Perspectives 2nd Edition - Pre-Intermediate - sample

Inspiring Communication

PERSPECTIVES SECOND EDITION

PRE-INTERMEDIATE

STUDENT’S BOOK & WORKBOOK

CONTENTS VOCABULARY WORD BUILDING

UNIT

Personality Verb + adjective

GRAMMAR

FUNCTIONS

Present simple & Present continuous

Talking about likes & dislikes

Stative verbs

VIDEO

Verb + -ing/to

Video Functions A Meeting people (p. 148)

Past simple

Giving reasons

used to

VIDEO

Past continuous

Video Functions B Talking about a past event (p. 149)

1 Who are you?

Pages 8–17

Describing where you live Suffixes (1) -ion, -ation

Past continuous & Past simple

2 Where the heart is Pages 18–27

Consolidation & Certification pp. 28–30

CITIZENSHIP Sustainable cities VIDEO pp.34–35 Body & health

Quantifiers

Synonyms

Phrasal verbs

Opinions (1)

Adverbs of manner

3 Health and happiness Pages 36–45

Education Suffixes (2) -ful, -less

Comparative & superlative adverbs

Opinions (2) VIDEO

Video Functions C Giving an opinion (p. 150)

(not) as ... as too/enough so/such

4 Learning Pages 46–55

Consolidation & Certification pp. 56–58

Comparative & superlative adjectives

CITIZENSHIP Getting an education VIDEO pp. 62–63 Relationships

Present perfect

Suffixes (3) -al, -ical

Present perfect & Past simple

Inviting

Present perfect with for and since Present perfect with just, already and yet

5 Family and friends Pages 64–73

Goals & expectations Negative prefixes im-, dis-, un-, in-

Modal verbs: obligation, prohibition, permission, lack of obligation Modal verbs: advice

6 Do your best

Zero conditional

Pages 74–83

Consolidation & Certification pp. 84–86 2

CITIZENSHIP Working together VIDEO pp.90–91

Giving advice VIDEO

Video Functions D Asking for help (p. 151)

PRONUNCIATION VIDEO MAPS Pronunciation Present simple: -s verb endings VIDEO MAPS

LANGUAGE SKILLS

STRATEGIES

PRESENTATION SKILLS TED TALKS

Reading

Reading Predicting

Presentation skills

Speaking Mediating

The structure of a talk (1)

Writing Using informal language

The introduction

‘It’s written all over your face’

Listening Students meeting for the first time Friends talking about their interests

Present simple

Speaking Discussing interests and hobbies

Present continuous

Writing

p. 31

An introductory email VIDEO

Pronunciation Past simple: -ed verb endings VIDEO MAPS

Past simple Past continuous

Pronunciation Contrastive stress VIDEO MAPS

Quantifiers

Reading Skimming

TED Talks

Listening A news report about Vienna A special possession

Critical Thinking What is Critical Thinking?

Magical houses, made of bamboo

Speaking Talking about a personal possession

Writing Using adjectives

pp. 32–33

Listening The main idea

Presentation skills

Reading Timelines

Illustrating a talk

Critical Thinking Making ideas clear

Body language & visuals

Reading

‘All the comforts of home’

Writing

A description of a home

Reading

‘Feeling no pain’

Listening A lecture about health Students discussing food and diet Speaking Discussing junk food Writing

An article

Citizenship Social skills Writing Writing an article

p. 59

VIDEO

Pronunciation The schwa sound /ə/ VIDEO MAPS

Comparative & superlative adjectives

Pronunciation Weak & strong forms: have, has VIDEO MAPS

Present perfect Present perfect & Past simple Present perfect with just, already and yet Pronunciation Weak & strong forms: can VIDEO MAPS

Modal verbs should & ought to

Reading

‘Nothing’s impossible’

Listening Students discussing a school project Friends choosing a summer course Speaking Discussing education and skills Writing

An email asking for information (1)

Reading

‘From child to adult – in one day’

Listening How different nationalities greet Friends planning a party

Speaking Online conversations Reading Scanning Critical Thinking Using quotations

Don’t eat the marshmallow! pp. 60–61

Writing Polite expressions

Citizenship Respecting diversity Writing Invitations

Speaking Planning a party Writing

TED Talks

Presentation skills The structure of a talk (2) The main body p. 87

An informal invitation & reply

VIDEO

Reading

‘Not so fast’

Listening Podcasts about different shops Speaking Discussing how to improve your English Writing

An advice blog

Reading & Writing Mediating (processing a text) Life skills Creativity Writing Explaining problems and solutions

TED Talks Teach girls bravery, not perfection pp. 88–89

3

CONTENTS VOCABULARY WORD BUILDING

UNIT

Food, drink & flavours Suffixes (4) -er, -ment, -ance

GRAMMAR

FUNCTIONS

The future (1): Present continuous, be going to

Making suggestions & decisions

The future (2): will, might, be going to First conditional

7 Food and flavours

VIDEO

Video Functions E Ordering food & drink (p. 152)

Pages 92–101

Products & shopping

Second conditional

Giving your opinion (shopping)

Compound nouns

Defining relative clauses

VIDEO

Video Functions F Making suggestions (p. 153)

8 Buyer’s choice Pages 102–111

Consolidation & Certification pp. 112–114

CITIZENSHIP Responsible consumers VIDEO pp.118–119 Jobs

Past perfect

Verb + preposition

Reported speech

Talking about skills related to careers VIDEO

Video Functions G Reacting to ideas (p. 154)

9 All in a day’s work Pages 120–129

Technology Adjective + preposition

The passive (Present simple & Past simple)

Looking at two sides of an argument

Passives with by + agent

10 Remote control Pages 130–139

Consolidation & Certification pp. 140–142

CITIZENSHIP A creative mindset VIDEO pp.146–147

Video Functions

Writing Bank Units 1–10

pp. 162–171

A VIDEO Meeting people B VIDEO Talking about a past event C VIDEO Giving an opinion D VIDEO Asking for help E VIDEO Ordering food & drink F VIDEO Making suggestions G VIDEO Reacting to ideas

Speaking Bank Units 1–10

pp. 172–181

World Map

p. 182

Workbook Units 1–10

pp. 183–253

Grammar reference & practice Units 1–10

pp. 254–273

Irregular verb list / Phonetics

pp. 274–275

TED Talks videoscripts

pp. 276–279

Keys Vocabulary / Wordlist / Talk the talk

pp. 280–286

pp. 148–154

Vocabulary Bank Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10

4

Personality Rooms & furniture Appearance; Health Education Relationships Goals & expectations Food, drink & flavours Places in town Jobs Innovation

pp. 155–161

PRONUNCIATION VIDEO MAPS Pronunciation Long & short vowel sounds: /i:/ and /l/ VIDEO MAPS

be going to will First conditional Pronunciation /dz/ in connected words VIDEO MAPS

Second conditional

LANGUAGE SKILLS

STRATEGIES

PRESENTATION SKILLS TED TALKS

Reading

Reading Identifying the main idea

Presentation skills

‘The most important farmers’

Listening Students discussing science projects Friends planning a meal

Writing Writing a review

A restaurant review VIDEO

Reading

‘Saving the surf’

Listening A fashion podcast Friends shopping in New York

Speaking Mediating texts to make an oral summary Writing Emails & messages

An informal email giving an opinion

Pronunciation Intonation in questions

Reading

‘Does school prepare you for the world of work?’

VIDEO MAPS

Past perfect

Listening Friends discussing jobs A student talking to a careers advisor

Critical Thinking Identifying tone

Reported speech

Speaking A discussion with a careers advisor

Writing Mediating (relaying specific information)

VIDEO MAPS

The passive

TED Talks Our campaign to ban plastic bags in Bali pp. 116–117

Speaking A dialogue in a shop Writing

Pronunciation Weak & strong forms: was, were

The conclusion p. 115

Speaking Deciding where to eat Writing

The structure of a talk (3)

Reading Different points of view

Presentation skills Dealing with unexpected problems p. 143

Writing

An email asking for information (2)

Reading

‘To ban or not to ban?’

Listening Open questions

Listening The history of technology Friends discussing a new device Friends talking about pros and cons

Reading Multiple choice

How to control someone else’s arm with your brain

Writing Complaining

pp. 144–145

Speaking Discussing pros and cons Writing

A complaint

Writing Indirect questions

VIDEO

TED Talks

WELCOME TO PERSPECTIVES What’s Your Perspective?

Perspectives gives you the opportunity to think critically and to develop the language skills you need to find your own voice in English. The carefully guided language lessons, real-world stories and TED Talks will motivate you to think creatively and communicate effectively.

In Perspectives, you will develop: • A GLOBAL, OPEN MIND Every unit explores one idea from different perspectives. You will practise new language while looking at the world in new ways 3 Health and

1

”

A healthy mind in a healthy body.

Juvenal, (Roman Poet)

Look at the photo and tick (✓) the parts of the body that you can see. arm back chest ear hand head foot (pl. feet) shoulder stomach nose

happiness

“

• A discussion point introduces

VOCABULARY Body & health elbow knee throat

you to the topic of the unit in a motivating way

finger leg mouth neck toes tooth (pl. teeth)

2

Work in pairs. Look at the photo again and discuss the questions.

1 What do you think the people are happy about?

2 What things do you (and other people) need to be happy?

3 What parts of the body can tell you if a person is happy?

3

Read the article. Match the words in bold (1–11) to the definitions (a–k).

A doctor in the jungle In Cameroon, it isn’t always easy to find a (1) hospital when you’re (2) unwell.

But if you’re lucky, a doctor may find you. Almost every weekend, Dr Georges Bwelle and his assistants take care of the (3) health needs of about 500 people in small villages in the jungle. They see (4) patients with a variety of (5) illnesses and (6) injuries and give people (7) medicine. Dr Bwelle also provides things that people need to make their lives better, like (8) glasses. Why does he do it?

Helping people to be (9) healthy brings a lot of (10) happiness to Dr Bwelle. ‘To make people laugh, to reduce the (11) pain, that’s why I’m doing this,’ he says. a b c d e f g h i j k

4

problems with the body or mind the condition of your body and mind a bad feeling something that helps you to see something you take to feel better people who visit a doctor the condition of feeling happy a place that offers medical treatment ill, not well well, not ill damages to parts of the body

• Consolidate, expand and practise your knowledge of vocabulary through a variety of activities

There is a lot of information about Dr Georges Bwelle on the Internet.

Go online and choose one thing to read or watch about him.

Copy the diagram and put the words in the correct section. Can any expressions go in the central sections? a broken arm a virus the flu pain a headache seasickness a stomachache a high temperature a broken leg a backache

symptoms

illnesses

MY PERSPECTIVE 5

CLASS DISCUSSION • Do you know the original quotation in Latin?

A group of athletes training on a sports track in Cape Town, South Africa.

• Is a healthy mind as important or more important than a healthy body?

• What can we do to keep our minds and bodies healthy?

IN THIS UNIT YOU WILL

Ø talk about staying well Ø read about a girl who doesn’t feel pain

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Work in pairs. Discuss the questions.

1 Do you do anything to stay healthy?

Eat certain foods? Exercise?

2 When you’re ill or hurt, do you take medicine?

Do you try anything else to deal with the problem?

injuries

> World Map, p. 182

Ø learn about what makes people happy Ø write an article about healthy lifestyles

> Vocabulary Bank p. 156 37

Unit 3 Health & happiness

• A CRITICAL EYE You will learn the critical thinking skills and strategies you need to evaluate new information and develop your opinions.

10B Addicted to tech?

WORD BUILDING Adjective + preposition Adjectives are often followed by a specific preposition.

When you come across a new adjective, look in a monolingual dictionary to find out if it has a dependent preposition. There, you can also usually see an example sentence where the adjective and preposition are used in a meaningful context.

He was shocked at the number of hours he spent on his smartphone.

Are teenagers really addicted to technology?

1

4

5

for (x2)

in

of (x2)

on

with (x2)

1 Most people are reliant ____ technology today.

• Focus on Word Building items like collocations,

2 The students soon got bored ____ the game.

3 I wouldn’t be capable ____ not using the Internet for 24 hours.

4 When the school banned mobile phones, parents were anxious ____ not being able to contact their children.

prefixes and suffixes, compound nouns to help you improve your Use of English

5 This video game isn’t suitable ____ children under 12.

6 I’m still angry ____ my mum for switching off the wi-fi.

7 The school was interested ____ students’ academic performance after technology was banned.

8 My aunt wasn’t aware ____ the risks of phishing and she was nearly scammed.

9 Don’t be rude ____ people in social media posts: once words are online, they stay forever!

10 Mr Allen is responsible ____ the new ICT course.

WRITING

• Authentic texts about issues that are relevant to

2

teenagers

Write a few sentences about each of the following.

Give reasons for your answer and more information.

What are you: • good / bad at?

• afraid of?

• proud / ashamed of? • worried / excited about?

I’m good at skiing because I’ve had lots of lessons. My parents have taken me on skiing holidays every year since I was a child.

a better learner

1 Do you eat everything or are there lots of things you don’t like?

2 Do you or anyone you know follow a particular diet, e.g. vegan, lactose-free?

3 How difficult do you think it is to eat at other people’s houses/ restaurants if you have an allergy?

5

2

3

Functions Making suggestions How about… ? / What about… ?

I think we should have…

We could cook…

Why don’t we… ?

Maybe we should…

Describing food It’s a kind of…

It’s popular in…

It’s really good with…

It’s a little salty / a bit sour.

Making decisions We’ll have some (pizza) and (salad).

I’ll put that on the invitation.

Discuss the questions with the class.

1 Do you agree that teenagers are addicted to technology? Why? / Why not?

2 Which approach presented in the article do you think is best for home? And for school?

3 Can you think of any other ways to encourage teenagers (and adults) to use their phones less?

Our world today is driven by technology, and we can’t escape it, but there is a real risk of technology taking over our lives and of people becoming addicted to it. One group that is particularly susceptible to this phenomenon is teenagers, who tend to spend far too much time on their smartphones and other technological devices like games consoles. As with other addictions, the psychological impact is enormous and teenagers can 10 become withdrawn* and depressed. There are many things that can lead to a dependence on technology: people might be bored with their daily routine; they could be looking for validation from others, worrying about having enough ‘likes’ and ‘followers’; they 15 might want to escape into a virtual world away from their problems and fears.

35

5

At home, some parents ban technology during certain hours of the day. This deals with the visible problem – too much time spent using technology – 20 but doesn’t address the cause (boredom, loneliness, lack of confidence, and so on). One parent decided to make a note of every minute his son spent on his smartphone for a week. When the son was shown the figures, he was shocked at the number 25 of hours. He had no idea it was so high. After this, the boy found his own balance between using his phone and having other non-digital interests. He was empowered to make his own decisions, instead of his parents imposing the rules.

30

Two different approaches can be found in schools.

In some countries, such as France, the use of mobile phones at school is totally banned. In the UK, at

40

45

50

55

60

the moment, each school can make its own rules about the use of mobiles. Some have banned them completely, with students handing in their phones as soon as they arrive in the morning and not getting them back until the end of the school day. One state school in Sheffield, England, was confident that a ban would have positive results and, after the first few months of difficulties, they were shown to be right. The head teacher said that students’ social skills had improved considerably. There had also been benefits to their mental health, and the ban had helped students to concentrate in class. However, a school in Perthshire, Scotland, has decided to go completely in the opposite direction, interestingly also with beneficial results. Students are allowed to use their smartphones freely at school and during class, for example for research and taking photos of notes on the whiteboard. The school says that this has promoted collaboration and critical thinking among the students. And it’s not just the teachers who are in favour. One student, who was asked his opinion, said that he and other students were discussing things more and enjoying school more.

There is really no part of modern life – school, home life, work, free time – which is unaffected by technological progress. Perhaps it is best to learn how to use technology appropriately when we are young, so we can understand the potential dangers and risks but still get the most out of it. > World Map, p. 182

2.11 INVALSI Listen to three friends organising the food for a party.

Match the sentences to the correct endings. There are two extra endings you don’t need. some plates, knives and forks.

1 They want to organise a some fish, chicken and burgers.

2 There will be b their own drinks.

3 They talk about c the options for vegetarians.

4 They will also cook d some vegetables at the market.

5 People can bring e a picnic.

6 The girl will buy f some vegetarians at the barbecue. g a barbecue. h

6

Mexican restaurant

fast food restaurant

MEDIATING CONCEPTS Work in groups. You want to organise a picnic in the park. One person in the group is vegan and one has celiac disease. What food and drinks would you like to have? Are there any other things you might need? Decide who will make or buy the things.

Remember!

We can use will for decisions made at the moment of speaking.

That’s a great idea. I’ll put that on the invitation.

What about knives and forks? Will you get those?

OK. And I’ll buy the vegetables.

In pairs, decide which information you would expect to find in a restaurant review. where the restaurant is why the person went there when it is open who the owner is what kind of food they have the price what it’s like inside the quality of the food whether the person recommends it what the waiters wear

P Work in pairs. You and your friends want to have a meal together. Talk about the different options and types of food, then decide which is the best.

JustEat delivery at home pizzeria sushi bar 4

Work in pairs. Answer the questions.

1 Where can you find reviews of restaurants?

2 Do you think you can trust what these reviews say?

3 Do you or your family ever read a review before going to a restaurant?

The Abyssinian LukeTheDuke

Last week I went with a group of friends to The Abyssinian, an Ethiopian restaurant in the centre of town.

It’s really welcoming with lovely paintings on the walls and the waiters are very friendly too. I didn’t know any of the dishes on the menu and they were happy to explain everything. We ended up sharing several dishes so we could all taste different things. The food was freshly cooked and delicious, although some dishes were a bit spicy for me. The only problem was that it took a long time for some of our dishes to arrive. It isn’t expensive – we ate well for about €18 each – and it’s perfect for vegans and vegetarians.

I’d definitely recommend The Abyssinian, but it’s best to book a table because it’s quite small.

7

Read the review of The Abyssinian restaurant and tick (✓) which information in Ex. 6 it contains.

8

Read the Writing Strategies box. Underline the linking expressions in the review.

9

Write a review of a restaurant you know. Use the Useful Language box and the review on this page as a model.

10 Swap reviews with a classmate. Do you know the restaurant they wrote

about? Do you agree with their opinion? If you don’t know it, would you like to eat there?

WRITING STRATEGIES Writing a review Reviews usually mention both positive and negative aspects. To help balance your writing, you can use linking expressions: to add points ➔ and, also, as well, too to contrast points ➔ but, although, while

Useful Language Describing a restaurant It’s in / at…

It’s open on…, from… to…

It’s a very (relaxing) place.

The service is (fast / friendly / slow).

The food is (simple / tasty / horrible).

One advantage / disadvantage of the restaurant is…

It costs about… to eat here.

I’d recommend it / I wouldn’t recommend it because…

• A CLEAR VOICE You will respond to the unit theme and express your own ideas confidently in English

• Step-by-step activities with clear models lead you towards greater competence in spoken and written English

All TED Talks, videos, Grammar Video Maps and audio files are available on the FLIP BOOK and downloadable with the ELI LINK App on your phone.

100 Unit 7 Food and flavours

6

withdrawn uncommunicative and introverted

Unit 10 Remote control

WRITING A restaurant review

SPEAKING & LISTENING Suggestions & decisions Work in pairs. Discuss the questions.

• read all the questions first. Work out what information or details you need to look for in the text.

• read the text. Find the part relating to each question.

• read all the options carefully. Pay attention to subtle differences between the options and the text.

TO BAN OR NOT TO BAN?

134 Unit 10 Remote control

7D What’s it like?

1

When you do a multiple choice reading task:

6

Work in pairs. Answer the questions.

1 How much time do you spend using your smartphone?

2 Are you allowed to have your smartphone at school?

What rules are there about using it?

3 Do your parents impose any rules about how much you use it at home?

• Regular strategies boxes help you to become

READING STRATEGIES Multiple choice

CLASS DISCUSSION

READING 3

2.28 P INVALSI Competences Read the Reading Strategies box, then read and listen to the article.

Choose the correct option.

1 Which group of people is particularly vulnerable to becoming addicted to technology?

A Teenagers who play games set in virtual worlds.

B People who are suffering from depression.

C Parents who have no limits on their use of it.

D Young people who use too much technology.

2 When they banned mobile phones in Sheffield, A the teachers didn’t see any positive results.

B the ban was introduced slowly.

C they had a few problems at the beginning.

D the students were very angry.

3 What happened at the school in Scotland?

A Students stopped paying attention in class.

B Teachers had trouble controlling the class.

C Students were able to improve certain skills.

D Teachers were critical of the school’s decision.

4 Which is a suitable introduction to the article?

A Smartphones are a valid teaching tool and here’s how they can be used in the classroom.

B Here, we look at different ways parents and schools deal with smartphones.

C It’s best to ban smartphones and all technology in schools. Let’s analyse the reasons.

D Teenagers are more at risk of technology addiction than other people. Here are some case studies.

Complete with the correct preposition in the box. about (2)

Skim the article. What is the writer’s aim (a–c)? a To warn teenagers of the dangers of technology. b To present different ways of dealing with teenagers and technology. c To encourage schools to ban mobile phones.

Unit 7 Food and flavours

101

135

7&8 Presentation Skills SOFT 3&4 Consolidation & Certification

5

Vocabulary revision body & health; education; synonyms; suffixes (-ful, -less)

VOCABULARY & WORD BUILDING 1

Choose the correct alternative.

GRAMMAR 3

1 Online gaming can become an unhealthy / unwell obsession for some teenagers.

2 I broke my ankle last year. It was really painful / painless for ages, but it’s ok now.

3 What grade did you take / get in the science test?

4 Which is more stressful / hard-working: going to school or working?

5 Social media can help teenagers study / develop skills like interpersonal relationships.

6 Researchers say that if you’re happy / happiness you’re often healthier.

7 The lesson was useless / useful – I learnt a lot.

8 It’s a good idea to teach life skills at education / school.

9 Rugby is a tough sport – injuries / illnesses are common while you are playing.

10 You can’t use your phone while you are making / taking this test.

2

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

1 It’s important for all children to have access to _______________.

EDUCATE 2 Don’t be _______________ with your answers in this exam!

CARE 3 Joe’s never unwell. He’s very _______________.

HEALTH 4 That was so interesting! A really _______________ lesson.

MEANING 5 Because of _______________, the teacher is not at school.

ILL 6 ‘That was such a scary film!’ ‘Yes, it was really _______________!’

FRIGHTEN

Choose the correct option.

At the age of 16 English school students have (1) _____ different options for continuing their education, including A-levels. Students usually choose three subjects, although (2) _____ students study four. Which subjects are the (3) _____ popular? Subjects like maths and English are always common choices, but foreign languages are not as popular (4) _____ they were in the past. Maths and psychology have (5) _____ number of students, and business studies is more popular (6) _____ political studies. There are (7) _____ girls than boys who choose computer science. In fact, not (8) _____ girls choose STEM subjects. We should work (9) _____ to convince girls that they are as (10) _____ as boys in these subjects.

1 A much B many 2 A some B lots 3 A more B best 4 A such B than 5 A the more B the high higher 6 A to B as 7 A least B fewer 8 A many B lots 9 A more harder B hardest 10 A well

4

B good

C a little C much C most C so C the highest C from C much C few C more hardly C better

D a lot D a little D much D as D the most high D than D most D much D harder

6

Do today’s teens have (1) __________ interest in board or card games? It seems that a (2) __________ of teens like playing these games, although for (3) __________ young people they’re not exciting (4) __________. They think video games are (5) __________ dynamic and fun. However, every year there are a (6) __________ new games that become very successful, like Cards Against Humanity, Unstable Unicorns or Exploding Kittens. And then there are the old favourites like Monopoly, UNO and one of (7) __________ oldest board games in the world, draughts, that are (8) __________ enjoyable as ever.

Grammar revision quantifiers; adverbs of manner; comparative & superlative forms

THE STRUCTURE OF A TALK (3)

LISTENING

Write ONE word in each space.

1.20 P Listen to a woman talking about a swimming club and fill in the missing information with a word or a number.

1

2

Club secretary (1) _______________ Davies

In pairs, discuss the questions.

Why? do at the end of a talk or presentation?

1 What does the audience normally might a presenter use? is the end? What signals or expressions 2 How does the audience know it Then read the Competences box. of a talk about bullying at school.

2.20 Read and listen to the conclusion presenter use?

Which of the techniques does the

“

my After the incident I told you about earlier, the bully’s parents parents, the teachers at school and and things got all discussed the problem immediately better. was dealt I was one of the lucky ones. The situation repeated. But with quickly and the bullying was never effects not everyone is so lucky, and the psychological of bullying can last an entire lifetime.

Rules • You have to wear a (2) _______________ in the pool.

• No (3) _______________ around the pool.

• Pool closes at (4) ___________ on Thursday

for Take action and join me in campaigning school, for every anti-bullying programmes in every country. teacher and for every student in the

Special event • Pool party on (5) ___________ from 7.30 pm to 10.30 pm

a student at school.

Bullying was a problem when I was a teacher. It It is a problem I still see now that I am my children are must no longer be a problem when old enough to go to school.

• See a light show and swimming (6) _______________ by the Dolphin Dancers.

”

CERTIFICATION 7

COMPETENCES

1.21 INVALSI Listen to three conversations. While listening, answer the questions (1-8) using a maximum of FOUR words.

1 What doesn’t the girl want to eat? _____________________________________________________________ 2 Where can she look for a recipe? (Give two answers) ________________________________________________

D the best

and now…’

2 ‘Make a difference!’ / ‘Let’s act now…’

‘This is something I feel 3 ‘Thank you for your attention.’ / you do too.’ strongly about, and I hope that now at my main points.’

4 ‘To sum up,…’ / ‘Let’s look again

b summarise your key points.

Especially if your talk is long or complicated. c refer back to your opening message.

You could answer a question you asked, or finish a story or anecdote you started.

_______________________________________________________________________________________ 3 Which vegetable haven’t they got enough of? _____________________________________________________

Conversation 2 – Two friends are talking about an after-school robotics course they are doing.

YOUR TALK

d make the end clear. the Use a strong final statement or thank talk audience so that it is clear that your

4 What is the boy’s opinion of the lessons? ________________________________________________________ 5 What do the boy and girl think about the teacher? _________________________________________________ 6 What does the girl think about the length of the lessons? _____________________________________________

4

has finished.

Conversation 3 – A teacher is talking to her class.

7 What is the teacher talking about? _____________________________________________________________

to the 4 techniques Now match the expressions below listed in the Competences box. question changed?’ / 1 ‘So, has your answer to my initial stop and think, ‘As I said before, that day made me

3

In a conclusion to a talk, you can: a tell your audience to take action.

Invite them to reflect on an issue, support your cause or do something to help.

Conversation 1 – A father and daughter are discussing what they are going to have for dinner.

Complete the second sentence so it has the same meaning as the first. Use a maximum of three words.

1 My new school is bigger than my old one.

My old school wasn’t ______________________ this one.

2 There isn’t much homework for maths.

Our teacher didn’t give us __________________ exercises.

3 Malaria is so dangerous that it kills lots of people.

Malaria ______________________ a dangerous illness that it kills lots of people.

4 This problem needs to be resolved.

We need to deal ______________________.

5 Our school day is too long.

Our school day ______________________ enough.

SKILLS

The conclusion

one of the following Prepare a conclusion for a talk on to help you. topics. Use the ideas on this page or free time activity • the best way to choose a new sport • the importance of friendship • the future of online shopping

pay attention TED Talk. When you watch the talk, On pages 116–117 you will watch a presentation. two speakers use to conclude their

8 What can the students use to make their revision notes? (Give two answers) _______________________________ ________________________________________________________________________________________

to which technique(s) the

Units 7&8 Presentation Skills 56 Units 3&4 Consolidation & Certification

Units 3&4 Consolidation & Certification

115

57

• Consolidation & Certification three pages focusing on a

• Regular Presentation Skills pages guide you through the process of preparing an oral presentation in English, helping to build your self-confidence in public speaking

traditional review plus a preparation to Cambridge English Certifications and INVALSI

Magical houses, made of bamboo

TALKS

creativity and commitment, you can create beauty and comfort “With and safety, and even luxury, out of a material that will grow back. ” ELORA HARDY

• After every two units, watch an authentic TED Talk and expand your perspective on global life issues

ABOUT THE SPEAKER 1

Read about the TED Talk speaker, Elora Hardy.

Why does she build houses with bamboo?

Elora Hardy grew up on the island of Bali, Indonesia, but she studied in the USA. Her parents were artists, and after she finished her education she worked as a designer in New York.

• Activities guide you through the TED Talk leading you

In 2010, she moved home to Bali and started to design and build homes from bamboo. This plant is easy to grow in Indonesia, but it is not normally used to build houses.

AUTHENTIC LISTENING SKILLS

WATCH THE TALK

Listening for gist

6

When you listen, don’t try to understand every word. Try to relax and focus on what you do understand, not what you don’t understand. Notice words that the speaker repeats or stresses, and the types of words that are used a lot, for example, adjectives. Try to work out the connections between the words you understand.

3

Elora believes that bamboo is a perfect building material because it makes houses that are strong, beautiful and earthquake-resistant. It is also a sustainable material, so it will not run out.

to the satisfaction of having understood real English in an up-to-date context

KEY WORDS 2

4

> World Map, p. 182

What is the general idea of what she is talking about?

Choose:

5

.

a person who is using the bathroom.

B see C avoid

Watch Part 2. Are the sentences true (T) or false (F)?

CHALLENGE Think of the dream house you described in Ex. 9. In your group, follow these steps: • Decide what material you want to build it with: wood, brick, bamboo, a different material?

• Decide how it works with the environment. How does it stay comfortable in hot or cold weather?

Watch Part 3. Choose the correct option.

• Draw a plan for the house and write the names of the rooms and other details. Include as many rooms as you like – a music room, a cinema, etc.

1 Elora says it is important to make bamboo do what you want / design for bamboo’s strengths.

2 Elora builds models of her houses to help sell houses to her customers / test the design.

3 She prefers to build doors that are balanced / not shaped like teardrops.

4 Bamboo grows back quickly, so it is a safe / an environmentally friendly material.

Look at the photo of one of Elora Hardy’s houses on page 18. Why do you think it is important to use local materials, like bamboo in Bali, to build houses?

Work in small groups. Discuss the questions.

• As a child, Elora’s dream house looked like a mushroom. What is your idea of a dream house?

• Elora designs her houses to be comfortable in hot weather. What is the weather like where you live?

How do you make your house comfortable?

• Would you like to live in one of Elora’s houses? Why? / Why not? What are the good and bad things about them, in your opinion?

1 Bamboo is a type of grass.

2 Bamboo grows very slowly.

3 Bamboo is light and strong.

4 Elora built a school from bamboo.

5 The Green School used sustainable materials.

8

• The different shapes that doors can be.

• The materials you can use to make doors and windows.

• How to be creative with bamboo.

Match the words in bold in the text to the meanings. a ___________ = material used for construction b ___________ = a very tall, straight plant c ___________ = a person who plans and creates d ___________ = finish / no longer exist e ___________ = able to remain stable when the earth moves f ___________ = material that is not at risk of disappearing

2 The curved roof helps keep the house A dry B cool C warm

7

9

built a fairy mushroom house.

A When Elora was a child, her mother B Last year, Elora’s father C When she was a child, Elora

3 It’s easy to A hear

1.11 Listen to the extract from the TED Talk. Circle the topics Elora talks about.

a doors b windows c shapes d building materials e earthquakes f sustainable materials

Elora Hardy’s idea worth spreading is that bamboo is an adaptable, strong plant which demonstrates that we can build great things with sustainable, ecological materials.

MY PERSPECTIVE

Watch Part 1 of the talk. Choose the correct option.

1

Show your plan to another group and compare your ideas.

32 Units 1&2 TED Talks

GETTING AN EDUCATION

A BIGGER PERSPECTIVE 6 CRITICAL THINKING Work in small groups. Half the group should discuss and make notes on the first question, the other

PREVIEW Work in pairs. Answer the questions.

1 Would you like to go and study in another country for an extended period?

2 Where would you like to go?

3 Does your school offer opportunities for exchange programmes or study trips abroad?

3

half on the second question.

Watch the video again and complete the table.

What are the positive and negative aspects about Sophie’s experience?

Positive aspects

______________ ______________

Negative aspects

______________ ______________

Now watch a video where Sophie talks about her school exchange experience in Japan and answer the questions.

REFLECT 4 LIFE SKILLS – CULTURAL AWARENESS Discuss these

questions in pairs. Then share your ideas with the rest of the class.

1 When you visit or study in another country what aspects of the life there can be different?

2 How can you make sure you respect the people and value their culture?

5 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.

1 Where is Sophie from and where did she go on the exchange programme? ________________________________________ ________________________________________ 2 What is her opinion of the experience overall? ________________________________________ ________________________________________

Everyone should take part in a school exchange programme while they are at secondary school. different subjects difficulty catching up with marks homesickness independence know new people and cultures learn a language teaching methods

7

10 Innovation 1

1 Why is education so important?

2 Why don’t some children and teenagers have access to education?

VIEW 2

33

Vocabulary Bank

3&4 Citizenship

1

Units 1&2 TED Talks

Education

human right empowerment

______________ ______________

______________ ______________

MEDIATING CONCEPTS Now get together as a whole group and share your ideas. What links can you make between your ideas? What are the consequences of not being able to have an education?

Ensuring free and quality education for everyone is the aim of Sustainable Development Goal 4.

In particular, it focuses on making sure there is no disparity between the access that girls and boys, people with disabilities and indigenous people have to all levels of education and training. The education at both primary and secondary levels must lead to relevant and effective learning outcomes that will empower people and allow them to succeed.

8 CRITICAL THINKING Read the information in the 2030

Agenda box. What should education be like? What categories does the Goal focus on in particular?

In pairs, put these steps to achieving education for all in order of importance for you.

Can you think of any other ideas?

Provide free equipment and books to all primary and secondary school students.

Increase government investment in school buildings and facilities.

Have more specialist teachers for students with specific educational needs.

Increase international pressure to change laws in countries/regions where education is not open to girls.

Put students in groups according to their learning level.

Develop new educational strategies.

What steps can we take to achieve this Goal?

• increase investment in public education • change laws • provide free equipment • hire more teachers • make education more accessible for everyone • develop new educational strategies

OUR PERSPECTIVE 9 MEDIATING CONCEPTS Work in pairs. Read the lists of the

facilities and resources schools in Italy might have and the subjects they might teach. Put them in order of importance for you.

correct words from the Read the definitions and write the pictures (A-L). that helps you see 1 ________________: an application on your device things like clocks, calculators or calendars can press to start a you 2 ________________: a symbol your device program or something you press on used by computers for 3 ________________: programs doing particular jobs electronic of 4 ________________: the flat surface or pictures equipment where you can see words that can work by itself, 5 ________________: a machine often doing tasks that humans do computer device, which you 6 ________________: a mobile screen the usually control by touching picture which 7 ________________: a small digital expresses feelings equipment used for writing 8 ________________: a piece of and putting information into a computer program that simulates 9 _________________: a computer internet conversation with humans over the equipment that reacts to 10 ________________: a piece of movement or changes in heat or light to the internet connected machines 11 ________________: on their own or other machines, which can do tasks of human 12 _________________: the simulation intelligence processes by machines

2

FACILITIES & RESOURCES digital books wi-fi comfortable chairs and large desks outside/recreational space SUBJECTS gym science/language labs art practical skills, e.g. cooking foreign languages financial literacy citizenship and life skills maths 10 Share your ideas with another pair. How similar were

your lists? Do you have any other ideas for important resources and subjects?

Read an article about smart home with words from Ex. 1.

62 Units 3&4 Citizenship

• CITIZENSHIP Two pages dedicated to a detailed study of civic education themes starting from authentic videos and fostering critical thinking and debate skills

Units 3&4 Citizenship

B emoji

C keyboard

D robot

E screen

F sensor

G smart device

H software

I tablet

J widget

K chatbot

L artificial intelligence

M to ban

N to email

O to follow

P to google

Q to like

R to tag

S to chat

T to share

U to skype

Smart home devices for beginners

to (1) _____________ Lights in your home can be connected outside, or off when which turn them on when it is dark systems can you leave the room. Heating and lighting __ on a also be controlled through (2) ___________ phone when you (3) _____________ such as your cell can look at your are not at home. In the same way, you the front door and ask (4) _____________ to see who is at place by simply safe a in parcel a delivery driver to leave your pressing a (5) _____________. __ that can help you There are also basic (6) ___________ a new computer. Some do around the home, and they cost as t and even childcare! housework, others provide entertainmen

11 LIFE SKILLS Work in pairs to prepare a short oral

presentation on changes you would like to see in your school or to the Italian education system in general.

LIFE SKILLS Remember that your ideas must be inclusive, relevant and effective for learning.

devices and complete it

A button

3

smart technology you Write an essay of 80-100 words about life. use to help improve your quality of

Vocabulary Bank

161

63

• Consolidate, expand and practise the terms and expressions presented in each unit through an illustrated vocabulary bank

ONLINE RESOURCES AT WWW.GRUPPOELI.IT 7

1 Who are you?

“

You are beautiful in every single way.

”

Christina Aguilera (American singer-songwriter)

CLASS DISCUSSION • Read the song lyric at the top of the page. Does it refer only to physical beauty?

• In what other ways are we beautiful?

• Do you think it is important to believe you are beautiful inside and outside?

IN THIS UNIT YOU WILL

8

Ø describe people’s personalities, interests and feelings Ø talk about yourself and others

Ø read about how people show emotions Ø speak and write about what you like doing

VOCABULARY Personality 1

Look at the photo of the twin sisters. Their appearance is almost identical, but do you think they also have similar personalities? In pairs, discuss the questions.

1 Do you know any twins? How are they similar and how are they different?

2 Would you like to have a twin? Why?/Why not?

3 Are you like any members of your family? In which ways are you similar?

4 Look at the adjectives in the box. Which of the words describe you? ambitious bossy cool friendly funny happy honest kind moody nice outgoing popular relaxed shy

2

Match the adjectives (1–6) to their opposites (a–f). Then underline the adjectives here and in Ex. 1 that you think your parents would use to describe you. Compare with a partner.

1 cheerful 2 hard-working 3 calm 4 pleasant 5 reliable 6 generous

3

intelligent

a b c d e f

unreliable mean lazy miserable irritable nasty

Choose the correct option.

1 I’m active / lazy at the weekend. I usually do sport and go out with friends.

2 He’s confident / nervous about giving presentations because he doesn’t like making mistakes.

3 She’s very sociable / shy and has a lot of friends.

4 Our coach is serious / easy-going and lets us listen to music before basketball practice.

5 Carl is very hard-working / talented. He isn’t the best, but he really wants to succeed.

6 Louis is really loud / quiet. You always know when he’s in a room!

7 Maria’s very honest / funny – she always makes her classmates laugh.

8 Sam usually helps his little sister with her homework. He’s very nasty / kind.

COLLABORATION 4

Work in pairs. Think of a famous person together. Then, working separately, each make a list of adjectives to describe this person’s personality. Compare your lists. Did you use any of the same words? Do you agree with your partner’s description? Why?/Why not?

5

Work with the same partner. Make one list for your person using all the adjectives you agree on. Use your adjectives to describe the person to the class, adding a few more details (their job, nationality, etc.). Then the class asks questions to find out who it is.

Pair A This person is very talented and sociable, but quite unreliable. She’s a singer.

Class Is she American?

Pair A Yes, she is.

Class Does she...

A close-up of twin sisters.

WRITING 6

Now write a paragraph to describe the famous person you talked about.

> Vocabulary Bank p. 155 Unit 1 Who are you?

9

1A I’m really into music BEFORE YOU LISTEN 1

Do you like meeting new people? What do you talk about when you meet someone new? films and TV music

politics

school

sport

GRAMMAR Present simple & Present continuous 5

weather

Study the grammar box and underline the verb in each sentence.

Present simple & Present continuous Present simple

LISTENING & SPEAKING 2

1.01 Listen to the conversation between two

language students meeting for the first time at a party.

Write B (Bruno) or A (Anna). Who… 1 is from Poland?

2 plays an instrument?

3 likes sports?

4 listens to electronic music?

5 is looking for new music?

3

____ ____ ____ ____ ____

I often listen to Latin American music.

I play the guitar at weekends.

Present continuous They’re playing really good music at this party.

I’m looking for some new music to listen to.

6

1.01 Listen again. Are the sentences true (T) or

1 Anna and Bruno are in the same language class.

2 Anna and Bruno both like the music at the party.

3 Anna can play the guitar very well.

4 Bruno plays in a basketball team in his country.

5 Bruno doesn’t know about electronic music artists.

6 Bruno is not interested in learning about electronic music.

> Grammar reference & practice p. 254 7

Complete the information about DJ Spooky. Use the correct Present simple form of the verb in brackets.

What (1)

Talk the talk I’m really into (music).

I’m mad about it!

Sounds cool!

MY PERSPECTIVE Work in pairs. Ask and answer these questions.

1 Which music / musicians do you like / dislike?

2 Where and how often do you listen to music?

3 Do you use music streaming services like Spotify?

Search the Internet for videos of DJ Spooky.

Find one of his TED Talks and watch it.

DJ Spooky is an American multimedia artist and hip hop DJ. He uses music and art to make people think about the environment and the world around them. He says, ‘We’re all nature.’

10 Unit 1 Who are you?

Answer the questions about the sentences in the grammar box.

1 Which tense describes an activity happening now or around now?

2 Which tense describes something that happens regularly or all the time?

3 How do we form the Present continuous?

false (F)?

4

VIDEO MAP

(you / know) about DJ Spooky?

(be) Paul D DJ Spooky’s real name (2) (live) in New York, but he Miller. He (3) (have) fans all over the world. They (4) (love) his shows – especially the way (5) (use) music and pictures together. he (6) (not think) music is just music, but ‘I (7) also information,’ he says. ‘Art and music and science and (not be) separate things.’ technology (8) (hear) music, At his concerts, people (9) (see) pictures of the natural world, and (10) (learn) and they most of all, they (11) (not get) bored!

(12)

8

Complete the mini-dialogues with the correct Present continuous form of the verbs in the box. do enjoy wait

live

play

read

sit stay

study (x2)

are you sitting 1 A Why __________________ (you) here in your room?

B I __________________ for a friend to answer my text.

2 A What __________________ (you) out there in the garden?

B We __________________ tennis, but we can’t find the ball.

3 A __________________ (your brother) a new language at college?

B No, he __________________ languages any more.

9

10 Complete with the correct Present simple or Present

continuous form of the verb in brackets.

1 My sister usually (watch) TV at night. (not understand) this question.

2 Sorry, I (not hang out) with us today 3 Marta (study) in the library. because she (not practise) on 4 Our football team (play) Saturdays because that’s when we against other teams. (try) to use the phone.

5 Be quiet, please. I (make) a chocolate cake. It 6 Mum (smell) fantastic! (rain).

7 We can still go to the park, but it (not want) to go to school today 8 We because there’s a test.

11 Complete the dialogue with the Present simple or

Present continuous form of the verbs in the box.

4 A I __________________ a book by a Chilean author at the moment.

B Really? __________________ (you) it?

be do go (x2) want work

5 A __________________ (your sister) with her friends near the college this term?

B No, she isn’t. She __________________ in one of the college rooms permanently now. It’s much better.

A What (1) you right now? to Ella’s house.

B I (2) Ella. Who is she? (4) A I (3) to your school? she a friend from my B No, she doesn’t. She (5) basketball basketball team. We usually (6) after school on Tuesdays, but we (7) ____________ you it today because our trainer’s ill. (8) to come to Ella’s with me? for Tony because we A Sorry, I can’t. I (9) together on a science project.

(10)

Study the grammar box, then choose the correct option to complete the rules.

Stative verbs What do you know about DJ Spooky?

not know

not play

play

wait

Do you like his music?

What do you think about electronic music?

You look worried. What are you thinking about?

Stative verbs (eg. like, hear, know, feel, want, understand) are / aren’t usually used with continuous tenses. Some, such as think, can / cannot be used in both simple and continuous forms, but with slightly different meanings. > Grammar reference & practice p. 254

PRONUNCIATION Present simple: -s verb endings

SPEAKING & WRITING 12 Work in pairs. Find out about your partner using the

verbs below or your own ideas. Then write sentences similar to the example.

• like (music, sports, books) • play (guitar, video games) • watch (TV shows, films) • go (to the park, shopping) • want (a pet, a new phone) Alessia plays the guitar, but I play the piano.

Unit 1 Who are you?

11

1B How are you feeling?

WORD BUILDING Verb + adjective

4

Verbs like be, become, look, sound and seem are often followed by adjectives that describe emotions.

a b c d e

She looks nervous. I’m bored. You sound angry.

1

Study the table, then choose the best words to complete the sentences. There is more than one possibility.

Start to experience an emotion: become / get Experience an emotion: feel / be Appear to experience an emotion: look / seem / sound

5

afraid angry bored excited frightened nervous upset worried

3 People everywhere show their emotions A on their face.

B in their voice.

C with their actions.

D through their words.

4 How many emotions can horses recognise on people’s faces?

A four B three C two D none 5 Horses understand people’s feelings because A horses’ brains are like people’s brains.

B they work with people a lot.

C people teach them to understand.

D they have similar emotions.

6 Carl Safina believes that human and animal emotions are A very different.

B similar.

C impossible to compare.

D identical.

Work in pairs. Choose three of the emotions in Ex. 1.

Tell your partner about a time when you had these feelings.

7 According to the article, what do animals do?

A share their emotions B communicate in ‘animal language’ C often feel angry D never feel emotions

Competences Read about predicting the content of a text. Then answer the questions in the box.

8 What does understanding feelings help us to do?

A stop feeling angry B control animals C live longer D communicate

READING STRATEGIES Predicting Before you read a text, make predictions about it. This will help you understand what it’s about before you read it. Follow these steps: • look at the title. What is the text probably about?

• look at the pictures. What do they tell you about the text?

• read the first and last paragraph. What are the main ideas?

12 Unit 1 Who are you?

P INVALSI Read again and choose the correct option.

2 According to researchers, feeling nervous is basically the same as being A sad.

B angry.

C afraid.

D happy.

READING 3

There are four types of feeling.

Animals experience emotions.

Some animals understand human feelings.

Seeing people is an important part of communication.

Humans experience many different feelings.

1 What does scientific research show about feelings?

A They are very complicated.

B You can only feel one emotion at a time.

C They are not true representations of how we feel.

D There are only four basic feelings.

? Don’t worry. Your new school 1 Are you won’t be that bad. nervous when he talks to 2 John always teachers. about their exams next month.

3 They feel upset about something, but I don’t 4 Dan know what the problem is. angry when everyone 5 The teacher arrived late for his lesson. bored. Don’t you like studying 6 You English?

2

1.02 INVALSI Read and listen to the article. Match each paragraph (1–5) to an idea (a–e).

MY PERSPECTIVE 6

Work in pairs. Discuss the questions.

1 Do you agree that there are only four basic feelings?

2 Can you think of examples in your experience when animals expressed emotions?

3 Do you think it’s true that we need to have some discussions face to face? Why? Give examples.

IT’S WRITTEN ALL OVER YOUR are you feeling right now?

1 How Excited? Bored? Worried? Upset? How many possible

5

answers are there? Interested, nervous, relaxed, angry, lonely … the list goes on. We have many different emotions, so feelings can seem very complicated. But recent scientific research says that this may not be completely true.

2

Basic feelings A group of scientists at the University of Glasgow in 10 Scotland say that people only experience four basic feelings: sad, happy, angry and afraid. All of the other feelings we describe are really part of one of these basic four. So if you feel worried or nervous, that’s fear. If you’re relaxed or excited, that’s happiness. If 15 you’re bored or lonely, that’s sadness. Many scientists also say that people all over the world can identify these feelings in the faces of the people around them.

In fact, we’re so good at doing this, that we can easily understand the feelings on the faces of cartoons.

Try it! Look at the pictures and match each one with a basic feeling­– sad, happy, angry, afraid.

THE FOUR BASIC FEELINGS

20

3

Not just for humans Our faces show our feelings so clearly that even some animals know how we feel. Scientists at the University of Essex in the UK say that horses can identify happy or angry faces and can even recognise these feelings

> World Map, p. 182

FACE

on the faces of strangers*. This makes sense because horses live and work closely with humans in many places. They enjoy being with happy people. They also learn to avoid angry people. Scientists want to know more. Can animals recognise other feelings, too? The 30 research continues.

25

do animals feel?

4 What It isn’t only horses that recognise human emotions.

Animal expert Carl Safina believes that other animals experience many of the same feelings that people have.

35 ‘They play. They look frightened when there’s danger.

They relax when things are good,’ he says. In his book Beyond Words: What Animals Think and Feel, Safina explains that dogs, elephants and even whales show their feelings and understand the feelings of other 40 animals. He tells the story of a whale who rescued a seal* from danger, and says that elephants love meeting their friends and become very sad when a friend or family member dies. Scientists say that emotions help animals to survive. For example, research shows that if 45 animals don’t feel fear, they don’t live for very long.

time 5 Face Understanding feelings is important. In fact, it’s so

important that people’s faces usually tell other people how they feel very clearly. We can use this information 50 to make communication easier. And it also helps us to know what other people are thinking or feeling, even when they don’t tell us. So, when you need to talk about something important, try to have a face-to-face conversation – or at least a video chat.

strangers people you don’t know seal a large mammal that lives in the sea and on ice

Unit 1 Who are you?

13

1C We can’t help smiling GRAMMAR Verb patterns: verb + -ing or infinitive with to 1

Work in pairs. Say two things you love doing and two things you hate doing.

2

Study the grammar box and underline the first verb in each sentence. Circle the verb that follows it.

Verbs + -ing or infinitive with to Horses enjoy being with happy people.

They also learn to avoid angry people.

Scientists want to know more about animals and emotions.

Elephants love meeting their friends.

3

Look again at the sentences in the grammar box. Complete the table with the underlined verbs.

Verbs followed by…

the -ing form

to + infinitive

enjoy

> Grammar reference & practice p. 254 4

Choose the correct option. Then say if any of the sentences are true for you.

1 I always suggest talking / to talk to someone when you feel lonely.

2 Whenever I feel happy, I want sharing / to share it with my friends!

3 I always manage feeling / to feel better when I discuss my problems with someone.

4 I can’t help feeling / to feel closer to my friends when we share our problems.

5 My friends and I don’t mind telling / to tell each other about our feelings.

It’s free entertainment!

5

Complete the text with the verb + -ing or the infinitive with to. Sometimes both options are possible. (smile) when the people around us smile.

We can’t help (1) (laugh), And when we see our friends laugh, it makes us want (2) too. (share) the feelings of the It’s almost impossible to avoid (3) people around us. But this doesn’t stop with being happy, sad, angry or afraid.

It affects us physically, too! For example, did you know that our body (drop) when we watch another person temperature begins (4) put their hand in ice water?

Why can we feel the emotions of the people around us? Humans need (understand) each other well because we spend a lot of time (5) (agree), we may working together. When we don’t manage (6) (fight) – and that’s bad for everyone. start (7)

Two students walking to school together in Malaysia. > World Map, p. 182 14 Unit 1 Who are you?

6

Complete the mini-dialogues with the correct form of the verbs. Sometimes more than one option is possible. describe disturb help share talk tell write

keep

1 A I don’t want some advice?

B I don’t mind now. I’m late for class!

receive

you, but I can’t talk right

4 A I’m not planning any postcards from my holiday this year.

B Oh, please send me one! I love postcards. everything that me

Complete the sentences with true information about yourself. Use verb + -ing and infinitives with to.

1 I like ________________________ at the weekend.

I like riding my bike at the weekend.

2 I want _________________________ next summer.

3 I usually avoid _____________________________ .

4 I hope __________________ before I’m 20 years old.

5 I need ___________________________ for school.

Competences Work in small groups. Take turns to ask and answer follow up questions to get more information about the sentences in Ex. 7. Take notes.

A What do you want to do next summer?

B I want to go to Spain with my best friend.

A Which city do you want to visit there?

B Granada, because it’s…

Together, choose the most interesting things you discovered about the other members of the group.

Elect one student who reports back to the class.

you, but can I ask for

3 A I like about my feelings in a notebook. to someone B I don’t do that. I prefer face-to-face.

7

8

send

2 A Do you promise my secret?

B I’m not sure! Sometimes I can’t help secrets!

5 A My sister has agreed happens at the concert.

B Oh, good. Do you promise everything too?

SPEAKING

SPEAKING STRATEGIES Mediating For collaborative group work, mediation is important.

This involves: • organising turn-taking. Nobody dominates the conversation and even shy students have a chance to speak.

• encouraging interaction. Group members give reasons for their opinions, and take notes of other people’s opinions.

• reporting results. Group members collect information and decide which to report back to the class.

WRITING 9

Now choose one of the sentences from Ex. 7 and write a paragraph comparing yourself and other students.

Use your notes from Ex. 8.

Happy family having fun and enjoying outdoor pool.

Unit 1 Who are you?

15

1D What are you into?

SPEAKING & LISTENING Likes & dislikes 1

Work in pairs. Look at the photo and discuss the questions.

2

1.03 Listen to two friends, Becky and Juan, talking about different sports and activities. Which is Becky’s and Juan’s favourite sport or activity to do?

Becky

Juan 3

1 What activity can you see?

2 What other activities can you do in a place like this?

3 Are there any similar places near where you live?

4 Do you enjoy going there with your friends or family? Why?/ Why not?

1 Becky plays a sport during the week / at the weekend.

2 She loves this sport because of the exercise / her friends.

3 Juan doesn’t mind watching / playing team sports.

4 Camping is / isn’t Becky’s thing.

5 Becky sometimes / never enjoys going hiking.

6 Juan’s favourite place for hiking is in Scotland / Wales.

7 He usually goes hiking alone / with some friends.

8 They want to go hiking together next Saturday / Sunday.

4

Functions

16 Unit 1 Who are you?

Complete the table for you. Write one or two ideas in as many boxes as possible.

I’m really into…

Talking about likes and dislikes Are you into… ?

Do you have a favourite… ?

What do you think of… ?

I love…

I’m mad / crazy about…

I’m (not) a big fan of…

I’m not that interested in…

I’m really into…

I’m really fond of…

I don’t mind…

I can’t stand…

(K-pop) isn’t my thing.

Really?

That’s cool!

Wow!

1.03 Listen again. Choose the correct alternative.

I don’t mind…

I can’t stand…

Sports Hobbies TV series/films Music Computer Games/Internet 5

Work in pairs. Use your notes from Ex. 4 and the expressions in the Functions box to ask and answer questions about what you like and dislike doing in your free time.

A man admiring the view of Llyn y Fan Fach lake in the Brecon Beacons National Park, Wales. > World Map, p. 182

Hello Thiago,

WRITING An introductory email 6

7

Work in pairs. Imagine you are going to write an email to a student your age in another country. Which information from Ex. 4 would you include? What would you like to know about them?

Read the email and answer the questions.

1 Where is Zoé from? And Thiago?

2 What school subjects does Zoé like?

3 What job does she want to do in the future?

4 Where does she go with her friends?

5 What kind of movies does she like?

6 What does she want to know about Thiago?

8

Competences Do the Writing Strategies activities. Compare your answers with the class.

WRITING STRATEGIES Using informal language a When we write to a friend or someone of our own age, we usually use informal language. Find examples of the following in the email.

1 an informal greeting 2 contractions (for example name’s) 3 informal vocabulary and expressions 4 informal questions 5 an informal ending b Work in pairs. Think of other examples of 1–5 above.

9

P Using your notes from Ex. 7 and the expressions in the Useful Language

box, write an email introducing yourself to someone in another country and asking some questions about them.

10 Give your email to another student in the class. Then write a short reply to

the email you receive to introduce yourself and answer their questions. You can invent the details.

My name’s Zoé and I’m from Hungary. I live near the capital, Budapest. It’s a great city.

I’m 14 and I’m a student in the first year of high school. My favourite subjects are Design and IT. I want to be a famous architect.

I’m really sociable and I love going out with my friends. We usually go to the shopping mall or the cinema.

I love watching old films. I’m also really into board games. My favourite is chess.

What about you? Where do you live in Peru? Are you into board games?

What do you enjoy doing with your friends?

Write back and tell me all about you.

Bye for now, Zoé Useful Language Introducing yourself My name’s…

I’m from…

I live in…

I’m a student in Year…

My favourite subjects are…

I’m also really into …

Asking questions What about you?

Are you into… ?

What are your favourite … ?

Do you like… ?

Ending the email Looking forward to hearing from you.

Write back soon.

That’s all for now.

Bye for now.

Take care.

Unit 1 Who are you?

17

2 Where the

heart is

“

”

There’s no place like home.

Dorothy, in the film Wizard of Oz (1939)

CLASS DISCUSSION • Read the quotation at the top of the page.

• What do you think ‘home’ refers to? The building?

The people in it? The place or the country where it is? All of these?

• How does your home make you feel?

IN THIS UNIT YOU WILL

18

Ø describe places to live Ø discuss unique homes

Ø read about living in the International Space Station Ø describe special places and things

VOCABULARY Describing where you live 1

Look at the photo and discuss the questions with the class.

1 What furniture can you see? How is this house different from yours?

2 What do you think living in a house of this type is like?

3 Would you like to live in a house like this? Why?/Why not?

2

Complete the descriptions of two diverse cities with the words in the boxes. business lively old-fashioned residential shopping district walkable A new city: Songdo, South Korea Songdo International Business District is a ‘planned’ city in South Korea. business area where companies like Samsung It includes a (1) with shops and restaurants, and also have offices, a (2) areas where people live. This includes a skate park and (3) and a lake where they can rent boats. Songdo also has a (4) exciting entertainment area, with a concert hall, an arts centre and cinemas. , so people don’t need to use Everywhere in the city is (5) their cars much. Bikes are very popular, too. Songdo doesn’t have any buildings because the city is only a few years old.

(6)

crowded

historic

modern

rural

suburban

traditional

urban

An ancient city: Mexico City Mexico City is about seven hundred years old. Millions of people live in this urban metropolis, with busy shopping streets which sometimes (7) . However, Chapultepec Park, in the middle of the get very (8) city, is the largest city park in Latin America. It has an amusement park, a swimming pool and an old castle. Construction of Mexico City began in buildings in the the 1500s, so there aren’t many (9) city centre. In fact, most of the buildings are old and (10) . There are, however, modern office buildings in Santa Fe, (11) the city’s business district. And there are homes and apartment buildings in the areas, which grew around the city centre in more quiet (12) areas – areas recent times. There are also many beautiful (13) without buildings – near Mexico City, like Desierto de los Leones National Park.

Search the Internet for images of Songdo and Mexico City. Photos can help you understand a descriptive text and make it ‘come to life’.

MY PERSPECTIVE 3

A bamboo house designed by TED speaker, Elora Hardy (pp. 32-33), in Bali. > World Map, p. 182

Work in pairs. Answer the questions.

1 Which features of Songdo and Mexico City are common in your city or a city you know? Which features are less common?

2 Would you prefer to live in an urban, suburban or rural area? Why? Consider: • shops / restaurants / transport / prices / lifestyle • green spaces / parks / sport facilities • entertainment (cinemas, arts, amusement parks) • living space (house, apartment, etc.)

> Vocabulary Bank p. 155 Unit 2 Where the heart is

19

2A Different places BEFORE YOU LISTEN 1

What do you know about Vienna? Write three questions about the city then find the answers online.

Share what you found out with the class.

GRAMMAR Past simple 5

Study the grammar box and match the beginnings (1–4) to the endings (a–d) of the sentences to complete the rules about the Past simple.

Past simple

VIDEO MAP

We moved here five years ago.

I didn’t like this town at first.

‘Did you meet new friends?’ ‘Yes, I did. I met a lot of people.’

‘Where did you live when you were a child?’ ‘I lived in Madrid.’

1 For affirmative sentences about the past, 2 For negative sentences about the past, 3 For questions about the past, 4 We use the Past simple to talk about a b c d

LISTENING & SPEAKING 2

1.04 Listen to the news report about living in

> Grammar reference & practice p. 256 6

Vienna, Austria. Choose the correct option.

1 Vienna is one of the world’s best / most expensive cities.

2 The boy lives in a modern / historic part of the city.

3 He says that people in New York pay more / less to go out with friends.

4 The girl says that the underground is / restaurants are open 24 hours.

5 She says that Vienna is very crowded / isn’t too crowded.

6 She lives / works in the suburbs (outside the centre).

7 She says the suburbs are / aren’t boring.

8 The interviewer agrees / doesn’t agree that Vienna is a good city.

3

We add -d or -ed to the infinitive to make the affirmative Past simple form of regular verbs, but many common verbs are irregular. Copy and complete the table with the affirmative Past simple form of the verbs. be become decide have like live make meet move see take think want work Regular

Irregular

liked

was/were became

1.04 INVALSI Listen again and answer the questions.

1 When did the boy’s family move to Vienna?

2 Why did they move to Vienna?

3 Where did they stay when they first arrived?

4 Why did the girl’s family move to the suburbs?

5 What kinds of entertainment does the girl say the city offers?

4

we use did and the infinitive form of the verb. finished actions. we use the past form of the verb. we use didn’t and the infinitive form of the verb.

Work in pairs. Discuss the questions.

1 Would you prefer to live in Vienna, or in one of the cities you read about on page 19 (Songdo and Mexico City)? Why? 2 Is there a big city that you know well? What is it like?

20 Unit 2 Where the heart is

7

Complete the text with appropriate verbs from Ex. 6.

When I was twelve, my family (1) to Hong Kong. At first, my brother and I it was a wonderful place to (2) live – so busy and lively. in an apartment near the We (3) a lot business district, and we (4) of new people. But our father and mother both very hard in their new (5) jobs and they were never at home. We soon bored with our life there and (6) to move back home.

(7)

8

9

Work in pairs. Look at the photo and read the caption.

What do you think are the ‘pros’ (good things) and ‘cons’ (bad things) of living in a container home?

Complete the article about a woman who made a house from a shipping container. Use the correct Past simple form of the verbs in brackets.

(Brenda Kelly / become) When (1) interested in very small houses? When she was just (draw) thirteen years old. She (2) (dream) plans and pictures and (3) of building her own small house.

A few years later, she (4) (be) ready for (not have) a lot of a house, but she (5) money to spend on it. One day, she (6) (see) some shipping containers at a port and she (think) it would be cool to live (7) in one.

Brenda (8) (not know) if it was possible to make a house from a container. She (do) some research and (9) (find) people who (10) (make) houses with recycled (11) (not take) long for materials. It (12) her to find help and start building.

GRAMMAR used to 10 Study the grammar box and answer the questions.

used to My dad used to work in a bank, but now he’s unemployed.

We didn’t use to live in a container house; we lived in an apartment.

‘Did you use to visit the city centre a lot?’ ‘No, we didn’t.’

1 Do the sentences express a situation in the past that is still true?

2 How do we form questions and negatives with used to? > Grammar reference & practice p. 256 11 Choose the correct option to complete the text.

Brenda Kelly’s house (1) travels / used to travel the world on lorries, trains and boats carrying products from place to place.

But shipping containers (2) aren’t / didn’t use to be the only building material that (3) are / used to be something different.

In the mountains of Chile, there’s a house that (4) flies / used to fly – because (5) it’s / it used to be an old aeroplane. And at a farm in the Netherlands, you can stay in a train hotel that (6) carries / used to carry passengers every day – and it has a kitchen sink (7) that’s / that used to be part of a car!

12 Have there been any changes in your house or

Homes made from shipping containers (metal boxes used to transport goods) in an area of London called Container City.

neighbourhood? Write sentences to describe them with used to / didn’t use to.

There didn’t use to be a mobile phone shop in our street, but now there are two!

> World Map, p. 182

PRONUNCIATION Past simple: -ed endings

Unit 2 Where the heart is

21

2B My space

All the comforts

ESA astronaut Tim Peake reads a copy of Principia on World Book Day on the International Space Station.

of home

WORD BUILDING Suffixes (1): -ion, -ation

3

The International Space Station (ISS) is a base for space and research. It travels 400 (1) kilometres (249 miles) above the Earth, always moving . Moving at in an east-to-west (2) 28,000 kilometres (17, 398 miles) per hour, it passes over on Earth every ninety the same (3) astronauts to and minutes. Rockets (4) from the ISS. It isn’t very big or comfortable, but it can up to six astronauts.

(5)

We can use the suffixes -ion and -ation to make the noun form of many common verbs.

Add -ion: connect

connection

Remove -e and add -ion: communicate communication Remove -e and add -ation: imagine 1

imagination

1.05 Read the Word Building box. Then complete the table. Listen and check your answers.

Verb

Noun

accommodate

(1)

construct

(2)

direct

(3)

educate

(4)

(5)

exploration

locate

(6)

(7)

transport / transportation

2

1.05 Listen again and underline the stressed syllable in each word. Which words have a different stress in the verb form and noun form?

22 Unit 2 Where the heart is

P Complete the text with words from Ex. 1.

READING 4

Work in pairs. Look at the photo and discuss the questions.

1 The photo shows an astronaut’s bedroom on the International Space Station. How is it different from a normal bedroom?

2 What do you think life (eating, washing, cooking, ...) is like for an astronaut on the ISS?

’The size is similar to an old English telephone box,’ said Japanese engineer Koichi Wakata while he was giving a video tour of his bedroom in the International Space Station (ISS). ‘It’s a little taller than me. There’s a sleeping bag here, which is very comfortable. It’s fixed to the wall so I don’t float away*.’ Wakata, who lived on the ISS three different times, had two computers in his room: one for official ISS work and another computer for Internet access. He also had a camera and earphones for communication with his family and friends back home on Earth. His room also had a small lamp for reading in bed, but he didn’t have a wardrobe for his clothes: he kept them in a small cupboard. And there simply wasn’t space for a table or chair.

5

10

The ISS accommodation didn’t offer Wakata many luxuries, but it provided a lot of the basic comforts of a normal home. He and the other astronauts ate packaged food in a small kitchen and dining area. It had a special type of oven for making their food hot, but no fridge. Wakata couldn’t have a shower in the ISS, but Italian astronaut Samantha Cristoforetti, who spent 199 days on the space station, said that when she was living there, every astronaut had an area where they washed and cleaned their teeth. ‘But we didn’t have a sink,’ she explained. When she was washing, she used a very small quantity of water from little containers and a special soap and shampoo.

15

20

As astronaut Scott Kelly tweeted, ‘All the comforts of home.

Well, most of them.’ float away go up into the air slowly

5

Competences Read about skimming. Then skim the article. Choose the best description of the article (a–d).

READING STRATEGIES Skimming To skim, read a text quickly without focusing on all of the words. Only look for main ideas. Read the title of the text, and the first sentence of each paragraph. Notice familiar and repeated words in the rest of the text. a It explains how engineers designed the living areas of the International Space Station. b It gives examples of problems that astronauts have living in the International Space Station. c It gives a description of the living areas in the International Space Station. d It talks about how people will build homes in space.

6

1.06 Now read and listen to the article and timeline.

Choose the correct option.

1 Koichi Wakata’s bedroom / bed was the size of an old telephone box.

2 The bed was on the floor / wall.

3 His bedroom had / didn’t have a chair.

4 There was / wasn’t a fridge in the kitchen area.

5 There wasn’t water / a sink for washing.

6 In 1984, the US government decided to construct / construction the ISS. 7 Australia / Japan helped build the ISS. 8 The first part went into space in 1998 / 2009.

The International Space Station (ISS) timeline 1984 The US government decided to build a space station for scientific research, education and space exploration.

1990s The Russian, Canadian, Japanese and European space programmes agreed to help with the construction.

1998 The Russian space agency sent the first part of the ISS into space, working with the other countries.

1998 to 2009 Astronauts added to the ISS to improve the accommodation on it.

2021 The USA confirmed its support of the ISS until 2030, while Russia announced its withdrawal.

CRITICAL THINKING What is critical thinking?

Critical thinking is when we analyse and evaluate some information or a situation. We use logic, but we also express emotions and feelings when we discuss something in this way.

Here are some useful expressions you can use: I suppose/think/reckon that…

We need to consider/think about/discuss…

For me/In my opinion, … I disagree/agree because…

But what about…?

SPEAKING 7

Work in pairs. Discuss the questions. Try to use some of the expressions from the Critical Thinking box.

1 In the article, Scott Kelly says that the ISS has most of the comforts of home. Do you agree or disagree? Why? 2 Apart from food and water, which other things do you think are important for living on the ISS? Together, list five items to take with you to live on the ISS. 3 Imagine that there is only space to take three items with you. Which do you choose? Why?

Unit 2 Where the heart is

23

2C A unique style GRAMMAR Past continuous 1

Study the grammar box, then choose the correct option to make rules about the Past continuous.

Past continuous

VIDEO MAP

The journalist was watching while an astronaut was giving a tour of the ISS. The astronaut wasn’t living on the space station in 2009.

What were they doing in the ISS for all that time?

1 The bold expressions describe short completed actions / actions in progress in the past.

2 They use the Past simple of be / have and a verb in the -ed / -ing form. > Grammar reference & practice p. 256 2

Complete the sentences with the correct Past continuous form of the verbs in brackets.

1 Sam

(sleep) at 11 p.m. last night.

2 We

(not listen) in our maths lesson yesterday.

3 Where 4 Jake 5 It 6 What 3

(your parents / live) in 1999? (read) while I

(clean) my room.

(not rain) this morning, but there’s a storm now. (you / do) at this time yesterday?

Work in pairs. Ask and answer about what you were doing at these times: at 9 p.m. yesterday last Saturday morning two hours ago yesterday afternoon

GRAMMAR Past continuous & Past simple 4

Study the grammar box. Underline two verbs which describe actions in progress in the past and circle two verbs which describe past actions or events. Which words are used to link the sentences?

Past continuous & Past simple The astronaut was reading in bed when the lights went out.

While they were using the computer, they lost contact with Earth.

5

Houseboats on a canal in London

24 Unit 2 Where the heart is

Read the article and choose the correct option to complete the text.

The perfect home When Charlotte Tindle (1) was preparing / prepared to move to London to study music, her college (2) was suggesting / suggested renting student accommodation at a price of £1,000 per month. That’s £36,000 for three years!

The Tindles (3) were making / made plans to pay for Charlotte’s rent when Mr Tindle (4) was having / had an idea: why not spend the money on a houseboat. And so the family (5) were buying / bought one. While they (6) were cleaning / cleaned and (7) repairing / repaired the boat, lots of Charlotte’s friends (8) were offering / offered to help. Charlotte says that living in her unusual house is an adventure, but ‘it is my home,’ she says.

6

From trash to treasure!

Complete the sentences with the correct Past simple or Past continuous form of the verbs in brackets.

1 While I history, I (do / find out) 2 When Josh

Upcycle = to reuse unwanted and discarded objects or materials to create new, useful items, especially in fashion, furniture and jewellery

some research into my family about a famous ancestor. at the station, his parents for him. (arrive / wait) for a flat to rent, Mick and anywhere to sleep. (look / not

3 While they Greg have) when we 4 The sun for school, but now it’s beautiful outside. (not shine / leave) her leg while she 5 Last winter, Sally . (break / ski) when I you 6 Where yesterday morning? (you go / see) 7

Complete the text with the affirmative Past simple or Past continuous form of the verbs in brackets.

Coming together and mixing (grow up), When Yinka Ilori (1) (advise) his parents often (2) him to think about becoming an engineer. Instead, when he finished high school, he (3) (choose) to study furniture design. Three years later, (graduate). While he he (4) (try) to develop his own style, (5) (do) a project where he he (6) took two old chairs and made them into a new one. (realise) That’s when he then (7) that his work was about storytelling and different cultures coming together and mixing. (develop) these ideas when He (8) (find) his work an art expert (9) (invite) him to online and (10) show it at Milan Design Week – the world’s biggest design exhibition. Today he ‘upcycles’ old tables and chairs, creating multicultural furniture.

FINANCIAL save money!

ADVANTAGES of UPCYCLING

ENVIRONMENTAL reduce waste!

CREATIVE use your skills and imagination!

SPEAKING 8

Yinka Ilori and one of his upcycled chairs at the Parables for Happiness display at the Design Museum in London.

Competences In pairs, read the infographic above and discuss the questions.

1 What is upcycling? Why is it useful?

2 What did the upcycled objects in the photos use to be?

3 Do you like the new objects? Are they useful/creative?

4 Would you like to try to upcycle something? Have you got any ideas for an upcycling project?

> World Map, p. 182 Unit 2 Where the heart is

25

2D Special things, special places SPEAKING & LISTENING Special possessions 1

Work in pairs. Discuss the questions.

1.07 P Listen to Lily talking about a special object from her childhood

2

and complete the sentences with one or two words or a number.

1 Lily’s __________ gave her the photo album.

2 Lily was __________ when she received it.

3 She liked listening to the __________ her grandmother told her.

4 The photo album contains over __________ of family history.

5 Lily’s uncle used to work with horses in the __________.

6 The other grandchildren in the family weren’t __________ in their family history.

1 What is the most important possession you have?

2 When did you get it?

3 Who gave it to you?

Functions Giving reasons It’s special because my grandmother gave it to me.

The reason she gave it to me was to help me understand my family history.

Maybe it was very expensive so they want to keep it.

As it is very personal, they want to remember it for a long time.

P Work in pairs. Read the questions in the central box and then talk together about the different objects and reasons for keeping them.

3

birthday cards

teddy bear

t-shirt 4

> World Map, p. 182 The Grand Palace, Bangkok, Thailand, used to be the official residence of the King of Thailand, and today there are still many state occasions, banquets and ceremonies every year.

26 Unit 2 Where the heart is

Here are some things that people often keep from their childhood. Why do you think these things are special for some people?

What reasons could there be for keeping them?

Think of a childhood object that is special for you.

Now tell the class about the object and why it is special for you. Use these questions to help.

What is it?

Who gave it to you?

When did you get it?

What memories do you associate with it?

a diary

a computer game

photos

WRITING A description 5

Discuss these questions in pairs.

1 What kind of places do you usually visit on school trips?

2 What about with your family?

3 Do you prefer modern or historical places? Places in the countryside or in the city?

4 Is there one special place that you remember well?

6

Read about a school trip in Thailand. Tick (✓) the details the writer includes. age history interesting/amusing facts style/architecture things to do location who lives/lived there things to see

7

Competences Read the Writing Strategies box and do the activities. Use a dictionary if necessary.

8

Write a short description of a special place you know (a castle, museum, palace, famous person’s home etc.).

Use the points in Ex. 6 to help you plan what to write about. Remember to use adjectives.

Last year my class went on a school trip to our capital city, Bangkok, and we visited the Grand Palace. It is a huge complex with walls all around it and twelve gates with enormous red doors.

Inside there are many amazing buildings and temples in typical Thai architectural style, with beautiful statues and towers.

My favourite part was Wat Phra Kaew – that’s the Temple of the Emerald Buddha – with some magnificent statues guarding the gates. They’re all different, and really colourful and detailed.

While we were visiting inside the temple, our guide explained that the Emerald Buddha image wears different gold clothes during the hot, rainy and cold seasons. He also told us that in the 19th century they used to take the statue into the streets, but now it always remains in the temple because it’s the most important Buddha image in Thailand.

I enjoyed my visit to the Grand Palace – it was really fascinating and I learnt a lot.

COLLABORATION 9

Exchange descriptions with a partner.

• Do you know the place they describe?

• Have you been there or would you like to go there?

• Does their description make the place sound interesting?

• How many adjectives did they use?

WRITING STRATEGIES Using adjectives a Read the description of the Grand Palace again. Underline the adjectives the writer uses to describe the palace. b We use adjectives to make descriptions more interesting. Make a list of adjectives you can use to describe the location, age and appearance of a building, for example ‘tranquil’, ‘ancient’ etc.

Unit 2 Where the heart is

27

1&2 Consolidation & Certification Grammar revision Present simple & continuous; verb patterns -ing/to; Past simple & continuous; used to Vocabulary revision personality, interests, feelings; places to live; suffixes (-ion, -ation)

VOCABULARY & WORD BUILDING 1

P Choose the correct option.

GRAMMAR 3

Choose the correct option.

Robert and Hannah meet on Monday morning.

Robert Hi! (1) Did / Do you have a good weekend?

Hannah Yes, but it (2) is / was very busy.

Robert Why? What did you (3) do / did?

Hannah Well, my flat (4) is / are quite big but it (5) isn’t having / doesn’t have a balcony. So, on Saturday morning I (6) went / was going to all the estate agents in town to look for another place to rent.

Robert (7) Were / Did you lucky?

Hannah Not with the estate agents, but while I (8) walked / was walking home, I (9) saw / was seeing an old school friend. She (10) owns / is owning a flat and she (11) is looking / looks for somebody to rent a room in it at the moment!

Robert Wow, what a coincidence!

Hannah I know! So I (12) did spend / spent all day Sunday packing my things ready to move tomorrow!

Robert Oh, I can help you if you want.

4

P Write ONE word in each space.

My family is very (1)_____ and happy – we smile and laugh a lot but at the moment my brother is feeling (2)_____ because he’s got exams.

We live in a (3)_____ house – it’s only three years old – but it’s in the centre of a (4)_____ city, famous for its medieval buildings.

It’s really (5)_____ in summer with lots of tourists and my mum gets (6)_____ because of the traffic.

I like living here because I’m (7)_____ about football and we’ve got a fantastic team.

My grandma is very (8)_____ – she always gives me money to go to the matches.

1 A mean B excited C sad D cheerful 2 A hard-working B miserable C popular D honest 3 A modern B old C historic D rural 4 A residential B suburban C modern D historic 5 A old-fashioned B residential C crowded D empty 6 A excited B angry C bored D lonely 7 A like B crazy C into D a fan 8 A unreliable B mean C generous D honest 2

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

1 Schools try to _______________ students not only in academic subjects, but also in life skills. EDUCATION 2 Would you like to live in a _______________ house or an innovative one?

TRADITION 3 Can you give me _______________ to the Modern Art Museum, please?

DIRECT 4 His designs _______________ the coming together of different cultures.

COMMUNICATION 5 What _______________ did they have at the party?

DECORATE 6 These environmentally-friendly homes received international _______________.

RECOGNISE 7 I love _______________ new places when I’m on holiday.

EXPLORATION 8 They kept the _______________ of the filming secret to avoid problems.

LOCATE

28 Units 1&2 Consolidation & Certification

When I (1) _____________ a child, I lived in Argentina on a ranch. I learnt (2) _____________ ride a horse very quickly and I (3) _____________ to go out riding every day after school with my brothers. There were (4) _____________ many trees, so you could see for miles and it was really beautiful.

We were very lucky because we had a lot of freedom and our parents (5) _____________ not give us many rules.

I remember one particular day very well. I was riding alone (6) _____________ I fell off. My horse (7) _____________ away, so I walked home and I got there very late. When I (8) _____________, my mum (9) _____________ crying and my dad got really angry with me.

Now I live on the other side of the world, but I (10) _____________ saving money because I want to go back to Argentina on holiday. It (11) _____________ not cheap, but I want (12) _____________ see the country where I grew up again.

LISTENING 5

CERTIFICATION

1.08 INVALSI Listen to some information about a property for sale. Answer the questions using a maximum of four words.

7

P Choose the correct meaning for each text.

1 A Luke doesn’t know what the maths homework is.

B Luke wants some help with his maths homework.

C Gaia wants to go to Luke’s house to help with maths.

Gaia, I’m trying to do my maths homework but I don’t understand it. Can you come over and help me? Thanks, Luke.

2 A Today, there is no passenger access to some of the platforms.

B Passengers cannot use the stairs to platforms 5, 7 and 9 today.

C Passengers can ask for help to reach certain platforms today.

3 Mike needs to 1 How far is the property from the town centre?

2 Where is the kitchen?

3 How many bathrooms are there in the main house?

4 What is the garden like?

5 Who or what was the cottage originally for?

6 What can you see from the living room window of the cottage?

7 What doesn’t the property have?

8 Where are the owners moving to?

6

1.09 P Listen and choose the correct option.

1 How much do the trainers cost?

A £25 B £50 2 What can the girl see from her flat?

C £75

A get the T-shirt the shop is keeping for him.

B pay his mother back for the T-shirt.

C find his mother’s credit card.

URGENT MAINTENANCE WORK TODAY ON THE ESCALATORS AND LIFTS TO PLATFORMS 5, 7 AND 9. PLEASE RING FOR ASSISTANCE IF YOU ARE UNABLE TO USE THE STAIRS.

Mike, I saw that T-shirt you liked in town. I didn’t buy it because I didn’t have my credit card, but the shop is holding it for you until tomorrow.

Mum

4 A Kayleigh doesn’t want to go the gym this week.

B Kayleigh tells Jacob to go to the gym on his own.

C Kayleigh wants to change the day they go to the gym.

5 A There are parking spaces for students available in another area.

A B C 3 What time did the woman get home?

A 10:30 p.m.

B 3 p.m.

C 8 p.m.

PASSENGER NOTICE

B Students cannot bring e-scooters to school.

C Visitors need to reserve a parking space at the library.

Jacob, I’m having extra driving lessons this week so I can’t come to the gym on Tuesday.

Do you want to go on Saturday instead?

Kayleigh XX

P

PARKING FOR VISITORS ONLY

Students can leave their bikes and e-scooters in the spaces behind the library.

Units 1&2 Consolidation & Certification

29

What does your bedroom say about you?

5

Which is your favourite room in your house? A lot of teens say their favourite room is their bedroom. And it isn’t important if it is large or small, single or shared with a brother or sister. So why is a teen’s bedroom so important? First, you spend a lot of time there – sleeping, doing homework, playing on your phone, chilling out. Second, it is your space and it is full of your things – clothes, books, photos, games.

So what does your bedroom say about your personality? Let’s start by looking at the style of your bedroom. Did you choose the colour of the walls, bed and other things? If you chose lots of bright and different 10 colours, you are probably a cheerful and outgoing person. A white room can mean that you are calm and reflective. If you wanted dark colours in your room it doesn’t mean you are miserable or boring, but maybe you are a little bit of an introvert and like being alone.

If you didn’t choose the style and furniture of your bedroom, you can still make it personal with the choice of objects you have on the walls and shelves. Sports trophies, comics, video games, posters and photos show your interests and hobbies and can tell others a little about what you are like. You can also decide what to show and what not to show. For example, maybe you don’t mind friends seeing your childhood teddy bears or games 20 or maybe you prefer hiding very private things.

15

Lastly, there is the state of your bedroom. Is it tidy or messy? A very tidy and organised bedroom says that you pay attention to detail and you want to be in control. Do you have a floordrobe with clothes all over the floor and your bed and not in your wardrobe? Some people can think you are lazy and chaotic, but a messy room is also a sign of being friendly and creative.

But the most important thing about your bedroom is that you like it and your family remembers to knock before coming in! chilling out relaxing

READING 8 INVALSI Read the text and match the two parts of the sentences. There are two extra endings you don’t need.

1 Bedrooms are 2 The colours in your bedroom can 3 Dark colours don’t always mean you 4 You can show your character with 5 Some teens don’t like 6 Creative people often

30 Units 1&2 Consolidation & Certification

a b c d e f g h

have messy bedrooms. show your personality. showing private things to friends. an important personal space for teens. smaller bedrooms. the objects you have in your room. choosing their own style. are miserable.

1&2 Presentation Skills SOFT SKILLS THE STRUCTURE OF A TALK (1) The introduction 1

What is the usual structure of a presentation or a talk? Read the definitions (a–c) and match them to the correct part of a presentation (1–3).

1 Introduction

2 Main section

3 Conclusion

a __ You summarise the main points of the talk and possibly invite the audience to do or change something. b __ You try to catch the listeners’ attention and interest. You establish the tone for the rest of the talk. c __ You concentrate on a few key points, with examples, explanations and often visual aids.

2

1.10 Read and listen to this introduction to a talk. Then choose the correct answer to the questions below.

“

Yesterday afternoon, while I was sitting on the train on my way here, I overheard a few lines of a conversation between two passengers.

A middle-aged man was talking to his wife and said, ‘You know I don’t want to. And, anyway, remember what happened with the ice cream.’ The woman was clearly irritated by the fact that he’d mentioned the ice cream, but they got off the train before I heard her reply.

When I woke up this morning, I was still wondering about the importance and significance of the ice cream event in their lives. And now, you probably are too! But my frustration at not knowing the whole story made me start to think about how being nosey can go hand in hand with learning.

”

1 What information do we learn about the speaker?

A He likes ice cream.

B He travelled by train to get to the venue.

C He often feels frustrated.

2 What is the talk going to be about?

A The importance of ice cream.

B The difficulties of relationships.

C The link between learning and curiosity.

3

The speaker uses a personal experience to introduce his talk. In pairs, discuss which things in the box may or may not be suitable in an introduction. giving your name, profession and experience a joke a personal anecdote presenting a hypothetical situation a quote a rhetorical question a surprising fact thanking the audience

YOUR TALK 4

Prepare an introduction for a talk on one of the following topics. Read the Competences box and use a technique that you discussed in Ex. 3.

• a local history project • a person you admire • your favourite author • problems facing your town or city

COMPETENCES The first impression you make needs to be positive, so you should smile, make eye contact with the audience, speak clearly and be confident.

If you catch the listeners’ attention, for example with a personal story, an interesting question or a surprising fact, they will be motivated to listen to the rest of your talk.

On pages 32–33 you will watch a TED Talk. While you watch, pay attention to which one of the techniques in Ex. 3 the speaker uses in her introduction and how she refers back to it again at the end of her talk.

Units 1&2 Presentation Skills

31

Magical houses, made of bamboo

“

With creativity and commitment, you can create beauty and comfort and safety, and even luxury, out of a material that will grow back.

”

ELORA HARDY

ABOUT THE SPEAKER 1

Read about the TED Talk speaker, Elora Hardy.

Why does she build houses with bamboo?

Elora Hardy grew up on the island of Bali, Indonesia, but she studied in the USA. Her parents were artists, and after she finished her education she worked as a designer in New York.

In 2010, she moved home to Bali and started to design and build homes from bamboo. This plant is easy to grow in Indonesia, but it is not normally used to build houses.

AUTHENTIC LISTENING SKILLS Listening for gist When you listen, don’t try to understand every word. Try to relax and focus on what you do understand, not what you don’t understand. Notice words that the speaker repeats or stresses, and the types of words that are used a lot, for example, adjectives. Try to work out the connections between the words you understand.

3

Elora believes that bamboo is a perfect building material because it makes houses that are strong, beautiful and earthquake-resistant. It is also a sustainable material, so it will not run out.

a doors b windows c shapes d building materials e earthquakes f sustainable materials

Elora Hardy’s idea worth spreading is that bamboo is an adaptable, strong plant which demonstrates that we can build great things with sustainable, ecological materials.

KEY WORDS 2

> World Map, p. 182

4

32 Units 1&2 TED Talks

What is the general idea of what she is talking about?

Choose: • The different shapes that doors can be.

• The materials you can use to make doors and windows.

• How to be creative with bamboo.

Match the words in bold in the text to the meanings. a ___________ = material used for construction b ___________ = a very tall, straight plant c ___________ = a person who plans and creates d ___________ = finish / no longer exist e ___________ = able to remain stable when the

earth moves f ___________ = material that is not at risk of

disappearing

1.11 Listen to the extract from the TED Talk. Circle the topics Elora talks about.

5

Look at the photo of one of Elora Hardy’s houses on page 18. Why do you think it is important to use local materials, like bamboo in Bali, to build houses?

WATCH THE TALK Watch Part 1 of the talk. Choose the correct option.

6

1

built a fairy mushroom house.

A When Elora was a child, her mother B Last year, Elora’s father C When she was a child, Elora

2 The curved roof helps keep the house A dry B cool C warm 3 It’s easy to A hear 7

8

MY PERSPECTIVE

.

a person who is using the bathroom.

B see C avoid

9

Work in small groups. Discuss the questions.

• As a child, Elora’s dream house looked like a mushroom. What is your idea of a dream house?

• Elora designs her houses to be comfortable in hot weather. What is the weather like where you live?

How do you make your house comfortable?

• Would you like to live in one of Elora’s houses? Why? / Why not? What are the good and bad things about them, in your opinion?

Watch Part 2. Are the sentences true (T) or false (F)?

CHALLENGE

1 Bamboo is a type of grass.

2 Bamboo grows very slowly.

3 Bamboo is light and strong.

4 Elora built a school from bamboo.

5 The Green School used sustainable materials.

Think of the dream house you described in Ex. 9. In your group, follow these steps: • Decide what material you want to build it with: wood, brick, bamboo, a different material?

Watch Part 3. Choose the correct option.

1 Elora says it is important to make bamboo do what you want / design for bamboo’s strengths.

2 Elora builds models of her houses to help sell houses to her customers / test the design.

3 She prefers to build doors that are balanced / not shaped like teardrops.

4 Bamboo grows back quickly, so it is a safe / an environmentally friendly material.

• Decide how it works with the environment. How does it stay comfortable in hot or cold weather?

• Draw a plan for the house and write the names of the rooms and other details. Include as many rooms as you like – a music room, a cinema, etc.

Show your plan to another group and compare your ideas.

Units 1&2 TED Talks

33

1&2 Citizenship SUSTAINABLE CITIES A

B

PREVIEW

REFLECT

1

Work in pairs. Look at the two photos and answer the questions.

4

1 Which place would you like to live in – Chicago or Glenview? Why? 2 Are you still living in the town or city you were born in?

3 What do you like about where you live? What things don’t you like?

4 In the future, would you like to live in the countryside or a big city? Why?

1 What can you see in the two photos?

2 What differences are there?

3 Which looks most similar to where you live?

VIEW 2

Now watch a video where Cameron talks about where she lives. Choose the correct alternative.

Answer these questions and then compare your answers with a partner.

5 DEBATE Have a class debate on this topic. Half of

the class should be in favour and half against the statement.

It is better for young people to live in a big city rather than the countryside.

Use these ideas to help you prepare. being close to things boredom fresh air meeting new people safety shopping things to do traffic 6

1 Cameron lives in Chicago / Glenview.

2 She used to live in Chicago / Glenview.

3

Watch the video again and answer the questions.

1 What different activities can you do in Chicago and Glenview?

2 How is the pace of life different in the two places?

3 How did she feel when she first moved?

4 How does she feel about where she lives now?

34 Units 1&2 Citizenship

Work in groups. Write down the class’ ideas in the following chart.

PROS

CONS

A BIGGER PERSPECTIVE 7

VISIBLE LEARNING Work in small groups. What services and facilities should a town or city offer its inhabitants?

Complete the map with your ideas. Remember to think about different generations and their needs. ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________

8

Nurseries, schools and universities

Services and facilities

Public transport

Museums and theatres

Share and compare your ideas with the rest of the class, trying to find common points.

9 CRITICAL THINKING Read the information in the 2030 Agenda box. How can the things you wrote in the map in Ex. 7

help or not help reach the goal of making a city sustainable, safe and inclusive?

Today, more than half the world’s population live in cities and it is estimated that 7 out of 10 people will live in urban areas by 2050. For this reason, Sustainable Development Goal 11 is focused on making cities and urban areas safe, inclusive and sustainable, with decent infrastructure, efficient and reliable public transport, affordable housing and plenty of green spaces.

10 MEDIATION Work in small groups. Link the different situations you can find in a town or city to the results they can

have. Sometimes, more than one option is possible. Explain your reasoning.

For me, with an efficient police force, the city is safer.

This means the quality of life is better because people are not worried about crime.

OUR PERSPECTIVE 11 Work in groups to make a proposal on how your town/city can be safer, more sustainable and more inclusive.

• Identify a problem; • Brainstorm as many solutions as possible; • Think about the advantages and disadvantages of each solution and then decide on one; • Prepare a slide/paper presentation of your idea and its benefits.

Situations

• free public transport • cycle lanes • recycling facilities public buildings • cultural events • cheap flats and apartments to buy or rent • decent hospitals • good schools • lots of parks and trees • efficient police force • renewable energy for

Results

• better job prospects • less traffic • equal opportunities • improved quality of life • better air quality • safe environment • more social interactions • better use of resources • good mental health • less litter on the streets

Units 1&2 Citizenship

35

PERSPECTIVES PRE-INTERMEDIATE Kerry MAXWELL Catrin Elen MORRIS

Workbook Contents .......................................................................................................................................................................................................................... p. 183 Unit 1 Who are you?............................................................................................................................................................................................... p. 184 Unit 2 Where the heart is ................................................................................................................................................................................... p. 190 Summative Revision 1-2 ......................................................................................................................................................................................... p. 196 Preliminary Preparation .......................................................................................................................................................................................... p. 197 Unit 3 Health and happiness ............................................................................................................................................................................ p. 198 Unit 4 Learning ........................................................................................................................................................................................................ p. 204 Summative Revision 3-4 ......................................................................................................................................................................................... p. 210 Preliminary Preparation .......................................................................................................................................................................................... p. 211 Unit 5 Family and friends ................................................................................................................................................................................... p. 212 Unit 6 Do your best ............................................................................................................................................................................................... p. 218 Summative Revision 5-6 ......................................................................................................................................................................................... p. 224 Preliminary Preparation .......................................................................................................................................................................................... p. 225 Unit 7 Food and flavours .................................................................................................................................................................................... p. 226 Unit 8 Buyer’s choice ............................................................................................................................................................................................ p. 232 Summative Revision 7-8 ......................................................................................................................................................................................... p. 238 Preliminary Preparation .......................................................................................................................................................................................... p. 239 Unit 9 All in a day’s work .................................................................................................................................................................................... p. 240 Unit 10 Remote control ......................................................................................................................................................................................... p. 246 Summative Revision 9-10 ...................................................................................................................................................................................... p. 252 Preliminary Preparation .......................................................................................................................................................................................... p. 253 Grammar reference & practice ............................................................................................................................................................................ p. 254 Irregular verb list / Phonetics .............................................................................................................................................................................. p. 274 TED Talks videoscripts .............................................................................................................................................................................................. p. 276 Key Vocabulary ............................................................................................................................................................................................................ p. 280 Wordlist ............................................................................................................................................................................................................................ p. 282

1 Who are you?

3

WHAT YOU KNOW

Complete the table with the opposites of these adjectives.

Describing physical appearance

hard-working loud mean nasty outgoing relaxed

1 VISIBLE LEARNING Read the descriptions and write the

1 2 3 4 5 6

correct names under the photos.

1 ________________

2 ________________

4

generous ______________ nice ______________ quiet ______________

______________ lazy ______________ shy ______________ nervous

Read the descriptions in the quiz and write the correct adjective for each one.

What kind of person are you?

3 ________________

4 ________________

1 Are you kind and helpful to people?

f _________y

2 Do you like spending time with people?

s _________e

3 Do you believe in your own ability?

c _________t

4 Do you often get angry or unhappy? m _________y

5 ________________ 6 ________________ a Adam has short, curly, red hair. b Bella has long, wavy dark brown hair. c Devon is tall and bald, and he has a beard and moustache. d Jade has short, straight, pink hair and glasses. e John has very short dark hair. f Hayley has long, straight blonde hair and blue eyes.

Adjective order opinion ➝ size ➝ shape ➝ colour

5

5 Do you stay calm and not get angry about things?

e ____y-g___g

6 Can people count on you?

r _________e

7 Do you like giving people orders?

b _________y

8 Are you very good at a particular activity?

t _________d

Put the adjectives into the correct category. ambitious bossy cheerful confident cool honest kind mean moody nervous quiet serious unreliable

Positive

Negative

Both

> Build-Up to Pre-Intermediate p. 42

VOCABULARY Personality > SB p. 9 2

Look at the photos again and choose the best word to describe each person.

1 Bella is active / pleasant.

2 Hayley is intelligent / unreliable.

3 John is kind / irritable.

4 Devon is cool / funny.

5 Jade is hard-working / nervous.

6 Adam is cheerful / serious.

184 Unit 1 Who are you?

Get ahead! Make a list of adjectives for personality and physical appearance in your notebook. Then write the name of person next to them to remind you what they mean.

Vocabulary & Word Building 6

Rewrite the sentences with the correct form of be and a suitable adjective.

1 Our teacher always gives us a lot of help.

Our teacher ___________________________.

2 We exercise a lot, walk to school, and play tennis.

We ___________________________ .

3 I can’t sleep because of all the noise next door!

The neighbours __________________________.

4 My flatmate often stays in bed all day watching TV. My flatmate ___________________________.

5 My aunt can draw and paint very well.

My aunt ___________________________.

6 I love your stories. They make me laugh.

You ___________________________.

7 I don’t like my boss because he treats me badly.

My boss ___________________________.

8 My friend is late... as usual.

My friend ___________________________.

WORD BUILDING Verb + adjective > SB p. 12 7

Read the quiz questions and choose the best answer about yourself. Then write full answers to the questions.

1 Which do you become more excited before?

A a holiday B a party C a shopping trip D other (please explain) 2 What do you often feel more worried about?

A exams B meeting new people C your future D other (please explain) 3 How do you sound when you are angry?

A loud B very quiet C your voice goes up high D other (please explain) 4 What are you more frightened of?

A flying B spiders C the dark D other (please explain) 5 What do you do when you feel bored?

A chat to a friend B go online C read a book D other (please explain) 1 2 3 4 5

8

_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

Put the words in the correct order to make sentences or questions.

1 you / angry / are / results / your / about / ? _______________________________________

1

2 the / she / about / test / worried / is _______________________________________ 3 get / why / children / do / frightened / ? _______________________________________ 4 they / about / don't / presentation / nervous / feel / the _______________________________________ 5 excited / holiday / about / seem / they / their _______________________________________ 6 looking / students / are / the / very / today / bored _______________________________________ 7 news / I / when / watch / upset / I / become / the _______________________________________ 8 Hannah / is / of / dogs / afraid / big / why / ? _______________________________________ 9

Read the questions in the quiz on page 184 Ex. 4 again and, in your notebook, write full answers that are true for you.

Expand your vocabulary Which personal qualities do British people hate?

Read our survey results!

1 Dishonest people – we really hate them! Especially if they lie to or cheat on their friends. Maybe that’s why politicians are so unpopular in the UK! 2 Inconsiderate people – we all know them! They always put themselves first.

3 Impolite people – Brits simply can’t stand them!

We like people who say ‘please’ and ‘thank you’, not impatient, people who don’t stand in queues.

4 Inflexible people! We prefer people who adapt to different situations and different people.

5 Disorganised people – They never plan ahead and they can have lots of problems in an unpredictable world where anything can happen.

A prefix is a group of letters at the beginning of a word used to change what it means: dis-, un-, inand im- are common negative prefixes.

10 Read the text and find an adjective that means…

A rude or offensive: _____________ B not willing to change your ideas: _____________ C people don’t like it/them: _____________ D not planning in advance: _____________ E not thinking of other people: _____________ F not telling the truth: _____________ G do strange or unexpected things: _____________ H not willing to wait for people: _____________

Unit 1 Who are you?

185

1

Grammar

Present simple & Present continuous; Stative verbs > SB pp. 10–11 1

Read the sentences and decide if the action is taking place right now (RN) or is a general truth (GT).

1 Julia is working on an article for her school website. __ 2 She's writing about some new students. __ 3 Her school welcomes new students at the beginning of each term. __ 4 Three new students are joining Julia’s class this term: Alex, Millie and Joe. __ 5 Alex is funny, laughs a lot and tells jokes when he meets new people. __ 6 Millie and Joe smile a lot and seems really happy to be in the class. __

2

Choose the correct verb forms for each sentence.

1 Bob _____ photography. He _____ taking natural photos of people.

A learns; liking B is learning; likes C are learning; is like D learning; like 2 His friends Mina and Jacob _____ him.

They _____ having their photo taken.

A help; liking B is helping; is liking C help; are liking D are helping; like 3 Right now, Mina and Jacob _____ in front of a statue. They _____ selfies!

A standing; enjoying B are standing; enjoy C stand; enjoying D stands; enjoys 4 For some reason, Mina and Jacob _____, and Bob _____ annoyed.

A not smiling; be B is not smiling; is being C are not smiling; is D doesn’t smile; being 5 Now he _____ them to smile because they _____ happy.

A ask; not looking B is asking; do not look C asks; look D is asking; are not looking 6 They _____ to the park now because Bob _____ to take photos in front of the fountain.

A walks; want B is walking; is wanting C are walking; wants D walking; wanting

186 Unit 1 Who are you?

3

Complete the sentences with the correct Present simple or Present continuous form of the verbs in brackets.

1 My brother really_________ (like) music and he _________ (listen) to it all the time.

2 He _________ (play) the electric guitar and the drums. He’s really talented!

3 He and his friends _________ (be) in a band and they always _________ (write) cool new songs.

4 My friend Jenny plays keyboard and _________ (sing) in the band – it _________ (be) called Victory.

5 This month, they _________ (practise) a lot for their concert.

6 I _________ (not can) watch them every time they practise because I _________ (study) for an important exam.

7 But I _________ (want) to go to their big concert on the 25th!

8 I _________ (not know) how to play any instrument at the moment, but I _________ (learn) the keyboards. If I’m good, maybe I can join my brother’s band!

4

Use the prompts to write questions. Then complete the short answers with a correct pronoun.

1 John / read / this book ______________________________________?

Yes, ______ is.

2 your classmates / play / video games ______________________________________?

No, ______ don't.

3 you and Susan / listen / music / at the moment ______________________________________?

Yes, ______ are.

4 Sam and Pete / play guitar ______________________________________?

Yes, ______ do.

5 Maria and I / do / this exercise / well ______________________________________?

Yes, ______ are.

6 that dog / bark / a lot ______________________________________?

No, ______ isn't.

7 DJs / usually / play / good music ______________________________________?

Yes, ______ do.

8 you and your parents / speak / English / at home ______________________________________?

No, ______ don't.

Grammar 5

Write true answers to the questions.

1 What music do you usually listen to? _______________________________________ 2 What is your family doing today? _______________________________________ 3 Which languages do you know? _______________________________________ 4 What subjects do you study on Tuesdays? _______________________________________ 5 Which languages are you studying this year? _______________________________________ 6 What time do you usually finish your homework? _______________________________________

8

Read the questions and choose the correct answer.

1 What are you doing?

A I’m starting to make dinner.

B I’m starting make dinner.

2 What are you doing this weekend?

A I hope to see a film with my sister.

B I hope seeing a film with my sister.

3 Do you want to study together for the test?

A Sure! I don’t mind to study with other people.

B Sure! I don’t mind studying with other people.

4 Do you have enough money to pay for the trip?

A I think I can manage to save enough by next year.

B I think I can manage saving enough by next year.

5 Do you want cake for dessert?

A It looks so good! I’d like to trying a piece.

B It looks so good! I’d like to try a piece.

6 Can you come to the party?

A Yes, and I promise bringing some food.

B Yes, and I promise to bring some food.

9

Complete the dialogue with a suitable verb in the correct form. Some sentences have more than one possible answer.

Alice What’s a good thing (1) _________ when you’re sad?

Ben I suggest (2) _________ for a long walk.

Alice If you fancy it this weekend, let me know…

Ben OK, I promise (3) _________ you if I have time.

Alice Why? What else do you need (4) _________?

Ben I’ve got lots of homework, but it’s really hard.

Alice I can (5) _________ you if you like.

Ben I hate (6) _________ people for help!

Alice Well, it isn’t a problem.

Ben Thanks for the offer! Maybe I can (7) _________ doing it myself and see how it goes.

Alice Sure… I’m hungry! Do you (8) _________ to eat something?

Ben How about sushi? I just love it!

Verb + -ing or infinitive with to > SB pp. 14–15 6

7

Choose the correct option.

1 She usually manages studying / to study during the week so that she can relax at weekends.

2 I suggest reading / to read Catch 22 – it’s an amazing book!

3 She hopes passing / to pass her driving test.

4 He enjoys going / to go for a long run at the weekend.

5 Taavi wants writing / to write an email to his friend in Canada.

6 Can you learn speaking / to speak English on your own?

7 I don’t mind seeing / to see that film again with you.

8 Lana avoids going / to go to the gym at weekends.

It’s so busy!

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

1 Cara doesn’t want _________ (share) a room with her younger sister.

2 Does he enjoy _________ (study) history?

3 I think it’s possible to avoid _________ (tell) her about the surprise party.

4 Frank is planning _________ (exercise) more this year, starting on 1st January.

5 Ted can’t help _________ (laugh) every time Seth tells a joke.

6 My dad plans _________ (read) five books while he’s on holiday.

1

10 Complete the sentences with a verb + -ing or an

infinitive with to so they are true for you.

1 My family needs __________________________.

2 I avoid _________________________________.

3 I can’t help ______________________________.

4 My friend wants __________________________.

5 I love __________________________________.

6 I don’t like _______________________________.

7 I manage _______________________________.

8 My friends and I enjoy ______________________.

Unit 1 Who are you?

187

1

Competences

READING 1

Think first Answer the questions before you read the text.

1 Read the title and look at the photo. What is the article about?

2 What do you think the link is between nature and your mental health?

3 Read the first and last paragraph. What are the main ideas?

NATURE AND YOUR MENTAL HEALTH

1 2 3

Spending time in green spaces like parks, forests or woods and in blue spaces like rivers, beaches or lakes, is essential to keep us healthy. Even trees on a city street, private gardens, indoor plants, window boxes, or 5 watching nature documentaries on TV is good for our mental health. Great news as it means that we can all get the benefit of nature wherever we live.

According to the UK’s Mental Health Foundation, spending time outdoors was one of the best things 10 to help people deal with the stress of the COVID-19 pandemic. Nearly half of people in the UK said that visiting green spaces helped them. Other studies found that visiting and noticing nature, was important for people’s well-being. Remember how hard it was when 15 we couldn’t do that during the lockdowns?

There are lots of different ways that we can develop this ‘connectedness’ with nature. For example, we can listen to birdsong, smell the perfume of flowers or feel the soil* between our fingers in the garden. But we don’t have to 20 be in nature to feel more connected to it. We can also just write a poem about our favourite walk or look at photographs of a beautiful beach.

188 Unit 1 Who are you?

4 5

Research shows that people who are more connected to nature are usually happier in life. This is because 25 nature can give us positive emotions, such as feeling calm, happy and creative; and it can stop us from feeling anxious, stressed or angry.

During the pandemic, we saw that people living in cities didn’t connect with nature as much as they wanted to.

30 People without gardens connected less than those with gardens. For some groups, including many women, younger people, disabled people and people from ethnic minorities*, nature spaces feel inaccessible or less enjoyable because they are not safe. One solution 35 to this is to have lots of high-quality city parks, easily accessibility so more people are able to enjoy and connect with nature. Other solutions include planting flowers and trees along our streets or creating ‘green corridors’* for wildlife in our cities.

soil terra ethnic minorities minoranze etniche green corridor “corridoio verde” (raccordo ecologico tra una città e gli spazi naturali più vicini)

Competences 2

Read the text and match the information (A–E) to the paragraphs (1–5).

A how our feelings change in nature __ B how to feel connected to nature through our senses __ C the blue and green spaces that we need __ D the inequalities of accessing nature __ E what we noticed during the pandemic __

3

Read the text and choose the correct option.

1 What can be as good as being in a natural space?

A going to a garden centre B looking out of the window C watching nature documentaries D watching TV 2 Why did people feel stressed during the pandemic?

A because of the news B because they were ill C because they had no visitors D because they were indoors 3 Which of these activities connect to nature through your eyes?

A listening to a bird B looking at a photo C smelling a flower D writing a poem 4 How do you feel when you are in nature?

A anxious B angry C creative D stressed 5 Who finds it more difficult to connect to nature?

A young women B people with disabilities C people from other countries D old people 6 What do you think the writer means by ‘green corridors’?

A wild parts of cities B parts of parks without paths to walk along C parts of a city without roads D long roads with trees on them

1

4

01 You are going to hear Julie and Anthony talking about their plans. Write Julie or Anthony before each sentence.

1 ____________ wants to go to the cinema 2 ____________ is busy this afternoon.

3 ____________ is painting fruit and flowers.

4 ____________ thinks painting is difficult.

5 ____________ likes action movies.

6 ____________ likes DJ Spooky.

5

01 Now listen again and decide if these sentences are T (true) or F (false).

1 Anthony is free this afternoon. ___ 2 Julie thinks paining is boring. ___ 3 Julie is going to see a superhero film. ___ 4 The film has good music. ___ 5 Anthony has heard of D J Spooky. ___ 6 They plan to meet tomorrow. ___

6

02 Listen to a lecture about a famous novel and choose the correct option.

Title: A Town Like Alice / The Grapes of Wrath Author: Nevile Shute / John Steinbeck Nationality: American / English Time: Past / Present Place: Australia / USA

LISTENING Listening Tips • Look at pictures or words on the page and guess what the listening is about.

• Predict the type of information from context (e.g. numbers, dates, verbs, names, etc.).

7

02 Listen again. Are the sentences true (T) or false (F)?

1 The students are reading the book now.

2 The lecture is mainly about the author's life.

3 The farmers left their homes because there was not enough rain.

4 The main character, Tom Joad, travels alone.

5 The professor says that all the people who moved to California felt angry.

Unit 1 Who are you?

189

2 Where the heart is 4 Milan’s Via Montenapoleone with its designer clothes is a popular shopping / residential district.

5 Ho-Ho-Kus, New Jersey, is a quiet, urban / suburban town near New York City.

6 York is a beautiful, old-fashioned / historic city in the UK with Roman walls and old buildings.

WHAT YOU KNOW Rooms and furniture 1 VISIBLE LEARNING Look at the photo and match the

words with the rooms. Then list the things you see in each room.

6

4

Finish the sentences with the correct words.

1 Can we go to a different coffee shop? There are no free tables here. It’s c_____________.

2 On my street, there are no shops, restaurants or other businesses, only houses. It’s a r________ a_____.

3 I love living in this area. Shops, restaurants and a beautiful park are all w_____________.

4 This is my place. My bed becomes a sofa by day and the TV is in the wall. It’s very m_____________.

5 As you can see, there are a lot of the original, old Medieval buildings here. It’s h_____________.

6 All the furniture and ornaments at my grandmother’s house are from the 1970s. It’s o_____________.

5

Read Elena’s description of where she lives and complete it with the missing words.

1 1

5 1

4

2

bathroom bedroom dining room hallway

2

7

3

living room kitchen study

crowded rural

lively

old-fashioned

residential area

> Build-Up to Pre-Intermediate p. 44

VOCABULARY Describing where you live > SB p. 19 2

Match the words to the definitions.

1 urban a place with a lot of office a buildings 2 walkable not old, but relating to now b an area that people visit c 3 business area when they want to buy things 4 traditional not too far and safe for d people travelling on foot 5 modern from an important time e 6 historic in the past the opposite of rural f 7 suburban an old way of doing things g 8 shopping district h in an area outside a city

3

Choose the correct option.

1 Madrid is very residential / lively at night. Many people go out and they stay out very late.

2 Tokyo is a crowded / rural city, with a population of almost 38 million.

3 In Oaxaca, Mexico, you can eat traditional / walkable foods such as tlayudas and tamales.

190 Unit 2 Where the heart is

I live in the North of England, in a (1) _________ of the village of Saltaire. It’s a perfect place to live because it’s very green and (2) _________ all around it, but we’re not far from the (3) _________ cities of Leeds and Bradford. Saltaire is not a boring place because it has lots of little cafés and shops and galleries, so it can get quite (4) _________ with visitors at the weekends.

People like it because it is an (5) _________ Victorian village built in 1851 by Sir Titus Salt for the wool and clothes-making industry, and it is a UNESCO World Heritage Site.

Vocabulary & Word Building 6 VISIBLE LEARNING Copy and complete the mind map

with the following words. Can you add any more words?

Expand your vocabulary The most liveable city in the world For the second time, the Austrian capital, Vienna, is the city with the best quality of life according to the Economist Intelligence Unit, Global Liveability Index.

So, what is its secret?

Public transport is cheap and efficient: it currently costs 365 € per year for a travel card for the whole city.

Rent is also low in Vienna, as each district has a ‘fair rent’ rate, so you don’t have to pay too much rent for an apartment. And healthcare is also good as you get health insurance through your work with free doctor’s and hospital appointments.

Vienna has lots of free events and festivals, outdoor concerts and markets, parks or beer gardens.

The city is a melting pot of cultures, as one in three Viennese residents is non-Austrian, so you can immerse yourself in other cultures.

Vienna is also a combination of old and new: the business area, the historical buildings and the shopping districts go together really well.

apartment bungalow café cinema field gallery house park shop restaurant theatre wood Entertainment Living spaces Green spaces

Services

7

Write about your home using the information from Ex. 6.

9

WORD BUILDING Suffixes (1): -ion, -ation > SB p. 22 8

Complete each sentence with the noun form of a verb in the box. connect direct educate explore investigate invite protect

inform

1 Did you send Max an ______________ to the party?

2 I can never get a good internet ______________ when I am in the countryside.

3 The ______________ of North America didn’t begin with Columbus.

4 The detectives did a thorough ______________ of the crime scene.

5 Your skin needs ______________ from the sun.

6 Did you read all the ______________ about the school trip?

7 My parents think it’s very important to get a good ______________.

8 The café is near the station – we’re walking in the wrong ______________!

2

Use the words in bold from the text about Vienna to complete these sentences about other places.

1 Traditional and modern houses _________ in this residential area, it’s hard to tell them apart.

2 I love the fact that in the UK there are lots of _________ that you can go to in the summer.

3 Italy has one of the best _________ in the world: it is free and people live well for a long time.

4 My London _________ is essential for getting around the city, but it’s very expensive.

5 The USA is a _________ of different people originally from different countries.

6 Tokyo’s _________ system is fast, efficient and reliable, running day and night.

7 The _________ in this country, means physical, mental and social well-being, is of a high standard.

8 There is no _________ in my district – I pay 1,000 euros a month for a one bedroom apartment!

Get ahead! Make a list of collocations in your notebook, learn them and use them as often as you can!

Unit 2 Where the heart is

191

2 Grammar Past simple & used to > SB pp. 20–21 1

Write a question about last weekend for each answer.

1 What __________________________________?

I went to the cinema with some friends.

2 How ___________________________________?

I walked there.

3 ______________________________________?

No, not very crowded really.

4 What __________________________________?

We saw the new Indiana Jones film.

5 ______________________________________?

Yes, it was quite good and had excellent special effects.

6 ______________________________________?

No, we went back to my friend’s house and played on the Xbox.

4

Now think about the last time you went to the cinema and give true answers to the questions you wrote in Ex. 3. _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

5

Complete the sentences with the correct form of use to.

1 I _________ watch a lot of TV when I was younger, but now I don’t.

2 I never _________ watch films on my computer, but now I do.

3 My sister didn’t _________ like vegetables, but now she’s a vegetarian!

4 Our cat _________ stay inside, but now he goes outside every day.

5 I _________ play games on my computer like my friends, but now I do.

6 What kind of games _________ you _________ play as a child?

7 I didn’t _________ study every day, but now I do and my marks are much better!

8 Where _________ your grandparents _________ go to school when they were young?

6

Write 3 things you used to do and 3 things you didn’t when you were younger. _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

Complete Rani’s blog post with the correct verb forms.

SEARCH

Add Questions

Homes So this week my mother and I (1) needs / are needing / need to find a new place to live. We (2) work / worked / are working with an estate agent to find a new house.

We (3) see / are seeing / saw three different houses yesterday. The first one (4) is / was / weren’t in a quiet area and (5) had / have / is having a big kitchen and three bedrooms. But it (6) cost / are costing / is costing too much for us. The second one (7) was / were / are really cheap, but it (8) was / are / is being ugly and too far from my school. The third house (9) is having / had / have lots of big windows and (10) is getting / gets / got lots of light. We (11) decided / are deciding / decide to take that one because it (12) were / was / is also near my mum’s work.

2

3

Complete Nelson’s blog post with the Past simple form of the verbs in brackets.

SEARCH

Add Questions

Homes Before we (1) _________ (move) here, we (2) _________ (live) in a suburb far from the city.

Back then, my brother and I (3) _________ (go) to school in the city. We (4) _________ (take) a bus from our home into the city every day.

Our parents also (5) _________ (work) in the city and (6) _________ (drive) to work every day.

Eventually, all of us (7) _________ (become) tired of it because we (8) _________ (spend) so much time commuting. So my parents (9) _________ (decide) to move to the city.

At first, I (10) _________ (think) this was a bad idea because I (11) _________ (not, want) to leave my friends. I (12) _________ (be) afraid of not making new ones and being lonely in the big city. But now I love it here!

192 Unit 2 Where the heart is

Grammar Past continuous & Past simple; when & while > SB pp. 24–25 7

10 Complete the dialogue with the correct form of

Read Paul’s blog post about his holiday and complete it with the correct verbs in the Past continuous.

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▼ Contact

Holidays When my girlfriend and I went to Prague last year, we (1) _________ planning to visit historic buildings and we did. But we (2) _________ expecting to see a historic lift.

This unusual lift (3) _________ running nonstop and it didn’t have any doors! People stepped into the lift when it (4) _________ standing still, and I (5) _________ thinking how unsafe it was. The tour guide told us it was called a paternoster because people (6) _________ always saying the prayer Pater Noster when they took the lift which turned around like a giant Ferris wheel. We decided not to take it!

8

the verb in brackets. Use the Past simple or Past continuous.

Josh Hey Sara, what (1) _________________ (you/do) when I (2) _________________ (ring) you last night?

Sara I (3) _________________ (try) to finish my history project. Sorry I (4) _________________ (not answer), but I (5) _________________ (concentrate) really hard.

Josh So (6) _________________ (you/finish) it in the end?

Sara Sort of... I (7) _________________ (ask) my brother to help me and he (8) _________________ (give) me a few ideas.

Anyway, why (9) _________________ (you/want) to speak to me?

Josh Um, actually I (10) _________________ (have) trouble with MY project and needed some help from you!

Read Evie’s blog post and choose the correct option.

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▼ Contact

Routines Yesterday I (1) arrived / was arriving late for my class because my train (2) was / was being late.

I (3) locked / was locking my bike outside college when I (4) got / was getting a call from my friend to find out where I was.

While I (5) ran / was running into class, another friend called Tammy (6) stopped / was stopping me and (7) asked / was asking me to go for a coffee.

‘I can’t, I’m late!’ I (8) shouted / was shouting when the classroom door (9) opened / was opening and all the students from my class (10) came / were coming out.

While they (11) passed / were passing they (12) told / were telling me there was a fire alarm. What a day!

9

2

Complete the sentences with when or while.

1 The bus drove by _________ we were walking to school.

2 _________ I looked out of the window, I noticed it was snowing.

3 Kira was having breakfast _________ we arrived.

4 We were talking so much _________ the teams were playing that we missed the goal!

5 _________ the teacher was explaining what to do, we were playing games on our phones.

6 I was watching TV _________ I heard the news.

55

11 Use the prompts to write sentences with the Past

continuous and Past simple. Add any necessary words.

1 I / do the laundry / while / my mother / make dinner _______________________________________ 2 I / have lunch / when / my phone / ring _______________________________________ 3 she / fall off / while / ride bike _______________________________________ 4 we / run / into the station / when / train / leave / the platform _______________________________________ 5 Claire / shop for / new sofa / when / find / great sale _______________________________________ 6 while / they / save money / a new house / win the lottery _______________________________________ Unit 2 Where the heart is

193

2 Competences

Floating cities

READING 1

Think first Answer the questions before you read the text.

1 Look at the photo. What can you see?

2 Read the title of the text. What does it mean?

3 What do you think is good or bad about a floating city?

1

We all know that the ocean covers a large part of the Earth’s surface. We also know that with eight billion people on this planet, space for housing is running out! Where do you want to live in the 5

future? In a city? Near the ocean? How about a city in the ocean?

2

In the past, people thought that floating cities were only in science-fiction stories. Today, people are developing plans for new types of buildings 10

and cities, including some that float on the surface of the ocean. Japan’s Shimizu Corporation is working on a ‘Green Float’ idea. The company

the ocean’s tide*. Boats and other floating vehicles

wants to build a floating city in the Pacific Ocean.

are the only transportation for the 50,000 future

And just like the cities we know today, the plan 15

for the ‘Green Float’ city on the ocean includes residential areas, shopping districts, walkable neighbourhoods and business districts.

3 2

Another plan for a floating city takes its name and

25

4

inspiration from a plant. An architect designed 20

residents of a Lilypad.

Today, cities like the Lilypads only exist on paper and in the imaginations of their inventors. But these new ideas for housing are important for the future. Traditional ways of living need to change.

30

Major urban centres are becoming more and

‘Lilypad’ to be an ecologically friendly, ultra-

more crowded* every day. Floating cities are one

modern city that’s completely self-sufficient. A

possible answer to the need for more housing.

Lilypad city gets energy from the sun, wind and

Read the text and match the correct heading with each paragraph. There are two extra titles.

Would you like to live in a city?

A Why floating cities matter.

B Where will we live in the future?

C Designing a new type of city.

D An underwater farm.

E Another type of floating city.

F

194 Unit 2 Where the heart is

tide marea crowded affollati

3

Read the text again. Are the sentences true (T), false (F) or is the information not given (NG)?

1 Floating cities are home to 7 billion people.

2 Over 100,000 people could live in a Green Float city.

3 A floating Lilypad city would be completely self-sufficient.

4 Each Lilypad would contain around 50,000 homes.

5 Floating cities like Lilypad only exist on paper.

6 Coastal cities may someday be threatened by flooding.

Competences 4

Now choose the correct option.

1 It is NOT true that A people are thinking about developing cities on the ocean.

B the first floating cities will be near Brazil.

C a Japanese company is working on a floating city idea.

D the plans for Green Float include walkable neighbourhoods.

2 Why does the author mention Lilypad’s sources of energy?

A To show that it is self-sufficient.

B To explain why there are no cars.

C To contrast it with the energy sources of Green Float.

D To give an example of farming below the water.

3 Why does the author say floating cities ‘only exist on paper’?

A They are on maps of the Pacific Ocean.

B Only 100,000 people can live in a floating city.

C Nobody has built an actual Floating city yet.

D They are only in science-fiction stories.

4 In the article, the word inventors in paragraph 4 is closest in meaning to A builders. B creators. C instructors. D residents.

6

2

3

4

5

Listening Tips • Check you understand all the vocabulary in the question or information presented.

• Think about the information you will be listening for.

5

Listen and tick (✓) all the things you hear mentioned.

1 construction materials 2 the Amazon 3 pollution 4 saving forests 5 cutting down and planting 6 hunting animals 7 recycling 8 the future of our planet 03

Listen again and answer the questions.

Which things made of wood does the speaker mention?

A Christmas cards B doll’s houses C furniture D sports equipment What adjective does she use, which means ‘not thinking about the future’?

A thoughtless B short-sighted C old-fashioned D traditional What happens when people buy new furniture in some countries?

A They pay an extra tax.

B They recycle their old furniture.

C They have to plant a new tree.

D They inform the police.

What does the speaker say about bamboo?

A It’s inexpensive.

B It doesn’t grow in a forest.

C It grows very quickly.

D It can’t be recycled.

What do you think the speaker is trying to do?

A Persuade people not to use wood or paper products.

B Convince people to be careful about what they use and buy.

C Stop people using bamboo construction materials.

D Encourage people to only cut down new seedlings to protect the forests.

03

1

LISTENING

2

7

04 Listen and decide if each sentence is a fact (F) or an opinion (O).

1 ______ 5 ______ 2 ______ 6 ______ 3 ______ 7 ______ 4 ______ 8 ______

8

Listen again and write as much of the information you hear as you can.

1 _______________________________________ 2 _______________________________________ 3 _______________________________________ 4 _______________________________________ 5 _______________________________________ 6 _______________________________________ 7 _______________________________________ 8 _______________________________________ 04

Unit 2 Where the heart is

195

Summative Revision 1-2 VOCABULARY

GRAMMAR

Revision of personality, interests, feelings; places to live; suffixes (-ion, -ation).

Revision of Present simple & Present continuous; Verb + -ing or infinitive with to; Past simple & Past continuous; used to.

1

Complete each sentence with the words in the box.

4

Complete the sentences with the correct form of the verb in brackets.

1 Sh! I _________ (read) the instructions for my new phone.

2 She _________ (buy) a newspaper every morning.

3 They _________ (not have) computer class yesterday because the teacher was ill.

4 _________ you _________ (practise) the piano when I came in?

5 My dad _________ (be) a pilot. He worked for British Airways.

6 _________ your cousins _________ (rent) an apartment last year?

7 We don’t often _________ (swim) in the sea in the UK. 8 _________ you _________ (go) to Whitchurch High school when you were young?

5

Use the prompts to write sentences or questions with the verb + -ing or the infinitive with to. Sometimes there is more than one correct answer.

1 I / would like / buy / a new jacket _______________________________________ 2 They / usually / like / talk online _______________________________________ 3 She / hate / shop for clothes _______________________________________ 4 Do / you / like / help / your sister / learn English / ? _______________________________________ 5 What / he / want / read / before bed / ? _______________________________________ 6 I / want / tell you / about the end of the film _______________________________________

6

Complete the sentences with the Past simple or Past continuous of a suitable verb.

1 I started lunch before you called.

I ________ lunch when you called.

2 During one of his English classes, he decided to study in Australia.

While he ________ English classes, he ________ to study in Australia.

3 They fell asleep before the train stopped.

They ________ when the train ________.

4 We talked about our friend Ana at the same time as we rode our bikes to the pool.

We ________ our bikes to the pool while we ________ about our friend Ana.

confident crowded intelligent kind rural talented 1 They are all ___________ and can all do things well.

2 It’s a ___________ country, without many urban centres.

3 Fred’s ___________; always doing things for other people.

4 Sophie’s ___________ so education is important to her.

5 Amy’s ___________ and never nervous in front of people.

6 The venues are ___________ as there are always a lot of people there.

2

Solve the anagrams to complete the sentences.

1 She was always f r i a d a _________ of the dark when she was little.

2 I’m d e r o b _________ ! Let’s go to the cinema.

3 What are those men shouting about? Why are they so r a g y n _________?

4 He’s p e s t u _________ because Manchester United FC lost their game today.

5 ‘What are you r e r o d i w _________ about?’

‘About not passing my exams!’

6 I’m really d x e t i e c _________ about my birthday this year – I’m going to New York!

3

Choose the best option to complete each sentence.

1 Nobody is ____ these days? We all tell lies!

A easy-going B honest C sociable 2 My aunt’s house is ____ from the train station.

A modern B old-fashioned C walkable 3 I would like to learn to play at least one musical ____ well.

A game B instrument C sport 4 Can you give me ____ to the town centre?

A direct B directing C directions 5 The ____ district of the city is closed at weekends.

A business B residential C shopping 6 We were ____ before our exam results.

A lazy B nervous C reliable

196 Summative Revision

Summative Revision

PRELIMINARY PREPARATION

READING & USE OF ENGLISH 1

Part 1 Read and choose the best answers.

I’m running late. See you at the cinema!

1 A The film is starting late.

B The person is running to the cinema.

New message

C The two people are meeting at the cinema.

2 A People need to catch bus 25 from a different place from now on.

B People need to catch bus 26 instead of bus 25 from the same place.

C People need to catch bus 26 instead of bus 25 from a different place.

If you used to catch bus 25 from outside the school gates, please note that bus 26 now replaces it, leaving from the same stop and takes the same route!

3 A The school wants talented and creative students for a musical in the hall today.

We are looking for talented individuals for the school musical.

If you are interested in taking part, come to the school hall at lunchtime today.

B You can meet talented actors, singer and dancers in the school hall today.

C You can watch a musical with talented people in the school hall today.

4 A Enter the Business district from Princess Street over Christmas.

B The Business district is closed for Christmas.

C The Shopping Centre is closed for Christmas.

Calling all actors, singers, s! dancers and creative type

There is no access to the shopping centre through the business district end as it is closed for the Christmas holidays.

Please use the entrance on Princess Street instead.

5 A Someone from the football team forgot their things on the coach after the game.

B Someone from the football team left things on the coach while they were playing.

C Someone from the football team took another person’s things from the coach during the game.

2

Part 2 Complete this email with the missing words.

Agree

Hi Steve, Do you (1) ________ me? We (2) ________ at Latitude Music Festival (3) ________ weekend. If it helps, I (4) ________ wearing a pantomime cow costume and you and your friends (5) ________ pictures of me…

Anyway, I (6) ________ messaging you to say ‘hi’. I really enjoyed (7) ________ with you guys, and I suggest we (8) ________ together some time soon.

Let me (9) ________ what you think.

Speak (10) ________!

Ellie x

WRITING 3

Part 3 Read the notes next to the email above and write your email to Ellie.

Could the football team who travelled for the away game yesterday please check that they did not leave anything on the coach?

We found some keys and a wallet when we were cleaning it.

Yes Describe the pictures

suggest

New message

TO: Ellie ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Preliminary Preparation

197