’m choosing a birthday present for my cousin. I can’t decide between two things: a cooking course at a local school or a set of professional cooking equipment. The course is fun and includes learning from a famous chef, but it’s only available next month. The equipment is very high quality and will last for years, but it’s expensive.

Advantages

4 Write your recommendation.

• Choose one option.

• Give at least two reasons for your choice.

• Explain why you didn’t choose the other option.

Tip reminder

Planning your review

Exam task

5 PRELIMINARY Writing a review You have recently bought a new pair of wireless headphones online. Write a short review for the shop’s website (100-120 words). Mention both positive and negative points, and give your overall opinion. Make sure you:

• say what the product is and when / where you bought it;

• give at least two positive points;

• mention at least one negative point;

• end with your recommendation. Fun and enjoyable

5 Houses and homes

Grammar reference

will

Affirmative

I / You / He / She / It / We / They will walk.

Negative

I / You / He / She / It / We / They won’t walk.

Questions

Will I / you / he / she / it / we / they walk?

Short answers

Positive Yes, I / you / he / she / it / we / they will.

Negative No, I / you / he / she / it / we / they won’t

Si usa il futuro con will

• per decisioni che si prendono al momento dell’enunciato

My computer isn’t working well – I’ll call the assistance.

• per fare previsioni

My brother is a singer – he will be famous one day.

• per fare promesse

I won’t tell anyone, promise!

• per parlare di fatti futuri

We will come by train, tomorrow.

• per fare offerte

Don’t worry, I’ll help you with your homework.

• per fare richieste

Will you open the window, please?

• con verbi come think, believe, expect, ecc

I think it will rain later today.

• con parole come probably, maybe, ecc

We’ll probably go to the beach this weekend.

be going to

Affirmative

I am going to walk.

He / She / It is going to walk. You / We / They are going to walk.

Negative

I am not going to walk.

He / She / It isn’t going to walk.

You / We / They aren’t going to walk.

Questions

Am I going to walk?

Is he / she / it going to walk?

Are you / we / they going to walk?

Short answers

Positive Yes, I am.

Yes, he / she / it is.

Yes, you / we / they are

Negative No, I am not

No, he / she / it isn’t No, you / we / they aren’t

Si usa be going to per

• piani per il futuro

We’re going to spend Christmas holiday in New York.

• previsioni basate su situazioni presenti

Look at the clouds – it’s going to rain in a few minutes!

Future plans and predictions

I piani e le previsioni per il futuro possono essere espressi con diversi tempi verbali a seconda delle situazioni.

Si utilizza il Present simple per eventi futuri con orari e programmi già stabiliti.

The train leaves at 8.45 tomorrow morning.

Si utilizza il Present continuous per

• azioni future già programmate

I’m meeting Angela in 10 minutes.

• programmi futuri predefiniti

We’re flying to Paris next Friday.

Si utilizza be going to per

• intenzioni per il futuro non ancora programmate

I’m going to buy a new phone, but I haven’t decided which one yet.

• decisioni premeditate

She’s going to study engineering at university.

• previsioni basate su prove ed evidenze nella situazione presente

The players are very tired – they’re going to lose the match.

Si utilizza will per

• decisioni spontanee e immediate prese al momento

I’m thirsty – I will get some water.

• previsioni basate su opinioni o conoscenze personali

I’m sure she will pass the exam – she’s very good at maths.

Si utilizza might per possibilità future di cui non si ha alcuna evidenza.

We might go to the concert if we find tickets.

Future continuous

Affirmative

I / You / He / She / It/ We / They will be walking

Negative

I / You / He / She / It/ We / They won’t be walking

Questions

Will I / You / He / She / It/ We / They be walking? Short answers

Positive Yes, I / you / he / she / it / we / they will

Negative No, I / you / he / she / it / we / they won’t

Si usa il Future continuous per

• azioni future che saranno in corso in uno specifico momento

This time tomorrow, we will be relaxing at the spa.

• piani e impegni per il futuro

Don’t call me on Saturday morning – I’ll be working.

• fare supposizioni su azioni probabili in corso nel presente

I don’t know where Neil is – he’ll be working in his office.

Future perfect simple

Affirmative

I / You / He / She / It/ We / They will have walked Negative

I / You / He / She / It/ We / They won’t have walked

Questions

Will I / You / He / She / It/ We / They have walked? Short answers

Positive Yes, I / you / he / she / it / we / they will Negative No, I / you / he / she / it / we / they won’t

Si usa il Future perfect simple per

• un’azione (fissata, prevista o aspettata) che sarà terminata entro un orario o momento specifico nel futuro

By 8 p.m., I will have finished my homework.

• esprimere la durata di un’azione entro un momento specifico nel futuro

By next month, she will have lived in Rome for five years.

• fare supposizioni su azioni accadute entro un tempo presente o futuro

He will have left already – I don’t see his car.

La forma affermativa e la forma negativa del Future perfect simple si formano con will (not) have + il Past participle del verbo principale. Restano invariate per tutte le persone.

I will have finished the book by tomorrow. She won’t have seen the movie yet.

La forma interrogativa si forma anteponendo will al soggetto + have + il Past participle del verbo principale, mentre per le risposte brevi si utilizza solo l’ausiliare will (not).

‘Will they have left before we arrive?’ ‘Yes, they will. / No, they won’t.’

Household objects

bin Please use the recycling bin. blanket I need an extra blanket on the bed – it’s cold. bookcase The books are all in the bookcase.

brush Use a brush to do the washing up.

bucket Use a bucket of water to clean the floor. chest of drawers Put your clothes in the chest of drawers.

cushion There are lots of cushions on the sofa. dishwasher Put the dirty plates in the dishwasher. duvet We have a lovely duvet on the bed.

freezer I keep ice in the freezer.

fridge Put the milk in the fridge.

iron I used an iron to make the clothes flat.

kettle We use a kettle to boil water for tea. ladder I need a ladder to clean the windows. microwave I often cook fish in the microwave. oven We roast chicken in the oven.

pillow There are two pillows on my bed.

sheet I put clean sheets on the bed.

wardrobe I hang my suits in the wardrobe. washing machine I use a washing machine to clean my clothes.

House systems

air conditioning In summer, we use air conditioning because the temperature is too hot.

heating The heating in this building doesn’t work well, so it’s cold in winter.

lighting The new lighting in the kitchen makes it brighter and more comfortable.

smart home hub I can control the lights and the heating with a smart home hub.

video doorbell We installed a video doorbell to see who is at the door before opening.

Home expressions

do the housework My dad does all the housework. do the washing up The kids do the washing up. have a shower I have a shower every morning. make your bed Don’t forget to make your bed. move away We moved away from the city. move house We moved house last week. take a break Don’t forget to take a break from work. take a seat Please, take a seat.

tidy up Can you tidy up the kitchen afterwards? tidy your room My son never tidies his room.

Collocations and expressions

running water (p76) off-grid community (p76) Set up a community (p77)

Ecological footprint (p77)

Save energy (p77) fall down (p79)

share a flat (p79) put the dishes away (p79) on dry land (p80) on the (second) floor (p80) mobile phone signal (p81) a job offer (p84)

1 Match the expressions (1-6) with the correct explanations (a-h). There are two extra explanations you do not need to use.

1 b solar panels

2 roof garden

3 recycling room 4 rainwater collection 5 special walls 6 community

a A place inside a building where residents bring rubbish to be sorted into different materials before disposal.

b Large flat devices, usually placed on roofs, that change sunlight into electricity.

c Water taken from rivers and lakes that is used in apartments.

d Thick surfaces of a building made to reduce the need for heating in winter and cooling in summer.

e A group of people who share an area and often organise activities together.

f Plants grown on top of a building to make food and create a pleasant outdoor space.

g A method of catching and storing water that falls from the sky to be used later.

h A modern machine that washes clothes automatically.

Tip reminder

Identifying key information

See SB p. 76

A Green Apartment Building

When we think about sustainable living, many people imagine farms in the countryside or small wooden houses in the forest. But eco-friendly living is also possible in the middle of a big city. In Barcelona, Spain, there is a modern apartment building designed to reduce energy use and waste.

The building has solar panels on the roof that provide most of the electricity. Every flat has large windows that let in a lot of natural light, so people don’t need to switch on the lights during the day. There are also special walls that keep the apartments cool in summer and warm in winter, which reduces the need for air conditioning or heating.

Water is saved too. Rainwater is collected and used for watering the plants on the roof garden. The garden is

Exam task

2 INVALSI PRELIMINARY Multiple choice

Read the text and for each question choose the correct option.

1 Where is the eco-friendly apartment building mentioned in the text?

A Paris

B Barcelona C London D Rome

2 How do the apartments reduce the need for electric lighting?

A Residents use candles at night.

B They have small, energy-saving lamps.

C The flats have large windows for natural light.

D The building has no electricity.

3 What is the purpose of the special walls?

A To make the building look modern.

B To control the temperature inside.

C To collect rainwater.

D To produce energy.

4 How is rainwater used in the building?

A For watering the plants in the garden.

B For drinking water.

C For cleaning the apartments.

D For filling the swimming pool.

5 What is one disadvantage of living in the building?

A It is a long way from the city centre.

B The rent is higher than usual.

C There isn’t a vegetable garden.

D Recycling is not possible.

6 What do the residents often do together?

A Organise day trips to the countryside.

B Work in the garden.

C Recycle waste together.

D Meet up and share meals.

not only beautiful, but it also produces vegetables and herbs for the residents. In addition, the building has a recycling room, where families separate their paper, plastic and glass before collection.

Unfortunately, living in this building is not always cheap—rents are generally more expensive than in other parts of the city. However, people save money on electricity and water bills, and many say they feel healthier and happier. For some residents, the most important advantage is the sense of community. They often meet in the garden, eat together, and organise events together.

Experts believe that in the future, more cities will build eco-friendly apartments like this one, because they show that sustainability is possible even in busy urban areas.

Household objects (1) and housing

1 Choose the correct option to complete the sentences.

1 I live in a large accommodation / apartment block in the city centre.

2 My dream is to have a beautiful cottage / flat in the countryside.

3 I live with three neighbours / flatmates of the same age.

4 My cousin buys and sells rent / property in New Zealand.

5 I love this place, but the property / rent is too high, so I’ll have to find somewhere cheaper.

6 I’m moving to Spain this year, but it’s really hard to find cheap accommodation / apartment block.

7 I live in a small flat by myself, but my neighbours / flatmates are really noisy.

8 It’s expensive to live here, so I live in a cottage / flat in a big apartment block.

2 Complete the text with the words in the box.

accommodation • apartment block cottage • flat • flatmate • rent

My life has changed a lot in the last year or so. I used to live with my parents in a little (1) in the countryside just outside Budapest. It was very peaceful, surrounded by gardens and fields, and life felt simple.

Everything changed when I started my first job in the city. Suddenly, I had to find (2) because the daily journey from the countryside was impossible. As prices are extremely high in Budapest, I moved into a small one-bedroom (3) instead of something larger.

The flat is in an old (4) in Kispest. It’s not particularly modern, but the area is convenient, with shops and transport links close by. That makes daily life much easier, even if the building itself isn’t beautiful.

Naturally, the (5) is pretty expensive. At first, I was worried about being able to afford it, but my company gives us a small contribution, which helps a lot. I’ve also had to become more careful about money, something I never thought about before. The best thing, though, is being independent. In the past, I often shared with a (6) , which meant compromises over food, cleaning, or even what to watch on TV. Now I can live exactly as I want, and although it’s not always easy, I enjoy the freedom.

3 Choose the correct option to complete the sentences.

1 Be careful when you go in. The ladder / ceiling is very low in this room.

2 Do you have a kettle / bin for all this rubbish?

3 I can’t reach those boxes up there. Have you got a small ladder / bucket I can use?

4 It’s hot in here. Let’s go out on to the balcony / shelf.

5 Please put your dirty clothes in the dishwasher / washing machine

6 You can heat the milk in the fridge / microwave.

7 Do you have a(n) brush / iron to clean the floor?

8 If you turn the freezer / kettle on, I’ll make some tea.

9 Your bike is in the garage / balcony.

10 Make sure you put the milk back in the oven / fridge.

10 I need to wash the floor, so please could you fill up a... a bucket. b freezer. c bin. cottage

4 Choose the correct options (a-c) to complete the sentences.

1 That book is too high up. I need to use a... a shelf. b bucket. c ladder.

2 If you want to keep the prawns fresh, you should keep them in the... a fridge. b microwave. c washing machine.

3 I hate washing up. I really wish my flat had a... a bucket. b dishwasher. c freezer.

4 I’d like some tea. Is there any water in the... a iron? b kettle? c bucket?

5 Please can you put these books back on the... a balcony. b bin. c shelf.

6 I bought a new bike, but I need to keep it in the... a freezer. b garage. c balcony.

7 A potato takes about ten minutes to cook in a... a fridge. b microwave. c dishwasher.

8 Before you bake a cake, you need to turn on the... a oven. b kitchen. c iron.

9 Sal helped me do some chores yesterday, but she burned her hand on the... a ceiling. b bucket. c iron.

Grammar / Listening

will; be going to

1 Choose the correct option to complete the sentences.

1 My sister will / is going to study medicine.

2 Oh no! Joe will / is going to fall off his bike.

3 It’s been snowing all night, so we won’t / aren’t going to visit Leah this morning.

4 I’ll / I’m going to get really angry if you don’t tell me right now.

5 Will you / Are you going to be as quiet as possible when you come back tonight, please?

6 I expect they won’t / aren’t going to arrive on time as usual.

7 I hope we will / are going to see you later.

8 A Oh no! We need more paper for the printer. B It’s OK, I’ll get / I’m going to get some later.

9 My sister will / is going to be sixteen in June.

10 Can you lend me your bike? I’ll / I’m going to bring it back tomorrow, I promise.

2 Complete the conversation with the correct form of will or be going to and the verbs in brackets.

Carla So, when (1) (you / move) house, Juan?

Juan Next month. The school in Buenos Aires (2) (call) me next week to tell me when I can start. I think it (3) (be) at the beginning of September, but I’m not sure.

Carla What (4) (you / do) with the flat you’re living in?

Juan Well I (5) (not / sell) it, that’s for sure. I hope I (6) (come) back to live here one day.

Carla Are you happy that you (7) (live) in a big city? There are so many people in Buenos Aires.

Juan Well, yes and no. I hope everything (8) (be) OK, but I think I (9) (find) it difficult at the start. Anyway, I must go. The ticket office (10) (close) in a couple of minutes and I need to buy my train ticket for tomorrow …

Listening

Tip reminder

Exam task

1

PRELIMINARY Multiple choice with one conversation Listen and for each question, choose the correct answer. You will hear a radio interview with an architect who is talking about student accommodation.

1 Jenny believes that

A students are too young to be interested in where they’re living.

B it’s too expensive to design good quality student accommodation.

C it’s possible to design nice but cheap accommodation.

2 Jenny thinks the Spaceboxes

A have nice colours and are comfortable.

B aren’t nice to look at but are practical.

C are small for two students sharing a room.

3 The students that Jenny talked to

A all liked their accommodation.

B generally didn’t like their accommodation.

C had good and bad opinions about their accommodation.

4 Jenny thinks that

A local people were right about Spaceboxes

B the Spaceboxes use space in a clever way.

C there should be somewhere for students to spend time together.

5 Jenny says that the Spaceboxes

A have a shower for every five students.

B have a washing machine on every floor.

C offer more facilities for students than typical student accommodation.

6 What does Jenny say about the cost of the Spaceboxes?

A They are more expensive because they have individual bathrooms.

C They are more expensive than normal apartments but they are much warmer. are you going to move

B They are cheaper than similar apartments in the city thanks to efficient heating.

Carla OK. I (11) (call) you before you leave.

Frame B / Vocabulary

Household objects (2)

1 Choose the correct option to complete the sentences.

1 Let’s use a thinner pillow / duvet because it’s getting warm at night now.

2 Have you got a duvet / cushion? This chair isn’t very comfortable.

3 They change the sheets / cushions every day in this hotel.

4 Is it possible to have an extra pillow / cushion on the bed? I normally sleep with two at home.

5 I keep all my T-shirts and socks in a bookcase / chest of drawers near the window.

6 Can you hang these jackets in the chest of drawers / wardrobe?

7 Could I have an extra pillow / blanket? It’s starting to get cold at night.

8 You’ll find the dictionary on the top shelf of the bookcase / chest of drawers

Home automation

2 Complete the sentences with the words in the box.

air conditioning • heating • lighting smart home hub • video doorbell

1 In the middle of summer, the office was unbearable until the was repaired.

7 Try not to a mess in your room. I’ve spent all morning cleaning.

8 Would you like to a coffee while you’re waiting?

4 Complete the text using one of the verbs in the first box and a word or phrase in the second box.

do • have • make • move • take • tidy a break • a coffee • a lot of noise • a shower house • my bed • the housework • up the washing up

My week is pretty busy. I get up at 6 o’clock every morning. I try not to (1) because everybody’s still asleep and I don’t want to wake anyone up. I always (2) before I leave because it makes my bedroom look a bit tidier. I work all morning and only (3) around 1 p.m. when I go and get a sandwich with my colleagues. I get a bit tired around mid-afternoon, so I (4) from the café near the office – a cappuccino usually. When I get home, I normally (5) . I really need one after travelling home on a hot and crowded bus.

make a lot of noise

2 Our old house gets very cold in winter, so we invested in underfloor .

3 Good is essential in a study room; otherwise, it’s hard to concentrate.

4 Thanks to the , I can control my thermostat, music and security cameras from my phone.

5 With the new , I can see who’s at the door even when I’m not at home.

3 Complete the sentences with have, do, make, move, tidy or take.

air conditioning make

1 I always my bed before leaving for school.

2 My neighbours are going to house in June.

3 Please a seat and we’ll start the meeting in a few minutes.

4 I’ll just a quick shower before dinner.

5 We try to the whole house at least once a week.

6 When the dishwasher is broken, my parents ask me to the washing up.

I help prepare dinner and then I (6) because we haven’t got a dishwasher. It doesn’t take long to (7) the kitchen. But I haven’t got enough energy to (8) as that takes too long. But that’s not a problem at the moment because we’re going to (9) next month and there are boxes everywhere. I’ll be sad to leave this area after living here for more than twenty years.

Grammar

Future plans and predictions

1 Choose the correct option to complete the sentences.

1 Hurry up! The film starts / is going to start at 8 p.m.

2 We’re going to decide / We’re deciding on the exact date of the holiday later in the week.

3 My lessons finish / are going to finish at 4 p.m., so I can meet you after that.

4 What time does your plane leave / is your plane going to leave?

5 Sorry I can’t meet you later. I go / I’m going to the dentist this afternoon.

6 We’re meeting / We meet outside the cinema at 7 p.m. if you want to come.

7 My parents buy / are going to buy me a new bike for my birthday.

8 Sorry I can’t come out tonight. My favourite TV programme is / is being on at nine o’clock.

2 Choose the correct option to complete the sentences.

1 Sam might / will be late this evening. It depends what time his meeting finishes.

2 If it’s like last year, there will be / are going to be lots of people at the concert.

3 She will / might probably come and visit us this weekend.

4 They say it will / might snow tomorrow, but nothing is certain at the moment.

5 I’m sure you will / are going to get that job.

6 I hope this party might / will be better than the last one.

3 Complete the text with the correct future form of the verbs in the box. be (x2) • go • have to • meet • not/live start • stay • study • visit • wait

My big sister (1) to university for the first time tomorrow and tonight she (2) all her friends after dinner to say goodbye.

Future continuous; Future perfect simple

4 Complete the sentences with the Future continuous or Future perfect form of verbs in brackets.

’s / is going will be working out

She (3) in the university itself because she’s renting a flat with two other friends in a nearby town.

She (4) French and Italian. She found out from last year’s students that the course (5) quite difficult, but she’s looking forward to it. She (6) read lots of books, but she loves that. Her lessons (7) on Monday and I think she (8) nervous on Sunday evening. I (9) her in her first term, but I know that other friends (10) with her, too, so I expect I (11) until the second term before going.

1 Don’t call me between 5 and 7 –I (work out) at the gym.

2 By the end of the month, I (read) all the books on my summer reading list.

3 This time tomorrow my dad (fly) home from his business trip to Paris.

4 When he gets back from his round-the-world trip, he (see) some of the most beautiful places in the world.

5 In five years’ time, do you think you (still/live) in Italy?

6 By the time we get there, the tour of the Colosseum (start).

7 When you come home tonight after the party, your little brother (sleep), so don’t make a noise.

8 If we carry on binge-watching like that, we (finish) the series by the end of the week.

9 We (not/use) the car next week, so you can have it if you like.

10 By the time you start your Master’s degree, (you, move) into your new flat?

5 SUM UP Write the sentences with the correct future form.

1 the train / leave / at 8.30 a.m. / tomorrow The train leaves at 8.30 a.m. tomorrow.

2 we / paint / the living room / blue

3 this time next Saturday / we / travel / to Greece for our holiday

4 I think / you / love / the new neighbourhood!

5 the plumber / check / the heating system / on Tuesday

6 by the end of the year / they / renovate / the whole house

7 Look at those clouds! / it/ look like/ it / rain

8 I / have / a party / this weekend – it / start / at 9 p.m.

9 by next month / we / finish / unpacking all the boxes

10 Wait! I / help / you / carry those heavy boxes!

Oracy and Writing lab

Responding to news

1 A Complete the table. Write the advantages and disadvantages of living in these places. Advantages Disadvantages a flat in the city

a small house in the countryside a large modern house near the sea

2 B Write a short paragraph (60-80 words) saying which option you would choose and why.

Writing an email

3 Read the short notes from three different friends. Write a short response (2-3 sentences) to each one.

1 I’ve just passed my driving test! (Respond: show enthusiasm + suggest celebrating)

2 My parents are thinking of moving to a new house in another town. (Respond: react + suggest how they could keep in touch)

3 Do you want to join us for a picnic on Sunday? (Respond: accept or decline + give a reason + ask for more details)

Useful language

• That’s amazing / fantastic news!

• If I were you, I’d…

• Why don’t you…?

• I’d love to / I’m sorry, I can’t…

• Talk soon / See you soon

Exam task

4 PRELIMINARY Writing an email Read the email from your English-speaking friend Daniel and the notes you have made. Write your email to Lola using all the notes. Write your answer in about 100 words.

From: Daniel Subject: Big news!

Hi!

Guess what? I’ve just moved into a shared house near the university. It’s quite a lot bigger than my old flat, and I’ve got my own room this time! The kitchen is really modern, but the living room needs refurbishing. Anyway, I’m planning a small get-together next weekend – can you come?

I don’t really know my housemates yet. Do you have any ideas about how I could get to know them better? And one more thing: do you think I should buy some new furniture, or just keep the old stuff from my parents’ house?

Write soon, Daniel React to the news with enthusiasm.

Say you can go to the get-together.

Suggest how he can get to know his housemates.

Give your opinion about the furniture.

6 Fit as a fiddle

Grammar reference

Zero and First conditional

Il periodo ipotetico esprime le condizioni secondo le quali una specifica situazione possa verificarsi. Ci sono quattro tipi di periodi ipotetici: tipo 0 (Zero conditional), 1° tipo (First conditional), 2° tipo (Second conditional) e 3° tipo (Third conditional).

Ognuno di essi esprime un diverso grado di probabilità. Di qualunque tipo esso sia, è sempre composto da una frase principale, la main clause, e da una subordinata ipotetica, la if clause, introdotta da if o when

Zero conditional

Il periodo ipotetico di tipo 0 (Zero conditional) si utilizza per parlare di fatti sempre veri, fatti certi o fatti abituali, in cui la condizione della if clause ha sempre come risultato quanto dichiarato nella principale. If you heat water to 100°C, it boils.

I tempi verbali che generalmente vengono usati nello

Zero conditional sono

• il doppio Present simple per fatti sempre veri o abituali e leggi universali

If it rains, the ground gets wet.

• il doppio Past simple per fatti veri o abituali passati If we went to the beach in summer, we always swam in the sea.

• il Present continuous, sia nella principale che nella subordinata

If she is studying, she doesn’t answer the phone.

• il Present perfect simple, sia nella principale che nella subordinata

If he has finished his homework, he usually plays video games.

• l’imperativo, nella frase principale (per istruzioni o divieti)

If you feel sick, call the doctor immediately. If the traffic light is red, don’t cross the street.

Possono essere usati anche i verbi modali sia nella frase principale sia in quella subordinata. If you need help, you should ask the teacher. If children can play outside, they usually feel happier.

L’ordine delle due frasi, principale e subordinata, è indifferente, ma quando la if clause è anteposta alla main clause, le due frasi si separano con una virgola.

If I have an exam, I usually go to bed early.

I get too hungry before lunch if I don’t have breakfast.

La if clause, oltre che da if, può essere introdotta anche da when senza modificare il significato della frase. When she doesn’t have school, she reads for hours during the day.

First conditional

Il periodo ipotetico del 1° tipo (First conditional) viene utilizzato per

• parlare di ipotesi reali o possibili nel presente o nel futuro con alta probabilità di verificarsi

If it rains tomorrow, we’ll stay at home.

• fare offerte e proposte

If you need a lift, I’ll take you to the station.

• dare avvertimenti

If you touch that wire, you’ll get an electric shock.

I tempi verbali che generalmente vengono usati nello

First conditional sono

• il futuro con will o be going to nella frase principale e Present simple nella frase subordinata

If you study hard, you will pass the exam.

If they are late, we are going to miss the train.

• l’imperativo nella frase principale

If you see John, tell him to call me.

• il Present continuous nella frase subordinata

If you’re working tomorrow, I’ll visit you in the afternoon.

• il Present perfect simple nella frase subordinata

If she has booked the tickets, we’ll go to the concert.

Possono essere usati anche i modali.

If you call her now, she might be at home.

If we may use the hall, we will organise the event there.

L’ordine delle due frasi, principale e subordinata, è indifferente, ma quando la if clause è anteposta alla main clause, le due frasi si separano con una virgola.

La if clause, oltre che da if, può essere introdotta anche da

• even if per enfatizzare la conseguenza e renderla indipendente dalla condizione

Even if we go to the beach, I won’t swim.

• if ever per enfatizzare sulla condizione e renderla più remota

If ever you need help, I will be there for you.

unless

Nel First conditional la frase subordinata, quando ha significato negativo (if not), può essere introdotta da unless, seguito dal verbo in forma affermativa.

If you don’t leave now, you’ll miss the bus.

Unless you leave now, you’ll miss the bus.

Clauses with time expressions

Quando si utilizzano espressioni di tempo come when, before, until, ecc. per parlare del futuro, queste sono seguite dal Present simple o dal Present perfect I’ll help you as soon as I finish my homework. We’ll start dinner after they’ve arrived

Per enfatizzare la fine di un’azione prima che ne cominci un’altra si usa il Present percfect simple We’ll leave the house as soon as we’ve packed our bags.

Second conditional

Il periodo ipotetico del 2° tipo (Second conditional) viene utilizzato per

• parlare di cose che probabilmente non si verificheranno né ora, né in futuro

If I won the lottery, I would travel around the world.

• parlare di cose che sicuramente non si verificheranno né ora, né in futuro

If the sun didn’t rise tomorrow, the world would be in total darkness.

• dare consigli

If I were you, I would ask for help.

I tempi verbali che generalmente vengono usati nel

Second conditional sono

• il condizionale con would (not) + forma base del verbo principale nella main clause e Past simple nella if clause

If I had more free time, I would learn another language.

• il Past continuous nella frase subordinata

If I were studying in the library, I would not answer my phone.

Nella frase principale si possono trovare i verbi modali could, might e should.

If we lived by the sea, we could go swimming every day. If he worked less, he might feel more relaxed. If I had a bicycle, I should use it instead of the bus.

Nella frase subordinata si possono trovare i verbi modali could e should.

If I could speak Japanese, I would travel to Tokyo tomorrow.

If you should meet Anna, would you tell her to call me?

La forma contratta di would è ’d (da non confondere con la forma contratta di had: would è seguito dalla forma base del verbo, mentre had è seguito dal Past participle) e può essere usata con i pronomi soggetto, ma non con i sostantivi. La forma contratta negativa, invece, è wouldn’t I’d travel more if I had more money. They wouldn’t complain if the weather were better.

L’espressione utilizzata per dare consigli if I were you/ him/her/them si forma esclusivamente con were If I were you, I wouldn’t waste this opportunity.

Generalmente e soprattutto nel registro più formale, quando nella if clause c’è il verbo be si usa la forma were per tutte le persone, compresa la prima persona e la terza persona singolari. Nel linguaggio colloquiale, invece, è possibile trovare anche was per la prima persona e la terza persona singolari. If I were rich, I would buy a Ferrari.

Quando si utilizza should nella if clause, si sottintende una condizione molto improbabile. If she should fail the test, she would be very upset.

È possibile trovare unless anche nelle frasi subordinate del Second conditional I wouldn’t go to the party unless you came with me.

Sports and sports equipment

athletics We went to an athletics event. basketball Most basketball players are tall. bat Hit the ball with the bat. court You play tennis on a court. cycling I go cycling with friends. game We played a game of tennis. goal In football you score goals. goalpost The ball hit the goalpost. match The football match was excellent. net The tennis ball went over the net. pitch We play football on a pitch. player There are ten players in the team. racket You play tennis with a racket. rider The rider fell off the horse.

run She can run 5 km without stopping. skiing We go skiing every winter. snowboarding I tried snowboarding in the Alps. stick You need a stick to play hockey. swimming We went swimming in the sea. team sports Team sports include football and rugby. tournament There were ten games in the tournament. track We have an athletics track at school. volleyball We played volleyball on the beach.

Parts of the body

ankle Your ankle is above your foot. bone We have lots of bones in our body.

chin Your chin is below your mouth. elbow Your elbow is in your arm.

eyebrow Your eyebrows are above your eyes. finger Humans have ten fingers.

forehead Your forehead is above your eyebrows. hand Your hand is at the end of your arm.

heel Your heel is on your foot.

knee Your knee is in the middle of your leg. lip Your lips are part of your mouth. muscle Muscles help you move.

neck Your neck is below your head. shoulder Your shoulder is above your arm. teeth Your teeth are in your mouth. thumb Humans have two thumbs. tooth Humans have ten toes.

tongue You use your tongue to help you speak.

Injuries and illnesses

break a bone / your leg I broke my leg yesterday. call a doctor I called the doctor because I didn’t feel well. cold You’ll catch a cold if you go out. cough He has a really bad cough. feel sick / ill I can’t come today – I feel very sick. feel sore My arm feels sore. have an injury I have an old leg injury. pain I feel a lot of pain when I move my leg.

Collocations and expressions

meet up with (p88) singles / game (p90) kick/throw/hit the ball (p90)

1 Look at the names of these unusual sports. Can you guess what they are? Match the sports (1-8) with the correct description (a-h).

a A sport where you need a ball, two baskets, and teams.

b A water sport that can be fast and dangerous.

c A team game with sticks and helmets.

d A martial art that focuses on relaxation.

e A mix of hockey and football, played on ice.

f A way to train doing different activities.

g A game similar to volleyball, but you can’t use your hands.

h A special skill to escape daily stress, often on rocks.

Tip reminder

2 Look at the tip reminder. Do you need to match all of the texts to a description?

A New You?

Do you want to try something different from the usual game of football or tennis? Here are eight unusual but cool sports that you might like to try.

A Bandy

Do you fancy playing bandy? It’s a mix between ice hockey, field hockey and football. It’s popular in Russia and Scandinavia. You play outdoors on ice and there are eleven players in each team. You try to hit a small round ball into a small goal with a stick. If you like football, you’ll love bandy because the rules are exactly the same.

B Lacrosse

If you want to play lacrosse, you’ll need a field, some special sticks with nets, gloves, a helmet and a few good friends. Lacrosse is a great team sport and there are different types. In some, you can have contact with another player but, in others, only the sticks can be in contact with each other. You can play either of these indoors or outdoors depending on the weather.

C White water canoeing

This is a great sport for a person who loves to be alone with nature and is looking for some real adventure. Most people know white water rafting, but that’s for groups. Here it’s just you, your strength, your skill and some really fast water. You’ll need a swimming costume, life jacket and a really good helmet.

D Climbing

Climbing is a good way to really escape from everything … and everyone. Climbing is a special skill and if you practise on an indoor rock face you’ll soon be ready to try something more difficult. When you’re up by yourself at 3,000 m with blue skies all around it’s the best feeling in the world!

E Sepak Takraw

There’s a big net and two teams, one on each side. If you’ve played volleyball, this might sound familiar.

Identifying the key points

Well, in this sport you don’t score points with your hands and arms but just your feet, so you need good football skills. There are five players on each side and it’s the perfect winter sport for anyone who likes doing indoor activities and meeting new people.

F Cross-training

Want to try a bit of everything? Cross-training is perfect for anybody who gets bored just doing one sport all the time. In cross-training you can choose a fitness programme that’s perfect for you. For example, do fifteen minutes on the track then a fast bike ride. The important thing is that you do lots of different activities in a thirty-minute or one-hour workout.

G Walking basketball

If the gym isn’t for you or you can’t run fast, try walking basketball. You just walk with the ball and pass it to someone in the team or try to score a basket in the usual way. It’s great for older people who want to keep active and meet others.

H Tai Chi

This is a bit like karate, but it teaches you how to defend yourself rather than attack. It’s good for people who have a lot of stress in their lives as our instructors will show you how to really relax. We meet in the gym on Saturdays and Sundays and you’ll have the chance to practise with a small group of friendly people.

Exam task

3 PRELIMINARY Matching people to texts Read the text. These people all want to try a new sport. Read the descriptions of eight sports. Decide which sport / activity would be the most suitable for the people below.

1 Maggie is 50 and has always loved athletics, but she recently injured her knee, so needs a new activity where she doesn’t have to run. She would also like to make some new friends.

See SB p. 88

Sports and sports equipment

1 Choose the correct option to complete the sentences.

1 I love to go / do swimming early in the morning.

2 Shall we do / play tennis in the afternoon?

3 My sister does / goes athletics every weekend.

4 My friend and I go / do running every evening.

5 I play / do judo with a teacher every week.

6 I never learned to play / do basketball at school.

7 My parents do / go yoga most evenings.

Sports clothes

3 Complete the sentences with the words in the box.

gloves • helmet • ice skates swimming costume • tracksuit • trainers

2 PRELIMINARY Multiple-choice cloze For each question, choose the correct answer.

Did you know that when people began playing football there were several hundred (1) on each side and no (2) in which to score? There were just lots of jackets that people put on the ground!

Nearly all sports started out in the streets because there were no (3) places to play sports.

When people first played tennis in 1526 CE they used to throw the ball and not use a (4) like now. And in the early Olympics, (5) didn’t run on expensive (6) like they do today. They just ran across ordinary ground.

1 A riders B players C matches D goals

2 A courts B tracks C goal posts D baskets

3 A inside B interior C internal D indoor

4 A racket B bat C stick D goal

5 A players B riders C athletes D individual

6 A courts B tracks C pitches D games

2 Lori is 17 and a very active person. She already does a number of water sports like waterskiing and paddleboarding and is an excellent swimmer. She has a real sense of adventure and loves exciting sports activities.

3 Matt is 20. He lives in the mountains and does a lot of ice-skating competitions in the winter. As he spends a lot of time indoors training by himself for these, he would like to do an openair team activity.

1 If you have a good quality , you can use it to train in the pool for a few years.

swimming costume

2 Footballers normally wear a when they’re warming up before a game.

3 People who go cycling and skiing need to wear a to protect their head if they fall.

4 If you go to the gym, you can’t wear your regular outdoor shoes. You have to wear a clean pair of .

5 There’s a frozen river in the city centre in winter, so we often take our and enjoy ourselves for a few hours.

6 If you go jogging early in the morning in winter, remember to take some in case your hands get cold.

4 Complete the blog with the missing words. The first letter is given.

Are you interested in starting running? Here are my top tips for new runners!

Tip 1

thlete

For any (1) a , a good level of fitness is essential. If you want to (2) g running regularly, start slowly and increase your distance step by step. Don’t expect to score (3) p or win medals straight away –running is an individual challenge, not a team game!

Tip 2

Have the right equipment. Wear a comfortable (4) t before and after training, but during a run wear lighter clothing and you need to wear good quality (5) t on your feet. In cold weather, remember to wear (6) g . Some runners also train on bikes – if you do, use a (7) h for safety.

Tip 3

It’s (8) d to start running without warming up. Just look at the professionals - they always do some gentle stretching and warm-up exercises before racing. Running can seem (9) d at first but it gets easier the more you train and you won’t feel so (10) t

Good luck!

Grammar / Listening

Zero and First conditional / unless

1 Choose the correct option to complete the sentences.

1 If you train / will train hard, you might win the competition.

2 If the court is / will be wet, we’ll play tennis indoors.

3 I call / ’ll call you if I decide to go swimming.

4 If you are / will be late, we might miss the train.

5 I leave / will leave as soon as he arrives, unless something goes / will go wrong.

6 If I have time, I go / ’ll go to the gym later.

2 Complete the sentences with the correct form of the verbs in brackets.

1 If you (train) really hard, you (run) faster than Eddie.

2 If the ball (bounce) twice in tennis, you (lose) the point.

3 We might have to play indoors if the weather (not / get) better.

4 When we (score) a goal, we always (celebrate).

5 If it (not / rain) later, I (go) running.

6 You (damage) your racket unless you (hold) it correctly.

Clauses with time expressions

3 Choose the correct option to complete the sentences.

1 I’ll start stretching until / as soon as the warmup begins.

2 We won’t begin the match until / as soon as the referee blows the whistle.

3 I’ll join the team when / until I feel fit enough.

4 You can’t use the treadmill until / as soon as the previous person has finished.

5 When / Until you’ve done your stretches, we can begin the exercises.

6 Call me the moment / until you’ve signed up for the marathon.

4 Tick (√) the sentences where both tenses are possible.

1 You can only start racing after you warm up / have warmed up

2 We normally start training the moment the coach arrives / has arrived

3 I’ll get the water bottles ready before you run / have run

4 You need to get to the sports hall as soon as the players arrive / have arrived

5 Come and say goodbye before you play / have played the match.

5 Write one word for each gap.

It’s the first day of basketball training tomorrow. As soon (1) I got the message from my coach, I started thinking about what to wear. I’ve got some new trainers, but they don’t go (2) the shorts I usually wear. So yesterday afternoon I went to a huge sports shop. I tried (3) five different pairs, but they were all (4) big for me! It was nearly 8 p.m. and a few minutes (5) the shop closed. I finally found a pair that fitted me perfectly. I felt really ready to be part of the (6) !

Listening

Checking spelling Tip reminder

Exam task

See SB p. 92

1 PRELIMINARY Gap fill You will listen to information about a race in Patagonia. Listen and write the correct information for each question.

2 Listen again and decide if the sentences are true (T) or false (F).

Patagonian Expedition Race Race created by Stjepan (1) Pavcic First race in February (2) Teams come from (3) . Race goes through (4) forest. Shortest race: (5) kilometres in 2004.

Longest race: 1,112 kilometres in 2007. Goals of race: • organise exciting competition • (6) in the area

1 The Patagonian Expedition Race was invented by a Chilean athlete.

2 Each team in the race has four runners.

3 Karukinka is one of the world’s biggest protected forests.

4 The race is always in February, which is winter in Patagonia.

5 The competition includes cycling, walking and kayaking.

6 Teams know the exact race route months before the start. as

Frame B / Vocabulary

Parts of the body

1 Choose the correct option (A, B or C).

1 You bend your arm at your A shoulder B elbow C knee

2 He twisted his while running. A toe B ankle C heel

3 Brush your twice a day.

A teeth B tongue C lips

4 She cut her while eating a sandwich. A lip B tongue C thumb

5 He raised his to ask a question. A hand B shoulder C elbow

6 You can’t walk well if you hurt your A knee B tongue C finger

2 Match the statement (1-2) with the professional (a-b) you think would say it.

1 ‘Keep your back straight when doing these exercises.’

2 ‘Don’t compare yourself to others – focus on yourself.’

a psychologist b personal trainer

Injuries and illnesses / Health & fitness

3 Read the article about tips for a healthy lifestyle. For questions 1-5, choose from the sections (A-B). The sections may be chosen more than once.

Which section mentions…

1 starting from your final objectives? B

2 the importance of resting well?

3 a person who doesn’t stand up much?

4 the importance of not missing appointments?

5 taking your time to look around you in the morning?

Wellness TIPS

We spoke to four healthy lifestyle gurus about what they do to keep body and mind fit.

A Dr Justine Grusso, Psychologist

Dr Grusso teaches and practises self-care when getting up. ‘It is so easy to be “on autopilot” and jump out of bed in the morning and rush into the day’, she says. Instead, she spends a few moments outside to observe nature around the house and to feel the ground under her feet. Having this type of morning routine prepares us for the day and sends a positive message to our body and mind: that we are in control and worth taking care of.

At work, Dr Grusso spends most of the day sitting, so she does short exercises like dancing and shaking her arms and legs to keep her body active.

B Glen John Jones, Personal trainer Glen believes in something called ‘reverse engineering‘. This is when you picture yourself achieving a goal and work back through each stage to understand how you’ll achieve that goal. ‘Connect the dots from where you want to be, to where you are now and break it down into stages.’ This approach helps you to see each workout as part of an end goal, which is much more motivating. He also uses the phrase ‘You don’t have to be perfect, you just have to be consistent’ when teaching his clients the benefits of attending every class that they’ve scheduled, even if they’re not feeling like it. As a vegan, Glen knows the importance of a balanced diet to get enough protein for his workouts, but also reminds his clients that other factors such as having good quality sleep and recovering between sessions are just as important for your fitness.

4 Listen to six situations. Match the speakers (A-F) with the sentences (1-6). Who...

1 has cut something out of their diet?

2 is trying to lose weight?

3 is doing yoga?

4 is recovering from an injury?

5 is about to have an operation?

6 is in pain?

5 Complete the conversation with the correct word. The first letter has been given.

A I really need to change my lifestyle before I end up in the (1) e department at hospital! You know all about (2) f and health: what do you do?

B Well, I go (3) r every morning for at least ten kilometres and I have an exercise (4) b at home, but nothing can replace going to the (5) g every day to work out.

A Wow, that’s a lot!

B Yeah. But make sure you have a balanced (6) d !

6 Complete the text.

health • illnesses • medicine • pain • recover • stress

Would you try one of these alternative therapies?

Float tanks are where you lie in a closed pod in body-temperature water, without any light or sound. This treatment can help patients (1) from injuries and reduce stress, anxiety and other mental (2)

If you suffer from (3) or anxiety, you might try progressive muscle relaxation. It is thought to help people in (4) and those who find it difficult to sleep. People who practise nutritional healing believe that food is (5) and that eating the right foods can improve people’s (6)

Grammar

Second conditional

1 Choose the correct option to complete the sentences.

1 If I were / would be you, I’d join a local diving club.

2 If I know / knew the answer to your question, I’d tell you.

3 If the weather is / was better, we could go out.

4 I’m sure the teacher would help you with that exercise if you ask / asked her.

5 If you study / studied a bit harder, you could do better in tests.

6 If you get / got up a bit earlier, you wouldn’t be late for school all the time.

2 Complete the sentences with the correct form of the verbs in the box.

buy • do • have • not be able not help • wear

1 I a new tracksuit if I were you. That one’s getting really old.

2 If he more time, my brother would join a swimming club.

3 If there wasn’t such a good sports centre, I to play so regularly.

4 If they a proper workout every morning, they’d get really fit.

5 If you gloves when you ran, your hands wouldn’t get so cold.

6 If you said that to them, it the situation at all.

3 Rewrite the sentences using the Second conditional.

1 I don’t like swimming, so I don’t go to the pool very often. If I liked swimming, I’d go to the pool more often.

2 My sister doesn’t train hard, so she doesn’t get into the school team.

3 The rider is not very good, so his horse won’t win the race.

4 My brother doesn’t study, so he doesn’t get good results

5 We don’t do any workouts, so we’re not fit.

6 We don’t concentrate during matches, so we don’t score many points.

4 Complete the conversation with the correct form of the verbs in brackets.

Emilio Hi Rosa, it looks like you’ve enjoyed your run. Are you training for something?

’d / would buy had didn’t have to would go

Rosa Hi Emilio. Yes, I’ve got a competition soon. If I (1) (have) a bit more time, I could prepare for it properly. I haven’t got a coach at the moment and that’s a problem too.

Emilio If I (2) (be) you, I’d try to find one. If you (3) (find) someone to train with, it’d be much easier for you.

Rosa I know, but I’m afraid that a coach (4) (not / be) pleased if I didn’t spend every evening on the track. You know I’ve got lots of school work to do as well.

Emilio That’s true. (5) (you / prefer) it if we did some running together?

Rosa Of course, I’d love it if you (6) (can) find the time. Thanks, Emilio.

5 Complete the sentences using the Second conditional and the verbs from the box.

do • find • get up • go (x2) • have • help lose • not cost • not eat • not have to • not hurt • not miss • play • see • understand

1 If I to do these exercises, I to the gym.

2 He bus every morning if he earlier!

Grammar / Oracy and Writing lab

3 What (you) if you somebody stealing something?

4 If I so much junk food, I weight.

5 More people to the gym if it so much.

6 If my knee , I tennis.

7 She a job more easily if she a degree.

8 If I the conditionals, I you do this exercise!

6 Complete the sentences using the first or the Second conditional and the verbs in brackets.

were

1 You’re so impulsive! If you (be) more patient we (win) more games!

2 Hurry up, will you? If you (not, hurry up), we (miss) the beginning of the match.

3 If I (be) you, I (not leave) my tennis racket on the table. Somebody might steal it.

4 If it (not rain) tomorrow, we (go) to the outdoor swimming pool.

5 I (not do) crossfit this afternoon if I (not feel) better.

6 What sport (you, like) to try if money – (not be) an issue?

Listening

1 INVALSI Multiple matching Listen to a talk about Ogliastra, in Sardinia. While listening, match the beginnings of the sentences (1-5) with the sentence endings (A-H). There are two sentences endings that you should not use. The first one (0) has been done for you.

0 A blue zone is a place where

1 In Ogliastra, several

2 Eating pecorino cheese can help to

3 Most people in Ogliastra only

4 Sardinian shepherds usually

5 Older family members often

A protect the heart and the brain

B there are mountains and hills.

C walk five miles a day.

D people live for a long time.

E feel isolated and lonely.

F after the children.

G eat meat on Sundays.

H generations live together in the same house

Talking about sport; giving advice

1 Read the three options from the box. Choose ONE sport you think would be best for a teenager who wants to be healthy. Explain why, giving at least two advantages and one disadvantage. Write your answer (40-60 words) using the given prompts.

swimming • cycling • football

I think … would be the best choice because… However, one disadvantage is…

2 Decide if you agree or disagree with the statements below. Write one reason for each answer. Use phrases like: I agree because… / I don’t agree because…

1 Students should do more PE at school.

2 It is better to do one sport well than try lots of different sports.

3 Individual sports are better than team sports.

4 Outdoor sports are more enjoyable than indoor sports.

Writing an article

3 PRELIMINARY Writing an article You read this post on a school health blog. Write 140-190 words.

We all know that being healthy is important, but many students say they don’t have any time for exercise or they don’t know how to improve their lifestyle. What are the best ways to keep fit and healthy? What advice would you give about physical activity, food, and everyday habits? The best articles will be published on our blog next month.

7 Let’s explore!

Grammar reference

Question tags

Le question tags sono delle domande brevi che si pongono alla fine di una frase affermativa o negativa.

Le question tags si utilizzano per

• chiedere se qualcuno è d’accordo con quanto appena detto

It’s a beautiful day, isn’t it?

• assicurarsi che quanto detto sia giusto o vero

He’s your brother, isn’t he?

Generalmente, per distinguere una domanda di conferma da una richiesta di accordo si ricorre all’intonazione.

Quando si cerca conferma, e quindi si pone una vera e propria domanda, l’intonazione è ascendente. You’ve already paid the bill, haven’t you?

Quando si pone una domanda più retorica e si cerca accordo o complicità, l’intonazione è discendente.

It’s cold in here, isn’t it?

Il tempo verbale della question tag deve sempre concordare con quello della frase principale. Allo stesso modo, anche il soggetto della question tag deve concordare con quello della frase principale. He usually has lunch at the canteen, doesn’t he?

You bought this jacket at the new shop, didn’t you?

Le question tags possono essere costruite con

• l’ausiliare (be o have) utilizzato nella frase principale (incluso quando viene usato il verbo have got)

She is very tired, isn’t she?

You have finished your homework, haven’t you?

You’ve got two sisters, haven’t you?

• con il modale utilizzato nella frase principale

We should go by train, shouldn’t we?

They can’t have dinner at the restaurant, can they?

• con l’ausiliare do quando nella frase principale non è presente né un ausiliare, né un verbo modale (incluso quando viene usato il verbo have)

You went to Paris last year, didn’t you?

Quando la frase principale è affermativa, la question tag è negativa

They have finished the project, haven’t they?

Quando la frase principale è negativa, la question tag è affermativa

They haven’t called yet, have they?

Quando si vuole esprimere ironia, irritazione o sorpresa, si usa una question tag affermativa affiancata a una frase affermativa

So you’re the expert, are you?

You think this is funny, do you?

Oh, you’re already here, are you?

Ci sono alcuni casi in cui il soggetto delle question tag differisce da quello della frase principale.

Quando nella frase principale c’è I am, nella question tag si usa aren’t I I’m the winner, aren’t I?

Ci sono altri casi in cui la costruzione delle question tag presenta delle particolarità.

Quando la frase principale è affermativa con valore negativo, la question tag è affermativa.

There’s nothing we can do, is there?

We’ve never met her, have we?

Quando il verbo nella frase principale è all’imperativo, nella question tag si utilizza will/won’t o shall

Don’t forget to text me, will you?

Let’s go to that new pizzeria, shall we?

Subject and object questions

Quando who, what o which chiedono informazioni sul soggetto di una domanda, l’ordine delle parole rimane lo stesso della frase affermativa.

Who called you last night?

Quando, invece, who, what o which si riferiscono all’oggetto di una domanda, l’ordine delle parole cambia e si costruisce la forma interrogativa. What did she eat for breakfast?

Past perfect simple

Affirmative

I / You / He / She / It / We / They had walked. Negative

I / You / He / She / It / We / They hadn’t walked Questions

Had I / You / He / She / It / We / They walked? Short answers

Positive Yes, I / you / he / she / it / we / they had Negative No, I / you / he / she / it / we / they hadn’t.

Il Past perfect simple si usa

• per parlare di un’azione o situazione avvenuta prima di un’altra azione passata

When we arrived at the station, the train had already left.

• per parlare di un’azione o situazione avvenuta prima di un determinato momento

By 9 p.m., she had finished all her homework.

• per parlare della durata di un’azione rispetto a un momento preciso nel passato

She had lived in London for five years before she moved to Paris.

• nei testi narrativi per indicare l’ordine cronologico degli eventi

He had just entered the room when the lights went out.

• nel discorso indiretto

She said she had never seen that movie before.

Generalmente, il Past perfect simple è accompagnato da

• espressioni di tempo come as soon as, after, by the time, once e when

As soon as I had finished dinner, I went to bed. Once he had saved enough money, he bought a new car.

• espressioni di tempo come till then, until that moment, ecc.

I had never spoken to him until that day

• espressioni introduttive come it was the first time, ecc.

It was the first time she had driven a car.

• for, since e how long per esprimere la durata di un’azione

They had been friends since primary school.

• il Past simple per esprimere l’ordine cronologico degli avvenimenti

After she had packed her suitcase, she left the hotel.

• il Past simple di verbi come be sure, believe, think, know, ecc.

I thought I had left my keys at home.

• il superlativo

It was the best concert I had ever been to.

Past perfect continuous

Affirmative

I / You / He / She / It / We / They had been walking Negative

I / You / He / She / It / We / They hadn’t been walking. Questions

Had I / You / He / She / It / We / They been walking?

Short answers

Positive Yes, I / you / he / she / it / we / they had. Negative No, I / you / he / she / it / we / they hadn’t

Il Past perfect continuous si usa per parlare

• di azioni iniziate nel passato e in corso nel momento in cui un’altra azione o evento sono accaduti

They had been waiting for an hour when the bus finally arrived.

• di azioni passate continuate fino a un momento specifico nel passato o che hanno influenzato un’azione avvenuta successivamente He had been studying all evening before his friends arrived.

His clothes were dirty when he came home because he had been playing football.

• di azioni passate appena concluse rispetto al momento passato di cui si sta parlando I was out of breath because I had been running

• della durata di un’azione passata utilizzando how long, since o for She had been working there since 2010 before she finally changed her job.

Travel

baggage / luggage How much baggage are we allowed?

boarding pass You need a boarding pass to get on the plane.

border There is a border between Canada and the US. check out They checked out of the hotel.

coach We took the coach to Berlin.

currency The currency in the UK is the pound. customs You have to go through customs first. duty free I bought some perfume in duty free. fare How much is the fare to London?

journey The journey to Glasgow is three hours.

visa You need a visa to get into Russia.

Holiday

book a cruise My grandparents booked a cruise for their golden anniversary.

book a day trip Let’s book a day trip to visit the ruins. book a package tour We want to book a package tour for next year.

go on a road trip My parents went on a road trip for their honeymoon.

make a booking We need to make a booking soon before it’s sold out.

make a reservation Should we make a reservation for 8 p.m. at the restaurant?

stay in a family room They have young children, so they stayed in a family room in the resort.

stay in a resort I have never stayed in a five-star resort. stay in a youth hostel We stayed in a youth hostel to save some money.

Places of interest and landmarks

gallery We visited a modern art gallery in the city center.

harbour The fishing boats returned to the harbour in the evening.

monument This monument was built to remember the soldiers.

statue There is a big statue of a famous writer in the square.

temple The tourists went to see an ancient temple near the river.

tower From the top of the tower, we could see the whole city.

Collocations and expressions

travel around (p104) go on holiday (p104) have a good time (p104) a photo opportunity (p105) take time off (p105) buy souvenirs (p109) go hiking (p109) go camping (p109) take photos (p109)

for ages (p110) rookie mistake (p110) move in with (p113) be a let down (p114) be in for a shock (p114) be well worth (p114) not to be missed (p114) once-in-a-lifetime (p114) breathtaking view (p114)

1 Match the expressions (1-5) with the correct meanings (a-e).

1 eco-friendly

2 carbon footprint

3 sustainable

4 advertisement

5 project

a Something you plan to do or build

b Good for the environment

c The amount of CO2 a person or activity produces

d A message that tries to sell you something

e Able to continue without harming the future

2 INVALSI PRELIMINARY Multiple choice with one text Read and for each question, choose the correct option.

1 The writer believes that...

A there is growing interest in eco-tourism.

B the quality of eco-tourism is getting better.

C people know what kind of holiday they are getting with eco-tourism.

D all holiday companies are becoming more environmentally friendly.

2 In the writer’s opinion, ...

A the main travel sites help people make the right choices.

B it’s better to pay to get the best information about eco-friendly holidays.

C the information on main travel sites may not be reliable.

D people need to compare the results of two or three of the main travel sites before choosing.

3 Eco-friendly search engines...

A have no advertising.

B make no money from their sites.

C decide which charities to give money to when you book.

D only offer certain types of holidays to users.

4 The article says that some sites...

A try to reduce a hotel’s carbon footprint.

B help people in other parts of the world.

C give their hotels a score on how environmentally friendly they are.

D only offer holidays in poor countries.

5 The writer thinks...

A travellers can offset their CO2 on flights if they look carefully at different options.

B people are not worried about cost if they think their flight is environmentally friendly.

C it’s possible to choose an airline that is better for the environment than others.

D people should save money by not travelling by air.

In Search of Real ECO-TOURISM

More and more people know about eco-tourism thanks to traditional and social media. A lot of companies now say they offer sustainable tourism, but how do people know if they are really buying a true eco-friendly holiday?

So, what can people do to check? First of all, they should be careful when researching their trip online. The main travel booking sites now have ‘green’ travel options while well-known search engines have flight searches that show you how to offset the environmental cost of your flight. But can you really trust them? Companies pay money to be among the first results of these searches and will put words like ‘green’ and ‘eco-friendly’ on their sites just to get more clicks and, as a result, more business.

The answer could be to use travel sites which really are eco-friendly. For example, sites like these give most of the money they receive from advertising to tree-planting projects around the world. There are now four million new trees thanks to this. These sites

check hotels and campsites to compare their facilities and to find the most environmentally friendly options for you. They don’t include places with a poor carbon footprint and will look only for holidays that really protect the environment. Some will also give money to environmental groups every time you make a booking. You can even choose who gets the money, which is great.

Other sites do even more and only work with hotels that try to balance out their negative effects on the environment and work to reduce their CO2. Some of these companies invest part of the money they make in environmental projects in countries around the world. They also give travellers the chance to give their hotel accommodation a score depending on how ‘green’ they think it really is.

Flying is of course one of the worst things for the environment and you’ll never completely offset the carbon it produces. But at the same time, you want to see the world and also to save money when you fly, don’t

Travel

1 Choose the correct option to complete the sentences.

1 You will need to show your passport when we get to our final fare / destination

2 I don’t think I’ve got enough money for the train fare / reservation home.

3 Don’t take too much baggage / currency with you. Just one small suitcase is enough.

4 You’ll need a visa / reservation in your passport if you want to visit that country.

5 They normally stop all the cars and passengers at the border / journey

6 It’s a long journey / reservation, but you’ll be happy when you finally get there.

2 Complete the sentences with the circled words from exercise 1.

1 If you have a tourist in your passport, they will let you stay for one month.

2 I never take much when I travel abroad – just a small backpack.

3 If you travel after ten in the morning, the train is much cheaper.

4 There is a lot of traffic at the between Italy and Croatia.

5 The was quick and easy as there were so few cars on the road.

6 If the ticket office is closed, you can pay at your

3 Choose the correct option to complete the sentences.

1 When I got to the gate at the airport, I couldn’t find my boarding pass / check out

2 There are no trains from the airport. You’ll have to take the customs / coach

3 I asked for a double room / reception, but they only had singles left.

4 We took the wrong road at the big traffic jam / roundabout.

5 I bought these headphones at the duty-free / check out shop at the airport.

6 There was a big traffic jam / roundabout just before the airport and we missed our flight.

you? The only way to try to fly sustainably is to use special sites that really look for the greenest, quickest and cheapest flights available. For example, visitors can find the airline that takes the most direct route to their destination and uses the most energy-efficient planes. But you have to be honest with yourself. Unless the technology completely changes, perhaps the only real way to fly sustainably is not to fly at all.

Holidays

4 Make common collocations with the given verbs (1-4) and the words in the box.

booking • cruise • day trip • excursion family room • hotel • package tour • reservation resort • road trip • trip • youth hostel

1 go on a/an

2 stay in a/an

3 book a/an

4 make a/an

5 Complete the text with the words in the box.

cruise • package tour • reservation road trip • youth hostel

Last summer, Marco and his friends wanted to visit Spain. They weren’t keen on the idea of going on a (1) because they wanted to do things their own way so they decided to go on a (2) from Italy to Spain, through the south of France by car so they could stop whenever they liked. When they got to Barcelona, they chose to stay in a (3) because it was cheap and full of young travellers. They also wanted to see the Balearic Islands, so they left the car in Valencia and went on a (4) for a couple of days.

It was high season and everywhere was full of tourists so each evening, they had to make a (5) for dinner at restaurants. It was an amazing holiday!

Places of interest and landmarks

6 Complete the sentences with the words in the box.

gallery • harbour • monument statue • temple • tower

1 You can see many paintings by famous artists in a .

2 The boats are all in the near the coast.

3 They built a beautiful to remember the soldiers who died in the war.

4 The of the king stands in the main square.

5 We visited an ancient where people go to pray.

6 From the top of the you can see the whole city.

Grammar / Listening

Question tags

1 Choose the correct option to complete the sentences.

1 You don’t really want to do that, do / don’t you?

2 You’ll write to me sometimes, don’t / won’t you?

3 The food’s bad here, isn’t / wasn’t it?

4 You wanted this map, won’t / didn’t you?

5 We’ve sent you photos of the party, didn’t / haven’t we?

6 This is a really nice beach, isn’t / doesn’t it?

2 Complete the sentences with the correct question tag.

Listening

Tip reminder

Matching all parts of the option

Exam task

See SB p. 108

1 PRELIMINARY Multiple choice with six conversations Listen and for each question, choose the correct answer.

1 You will hear two friends talking about a flight. What is Kath’s opinion of the flight?

A too expensive

B uncomfortable

C very relaxing

1 That wasn’t a good idea, ?

2 Your brother didn’t pass his exam, ?

3 We couldn’t cancel the flight, ?

4 They aren’t going to finish on time, ?

5 You’re in your final year of school, ?

6 We saw a really good film last night, ?

Subject and object questions

3 Read the sentences and the questions. Are they subject (S) or object (O) questions?

1 Lia paid for the train fare. Who paid for the train fare?

2 The students did a project on eco-tourism. What did the students do?

3 Mandy told us about the visa. Who told you about the visa?

4 It wasn’t me. Who booked a single instead of a double room?

4 Write the subject or object question.

1 Wilhelm has visited Spain. (subject question) Who ?

was it has visited Spain

2 He met somebody last night. (object question) Who ?

3 My aunt is coming to stay. (subject question) Who ?

4 She sold her smartphone to someone. (object question) Who ?

5 Dani went to the cinema with Ava and Rico. (subject question) Who ?

2 You will hear Ellie telling a friend about her last holiday. What does she say about it?

A It was calm and relaxing.

B It was tiring and stressful.

C It was too long.

3 You will hear two friends talking about a trip. Why did the police stop the man at the border?

A He had too much local currency.

B He’d forgotten his passport.

C He didn’t have the right visa.

4 You will hear two friends talking about a school trip. What was good about Mitch’s trip?

A the places they visited

B the food

C the accommodation

5 You will hear two friends talking about a recent concert. How did the girl get home?

A by bus

B by taxi

C on foot

6 You will hear Eve talking to a friend about her holiday. What did she think of the campsite?

A clean but crowded

B uncomfortable in the evening

C expensive and dirty

2 Listen again. Are the sentences true (T) or false (F)?

1 Kath says the airline gave free food and drinks.

F

2 Ellie says the beaches were not as busy as she expected.

3 The man had problems at the border because he forgot his passport.

4 Mitch quite enjoyed the museums but didn’t like the noisy hostel.

5 Michelle had no problems finding a taxi after the concert.

6 Eve thought the campsite was clean but there were too many insects.

Frame B / Vocabulary

Holiday accommodation; travel collocations; adjectives for travel

1 Complete the map with the expressions in the box. by air • by car • by sea • cabin • calm • campsite • comfortable • cottage • crowded exciting • holiday home • hostel • hotel • lively • noisy • relaxing • stressful

TRAVELLING

PLACES

2 Match the descriptions to the holiday accommodation in the box. cabin • campsite • cottage holiday home • hostel • hotel

1 A place to put up a tent. campsite

2 A cheap place where you might stay in a room with others.

3 A house or villa that you live in while you’re on holiday.

4 A general name for a place where you can sleep and often eat all your meals.

5 A small place to spend your holidays, often found in the country or in a campsite.

6 A small house, usually in the countryside, often old or traditional, sometimes with a garden.

3 Complete the sentences with the words in the box and a preposition. a car • board • foot • sea the airport • the bus stop

1 We decided to go to the shops as we both like walking.

2 The plane was quite empty. There were only around twenty people

3 It’s nice to travel , but the waves can make some people feel sick.

4 They met us when our plane arrived.

5 Let’s catch the number 32 at midday. I’ll meet you

6 I don’t like sitting when it’s really hot and you’re in a traffic jam.

4 Choose the correct option to complete the sentences.

1 I really need a nice relaxing / exciting holiday where I just sit and do nothing all day.

2 Being in a busy airport can be quite calm / stressful especially when you’re late for a flight.

3 Arriving in a new place is crowded / exciting as you don’t know what to expect.

4 After two weeks of holiday I normally feel very calm / noisy and nothing worries me.

5 The hotel was so crowded / comfortable I think I’ll go back there next year.

6 The hostel was quite nice, but it was on a very noisy / stressful road, so I couldn’t sleep at night.

7 I try not to go on holiday in August because the beaches are so crowded / exciting

8 I love this place because it’s so calm / lively The shops and restaurants are open until late.

5 Complete the text with the expressions in the box.

at the airport • at the bus stop • by air by sea • crowded • holiday home on board • on holiday • on time • relaxing

Last year, we booked to stay in a (1) on Elba island off the coast of Italy. The problems started when we arrived (2) to catch our flight. It was really (3) because no planes were leaving due to a computer problem. We waited for four hours and then they said the airport was closing for the day, so we knew we couldn’t get to the island (4) . We had two choices: we could fly the next day or go (5) I didn’t really want to go by boat, but we did want to get there that day.

We decided to take a bus to the port. Of course, there were lots of people (6) with the same idea. Luckily, the bus was (7) and we managed to get on.

We arrived at the port and soon we were (8) the ferry and on our way to Elba. I was really pleased that I was (9) at last and could have a (10) time for a couple of weeks, but it would have been even better if we hadn’t had the stressful start to our holiday!

Past perfect simple and Past perfect continuous

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

1 When I got to the shops, I realised I (leave) my money at home.

2 By the time we got to the house, the police (arrive).

3 When I got up, my sisters (go) to school.

4 I didn’t know that you (already / visit) Canada.

5 Why didn’t you tell me you (see) this film before?

6 wasn’t nervous when we took off because I (fly) before.

2 Complete the sentences with the past perfect continuous form of the verbs in brackets.

1 I (wait) at the bus stop for over an hour before a bus finally arrived.

2 She (work) as a tour operator for five years when she decided to leave.

3 We (not / play) for long when Dad arrived and we had to leave.

4 How long (you / look) for a holiday home before you found this one?

5 The chairs were wet because it (rain) for several hours.

6 The cabin looked great because they (clean) it all morning.

3 Choose the correct option.

1 The children were out of breath because they had cycled / had been cycling in the park all afternoon.

2 Penny had had / had been having several holidays in Spain before deciding to go to Italy for a change.

3 My dad stopped to help a tourist whose car had been breaking down / had broken down.

4 The plane had already taken off / had already been taking off when we got there.

5 Ahmed had waited / had been waiting for the train for half an hour when he realised there was a train strike.

6 Yolanda and Joe had been knowing / had known each other for only 6 months when they decided to go on a round-the-world trip.

7 Isabel was so upset when the school trip was called off. She had looked forward / had been looking forward to it for weeks.

8 When the train finally arrived, we had waited / had been waiting for almost three hours!

4 Complete the second sentence so that it has a similar meaning to the first.

1 Simon started walking at six o’clock. By nine o’clock, Simon for three hours.

2 Susan ran for twenty minutes and she got tired. Susan got tired because she for twenty minutes.

3 They had lunch at one o’clock. The trip began at two o’clock. They lunch before the trip began.

4 First, Jill packed her bag. Then she called for a taxi. Jill her bag before she called for a taxi.

5 Nat got to the river ten minutes before us and waited. Nat for ten minutes at the river before we got there.

5 Complete the blog with the correct form of the verbs in brackets.

My recent trip to Jamaica was a real experience. I called for a taxi to come at 8.30 to take us to the airport. It was late so that when it arrived, we (1) (wait) outside the house with all our baggage for nearly thirty minutes. When we arrived at the airport, I realised I (2) (leave) my boarding pass on the back seat of the taxi. By the time we got to the gate, they (3) (start) to board the passengers. I explained my problem and they printed a new boarding pass, but not before I (4) (pay) 50 euros. The flight was good but, when we arrived, we got a shock. It (5) (rain) for the previous three days and there was water everywhere. They (6) (stop) all the traffic on the main roads, so our coach to the hotel (7) (not / arrive) when we came out of the airport. We had to wait for several hours until they (8) (clear) all the roads. All in all, it wasn’t a very relaxing start to a holiday in a place I (9) (always / think) was sunny every day of the year.

’d / had been waiting

’d / had had been walking left

’d / had been waiting

Oracy and Writing lab

Describing places

1 Look at the photo. Answer the questions to describe it.

1 Where has the photo been taken?

2 Who is in the photo?

3 What is she doing?

4 What is the weather like?

5 How do you think she feels?

6 Would you like to go to this place? Why? / Why not?

2 Use the words in the box to complete the description of the photo. background • backpack • brochure picturesque • seaside • square • suggests terrace • view • warm

In this photo, I can see a young woman standing on a (1) and looking at a beautiful (2) town. She is wearing a straw hat and has a red (3) , so it looks like she’s a tourist. She’s holding a (4) or maybe a map, and she also has a camera, which (5) she enjoys photography. In the (6) , there is a large (7) with many people and a harbour full of boats. The weather looks (8) and sunny, which makes the scene very attractive. She might be planning her next stop or simply enjoying the (9) . Personally, I would like to visit this place because it seems peaceful and (10)

Writing a travel report

3 Read the questions and make notes.

1 What’s the most beautiful or interesting place you’ve ever visited?

2 Where is it? (country / city / region)

3 What can visitors do there? (activities, food, sights, people)

4 Why should people go there? (give at least two reasons)

Tip reminder

Exam task

Articles Wanted!

Have you visited a place that you think everyone should see at least once? Write an article, saying where it is, what you can do there, and why you would recommend it.

The best report articles will be published on our travel website.

Write your article.

4 PRELIMINARY Writing an article You read this announcement on a travel website. terrace

8 Time for me

Grammar reference

Modals and semi-modals

can and could

Si usa can + infinitive per

• parlare di abilità generali nel presente e nel futuro

She can play the guitar very well.

• fare richieste

Can you help me with my maths homework?

• chiedere il permesso

Can I open the window, please? It’s really hot here.

Generalmente, si utilizza can’t + infinitive quando si è certi che qualcosa non è vero.

That story can’t be true.

Si usa could + infinitive per

• parlare di abilità generali nel passato

When I was a child, I could swim very fast.

• parlare di possibilità

It could snow this evening.

• richieste in forma cortese

Could you pass me the salt, please?

• dare suggerimenti

You could try calling her later.

may and might

Si usa may + infinitive per

• parlare di possibilità nel futuro

She may come to the party tonight.

• richieste in forma cortese (con i soggetti I e we)

May I use your phone?

• permessi in forma cortese

You may park here for two hours.

Si usa might + infinitive

• per parlare di possibilità nel futuro

They might visit us next weekend.

• come Past tense di may

He said he might be late.

might indica una possibilità più debole rispetto a may

Take an umbrella, it may rain this afternoon.

They might move to another city someday.

must

Si usa must + infinitive per

• esprimere necessità

We must study for the exam – it won’t be easy.

• parlare di obblighi

You must wear a helmet on the construction site.

• parlare di qualcosa che si è certi essere vero

The lights are on, so they must be at home.

• raccomandare qualcosa

You must visit the British Museum – it’s fantastic!

Generalmente, si usa mustn’t + infinitive per parlare di qualcosa che non è permesso.

You mustn’t smoke here.

should

Si usa should (not) + infinitive per

• dare consigli

We should take the bus; it’s faster than walking. You shouldn’t eat so much fast food – it isn’t healthy!

• chiedere consigli

What should I do in this situation?

Per dare consigli, è possibile sostituire should con ought to, ma questo solitamente non viene utilizzato in forma interrogativa.

You ought to visit your grandparents more often.

would

Si usa would + infinitive per

• parlare di azioni passate abituali che non avvengono più

When I was younger, we would spend summers at my grandparents’ house.

• fare richieste in forma cortese

Would you like some tea?

needn’t

Si usa needn’t + infinitive per parlare di qualcosa che non è necessario (solo forma negativa).

You needn’t bring your own books.

needn’t può essere utilizzato anche come verbo ordinario, con forma affermativa, forma negativa e forma interrogativa dei verbi regolari. Solitamente si usa al Present simple e al Past simple seguito da to + infinitive

She needs to leave early.

He didn’t need to pay for the tickets.

Do we need to call them now?

be able to

Si usa be able to + infinitive per parlare di

• abilità in generale

He is able to run long distances.

• un’abilità specifica nel passato

Despite the noise, I was able to concentrate

have to

Si usa have to + infinitive per parlare di

• necessità

I have to finish this report by tomorrow.

• obblighi

You have to wear a seatbelt in the car.

mustn’t and don’t have to

Si usa mustn’t per parlare di qualcosa che non è permesso.

You mustn’t touch the paintings in the gallery.

Si usa don’t have to, invece, per parlare di qualcosa che non è necessario o obbligatorio.

You don’t have to come if you don’t feel well.

Free-time activities

backpacking We went backpacking round Europe. ballet He has been learning ballet since he was four. caving I went caving last weekend and it was exciting but tiring.

cooking I love food and cooking.

crosswords Crosswords help me improve my vocabulary. drama I enjoy drama and am in the school play. fishing My father often goes fishing at the lake. graphic design I studied graphic design at college. hiking We love hiking in the mountains when it’s sunny.

knitting My grandmother teaches me knitting. painting I enjoy painting beautiful landscapes in my free time.

photography She loves photography and often shares her photos online.

podcast I listen to a podcast every morning on my way to work.

poetry Poetry can express emotions better than ordinary words.

rock-climbing Rock-climbing is difficult but very rewarding.

sailing I go sailing with my grandad. scrapbooking Scrapbooking is a creative way to save memories.

sculpture He makes sculptures from stone. sport Doing sport is healthy and helps both your body and mind.

squash You play squash on a small square court. using social media I enjoy using social media to chat to friends.

table tennis We often play table tennis in Joe’s garage after school.

video clip The video clip went viral on social media. yoga Yoga makes me feel calm and focused.

Verbs of opinion

adore I adore ballet. love I love reading. really like / like a lot I really like sailing. / I like sailing a lot.

quite like I quite like cooking. like a bit I like cooking a bit. don’t like I don’t like backpacking. really don’t like I really don’t like using social media. hate I hate drama. can’t stand I can’t stand sculpture. would like / love / hate I would like to play squash.

Phrasal verbs

come round Come round for a barbecue. get along with I get along with my sister really well. get together Let’s get together on Saturday. give up Don’t give up drama. You love it! hang out Shall we hang out in town later? join in Can I join in your game? set up We’re setting up a squash club. take up I’m taking up sailing.

Adjectives

amazing That play was amazing! awesome I think he’s awesome. awful It’s an awful book. challenging I find chess quite challenging. crazy He’s really crazy! difficult This is a very difficult game. enjoyable Tennis is quite enjoyable. frightening The film was very frightening. pleasant We had a pleasant afternoon. scary The story was quite scary. strange It’s a very strange game. terrible It was a terrible accident.

History

archaeologist The archaeologists looked for clues about how the ancient people lived.

battle A famous battle took place in this area. castle William the Conqueror built many castles in England.

destroy The fire destroyed many of the museum’s exhibits.

discover Many ancient tools were discovered at this site.

evidence New evidence suggests that the Maya settled here.

exhibit There is a new exhibit about Pompeii in the museum.

invade William the Conqueror invaded England in 1066.

origins This style of art has its origins in Africa. preserve We are working hard to preserve the mediaeval building.

pyramid The ancient Egyptians built pyramids for their pharaohs.

ruins We visited some Roman ruins last week.

Collocations and expressions

be your worst nightmare (p117) sense of direction (p117) share your plans (p117) put on a play (p118) record / listen to a podcast (p118) make / watch video clips (p118) play / design computer games (p118) write / play music (p118) watch / photograph wildlife (p118) do / watch ballet (p118) write / perform poetry (p118)

play / watch sports (p118) an art exhibition (p119) set yourself a challenge (p122) get a hands-on experience (p123) hand in (p125) stay up late (p125) find your tribe (p127) make a difference (p127) reconnect with nature / the outside world (p127)

1 Match the words (1-6) with the correct definition (a-f).

1 paddle

2 current 3 wetsuit

4 inflatable

5 guide

6 hypothermia

a a person who leads and gives instructions to a group during an activity

b a dangerous condition when your body becomes too cold

c strong movement of water in a river or sea

d an object filled with air, like a dinghy or mattress

e special tight clothing that keeps you warm in cold water

f a long stick with a flat end, used to move and steer a boat

2 Read the article. Match the topics (a-e) with the paragraphs (1-5).

a The dangers you may face

b Respecting the environment

c What you can see on the river

d Rules to stay safe

e The thrill of rafting

Into the Rapids

1

Would you like to sit in a small inflatable boat as it rushes down a fast-flowing river? For many , the idea sounds dangerous and frightening, but for fans of white-water rafting, this is (0) . The sport combines teamwork, adventure and adrenaline, as groups of people paddle together to keep their boat under control while racing through waves and avoiding rocks. It’s not just about speed – it’s about working with the river (1) .

2

Rivers are not only full of fast-moving water but also full of surprises. On a rafting trip, you might travel through deep valleys with (2) , or pass thick forests and spectacular waterfalls. The natural scenery is part of the attraction, but so is the wildlife. Rafters often see birds such as eagles flying overhead, or animals like otters playing near the water. In some countries, you might even spot bears or monkeys close to the riverbank, which makes the (3) .

3

Like many adventure sports, rafting requires careful preparation. You must wear (4) , and most people also wear wetsuits to protect them from the cold water. Before the trip begins, professional guides explain the rules and show the group how to use their paddles

Exam task

3 INVALSI Multiple matching Read the article again. Parts of the text have been removed. Choose the correct part for each gap (1-7).

There are two extra parts that you should not use. The first one (0) has been done for you.

A experience even more unforgettable

B or injure themselves

C for them to recover from pollution

D exactly what makes it exciting

E a helmet and a life jacket

F cliffs rising on both sides

G so safety equipment and a trained guide are essential.

H to experience nature in a unique way

I which the team must follow quickly

J rather than against it

properly. During the journey, the guide sits in the raft and gives clear commands, (5) . Concentration and cooperation are essential – one careless moment can cause the whole boat to lose balance.

4

There are, of course, real dangers. People can fall out of the raft (6) if the boat crashes against sharp rocks. Strong currents can pull you under, and cold water can lead to hypothermia if you are not properly dressed. For this reason, beginners should never go rafting alone or without a trained guide. Even experienced rafters usually travel in groups, because the river can always surprise you. The best advice is to respect nature and remember that you are never stronger than the river.

Finally, rafting is about enjoying the environment without damaging it. Rivers and their ecosystems are extremely fragile, and it can take many years (7) . This is why rafting companies ask visitors to take their rubbish home, avoid disturbing animals and plants, and never throw anything into the water. Eco-tourism is becoming more and more popular, and many organisers now remind guests to “enjoy the adventure, but leave no trace behind.” Protecting the river is the best way to ensure that future generations can also experience the thrill of white-water rafting.

Free-time activities

1 Complete the sentences with the words in the box.

backpacking • cooking • crosswords • drama fishing • graphic design • sailing • sculpture squash • table tennis • using social media • yoga

1 I’ve always liked drawing and is my favourite subject at college.

2 My friend is good at acting and she does lessons in her free time.

3 I’m trying to improve my skills and I’m really pleased with some of the dishes I’ve made.

4 is fun, but you need to carefully choose which sites you go on.

5 I think is a great way to spend your free time. Last week I made a 3D model of a tree.

6 is a great game. The only problem is that you always have to play it indoors.

7 I’ve tried with friends, but I’m not very confident in water, so I prefer not to go too often.

8 In my opinion, is perfect for young people because it lets you travel around cheaply.

9 My grandfather loves doing every evening before bed – it helps to keep his mind active.

10 We sometimes go at weekends at the local canal, but only if the weather is good.

11 Playing is great exercise and also very competitive. It’s great because you can also play in a small space.

12 I do twice a week because it helps me to relax and stay flexible.

2 Complete the sentences with the words in the box. computer • life jacket • paintbrush smartphone • tent • trainers

1 When you go camping in wet conditions you need a really good to keep the water out.

tent

2 My are so comfortable that I can wear them all day and my feet don’t hurt.

3 It’s important to wear a when you go sailing.

4 To get that effect, an artist needs a special type of

5 Nowadays, people look at their over 100 times a day.

6 Very few people had a personal until the 1990s. The first ones were very slow too.

3 Choose the correct option to complete the sentences.

1 My friend makes / reads video clips to upload.

2 I like to play / listen to music while I’m studying.

3 Andy would love to make / write poetry as a job.

4 I perform / play computer games in my free time.

5 She listens / goes to podcasts on her phone.

6 Do you ever watch / listen to ballet on TV?

7 I photograph / make wildlife when I’m on holiday.

8 I often go to / watch sports on TV on Saturday afternoons.

Verbs of opinion

4 Complete the sentences with the words in the box.

adore • can’t • hate • lot • quite • would

1 I stand fish. It’s horrible.

2 I like this song, but it’s not my favourite.

3 They football and never watch it.

4 She likes pasta a and eats it every day.

5 I this music. I could listen to it all day.

6 My mum love to visit Venice one day.

5 Write five sentences about your free-time activities. adore

Grammar / Listening

Modals and semi-modals (1)

1 What are these sentences about? Write if they are about ability (A), advice and suggestions (AS) or possibility and certainty (PC).

1 You must be thirsty after all that running. PC

2 You should use a different paintbrush.

3 I remember his brother could swim well.

4 They ought to speak to their teacher.

5 We were able to get to the concert.

6 That can’t be right.

7 They shouldn’t take photos here.

8 Ivan may be able to join us later.

2 Choose the correct option to complete the sentences.

1 That can / may be Pete’s number, but let me just check.

2 You should / may get them a present. They’ve been really kind to us.

3 You mustn’t / weren’t able copy during the test.

4 I tried all morning, but I could / wasn’t able to speak to anyone about it.

5 That mustn’t / must be them. They always arrive at this time.

6 You can / can’t be serious about that.

7 You ought to / are able speak to your parents about it.

8 You aren’t able / can’t wear those shoes on the court.

3 Which sentence, a or b, is the most similar in meaning to the original sentence?

1 I think it’s a good idea for you to study a bit more.

a You ought to study a bit more.

b You are able to study a bit more.

2 Sorry, it’s not possible for you to enter that room.

a You might not enter that room.

b You can’t enter that room.

3 I’m certain they’re out because the lights are off.

a They can be out because the lights are off.

b They must be out because the lights are off.

4 It wasn’t possible to visit Jenny in hospital.

a We shouldn’t visit Jenny in hospital.

b We couldn’t visit Jenny in hospital.

Listening

Tip reminder

Exam task

1 PRELIMINARY Multiple choice with with picture options Listen, and for each question, choose the correct answer.

1 What hobby has Salwa taken up?

2 Which activity does Matt find the most enjoyable?

3 Where is Kat’s gym bag?

4 What activity is Dan probably going to take up?

5 What does Adam need to have for the activity?

2 Listen again and answer the questions.

1 Why didn’t Salwa choose sailing?

2 Why doesn’t Matt like sailing?

3 What does Kat’s father say about the bag?

4 Why does Dan finally accept the drama course?

5 What doesn’t Adam need to take?

Frame B / Vocabulary

Phrasal verbs

1 Choose the correct option to complete the sentences.

1 Do you want to join in / get together and watch a film later?

2 I’d love to take up / set up skateboarding as a hobby.

3 We’re going to play beach volleyball. Would you like to join in / take up?

4 I’m visiting Sercan and Anna later. Why don’t you give up / come round?

5 We gave up / set up a group to improve public transport for young people in our area.

6 I never hang out / come round with my friends after school.

Adjectives

2 Choose the correct option to complete the sentences.

1 That lasagna was awesome / frightening. Can we have it again next week?

2 The play was enjoyable / awful, so we left twenty minutes before the end.

3 That film was so amazing / scary. I couldn’t even look at the screen most of the time.

4 I don’t like the new restaurant because the food is really pleasant / strange.

5 We had a(n) challenging / amazing time on holiday. We didn’t want to come home.

6 The bike accident I had was really awesome / frightening. Now I don’t want to cycle any more.

7 We had a really pleasant / strange day at the beach because it was lovely and warm.

8 The course was challenging / frightening because we had to get up at 5 a.m.

3 Complete the text with the expressions in the box.

amazing • challenging • crazy • enjoyable get along with • get together • give up hang out • join • scary • set up • take up

They (1) a drama club at my local school last month and I decided to (2) acting as my new hobby. My parents get home from work late and I hate staying at home by myself, but this way I can also (3) with my schoolmates before the club starts. That’s one of the reasons why I decided to (4)

I found it hard to act at first and after the first session I wanted to (7) But friends told me to try again and now I find it really (8)

We’ve been preparing an end-of-term play which we’ll perform on Saturday. I think it’ll be a bit (9) to get up in front of two hundred people, but the others told me not to worry. It can be really (10) to remember everything you have to say when you are up on stage. I imagine that must be quite hard for professional actors too. Everybody’s going a bit (11) at the moment as there are lots of things to finish before the play. Everybody is going to (12) and have a party after the show and I’m really looking forward to it.

History

4 Match the words (1-8) to the correct definitions (a-h).

c set up

1 exhibits

2 preserved

3 evidence

4 discovered

Some of the other people in the group are (5) actors and I (6) them very well.

5 pyramids

6 ruins

7 castles

8 invaded

a Very old buildings that are no longer complete

b Large stone monuments in Egypt, used as tombs for pharaohs

c Items shown in a museum for people to see d Material from the past that gives proof of something

e Kept in good condition for a long time f Entered a place with an army to control it

g Old stone buildings built for protection in the Middle Ages

h Found for the first time

5 Complete the sentences with the correct word.

1 At the museum we saw some Roman , including coins and tools.

exhibits

2 The scientist said the body was amazingly well after 2,000 years in the ice.

3 The walls of the ancient city are now just , but they are still impressive.

4 The Vikings many parts of Britain during the 9th century.

5 The archaeologists were excited when they a new temple under the sand.

6 The of Giza are one of the most famous sites in the world.

7 Windsor and Edinburgh are two famous in the UK.

8 Historians use written documents as of how people lived.

Modals and semi-modals (2)

1 What do these sentences show? Match them with the headings. Write A, B or C.

A lack of obligation or necessity

B necessity, obligation and prohibition

C permission and requests

1 You don’t have to translate every word. Just try to understand the general meaning. A

2 You mustn’t be late.

3 We don’t need to buy any food because we’ve got plenty in the fridge.

4 You can go home early from work if you want.

5 Could you send me a copy of my booking, please?

6 I must call my aunt this weekend.

7 We have to wear uniform at our school.

8 You can help yourself to anything you like to eat.

9 Can I have a quick look at your newspaper?

10 We don’t need to get together to discuss this.

2 Complete the text with the words in the box.

can • have • mustn’t • needn’t • ought to

The Empire run-up

Some people have very unusual hobbies. In New York, USA, you can sometimes see people running up the stairs inside the Empire State Building! It’s an annual race which you (1) only take part in if you are invited. You (2) be a professional athlete because the race is only open to people who enjoy running as a hobby. The competitors (3) to meet at the entrance and then run up the stairs, all the way to the top of this famous building. They (4) buy special shoes for the event as they can use their regular trainers. However, competitors (5) train as much as possible before the event because it’s really challenging.

3 Read the school trip notice. Complete the rules with: must, mustn’t, have to, don’t have to, needn’t, may, might, could. Sometimes more than one answer is possible.

Next Friday our class is visiting the Science Museum. Please remember these rules:

must

1 You be at school by 8.15 because the bus leaves at 8.30 sharp. You be late!

2 Students bring a packed lunch, because there is a café at the museum.

3 You eat or drink inside the main exhibition rooms.

4 Everyone stay with their group and listen to the guide.

5 You take photos in most areas, but not in the special exhibition.

6 If you feel unwell, you tell a teacher immediately.

7 The trip will finish at 4.00, but the bus be delayed if there is heavy traffic.

8 Parents collect their children from school at about 4.30.

4 Complete the sentences with an appropriate modal or semi-modal. Sometimes more than one answer is possible.

1 All students bring a sleeping bag and a torch.

2 You bring your own food if you want, but dinner will be provided.

3 You arrive at the campsite before 6 p.m. – the gate closes then.

4 You make a fire near the tents – it’s dangerous!

5 Everyone help with the washing up after meals.

6 You go swimming in the lake, but only when a teacher is present.

7 If you feel tired, you rest in your tent for a while.

8 The weather be cold, so you take some warm clothes. must / have to

Oracy and Writing lab

Talking about free-time activities

1 Look at the photo and answer the questions.

1 Where is the boy?

2 What is he doing?

3 What can you see?

4 What does the boy look like?

5 Would you enjoy doing this activity?

2 Read these sentences about playing the guitar. Decide if each one is positive (P) or negative (N).

1 It can be noisy for other people in the house. N

2 It makes me feel creative and relaxed.

3 I’m not very good at it, but I still enjoy trying.

4 It’s sometimes boring to practise scales and exercises.

5 I think it’s a fantastic way to express yourself.

6 It’s difficult at the beginning, but you improve quickly.

Describing activities and events

3 Read the text about a friend’s hobby. Choose the correct option.

My best friend started playing padel two years ago. He really enjoys it (1) because / since / too it is fast and exciting. Padel is similar to tennis, but it’s played on a smaller court and with different rackets. Many sports, (2) for example / too / also tennis and squash, helped to inspire the rules of the game.

He usually plays twice a week with his friends. I sometimes go with him, and I play (3) too / because / as when they need an extra person. It’s a great way to keep fit and socialise. Padel is becoming popular in many countries, (4) for instance / as well / as Spain and Italy. The thing he likes most is the atmosphere. Everyone is friendly, and the sport is fun and easy to learn. I think I will try it seriously next year, (5) as well / since / such as I need to do more sport myself!

Tip reminder

4 Match the sentence halves to revise useful opinion phrases you can use in your article.

1 It’s a great way to stay ...

2 What I like most about it is…

3 I prefer doing it alone because…

4 I find it exciting when we…

5 I think it’s important for students to…

6 I enjoy doing it with friends because…

a win a match or learn something new.

b we always have fun and laugh a lot together.

c fit and meet new people.

d it’s both creative and relaxing.

e do something active after sitting in class all day.

f I can concentrate better that way.

Exam task

5 PRELIMINARY Writing an article You see this advert on an English-language website. Write your article in about 100 words.

Articles Wanted!

Your own time

1 What’s your favourite activity / sport to do with your friends?

2 What’s your favourite activity / sport to do on your own?

3 How often do you do each activity and why do you enjoy it? e

Write an article answering the questions.

9 Tech talk

Grammar reference

The passive

La forma passiva si usa quando l’attenzione è posta sull’azione o sul risultato dell’azione, piuttosto che su chi la compie, ovvero il complemento d’agente. In particolare, si utilizza

• quando l’azione è più importante della persona o cosa che la compie (l’agente)

The report will be published next week (by the local journal).

• quando l’agente è sconosciuto o irrilevante

The window was broken during the night.

• quando l’agente è facilmente deducibile dal contesto

The car was repaired yesterday (by the mechanic).

• per istruzioni, avvisi e divieti

The museum is closed on Mondays.

• per descrivere procedure ed esperimenti scientifici

The data were collected over a two-week period.

Il passivo si costruisce invertendo gli elementi della frase attiva:

• il soggetto della frase attiva diventa complemento d’agente nella frase passiva (introdotto da by)

The chef cooks the meal. The meal is cooked by the chef

• il complemento oggetto della frase attiva divento soggetto della frase passiva

The chef cooks the meal

The meal is cooked by the chef

La forma passiva può essere usata solo con i verbi transitivi, ovvero quei verbi che ammettono un complemento oggetto (come make, buy, take, give).

In tal modo è possibile trasformare l’oggetto in soggetto della frase passiva. Sue makes a cake. A cake is made by Sue.

I verbi intransitivi, invece, ovvero quei verbi che NON ammettono un complemento oggetto (come arrive, go, come, sleep), non prevedono la trasformazione in forma passiva. Questo, perchè nella frase attiva non vi è un oggetto da rendere soggetto nella frase passiva.

I arrived late at school.

Il Present simple passive si forma con il Present simple dell’ausiliare be + il Past participle del verbo principale.

The letters are sent every morning.

Il Past simple passive si forma con il Past simple dell’ausiliare be + il Past participle del verbo principale. The letters were sent yesterday.

Anche in tutti gli altri tempi, il verbo be, nella frase passiva, va coniugato allo stesso tempo del verbo principale nella frase attiva ed è sempre seguito dal Past participle del verbo principale.

Tense Active form Passive form

Present simple take(s) am / is / are taken

Present continuous am / is / are taking am / is / are being taken

Past simple took was / were taken

Past continuous was / were taking was / were being taken

Present perfect simple have / has taken have / has been taken

Past perfect simple had taken had been taken

Future simple will take will be taken

Per i tempi Future continuous, Present perfect continuous e Past perfect continuous la forma passiva non è prevista.

La forma interrogativa passiva si forma anteponendo l’ausiliare be al soggetto, seguito a sua volta dal Past participle del verbo principale.

Was the email sent?

Is the museum opened today?

Quando la frase attiva presenta due oggetti, al momento della trasformazione in passiva, uno dei due diventa soggetto e l’altro rimane oggetto. La scelta di uno o l’altro oggetto dipende da ciò che si vuole enfatizzare. Se l’oggetto riferito a persona rimane complemento nella frase passiva, esso va introdotto con una preposizione.

She gave John a gift

A gift was given to John by her.

John was given a gift by her.

Quando il soggetto della frase attiva è un pronome personale o indefinito, generalmente, nella frase passiva, si omette l’agente.

Someone stole my bag. My bag was stolen.

Quando nella frase passiva il verbo principale è seguito da una preposizione, nella frase passiva questa rimane invariata e viene posta dopo il verbo principale.

They look after the children. The children are looked after by them.

Per esprimere un’azione avvenuta in modo fortuito, improvvisamente, o quando si vuole enfatizzare il risultato di una determinata azione nel registro informale è spesso utilizzato l’ausiliare get in sostituzione di be

Our house gets cleaned every weekend. He got fired because he was always late.

Generalmente, nella costruzione con get l’agente non viene menzionato, data la forte enfasi sull’azione.

Passive with modals

Per trasformare una frase attiva in cui è presente un modale in forma passiva, si utilizza il modale + be + il Past participle del verbo principale. Il verbo be rimane invariato nella forma.

This book can’t be borrowed from the library. The rules should be followed by everyone.

by and with

Il complemento d’agente nelle frasi passive è sempre introdotto da by

The book was written by J.K. Rowling.

Tuttavia, quando l’agente è sconosciuto o irrilevante, spesso viene omesso.

The door was left open.

Nelle frasi passive, dopo il verbo passivo si può introdurre il complemento di mezzo con la preposizione with

The bread was cut with a knife.

Tuttavia, per indicare la casualità di un’azione, il complemento di mezzo può essere introdotto da by The window was broken by a ball.

Quando le domande in forma passiva vengono introdotte da who e what che fungono da soggetto, si utilizza by a fine frase e nelle risposte il complemento d’agente non può essere omesso.

‘Who was the song written by?’ ‘The song was written by Paul McCartney.’

Technology

connect I need the password to connect to the internet.

headphones I love my new wireless headphones. online I can’t get online because the modem isn’t working.

podcast I listen to podcasts on my way to school. post I rarely post comments on social media. record I record voice messages instead of typing text ones.

screen My television has a 36-inch screen. smart Would you like to have a smart fridge? speakers I bought some Bluetooth speakers for my laptop.

switch off I try to switch off my phone at least an hour before bed.

update I try to update my blog at least twice a month. upload I’ll upload the photos of the picnic later.

WiFi Most cafés offer free WiFi these days.

Technology verbs

chat (with) I chatted with my friends online. click (on) Click on the picture first.

connect (to) Can you connect to the internet? delete Don’t delete this file.

download (to / from / onto) I want to download a film from the website onto my computer. drag Drag the file over there. sign up (for) Can you sign up for the website now? switch (on / off) Don’t forget to switch off your phone. upload (to) I’ll upload the video to the website.

Inventations verbs

design This app was designed to help students learn faster.

Computers and technology

change The internet changed how we communicate. connection I can’t get a good connection here. crash My computer’s crashed – again. create Who created the new product? design He designs computer games. develop She helped develop the software. engineer She’s a computer engineer. equipment I bought some new equipment. experiment We experimented with new software. hardware Computer hardware used to be very big. install I installed some new software. instructions Follow the instructions. invention What invention is Bell famous for? lab Scientists work in a lab.

mouse Use the mouse to move around the screen. server The server is located in the US. smartphone I bought a new smartphone. software I need new software for my laptop. test We need to do some tests to find out more. webcam You’ll need a webcam for the video meeting.

develop The company is developing a program to protect user data.

discover They discovered a new planet near Jupiter. invent A local engineer invented a machine to recycle plastic bottles.

pioneer The company pioneered electric car technology in the 2000s.

produce Our farm produces organic vegetables for local markets.

Collocations and expressions

facts and figures (p131) share information (p132) send out signals (p132) collect data (p132) 3D printer (p133) gather information (p133) work out (p133) bounce off (p133) make a video call (p134) run a program (p134)

easy to use (p137) keep fingers crossed (p137) waste of time (p137) be good value (p137) make history (138) break into (p141)

1 Complete the sentences with the words in the box. There is one extra word you do not need to use.

advertisements • customer • delete promotion • shop app • special offer • track

1 When you download a , it often asks for your personal details.

2 A usually gets a discount, like “Buy one, get one free.”

3 Companies use to sell more products, sometimes on TV or online.

4 If a store wants to your movements, it can use your phone’s GPS.

5 Many people old emails because they don’t want to keep them.

6 A person who buys something in a shop is called a

reminder

Identifying topics

See SB p.

Every Step you Take

When you buy something online, the seller already knows a lot about you. (1) They will also know what model of computer or phone you are using and this may mean that you are offered a higher or lower price for the same product.

Online shops clearly have an advantage then. However, most people (75%) still buy from traditional shops. These clearly want to know you just as well as the online ones do. You usually start giving them information when you download a shop’s app or sign up for one of their cards. But that’s just the start. (2) As you are now being followed, a shop knows if you are close by and you may be sent an ‘interesting offer’ or ‘special promotion’. As with buying online, these offers are carefully based on what you have bought before or products you have asked about.

Of course, these apps can be deleted, but your information may still be sold to other companies. These will then use it to send you their own offers for things they think you’d like to buy. That’s why some shoppers receive lots of messages every time they go near the town or city centre. (3) The secret is not to send so many messages that the customer cancels or switches off the app.

Exam task

2 PRELIMINARY Multiple matching Five sentences have been removed from the text. For each question, choose the correct option. There are three extra sentences which you do not need to use.

A After that, you are likely to receive messages the following Mondays for stores in and around the airport.

B As a result, you never know if you are being watched.

C Many shoppers will be annoyed by these, but some are happy to receive offers and discounts directly on their phone.

D Once the app has been downloaded, it tracks your precise position using several different satellites.

E There are several things you can do to stop shops from following your movements.

F For example, they are familiar with which pages you have visited and probably your age and interests too.

G This is a problem because the seller wants to know exactly what part of the store interests you the most.

H Airports can be very busy places at the weekends.

Satellite technologies tell sellers exactly where you are in the city, but the satellites can’t see exactly where you are inside their shop. (4) The solution is to put special devices inside the shop. These will connect with your phone and tell the shop your exact in-store location. For example, if you are walking through the clothes department, you will receive details of special offers on the new collection. If you move to the electronics department, you’ll receive offers for gadgets and other devices.

Your daily habits are also known to a lot of people. If you have been at the airport for the last three Mondays, this information will be collected and shared. (5)

And it doesn’t matter if in the future you stop flying on that day. The sellers already know that you are a regular plane traveller and probably have money to spend on high-level products. So, think carefully before you sign up for that attractive store app.

Tip

132

Computers and technology

1 Choose the correct option to complete the sentences.

1 I’ve bought a new equipment / smartphone because my old one was broken.

2 I think WiFi was a really good software / invention

3 How did people use a computer without a software / mouse to move around the screen?

4 We can’t send or receive messages today because the webcam / server is down.

5 The computer itself wasn’t expensive, but I spent a lot on all the software / server I needed.

6 I love computer games, but you need lots of expensive extra invention / equipment to make them work.

2 Complete the text with the correct form of the words in the box.

crash • create • design • develop equipment • install • instruct • test

I heard they had (1) a great new computer game, so I bought it. I’ve managed to (2) it on my computer, but unfortunately it (3) every time I try to open it. I’m so annoyed. And I don’t think they’ve (4) this game very well. First, you need some really expensive (5) to run it and secondly the (6) are impossible to understand. I think they probably (7) the game in a hurry and didn’t (8) it properly.

3 Complete the comments with the correct form of the verbs in the box. change • connection • experiment Internet • invention lab • server • webcam

The (1) is a wonderful (2) that (3) many people’s lives. But in my apartment block we have a really bad (4) , so we can’t really enjoy it.

The newspapers were full of news about a young scientist who did an amazing (5) in a local (6) .

There’s a huge room on the ground floor which is full of the office (7)

Where can I buy a new (8) ? I just found out that my computer hasn’t got one and I need to make some video calls.

4 Complete the article with the correct form of the verbs in the box. connect • get • post • record • update • upload

If you struggle even to (1) a voice message on your phone, don’t miss our online video series called Tech Made Simple. We cover basic things like (2) devices to the internet and (3) your favourite photos to social media, explaining them step by step. You can also check out our blog, which is (4) every week. You can ask a question or (5) a review of devices you’ve tried. What are you waiting for? (6) online and check us out!

5 Complete the words in these sentences.

1 What’s wrong with the m ? I can’t move the cursor across the screen.

2 I need new h ; these ones hurt my ears.

3 I’ve backed up all the documents on this external h

4 My new phone is really s – it can even control the lights in my house.

5 Don’t forget to s o your laptop before you go to bed.

6 The teacher told the students to look at the big s at the front of the class.

6 Choose the correct option.

1 Before you can share files, if you don’t connect your device to the network...

a the transfer will fail because there is no link between devices.

b the internet will automatically save your files on the cloud.

2 Companies often tell users to update their apps, since...

a the newest version usually fixes security problems and bugs.

b the update always makes the app smaller and use less memory.

3 Noise-cancelling headphones are popular with commuters because...

a they project sound loudly in a room for everyone to hear.

b they reduce outside sounds so you can focus on your music or podcast.

4 A smart fridge is different from a normal fridge because...

a it can connect to the Internet and remind you when food is running out.

b it can only be opened with a password.

The

Grammar / Listening

passive; passive with

by and with

modals;

1 Complete the sentences with the passive form of the verbs in brackets.

1 This software (can / download) directly from our website.

2 Your machine (will / test) in our lab over the next few days.

3 The instructions (must / read) very carefully before you start.

4 All the software (just / install) on your computer, so it’s ready to use now.

5 Special equipment (use) to do last month’s test.

6 Your new mouse (will / send) to your home address in the next few days.

2 Write complete sentences with the passive form of the verb and by or with.

1 This software / develop / our competitor / a few years ago.

competitor a few years ago.

2 Your computer screen / must clean / a special liquid.

3 Your computer /should check / one of our engineers.

4 My mouse / damage / my son / yesterday

5 I / show around / the offices this morning / one of my new colleagues.

6 The door / can only open / a special key

3 Change the sentences from active to passive.

1 We tested the new product in the laboratory. The new product

Listening

1 Read the definitions and complete the words. The first letter is given. Then listen and check.

1 People who steal things: t

2 A document that allows you to drive legally: d l

3 A secret code to enter an account: p

4 To put a photo or file from your phone/ computer onto the Internet: u

5 A game or test with fun questions: q

6 A tool that shows where you are in the world: l f

Tip reminder

Exam task

2 PRELIMINARY Multiple choice with one conversation You will hear an interview with a woman called Emma, who is a social media communications expert. Listen and for each question, choose the correct option.

1 According to Emma, the biggest mistake people make on social media is...

A making their personal data public.

B talking about their holidays.

This software was developed by our can be downloaded h i e v e s was tasted in the laboratory

2 A friend of mine broke my webcam. My webcam

3 One of our staff will repair your computer. Your computer

4 Users must read the instructions before starting. The instructions

C uploading pictures of themselves and friends.

2 When you upload photos on social media...

A they may contain data about where you are.

B people won’t know where you really are.

C people know you’re not working or studying.

3 Young people often give away personal details by uploading photos of...

A their holidays.

B their 16th birthday party.

C a personal document.

4 According to Emma, doing a quiz on social media...

A involves lots of useless information.

B could help someone get your passwords.

C helps people to understand your habits.

5 At the end, Emma says that...

A we are now more protected online.

B people meet each other more often online than in person these days.

C we tell people more about ourselves on social media than in person.

Frame B / Vocabulary

Technology verbs; Prepositions

1 Choose the correct option to complete the sentences.

1 I deleted / dragged some important files by mistake.

2 If you don’t want that image any more just click / switch the ‘delete’ button.

3 I’ve signed up / connected for a new online TV channel that shows my favourite sitcoms.

4 Don’t upload / download files if you don’t know what they are.

5 You can simply drag / connect the picture to another part of the screen.

6 I’ve been trying to download / connect to the internet all morning.

7 When you’ve finished, you can switch / upload your files to the server.

8 I chatted / signed up with other people online.

9 A lot of people forget to click / switch off their computer when they have finished using it.

2 Complete the sentences with the correct form of a verb from exercise 1 and a preposition.

1 Oh no! I can’t the Internet now and I’ve got an online lesson in a few minutes.

2 I think I’ve some important files my computer. I can’t find them anywhere!

3 If I were you, I’d their newsletter. It’s got some interesting articles in it.

4 I love people in other countries who share my interests.

5 You need to the file name twice to open it.

6 Please remember to your laptop before you go to bed.

7 I really like that video we made of the school concert. I’m going to it my personal page.

8 They the band’s new song the official site yesterday.

9 If you want to save time, just the image directly your desktop.

3 Choose the correct option to complete the sentences.

1 We carried in / out the changes you asked for.

2 I’d love to be an expert in / for computers, but I don’t understand them at all.

4 We’re still looking for / about answers to the problem with the server.

5 I bought a DVD of the film instead for / of downloading it.

6 It’s easy to communicate to / with friends online if you have the right equipment.

4 Choose the correct preposition to complete the phrases.

1 communicate with / at somebody

2 succeed in / for something

3 look about / for answers

4 be an expert with / in something

5 carry out / about someone’s instructions

6 use one thing instead for / of another

5 Complete the sentences with the correct word or phrase from exercise 4.

1 A What are you ?

B My mouse. Have you seen it?

2 My sister’s a(n) business software.

3 I don’t know how but we beating the other team.

4 They all the work in just two days.

5 We decided to stay at home going out.

6 As the captain, you need to everybody in your team.

Inventions verbs

6 Complete the sentences with the correct form of the verbs in the box.

design • develop • discover • invent pioneer • produce

1 Marie Curie helped to research in the field of radioactivity, opening the door for future scientists.

2 The Wright brothers the airplane in 1903.

3 Alexander Fleming penicillin when he noticed a type of mould killed bacteria.

4 Today, car companies millions of vehicles every year in their factories.

5 Leonardo da Vinci used to machines such as flying devices and bridges on paper.

6 Tim Berners-Lee worked with scientists to the World Wide Web in 1989 so people could share information easily. looking for connect to pioneer

3 My team has been trying for years, but this time we succeeded in / on winning the league.

The passive (2)

1 Choose the correct option.

1 Sorry I can’t send it from that computer. It is being used / is used by somebody else.

2 Oh no! My smartphone is stolen / has been stolen

3 I was happy when I got home because my laptop was being / had been repaired and I could use it again.

4 I made a sandwich while the file has been / was being downloaded.

5 When I got back to my hotel room, I noticed that it hadn’t been / wasn’t cleaned.

6 Your pictures are being / were printed at the moment.

7 Are you sure the test has been / has cancelled?

8 They told me I couldn’t use my computer because the new software was / was being installed.

2 Complete the sentences with the passive form of the verbs in brackets.

1 I can’t wear my favourite shirt because it is (wash) at the moment.

4 Complete the blog with the correct form of the verbs in brackets.

ever been attacked

Has your computer (1) (ever / attack)? Mine has and right now it (2) (repair) because the other evening someone stole all my files! I was working late at night when I realised that my files and programs (3) (delete) one by one, right in front of my eyes. I tried to switch off the PC, but it seemed that the computer and mouse (4) (operate) by somebody else, so I couldn’t do anything. When I tried to re-start the computer, I just got a blank screen. I called my local computer shop the next day. They told me that a lot of computers (5) (attack) this way in the previous weeks. They also told me that a couple of people (6) (arrest) by the police earlier that day. Talking to friends, I’ve learned that lots of computers (7) (damage) like this recently. It’s also really annoying that so little (8) (do) at the moment to stop this.

2 I couldn’t download anything from the site this morning because it (update).

3 I hear the old church (turn into) a new restaurant. Is it any good?

4 I had a shock when I came out of the shop because my bike (steal) while I was inside.

5 The hotel was in a mess when we arrived because it (paint) and the workers hadn’t finished.

6 Oh no! All my photos (delete) by a virus. I can’t find any of them.

3 Complete the passive sentences so they have the same meaning as the active ones.

1 We’ve followed all the instructions. All the instructions

have been followed being washed

2 They’re filling the swimming pool with water. The swimming pool with water.

3 When I came back from holiday, they’d completed all the work. When I came back from holiday, all the work

4 They’re checking everybody’s passport. Everybody’s passport

5 We have sent all the documents by post. All the documents by post.

6 I can’t use the car because they’re repairing it. I can’t use the car this evening because it

5 Choose the correct option to complete the sentences.

1 A new AI translation app is developing / is being developed / has developed by a start-up in Berlin.

2 Millions of old smartphones recycle / are recycled / have been recycling every year to reduce waste.

3 The first social-media platform was launched / has been launched / was being launched in the early 2000s.

4 By the time the company realised the problem, users’ data had already been stolen / has already stolen / was already stolen

5 At the moment, customer complaints are being handled / have handled / handled by an automated chatbot.

6 The system crashed because some files were deleted / have been deleted / had been deleted accidentally.

7 It’s believed that a new security update is released / has been released / will be released later this week.

8 When I checked my inbox, three messages had been sent / have been sent / were sent automatically by the server.

9 All the company’s devices must protect / must be protected / must have protected with a password.

10 In the future, most customer service will replace / will be replaced / replaces by artificial intelligence.

Oracy and Writing lab

Talking about technologies

1 Read a student’s answer to the following product review. Complete the answer using the words in the box and then number the paragraphs in order.

addition • because • believe • but for • in • opinion • should

Some people think that artificial intelligence (AI) makes people’s lives more difficult instead of making them easier. What’s your opinion?

A (1) conclusion, I really (2) that AI makes life easier (3) it helps us do so many tasks more quickly and efficiently.

B Lastly, some people are worried that AI might replace jobs, (4) I strongly believe that we (5) remember how much harder work was before this technology existed.

C Firstly, AI supports us in everyday activities. (6) example, when we use translation tools or chatbots, it is much easier to get quick answers than in the past.

D Nowadays, most people enjoy using AI tools in daily life. In my (7) , AI has improved education, health, and entertainment, even though some people still feel a little nervous about it.

E In (8) , AI makes many other things simpler. For instance, navigation apps use AI to show us the best route, saving both time and stress.

Writing a product review

2 Read the sentences below and decide if they are describing (D) the product, giving an opinion about the product (O) or telling the reader whether they recommend (R) the product.

1 If you are looking for a reliable phone, you shouldn’t buy this! R

2 The SuperSpeed XL5 is the latest smartphone from SparkPhones.

3 It has a 48 Megapixal camera and a 15cm screen.

4 The phone looks beautiful and the sound quality is very good.

5 However, the battery life is awful and some of the apps are quite glitchy.

6 Although it has some great features, I would not recommend this phone.

3 Match the situations (1-6) to the correct sentence (a-f).

1 You think the headphones are stylish.

a

2 The watch stopped working after a few weeks.

3 The laptop runs faster than your old one.

4 The bag was smaller than you expected.

5 You believe the tablet was not worth the money.

6 You are very happy with the quality of the camera.

a The design is really modern and attractive.

b The quality is excellent – I’m very pleased with it.

c Unfortunately, it broke after only a short time.

d It’s definitely not worth the price.

e This model is much quicker than my previous laptop.

f The size was disappointing – it looked bigger in the photos.

4 Complete the product review with the expressions in the box.

light but strong • come in • a bit expensive fit easily into • connect well to

I bought two of these water bottles for school. They are (1) stainless steel bottles and (2) three different sizes.

light but strong

They look great and (3) my backpack, so I can take them everywhere. They (4) my bike holder and also my cup holder in the car.

Although they are (5) , I really like them and would recommend them to anyone who needs a reusable bottle.

Tip reminder

Editing your work

Exam task

See SB p. 142

5 PRELIMINARY Writing a review Read the announcement and write your answer in 100120 words.

REVIEWS WANTED

Have you bought any new sports equipment, gadgets, or clothes recently? Write a review for our website. Tell us:

• what you bought and why;

• what you liked and didn’t like about it;

• whether or not you would recommend it.

10

That’s entertainment!

Grammar reference

Reported speech

Il discorso indiretto, reported speech, si utilizza quando si vuole riportare qualcosa detto da qualcun altro. Jacob said he had finished his homework.

Per riportare qualcosa detto da qualcun altro nel passato

• le forme al presente vanno cambiate al passato (ad esempio dal Present simple al Past simple)

‘I like this book’, she says. She said that she liked that book.

• si utilizza that prima di riportare il discorso (ma può essere omesso)

Tom said that he was tired.

• si cambiano i pronomi nel discorso riportato

‘I’ll call you tomorrow’, he says. He said that he would call me the next day.

Generalmente, ad ogni tempo verbale utilizzato nel discorso diretto corrisponde un tempo verbale specifico da utilizzare nel discorso indiretto.

Direct speech Reported speech present simple past simple present continuous past continuous present perfect simple past perfect simple present perfect continuous past perfect continuous past simple past perfect simple past continuous past perfect continuous

‘I’m studying for my exam.’ She said she was studying for her exam.

‘I’ve just finished my homework.’ He said he had just finished his homework.

‘I saw Mark yesterday.’ He said he had seen Mark the day before.

Anche la forma dei verbi modali si modifica nel momento in cui il discorso viene trasformato in indiretto.

Direct speech Reported speech can could may might must had to will would

‘It may rain later.’ He said it might rain later.

‘I must finish this today.’ She said she had to finish it that day.

Il Past perfect simple e il Past perfect continuous rimangono invariati al momento della trasformazione in discorso indiretto.

‘I had already eaten when she arrived.’ He said he had already eaten when she arrived.

Allo stesso modo, anche le forme dei modali e semimodali would, could, might, should, ought to, used to, had better rimangono invariate.

‘I would go if I had time.’ He said he would go if he had time.

‘You should see a doctor.’ He said I should see a doctor.

‘You had better study for the test.’ She said I had better study for the test.

Quando si utilizzano per fare delle deduzioni, anche mustn’t e must non variano nella forma.

‘She must be tired after the trip.’ He said she must be tired after the trip.

Solitamente, il verbo che introduce il discorso indiretto è say

‘I don’t like coffee.’ He said he didn’t like coffee.

Quando è seguito da un complemento oggetto, il verbo utilizzato è tell

‘Sarah, close the window, please’ She told Sarah to close the window.

Changes to pronouns, possessives, time and place

Quando necessario, i pronomi e gli aggettivi possessivi vanno sempre modificati.

‘I like my job,’ she said. She said she liked her job.

Oltre ai pronomi e agli aggettivi, anche le espressioni che indicano tempo e luogo vanno modificate e adattate ai tempi verbali.

Tra le espressioni di luogo più comuni troviamo:

Direct speech Reported speech here there this that these those to come to go bring take

‘I’ve lived here for a couple of years.’ He said he had lived there for a couple of years.

‘We’re coming to your office.’ They said they were going to my office.

Tra le espressioni di tempo più comuni troviamo:

Direct speech Reported speech now then today that day yesterday the day before tomorrow the next day last night/week/month/ year the night/week/month/ year before next week/month/year the next week/month/year ago before this day/week/month/ year that day/week/month/year

‘I’m studying for my final exams now.’ She said she was studying for her final exams then ‘I went to London last month.’ She said he had gone to London the month before

Reported speech: questions and request

Quando si riportano in modo indiretto le frasi interrogative, le regole che riguardano le variazioni dei tempi verbali, dei pronomi, degli aggettivi possessivi e delle espressioni di luogo e tempo sono le stesse del discorso indiretto.

‘Where are you going?’ she asked. She asked where I was going.

Nelle domande indirette, il verbo segue il soggetto come nelle frasi affermative e non viene utilizzato il punto interrogativo.

‘Where is the nearest train station?’ He asked where the nearest train station was

Se la domanda diretta è introdotta da una question word, questa viene riportata nel discorso indiretto, generalmente prima del soggetto.

‘Why did you decide to move to another country?’ She asked why I had decided to move to another country.

Quando la domanda diretta non presenta nessuna question word, nel discorso indiretto essa sarà introdotta da if o whether.

‘Is your sister still living in Rome?’ She asked whether my sister was still living in Rome.

Film and TV

channel Which channel is the show on?

chat show I love the interviews on chat shows. documentary I enjoy history documentaries. drama I watched a TV drama about the police. horror I hate horror films!

quiz show I love watching quiz shows. series I like the new medical series. soap opera I watch a soap opera every night. talent show Some people love to be on talent shows. thriller It’s a great thriller about a murder.

The media

chat room A chat room is a great place to share information with other users.

follower How many followers have you got on Instagram?

google I googled the train times for the weekend. helpline Message the helpline if you need assistance. homepage I updated the homepage for the website with new photos.

like My photos don’t always get many ‘likes’. search engine A search engine can help you find information.

Entertainment

actor That actor became famous soon. art gallery We went to a modern art gallery.

band The band played their new song live.

composer The film’s composer created a beautiful piano theme.

concert I met my best friend at a Coldplay concert.

exhibition The exhibition showed photos of life in small villages.

novelist She’s a young novelist.

opera The opera was impressive – the orchestra played beautifully.

painting That painting reminds me of a summer evening.

play We watched a play about family secrets and forgiveness.

poetry His poetry often talks about loneliness and hope.

script The script was funny but also very emotional.

sculptor The sculptor worked with marble and bronze. short story Her new short story will appear in a magazine.

writer The writer is known for her mystery novels

Book genres

biography I read a biography about an artist who completely changed modern painting.

crime That crime novel was so good I couldn’t stop until I knew the killer.

fairy tale Every fairy tale teaches something about kindness or courage.

fantasy Her fantasy novel is set in a world full of dragons and magic.

graphic novel The graphic novel brings the story to life with amazing drawings.

historical fiction I enjoy historical fiction because it makes history feel real.

romantic fiction She likes romantic fiction with complex, realistic characters.

science fiction This science fiction book is about how AI could control people.

self help Self-help books can inspire you to make real changes.

thriller That thriller kept me awake all night because I needed to know how it ended.

Visual arts

abstract art I love abstract art.

animation The animation in that film looks realistic. collage Her new collage mixes photos, paper, and paint. graffiti Some graffiti looks more like art than vandalism. illustration The illustrations make the story interesting. landscape He painted a peaceful landscape of the valley.

portrait The portrait looks so real it almost breathes. still life The still life shows perfect light and colour balance.

Collocations and expressions

a range of music (p145) get on (146) Instagram-worthy location (p155) to capture a shot (155)

Frame A

1 Complete the sentences with the words in the box.

candidate • enquiry • purchased • series

1 The new crime drama starts next week and has 10 episodes.

2 She sent an email with a/an about guitar classes.

3 He a piano last year but hardly ever plays it.

4 Each had to sing two songs in front of the judges.

2 Read the texts in exercise 3 quickly. Match each text with its source.

a online advert

b talent show announcement

c TV guide

d email

e message from parents

Tip reminder

3 PRELIMINARY Multiple choice with five short texts For each question, choose the correct option.

Last episode in the current series of the hit soap opera, Hillside. Find out what happens when Helen finally gets to meet her ex-boyfriend’s new partner.

Watch at 7.30 p.m. on TV1 or available to view on channel website www.tv1catchup. com from midnight. New series returns after the summer.

The programme...

A isn’t going to be available online.

B will be on at the same time the following week.

C has been very popular.

From: info@musicfirst.com

To: federika@klippelmail.com

Subject: Enquiry

Date: 06.10

Dear Federika,

Thanks for your enquiry of 5th October about singing lessons at the end of this month. Unfortunately, we have had to put off all our new courses until the new year because of building work at our school, which should finish in mid-December.

I have attached an application form in case you are interested in starting then. If so, could you please let us have the completed form by the end of the month.

Monique Bataillard.

When does Federika need to apply for her lessons?

A By 31st December.

B At the end of October.

C 5th October.

FOR SALE: Grand piano

Generally good condition, just a few marks here and there.

Purchased five years ago but rarely used. Not suitable for under 5s. Buyer to collect. Contact me on:  0205 6497407

The advert says the piano...

A is not in very good condition.

B would be good for very young children.

C will not be delivered by the seller.

We’re looking for future stars to take part in a brand-new talent show on Channel 5. Think you’ve got what it takes? Come and find out. On Saturday 12th December we’ll be choosing five people to appear on the show next February.

The talent show programme...

A is in its second series.

B will be shown on television in February.

C will choose the best person from five candidates in December.

We’ll pick you up from school and look for a new guitar for your lessons. Wait for us outside the school gate.

Mum and Dad

The girl’s parents want to...

A buy her a guitar.

B take her to a guitar lesson.

C take her to school.

Film and TV

1 Match the descriptions with the words in the box.

chat show • documentary • drama horror • quiz show • soap opera talent show • thriller

1 This is a programme which tests a person’s knowledge of different subjects.

quiz show

2 This is a film that is really scary and some parts of it might be difficult to watch at times.

3 This is a programme which discusses a subject or topic using lots of facts and interviews.

4 This is a film or TV programme often about people trying to deal with difficult personal situations.

5 This is a TV programme where well-known people answer questions about their lives.

6 This programme has performances by unknown people who would like to become famous.

7 This is a programme which is on several times a week and follows the everyday lives of different people.

8 This is a film or TV programme where there is a mystery that is usually solved at the end.

2 Complete the sentences with the words in the box. celebrity • channel • presenter programme • scene • series

channel

1 It’s my favourite because it shows all the best soap operas.

2 I wouldn’t like to be a news . You’re always telling people about bad things.

3 I’ll never forget the first in that horror film. It’s five minutes long and really frightening.

4 I don’t like that chat show because they never have a really famous on it.

5 They’re going to run a new of my favourite quiz show in the winter.

6 I think the news is the only that I watch these days.

Media

3 Choose the correct option to complete the sentences.

1 Did you get the voicemail / attachment I left on your phone yesterday?

2 That photo you posted of the sunset on the cliff got a lot of likes / selfies

3 There was an interesting discussion going on in the homepage / chat room last night.

4 When I have a problem, I prefer to call the helpline / web chat to make sure I’m talking to a real person.

5 I liked / googled my name the other day. It’s scary how much information about you is online.

6 The user / follower group I am part of always has interesting tips about photography.

4 Complete the text with the words in the box.

blogger • engines • followers • influencer offline • online • profile • selfies

Gaining influence

If you’re trying to be a digital (1) with thousands of (2) , these tips might be useful:

influencer

• Post lots of (3) : people love to see pretty places and food, but they go on your online (4) mainly to see you!

• Try other platforms: you can do podcasts or be a (5) and write posts about what you like doing. Then link them back to your social media.

• Make search (6) work for you: choose the hashtags on your photos carefully so that people can find you more easily.

• Be yourself: the person you are (7) shouldn’t be very different from who you are (8) , in ‘real life’.

Entertainment

5 Complete the definitions.

1 I write stories that are shorter than a novel. I am a

short story writer

2 I write music, not words. I am a

3 People come to see me in a theatre or in films. I am an

4 I create objects from stone, wood, or metal. I am a

5 I am a public place where people go to look at paintings and sculptures. I am an

Grammar / Listening

Reported speech (1)

1 Read the direct speech sentences. Then complete the reported speech sentences.

1 ‘I’m taking the last train’ she said. She said

she was taking the last train

2 ‘I saw some good paintings at the exhibition’. She said .

3 ‘You can go to the party.’ Nell said

4 ‘Your brother must learn an instrument to join the band’. She said

5 ‘We’ll come round later’. They said .

6 ‘You haven’t visited us recently’. They said

7 ‘We’ll arrive a bit late tomorrow morning’. They said

8 ‘I spoke to my cousin last night’. She said .

9 ‘I called your mobile about an hour ago’. Kevin said

10 ‘I couldn’t watch the film yesterday.’ Linda said

2 Write the words Antoine and Marta actually said.

1 Antoine told Marta he hadn’t seen her for a while. ‘I haven’t seen you for a while.‘

2 Marta said she had been busy with her family for the last few days.

3 Antoine told her there was a good horror film on TV that evening. He said she was welcome to come round and see it with him.

4 She said she had seen one a few weeks before and never wanted to see one again.

Listening

1 Complete the sentences.

deposit • independent • local organiser • rubbish • sell out

1 Music festivals often create a lot of such as plastic bottles and food containers.

2 If tickets quickly, it means the event is very popular.

3 Visitors sometimes pay a small on cups or bottles to encourage recycling.

4 A/An is the person or group who plans and manages an event.

5 Many festivals support bands that are not signed to big record labels.

6 The event had only bands from the area.

Tip

5 She said she was going home then but she would be in touch the day after.

2 PRELIMINARY Gap fill You will hear a presenter talking about a music festival. Listen and for each question write the correct answer in the gap. Write one or two words or a number or a date or a time.

The NorthSide Music Festival

The festival is a three-day event held in early (1)

The first event was in June 2010 with five groups from Denmark.

Last year over (2) people attended. Concert held in Aarhus which is Denmark’s (3)

The festival promotes (4) Indie bands. Aims of the concert: to offer great music and be the (5) festival in that region. Event will remain small, so it can stay in the (6) .

3 Listen again and decide if the following statements are true (T) or false (F).

1 The NorthSide Festival began in 2010 with five international rock bands. F

2 More than 30,000 people now attend the festival, which lasts three days.

3 Indie bands are no longer included in the festival programme.

4 NorthSide has an environmental policy that includes recycling and organic food.

5 The organisers want to keep the festival inside Aarhus city centre instead of making it bigger.

Frame B / Vocabulary

Phrasal verbs

1 Choose the correct option to complete the sentences.

1 The old concert hall has been turned into / out a multi-screen cinema.

2 Can you turn out / up the volume? I can’t hear well.

3 The chat show was really boring, so I turned it off / up and went to bed.

4 We tried to set up an online concert site, but it didn’t turn up / out very well.

5 We were playing our favourite music loudly in the garden, but our neighbour asked us to turn it up / down

6 There are so many buttons on this remote control. All I want to do is to turn on / off the TV and watch my favourite soap opera.

2 Compete the sentences with the correct form of the phrasal verbs in the box. be into • be over • end up get on with • put off • run out of

1 We really enjoyed that series and were sad when it

was over

2 We’ve got lots to do, so let’s things.

3 I started the test a bit slowly, so I time at the end and couldn’t finish.

4 My aunt quiz shows. She watches at least two or three a day.

5 We left home a little later than planned and having to run for the train.

6 I don’t think it’s a good idea to the concert. The weather might be just as bad next week.

Book genres

3 Read the short book descriptions and write the correct genre.

1 The story is about detectives trying to catch a dangerous criminal. crime

2 A book that tells the story of someone’s real life.

3 An imaginative story which includes magic, dragons and other worlds.

4 A book with pictures and speech bubbles, like a comic, but usually longer.

5 This type of story is set in the past and often mixes real events with fictional characters.

6 A book that teaches you how to improve your life or achieve success.

7 A short traditional story with magical creatures, often for children.

8 A love story, often with emotional ups and downs.

9 An exciting story full of suspense and danger.

10 A story about the future, technology, robots or space.

Visual arts

4 Read the descriptions of artworks and write the correct type of art.

1 A film made from hundreds of drawings of animals that appear to move. animation

2 A colourful picture made of paper, photos and fabric.

3 A vase of flowers painted in great detail.

4 A huge design usually on a city wall made with spray paint.

5 A picture showing only lines, shapes and colours – no real people or objects.

6 A painting showing mountains, rivers and a bright sunset.

7 A page in a children’s book with drawings that go with the story.

8 A picture showing only the face and shoulders of a famous person.

Listening

5 Listen to a conversation between Amy and Tom about an exhibition that Amy has visited. While listening, answer questions 1-9 with no more than four words or numbers. You will hear the recording twice. The first one (0) has been done for you.

0 What art form is the artist most well know for? his portraits

1 Where is the woman in the portrait sitting?

2 What did Amy want to buy from the shop?

3 How tall are the insect sculptures?

4 How many did the artist produce?

5 What kind of film did the artist create?

6 What did Amy think of the film?

7 Who wrote the music for the film?

8 When does the exhibition finish?

9 When does Tom decide to go to it?

Reported speech: questions and requests

1 Tick ( ) the sentences that are correct. Rewrite the ones that are incorrect.

1 He asked the reporters why were they following him. He asked the reporters why they were following him.

2 I asked where did they come from.

3 Barnie asked if we were going to watch the quiz show that evening.

4 My brother asked if he could borrow my scarf.

5 Mum asked if I already finish my homework.

6 She asked what did I want to drink.

7 Maisie told us to not say anything to anybody

8 Ben said that they had just arrived in London.

2 Change the direct speech into reported speech.

1 ‘Can you turn the music down?’ she asked me. She asked me

if / whether I could turn down the music / turn the music down

2 ‘What channel is the film on?’ asked Tim. Tim asked me .

3 ‘How did the show turn out?’ Mum asked. Mum asked us .

4 ‘Do we have to watch this terrible soap opera?’ Ben asked. Ben asked

5 ‘Do you think you’ll look for a summer job?’, asked Summer.

6 ‘Are you going to see the new film at the cinema?’ Dad asked.

7 ‘Have you already done your art homework?’ asked the teacher.

8 ‘Is there a drama club at your school?’ asked my friend.

3 Rewrite the reported speech as direct speech.

1 Ruth asked me if I had time for a coffee. ‘Have you got / Do you have time for a coffee?’

2 Harry asked Emily if she would turn down the music.

asked Harry.

3 My parents asked why I had done so badly in the test the day before.

asked my parents.

4 My best friend asked me if she could borrow my bike. asked my best friend.

5 Anita asked if I was feeling tired after playing padel.

6 Tom asked if he could come and see me that evening.

7 The teacher asked us if we had already handed in our projects.

8 Sarah asked Cameron if he would help her do her homework.

4 Read the conversation. Then complete the reported speech below.

Leo Hi Anita. How are you?

Anita Hi Leo. I’m fine, thanks. I’ve just finished watching my favourite chat show and now I’m going out with some friends.

Leo Where are you going?

Anita Into town. Do you want to join us?

Leo I can’t. I’ve got lots of homework to do! Actually, if you’ve got a moment, can you help me with my English exercises?

Anita Sorry Leo, I haven’t got time. But we’ll have a look together tomorrow morning before lessons start.

how she was

Leo asked Anita (1) and she said that (2) fine and that she (3) watching her favourite chat show. She also said she (4) with some friends and asked Leo if he (5) to join them. Leo said he (6) because he (7) lots of homework to do. He then asked Anita if she (8) help him with his English homework. Anita told Leo she was sorry, but she (9) time. She said they (10) a look together before lessons the following morning.

Oracy and Writing lab

Talking about entertainment

1 Look at the photo. Answer the questions with full answers.

1 How many people can you see in the photo? Who are they (e.g. friends, visitors, students)?

2 Where are they? (Describe the place – is it indoors or outdoors? What kind of place is it?)

3 What are the people doing? Describe their actions.

4 What are they wearing? (Give details about colours and clothes.)

5 What objects can you see in the photo?

6 How do you think the people are feeling? Why?

7 Do you like the atmosphere in this photo? Why? / Why not?

2 Now write a short description of the photo in about 80-100 words. Use these phrases to help you.

• In the photo I can see…

• They look as if…

• It seems that…

• The atmosphere is … because…

• I think they are feeling … because…

Writing a story

3 Complete the sentences with the words in the box.

after • before • finally • first • then • while

1 We sat for more than three hours watching the play. , we got up, left the theatre and went home.

Finally

2 He was watching a soap opera his partner was reading a newspaper.

3 going to the cinema, they had dinner in a restaurant. There was no time to eat after the film.

4 First, the presenter forgot the name of the guest. that, the sound didn’t work and we couldn’t hear what she was saying.

5 We are driving to the airport. we are catching a plane to Mallorca.

6 of all, the presenter introduced the actors to the audience.

4 Complete the text with five of the words in the box in exercise 3.

I felt so nervous when the quiz show presenter introduced me to the audience. (1) of all, he asked me how I was feeling and I said I was OK.

First

(2) the presenter started the quiz by asking me questions on geography. For example, he asked me which continent the Sahara was in and, luckily, I knew the answer.

(3) that, he asked me about modern music. I’m into that and had no problems answering the questions.

Tip reminder

(4) , we got to the last question. If I got it right, I’d win the competition. The presenter asked me which language people spoke in Brazil. Everybody’s eyes were on me (5) I was thinking about the answer. I said it was Spanish. Someone in the audience laughed loudly and I knew that I wasn’t going to win anything! Using narrative tenses

See SB p. 154

Exam task

5 PRELIMINARY Writing a story Your English teacher has asked you to write a story. Your story must begin with this sentence.

As the band walked onto the stage, Tom realised his guitar was missing.

Write your story in about 100 words.

11 Frame your future

Grammar reference

The causative

Le causative sentences sono frasi in cui il soggetto non compie direttamente l’azione, ma fa sì che qualcun altro la compia per lui.

Quindi, le causative sentences si utilizzano per

• dire che qualcuno fa qualcosa per qualcun altro

I had my hair cut yesterday.

• dire che a qualcuno è accaduto qualcosa di spiacevole

He had his bike stolen last week.

Le causative sentences si formano utilizzando l’ausiliare have + complemento oggetto + il Past participle del verbo principale. Il tempo verbale può variare a seconda di quel che richiede la situazione.

I usually have my car cleaned at the weekend.

We had our house painted last month.

We will have the documents delivered to your office tomorrow.

In situazioni meno formali, l’ausiliare have può essere sostituito da get

We got our car repaired yesterday.

-ing form

La -ing form può essere utilizzata

• per i tempi verbali progressivi

She is studying for her math exam.

• come soggetto/oggetto con funzione di infinito sostantivato

Swimming is good for your health.

I enjoy reading before bed.

• come aggettivo

We’ve just seen a really exciting show!

• dopo le preposizioni

She improved her English by watching movies without subtitles.

• per indicare un divieto

No parking in front of the entrance.

• dopo except e but se precedute da una costruzione che richiede la forma in -ing

She’s interested in nothing except travelling

• dopo il verbo go quando si parla di attività

They often go cycling along the river.

• dopo determinati verbi (admit, avoid, can’t help, can’t stand, finish, dislike, (don’t) mind, enjoy, fancy, feel, forgive, hate, imagine, keep, like, love, miss, practise, prefer, prevent, regret, suggest)

I’m trying to avoid eating junk food for my health.

He keeps forgetting his keys.

Infinitives

La forma composta da to + infinitive si usa

• come soggetto di una frase

To travel around the world is one of my biggest dreams.

• come complemento oggetto dopo il verbo be

My goal is to improve my English before the end of the year.

• in sostituzione di una relativa determinativa

She was the first student to finish the test.

• per esprimere le finalità di un’azione

We use solar panels to produce clean energy.

L’infinito può essere espresso in tre tempi verbali:

• il presente, costruito con (not) to + forma base del verbo

I decided not to go out because it was raining heavily.

• il presente progressivo, costruito con (not) to + be

+ -ing form del verbo principale

He pretended to be studying, but he was actually watching videos.

• il passato, costruito con (not) to + have + Past participle del verbo principale.

She seems to have forgotten our conversation.

Generalmente, to + infinitive viene utilizzato

• dopo aggettivi che indicano stati d’animo

I’m happy to hear that you passed your exam.

• dopo aggettivi che indicano caratteristiche

It’s important to stay calm in stressful situations.

• dopo determinati sostantivi (attempt, decision, desire, fool, need, opportunity, place, pleasure, reason, time, wish)

The decision to move abroad wasn’t easy.

• nella costruzione soggetto + be + Past participle dei verbi che indicano emozione o reazione

The scientist was surprised to find such unexpected results.

• dopo i composti di some-, any- e no-

There was no one to talk to after the meeting.

• dopo who, what, where, when e how quando introducono delle subordinate

She hasn’t decided where to spend her holidays yet.

• dopo gli avverbi too e enough

The problem was too complicated to solve in a few minutes.

La forma infinita dei verbi, intesa solo come forma base del verbo, senza che sia accompagnata da altre espressioni, viene utilizzata

• dopo i verbi modali

You must finish your report before the deadline.

• dopo let e make

The teacher let us use the laboratory for our project.

• dopo i verbi di percezione

We heard the baby cry in the next room.

• dopo why e why not per esprimere sorpresa, rimprovero o suggerimento

Why not try a different restaurant this time?

Quando in una frase ci sono due infiniti, il secondo non è MAI preceduto dal to She decided to study medicine and become a doctor.

-ing form or to + infinitive?

Alcuni verbi possono essere seguiti sia dalla -ing form che da to + infinitive senza cambiare di significato. Tra i più comuni troviamo: attempt, begin, bother, continue, hate, intend, like, love, prefer, propose, start. They continued to work / working despite the noise. I prefer to walk / walking instead of taking the bus.

Altri verbi, al contrario, possono essere seguiti dalla -ing form o dal to + infinitive ma cambiano di significato. Eccone alcuni:

+ -ing form + to + infinitive

forget dimenticare di aver fatto qualcosa

I’ll never forget visiting Rome for the first time.

go on continuare con la stessa azione

She went on talking for hours.

mean implicare, comportare

Being a doctor means working long hours.

need senso passivo

The windows need cleaning

prefer preferenza generale I prefer reading to watching TV.

stop smettere di fare qualcosa

He stopped smoking last year.

dimenticare di fare qualcosa

Don’t forget to lock the door.

passare a un’altra attività

After finishing university, she went on to work abroad.

avere intenzione di I didn’t mean to hurt you.

bisogno di fare qualcosa I need to finish my homework.

preferenza in un caso specifico I’d prefer to stay at home tonight.

fermarsi per fare qualcos’altro He stopped to buy some water. try provare a fare un’esperienza

Try adding some salt to improve the flavour.

Education

tentare di fare qualcosa di difficile o nuovo

Try to call her again later.

grantI got a grant to help pay my fees. handwritingI can’t read your handwriting. instructorWe have a new yoga instructor. intermediate.He’s at intermediate level in English. loseI don’t want to lose marks. mark He got a really good mark in the test. miss Don’t miss the next lesson. pass I’m sure you’ll pass the test. project We have a project to do in class. pronunciation Your English pronunciation is excellent. pupil There are ten pupils in the class. research (n) I’m doing some history research. revise She’s revising for an exam.

Ambition and success

achievement My greatest achievement is passing my driving test.

ambitious My younger brother is incredibly ambitious. award They won an award for their invention. challenge Who’s up for the challenge of running 100 km in a month?

confidence He has the confidence to talk to anyone. determined He’s determined to get a job soon. dream I’ve decided to follow my dreams. experience I haven’t got much experience of this work. failure Failures are an opportunity to learn. focus on We should focus on studying for our exams. goal What are your goals for the immediate future? hard-working He’s a very hard-working student. inspire My teacher inspired me to study music. motivate What motivates you to work hard at school? self-belief She’s got a lot of self-belief. skill She possesses great artistic skill.

Work

advanced I’m studying advanced level French. application Please fill in the application form. beginner I’m only at beginner level in English. certificate I got a certificate for finishing the course. clever She’s clever – she always comes first. course I’m doing an English course. degree I have a degree in science. diploma He has a teaching diploma. essay I wrote an essay about my holiday. examiner The examiner walked into the room. fail I failed my exams. feeThe school fees are very expensive.

badly-paid Low-skilled jobs tend to be badly-paid. challenging My last project was incredibly challenging. invest We’d like people to invest in our business. manual I’d like a manual job working outdoors. part-time Students often work part-time. position Her position in the company isn’t secure. profit We’ve made a profit for the first time this year! redundant Many workers were made redundant. retired My uncle sold his business and retired at 45. rewarding A rewarding job is the most important thing. salary The job offers a competitive salary. self-employed Being self-employed has both pros and cons. shift My brother finds working night shifts difficult. temporary She’s applied for a temporary job. voluntary Doing voluntary work is good for your CV.

Collocations and expressions

be keen on (p160) find out about (p160) be interested in (p160) revise for exams (p162) a dream job (p162) a foreign language (p162) be crazy about (p166)

change your mind (p166) make a difference (p166) to fall asleep (p167) be known as (p167) be inspired by (p167) can’t help doing (p169) be confident (p170)

1 Match the job titles (1-8) to the correct skill or personality trait (a-h).

1 Coach sports in Ghana

2 Teach music in Bolivia

3 Environmental volunteer in Colombia

4 IT work experience in Berlin

5 Provide after-school care in Italy

6 Summer camp volunteer in California

7 Farm work in Patagonia

8 Pauline’s Charity Shops, Melbourne

a You need to be creative and musically talented, with the ability to inspire others through performance.

b You must enjoy spending time with young children and be able to organise fun but educational activities in the afternoon.

c You should be energetic, enthusiastic about sport, and capable of motivating groups of young people.

d You need to be technically skilled in IT and confident about solving digital problems.

e You must be comfortable working outdoors and willing to take care of animals or physical farm tasks.

f You should be outgoing and customer-friendly, with good communication and teamwork skills.

g You need to be responsible and patient, able to look after children and ensure their safety.

h You should be committed to environmental protection and interested in sustainability projects.

Now Hiring!

A Coach sports in Ghana

In a village in Ghana, this 10-week work experience gives you the opportunity to improve your skills as a sports coach. You’ll organise after-school sports clubs and help improve the children’s fitness levels. Popular sports include football and volleyball, but you’re welcome to introduce new activities. In your spare time, you can enjoy Ghanaian culture and visit local national parks and colourful markets.

B Teach music in Bolivia

If you love music and working with young people, this is the perfect opportunity for you to be a volunteer music teacher. You’ll teach local primary school children about music and help them improve their musical ability. You’ll work with other instructors organising fun music classes and helping the children to learn.

Tip reminder

Exam task

2 PRELIMINARY Matching people to texts

The students below all want to do some work experience. Read the leaflet prepared by a school careers office with descriptions of eight possible jobs. Decide which job would be the most suitable for each student.

1 Jung is very good at communicating with people and gives piano lessons to other students after school. He also has an interest in the environment and develops his own website and blog pages. He needs to earn a little money from his work experience.

2 Melissa is very sociable and creative and sometimes acts in a local theatre group. She is a good football and volleyball player. She has looked after young children for her parents’ friends. She can spend a maximum of two months away.

3 Laila loves organising activities for children. She is very keen on the environment and nature in general. She lives in the countryside and often looks after her parents’ sheep and cows. She wants to be in a quiet place.

4 Raisa has three pets and loves animals. She works in a local shop at weekends. She is also keen on basketball and often helps her team’s trainer with practice sessions. She would like to spend time in a different culture.

5 Greg is a very friendly person. He is really good at art and designing things, especially on the computer. He works in his parents’ shop at weekends and loves meeting and helping customers. He wants to work outside Europe.

C Environmental volunteer in Colombia

This is a six-week work experience position working in a small organisation in the centre of the capital city, Bogotá. You will need to help prepare presentations on our sustainability projects and type up reports. This opportunity is just right for a young person who believes in protecting the environment. Grants available for accommodation costs.

D IT work experience in Berlin

We have a paid summer work opportunity with a small company in central Berlin for a young person with good IT skills. You’ll be involved in research on ecotourism topics and creating materials for social media. You may also have the chance to work with the company’s clients.

Education

1 Choose the correct option to complete the sentences.

1 My friend has finished university and has a course / degree in economy / economics

2 I’d like to do a yoga course, but there aren’t any good instructors / pupils nearby.

3 I’m writing an essay / a research on new technology in schools.

4 I’ve paid a grant / deposit for the course and have to pay the rest next week.

5 I find research / physics quite difficult and it’s not my favourite school subject.

6 The exam was difficult and very few teachers / pupils passed.

7 This course is suitable for beginner / intermediate students with at least two years’ experience.

8 My handwriting / application is bad, but I can write everything on a keyboard these days.

E Provide after-school care in Italy

This three-month work experience involves helping children in big cities. As children often spend their afternoons on the streets, you’ll work with our organisation to offer fun activities which include art, cooking, games and music. Your mornings are free to take advantage of the Italian language lessons provided. You are also free at weekends, so you’ll have plenty of time to explore this beautiful country.

F Summer Camp volunteer

Have an amazing summer working at our Summer Camp in California. The only thing that matters is to have fun and make new friends. This year we have positions for young people with the ability to teach art and drama and also help our regular instructors with sports activities. Enjoy 6–8 weeks with a wonderful team of hardworking young people.

G Farm work in Patagonia

We offer the chance to stay on a family-run farm. You’ll need to wake up early most days. Although the work can be quite hard, it’s always enjoyable. The farm is 30 km from the nearest town, so this is not the place for those who want to meet other people. You’ll work for five days and then have two free days to explore the incredible natural landscapes. Previous experience of farm work required.

H Pauline’s Charity Shops, Melbourne, Australia

We have lots of different opportunities for young people in our charity shops. Maybe you are very creative and can make an attractive window display? Or maybe you connect easily with people and would like to work as a shop assistant? Accommodation and meals will be paid for by our organisation.

2 Complete the text with the words in the box.

accent • behaves • clever • examiner failed • passes • subject

My brother is very (1) and has always learned things very quickly. But he’s also quite a difficult student and often (2) badly in class. He studies as little as possible and it’s amazing that he always (3) his exams first time. I think he’s only (4) one in all his life and that was because he didn’t like the (5) . He wants to study French at college or university, so he’ll need a good mark. I just hope the (6) in the speaking test can understand his (7) !

3 Find and correct the mistakes in these sentences.

1 I really want to do progress in English this year. make progress

2 Our teacher told us to write notes during the lecture.

3 We always make the rules when we play football at school.

4 Don’t worry if you do a mistake in the test.

5 My parents say I don’t do effort in maths.

6 Our school usually breaks down in July for the summer holidays.

4 Complete the sentences with the expressions in the box. break the rules • break up make a mistake • make an effort make progress • take notes

1 I think I’ve really started to in science this year; my grades are much better than before.

2 If you forget everything the teacher says, you should during the lesson.

3 The head teacher warned that students who would be punished.

4 Our class will next Friday, and then the summer holidays will begin.

5 Don’t worry, everyone can sometimes; it’s normal to get one or two answers wrong.

6 If you want to pass the speaking exam, you’ll need to and practise every day. clever make progress

Grammar / Listening

The causative

1 Tick ( ) the sentences which contain a causative.

1 Did you have your bag searched at the entrance?

2 I’ve been having a problem with my computer.

3 I’m having the car checked because it’s making a strange noise.

4 Have you checked the homework exercises?

5 Is it possible to have my copy of the book signed?

6 They had given away all the signed books when I arrived.

2 Write the words in order.

1 had / you / have / hair / your / cut / ? Have you had your hair cut?

2 friend / having / tested / is / my / his eyes / .

3 didn’t / taken / photo / your / have / why / you / ?

4 have / you / at the doctor’s / your / checked / will / temperature / ?

5 my phone / repaired / want / I / have / to / .

3 Complete the sentences using the causative. Use the agent where necessary.

1 Someone is checking my computer later today. I later today.

’m / am having my computer checked

2 A professional photographer took her photo. She

3 Why are they cleaning your jacket? Why are you ?

4 The mechanic repaired their car. They .

5 My smartphone is being checked at the moment. I at the moment.

6 A nurse was taking the boy’s temperature. The boy

7 There wasn’t time for anyone to wash the car. We because there wasn’t time.

8 They’re going to test my eyes tomorrow. I tomorrow.

Listening

Tip reminder

Listening for feelings

Exam task

1

2

See SB p. 164

PRELIMINARY Multiple choice with six conversations Listen, and for each question, choose the correct option (A, B or C).

1 You will hear two friends talking about an IT course. How does the woman feel about it?

A annoyed B happy C disappointed

2 Why didn’t the boy do the course at college?

A He didn’t have the right qualifications.

B The fees were too high.

C He didn’t receive a grant.

3 How did the girl feel during her survival course?

A annoyed

B embarrassed

C upset

4 How does Lindy feel about her exam result?

A She is disappointed with it.

B She is happy with it.

C She is confused by it.

5 What was the main difficulty Alice had during the spoken Italian test?

A She found the examiner’s accent difficult to understand.

B The examiner found her accent difficult to understand.

C Her pronunciation wasn’t clear.

6 How does Tomiko feel about her essay mark?

A upset

B anxious

C amazed

Listen again and complete the sentences with one word.

1 The IT course was too difficult for Charles because it was designed for users.

2 Michael didn’t worry about the fees in the end, as he was given a .

3 Frida felt embarrassed on the survival course because she lost her on the first day.

4 Lindy was confused by the first in her exam and forgot to answer it later.

5 The examiner in Alice’s Italian test was an elderly lady.

6 Tomiko thought her essay would get a low mark because she thought the teacher might not be able to read her advanced

Ambition and success

1 Write the words in order to complete the sentences. Then tick ( ) the sentences that are true for you.

1 I once . (in a competition / an award / received)

2 I don’t have others. (my skills / to teach / to / the confidence)

3 I should and dreams. (more / hopes / my / focus / on)

4 I find it difficult tasks. (I’m doing / myself / ordinary / when / to motivate)

5 I have . (self-belief / a lot of / a friend / who has)

6 Working me. (believe in / a cause / I / for / really excites)

Frame B / Vocabulary

Work

3 Match the adjectives (1-5) to the correct sentence (a-e).

1 badly-paid 2 challenging

2 Complete the article with the words in the box. achievements • celebration challenge • delays • determined educate • failures • goals • hard-working inspires • workshops

The secret of success

• Being (1) is important to achieve success, but it’s not all about your effort. Here are some tips from high-achievers:

• Find out what (2) you. That way, no (3) will be too big for you.

• Set (4) and stick to them. (5) , even of a few days, can make you lose motivation.

• Be proud of your (6) . Have a (7) , even if it’s a small step.

• (8) yourself, always. Try to join courses and take part in (9) in your area or online.

• Be (10) , especially when things go wrong. Every successful person had some (11) along the way.

3 manual 4 part-time 5 temporary

received an award in a hard-working competition permanent

a ‘The only problem is the salary: it would be great to earn a bit more.’

b ‘It’s only a few hours a day, so I can still enjoy retirement.

c ‘It’s a shame it’s only for six months though.’

d ‘It’s nice because I’m working with my hands all the time, …’

e ‘It can be really hard to meet the deadlines so that I keep every client happy and have a regular income.’

4 Complete the conversations with the words in the box.

invest • permanent • position • profit qualified • redundant • relaxed • salary shift • skilled

1 A It was only for two months, but things went so well I was offered a (1) contract.

B You are so well- (2) . They would have been crazy to let you walk away.

2 A Does, the company share the (3) with its employees every year?

B Yes! I think I’m going to (4) mine back into the company.

3 A I hate doing the night (5) . Next week, it’s from 4 p.m. to midnight.

B At least you have a job. I was made (6) last month.

4 A What’s the pay like in nursing? Is the (7) good?

B It’s OK, but it should be more considering it’s a highly (8) job.

5 A There’s such a (9) atmosphere in this company. Everyone’s so easy-going.

B Wait until you get to a higher (10) !

5 Use the prompts to write true sentences.

1 I once received an award in a competition for swimming.

2 I once received .

3 I don’t always have the confidence

4 I should focus more on

5 I find it difficult to motivate myself when

6 I have a friend who has a

Grammar

-ing form / Infinitives

1 Choose the correct option to complete the sentences.

1 I think you can avoid to pay / paying fees for that course, but it depends on how much you earn.

2 It’s worth to get / getting the right qualifications if you’re interested in that kind of work.

3 I’m interested in to become / becoming a fitness instructor.

4 My brother loves study / studying geography. It’s his favourite subject.

5 We must to meet / meet again soon.

6 I had a shower before to go / going out.

7 Write / Writing essays in a second language can be difficult.

8 Lin didn’t feel like to come / coming out this evening.

9 I would really like to have / having no accent when I speak Russian.

10 It was too far to walk / walking, so we caught the bus instead.

11 It’s important revising / to revise before an exam.

12 I went to the supermarket on my way home to get / getting something for my dinner.

2 Complete the sentences with the correct form of remember or stop and the -ing form or the infinitive of the verbs in the box.

go • have • lock • look • play tell • text • visit

remember to lock

1 Did you the front door before leaving the house?

2 She football when she hurt her knee.

3 After walking for more than five hours, we a break.

4 I to the seaside every year with my grandparents when I was younger.

5 I must my friend with all the details of the school trip.

6 We didn’t our friends on the way home because we were late for the train.

7 What do you mean you didn’t know about the party? I you about it last week.

8 I was late, so I didn’t have time to in any of the shops.

3 Complete the sentences with the -ing form or infinitive of the verbs in box.

ask for • come • do • go • improve learn • make • upload

Elke Hi Asha, do you remember (1) that IT course with me a few years ago?

Asha Yes, but I think I stopped (2) to it after a couple of lessons because it was so difficult.

Elke Well, there’s another one with the same teacher – it’s about (3) websites.

Asha But I don’t even know how (4) a photo!

Elke Oh, come on. It’s always fun (5) something new. I’ll send them an email (6) more details.

Asha OK, that’ll be fine. My children often tell me I need (7) my IT skills.

Elke Great. Are you interested in (8) with me to a judo course too?

Asha No, definitely not!

4 Complete the text with the -ing form or the infinitive of the verbs in brackets.

The Lumiar schools in São Paulo, Brazil were set up by businessman, Ricardo Semler. He has a company, Semco, which is very original. People may (1) (go) to work when they want and employees are encouraged (2) (take part) in important decisions about the company’s future. His schools are similar because the students are used to (3) (decide) what they want (4) (study). If a student thinks a subject is worth (5) (follow), then they are free (6) (do) that. (7) (choose) your own lessons and subjects sounds fun, doesn’t it? But the schools weren’t set up just (8) (give) students an enjoyable time. They must still (9) (take) all the national Brazilian exams. The schools simply avoid (10) (teach) students basic facts.

5 SEL Self-awareness Use the prompts to write true sentences about yourself. Add information or examples.

1 I stopped

stopped eating fast food last year because I wanted to be healthier

2 I enjoy .

3 I decided . 4 I remember 5 I’d like 6 I stopped

7 I’m interested in .

8 It’s important doing go

Oracy and Writing lab

Describe your school

1 Choose the correct option to complete the email.

From: Kieran

Subject: Shaheen

Hi Shaheen

Hope you’re well.

You asked me about my after-school activities. (1) Although / Despite / In spite of there isn’t much to do in general, we do have a few good afterschool clubs. We have a really good table tennis club and we can play every evening until 5 p.m. (2) Too / As well as / In addition table tennis, we also have an art club where we can draw or paint. I go to that and it’s fun. (3) Although / However / But, it’s only on once or twice a month.

I’d like to start an after-school computer game club, but I’m pretty sure the IT teacher doesn’t want to make the computers available! (4) Despite / In spite / although this, I think it would be a great idea to set up something like that!

Write soon

Take care

Kieran

2 A Your school wants to improve students’ well-being by introducing a new activity or service. Look at these ideas.

• A school café where students can buy snacks and drinks.

• A music room with instruments for students to practise.

• A homework club after school with teacher support.

• A relaxation area with sofas and games for students to use at lunchtime.

2 B WRITING Write a short paragraph (100120 words) in which you:

• describe each idea briefly;

• explain the advantages and disadvantages of each;

• choose the best option and give reasons for your choice.

Writing a personal statement

Tip reminder

Making your personal statement relevant

3 Read the sentences below from different personal statements and decide if they are introducing oneself (I), highlighting strengths/experience (H) or explaining reasons for applying (E).

1 While studying at secondary school, I also worked part-time in a bookshop, which gave me valuable experience in dealing with customers. H

2 I see this volunteering opportunity as a chance to combine my love of animals with my interest in biology.

3 At the moment, I’m preparing for my final exams in maths, physics and geography.

4 By taking part in several international projects, I have developed excellent teamwork and problem-solving skills.

5 I would like to apply because I believe the course will help me improve my English and open doors to future study abroad.

6 As a motivated and determined person, I always enjoy challenges and never give up easily.

7 I’m currently in my last year at high school and I plan to continue my studies at university. ___

8 This internship would allow me to gain practical experience in business while also meeting people from different cultures. ___

Writing task

4 You want to apply for a one-week international youth leadership camp. Write a personal statement (120-150 words) to accompany your CV.

• say what you are studying now

• describe your key skills and extra-curricular activities

• explain why you want to take part in this camp and what you hope to gain

It’s a crime!

Grammar reference

The Third conditional

Il periodo ipotetico del 3° tipo (Third conditional) è quello dell’impossibilità. Infatti, esso fa riferimento a situazioni irreali nel passato, cioè qualcosa che non è accaduto e che non può più accadere.

Il Third conditional si utilizza per

• parlare di situazioni passate che avrebbero potuto verificarsi se ci fossero state determinate condizioni

If I had known about the traffic, I would have left home earlier.

• esprimere delle critiche verso gli altri If you had listened to me, you wouldn’t have made that mistake.

• esprimere rimpianto o rammarico verso se stessi If I had studied medicine, I would have become a doctor.

• immaginare conseguenze alternative nel passato If we had booked earlier, we would have paid less.

Generalmente, il Third conditional si costruisce utilizzando would have + Past participle del verbo principale nella main clause e il Past perfect simple nella if clause.

If we had checked the map, we wouldn’t have got lost.

Tuttavia, è possibile incontrare alcune variazioni dei modali o dei tempi verbali utilizzati.

Per esprimere ironia o mettere in dubbio qualcosa, è possibile utilizzare il Present simple nella if clause. If she really loves him, she wouldn’t have left so easily.

Nella main clause, il modale would può essere sostituito da

• could per esprimere abilità o possibilità

If I had trained harder, I could have run the marathon.

• might per esprimere possibilità

If he had asked for directions, he might have arrived on time.

• should per esprimere rimprovero

If you had studied, you should have passed the test easily.

Sia nella main clause che nella if clause possono essere utilizzate le progressive forms per enfatizzare la durata o lo svolgimento delle azioni.

If it hadn’t been raining, we would have been playing football outside.

If she had finished her work earlier, she would have been relaxing on the sofa.

If we had been listening to the news, we would have known about the strike.

Così come per tutti gli altri tipi di periodo ipotetico, anche per il Third conditional l’ordine della main clause

e della if clause è indifferente, purchè siano separate da una virgola quando la if clause viene anteposta alla main clause

If I had set my alarm earlier, I wouldn’t have missed the bus.

I would have felt better if it hadn’t been so cold in the swimming pool.

Mixed conditional

Il periodo ipotetico di tipo misto (mixed conditional) si utilizza

• quando la main clause e la if clause si riferiscono a due momenti differenti

If they were more organised, they wouldn’t have missed the flight.

• per esprimere che qualcosa accaduto nel passato influenza ancora il presente

If she had told me the truth, I would trust her now.

• per mostrare che il presente o il passato sarebbero diversi se una condizione fosse diversa

If I had studied more at school, I would have a better job now.

If he weren’t so careless, he wouldn’t have made that mistake.

Il mixed conditional può essere costruito in due modi. Si utilizza il Second conditional nella main clause e il Third conditional nella if clause per dire che il presente o il futuro sarebbero diversi, se la condizione passata fosse stata diversa. I tempi verbali utilizzati sono would + forma base del verbo principale nella main clause e il Past perfect nella if clause

If I had taken that job in Paris, I would live abroad now.

Si utilizza il Third conditional nella main clause e il second conditional nella if clause per dire che il passato sarebbe stato diverso, se la condizione presente fosse diversa. I tempi verbali utilizzati sono would have + Past participle del verbo principale nella main clause e il Past simple nella if clause If I were more confident, I would have spoken during the meeting.

Anche con il mixed conditional è possibile sostituire il modale would con i modali could, might e should (have), esattamente come nel third conditional If she had accepted that job, she might live in London now.

If he were honest, he should have told the truth earlier.

Anche il mixed conditional può presentare dei tempi progressivi nella main clause

Per dire che un’azione presente sarebbe diversa se una condizione passata fosse stata diversa, la main clause si costruisce con would be + -ing form del verbo principale.

If I had finished my studies, I would be working as a journalist now.

Per dire che un’azione passata sarebbe stata diversa se una condizione presente fosse diversa, la main clause si costruisce con would have been + -ing form del verbo principale. If she were more motivated, she would have been training for the marathon.

Crime

arrest The police arrested the man for stealing the car.

behaviour His behaviour was very odd yesterday evening.

break in Someone broke in to the school and stole three computers.

burglar The burglar waited until it was dark before he broke in.

burglary There was a burglary next door last night. commit He committed a serious crime when he was younger.

court I had to go to court last week to give evidence. crime Murder is the most serious crime.

guilty Is the accused guilty or not guilty?

innocent The suspect was found innocent by the jury. permission I don’t have permission to enter this part of the building.

prison sentence They each received a four-year prison sentence.

punish Is prisoner the most effective way to punish someone?

release The prisoner was released early for good behaviour.

robbery The diamond robbery was the first story on the news.

sentence The prisoner was sentenced to three years in prison.

shoplifting The boy was caught shoplifting by the store detectives.

solve The detective solved the crime.

spend How long did the criminal spend in prison?

steal I think those girls just stole some make-up.

thief A thief stole my bag in the café while I wasn’t looking.

trouble The boys were in trouble with the teacher for cheating.

vandalism Graffiti and other vandalism is a problem in this area.

victim Should criminals apologise to the victim of their crime?

violent Fortunately, there isn’t much violent crime in this town.

weapon Some gang members carry a weapon for protection.

witness My aunt was a witness to a serious crime last week.

Criminals

drug dealer The police arrested a drug dealer who was selling illegal substances near the school.

mugger A mugger attacked an old man in the park and stole his wallet.

murderer The murderer was finally caught after the police found new evidence.

pickpocket Be careful on the bus – there are often pickpockets who try to steal phones or money.

shoplifter The shoplifter pretended to look at clothes but secretly put a T-shirt in her bag.

vandal The vandals broke the windows of the train and painted graffiti on the walls.

Law and justice

accuse The prosecutor accused the man of committing fraud.

acquitted The jury acquitted her of all charges after finding there was no evidence.

alibi The defendant said he had an alibi because he was at a restaurant during the robbery.

appeal After being sentenced, the defendant decided to appeal to a higher court.

challenge The lawyer decided to challenge the witness’s testimony in court.

claim The suspect claims that he was not at the scene of the crime.

convicted He was convicted of theft and sentenced to two years in prison.

defendant The defendant looked nervous while waiting for the judge to speak.

judge The judge listened carefully to both sides before making a decision in the case.

jury The jury spent three days listening to the evidence before making a decision.

juvenile The court treated the case differently because the suspect was a juvenile.

plead He decided to plead guilty to avoid a longer sentence.

prohibit The law prohibits people under 18 from buying alcohol.

prosecutor The prosecutor asked the witness many questions to prove the defendant’s guilt.

release The prisoner will be released next month because he behaved well in jail.

represent A lawyer will represent the defendant in court during the trial.

Collocations and

expressions keep the peace (p171) world heritage site (p172) death sentence (p172) receive a sentence (175) serve a sentence (p175) break the law (p177) commit a crime (p177) against the law (p180) under arrest (p180)

criminal record (p180) solve a crime/case (p180) under investigation (p180)

pay a fine (p180) be let off (p180) find someone (not) guilty (p181) be/get out of prison (p181)

1 Match the crime-related words (1-6) with their meanings (a-f).

1 clue

2 suspect 3 witness

4 evidence

5 crime scene

6 alibi

a A person who saw something happen

b An object or fact that helps to solve a crime

c A place where a crime happened

d Someone the police think might have committed the crime

e A scientific test or proof used in investigations

f Proof that shows where a person was at the time of a crime

Exam task

G Meet here before events, during breaks and after events to get all the news. b

Now Hiring!

The University Arts Centre is putting on a weekend of fun activities for anyone interested in solving mysteries. It will take place over the weekend of 10th and 11th December, from 10 a.m. to 6 p.m. Admission for the weekend costs £20. (1) Those who want to take part in the Whodunnit must pay an extra £10 for costume hire. Money raised from the weekend will help pay for the redecoration of the Arts Centre. Read on for details of some of the main events, but there’ll be a lot more happening during the weekend!

Crime writing

This is a session for fans of detective stories and series who would like to try writing their own mystery stories. To make your writing more exciting, a famous crime writer will be coming to give you tips. (2) I promise you won’t be disappointed though! Writing in teams, you’ll be asked to create an original story for a book or TV programme. Anyone who is interested in creative writing and has a few ideas to share is welcome to attend the session, which will be held from 10.30 a.m. to 4 p.m. on Saturday. Don’t forget to bring a pencil and paper, or your laptop! Phone the Arts Centre to reserve your place.

Be a detective

If you want to know how police carry out investigations, come to the presentation on Sunday at 10.30 a.m. Local police officers will be showing some of the techniques they use for catching criminals. You can learn to take fingerprints and footprints, collect evidence from a ‘crime scene’ which you can search for clues, and try questioning a ‘suspect’, who is really a member of the local police force! Give your friends a lie detector test to see if they are telling the truth.

2 INVALSI PRELIMINARY Multiple matching You are going to read an article about an event being held for people interested in solving mysteries. Six sentences have been removed from the article. Choose from the sentences (A-G) the one which fits each gap (1-6). There is one extra sentence which you do not need to use.

A Make a team of up to twenty friends and choose from several different cases which need to be solved.

B You might even want to try it out on yourself!

C Use logic and your imagination to find out which one did it.

D This includes a ticket for one meal in the canteen.

E The quality here is much better than the local prison!

F His or her identity is a mystery that will remain a secret until the weekend.

(3) Learn about real police work, which is often quite different from what you see on TV! On a more serious note, you will get some good advice about how to prevent crime and stay safe.

Whodunnit?

If you book early, you can take part in one of the murder mystery games that will take place on Sunday.

(4) Each member of your group will be given a role, requiring a particular costume which can be hired from the theatre department. Each character will be given some details about his or her role, which might include an alibi that shows where they were at the time that the crime was committed. The person who plays the detective will need everybody’s help to find out who did it! Be careful, or you might be found guilty! To find out more, call the Arts Centre.

Hungry?

If you are hungry for more than evidence, the canteen in the Arts Centre will be open all weekend to detectives, investigators, witnesses and everyone involved in the weekend activities. (5) It’s the place where activities will be announced and discussed, and who knows, maybe a few crimes will be solved!

One free meal is included with your ticket. If you need further refreshment, the Arts Centre Café is open all day.

(6) A great choice of hot and cold refreshments will be on offer. (There is no law against bringing your own food to eat in the canteen if you prefer!)

Crime

1 Choose the correct options.

A mysterious (1) shoplifting / burglary took place in the town museum. (2) Witnesses / Victims said they saw five people (3) steal / break into the museum from the roof. Surprisingly though, the (4) witnesses / burglars didn’t take anything.

A bank (5) robbery / burglary was prevented by the police last night. A gang of twelve (6) witnesses / thieves were arrested in possession of a large number of (7) thieves / weapons and plans to (8) rob / steal the gold in the bank safe.

A police report found that minor crimes like (9) vandalism / robbery and (10) burglary / shoplifting are rising in the city centre. Shops owners who have been (11) burglars / victims of this trend have installed cameras to try to prevent this type of (12) robbery / behaviour. On the positive side, the same report shows a decrease in (13) violent / strong crime.

2 A Complete the sentences with the correct form of the verbs in the box. arrest • break • commit • escape find • go • punish • sentence solve • spend

1 People who are for minor crimes should be by having to do social work.

2 Anyone who the law should have to to court to explain themselves.

3 Police officers who more cases and stop violent crimes being should earn more.

4 If a judge a criminal to ten years in prison, that’s exactly how much time they should there.

5 If a prisoner from prison, the police should focus on him.

2 B Tick ( ) the sentences above that you agree with.

3 Complete the sentences with these words. court • guilty • permission sentence • trouble

1 He used to get into a lot of with the police when he was younger.

Criminals

4 Complete the sentences with the expressions in the box.

drug dealer • mugger • murderer pickpocket • shoplifter • vandals

1 The police arrested a who had been selling illegal substances outside a nightclub.

2 A attacked an old lady in the park and stole her handbag.

3 The detectives finally caught the who had killed three people.

4 Be careful in crowded places – a might try to steal your wallet.

5 The store’s security cameras filmed a hiding perfume in her bag and leaving without paying.

6 The school was covered in graffiti after a group of damaged the walls and broke several windows.

5 SEL Self-awareness Complete each sentence in a way that shows what you think.

1 The worst type of crime is .

2 People who commit small crimes should .

3 It’s wrong to , even if you really need money.

4 I think the police in my town .

5 I would never because .

Frame your ideas

6 Complete these prompts with your own ideas.

1 A is dangerous because

2 The police arrested the who

6 I feel safe / unsafe in my town because . arrested trouble drug dealer

2 The jury found the woman , so the judge sentenced her to five years in prison.

3 We didn’t break into the building! We had to be there.

4 His many victims thought his prison fair, considering his crimes.

5 You can either pay the fine today or go to to defend yourself.

3 When a breaks into a house, it makes people feel

4 I think a should be punished by

5 The damaged public property, so

6 The managed to escape, but was later caught.

Grammar / Listening

Third conditional

1 Match the beginning of the sentences (1-6) with the correct endings (a-f) to make Third conditional sentences.

1 If the murderer had worn gloves,

2 If the shop assistant hadn’t pressed the alarm button,

3 The police would have caught the mugger sooner

4 If the witness had remembered the car number plate,

5 The robbers would have escaped

6 If the detective hadn’t found the fingerprints,

a it would have been much more difficult to find the culprit.

b he wouldn’t have left any fingerprints.

c the trial would have been easier and much quicker.

d if a passer-by hadn’t rung the police.

e if they hadn’t got stuck in a traffic jam.

f the robber would have got away with all the money in the till.

2 Read the text and complete the sentences using the Third conditional.

A Night at the Museum

A few months ago, some criminals tried to rob the city museum. They cut the alarm wires before entering, so the security system didn’t work. Fortunately, a night guard noticed something strange and called the police. The police arrived just in time and arrested the gang. Later, it was discovered that the thieves had planned to steal a famous painting worth millions.

1 If the criminals (not cut) the alarm wires, the security system (go off).

3 Complete the sentences with the correct form of the verbs in brackets.

1 If the robbers (plan) the escape better, they (escape) with all the money.

2 The vandals (not be) arrested if the police (not see) them while they were damaging cars.

3 If the lawyer (prepare) the case more carefully, he probably (not lose) the case against the drug dealer.

4 If the thief (not stop) to eat in the house he had robbed the police (not catch) him.

Listening

Tip reminder

Dealing with unknown words

Exam task

1 PRELIMINARY Multiple choice You will hear part of a radio programme about psychology. For questions 1-5, choose the correct option (A, B or C).

1 In the first paragraph, the speaker questions...

A why you wouldn’t help in an emergency.

hadn’t cut would have gone off had planned would have escaped

2 If the night guard (not notice) something strange, he (not call) the police.

3 The thieves (escape) with the painting if the police (arrive) later.

4 If the museum directors (invest) in better cameras, the robbery (be) even more difficult.

5 I (feel) very angry if the painting (be) stolen.

6 If the criminals (sell) the painting, they (become) extremely rich.

B if you know how you’d react in an emergency. C why you’d leave it to others to deal with an emergency.

2 Psychologists think affects your behaviour in an emergency.

A the behaviour of other people

B the reactions of other people

C the number of other people

3 A bystander is someone who...

A is at the same location as a crime or an emergency.

B doesn’t do anything if they witness a crime. C is directly involved in a crime or an emergency.

4 What does the bystander effect suggest?

A people change their behaviour when there are lots of other people around

B people are less willing to help if there are lots of other people around

C people rush in to help others even if there are lots of other people around

5 The second point in the five-step process is to A notice the event.

B decide if the event is actually an emergency. C consider if they have the necessary skills to help.

1 Match the descriptions (1-5) with the people (a-e). 1 judge 2 defendant 3 juvenile offender 4 jury 5 prosecutor

a A person under 18 who commits a crime

b Someone who tries to prove guilt

c Someone who decides punishment

d A person on trial

e A group of people who give a verdict

2 Choose the correct option to complete the sentences.

1 The suspect was finally after spending two nights in the police station.

A released B appealed C prohibited

2 If you’re caught stealing, you might have to a fine or go to prison.

A pay B do C take

3 The jury decided the man was not of the crime.

A accused B guilty C convicted

4 The judge that the defendant should serve three years in prison.

A pleaded B challenged C ruled

5 Graffiti on public walls is and punishable by law.

A legal B against the law C under investigation

3 Complete the sentences with one word for each gap.

1 Without a strong the police didn’t believe his story.

2 The detective was sure he could the case before the weekend.

3 The teenager was off with a warning because it was his first offence.

4 The politician is investigation for corruption.

5 If you the law, you must face the consequences.

6 The judge found the businessman of fraud after a two-week trial.

7 The police finally managed to the suspect outside his home.

8 The driver was ordered to pay a of £200 for speeding.

9 If you have a criminal , it can be difficult to get certain jobs.

10 The judge said that the juvenile needed help, not just punishment.

Frame B / Vocabulary

4 Complete the text with the expressions in the box.

against the law • alibi • criminal record let off • pay a fine • solve the case under arrest • under investigation

The police finally placed Daniel Brown (1) after they found his fingerprints on a stolen motorbike that had been abandoned near his flat.

arrest

Stealing or handling stolen goods is clearly (2) , and this wasn’t Daniel’s first problem with the police – he already had a long (3) .

During questioning, he claimed he had an (4) because he was supposedly working a night shift at a petrol station, but his manager couldn’t confirm it.

Detectives say the case is still (5) and that more evidence is needed before any charges are made.

If he is found guilty, Daniel will probably have to (6) and could even lose his job. If, on the other hand, the new CCTV footage proves he wasn’t at the scene, he will be (7) .

Either way, Inspector Reed insists her team will soon (8) and bring the truth to light.

5 Write what you would do in these situations.

1 You see someone spray-painting the school wall.

2 You find a phone in the park after football training.

3 Your friend is accused of cheating in an exam but says it isn’t true.

4 You’re stopped by the police for crossing the street at a red light.

5 You see a classmate shoplifting in a clothes store.

6 A teacher punishes the wrong student for something you did.

Mixed conditionals

1 Complete the sentences using the correct conditional tense.

A Lucky Escape

Last summer, Leila Ahmad was accused of stealing jewellery from a shop in her town. She had been shopping nearby when the police arrived, and because she matched the description of the thief, she was immediately arrested. She felt completely shocked — she hadn’t done anything wrong, but she was in the wrong place at the wrong time. Leila tried to explain that she had been at a café with her friends, but her phone battery had died, so she couldn’t prove it. Luckily, a few days later, CCTV footage from the café showed her sitting there exactly when the robbery took place. Her friends also confirmed her story, and she was released. It turned out that the real thief was caught later in another town. Leila was relieved — if the video hadn’t appeared, she might still have been in serious trouble.

1 If Leila (not be) near the jewellery shop, the police (not arrest) her.

2 If her phone (not die), she (be able to) prove her alibi immediately.

3 The police (not release) her so quickly if her friends (not confirm) her story.

4 If the CCTV footage (not show) her in the café, she (be) in serious trouble now.

5 If Leila (really commit) the crime, she (have) a criminal record now.

6 If the real thief (not get caught), Leila’s name (not be cleared).

2 Complete the second sentence so that it has a similar meaning to the first. Use mixed conditionals.

1 The burglar is in prison now because he left his fingerprints at the crime scene. The burglar in prison now if he fingerprints at the crime scene.

2 The police can’t solve the case because nobody reported the theft. If someone the theft, the police the case now.

3 I don’t trust him because he lied to me during the investigation. If he to me during the investigation, I him now.

4 The thief is free today because the witness didn’t recognise him yesterday. If the witness him yesterday, the thief free now.

5 The detective can’t question the suspect today because he didn’t get the reports in time. If the detective the reports in time, he the suspect today.

3 Rewrite the sentences using mixed conditionals.

1 He’s under investigation now because he didn’t pay his taxes last year. If he , he

5 If the police would find the weapon, the suspect wouldn’t be free. hadn’t been had paid his taxes last year wouldn’t be under investigation now wouldn’t have arrested wouldn’t be hadn’t left

2 She doesn’t have a criminal record because she didn’t break the law when she was younger. If she , she

3 The police didn’t check the security cameras, so the case is still unsolved.

If the police , they .

4 He’s in hospital because he resisted arrest. If he , he

5 The hacker deleted all the data, so the company is still losing money. If the hacker , the company .

4 Correct the mistake in each sentence.

1 If the police would have arrived sooner, the thief wouldn’t be free now. had

2 She wouldn’t be so scared today if she didn’t witness the crime last night.

3 If the guard didn’t fall asleep last night, the jewels wouldn’t have been stolen.

4 The gang leader wouldn’t be in jail if he didn’t commit the robbery last month.

Talking about criminality

1 Match the words (1-6) with the correct meaning (a-f).

Oracy and Writing lab

Writing an essay

4 Read the notes. Then complete the model essay with one word in each gap.

Notes

• Introduce the topic to be discussed.

• Discuss the arguments for.

• Discuss the arguments against.

• Sum up and state your opinion.

a Helping someone learn new skills for the future

b Helping someone return to a normal, lawabiding life

c When someone must work without pay to help society

d A young person who commits a crime

e What happens to someone who breaks the law

f A person who has broken the law

2 Read the situations and say what you think should happen next. Use the expressions in the box.

I think… From my point of view… It seems to me that... I’m fairly/pretty sure that…

1 A 16-year-old shoplifter is caught stealing headphones.

2 A student damages school property but apologises and pays for the repairs.

3 A teenager is found spray-painting graffiti on a public wall.

4 A 17-year-old repeatedly skips school and starts fighting in the street.

5 A group of young people spend time online encouraging others to commit crimes.

Frame your ideas

3 Complete these sentences with your own ideas.

• If a teenager breaks the law, they should…

• The best way to stop youth crime is…

• Schools can prevent crime by…

• When young people are punished, they learn that…

• The community can help young offenders by…

Certain jobs, such as that of the police officer, can be very dangerous. For this (1) , should young people be discouraged from joining the police force?

To begin (2) , there are many advantages to being a police officer. It is the kind of job that gives enormous satisfaction because you are serving the community.

(3) addition, being one of the most important jobs in our society, there will always be a need for police officers.

On the (4) hand, though, it does have its disadvantages. It can be a dangerous job and police officers have to deal with criminals.

A (5) disadvantage is that police officers receive little respect from some people and this must make their job unpleasant at times.

To (6) up, I believe that the police do a very important and worthwhile job. Consequently, despite the dangers, it is a good career choice for people who want to serve the community.

Tip reminder

Exam task

5 PRELIMINARY Writing an essay Write an essay (140-190 words) discussing the pros and cons of each punishment. Include reasons and examples to support your opinion.

Use the Useful language box on page 182 to help you.

Many people believe graffiti should be punished with a fine, while others believe making the criminals clean up the graffiti is more effective.

Aabstract art /ˌæb.strækt ˈɑːt/ arte astratta accident /ˈæksɪdənt/ incidente accommodation /əˌkɒm.əˈdeɪ.ʃən/ alloggio

accuse /əˈkjuːz/ accusare achievement /əˈtʃiːv.mənt/ traguardo, risultato acquit /əˈkwɪt/ assolvere act /ækt/ agire adore /əˈdɔːr/ adorare advanced /ədˈvɑːnst/ avanzato affect /əˈfekt/ influenzare, colpire aid workers /ˈeɪd ˌwɜː.kəz/ operatori umanitari

air conditioning /ˈeə kənˌdɪʃ.ən.ɪŋ/ aria condizionata

air-traffic controller /ˌeəˌtræf.ɪk kənˈtrəʊ. lər/ controllore del traffico aereo alibi /ˈæl.ɪ.baɪ/ alibi almanac /ˈɔːl.mə.næk/ almanacco amateur /ˈæm.ə.tər/ dilettante, amatoriale

amazed /əˈmeɪzd/ stupito/a, meravigliato/a ambitious /æmˈbɪʃ.əs/ ambizioso/a ambulance /ˈæmbjʊləns/ ambulanza animation /ˌæn.ɪˈmeɪ.ʃən/ animazione ankle /ˈæŋ.kəl/ caviglia

annoyed /əˈnɔɪd/ infastidito/a antique /ænˈtiːk/ antico, d’antiquariato apartment block /əˈpɑːt.mənt ˌblɒk/ palazzo, condominio appeal (v) /əˈpiːl/ fare appello, ricorrere appliance /əˈplaɪ.əns/ elettrodomestico, apparecchio

application /ˌæp.lɪˈkeɪ.ʃən/candidatura appointment /əˈpɔɪntmənt/ appuntamento

archaeologist /ˌɑː.kiˈɒl.ə.dʒɪst/ archeologo/a arrest (v) /əˈrest/ arrestare ashamed /əˈʃeɪmd/ imbarazzato/a assemble /əˈsem.bəl/ assemblare astonishment /əˈstɒn.ɪʃ.mənt/ stupore, meraviglia

athlete /ˈæθliːt/ atleta athletics /æθˈlet.ɪks/ atletica attachment /əˈtætʃ.mənt/ allegato avalanche /ˈæv.əl.ɑːnʃ/ valanga award /əˈwɔːd/ premio awesome /ˈɔː.səm/ fantastico awful /ˈɔː.fəl/ orrendo

B

backpacking /ˈbækˌpæk.ɪŋ/ viaggiare zaino in spalla badly-paid /ˌbæd.li ˈpeɪd/ mal pagato baggage /ˈbæɡ.ɪdʒ/ bagaglio bake /beɪk/ infornare balance out /ˌbæl.əns ˈaʊt/ compensare, bilanciare

band /bænd/ gruppo, banda bank balance /ˈbæŋk ˌbæl.əns/ saldo bancario bargain /ˈbɑː.ɡɪn/ affare, occasione

basket /ˈbɑː.skɪt/ cestino, cesta, cesto battle /ˈbæt.əl/ battaglia be into /bi ˈɪntuː/ essere appassionato di be over /bi ˈəʊvə/ essere finito beekeeper /ˈbiːˌkiː.pər/ apicoltore/ apicoltrice

beginner /bɪˈɡɪn.ər/ principiante behave /bɪˈheɪv/ comportarsi believe /bɪˈliːv/ credere bin /bɪn/ bidone, cestino biography /baɪˈɒɡ.rə.fi/ biografia biology /baɪˈɒlədʒi/ biologia bit /bɪt/ un po’ bitter /ˈbɪt.ər/ amaro black pepper /ˌblæk ˈpep.ər/ pepe nero bland /blænd/ insipido blanket /ˈblæŋ.kɪt/ coperta blouse /blaʊz/ camicetta boarding pass /ˈbɔː.dɪŋ ˌpɑːs/ carta d’imbarco

bone (n) /bəʊn/ osso book (v) /bʊk/ prenotare border /ˈbɔː.dər/ confine bottle /ˈbɒt.əl/ bottiglia bowl /bəʊl/ scodella, ciotola box /bɒks/ scatola bracelet /ˈbreɪ.slət/ braccialetto break in /ˌbreɪk ˈɪn/ fare irruzione break up /ˈbreɪk ˌʌp/ lasciare, rompere breathtaking /ˈbreθˌteɪ.kɪŋ/ mozzafiato broadcast /ˈbrɔːd.kɑːst/ trasmettere bucket /ˈbʌk.ɪt/ secchio bunch /bʌntʃ/ grappolo, mazzo burglar /ˈbɜː.ɡlər/ scassinatore/ scassinatrice burglary /ˈbɜː.ɡlər.i/ furto con scasso buttery /ˈbʌt.ər.i/ burroso button /ˈbʌt.ən/ bottone

Ccabin /ˈkæb.ɪn/ baita calm /kɑːm/ calmo/a campsite /ˈkæmp.saɪt/ campeggio can’t stand /kɑːnt stænd/ non sopportare canteen /kænˈtiːn/ mensa canyon /ˈkæn.jən/ canyon caravan /ˈkær.ə.væn/ roulotte carbon footprint /ˌkɑː.bən ˈfʊt.prɪnt/ impronta di carbonio care (n) /keər/ cura care (v) /keər/ preoccuparsi, curarsi caring /ˈkeərɪŋ/ premuroso carpenter /ˈkɑː.pɪn.tər/ falegname cash /kæʃ/ contanti castle /ˈkɑː.səl/ castello casual /ˈkæʒ.u.əl/ informale caving /ˈkeɪvɪŋ/ speleologia cell /sel/ cella, cellula chain /tʃeɪnz/ catena challenge (n) /ˈtʃæl.ɪndʒ/ sfida challenge (v) /ˈtʃæl.ɪndʒ/ mettere alla prova challenging /ˈtʃæl.ɪn.dʒɪŋ/ impegnativo change (n) /tʃeɪndʒ/ resto change (v) /tʃeɪndʒ/ cambiare

channel /ˈtʃæn.əl/ canale charity worker /ˈtʃær.ɪ.ti ˌwɜː.kər/ operatore/operatrice umanitario/a chat room /ˈtʃæt ˌruːm/ chat room chat show /ˈtʃæt ˌʃəʊ/ talk show cheap /tʃiːp/ economico check out (v) /ˈtʃek aʊt/ fare il check-out cheerful /ˈtʃɪə.fəl/ allegro/a chemicals /ˈkem.ɪ.kəlz/ sostanze chimiche chest of drawers /ˌtʃest əv ˈdrɔːz/ comò chin /tʃɪn/ mento cinnamon /ˈsɪn.ə.mən/ cannella cipher /ˈsaɪ.fər/ cifra, codice claim /kleɪm/ affermare, rivendicare clean (adj) /kliːn/ pulito clean (v) /kliːn/ pulire click (n) /klɪk/ click click (v) /klɪk/ cliccare cliff /klɪf/ scogliera close (adj) /kləʊs/ vicino/a close (v) /kləʊs/ chiudere clothes /kləʊðz/ vestiti cloves /kləʊvz/ chiodi di garofano coat /kəʊt/ cappotto cockpit /ˈkɒk.pɪt/ cabina di pilotaggio collage /ˈkɒl.ɑːʒ/ collage collapsed /kəˈlæpst/ crollato come round /ˌkʌm ˈraʊnd/ passare a trovare commit /kəˈmɪt/ commettere, impegnarsi compelling /kəmˈpel.ɪŋ/ avvincente, convincente competitive /kəmˈpet.ɪ.tɪv/ competitivo competitor /kəmˈpet.ɪ.tər/ concorrente complicated /ˈkɒm.plɪ.keɪ.tɪd/ complicato composer /kəmˈpəʊ.zər/ compositore/ compositrice conductor’s baton /kənˈdʌk.təz ˈbæt.ɒn/ bacchetta del direttore d’orchestra confidence /ˈkɒn.fɪ.dəns/ fiducia confident /ˈkɒn.fɪ.dənt/ sicuro/a di sé confused /kənˈfjuːzd/ confuso/a connect /kəˈnekt/ collegare, connettersi consumption /kənˈsʌmp.ʃən/ consumo convict /ˈkɒn.vɪkt/ detenuto/a convicted /kənˈvɪk.tɪd/ condannato/a cooking (n) /ˈkʊk.ɪŋ/ cucinare costume /ˈkɒstjuːm/ costume, vestito cough (n) /kɒf/ tosse cough (v) /kɒf/ tossire court /kɔːt/ tribunale, campo (sportivo) cox /kɒks/ timoniere crash (n) /kræʃ/ incidente crash (v) /kræʃ/ schiantarsi crawl /krɔːl/ strisciare, gattonare crazy /ˈkreɪ.zi/ pazzo/a creative /kriˈeɪtɪv/ creativo credit card /ˈkred.ɪt ˌkɑːd/ carta di credito crime /kraɪm/ crimine, genere poliziesco crowded /ˈkraʊdɪd/ affollato crosswords /ˈkrɒs.wɜːdz/ cruciverba cruise /kruːz/ crociera cup /kʌp/ tazza curious /ˈkjʊə.ri.əs/ curioso/a currency /ˈkʌr.ən.si/ valuta

cushion /ˈkʊʃ.ən/ cuscino (da divano) customer /ˈkʌs.tə.mər/ cliente customs /ˈkʌs.təmz/ dogana

Ddamp /dæmp/ umido dangerous /ˈdeɪn.dʒər.əs/ pericoloso day trip /ˈdeɪ ˌtrɪp/ gita di un giorno deer /dɪər/ cervo defendant /dɪˈfen.dənt/ imputato/a delete /dɪˈliːt/ eliminare, cancellare delicious /dɪˈlɪʃ.əs/ delizioso delighted /dɪˈlaɪ.tɪd/ lieto/a deposit /dɪˈpɒzɪt/ deposito depressed /dɪˈprest/ depresso/a design (v) /dɪˈzaɪn/ progettare destination /ˌdes.tɪˈneɪ.ʃən/ destinazione destroy /dɪˈstrɔɪ/ distruggere detective /dɪˈtek.tɪv/ investigatore determined /dɪˈtɜː.mɪnd/ determinato/a develop /dɪˈvel.əp/ sviluppare diet /ˈdaɪət/ dieta diploma /dɪˈpləʊ.mə/ diploma disappointed /ˌdɪs.əˈpɔɪn.tɪd/ deluso/a discount /ˈdɪs.kaʊnt/ sconto discover /dɪˈskʌv.ər/ scoprire dishwasher /ˈdɪʃˌwɒʃ.ər/ lavastoviglie district /ˈdɪs.trɪkt/ distretto, quartiere documentary /ˌdɒk.jəˈmen.tər.i/ documentario dodgy /ˈdɒdʒ.i/ sospetto/a, poco affidabile

drag /dræɡ/ trascinare drama /ˈdrɑː.mə/ dramma, genere drammatico

dream (n) /driːm/ sogno dream (v) /driːm/ sognare drug dealer /ˈdrʌɡ ˌdiː.lər/ spacciatore/ spacciatrice duty free /ˌdjuː.ti ˈfriː/ esente da tasse duvet /ˈduː.veɪ/ piumone

Eearring /ˈɪə.rɪŋz/ orecchino earthquake /ˈɜːθ.kweɪk/ terremoto easy-going /ˌiː.ziˈɡəʊ.ɪŋ/ alla mano, tranquillo/a ecological footprint /ˌiː.kəˈlɒdʒ.ɪ.kəl ˈfʊt. prɪnt/ impronta ecologica economics /ˌiː.kəˈnɒm.ɪks/ economia effort /ˈef.ət/ sforzo elbow /ˈel.bəʊ/ gomito embarrassed /ɪmˈbær.əst/ imbarazzato/a endanger /ɪnˈdeɪn.dʒər/ mettere in pericolo end up /end ˈʌp/ finire per enjoyable /ɪnˈdʒɔɪ.ə.bəl/ piacevole enthusiasm /ɪnˈθjuːziæzəm/ entusiasmo enthusiastic /ɪnˌθjuː.ziˈæs.tɪk/ entusiasta eruption /ɪˈrʌp.ʃən/ eruzione escape /ɪˈskeɪp/ fuggire essay /ˈes.eɪ/ tema, saggio evidence /ˈev.ɪ.dəns/ prova examiner /ɪɡˈzæm.ɪ.nər/ esaminatore/ esaminatrice

exciting /ɪkˈsaɪ.tɪŋ/ emozionante excite /ɪkˈsaɪt/ entusiasmare excursion /ɪkˈskɜːʃən/ escursione expensive /ɪkˈspen.sɪv/ costoso experience /ɪkˈspɪə.ri.əns/ esperienza

experiment (v) /ɪkˈsper.ɪ.mənt/ sperimentare eyebrow /ˈaɪ.braʊ/ sopracciglio eye-catching /ˈaɪˌkætʃ.ɪŋ/ vistoso

F

facility /fəˈsɪl.ə.ti/ struttura, impianto factory worker /ˈfæk.tər.i ˌwɜː.kər/ operaio fairy tale /ˈfeə.ri ˌteɪl/ fiaba family room /ˈfæm.əl.i ˌruːm/ soggiorno familiare fantasy /ˈfæn.tə.si/ genere fantasy fare /feər/ tariffa fashionable /ˈfæʃ.ən.ə.bəl/ alla moda fast /fɑːst/ veloce feedback /ˈfiːd.bæk/ riscontro fee /fiː/ tassa, quota, retta firefighter /ˈfaɪəˌfaɪ.tər/ pompiere fit /fɪt/ in forma flatmate /ˈflæt.meɪt/ coinquilino/a flourish /ˈflʌr.ɪʃ/ prosperare focus on /ˈfəʊ.kəs ɒn/ concentrarsi su folk /fəʊk/ genere folk follower /ˈfɒl.ə.wəz/ follower (social) foodie /ˈfuː.di/ amante del cibo forehead /ˈfɔː.hed/ fronte fork /fɔːk/ forchetta fossil fuels /ˈfɒs.əl ˌfjuː.əlz/ combustibili fossili freezer /ˈfriː.zər/ congelatore friendship /ˈfrend.ʃɪp/ amicizia frightening /ˈfraɪ.tən.ɪŋ/ spaventoso fry /fraɪ/ friggere

Ggalley /ˈɡæl.i/ cambusa game /ɡeɪm/ gioco gather /ˈɡæð.ər/ raccogliere, riunirsi generate /ˈdʒen.ə.reɪt/ generare generous /ˈdʒen.ər.əs/ generoso get along/on with /ɡɛt əˈlɒŋ/ɒn wɪð/ andare d’accordo con get together /ɡet təˈɡeð.ər/ incontrarsi, riunirsi ginger /ˈdʒɪn.dʒər/ zenzero give up /ɡɪv ʌp/ arrendersi, smettere glass /ɡlɑːs/ vetro, bicchiere glasses /ˈɡlæs.ɪz/ occhiali glitchy /ˈɡlɪtʃ.i/ con problemi tecnici glove /ɡlʌv/ guanto go viral /ˌɡəʊ ˈvaɪə.rəl/ diventare / andare virale goal /ɡəʊl/ obiettivo, rete goalpost /ˈɡəʊlpəʊst/ palo della porta google (v) /ˈɡuː.ɡəl/ cercare su Google graffiti /ɡrəˈfiː.ti/ graffiti grant (n) /ɡrɑːnt/ sovvenzione, borsa di studio grant (v) /ɡrɑːnt/ concedere graphic design /ˈɡræf.ɪk dɪˈzaɪn/ progettazione grafica graphic novel /ˈɡræf.ɪk ˌnɒv.əl/ romanzo a fumetti guard /ɡɑːd/ guardia guilty /ˈɡɪl.ti/ colpevole gunpowder /ˈɡʌnˌpaʊ.dər/ polvere da sparo gymnastics /dʒɪmˈnæstɪks/ ginnastica

Hhandheld /ˈhændˌheld/ portatile handkerchief /ˈhæŋ·kə·tʃiːf / fazzoletto hands-on /ˌhændzˈɒn/ pratico handwriting /ˈhænd.raɪ.tɪŋ/ scrittura a mano handy /ˈhændi/ comodo, utile hang out /hæŋ aʊt/ passare il tempo harbour /ˈhɑː.bər/ porto hard-working /ˌhɑːdˈwɜː.kɪŋ/ laborioso/a, diligente hardware /ˈhɑːd.weər/ hardware harm (n) /hɑːm/ danno harm (v) /hɑːm/ nuocere a harmful /ˈhɑːmfəl/ dannoso, nocivo hate /heɪt/ odiare have a shower /ˌhæv ə ˈʃaʊər/ fare la doccia heating /ˈhiː.tɪŋ/ riscaldamento heel /hiːl/ tallone helmet /ˈhelmɪt/ casco helpline /ˈhel.paɪn/ linea di assistenza hide /haɪd/ nascondere hiking /ˈhaɪkɪŋ/ escursionismo historical fiction /hɪˌstɒr.ɪ.kəl ˈfɪk.ʃən/ romanzo storico holiday home /ˈhɒlɪdeɪ ˌhəʊm/ casa vacanze homepage /ˈhəʊmpeɪdʒ/ pagina iniziale homegrown /ˌhəʊmˈɡrəʊn/ di produzione propria, locale honest /ˈɒn.ɪst/ onesto/a hope /həʊp/ speranza horror /ˈhɒr.ər/ genere horror hug /hʌɡ/ abbracciare hunger /ˈhʌŋɡər/ fame

Iice skates /ˈaɪs skeɪts/ pattini da ghiaccio idyllic /ɪˈdɪlɪk/ idilliaco illegal /ɪˈliːɡəl/ illegale illness /ˈɪlnəs/ malattia illustration /ˌɪl.əˈstreɪ.ʃən/ illustrazione imagination /ɪˌmædʒ.ɪˈneɪ.ʃən/ immaginazione imaginative /ɪˈmædʒ.ɪ.nə.tɪv/ fantasioso, creativo impressed /ɪmˈprest/ colpito/a, impressionato/a in stock /ɪn ˈstɒk/ disponibile independent /ˌɪndɪˈpendənt/ indipendente

inexpensive /ˌɪnɪkˈspensɪv/ economico, poco costoso injury /ˈɪn.dʒər.i/ ferita, infortunio inmate /ˈɪnmeɪt/ detenuto/a innocent /ˈɪn.ə.sənt/ innocente inspire /ɪnˈspaɪər/ ispirare install /ɪnˈstɔːl/ installare instructor /ɪnˈstrʌk.tər/ istruttore / istruttrice insulate /ˈɪnsjəleɪt/ isolare termicamente intermediate /ˌɪn.təˈmiː.di.ət/ intermedio invade /ɪnˈveɪd/ invadere invent /ɪnˈvent/ inventare invest /ɪnˈvest/ investire

iron (n) /ˈaɪ.ən/ ferro, ferro da stiro iron (v) /ˈaɪ.ən/ stirare IT /ˌaɪˈtiː/ informatica

J

jar /dʒɑːr/ barattolo jazz /dʒæz/ jazz jealous /ˈdʒel.əs/ geloso/a join in /dʒɔɪn ɪn/ partecipare, unirsi a journalist /ˈdʒɜːnəlɪst/ giornalista journey /ˈdʒɜː.ni/ viaggio judge (n) /dʒʌdʒ/ giudice judge (v) /dʒʌdʒ/ giudicare judo /ˈdʒuː.dəʊ/ judo jug /dʒʌɡ/ brocca jury /ˈdʒʊə.ri/ giuria juvenile /ˈdʒuː.vən.aɪl/ minorenne

K

keep /kiːp/ tenere

kettle /ˈket.əl/ bollitore knee /niː/ ginocchio knife /naɪf/ coltello knight /naɪt/ cavaliere knitting /ˈnɪtɪŋ/ lavoro a maglia

L lab /læb/ laboratorio label /ˈleɪ.bəl/ etichetta ladder /ˈlæd.ər/ scala lance /lɑːns/ lancia landfill site /ˈlændfɪl saɪt/ discarica landscape /ˈlænd.skeɪp/ paesaggio lavender /ˈlævəndər/ lavanda lazy /ˈleɪ.zi/ pigro leather /ˈleð.ər/ pelle lesson /ˈlesən/ lezione librarian /laɪˈbreəriən/ bibliotecario/a life expectancy /ˈlaɪf ɪkˌspektənsi/ aspettativa di vita lighting /ˈlaɪ.tɪŋ/ illuminazione like (prep) /laɪk/ come limestone /ˈlaɪmstəʊn/ calcare lining /ˈlaɪnɪŋ/ fodera, rivestimento lip /lɪp/ labbro live (adj) /laɪv/ dal vivo loneliness /ˈləʊn.li.nəs/ solitudine loose /luːs/ sciolto, largo lose /luːz/ perdere luggage /ˈlʌɡ.ɪdʒ/ bagaglio luxury /ˈlʌkʃəri/ lusso

M

make sure /ˌmeɪk ˈʃɔːr/ assicurarsi makeshift /ˈmeɪkʃɪft/ improvvisato manual /ˈmæn.ju.əl/ manuale married /ˈmær.id/ sposato/a match (n) /mætʃ/ partita match (v) /mætʃ/ abbinare material /məˈtɪəriəl/ materiale metal /ˈmet.əl/ metallo mess /mes/ disordine microplastics /ˈmaɪkrəʊˌplæstɪks/ microplastiche microwave /ˈmaɪ.krəʊ.weɪv/ microonde miserable /ˈmɪz.ər.ə.bəl/ infelice, miserabile

monument /ˈmɒn.jʊ.mənt/ monumento mother-in-law /ˈmʌðər ɪn lɔː/ suocera motivate /ˈməʊ.tɪ.veɪt/ motivare move away /ˌmuːv əˈweɪ/ traslocare move house /ˌmuːv ˈhaʊs/ cambiare casa muddy /ˈmʌdi/ fangoso

mug /mʌɡ/ tazza

mugger /ˈmʌɡ.ər/ rapinatore/rapinatrice murderer /ˈmɜː.dər.ər/ assassino/a muscle /ˈmʌs.əl/ muscolo

Nnapkin /ˈnæp.kɪn/ tovagliolo neighbour /ˈneɪbər/ vicino/a di casa nervous /ˈnɜː.vəs/ nervoso/a, agitato/a nest /nest/ nido net /net/ rete non-stop /ˌnɒnˈstɒp/ illimitato note (n) /nəʊt/ appunto, nota novelist /ˈnɒv.əl.ɪst/ scrittore/scrittrice di romanzi nutmeg /ˈnʌtmeɡ/ noce moscata

Ooffender /əˈfendə/ colpevole offline /ˌɒfˈlaɪn/ offline old-fashioned /ˌəʊldˈfæʃ.ənd/ vecchio stile, fuori moda once-in-a-lifetime /ˌwʌns ɪn ə ˈlaɪftaɪm/ irripetibile, unico nella vita operation /ˌɒpəˈreɪʃən/ operazione ordinary /ˈɔː.dən.ri/ ordinario, comune original /əˈrɪdʒ.ɪ.nəl/ originale origins /ˈɒr.ɪ.dʒɪnz/ origini overcrowding /ˌəʊvəˈkraʊdɪŋ/ sovraffollamento overthrow /ˌəʊvəˈθrəʊ/ rovesciare, spodestare

Ppackage tour /ˈpæk.ɪdʒ ˌtʊər/ viaggio organizzato packet /ˈpæk.ɪt/ pacchetto painful /ˈpeɪnfəl/ doloroso part-time /ˌpɑːtˈtaɪm/ part-time, a tempo parziale patient /ˈpeɪ.ʃənt/ paziente pen name /ˈpen ˌneɪm/ pseudonimo permanent /ˈpɜː.mə.nənt/ permanente permission /pəˈmɪʃ.ən/ permesso persuade /pəˈsweɪd/ persuadere, convincere physics /ˈfɪzɪks/ fisica pickpocket /ˈpɪkˌpɒk.ɪt/ borseggiatore/ borseggiatrice picturesque /ˌpɪk.tʃərˈesk/ pittoresco piece /piːs/ pezzo pillow /ˈpɪləʊ/ cuscino, guanciale pioneer /ˌpaɪəˈnɪər/ pioniere/a pitch /pɪtʃ/ campo plain /pleɪn/ semplice, tinta unita, pianura player /ˈpleɪ.ər/ giocatore/giocatrice, musicista plead /pliːd/ supplicare, dichiararsi in tribunale pleasant /ˈplez.ənt/ piacevole pocket /ˈpɒk.ɪt/ tasca podcast /ˈpɒd.kɑːst/ podcast poetry /ˈpəʊɪtri/ poesia point /pɔɪnt/ punto poisonous /ˈpɔɪzənəs/ velenoso polite /pəˈlaɪt/ educato/a portrait /ˈpɔː.trɪt/ ritratto position /pəˈzɪʃən/ posizione, ruolo post (n) /pəʊst/ posta, post

post (v) /pəʊst/ pubblicare, postare pottery /ˈpɒtəri/ ceramica, terracotta power station /ˈpaʊər ˌsteɪ.ʃən/ centrale elettrica precise /prɪˈsaɪs/ preciso/a prescription /prɪˈskrɪpʃən/ prescrizione preserve /prɪˈzɜːv/ preservare, conservare pressing /ˈpresɪŋ/ urgente prevent /prɪˈvent/ prevenire, impedire pride /praɪd/ orgoglio primary /ˈpraɪməri/ primario prison /ˈprɪzən/ prigione prison sentence /ˈprɪz.ən ˌsen.təns/ condanna detentiva prisoner /ˈprɪzənər/ prigioniero/a pristine /ˈprɪstiːn/ incontaminato, perfetto produce /ˈprɒd.juːs/ produrre profit /ˈprɒf.ɪt/ profitto, guadagno programme /ˈprəʊ.ɡræm/ programma progress /ˈprəʊɡres/ progresso prohibit /prəˈhɪbɪt/ proibire project (v) /ˈprɒdʒ.ekt/ proiettare pronunciation /prəˌnʌn.siˈeɪ.ʃən/ pronuncia property /ˈprɒpəti/ proprietà prosecutor /ˈprɒsɪˌkjuːtər/ pubblico ministero, procuratore prove /pruːv/ dimostrare punish /ˈpʌnɪʃ/ punire pupil /ˈpjuː.pəl/ alunno/a, pupilla put off /pʊt ˈɒf/ rimandare pyramid /ˈpɪr.ə.mɪd/ piramide

Qqualified /ˈkwɒl.ɪ.faɪd/ qualificato quality /ˈkwɒləti/ qualità queue /kjuː/ fila, coda quite /kwaɪt/ abbastanza quiz show /ˈkwɪz ˌʃəʊ/ quiz televisivo

Rrainforest /ˈreɪn.fɒr.ɪst/ foresta pluviale reach /riːtʃ/ raggiungere receipt /rɪˈsiːt/ ricevuta recommendation /ˌrekəmenˈdeɪʃən/ raccomandazione, consiglio record (n) /ˈrek.ɔːd/ registrazione, disco record (v) /rɪˈkɔːd/ registrare recover /rɪˈkʌvə/ guarire redundant /rɪˈdʌn.dənt/ superfluo refund (v) /ˈriː.fʌnd/ rimborsare related /rɪˈleɪ.tɪd/ correlato, imparentato/a relation /rɪˈleɪʃən/ rapporto, relazione relaxed /rɪˈlækst/ rilassato/a relaxing /rɪˈlæksɪŋ/ rilassante release (n) /rɪˈliːs/ uscita, rilascio release (v) /rɪˈliːs/ rilasciare, liberare reliable /rɪˈlaɪ.ə.bəl/ affidabile remove /rɪˈmuːv/ rimuovere renewable energy /rɪˈnjuː.ə.bəl ˌen.ə.dʒi/ energia rinnovabile rent /rent/ affitto, affittare represent /ˌreprɪˈzent/ rappresentare research (n) /rɪˈsɜːtʃ/ ricerca reservation /ˌrez.əˈveɪ.ʃən/ prenotazione reserve /rɪˈzɜːv/ riserva resort /rɪˈzɔːt/ resort

respond /rɪˈspɒnd/ rispondere retired /rɪˈtaɪəd/ in pensione review /rɪˈvjuː/ recensione revise /rɪˈvaɪz/ ripassare rewarding /rɪˈwɔː.dɪŋ/ gratificante rider /ˈraɪ.dər/ ciclista ring (n) /rɪŋ/ anello ring (v) /rɪŋ/ squillare road trip /ˈrəʊd ˌtrɪp/ viaggio in auto roast (n) /rəʊst/ arrosto roast (v) /rəʊst/ arrostire robbery /ˈrɒb.ər.i/ rapina rock-climbing /ˈrɒk ˌklaɪmɪŋ/ arrampicata su roccia romantic fiction /rəʊˈmæn.tɪk ˌfɪk.ʃən/ romanzo rosa roundabout /ˈraʊndəˌbaʊt/ rotatoria ruins /ˈruː.ɪnz/ rovine run /rʌn/ correre running water /ˌrʌnɪŋ ˈwɔːtə/ acqua corrente run out of /rʌn ˈaʊt əv/ restare senza

S salary /ˈsæl.ər.i/ stipendio salty /ˈsɒl.ti/ salato sample /ˈsɑːmpl/ campione, esempio saucer /ˈsɔː.sər/ piattino savoury /ˈseɪ.vər.i/ salato, saporito scarf /skɑːf/ sciarpa scary /ˈskeə.ri/ spaventoso scene /siːn/ scena science fiction /ˈsaɪ.əns ˌfɪk.ʃən/ fantascienza scrapbooking /ˈskræpbʊkɪŋ/ scrapbooking script /skrɪpt/ copione, testo sculptor /ˈskʌlp.tər/ scultore/scultrice sculpture /ˈskʌlp.tʃər/ scultura search engine /ˈsɜːtʃ ˌen.dʒɪn/ motore di ricerca seasonal /ˈsiːzənl/ stagionale secondary /ˈsekəndəri/ secondario self-belief /ˌself.bɪˈliːf/ fiducia in se stessi self-employed /ˌself.ɪmˈplɔɪd/ lavoratore/ lavoratrice autonomo/a self-help /ˌselfˈhelp/ auto-aiuto selfie /ˈselfi/ selfie sense /sens/ senso, percezione sensible /ˈsen.sə.bəl/ sensato/a sentence /ˈsen.təns/ frase, condanna serious /ˈsɪə.ri.əs/ serio/a server /ˈsɜː.vər/ server informatico set up /ˈset ʌp/ organizzare, impostare sewage /ˈsuːɪdʒ/ acque reflue, fognature sheet /ʃiːt/ lenzuolo, foglio shelter /ˈʃeltər/ rifugio shift /ʃɪft/ turno di lavoro shoelace /ˈʃuːleɪs/ lacci delle scarpe shoplifter /ˈʃɒp.lɪf.tər/ taccheggiatore/ taccheggiatrice shoplifting /ˈʃɒp.lɪf.tɪŋ/ taccheggio short story /ˌʃɔːt ˈstɔː.ri/ racconto breve shortlist /ˈʃɔːtlɪst/ selezione shoulder /ˈʃəʊl.dər/ spalla shy /ʃaɪ/ timido/a sibling /ˈsɪb.lɪŋ/ fratello/sorella sick /sɪk/ malato/a sign up /saɪn ʌp/ iscriversi, registrarsi silk /sɪlk/ seta

silo /ˈsaɪ.ləʊ/ silos skeleton /ˈskelɪtən/ scheletro skilled /skɪld/ qualificato/a, esperto/a slice /slaɪs/ fetta, taglio smart /smɑːt/ elegante, alla moda, intelligente smart home hub /ˌsmɑːt ˌhəʊm ˈhʌb/ centro domotico smoky /ˈsməʊ.ki/ fumoso soap opera /ˈsəʊp ˌɒp.ər.ə/ soap opera, telenovela

sociable /ˈsəʊ.ʃə.bəl/ socievole software /ˈsɒft.weər/ software solar power /ˈsəʊ.lər ˌpaʊər/ energia solare solve /sɒlv/ risolvere sore /sɔːr/ dolorante sour /saʊər/ acido, aspro speaker /ˈspiː.kər/ relatore/relatrice speakers /ˈspiː.kəz/ altoparlanti spectator /spekˈteɪtər/ spettatore/ spettatrice spice /spaɪs/ spezia spicy /ˈspaɪsi/ piccante spoon /spuːn/ cucchiaio squash (n) /skwɒʃ/ squash, zucca squash (v) /skwɒʃ/ schiacciare statue /ˈstætʃ.uː/ statua stay /steɪ/ soggiornare, restare steal /stiːl/ rubare stew /stjuː/ stufato stick /stɪk/ bastone still life /ˌstɪl ˈlaɪf/ natura morta strange /streɪndʒ/ strano stranger /ˈstreɪndʒər/ estraneo/a stream /striːm/ torrente, trasmettere in streaming stressful /ˈstresfəl/ stressante suit (v) /suːt/ andare bene, adattarsi sunflower /ˈsʌnˌflaʊər/ girasole surface /ˈsɜːfɪs/ superficie survival /səˈvaɪvəl/ sopravvivenza survive /səˈvaɪv/ sopravvivere survivor /səˈvaɪ.vər/ sopravvissuto/a sweet /swiːt/ dolce swimming costume /ˈswɪmɪŋ ˌkɒstjuːm/ costume da bagno switch (v) /swɪtʃ/ cambiare switch off /ˌswɪtʃ ˈɒf/ spegnere switch on /ˈswɪtʃ ɒn/ accendere

Ttake up /ˌteɪk ˈʌp/ iniziare (un hobby, sport) talent show /ˈtæl.ənt ˌʃəʊ/ talent show tasty /ˈteɪsti/ gustoso teacher /ˈtiːtʃər/ insegnante temple /ˈtem.pəl/ tempio temporary /ˈtem.pər.ər.i/ temporaneo test /test/ test, esame thief /θiːf/ ladro/a thriller /ˈθrɪl.ər/ genere thriller thumb /θʌm/ pollice tidy up /ˌtaɪ.di ˈʌp/ riordinare tight /taɪt/ stretto tin /tɪn/ lattina toe /təʊ/ dito del piede tongue /tʌŋ/ lingua toothpaste /ˈtuːθpeɪst/ dentifricio tournament /ˈtʊə.nə.mənt/ torneo tower /ˈtaʊər/ torre

track (n) /træk/ pista, traccia track (v) /træk/ seguire, tracciare tracksuit /ˈtrækˌsuːt/ tuta sportiva trade /treɪd/ commercio, scambio traffic jam /ˈtræfɪk ˌdʒæm/ ingorgo stradale trapped /træpt/ intrappolato/a treat (n) /triːt/ leccornia, dolciume treat (v) /triːt/ trattare trip /trɪp/ viaggio, gita trouble /ˈtrʌb.əl/ problema, guaio tsunami /tsuːˈnɑː.mi/ maremoto tunnel /ˈtʌnl/ tunnel, galleria turn down /tɜːn daʊn/ rifiutare, abbassare turn into /tɜːn ˈɪntuː/ trasformarsi in turn off /tɜːn ɒf/ spegnere turn on /tɜːn ɒn/ accendere turn out /tɜːn aʊt/ risultare, partecipare turn up /tɜːn ʌp/ arrivare, aumentare twig /twɪɡ/ rametto typhoon /taɪˈfuːn/ tifone

Uuninhabited /ˌʌnɪnˈhæbɪtɪd/ disabitato unkind /ʌnˈkaɪnd/ scortese update (n) /ˌʌpˈdeɪt/ aggiornamento update (v) /ˌʌpˈdeɪt/ aggiornare upload (n) /ˈʌp.ləʊd/ caricamento upload (v) /ˈʌp.ləʊd/ caricare upset /ʌpˈset/ turbato/a, sconvolto/a user group /ˈjuː.zər ˌɡruːp/ gruppo di utenti using social media /ˌjuː.zɪŋ ˌsəʊ.ʃəl ˈmiː. di.ə/ usare i social media

Vvandal /ˈvænd.əl/ vandalo/a video doorbell /ˈvɪd.i.əʊ ˈdɔː.bel/ videocitofono visa /ˈviː.zə/ visto volcano /vɒlˈkeɪnəʊ/ vulcano voluntary (adj) /ˈvɒl.ən.tri/ volontario volunteer (n) /ˌvɒl.ənˈtɪər/ volontario/a

W

wardrobe /ˈwɔː.drəʊb/ guardaroba washing machine /ˈwɒʃ.ɪŋ məˈʃiːn/ lavatrice

watch (n) /wɒtʃ/ orologio wealth /welθ/ ricchezza wealthy /ˈwelθi/ ricco/a weapon /ˈwep.ən/ arma web chat /ˈweb ˌtʃæt/ chat online well-paid /ˌwelˈpeɪd/ ben retribuito whatever /wɒtˈevər/ qualsiasi cosa, qualunque wildfire /ˈwaɪld.faɪər/ incendio boschivo windmill /ˈwɪndmɪl/ mulino a vento window shopping /ˈwɪn.dəʊ ˌʃɒp.ɪŋ/ guardare le vetrine senza comprare witness /ˈwɪt.nəs/ testimone wool /wʊl/ lana world-famous /ˌwɜːldˈfeɪməs/ famoso in tutto il mondo writer /ˈraɪ.tər/ scrittore/scrittrice

Yyouth hostel /ˈjuːθ ˌhɒs.təl/ ostello della gioventù

Irregular verbs

Infinitive Past simple Past participle be was / were been become became become begin began begun break broke broken bring brought brought build built built buy bought bought can could –catch caught caught choose chose chosen come came come cost cost cost cut cut cut do did done draw drew drawn dream dreamed / dreamt dreamed / dreamt drink drank drunk drive drove driven eat ate eaten fall fell fallen feel felt felt find found found fly flew flown forget forgot forgotten get got got give gave given go went gone grow grew grown have had had hear heard heard hit hit hit hold held held hurt hurt hurt keep kept kept know knew known learn learned / learnt learned / learnt leave left left lend lent lent let let let lie lay lain lose lost lost mean meant meant make made made meet met met pay paid paid put put put read read read ride rode ridden run ran run say said said see saw seen sell sold sold send sent sent show showed shown shut shut shut sing sang sung sit sat sat

Infinitive Past simple Past participle sleep slept slept speak spoke spoken spend spent spent stand stood stood steal stole stolen swim swam swum take took taken teach taught taught tell told told think thought thought throw threw thrown understand understood understood wake woke woken wear wore worn win won won write wrote written

Phrasal verbs

come back return to a place come round go to a place fall off move quickly down from something, usually by accident find out discover get back return to a place get in arrive home get off leave, e.g. a bus / train get on go onto, e.g. a bus / train get up get out of bed go out leave your house to go somewhere look after take care of someone or something look for search for someone or something

move away move in a different direction pick up meet someone and take them somewhere put away put something in the place where you usually keep it roll out make something flat run away run in a different direction sit down move yourself into a seat switch off stop something that uses electricity switch on start something that uses electricity take off remove, e.g. shoes take out remove something from a place throw away put something in a bin wake up stop sleeping walk out leave a place by walking write down write something on a piece of paper

Photo Acknowledgements

Photos: 8-9 Anthony Giarrusso/Shutterstock.com; 9 Peter Elvidge/Shutterstock.com; 11 khlungcenter/Shutterstock.com; 13(t) Halfpoint/Shutterstock.com; (b) BearFotos/Shutterstock.com; 14-15 ArieStudio/Shutterstock.com; 15 (inset) 1000 Words/Shutterstock.com, (br) Ground Picture/Shutterstock.com; 16 Tero Vesalainen/Shutterstock.com; 17 Daniel Hoz/Shutterstock.com; 19(t) CarlosBarquero/Shutterstock.com, (b) Yang Wenbin Xinhua/eyevine/Redux; 20-21 Mayura Posrisoong/Shutterstock.com; 20 Ground Picture/Shutterstock.com; 21(t) oneinchpunch/Shutterstock.com, (b) Dragon Images/Shutterstock.com; 22 Beverly Joubert/National Geographic Image Collection; 23 Julia Raketic/Shutterstock.com; 24 Mangostar/Shutterstock.com; 25 Dmitrydesign/Shutterstock.com; 27(l) Towhidul/stock.adobe.com, (tr) salajean/Shutterstock.com, (trm) Andreas G. Karelias/Shutterstock.com, (bmr) Babak Tafreshi/National Geographic Image Collection, (br) Patryk Kosmider/Shutterstock.com; 28 Isabella Antonelli/EyeEm via Getty Images; 31(t) fitopardo/Moment via Getty Images, (b) Gerd Ludwig/ National Geographic Image Collection; 32 © Cengage; 33 JackF/iStock via Getty Images; 34(1) Andrey Armyagov/Alamy Stock Photo, (2) LightField Studios Inc./ Alamy Stock Photo, (3) De Monstera Studio/Shutterstock.com, (4) ntkris/Shutterstock.com, (5) MBI/Alamy Stock Photo, (6) trevorb/Shutterstock.com; 35 Hans Geel/Shutterstock.com; 36 shomos uddin/Moment Open via Getty Images; 37(l) Klaus Vedfelt/DigitalVision via Getty Images, (r) Peter Cade/The Image Bank via Getty Images; 38(1) Nataly Studio/Shutterstock.com, (2) Valentyn Volkov/Shutterstock.com, (3) Photoongraphy/Shutterstock.com, (4) grey_and/Shutterstock. com, (5) Nataly Studio/Shutterstock.com; 39(t) Nikada/E+ via Getty Images, (b) iStock.com/hakule, 40(l) Pixel-shot/Alamy Stock Photo, (r) DUSAN ZIDAR/ Shutterstock.com; 41 Ground Picture/Shutterstock.com; 43(t) Rawpixel.com/Shutterstock.com, (m) fornStudio/Shutterstock.com, (b) Magdanatka/Shutterstock. com; 45 Toms Auzins/Shutterstock.com; 47 beboy/Shutterstock.com, (inset) Todd Wells/National Geographic Image Collection; 49(t) David Doubilet/National Geographic Image Collection, (inset) ©Nikki Taituma; 50(1) Bildagentur Zoonar GmbH/Shutterstock.com, (2) Galyna Andrushko/Shutterstock.com, (3) Deni_ Sugandi/Shutterstock.com, (4) Galyna Andrushko/Shutterstock.com, (5) Ignacio Palacios/Stone via Getty Images, (6) Marius Roman/Moment via Getty Images, (7) EpicStockMedia/Shutterstock.com, (8) Kevin Chen/Eyeem/EyeEm Premium via Getty Images; 51 Johan Ordonez/AFP via Getty Images; 52 wildestanimal/ Moment via Getty Images; 53 New Africa/Shutterstock.com; 54-55 Tory Kallman/Shutterstock.com; 56(a) Mario Babiera/Alamy Stock Photo, (b) InterNetwork Media via Getty Images, (c) AP Images/Richard Vogel, (d) Surachet1/iStock via Getty Images, (r) AP Images/Doug Pizac, File; 59 Ververidis Vasilis/Shutterstock. com, (inset) Rich Carey/Shutterstock.com; 61(t) Per-Anders Pettersson/Contributor via Getty Images, (r) Vincent Boisot/Riva Press/Redux; 62(a) Design Pics, Inc./ National Geographic Image Collection, (b) Junior D. Kannah/AFP via Getty Images, (c) DusanManic/E+ via Getty Images; 63 Stokkete/Shutterstock.com; 64 GoodStudio/Shutterstock.com; 65(tl) Elena11/Shutterstock.com, (tm) Babaev Ivan/Shutterstock.com, (bl) cktravels.com/Shutterstock.com, (bm) Radu Bercan/Shutterstock.com, (r) BrianWancho/Shutterstock.com; 66 Andrea Solero/AFP via Getty Images; 67(t) imageBROKER/Alamy Stock Photo, (b) Manon/stock. adobe.com; 68 antoniodiaz/Shutterstock.com; 71(a) Look Studio/Shutterstock.com, (b) withGod/Shutterstock.com, (c) nito/Shutterstock.com, (d) Pixel-shot/ Alamy Stock Photo, (e) Ruth Black/Shutterstock.com, (r) Derek Hudson/Hulton Archive via Getty Images; 74 View Apart/Shutterstock.com; 75 Alexandre Rotenberg/Shutterstock.com; 77(t) Yuriko Nakao/Getty Images News via Getty Images, (tm) Yuriko Nakao/Getty Images News via Getty Images, (bm) Yuriko Nakao/Getty Images News via Getty Images, (b) Barbara Smits/Shutterstock.com; 78(a) natu/Shutterstock.com, (b) Sergiy Kuzmin/Shutterstock.com, (c) Anton Starikov/Shutterstock.com, (d) New Africa/Shutterstock.com, (e) Seregam/Shutterstock.com, (f) Anton Starikov/Shutterstock.com, (g) Sergiy Kuzmin/ Shutterstock.com, (h) Sergiy Kuzmin/Shutterstock.com; 80(a) Juan R. Velasco/Shutterstock.com, (b) federico stevanin/Shutterstock.com, (c) Wivoca/Shutterstock. com, (d) Alex Thomson/Alamy Stock Photo; 81(a) ewg3D/E+ via Getty Images, (b) Helen Hotson/Shutterstock.com; 82-83 u3d/Shutterstock.com; 82(a) Anton Starikov/Shutterstock.com, (b) noprati somchit/Shutterstock.com, (c) Petro Perutskyi/Shutterstock.com, (d) nasidastudio/Shutterstock.com, (e) Nataly Studio/ Shutterstock.com; 83(tl) Just Jus/Shutterstock.com, (ml) JulieStar/Shutterstock.com, (bl) Wichai Prasomsri1/Shutterstock.com, (tr) Casezy idea/Shutterstock.com, (tmr) alice-photo/Shutterstock.com, (bmr) alexandre zveiger/Shutterstock.com, (br) Aleksei Kochev/Shutterstock.com; 84(a) Skylines/Shutterstock.com, (b) Hunter Leader/Shutterstock.com, (c) Outline Icon/Shutterstock.com, (d) The Studio/Shutterstock.com, (e) The Studio/Shutterstock.com, (br) panuwat phimpha/ Shutterstock.com; 85 Guitar photographer/Shutterstock.com; 87 Matthieu Paley/National Geographic Image Collection, 88 (inset) Glenn Waters/Moment/Getty Images; 89(tl) Paul Chesley/National Geographic Image Collection, (tr) Skip Brown/National Geographic Image Collection, (bl) Simple Line/stock.adobe.com; 90(l) Tartila/stock.adobe.com, (1) Top Photo Engineer/Shutterstock.com, (2) CandyBox Images/Shutterstock.com, (3) Ground Picture/Shutterstock.com, (4) RossHelen editorial/Alamy Stock Photo, (5) Stockbyte via Getty Images, (6) Oleg Troino/Shutterstock.com; 92(l) Hafizgnwn/ Shutterstock.com, (r) © Racing the Planet; 94 Geber86/E+ via Getty Images; 95 TORU YAMANAKA via Getty Images; 96 Alistair Berg/Digital Vision via Getty Images; 97 Monkey Business Images/ Shutterstock.com; 99(tl) Wirestock Creators/Shutterstock.com, (tr) Leo Mason/Popperfoto via Getty Images, (bl) Philip Bird LRPS CPAGB/Shutterstock.com, (br) Tim Clayton via Getty Images; 103 Atosan/Shutterstock.com; 104 Horizonman/Shutterstock.com; 105 imageBROKER/Alamy Stock Photo; 106(a) Arnav Pratap Singh-/Shutterstock.com, (b) Michaelnero/Shutterstock.com, (c) Sean Pavone/Shutterstock.com, (d) Dmitry Rukhlenko/Shutterstock.com, (e) Pefkos/ Shutterstock.com, (f) Sherbak_photo/Shutterstock.com; 108 Angela N Perryman/Shutterstock.com, (inset) David L. Mearns/National Geographic Image Collection;; 109(l) Folio Images/Alamy Stock Photo, (r) Tim Graham/Alamy Stock Photo; 110(a) pjrimages/iStock via Getty Images, (b) The Picture Art Collection/ Alamy Stock Photo, (c) Charlotte C. and John C. Weber Collection, Gift of Charlotte C. and John C. Weber, 1992/The Metropolitan Museum of Art, (d) Gang Liu/ Alamy Stock Photo, (e) agefotostock/Alamy Stock Photo, (f) agefotostock/Alamy Stock Photo; 111 Nick Brundle Photography/Moment via Getty Images; 112(1) Martin Ruetschi/Keystone/Redux, (2) Donyanedomam/iStock via Getty Images, (3) stock_SK/Shutterstock.com, (4) Guy Sagi/Alamy Stock Photo, (5) shutter_o/Shutterstock.com, (6) 1000 Words/Shutterstock.com; 115 Noah Couser/Cavan Images - Offset/Shutterstock.com, (inset) Mario Tama/Getty Images News/Getty Images; 116 Carsten Peter/National Geographic Image Collection; 117 Carsten Peter/National Geographic Image Collection; 118(a) IMG visuals icons, (b) evemilla/E+ via Getty Images, (c) Love Silhouette/Shutterstock.com, (d) Andrey Ezhov/Shutterstock.com, (e) Igor Klimov/Shutterstock.com, (f) xpixel/ Shutterstock.com; 121 Daniel Simoc-Minea/Shutterstock.com; 122-123 Michael Gordon/Shutterstock.com; 122(A) TMP - An Instant of Time/Shutterstock.com, (B) Wirestock Creators/Shutterstock.com; 123(C) pisaphotography/Shutterstock.com, (D) cowardlion/Shutterstock.com, (E) LIDERO/Shutterstock.com, (F) dhkim1005/Shutterstock.com, (G) Edina Szlanyinka/Shutterstock.com, (H) Sundry Photography/Shutterstock.com; 130(l) Piotr Marcinski/EyeEm via Getty Images, (r) PeopleImages/Shutterstock.com; 131 © Rubén Salgado Escudero, (inset) Wolfram Schroll/Bloomberg/Getty Images; 132 robertharding/Alamy Stock Photo; 133 Craig Cutler/National Geographic Image Collection; 134 Universal Images Group North America LLC/Alamy Stock Photo; 135 ARTEM ARTEMENKO/ Shutterstock.com; 136 Shahjehan/Shutterstock.com; 138-139 Accogliente Design/Shutterstock.com; 140 Science & Society Picture Library/SSPL via Getty Images; 143 AFP/Stringer via Getty Images, (inset) © Anand Varma; 145(tl) Ali/stock.adobe.com, (tr) maxwarni creative/stock.adobe.com, (b) WENN Rights Ltd/Alamy Stock Photo; 147 Dean Drobot/Shutterstock.com; 148 Miguel Sotomayor/Moment via Getty Images; 149(l) Kathy deWitt/Alamy Stock Photo, (r) Adrian Sherratt/ Alamy Stock Photo; 150-151 Maksym Kravchenko/stock.adobe.com; 151(l) Andrea Rivola (illustration by), (r) VectorMine/stock.adobe.com; 155 Streyking Photography/Alamy Stock Photo; 157 SpeedKingz/Shutterstock.com; 158(phone) VGC/Shutterstock.com, (inset) Tong_stocker/Shutterstock.com; 159 Visual China Group via Getty Images, (inset) © Crossing Borders Films Ltd; 161(t) Vincent Boisot/Riva Press/Redux, (b) Thomas Linkel/laif/Redux; 164 Panther Media Global/Alamy Stock Photo; 167(background) IMG visuals icons /stock.adobe.com, (l) Smith Collection/Gado via Getty Images (r) Government Art Collection; 169(t) Mirifada/Shutterstock.com, (b) Baurz1973/Shutterstock.com; 171 Alexandre Rotenberg/Shutterstock.com; 172-173 Urs Hauenstein/Alamy Stock Photo; 174 AYSIA/ stock.adobe.com; 176 Ground Picture/Shutterstock.com; 177 LightField Studios Inc./Alamy Stock Photo; 178 Claudio Scaramuzzi (illustration by); 179 Claudio Scaramuzzi (illustration by); 180 Peter Macdiarmid via Getty Images; 181 Nicholas J Klein/Shutterstock.com; 187(tl) DGLimages/Shutterstock.com, (tr) Directphoto Collection/Alamy Stock Photo, (bl) explorich/Alamy Stock Photo, (br) Lillian Tveit/Alamy Stock Photo; 188(tl) ssuaphotos/Shutterstock.com, (tm) Ground Picture/Shutterstock.com, (tr) Soonthorn Wongsaita/Shutterstock.com, (ml) Vladyslav Starozhylov/Shutterstock.com, (mr) YuRi Photolife/Shutterstock. com; 190 © DLA; 191 © DLA; 192 © DLA; 193 Blan-k/Shutterstock.com; 198(t) morrowlight/Shutterstock.com, (m) Arina P Habich/Shutterstock.com; 199 Cookie Studio/Shutterstock.com; 204 New Africa/Shutterstock.com; 205 Miljan Zivkovic/Shutterstock.com; 207 Maskot/Maskot via Getty Images; 208 Kozlenko/ Shutterstock.com; 213 Neil_Benison_Photography/Shutterstock.com; 215 BigPixel Photo/Shutterstock.com; 217 koldo_studio/Shutterstock.com; 222 sdf_qwe/ Shutterstock.com; 224 AnnaStills/Shutterstock.com; 225(a) fivepointsix/Shutterstock.com, (b) Kmpzzz/Shutterstock.com, (c) Rawpixel.com/Shutterstock.com, (d) Pixel-Shot/Shutterstock.com, (e) William Perugini/Shutterstock.com; 228 Chris Saunders; 231 columbo.photog/Shutterstock.com; 237 Gaschwald/iStock/ Getty Images Plus via Getty Images; 238 Christian Mueller/Shutterstock.com; 239 10’000 Hours via Getty Images; 248 Liderina/Shutterstock.com; 255 Wothe, K./picture alliance/Arco Images G/Newscom; 256 Arina Grin/Shutterstock.com; 257 RossHelen/Shutterstock.com; 261 JaCZhou 2015/Moment via Getty Images; 264(l) lev radin/Shutterstock.com, (r) NorthSky Films/Shutterstock.com; 265 Frame Stock Footage/Shutterstock.com; 268 RgStudio/E+ via Getty Images; 281 AnnaStills/Shutterstock.com; 287 Marian Weyo/Shutterstock.com; 289 Ivan Azimov 007/Shutterstock.com; 295 antoniodiaz/Shutterstock.com.

Illustrations: 33, 46, 71(icon) created by ELI. All other illustrations created by SPi Global, © Cengage.

Videos: 26, 38, 54, 66, , 82, 94, 110, 122, 138, 150, 166 and 178 copyright of Studio IMMAGINA; 75 and 171 https://digitallearningassociates.com/. ON THE COVER

Sea caves near Ayia Napa, Cipro, kirill_makarov/Shutterstock.com

National Geographic Learning, a Cengage Company

Frames B1/B1+ Student’s Book & Workbook

Adapted from: New Close-up B1 and B1+ Student’s Book and Workbook

Author: Katherine Stannett with Louisa ESSENHIGH (Student’s Book), Janet Harmer with Alun Phillips and Edward Alden (Workbook)

Director, ELT Portfolio Management: Rachael Gibbon

Senior Development Editor: Clare Roberts

Senior Content Project Manager: Phillipa Davidson-Blake

Original Composition: SPi Global

This edition Composition: ELi Editorial Department

Editorial Manager: Simona Franzoni

Project Manager: Simona Pisauri

Editors: Simona Pisauri, Rebecca Raynes, Laura Puleio (Workbook)

Picture Editor: Giorgia D’Angelo

Editorial Coordination: Marco Mauri

Production Manager: Francesco Capitano

Page Layout: Sara Blasigh (Student’s Book), Marinella Carzaniga (Workbook)

© 2026 Cengage Learning, Inc.

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Student’s Book & Workbook ISBN: 978-88-536-4725-2

Source ISBNs:

New Close-up B1 Student’s Book 9780357433980

New Close-up B1 Workbook 9780357434031

New Close-up B1+ Student’s Book 9780357433997

New Close-up B1+ Workbook 9780357434048

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The Publisher would like to extend a very special thank you to Daniela Cerroni, Grazia Cerulli, Valentina Chen, Giovanna Da Villa, Pamela Gallio, Maria Giannini, Sabrina Moretti and Emanuela Ungaro for their feedback during the development of Frames

We would also like to thank the following teachers, their colleagues and their students for the invaluable feedback they provided: Dina Francesca, Drei Ilena, Forlì Maria, Furetti Rita, Giannelli Angelica, Giovannini Stella, Sambi Elisabetta, Santucci Simona and Taverna Luca.

Printed by Tecnostampa – Pigini Group Printing Division – Loreto, Trevi – Italia Print Number: 26.83.040.0