Issuu

Ca K BOO S ’ T k N o E o S T U Dteractive eB with In

A2 – A2+

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As d an s le es sa Pr r y fo it t rs no ve y ni p

Co Melanie Starren Colin Sage Jo Cummins

CONTENTS

Unit 0 Welcome: Vocabulary My things & Daily activities p.4; Holiday activities p.6; Food and drink p.7; My house p.7

Unit

Vocabulary

Unit 1

Adjectives to describe character (1) p.9 Adjectives to describe character (2) p.12

Who are you? p.8

Reading

Grammar Toolkit

Online posts: How to make new friends p.10

Present simple and present continuous p.11 Adverbs of manner and degree p.13

An online article: A school talent show review p.22

Past simple p.23 Indefinite pronouns p.25

A blog: Waiting for the snow to stop p.34

Past continuous p.35 Past continuous and simple with when and while p.37

Vocabulary Plus p.124

Fast Finisher p.18 Unit 2

Music p.21 Shows p.24

Entertain me!

p.20

Vocabulary Plus p.125

Unit 3

Fast Finisher p.30

Weather p.33 The natural world p.36

p.32

The wild world

Vocabulary Plus p.126

Unit 4

Sports acitvities p.45 Sports p.48

Sports stars

Fast Finisher p.54

School noticeboard postings p.46

-ing verbs patterns p.47 too, too much/many, (not) enough p.49

A leaflet: Endangered animals p.58

(not) as … as p.59 who, which, that p.61

An online message board p.70

should / shouldn’t and must / mustn’t p.71 Zero and first conditionals p.73

An article: A job where you get hurt p.82

Present perfect for past experiences p.83 Present perfect with just, already and yet p.85

An article: Our search for a hero p.94

Present perfect with for and since p.95 Present perfect review p.97

A blog: Emily’s blog p.106

Predictions; infinitive of purpose p.107 Future p.109

p.44

As d an s le es sa Pr r y fo it t rs no ve y ni p

Fast Finisher p.42

Unit 5

Amazing animals p.56

Vocabulary Plus p.127

Wild animals p.57 Phrasal verbs p.60

Vocabulary Plus p.128

Fast Finisher p.66 Unit 6

Life online p.68

Fast Finisher p.78 Unit 7

p.80

Vocabulary Plus p.129

Parts of the body p.81 Health problems p.84

Vocabulary Plus p.130

Fast Finisher p.90

p.92

Jobs p.93 Personal goals p.96 Vocabulary Plus p.131

Working heroes

Unit 8

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Sickness and health

Online activities (1) p.69 Online acitvities (2) p.72

Fast Finisher p.102 Unit 9

World of the future p.104

Things in the home p.105 Materials; getting around town p.108 Vocabulary Plus p.132

Fast Finisher p.114

Grammar review pp.116–123

Vocabulary Plus pp.124–132

Pronunciation pp.133–134

Irregular verbs list p.135

Grammar Present simple p.5; Adverbs of frequency p.6; Comparative and superlative adjectives p.7

Listening

Speaking

A teenager talking about her best friends p.12

Writing

Talking about people at a party p.14

Culture/CLIL

A character description p.15

Culture: History and legend pp.16–17 Learning situation: Choose and research a famous person from the past. Prepare a presentation p.17

A film review p.27

CLIL: Art pp.28–29 Learning situation: Research a portrait artist and create a mood board about their work p.29

Pronunciation p.133 /eə/ and /eɪ/

Mediation Showing you don't understand p.19 Giving opinions p.26

A podcast about TV programmes p.24

Pronunciation p.133 /ɪ/ and /iː/

Review Units 1–2 p.31

Culture: Climate change pp.40–41 Learning situation: Create a social media campaign on climate crisis awareness for your city p.41

Giving a presentation (1) p.38 A picture story p.39

A trip to Nepal p.36

Pronunciation p.133 /n/, /m/ and /ŋ/ word endings

As d an s le es sa Pr r y fo it t rs no ve y ni p

Mediation Keeping a conversation going p.43 An interview with a wheelchair basketball athlete p.48

CLIL: PE pp.52–53 Learning situation: Invent a new sport for the Olympic Games p.53

A report p.51

Sympathising p.50

Pronunciation p.133 /r/ before vowels

Review Units 3–4 p.55

Culture: Endangered species pp.64–65 Learning situation: Plan and make a poster about a conservation project p.65

Giving a presentation (2) p.62 A fact file p.63

A news report on an animal rescue p.60

Pronunciation p.133–134 Silent r Mediation Asking for tourist information p.67 A podcast on identity theft p.72

Asking for and giving advice p.74

An opinion essay p.75

CLIL: IT pp.76–77 Learning situation: Make an advice poster about digital health p.77

An email to a friend p.87

Culture: Sleep and dreams pp.88–89 Learning situation: Write a report about experiences p.89

A formal letter of application p.99

CLIL: Physics and History pp.100–101 Learning situation: Create a Science Inspiration wall for your classroom with photos of famous scientists and their inventions. p.101

A thank-you note p.111

Culture: Robots are coming! pp.112–113 Learning situation: Design a useful robot p.113

Pronunciation p.134 Stress in first conditional sentences Review Units 5–6 p.79

Talking about health p.86

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Three teenagers talking about health problems p.84

Pronunciation p.134 /h/ vs. no /h/

Mediation Being a good interviewer p.91

Interviewing someone p.98

An interview: A job on a sailing boat p.96

Pronunciation p.134 /ɜː/

Review Units 7–8 p.103 A presentation: Predictions for cities of the future p.108

Polite requests and responses p.110 Pronunciation p.134 Stress in words with more than one syllable

Mediation Thanking people in different situations p.115 Competencies:

e m o c Wel

UNIT

Daily activities

1 Seren is writing to her pen pal.

My things

Select the word that does not belong. sandals | trainers | bag | socks

jeans | trousers | shorts | gloves

hoodie | headphones | tablet | charger

skirt | watch | dress | top

jumper | hoodie | scarf | T-shirt

swimming trunks | sunglasses | torch | swimsuit

tent | mouse | keyboard | screen

Complete Seren’s email with the words in the box.

bed breakfast dinner get up go have home shower

As d an s le es sa Pr r y fo it t rs no ve y ni p

To: Marta Lopez From: Seren Stewart Subject: New pen pal

2 Select the correct words to complete the conversation.

Hi, Jack, 1 are you / you are excited about the trip to the mountains tomorrow?

Yes, 2 I’m / I am.

Have / Do you got everything you need? Well, I’ve 4 get / got my boots, my coat and backpack. But I 6 hasn’t / haven’t got a torch.

Don’t worry, my phone 8 is / has got a torch on it. I can use that. Good idea! See you tomorrow!

Workbook p.3, 4

two. I can give you one.

That’s OK, 7 I’ve / have I got

my sleeping bag. They 5 ’re / ’s all in my

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Hi Marta, My name is Seren and I’m 12. I live on the Orkney Islands in Scotland. I live in a small village by the sea. I live with my mum and dad and my younger sister, Lynn. Lynn and I like to watch films and make things. But we don’t like the same music. I also like dancing. Does Lynn dance, too? Yes, she does, but she’s terrible! I 1 get up at 7.45 and have 2 … . Then I 3 … to school. I always 4 … lunch at school. My dad works at my school, but he doesn’t have lunch with me. I get 5 … at 3.30 and I do my homework. Then I play with my two cats, Bonbon and Fifi. We usually have 6 … at 5.00. Then I take a 7 … and go to 8 … at 8.00. What about you? What do you do after school? Do you have any pets? Tell me everything! Best, Seren

0 Present simple

Complete the table. Use the email on page 4 to help you. he/she/it

Affirmative (+)

I 1 live on the Orkney Islands.

He 2 … at my school.

Negative (–)

We 3 … the same music.

He 4 … lunch with me.

Question (?)

I/you/we/they

… you have any pets?

… she dance, too?

2 Marta writes about Seren on her blog. Complete the sentences with the correct form of the verbs in brackets.

ge U As d an s le es sa Pr r y fo it t rs no ve y ni p

My new pen pal

My new pen pal, Seren, 1 lives (live) on a small island in Scotland with her family. She 2 … (have) a sister called Lynn. They 3 … (watch) films together and they like to make things, too. But Lynn 4 … (not like) the same music as Seren. And Lynn 5 … (not dance) very well! Seren’s dad 6 … (work) at her school, but they 7 … (not have) lunch together. Seren 8 … (not get up) very early, but she 9 … (go) to bed really early! I 10 … (think) Seren enjoys her life on the island.

or sister / you / got / a / brother / have / ?

do / school / how / you / get to / ?

a lot of / your / homework / English / teacher / does / give / you / ?

your / friends after school / you / do / hang out / with / ?

bed / do / go to / what time / you / ?

have / do / breakfast / you / what / for / ?

Have you got a brother or sister?

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3 Put the words in the correct order to make questions.

4 PAIRWORK Ask and answer the questions in Ex 3. Have you got a brother or sister? Yes, I’ve got a brother.

Workbook p.3

Holiday activities

Complete the holiday activities with the words in the box. climbing

diving

fishing

Ca A

hang

riding

sightseeing

skiing whitewater

m go horse riding

go …

As d an s le es sa Pr r y fo it t rs no ve y ni p

Co 1 go … rafting

go … gliding

go …

go rock …

Listen to Sonia and Marcos. Number the activities in Ex 1 in the order you hear them.

Adverbs of frequency

How often do you do things? Copy and complete the chart with the words in the box. always

never

usually

25% 2

…

50% 3

…

75% 4

…

100% of the time

Rewrite the sentences using the words in brackets. Then listen again and check. 1

They do fun things on holiday. (always) They go rock climbing at the weekend. (usually)

Marcos’s family doesn’t go diving. (never)

Marcos goes to a lake. (sometimes)

Sonia does fun things on holiday. (rarely)

Sonia and her family visit a lot of museums. (always)

GROUP WORK Which activities do you do on holiday? Use adverbs of frequency. My brother and I sometimes go diving in the sea.

Workbook p.4

…

They always do fun things on holiday.

never

sometimes

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0% of the time

rarely

I never go rock climbing.

0 Comparative and superlative adjectives

Food and drink

1 Put the letters in the correct order to make

Match the pictures with the phrases.

the food words.

Ca 3

fcefoe coffee

taspa

dreba

ierc

shecee

eta

nooni

motaot

cargil

geg

hfsi

kicechn

id U 6

As d an s le es sa Pr r y fo it t rs no ve y ni p

A valuable paintings in an art museum B

an old street

an unusual underground station

D a cheap store

a pretty park

a modern bus station

Read the student’s essay about living

in a city. Find seven more errors in the comparative and superlative forms.

Match 1–6 with A–F to make sentences. 1

I sit on the

I keep my books on

table.

I sleep in my

sofa.

I keep my clothes in my

shelves.

I wash my hands in the

bed.

I eat at a

sink.

wardrobe.

Read Alex’s email and write a reply.

I’m excited about coming to stay with you in the summer. Can you tell me about your home? How many rooms has it got? Have you got your own bedroom? What’s in it? What do you usually do when you’re at home?

Hi!

Correct the errors in Ex 2. Write full

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I live in the capital. It’s the bigger city in my country. We live in a flat in the city centre. The flats here are more expensive than other parts of the city. But they are more big and more modern, too. The most good thing about living in the centre is that everything is very near. I can walk to the more amazing museums and cafés. The worse thing about living in the city centre is that it is noisy. It’s more busy than other parts of the city. Also, the parks outside the city centre are most beautiful and more quiet than where I live.

My house

Thanks, Alex

sentences.

It’s the biggest city in my country.

Workbook p.4, 5

37 7

Unit aims

UNIT

Understanding adverbs of manner and degree Understanding online posts and descriptions of people in photos Talking about people at a party Writing a character description Discussing history and legends

Learning Situation Choose and research a famous person from the past. Prepare a presentation.

id Grammar Gym

Reviewing the present simple and present continuous

Showing you don’t understand what someone is saying

Who ou? are y

Talking about personality and describing a person’s character

Culture

U As d an s le es sa Pr r y fo it t rs no ve y ni p

1 Look at the children in the picture. How

do they feel? When do you feel like this?

Watch the video and answer. 2

What is Greg doing to stop being afraid?

Do you think he is brave? Why?

Get on it!

What is Greg afraid of?

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VOCABULARY 1

Adjectives to describe character (1)

Match the words in the box with the pictures. Then listen and check. brave

clever

confident

creative

friendly

helpful

lazy

polite

Vocabulary Plus

active

shy

p.124

Ca friendly

U As d an s le es sa Pr r y fo it t rs no ve y ni p

Copy the table and complete it with words from Ex 1. Then compare with a partner. Positive words

How do people describe you? Copy and complete the sentences using words from Ex 1. My friends often say I’m … . That’s because … .

My teachers sometimes say I’m … . That’s because … .

My parents always say I’m … That’s because … .

My … often say I’m … . That’s because … .

I think shy is a positive word, because shy people think carefully before they speak. They often give their friends good advice.

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I think shy is a negative word, because shy people find it difficult to talk to people they don’t know very well.

Negative words

My friends often say I’m creative. That’s because I love writing stories.

GROUP WORK Swap sentences from Ex 3 in groups and answer the questions. 1

Who do you think the sentences describe?

Do you agree with the descriptions? Why or why not?

Finished? p.18

Workbook p.6

READING 1 Imagine you move to a new town. Think of three ways to make new friends.

take a dance class

•

go on social media

•

join the school drama club

Read the online posts and answer the questions. Who …

•

2 Read the online posts quickly. Do they mention any of your ideas from Ex 1?

thinks classrooms are great places to make friends?

invites Magda to do something?

plays a lot of different sports?

often invites people to do things?

is very different from their friend?

id ge

a friend.

Yesterday at 1.49

Hi everyone! My family moved to Ingleford a few weeks ago. I want to make new friends here, but it’s difficult. I’m usually a confident person, but now I’m feeling shy! How can I make new friends? Tell me your ideas.

What’s your friend’s name?

What are they like?

Why are they a special friend?

As d an s le es sa Pr r y fo it t rs no ve y ni p

I make friends by going to sports clubs. At the moment, I’m playing basketball and football. The girls in the football club are very friendly. After a match, I often ask them to watch sport on TV or go shopping with me. Why don’t you join a sports club, too?

Otis 2 h

enjoys looking after nature?

4 GROUP WORK Take turns to talk about

Magda

Diana 4 h

5 Key Competencies 1

ROUP WORK Where did you meet G your best friends?

hat do you like doing and talking W about with them?

o you think it’s important to have the D same interests and hobbies as your friends?

Isaac 1 h

Sustainable Development

COMMUNITIES

We can make our towns and cities much better places to live by increasing the amount of green and public spaces in them. Make a list of your favourite public spaces in your town or city and compare them with your partner. What do you like about these places? Activity card: Values

Workbook p.10

GOAL 11 SUSTAINABLE CITIES AND

I love meeting new people! At the weekend, I usually clean the park or plant trees with a group of volunteers. I meet different people every week so it’s always exciting. Most of the volunteers are interested in plants and animals. We usually have a lot to talk about. Next week, we’re going to clean the river in Ingleford. Why don’t you come with us? Being a volunteer is a great way to meet new people.

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School is the best place to make friends. I met my best friend George after we sat together on our first day. At first, I didn’t think we could be friends because we’re very different. George is tall, confident and clever. I’m short, shy and often lazy. But we get on really well. And George is always very helpful when I have difficult homework! If you’re kind and show people you like them, you can make lots of friends.

My friend is called Caroline. She is very creative and loves doing creative things, like painting and making things. She often makes fun and useful items from old clothes. She’s a special friend because I know I can always talk to her when I have a problem.

GRAMMAR T 1

OLKIT

Read about Jenny’s weekend. What is different for her this weekend? Grammar review

GRAMMAR GYM

VIDEO

I usually sleep until 10 o’clock.

Present continuous (things that are happening now) Today, I’m doing something very different.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Time phrases

p.116

At the weekend, I usually sleep until 10 o’clock, eat breakfast and then watch TV. Sometimes my cousin comes to my house and we play video games. But this weekend, I’m doing something very different. Today, I’m volunteering with some of my friends. We’re picking up plastic bottles, bags and other rubbish in the park. I feel helpful and I like being outside.

Present simple (things that are usually true)

sometimes, often, usually, always

today, this week, now, at the moment

Present simple and present continuous

Read the sentences from Ex 1. Are they U (usually true) or N (happening now)? 1

I usually sleep until 10 o’clock, eat breakfast and then watch TV.

Sometimes my cousin comes to my house and we play video games.

…

Today, I’m volunteering with some of my friends.

…

We’re picking up plastic bottles, bags and other rubbish in the park.

…

I feel helpful and I like being outside.

…

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

I want to watch TV. Are you liking these biscuits? Do you like these biscuits?

At the weekend, I usually …

I often …

At the moment, …

Right now, I’m …

I (don’t) usually … , but at the moment …

I never … , but I’d like to try it.

GROUP WORK Complete the sentences with your own ideas. Then share three of your sentences with a small group.

I’m wanting to watch TV.

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On Saturdays, I usually 1 spend (spend) time with my family. We often 2 … (go) walking or cycling, and sometimes we 3 … (drive) to the beach. But this weekend is different. Today, I 4 … (visit) London on a school trip. At the moment, I 5 … (sit) in a beautiful park and I 6 … (look) at the tourists. I 7 … (love) London because there are so many interesting things to do and see. I 8 … (take) lots of photos, too. Here’s one of me and my friends in front of Big Ben.

COMMON ERRORS

I don’t usually play sport, but at the moment I’m exercising every day. Really? What kind of exercise are you doing?

Finished? p.18

Workbook p.7

37 11

LISTENING AND VOCABULARY 1

Adjectives to describe character (2)

Match the words in the box with the pictures. Then listen and check. bossy funny

kind mean

quiet

sensible

sensitive talkative 3

quiet

U As d an s le es sa Pr r y fo it t rs no ve y ni p

Select the words from Ex 1 to complete the sentences. 1

Maria is very sensible . She always takes sunscreen and an umbrella in her backpack.

Lucas is so … ! He always tells everyone what to do.

Thank you for helping me with my project. You are very … .

My best friend is so … . He always makes me laugh.

Fran’s so … . She loves having long conversations with her friends.

Don’t be … to her! It’s not an ugly T-shirt. I think it’s very nice.

Be nice to Paul. Remember, he’s very … .

Ben didn’t talk much at dinner. But that’s normal. He’s a … person.

Listen to Kate talking about her two best friends. Select the correct adjectives to describe them. funny

sensible

talkative

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

Kate buys chocolate for Stan.

Lucia loves talking on the phone.

Lucia and Kate go to school together.

Lucia wants to work on TV when she’s older.

PAIRWORK Think of two people you know and describe them. 1

Which adjectives describe your friends?

Why did you choose these adjectives? My dad is very bossy! I always want to watch TV on Saturday morning, but he tells me to tidy my room and do my homework first.

Finished? p.18

Workbook p.8

Lucia

Stan’s dad is a doctor.

Stan and Kate go to school together. T

Stan

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kind

GRAMMAR T 1

OLKIT

Adverbs of manner and degree

Complete the email with the adverbs confidently, kindly, easily and sensibly.

Best wishes, Hannah

Adverbs of manner

ge quiet

As d an s le es sa Pr r y fo it t rs no ve y ni p

spelling change

Jen speaks very quietly.

quietly

regular

happy happily comfortable comfortably

Fran laughed happily. Please sit comfortably and enjoy the show.

hard fast

We studied hard for the exam. We run fast when we’re late for class.

no change from adjective

hard fast

irregular good wellcorrect form of the You speakinEnglish quite well. Complete the sentences with the words brackets.

2 1

You sang beautifully (beautiful) in the concert, Claire. You have an amazing voice.

My mum and dad work very … (hard) so they like to relax at the weekends.

Paul looked at me … (angry), but he didn’t say anything.

The party went very … (good). Everyone had a nice time.

COMMON ERRORS

Adverbs of degree

with gradable adjectives (good, bad, nice, difficult, etc.)

Lucas is slightly shy. You talk really quickly. Bea is extremely funny.

with non-gradable adjectives (amazing, terrible, perfect, impossible, etc.)

The food is absolutely amazing.

very/really

We arrived very late.

extremely/incredibly

absolutely

COMMON ERRORS

We use adverbs of degree with adverbs / adjectives / adverbs and adjectives.

We put adverbs of degree before / after the word they modify.

We use gradable adjectives with adverbs that mean a little / a lot / a little or a lot.

We use the adverb absolutely with extreme / all adjectives.

It’s absolutely hot today!

It’s quite/very/extremely hot today!

GROUP WORK In groups of 3–4, use adverbs of manner and adverbs of degree to make suggestions or give instructions for how to: •

make an omelette

•

give a class presentation

•

your own idea

Select the correct words to complete the rules.

We arrived very lately.

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slightly/quite

p.117

I don’t have a bike at the moment because my old one is too small, but Lisa’s brother 1 … let me use his. It was really nice. I didn’t feel nervous at all and I cycled very 2 … . We went from town to the mountains, around a big lake and back to town. We did it quite 3 … . The only problem we had was that it was very hot, but my friend George 4 … brought a lot of water and some sunscreen.

How are you? I want to tell you about the cycle trip I went on last weekend with my friends George and Lisa.

Grammar review

Hi Rachel,

Beat the eggs well in a bowl. Speak confidently.

Finished? p.18

Workbook p.9

SPEAKING

Talking about people at a party

Listen to Daniel and Aliya talking at a party. Why does Daniel want to meet Pedro?

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

Pedro is wearing a hat.

Pedro has long straight hair.

Pedro is quite shy.

Pedro’s drawings are better than his teacher’s.

Pedro’s cartoons make people laugh.

what’s

5 Imagine you are at a party. You and your

classmates are the guests. Move around the room and complete the steps in the chart.

who’s

As d an s le es sa Pr r y fo it t rs no ve y ni p

do introduce

Copy and complete the Useful language with the words in the box. Listen and check.

Step 1 Find someone to talk to.

USEFUL LANGUAGE 1

Who’s that over there?

... you mean the (man with the beard)?

Step 2 Answer questions about a classmate.

(He’s) a (classmate/friend) of (mine). 3

... (he) like?

Step 3 Ask, ‘Do you want me to introduce you?’

Do you want me to 4 ... you?

4 PAIRWORK Role play the conversation.

Then change the words in blue and role play the new conversation.

6 Key Competencies

A: Who’s that girl over there?

PAIRWORK Select the best response for questions 1–3. Think of your own idea for question 4 and test your partner.

B: Do you mean the girl with long hair?

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You’re hanging out with your friend Tom. What do you say? A Hi, Tom! How are you doing?

A: No, I mean the girl with the blue hat.

B Good afternoon, Tom. How are you?

p.133

A Nice to meet you, Ms Smith.

A: What’s she like?

often helps me with my maths homework. Do you want me to introduce you?

A: Yes, please!

B 3

You’re leaving your cousin’s house after a family party. What do you say? A Goodbye, Mrs Mitchell. B

See you soon! Bye!

… A Good evening, everyone. This is Mr Peter Green. B

Hey! How are you?

Hey, guys! This is Pete.

B: She’s very clever and kind. She

You’re meeting a new teacher for the first time. What do you say?

Pronunciation

in the same table-tennis team.

B: I see. She’s a friend of mine. We’re

WRITING

1 Read the posts. Do a one-minute drawing of Green Flame.

2 Copy and complete the notes about the superhero in Ex 1.

What’s their name? Green Flame

What do they look like?

What do they do?

How can they help our town?

Read the posts again. Copy the intensifiers from the Useful language and write the adjectives used with them. Listen and check.

incredibly strong

… friendly

… angry

View 6 replies My superhero is called Green Flame. She is called Green Flame because she has medium-length green hair and she always wears green clothes. She’s also incredibly strong. She often says she’s as strong as a tree.

Green Flame can make our town extremely clean if she moves here!

5 Now write a description of your superhero. Use your notes from Ex 4 to help you.

As d an s le es sa Pr r y fo it t rs no ve y ni p

USEFUL LANGUAGE Intensifiers

Hi friends! I’m practising drawing at the moment, but I need some new ideas. Can you help me, please? How about you describe your superhero to me, and I draw them as a cartoon for you?

When she’s with her classmates, she’s very kind and friendly. But she doesn’t like seeing people leaving rubbish on the streets. She gets quite angry and shouts at them, ‘Put it in the rubbish bin!’ People usually listen to her. Some people think she’s too noisy! But I think she’s so cool.

What are they like?

A character description

Use different paragraphs for different ideas.

… noisy

… cool

… clean

4 Imagine a superhero for your town. Make notes to answer the questions. Use your imagination. 1

What’s the superhero’s name?

What do they look like?

What are they like?

What do they do?

How can they help your town?

Remember to:

Use the Useful language.

Check your writing by reading it aloud.

6 PAIRWORK Read your partner’s description and do a one-minute drawing of their superhero. Can your classmates guess the superhero? I think this picture is Snake Boy because he has a very long body and he doesn’t have any legs. He looks really scary!

ss se Workbook p.11

CULTURE

History and legend

CULTURE VIDEO

Finding the real people behind the myths

When we think about famous people from history, we often have an idea of how they look.

For example, everyone knows Cleopatra was beautiful or that Henry VIII of England was a very large man. But how do we know what they were like if there weren’t any photographs?

br beautiful and powerful queen of Egypt with long,

There are many stories about Cleopatra, the

strong and powerful leader because of

Hollywood films and the

his amazing blue and gold mask and his jewellery. However, DNA studies show

actresses. Coins show that

that Tutankhamun wasn’t very strong;

her hair was long and dark,

in fact, his left foot was weak and that is

but history texts tell us that

why he is sitting down in all his pictures.

she wasn’t famous at the time

One thing is certain – he was a

because she was beautiful. She

brave young man. He was king

was a great leader because she

when he was only

was very intelligent.

nine years old!

As d an s le es sa Pr r y fo it t rs no ve y ni p

films always have beautiful

Tutankhamun. We think of him as a

dark hair. But our image of Cleopatra is from

Another famous Egyptian is the pharaoh

Watch the video. Are the sentences T (true) or F (false)? 1

Robin Hood lived in Sherwood Forest. T

Everyone agrees that Robin Hood was a real person.

Robin Hood gave money to poor people.

Little John got his name because he was very small.

The Sheriff of Nottingham was one of the Merry Men.

There is a statue of Robin Hood in Nottingham.

PAIRWORK Look at the pictures. Do you know who the people are? Discuss with your partner.

Read the text. Check your answers to Ex 2.

4 Match the titles with the paragraphs. B

The golden boy-king

C Is Father Christmas real? D The films don’t tell you the whole story

My mum keeps her jewellery in a beautiful box. She sometimes wears it to parties.

Louise wore a scary … on her face at the party.

The machine doesn’t accept bank cards. You have to pay with … .

The president is the most … person in the government.

Robin Hood was so ... . He wasn’t scared of anything.

This is a photo of my grandad in his uniform. He was a … in the army.

My aunt is quite … , so she goes to church every Sunday.

My grandad’s … , so he has to wear sunscreen on his head when it’s sunny.

5 Read the text again. Complete the sentences with the blue words from the text.

A Writer or fighter?

ss se

1 Julius Caesar is a famous Roman leader.

We all know Father Christmas!

History books say he was a brilliant soldier.

He’s a happy, old man with a white beard from the

his appearance, too. He was slim and tall, but

North Pole, right?

he wasn’t especially strong. His eyes were

Not exactly. The real

brown and he was bald. He is famous for his

Father Christmas

military victories, but he was sensible and

was saint Nicholas.

Coins and historical texts can tell us about

He was a religious

and not just a soldier.

man and he was

serious. He was a writer

very kind, especially

to children. However, he wasn’t from the North Pole,

he was from Anatolia which is now in Turkey. His body is in Italy, and technology can now show us what he was really like. His skin and

eyes were dark, but his beard was long and white just

As d an s le es sa Pr r y fo it t rs no ve y ni p

like Father Christmas.

6 Read the text again and answer the questions. 1

Sustainable Development

Where can we find information about Cleopatra?

GOAL 10 REDUCED INEQUALITIES

From coins and history texts.

Martin Luther King Jr once said that we must judge people by the ‘content of their character’ and not the ‘colour of their skin’. There is still a lot of inequality in the world. Sometimes this is based on appearance, but it is also based on other factors like gender, religion and disability.

Why was she a great leader?

What are two famous possessions of Tutankhamun?

Why is Tutankhamun always sitting down?

What colour were Julius Caesar’s eyes?

What kind of person was Julius Caesar?

What do saint Nicholas and Father Christmas have in common?

Which groups in society still face inequality? Why do you think this is? Discuss different ways that society can fight against inequality. Activity card: Values

DISCUSS

N M

IATION

IO AT

ME D

step

Make a poster to present your historical figure. Your poster should show where the ‘legend’ is different from the reality and where it is similar. Look at your classmates’ posters. Which is the most surprising?

IATION

Who are the most famous historical figures from your country? Choose two or three to discuss. What do TIONabout them? youIAknow ED Do they appear in popular films, TV shows or step PLAN novels?

ss se

step

DIAT I

EXTEND

Choose and research a famous person from the past. Prepare a presentation.

step

MINI PROJECT

Go to the LEARNING SITUATION

Choose one historical figure and do some research into them. Consider what they were like in real life and how popular culture remembers them. Is there a difference?

UNIT 1: FAST FINISHER 1 Select the correct answers. I’m too confident / lazy to ride my bike to school.

I was trying to be polite / helpful, but I made the problem worse.

I think it’s important to look confident / brave, even if you feel shy.

He sent a talkative / polite message to me to say thank you.

I’m not very clever / shy, but I do well in my exams because I try hard.

Thank you for helping me. It was very bossy / kind.

He’s a really helpful / creative person. He loves painting.

You have to be active / brave if you want a pet spider.

I often feel quiet / shy with people I don’t know well.

Sam was sensitive / mean to me, so I didn't talk to him for two weeks.

2 Complete the sentences with am/is/are or do/does. It’s hot today, isn’t it? … you want something to drink?

Amy and Emir aren’t here. They … swimming.

Hello! … you waiting for the bus?

Can you see the bus? It … really late.

… she always go shopping on Saturdays?

Dad … the shopping on Sundays.

I always … my homework after school.

I … phoning to say happy birthday!

As d an s le es sa Pr r y fo it t rs no ve y ni p

3 Complete the sentences with the adverb form of the adjective in brackets. 1

The baby smiled happily (happy) when he saw his mother.

Sarah … (sensible) decided to go to bed so she had energy the next day.

My mum works very … (hard) and doesn’t get many holidays.

Georgie did her homework very … (fast) so she could go and see her friends.

Tom spoke very … (confident) in his presentation.

Why do you eat so … (noisy)?

I was sitting … (comfortable) on the sofa when I heard a loud noise.

4 Put the adverbs of degree in the correct order. absolutely

incredibly

quite

really

slightly

very

gradable adjectives/adverbs 1

…/…

sentences.

It’s really / absolutely cold outside today.

The test was incredibly / quite difficult. Everyone failed!

The film was very / absolutely amazing!

I think firefighters are very / absolutely brave people!

DIGITAL T OLKIT Interactive eBook

Videos

Games

…

Digital Practice

Learning Situation: Culture Project

Unit 1 Worksheets

The food is slightly / incredibly hot. Don’t eat it yet!

…

ss se

5 Select the correct words to complete the

extreme adjectives

MEDIATION

Showing you don’t understand

Copy and complete the Useful language with the words in the box. Listen and check.

again don’t following I see mean moment on

USEFUL LANGUAGE

br id

Why do we use this phrase?

1 Imagine your friend is talking to you in

English but you don’t understand what they are saying. How can you show you don’t understand? Select the correct answer.

You say, ‘Really?’

You say, ‘Sorry. Can you say that again, please?’

D You nod (move your head up and down).

Listen to the conversation. What is Casey explaining to her brother? A how to take a photo

Uh-huh.

Just a moment . I’m not … you.

Go … .

Really?

Sorry, say that … .

OK, … .

Sorry, I … understand.

What do you … ?

As d an s le es sa Pr r y fo it t rs no ve y ni p

A You keep quiet and smile.

how to record a video

how to watch a video

4 Why do we use the Useful language? Write U (to show we understand) or DU (to show we don’t understand).

5 Select a topic from the box to talk about and write notes. Use a dictionary to find four or five new words.

ss se

• A famous person you like, and why you like them • A description of your dream home of the future • The best and worst things about your village/town/city/country

worst thing – the metro

When you don’t understand, you can use the expressions in the Useful language or you can ask for more information:

6 PAIRWORK Take turns to talk about your

topic. Use the Useful language to show when you understand or don’t understand. The metro in the city centre is awful ... it’s not reliable.

Asking for clarification in English

MEDIATION TIPS

new words – awful, not reliable

Sorry, I don’t understand. What do you mean?

Can you give me an example? Can you say more? Can you give more details?

There is always a problem on the metro. The trains are usually late.

Really?

n i a t r Ente me!

UNIT

Unit aims Talking about music and TV programmes Reviewing the past simple Using indefinite pronouns (something, anything, nothing, etc.) Understanding a school newspaper article and a podcast review Writing a film review Learning about portraits and self portraits Researching a portrait artist and creating a mood board.

Giving opinions about TV programmes

Learning Situation Research a portrait artist and create a mood board about their work.

For Real

CLIL

U As d an s le es sa Pr r y fo it t rs no ve y ni p

1 Look at the girl in the picture.

What do you think she is listening to? How does music make you feel?

Watch the video and answer. What instrument does Rena play?

What types of music does she like?

What does she enjoy doing with her friends?

Get on it!

ss se

VOCABULARY 1

Music

elect words from Ex 1 to complete S the text.

Livia

Cecilia

Elisa

p.125

classical concert drums festival guitar instrument keyboard opera piano stage

Vocabulary Plus

Listen to the conversations. Select the correct words to complete the sentences.

id Eva’s aunt is an 5 … singer.

The boys all play an

instrument . Paul plays

Erik plays the … . 4

We play pop and rock. We hope you love our music.

We’re Cecilia, Elisa and Livia. And together, we’re CELIVIA!

As d an s le es sa Pr r y fo it t rs no ve y ni p

the 2 … . Jack plays the 3 … .

Livia sings and plays the 1 g u ita r in the band. But guess what? She loves listening to 2 … … …r… in her free time!

Elisa plays the 3 … … … …s in the band. She makes a lot of noise! But she can also play the 4 … …a… … .

She enjoys playing 5 … … … … …i… … … music in her free

Carla went to a great pop

The friends agree the 8 …

… last summer. She took a photo of the band on 7 … .

is fantastic.

time. She played Mozart at the school 6 … … … …e… …

last week.

And Cecilia can also play more than one musical

… … …t… … … … … … . She plays the guitar and the 8 … … …b… … … … .

We all love being on 9 … …a… … . So come and see

us at the music 10 … …s… … … … … in the park! Buy your tickets online now!

likes to play 10 … music.

My dad listens to classical music / opera.

The drums / keyboards were really loud at the festival.

I like to listen to classical / piano music when I do my homework.

My brother is learning to play the guitar / keyboard.

I learned to play the drums / guitar when I was ten.

always baby bad dance day everyone feel good heart know like love never night party somebody stop talk time 2

PAIRWORK Discuss with your partner. How can singing songs in English help improve … 1

your vocabulary?

your pronunciation?

your listening?

Finished? p.30

Workbook p.14

She plays the guitar / piano really well.

T hink of English songs you know. Find the words they use.

Listen and select the correct words to complete the sentences. Listen again and check.

4 Key Competencies

ss se

David plays the 9 … . He

READING 1 Look at the title of the article and the pictures. Select the correct answers. 1

Zoe writes about a talent show …

The people in the talent show are …

on TV.

college students.

at her school.

famous singers.

at a music festival.

students at her school.

Our school’s got talent! by Zoe White

Yesterday was the most fantastic day at school. The students from Years 7 to 9 had a talent show. I couldn’t believe how amazing everyone was. There was singing, dancing and music. We heard lots of different instruments during the day. And there was even a karate show.

Daniel from Year 9 was great. He showed his talent for playing the drums. I’m not a fan of the drums, but he was excellent. I could listen to him all day. Everyone danced and had so much fun.

As d an s le es sa Pr r y fo it t rs no ve y ni p

@nina_lopez05 I agree with you. The talent show was brilliant. The karate show was interesting and unusual, and the students were very brave. But it wasn’t as good as the two girls who played classical music. They were amazing.

Another surprise was Lidia from Year 8. She usually sings pop songs, but yesterday she stood on stage and sang opera. Nobody knew she could sing like that! She was amazing. But the best thing about the day was the school dance group. They showed so much talent. They danced to three popular hip-hop songs. They were really creative. One boy, Guy, was very cool. And the music was cool, too.

@99simons I don’t agree. I thought the karate was quite boring. And I didn’t enjoy the drums. But I really liked the two Year 7 boys who played the keyboard and sang. They were great. We should have a talent show next year!

What did you like best? Post your comments below.

Read the article. Match the people A–E with the sentences 1–8. A Zoe B

4 Key Competencies

Danie C Lidia

D @nina_lopez05 E

@99simons

Who thinks it was the best day at school?

Who didn’t enjoy the karate show?

Who enjoyed listening to classical music?

Who was very good on the drums?

Who loved the Year 7 boys with the keyboard?

Who surprised everyone with their singing?

Who didn’t like the drums?

Who thinks the hip-hop dancers were the best?

a bike concert tickets to see a famous band money a tablet a trip to a famous museum a T-shirt with the winner’s photo on it

2 GROUP WORK Decide which is the

best prize for the talent show winner.

T (true), F (false) or DS (doesn’t say)? Zoe can play many instruments.

Lots of students danced to the drums.

Lidia sang a pop song.

The hip-hop dancers are in the school dance group.

The karate show was 20 minutes long.

Two Year 7 girls played classical music.

Workbook p.18

I think … is the best prize because … I disagree. I think the winner should get … 3

ROUP WORK Which do you think is G more important in a competition like this, winning or participating?

ss se

3 Read the article again. Are the sentences

ROUP WORK Imagine your school G is having a talent show and wants to give a prize to the winner. Discuss the ideas below and add your own ideas.

GRAMMAR T 1

OLKIT

Past simple

Listen to the conversation. Select O (Oliver) or S (Sofia). went hiking

got lost

…

slept in the mountains

…

Ca 4

stayed at home

…

listened to music

…

I didn’t do anything special. Did you sleep?

You liked hiking.

p.117

m +

Grammar review

We could see the car. They made a fire.

There was/were

There was a warm fire in the fireplace. There were four people on the trip.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Irregular verbs

Complete the sentences with the past simple form of the verbs in brackets. Then listen again and check.

I 1 went (go) hiking yesterday.

COMMON ERRORS

I can play the piano when I was ten.

I could play the piano when I was ten.

I thought you 2 … (like) hiking.

Mike 3 … (be) really scared.

We 4 … (make) a fire so we

But how 6 … you …

… (can) keep warm at night.

(find) your way home?

metres from our car!

did / your last / school trip / you / go / where / on / ?

Where did you go on your last school trip? 2

were / the trip / how many / there / people / on / ?

get there / did / you / how / ?

what / do / did / you / see / or / ?

the trip / did / you / enjoy / what / most / about / ?

PAIRWORK Put the words in the correct order to make questions. Then ask and answer with a partner.

I 8 … (not do) anything special.

ss se

We 7 … (be) only a few

Where did you go on your last school trip? We went to a great museum.

Finished? p.30

Workbook p.15

23 37

LISTENING AND VOCABULARY 1

Shows

Select the correct answers. Then listen and check.

Ca TV show / cartoon

talk show / drama

game show / cartoon 7

news / comedy 8

ge U As d an s le es sa Pr r y fo it t rs no ve y ni p news / drama

game show / talk show

talk show / drama

reality show / cartoon

Select the correct words from Ex 1 to complete the sentences. 1

Did you see the news ? It’s snowing, so schools are closed today!

Do you want to watch this new … ? It’s very funny.

Not really. What about this … ? It was quite scary last week.

Welcome to this week’s … ! Today’s prize is a huge teddy bear.

What … do you want to watch?

Let’s watch the … . It’s about real people, like you and me.

TV show / programme TV show / program

Can we watch the … ? They’re interviewing my favourite actor.

Listen to the podcast. Match 1–3 with A–C. 1

Words often have different spellings in British and American English, e.g.

5 Key Competencies

news 2 comedy 3 game show

atch the reactions 1–4 with M the phrases A–D. interest

you agree

surprise

you disagree

ss se

A Do you? I don’t. / Don’t you? I do.

Joanna’s TV News … , …

Friends from School …

Build This! … , …

A People can write to this TV show. B

There aren’t many programmes like this for teenagers.

It gives an opinion about the latest films and TV shows.

D The teenagers on this programme are very creative. E 24

This programme is funny.

Finished? p.30

Workbook p.16

No way! / You’re joking!

D Really? / That’s interesting.

2 PAIRWORK Ask and answer

questions about the TV shows in Ex 1. Use the phrases above. Do you like watching dramas? No, I don’t. You’re joking! Why not?

Listen again. Match 1–3 with A–E.

Me too! / Oh, totally!

GRAMMAR T 1

OLKIT

Read the blog and discuss the questions. Can anyone be a famous singer?

Do you think that being famous is easy or difficult?

people

things They want to do something.

Nothing in life is easy. I can’t play anything on guitar.

Can anyone be a famous singer?

Can you sing anything?

No one knows how to do it. I don’t know anyone here.

Select the correct words to complete the sentences. We use indefinite pronouns with a verb in the singular / plural form.

We use someone and something mostly in affirmative / negative sentences.

We use no one and nothing in sentences with a verb in the affirmative / negative form, but these words have an affirmative / a negative meaning.

Can anyone be a famous singer? Can’t you just get a mobile phone and sing anything to the camera? My dad says that nothing in life is easy. We usually think being famous looks easy, but it isn’t. To find out more, I spoke to someone who knows a lot about this topic. Sam is 18 years old and has a beautiful voice. His mum makes videos of him singing at home and posts them online. Over 200,000 people watch Sam’s amazing videos every week.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Last week, I asked my friends what jobs they would like to do in the future. A few want to do something with music. But no one knows how to do it. So how do you become a music star?

p.118

m -

I spoke to someone.

Is it easy to be a music star?

Grammar review

Indefinite pronouns

Select the correct answers to complete the conversation. Alba

I think 1 someone / anyone is trying to open the kitchen window. I can hear 2 nothing / something outside.

Melissa I can’t hear 3 anything /

something.

Alba

Are you sure there isn’t 4 nothing / anyone there? Can you go and check, please?

Melissa 5 Anyone / No one is outside. It’s

I don’t know anything about … .

Something I really want to do is … .

Nothing is better than … .

Are anyone helping Dad to make dinner? Is anyone helping Dad to make dinner?

No one knows that I … .

I watched something interesting last night.

I watched one thing interesting last night.

Complete the sentences so they are true for you.

ss se

your cat. He’s trying to get out.

COMMON ERRORS

PAIRWORK Read your sentences from Ex 4 and respond. No one knows that I hate chocolate. Really? That’s interesting.

Finished? p.30

Workbook p.17

SPEAKING 1

Giving opinions

FOR REAL VIDEO

Look at the pictures and listen to the conversation. Which TV shows do you hear?

Ca 2

Listen again. Select Natalia and/or Leo. Who …

N, L

says the children on the cooking show were friendly?

…

says the new music show is boring?

…

enjoyed the songs on the music show?

…

didn’t like the singers on the music show? …

Copy and complete the Useful language with the words in the box. Listen and check. enjoyed

found

mind most

neither think

USEFUL LANGUAGE What did you 1 … of … ? I really … it. Did you? 2

What I liked the 3 … was … Not really.

I 4 … it really/very/incredibly/so (boring/exciting).

B: What I liked … was … . What about you? A: I … .

5 Think of a TV show you watched last week and write notes. •

What show did you watch?

•

What did you think of it?

•

Why?

6 PAIRWORK Talk about the TV show in Ex 5.

I watched a new drama. I found it very interesting. What I liked the most was ...

I watched a talk show with my parents. I didn’t enjoy it because ...

Pronunciation

A: I found it … . And you?

B: I really … . Did you?

p.133

Me too / Me 6 … .

A: What did you … the new … show?

ss se

I didn’t 5 … it.

conversation with the Useful language and your own ideas. Then role play.

As d an s le es sa Pr r y fo it t rs no ve y ni p

says they enjoyed the cooking show?

4 PAIRWORK Copy and complete the

WRITING

A film review

1 Read the film review. Select the writer’s opinions. The writer thinks Dazzler and the Magic Door is … A the best film of the summer.

happy and sad.

good for adults and teenagers.

D great for teenagers.

Dazzler and the Magic Door

1 The best film I saw this summer was Dazzler and the Magic Door. It was about a boy called Mark and his dog, Dazzler. I know it doesn’t sound very exciting, but it made me laugh and cry.

2 I n the film, Mark lives in a small town. He’s quite shy and he doesn’t have many friends. But his life changes. One day in the forest, Dazzler finds a door in a tree. When Mark opens it, he enters another world. In this new world, he makes new friends and has lots of adventures.

3 I think Dazzler and the Magic Door is a great film for all teenagers. At the beginning, it was a bit boring because not a lot happened. But then it got better. The story was exciting, but there were some really sad moments, too. I loved it!

As d an s le es sa Pr r y fo it t rs no ve y ni p

Open the door to adventure!

2 Read the review again. Select the correct answers. The writer feels … about the film.

bored

excited

The film was about a boy from a … .

big city

small town

Dazzler is Mark’s … .

dog

friend from school

Dazzler finds a strange ... in the forest.

door

box

The beginning of the film was … .

exciting

boring

Copy and complete the Useful language with words from the review. Listen and check.

USEFUL LANGUAGE It was about ... It 1 … me (laugh/cry). At the 2 … /end, ...

The story/music was (exciting/loud).

There were some really happy/sad/funny 3 … .

4 Look at the review again. Match the paragraphs 1–3 with the information A–C. B

general information about the film

details about what happens in the film

Say what happens in the film.

Paragraph 1 … Paragraph 2 … Paragraph 3 …

Organise your review into three paragraphs.

Remember to:

5 Plan a review of a film you watched recently. Write notes for three paragraphs.

ss se

A what the writer liked/didn’t like about the film

Use adjectives to describe the story and the music. Say which part of the film you liked or didn’t like and explain why.

Write your film review. Use your notes from Ex 5 to help you. Workbook p.19

CLIL

Art

CLIL VIDEO

Portrait painting

Portrait 1

Portraits and self-portraits are popular ways to make art. In self-portraits, artists paint themselves. In portraits, they paint a different person.

Different types of portraits Portrait 2

ge U

As d an s le es sa Pr r y fo it t rs no ve y ni p

Portraits can also be abstract. In abstract portraits, the artist uses shapes, lines and colours. An abstract portrait does not look like a real person, but it can still show what the person is like or how they feel.

In this portrait, the mood is very different. We can see the woman looks worried and scared. This can make us feel sad, too. The painting makes us ask questions about the woman’s life. Why does she look so worried?

Watch the video

How often do you take selfies? Why do you take them?

What is a portrait?

a picture you make of yourself

a picture that someone makes of another person

a picture you take on your mobile

think the artist wants to show in each one? Discuss with a partner. I agree. She has a beautiful smile.

light : how light or dark something is

… : a painting that doesn’t look like real life

… : how a painting makes you feel

… : when you see the side of someone’s face or head

… : a painting that looks like real life

… : a portrait that shows only the person’s head and shoulders

Do you know any famous writers, artists, actors or film makers who are women? Tell your partner about them and their work. Activity card: Knowledge

4 Match the blue words in the text with the correct definition.

In the past, almost all of the famous artists were men. There were a lot of paintings of women, but there were very few famous artists who were women. Women did not usually receive the same high-level education as men, so they could not study to become artists. It is now generally acknowledged that art is a field of study that quality education should include at all levels. Quality education should give all talented students the opportunity to develop and improve their artistic potential, allowing them to express themselves through art.

Read the text. Check your answers to Ex 2.

GOAL 4 QUALITY EDUCATION

In this portrait, I think the artist wants to show the woman is happy.

Sustainable Development

ss se

2 PAIRWORK Look at the portraits 1–4. What do you

Portrait 3

and answer the questions.

Portrait paintings can be realistic. This is when the person looks as real as possible. The artist decides how to show the person. For example, brave, friendly or shy. In this portrait, the woman is laughing. She looks excited and confident.

2 Portrait 4

What the artist has to decide

Some people even like to have a portrait painted of their pet. Their dog or cat is often an important part of the family, too.

• Portraits usually show the person looking straight ahead. But sometimes the artist decides to paint the person in profile (looking to the side). • Sometimes the artist only wants to show the head and shoulders. The name for this is a half-length portrait. The artist may decide to paint the person’s full body. This is called a full-length portrait. • How the artist uses light is very important. It can change the mood of the painting, or how it makes you feel. When your eyes see a very light part of a painting against a dark part, it makes you look carefully. In a portrait, the artist often wants you to look carefully at the person’s eyes. The eyes can tell you a lot about how the person feels.

5 Read the text again. Are the sentences T (true) or F (false)?

Rewrite the false sentences to make them true. 1

Portraits show the person’s feelings. T

An abstract portrait looks like real life.

Light is not important in portraits.

Artists often think carefully about how to paint the person’s eyes.

A full-length portrait shows the person’s whole body.

ROUP WORK Think about the G pictures people post on social media. Discuss the questions.

A self-portrait shows someone who is not the artist.

What are they trying to show about their personality?

How do you think they are different in real life?

How do people change their photos to look different?

As d an s le es sa Pr r y fo it t rs no ve y ni p

7 Key Competencies

6 PAIRWORK Look at portraits 1–4. Which one is your

favourite? Why? How does the portrait make you feel? Share your ideas with a partner. I like Portrait 1 because the woman is laughing and smiling. It makes me feel happy.

My favourite is Portrait 4. I like the dog because it looks clever and confident, like a person.

DISCUSS

N M

IATION

IO AT

ME D

MINI PROJECT

step

PLAN

Create a mood board (an arrangement of images, photos, drawings, etc.) about your artist’s work. Share it with the rest of the class and explain why you like this artist’s portraits.

step

IATION

DIAT I

EXTEND

ss se

Research a portrait artist and create a mood board about their work.

Do you know any portrait artists? Do they use paint, photography or other media? What do you like about this artist’s ION are their IATWhich work? ED best portraits?

step

Go to the LEARNING SITUATION

Choose one portrait artist to research and find examples of their work.

UNIT 2: FAST FINISHER 1

Select the word that does not belong. guitar | piano | instrument | drums

cartoon | concert | festival | stage

hip-hop | rock | drama | pop

talk show | comedy | opera | game show

fan | singer | dancer | actor

news | reality show | classical | talk show

2 Complete the blog with the correct form of the verbs in the boxes. be

ask

buy

decide

not get

not put

not want

not be not have

can

give

leave

start

watch write

As d an s le es sa Pr r y fo it t rs no ve y ni p

From the Diary of a Teen Chef

Last week 1 was my dad’s birthday . I 2 … to do something special and make him a birthday cake. ‘Anyone can make a cake. How hard can it be?’ I 3 … myself.

First, I 4 … a few videos online and 5 … down some ideas on a piece of paper. Then I 6 … to the supermarket and 7 … almost everything on my list. But there 8 … any eggs in the supermarket, so I 9 … any. As a birthday present, I 10 … my mum and dad cinema tickets for that afternoon. I 11 … them to see the surprise cake. They 12 … home at 6 pm, and I 13 … baking. I 14 … a lot of time to make the cake. I 15 … sure that I 16 … make the most beautiful birthday cake ever. Well, you can see the photo! What 17 … I … wrong? I 18 … in any eggs. Is that the problem? comments below.

Write your

3 Complete the acrostic and find the mystery word. a special occasion where a singer or a band play for a lot of people

a type of instrument similar to a piano but electric

an exciting programme on TV

a type of event where you can listen to music, dance and try different foods a type of play where the singers tell a story

a funny programme on TV

a TV programme that tells us what is happening in the world

Videos

Digital Practice

Learning Situation: CLIL Project

2 Games

3 4 5 6 7

Unit 2 Worksheets

Interactive eBook

DIGITAL T OLKIT

ss se

REVIEW 1 Imagine you’re one of the teenagers A–E. Write a description of your personality. Use the phrases in the box and be creative.

My friends say I’m … because … I think I’m (a bit / very) … . For example … I can sometimes be … . For example …

Ca A

m 2 PAIRWORK Read your description from Ex 1 for your partner to guess who you are. Select how you feel about describing someone’s personality.

I feel confident doing this with the words and phrases I already know.

I need more time to practise this. It’s a bit difficult at the moment.

As d an s le es sa Pr r y fo it t rs no ve y ni p

A I can do this well and want to learn more words to describe people.

Choose a title and write a story using the past simple. Use questions 1–5 to help you. The day I got lost in the city

Our barbecue in the rain

Why were you alone in the city?

Why did your family have a barbecue?

How did you get lost?

Who did you invite?

Why did you need a map?

How did the rain change your plans?

How did you feel?

What happened in the end?

Oh, no! / You’re joking!

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5 PAIRWORK Listen and respond to your partner’s story. That’s amazing/awful/funny!

6 PAIRWORK How do you feel about telling a story using the past simple? Select a number and Self-assessment 2

6 = I feel very confident doing this.

I chose 2 because I’m not very confident. I need a lot more practice.

1 = I need more time to practise.

explain your choice.

7 Choose one of these ways to become more confident using English. Then try it! •

Keep a diary in English: ‘What I did today’ or ‘What I did this week.’

•

Tell a friend a true story about you, but change two details. Can your partner guess which details are not true?

•

Play ‘Who am I?’ Choose a famous TV or film character. Your friends can ask ten Yes/No questions to guess who you are. If they guess correctly, they win. If they don’t, you win.

Are you a woman?

Yes, I am.

Do you have long dark hair?

No, I don’t.

Can you fly? 31

UNIT

Talking about weather and the natural world Using the past simple and past continuous with when and while Understanding a diary and a presentation Giving a presentation Writing a picture story Learning Situation Create a social media campaign on climate crisis awareness for your city.

d l i w The d worl

Unit aims

Grammar Gym

Culture

U As d an s le es sa Pr r y fo it t rs no ve y ni p

What is your favourite type of weather?

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1 Look at the picture. What is the weather like? Watch the video and answer. 1

What is Oskar’s favourite activity?

What is the temperature on a hot day for Oskar?

What is Nubia’s favourite activity?

Get on it!

VOCABULARY 1

cloudy cold cool foggy hot icy rainy snowy stormy sunny warm windy

br ge

…

Noun | Adjective

…

As d an s le es sa Pr r y fo it t rs no ve y ni p

Today, it’s ...

…

warm, rainy, foggy

p.126

Ca …

PAIRWORK In pairs, write three words from Ex 1 to describe the weather in each picture.

Weather report

stormy

…

fog | foggy

snow | snowy

wind | windy

storm | stormy

cloud | cloudy

sun | sunny

ice | icy

PAIRWORK Choose one picture from Ex 3 and write notes for a weather report. Then imagine you’re on TV and take turns to give the weather report.

North

Work with another pair. Listen to their weather report from Ex 4. Can you guess the picture it describes?

ss se

Listen to the weather report. Write words from Ex 1 to complete the summary.

foggy …

West

…

Hi! My name’s Sonny Day, and this is today’s weather report. Today’s weather is windy. It’s also cloudy and cool. Remember to wear a coat and a scarf. Thank you for listening.

rain | rainy

Vocabulary Plus

Complete the report with the words in the box. Then listen and check.

Weather

East

…

South 7

…

Finished? p.42

Workbook p.22

READING 1 Read the blog quickly and write the times. What time was Joe …

Read the blog and answer the questions. Why did Joe feel …

watching the weather report?

putting up a tent?

having dinner at home?

excited?

because he loves being in the mountains

Joe’s blog

worried?

bored?

happy?

3 Read the blog again. Are the sentences

T (true), F (false) or DS (doesn’t say)?

The reporter said it was snowy in the mountains.

They walked slowly because they were tired.

Joe wasn’t afraid of the snow.

A man asked to sit inside their tent.

The man gave Joe and his dad some sandwiches.

Joe’s dad didn’t want to climb up the mountain the next day.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Waiting for the snow to stop

When you go hiking, the weather can change quickly. You always need to be ready for this. Last Saturday, I was in the mountains, and the weather changed very quickly! This is my diary of the day.

At 7 o’clock, I was having breakfast and watching the weather report. The reporter said, ‘This morning’s weather is sunny and warm in the mountains, but it could snow later on.’ I was surprised because this was only the first day of autumn. I put sandwiches, some warm clothes and a tent in my bag.

At 9 o’clock, the weather was sunny and warm. My dad and I were hiking, and I felt excited. I love being in the mountains! We walked quite slowly because we didn’t want to get tired. At 10 o’clock, we were looking at the map. It was a little cooler, and I was worried because I could see some dark clouds.

Suddenly, it was snowing, and the wind was stronger. We couldn’t see anything! We put up our tent and sat inside. I wasn’t afraid because I knew we were safe.

At half past seven, my dad and I were finally home. We were having dinner and feeling happy. I said, ‘Let’s hike up the mountain again tomorrow!’ My dad answered, ‘No way!’

rite three sentences that are true W for you.

AIRWORK Read your sentences aloud, P but don’t say the word you chose. Can your partner guess it? I want to climb the highest beep in Europe when I’m older.

Sustainable Development

GOAL 3 GOOD HEALTH AND WELL-BEING

Hiking is very good exercise for our physical health. It makes us fitter, keeps our bones strong and helps us to sleep better. But it’s also very good for our mental health. It makes us feel happier and less anxious.

What exercise do you do? How does it help your physical and mental health? Discuss different forms of exercise with your partner. Activity card: Knowledge

Some things have different names in British and American English, e.g.

autumn fall

Workbook p.26

Mountain?

The snow stopped, and we could see again. It was cold, and the path was icy, but it was safe to walk. The three of us started to walk down the mountain slowly and carefully.

At 3 o’clock, we were still waiting for the snow to stop.

Choose three words from the blog.

At 1 o’clock, we were all hungry, so we were having sandwiches for lunch. I also felt bored, but it still wasn’t safe to walk outside.

ss se

At 11 o’clock, we were waiting for the snow to stop. Then we heard someone shouting ‘Help!’ Dad looked outside, and a man was standing there. He looked cold and tired, and his clothes were wet. We invited him into our tent and gave him some dry clothes to wear.

4 Key Competencies

GRAMMAR T 1

OLKIT

Listen to the conversation. What was Cathy doing at 7 o’clock last night?

GRAMMAR GYM

VIDEO

Grammar review

I/he/she/it +

Past continuous

you/we/they

I was making your birthday cake. We were studying in the library. They weren’t playing football.

What was Dan doing yesterday morning?

What were you doing at 7 o’clock last night?

I wasn’t reading.

p.118

m -

Write the correct form of the words in brackets to make sentences in the past continuous. My friends weren’t studying (not study) yesterday afternoon. They were in the park.

Where … you … (go) this time yesterday?

We … (do) our homework together yesterday afternoon.

I … (not play) tennis at 6 o’clock because I had band practice.

What … James … (talk) to you about earlier?

My mum … (cook) dinner at 7.30.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Match the questions and answers. Then practise saying them with a partner.

COMMON ERRORS

Were you playing tennis at 4 o’clock yesterday? D

What were you doing at lunchtime last Sunday?

They was playing tennis.

Were you sleeping at 10 o’clock last night?

Were you doing your homework at 6 pm yesterday?

What were you doing at this time on your birthday?

They were playing tennis.

A No. It was too hot to sleep. I was having a shower. B

Yes. I was doing it in the library.

I was having a party with all my friends.

D No, I wasn’t playing tennis. I was shopping with my dad. E

ss se

Last Sunday? I was having a picnic with my family.

PAIRWORK Ask and answer the questions in Ex 3 so they are true for you. Were you playing tennis at 4 o’clock yesterday?

No, I wasn’t. I was hanging out with friends in the park.

Finished? p.42

Workbook p.23

35 37

LISTENING AND VOCABULARY 1

The natural world

Match the words in the box with the pictures. Then listen and check. cave

coast

desert

map

rainforest

valley

waterfall woods 3

woods

U As d an s le es sa Pr r y fo it t rs no ve y ni p

Select the correct words from Ex 1 to complete the sentences. 1

You can see the sea when you go to the … .

There are more trees in the forest than in the … .

The Amazon is the world’s largest … .

You need to take a … so you don’t get lost.

A … is a place with less than 250 mm of rain each year.

The tallest … in the world is Angel Falls in Venezuela.

Between the two mountains, there’s a … with a river.

On hot days, it’s usually cool inside a … .

Listen to Anya talking about her trip to Nepal. What was the best thing about her trip?

Listen again. Match the words 1–5 with the descriptions A–E. Ghandruk

red panda

Kathmandu

the Fishtail

dal bhat

ss se

an animal that lives in the forest

the village in Nepal where Anya stayed

A a mountain that Anya saw

D a breakfast food in Nepal

Nepal’s capital city

GROUP WORK Choose three questions to talk about in groups. I’d like to go on Anya’s volunteer trip because I would love to see the waterfalls in Nepal.

Would you like to go on Anya’s volunteer trip? Why or why not?

What do you do to feel close to nature?

What do you think makes a good holiday?

Are there waterfalls, valleys, woods or forests where you live?

Would you like to help look after nature on your next holiday? Why or why not?

Finished? p.42

Workbook p.24

I wouldn’t like to go because it’s too far to travel.

GRAMMAR T 1

OLKIT

Past continuous and simple with when and while

p.119

Grammar review

Read the anecdotes. In your notebook, write the past simple verbs in red and the past continuous verbs in blue. Last summer, I visited the rainforest. While I was hiking, a monkey took At the weekend, it was sunny, my sunglasses and climbed up a tree. so we went for a walk. We I didn’t see my sunglasses again! were walking along the coast when we saw a whale jump out of the sea. It was beautiful!

A few years ago, my family went camping near a cave. We were eating dinner when a big cloud of bats came out of the cave. It was scary!

As d an s le es sa Pr r y fo it t rs no ve y ni p

GRAMMAR GYM

VIDEO

We were eating dinner when bats came out of the cave. We were walking when we saw a whale jump out of the ocean.

when before past simple

while before past continuous

While I was hiking, a monkey took my glasses.

Select the correct answers.

COMMON ERRORS

My sister was watching / is watching a cartoon when she hear / heard a noise outside.

It started / was starting to rain while we were having / have lunch.

It snowed / was snowing when I got / get up this morning.

While Maria was doing / is doing her homework, her brother eating / ate all the biscuits.

When I was seeing / saw Jim on Saturday, he is going / was going to the airport.

When the rain stopped, she was going for a walk on the coast. When the rain stopped, she went for a walk on the coast.

Complete the anecdote with the past continuous or past simple form of the verbs in brackets.

ss se

While I 1 … (walk) to school this morning, some angry bees 2 … (start) to follow me down the street. I quickly 3 … (run) into a store and 4 … (close) the door. The bees 5 … (fly) around outside the window when it suddenly 6 … (start) to rain. Finally, the bees flew away!

PAIRWORK Think of something funny or unusual that happened on a journey. Tell your anecdote to a partner. Can they guess if it is true? While I was coming to school on the bus, I saw a man with a pet rabbit.

I don’t believe you! That’s false.

Finished? p.42

Workbook p.25

Giving a presentation (1)

SPEAKING 1

Look at the pictures and listen to Bill’s presentation. Where did he go two years ago?

Listen again. Complete the ad for Dunn’s River Falls.

Dunn’s River Falls

Where: 1 Jamaica Things to do: 2 … Tickets for adults: 25 dollars Tickets for children: 3 … dollars Tour time: 4 … Why you should visit: • to feel 5 … in hot weather • to touch a beautiful waterfall

Listen again and read the Useful language. Which phrases do you hear?

As d an s le es sa Pr r y fo it t rs no ve y ni p

USEFUL LANGUAGE This happened … ago. But actually, ... No, wait …

Anyway, …

I remember …

So, as I was saying, …

But then it started to feel …

However, …

4 PAIRWORK Imagine you took a trip to an

amazing place in nature. Write notes for a presentation. Use one of the ideas below or your own idea.

Swimming with fish

Riding a camel in the desert

presentation. Use your notes from Ex 4 and the Useful language. Today, we are talking about our kayaking trip in the Amazon rainforest. This happened about three years ago. I remember ...

6 Key Competencies 1

ive your presentation to the class. G Which trip would you most like to go on? Why?

AIRWORK Read the advice about P how to give a presentation. Which is good advice? Why?

p.133

Kayaking in the rainforest

My own idea

Make eye contact with different people, but don’t look at each person for too long.

Make eye contact with one person only, and don’t look away.

hink of more presentation tips for T your classmates. Speak more slowly and loudly.

Pronunciation

is listening, one by one.

A Make eye contact with everyone who

ss se

1 Where did you go? 2 When did you go? 3 What did you do there? 4 How much did it cost? 5 What were the best things about the trip?

5 PAIRWORK Practise giving your

WRITING

A picture story

1 PAIRWORK Look at the pictures. What is happening in each one?

4 PAIRWORK Look at the pictures and plan a story. Write notes for three paragraphs.

2 1

Ca 3

What was happening at the beginning of the story: …

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Read the story. Check your answers to Ex 1. We forgot the tent!

Last year, I was hiking in the mountains with my parents. We started walking early in the morning and arrived at the campsite in the evening. At first, we were happy ... and very tired. We wanted to have dinner and then go to sleep.

What is the important part of the story: …

But then, while Mum was making dinner, Dad asked me, ‘Where’s the tent?’ Suddenly, I remembered. The tent wasn’t in my bag. It was still under the kitchen table at home! My mum and dad were a bit angry. Then, they felt worried. Where could we sleep?

5 Write your story. Use your notes from Ex 4. Remember to:

Copy and complete the Useful language with words from the story. Listen and check.

What happened at the end: …

ss se

After that, we talked about what to do. It was too far to walk home, and there weren’t any hotels near the campsite. At last, we decided to build a tent using the things around us. We found some wood, and I found a big piece of plastic. Finally, we finished building our tent and went to sleep. We were lucky because it didn’t rain during the night!

USEFUL LANGUAGE Sequencers 1 1

At f i r s t,

A… … … … t… … …,

B… … t… … …,

A… l… … …,

S… … … … …ly,

F… … … … … …,

T… … …,

Write a title for the story. Use the Useful language. Use the past continuous and the past simple. Organise your story into three paragraphs.

Check the spelling of words when you need to.

Workbook p.27

CULTURE Climate change

CULTURE VIDEO

Climate Change and Culture:

Can we save our heritage sites? The effects of climate change such as higher temperatures

and sea levels, melting glaciers, droughts and longer wildfire seasons are a big problem for people, nature

and our culture. According to a recent study by UNESCO,

more than 50 natural and world cultural sites are at high risk because of climate change. Some of these sites are in the UK.

On the Orkney Islands, in the north of Scotland, there is

As d an s le es sa Pr r y fo it t rs no ve y ni p

a very important UNESCO world heritage site. This is the Heart of Neolithic Orkney and includes tombs, a village and places of ancient ceremony. Some of the structures

here are 4,000 years old – that’s about the same age as the Egyptian pyramids! But coastal erosion and rising sea levels are very dangerous for this site and some experts worry that one strong storm could completely destroy it.

Watch the video. Are the sentences T (true) or F (false)? 1

In the US many people are interested in the weather. T

The US has extreme climates because it is the biggest country in the world.

The usual temperature in Bettles in winter is -57º.

It’s difficult to find water in Death Valley.

Many tourists walk across Death Valley all year round.

The hurricane season in the US is from November to June.

2 GROUP WORK Look at the pictures in the article. What do you know about these places in the UK? How do you think climate could be a problem for these places? Read the text. Check your answers to Ex 2.

GOAL 13 CLIMATE ACTION

By 2035, the world will exceed a climate change of 1.5 ºC, compared to pre-industrial levels. A lot of this is because of the actions of the richest countries in the world, but the effects are worst in some of the poorest countries in the world.

flooding D

Which parts of the world do you think will experience the worst effects of climate change? Why will the effects be so bad in these countries? Activity card: Innovation

Sustainable Development

4 Match the words in blue to the pictures A–F.

ss se

3 Another UNESCO World Heritage site in danger is Stonehenge in the south of England. Stonehenge is even older than the Heart of

Neolithic Orkney – some of it is about 5,000 years old – and it is famous around the world. It is made up of about 80 standing stones.

Experts still can’t agree on why this amazing monument was built, but everyone agrees that it was an incredible achievement. The

stones are all very heavy and the largest one, called the ‘Heel Stone’ weighs 30,000 kilos! Research shows that these famous

stones are in danger. Because of global warming there is a greater risk of flooding at Stonehenge. But there is another problem. The

warmer weather is bringing more animals to live in the earth under Stonehenge. The movements of these animals make the earth

looser and the ground less stable for the stones. UNESCO and World Heritage UK (WHUK) are working hard to find

As d an s le es sa Pr r y fo it t rs no ve y ni p

ways to save our beautiful heritage sites. But they say they need time and money. Will they have enough?

5 Read the text again and then copy and complete the fact file.

Heart of Neolithic Orkney Where? How old? What is it? What are the dangers?

6 Do you think it is important to

protect our heritage sites from climate change?

Stonehenge

north of Scotland

…

I think it is very important to protect them because this way we protect our history. I disagree. I think it’s more important to protect places where people live now.

DISCUSS

IATION

N M

IO AT

ME D

step

Present your findings to the class explaining the risks to your historical place and why it is important to protect it from the effects of climate change.

ss se

step

IATION

DIAT I

EXTEND

Create a social media campaign on climate crisis awareness for your city.

What are the most important historical places in your country? What problems will climate change cause ON IATIcountry? in your How do ED you think these problems might affect historical step PLAN places?

MINI PROJECT

step

Go to the LEARNING SITUATION

Choose one historical place and do some research into the problems that this place will face because of climate change.

UNIT 3: FAST FINISHER 1 Use weather words to complete the acrostic. Find the two mystery words. 1

y 1

3 4

m 5

7 8

2 Look at the photo of Juan at 4 pm swim / the sea

He wasn’t swimming in the sea. 2

read / a book

sit / in the sun

eat / ice cream

visit / a cave

wear / a T-shirt

3 Complete the sentences using the past simple or past continuous form of the verbs in brackets.

As d an s le es sa Pr r y fo it t rs no ve y ni p

yesterday. Use the words to write sentences with was or wasn’t.

I … in the woods when it … to rain. (hike / start)

I … a photo of my sister while she … in the valley. (take / walk)

I … a river when the map … from my bag. (cross / fall)

While the snow … , we … hot chocolate. (fall / drink)

When our teacher … , we … about the rainforest. (arrive / read)

My sister … while I … a waterfall. (phone / visit)

DIGITAL T OLKIT

Unit 3 Worksheets

Games

Learning Situation: Culture Project

Videos

Digital Practice

ss se

Interactive eBook

MEDIATION

Keeping a conversation going 4

Listen again. Complete phrases 1–6 with the words in the box. happened how joking on reminds sounds

Expressing a reaction

That 1 sounds bad/scary/difficult/terrible/amazing.

You’re 2 … ! 3

1 Select the sentence that best describes you during a conversation. A I listen to the other person, but I don’t react

or say very much.

… kind/strange/incredible!

…

Encouraging your partner to continue Go 4 … . Then what 5 … ?

I react to what the other person is telling me, but I don’t say much about myself.

I react to what the other person is saying and I share my own stories and opinions.

Sharing a similar story

As d an s le es sa Pr r y fo it t rs no ve y ni p

D I don’t let the other person say very much. I

just love to talk!

2 Which type of person from Ex 1 do you think is the best conversation partner? Why?

Listen to the conversation between Thomas and Martina. Then answer the questions.

…

That 6 … me of the time … C …

5 Match phrases 1–3 with A–C in Ex 4. 1

The same thing happened to me once.

No way!

Why did you do that?

6 Plan a story about an accident. Use the

ideas in the box or your own ideas. Think about the questions below and write notes. break something (a mobile phone / valuable painting) fall off (a bike/horse/skateboard) fall over (in a race / saving a goal)

What happened afterward?

How does Martina react to the story?

Summarising information in English When you tell a story, focus on the main facts and most important details and organise your ideas. Use expressions like Well ... , Firstly ... , Next ... , Finally ... .

What were you doing when the accident happened?

•

What happened?

•

Did you hurt yourself or break something?

•

How did you feel?

•

Did anyone help you?

•

What happened in the end?

MEDIATION TIPS

•

Where were you, and who was with you?

How did Thomas fall off his bike?

ss se

•

7 PAIRWORK Listen to your partner’s story

and react using the phrases in Ex 4 and 5. Did I tell you about the time I broke my phone? No. How did you do that? 43

s t r o p S stars

UNIT

Unit aims Talking about sport Using verb + -ing after verbs and prepositions Using too much, too many and enough Understanding notices and a Q and A session Writing a report Learning Situation Invent a new sport for the Olympic Games.

For Real

Sympathising

CLIL

U As d an s le es sa Pr r y fo it t rs no ve y ni p

1 Look at the picture. How can playing sport be good for you? How do you feel when you play sport?

Watch the video and answer.

Which sports did George do at the camp?

Where did he try a winter sport?

Who tried a very old sport?

Get on it!

ss se

VOCABULARY 1

Sports activities

Match the sports words with the pictures. Then listen and check.

p.127

Vocabulary Plus

badminton baseball cricket golf ice hockey rugby sailing snowboarding surfing table tennis tennis windsurfing

windsurfing

Copy and complete the table with the words from Ex 1. play

ice hockey

surfing

The students are playing rugby / badminton outside on the pitch.

Do you go windsurfing / golf in the summer?

She loves cricket / surfing in the sea in the summer.

They play sailing / table tennis after school.

Twelve people play in a tennis / an ice-hockey match.

How often do you play tennis / snowboarding?

Read the descriptions and select the sports from Ex 1. You use a small ball, but you don’t run. golf

You need a boat and wind for this sport.

You need snow and mountains to do this sport.

You use a bat and wear white clothes.

You play this sport inside, but you don’t use a ball.

This is a traditional American sport.

ss se

Select the correct answers.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Play a game. Mime sports for your classmates to guess. Are you playing baseball?

That’s right!

Finished? p.54

Workbook p.30

READING 1 Read the school notice board quickly. Which three sports can students do at school? For everyone in the cricket club: Remember! You can’t play cricket after school without getting permission from an adult. Remember! You must wear white clothes. Good news! We now have enough students for two teams. Any questions? Speak to Coach Thomas.

Then why not join our friendly tennis club?

Do you enjoy playing tennis?

We practise every Monday after school in the gym. You don’t have to be good at tennis, and you can use our equipment. Please wear trainers. Come to the gym on Monday and ask for me, Alice.

See you there!

Are you thinking about trying a new sport and visiting new places? If yes, the snowboarding trip is perfect for you! Imagine snowboarding down the most beautiful mountain in France with the wind behind you. Don’t worry if you can’t snowboard yet. First, you practise standing ... and by the end of the week, you are an expert!

As d an s le es sa Pr r y fo it t rs no ve y ni p

Attention all rugby players!

Our cleaners work hard to keep the school clean, and you can help, too. Before coming inside after rugby practice, please take off your boots. They’re always very dirty when you finish practice! Thanks.

There’s a wheelchair badminton competition at Falton Sports Club* next Saturday, and they need volunteers to help. Anyone can volunteer, but you must be polite and confident. This is an amazing experience for badminton fans. You can even meet the stars after watching the match! Email Rob on rob@faltonsports.org for more information. *You can take a train to Falton at 8 am.

Read the notice board. Are the sentences T (true), F (false) or DS (doesn’t say)? 1

Students must wear white clothes to play tennis.

More people joined the cricket club.

You have to be good at playing badminton to help on Saturday.

Rugby players must leave their boots outside when they finish training.

The train to the badminton competition leaves after lunch.

Students who can’t snowboard can go on the snowboarding trip.

3 Look at the pictures and choose a sport. Make an ad for a school club.

All Year 8 students can join – you don’t need experience. You can use the school’s equipment. We meet in the gym at 4.00 and

It’s on Fridays after school.

See you there!

5 Key Competencies

ROUP WORK Do you prefer playing G in team sports – like rugby and cricket – or individual sports – like tennis and snowboarding?

hat personal qualities is it important W to have to work well in a team?

hy is it important in life to learn how W to be part of a team?

about your partner’s ad.

It’s for a baseball club.

When do students meet?

Workbook p.34

4 PAIRWORK Ask and answer questions What’s your ad for?

take a bus to the lake.

ss se

Join the windsurfing club!

GRAMMAR T 1

OLKIT

-ing verbs patterns

Select the correct words from the box to complete the messages. Then listen and check.

Dan >

after prepositions – such as at, after, without, about

We’re talking about going on holiday together. We played a game after studying for the test.

dance

Look at the pictures and complete the sentences with the -ing form of the verbs in the box. practise

see

swim

travel

U 2

I don’t 4 … water sports in bad weather. I miss sailing with you. Please come! We always have so much fun!

But it’s so cold!

I never go sailing 5 … warm clothes. And 6 … a cup of hot chocolate, you forget about the cold!

Co 4

Sorry, Dan. I have to visit my grandma. And it’s raining. I 3 … cold and wet!

As d an s le es sa Pr r y fo it t rs no ve y ni p

Hi, Sofia. You know I 1 … sailing on the lake. Why don’t you 2 … your breakfast and come with me?

p.119

Dani hates getting up on Monday morning. I don’t mind cooking dinner today.

after some verbs

Grammar review

after drinking finish eating hate getting love going mind doing without wearing

Sorry. I hope to go next time. Enjoy the icy water!

COMMON ERRORS

The film’s about … to space.

I love make new friends.

She finished … at 10 am.

He thinks he’s good at … !

I love making new friends.

We were late, so we missed … our favourite band.

She loves … the guitar for the school music club.

food / you / don’t / like / what / eating / ?

film / your / what’s / favourite / about / ?

enjoy / listening to / what music / do / you / ?

good / you / what / at / are / ?

going / enjoy / do / where / with / you / your friends / ?

Put the words in the correct order to make questions.

We were thinking about seeing a film this evening.

ss se

We were thinking about see a film this evening.

GROUP WORK Ask and answer the questions in Ex 3. Use an -ing verb. My favourite film is about travelling to space.

Work in different pairs. Tell your partner about Ex 4. Theo’s good at dancing!

That’s interesting. Laura enjoys listening to rock music.

Finished? p.54

Workbook p.31

37 47

LISTENING AND VOCABULARY 1

Sports

Match the words in the box with the pictures. Then listen and check. bat

enter

play

race

racket

score/save

throw/kick/catch

winner

Ca play against

… the ball

… 7

… a goal 8

…

Throw it to me! I can catch the ball!

I don’t have a cricket … . Can I use yours, please?

Is Gabriel going to … the golf … ?

Liverpool … … Manchester United in the football match this afternoon.

That’s Nina’s new badminton … .

Matt got six points, and Rose got five. Matt is the … .

Listen to Diana answering questions about her sport. Which words do you hear? baseball

carry

save

score

throw

teacher wheelchair

Listen again and complete the words.

There’s one big … …f…e… …n…e between the two games.

Diana loved playing …e… … … … at school.

Everyone can play wheelchair basketball in … … …a…a.

Sam asks, ‘Do you want to be in the …ly… … …c… ?’

Diana feels excited when she puts on her …n…f… …m.

I don’t really like sport. I sometimes watch football on TV with my brother. I prefer sitting on the sofa to running around in the rain. I think watching football on TV is boring. I like playing tennis in the park with my friend. I like to exercise.

Finished? p.54

Workbook p.32

GROUP WORK Do you prefer watching sport or playing sport? Say what you like or don’t like.

Diana is a wheelchair b a s ket bal l player.

ss se

… a competition

Select the correct words from Ex 1 to complete the sentences.

As d an s le es sa Pr r y fo it t rs no ve y ni p

…

GRAMMAR T 1

OLKIT

too, too much/many, (not) enough

Select the correct words from the box to complete the text. Then listen and check. too

too many

Grammar review

not enough

too much

I wanted to enter a football competition, so I sent messages to my friends to make a team. Fifteen people replied! The problem is, that’s 1 … people for

p.119

one team and 2 … people for two teams. My mum

suggested that I do trials and choose the best 11 players, but that’s 3 … stress for me and I’m 4 … busy

with my schoolwork! In the end, I decided to choose the first ten people who replied to my message –

and myself, of course!

countable uncountable nouns adjectives

There are (not) enough rackets.

There are too many players.

There’s (not) enough snow for snowboarding.

There’s too much wind to play golf.

It’s (not) warm enough to sail today.

It’s too hot to play rugby today.

nouns

As d an s le es sa Pr r y fo it t rs no ve y ni p

the correct/incorrect amount more than the correct amount

COMMON ERRORS

I have too much things to do this afternoon. I have too many things to do this afternoon.

Match 1–6 with A–F to make sentences. 1

It’s too C

I have too many

Sarah is good

I have enough

There’s too much

There aren’t enough

A sugar in this tea. It’s very sweet. B

chairs in the classroom. We need more.

cold today. I don’t want to go to the beach.

D enough to be in the team. E

books in my bag. It’s very heavy.

money for the bus. I don’t need to borrow any.

Select the correct words from the box to complete the sentences. enough

not enough

too too many

too much

There’s … time to watch a film. It’s 10 o’clock and I want to go to bed at 10.30.

It’s … hot to wear a jumper today. I suggest you leave it at home.

My brother says my bike’s very slow, but it’s fast … for me. I don’t like going very fast.

Hannah, you’ve got … books. You can’t carry all of them in this bag.

You’ve got … money. The bus costs £2 and the cinema costs £8, and you’ve got exactly £10.

I can’t drink this coffee. It’s very sweet! I think you put too much sugar in it.

ss se

enough

Write four sentences about your town using (not) enough, too much, too many and too.

PAIRWORK Share your ideas. Do you agree with your partner? I think there are too many noisy roads in the town. I agree! And there aren’t enough green spaces.

Finished? p.54

Workbook p.33

SPEAKING 1

Sympathising

FOR REAL VIDEO

Listen to the conversation. Which sports do they talk about?

U As d an s le es sa Pr r y fo it t rs no ve y ni p

Listen again. Select the correct answers.

Joanna / Hugo thinks the rugby player scored a goal.

The swimming competition was for swimmers in Hugo’s club / city.

Hugo didn’t go to bed late / eat healthy food before the competition.

Hugo feels sad / angry.

Hugo thinks he was better / worse than the other swimmers.

Joanna says Hugo should swim / relax today.

Copy and complete the Useful language with words in the box. Listen and check. hear

luck

mind

poor

5 PAIRWORK In pairs, practise

sympathising. Use the ideas below or your own ideas. Remember to use the Useful language. •

Your maths test didn’t go well.

•

Your best friend can’t come to your birthday party.

•

You can’t do something you really want to do (e.g. go to a concert, play in a sports competition).

My favourite jumper is too small!

Never mind! You have lots of other jumpers.

shame what

USEFUL LANGUAGE 1

… a pity!

That’s a … .

Better 6 … next time.

Then change the blue words and role play the new conversations. Use the Useful language.

A: My mobile phone is

broken.

B: That’s a shame. Is it old? A: No, it’s new. It was

a birthday present from my parents. I’m really sad.

B: Poor you!

A: I can’t find my

glasses.

B: What a pity! Where

did you leave them?

A: I can’t remember.

I’m really worried.

B: I’m sorry to hear

that.

p.133

4 PAIRWORK Role play conversations 1 and 2.

Pronunciation

… you!

ss se

I’m sorry to 2 … that. 3

Never 4 … .

WRITING

A report

1 Read Joseph’s report quickly. Which picture shows how he feels after the competition? A

Our table-tennis competition Last week, I played in a table-tennis competition at another school. I played with my classmate, Simon.

by Joseph Kemp

Before we got on the bus, we were pretty excited. We’re both good at table tennis and we usually win our matches. But when we saw the other students play, we were worried. They were really good, too!

At the beginning of the first match, we didn’t play very well. Actually, we were terrible and we lost. But after we spoke to our coach during the break, we started to feel more confident. During the second match, we did our best, but we lost again.

Then we had our final match. We were really hot and tired, but we won 11–9! However, we lost too many matches to win the competition.

As d an s le es sa Pr r y fo it t rs no ve y ni p

At the end of the competition, we spoke to the winners. They were very friendly. We ate sandwiches together and we made two new friends. It was a fun day, and we were really happy that we played.

2 Read the report again. Select the best summary.

A Joseph enjoyed being in a sports competition

and played really well.

Joseph had a good time at a competition, but didn’t win.

Joseph and his classmate had a terrible time at a different school.

Listen to the Useful language. Find the words and phrases in Ex 1.

USEFUL LANGUAGE

AIRWORK Imagine you have to write P a report about a sports competition. First, put the questions in the best order to make your report easy to understand. Then write notes. Who won?

What was the sport?

When was the competition? What was the result/score? Who played?

Where was the competition?

before

at the end of

at the beginning of

after

Now write your report. Use your notes 2 to help you.

during

Remember to:

At the beginning of / After the lesson, we say hello to the teacher.

Use the Useful language to put the events in order.

During / Before the summer, we eat a lot of ice cream.

Use adjectives to say how you felt.

At the end of / Before I learned to swim, I was scared of the water.

Read your report and correct any errors.

After / At the beginning of playing tennis, I have a shower.

During / At the end of the day, we go to bed.

Select the correct answers.

ss se

Sequencers 2

5 Key Competencies

Use the past simple.

Workbook p.35

CLIL

CLIL VIDEO

The UK’s largest sports centre is opening right here, in Bradshire on 7 July. We talked to the manager, Zoe Giles, about the different facilities they’ll offer and the benefits of sport.

Q: Thanks for joining us. What will our readers be able to do in Bradshire Sports Centre?

As d an s le es sa Pr r y fo it t rs no ve y ni p

A: There are too many different options to tell you all of them! For example, we have three football pitches, seven tennis courts and one baseball field. We also have an ice rink where you can skate and practise ice hockey, and we have a running track and a 50-metre indoor pool for swimmers. But the most exciting facility, in my opinion, is the 200-metre-long indoor ski slope!

Watch the video. Match the countries in the box with the sports. China Finland

Greece

running

dragon-boat racing

Maasai jumping

Greece

Kenya

Malaysia 4

reindeer racing

sepak takraw

Read the article and find the names of the places where we play these sports.

ss se

swimming pool

3 Match the blue words in the article with the correct definition.

how you feel mood

things that we hope to achieve

the practice of following rules and controlling what you do

places or things that you use for a specific activity

the good or useful effects that something gives you

one person who is not in a group

a feeling of worry

4 Q: Wow! That is exciting. Could you tell our readers why you think it’s so important to play sports?

A: Sure! Physical exercise is so important. It keeps our hearts healthy and keeps our bones strong. It helps us sleep better and is an excellent way of reducing stress. In general, sport has a very positive effect on our mood because when we do sport, our brains release chemicals called endorphins that make us feel happier. Q: Which are better for us: team sports or individual sports?

A: I think they’re equally good for us. When we do individual sports, we learn how to set our own goals and how to work towards them. We can learn a lot about discipline because we often have to make our own rules. In team sports, we learn how to work with other people and how to communicate well. I think everyone should try both. But in the end, you should play the sports that are the most fun for you!

U As d an s le es sa Pr r y fo it t rs no ve y ni p

4 Copy and complete the table with ideas

Sustainable Development

from the text.

GOAL 3 GOOD HEALTH AND WELL-BEING

benefits of … all sports

healthy hearts

individual sports

Life expectancy is the average length of people’s lives. In the last 20 years, global life expectancy has increased by six years. The main reason for this is improvements in medical care. But personal health can also raise life expectancy.

team sports

What things – other than exercise – can we do to stay healthy? Do you take care of your personal health? What else could you do to stay healthy?

5 Add your own ideas to the table in Ex 4.

Activity card: Innovation

DISCUSS

N M

IO AT

IATION

ME D

Decide how to combine the elements of sports you like to make a new sport for the Olympic Games. Consider where you will play the sport, what you will need to play it and what the rules will be.

PLAN

step

Present your new Olympic Sport to the class. Listen to your classmates’ new sports and decide which one you would most like to play.

DIAT I

step

IATION

EXTEND

Invent a new sport for the Olympic Games.

What are your favourite sports? Why do you like them? Do you prefer: individual or team TION Sports with IAsports? EaDball or sports with no ball? Indoor or outdoor sports?

ss se

MINI PROJECT

step

Go to the LEARNING SITUATION

UNIT 4: FAST FINISHER 1 Look at the pictures. Complete the acrostic and find the mystery word. 1

7 1

2 3

6 7

ge 4

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Find the incorrect words. Then write the correct words. I can’t play cricket because I don’t have a winner. bat

Who are we playing scored tomorrow?

Where’s your tennis bat?

They raced three points and we only got two.

Lucy’s the fastest. She’s going to be the racket.

You can’t against the ball with your feet in tennis.

3 Select the correct words from the box to complete the description. after

competition

loves

playing

practise

winner

This is my friend Lucas. He enjoys 1 … sport. He’s

always carrying a bat or a ball, and he 2 … kicking baseball, he’s usually really happy.

He’s also very good 4 … sailing. Last week, he entered a sailing 5 … at South Beach. He wasn’t the 6 … this

Interactive eBook

I know he can win next time!

Learning Situation: CLIL Project

Unit 4 Worksheets

Games

Videos

Digital Practice

time, but he’s going to 7 … sailing in the summer.

DIGITAL T OLKIT

ss se

a football. He’s very active. 3 … playing hockey or

REVIEW 1 Choose one of the titles and write a story. Use the past simple and past continuous, and the phrases in the box below.

4 PAIRWORK Look at the information in the table. Then add your own ideas (1–3). The latest sports news 14 March Southwood County 3 – 2 Northfield Rangers (winning goal: Joe Keane)

Rugby

Newtown Bears 33 – 19 Upton Lions

Getting lost in the woods

Surfing

Hedley Sands Championship First place: Jay Ogawa (his third win) Second place: Meena Cruz

Tennis

…

Basketball

…

Football

As d an s le es sa Pr r y fo it t rs no ve y ni p Running

…

The day we found the cave

5 Write a news report for the TV show

Sports Today. Use the information in Ex 4.

6 Present your report to the class. Welcome to Sports Today. It’s 14 March, and here is today’s sports news. First, the football news.

A trip to the coast

• One day, my friend/brother/sister/family and I decided to … • The weather report that morning said … • Suddenly, the weather changed. • The worst thing was … • In the end, …

Tell them how it made you feel and why. I felt ... while I was listening because ...

1 = I need more time to practise.

6 = I feel very confident doing this.

8 Choose one of these ways to practise English. Try it for two weeks! •

Download a weather app and change the language to English. Check it daily.

•

Read reports and articles in English about your favourite sports team.

•

Watch interviews in English with athletes. Try to understand as much as you can.

a story using the past simple and past continuous? Select a number and explain your choice.

Self-assessment

3 PAIRWORK How do you feel about telling

Select a number and explain your choice.

ss se

2 PAIRWORK Listen to your partner’s story.

7 How do you feel talking about sports?

Self-assessment 1

1 = I need more time to practise. 6 = I feel very confident doing this. I chose 1 because I need a lot of time to think about the different tenses. 55

UNIT

Talking about animals and using phrasal verbs Using (not) as + adjective + as for comparisons and who, which and that to connect sentences Understanding an information leaflet and a news report Giving a presentation Writing a fact file Learning about and planning a conservation project Asking for tourist information

g n i z Ama s l a m i an

Unit aims

Learning Situation Plan and make a poster about a conservation project.

id Grammar Gym

Culture

U As d an s le es sa Pr r y fo it t rs no ve y ni p

ss se

1 Look at the girl in the picture. How

2 1

How long does it take to train an eagle?

What happens after about ten years?

What other animal does Batu love?

Watch the video and answer.

do you think she feels? What are your favourite animals?

Get on it!

VOCABULARY 1

Wild animals

Listen to the conversation. Which animals did Kylie see during her summer holiday? 2

Vocabulary Plus

parrot

snake

p.128

Ca 4

monkey

U As d an s le es sa Pr r y fo it t rs no ve y ni p

tiger

elephant

penguin

dolphin

2 1

polar bear

Animals that live in hot places

Animals that eat meat or fish

Animals that eat only plants

Animals I think are cute

Read the clues 1–3 and write the animals. Then write your own clue.

This is the largest animal

This bird can’t fly, but it’s

This animal has a long

that eats meat and

good at swimming. …

neck so it can eat leaves

doesn’t live in the sea. …

GROUP WORK Read your animals from Ex 2 in groups. Can your group guess the table?

Animals I don’t think are cute

ss se

whale

Choose a table (1–3). Copy and complete it with animals from Ex 1 and four more animals you know. Animals that live in cold places

giraffe

…

from tall trees. …

GROUP WORK Say your clue from Ex 4. Can your group guess the animal?

Finished? p.66

Workbook p.38

READING 1

Read the information leaflet. Which animals are endangered?

Endangered animals

1…

U Co

3… Animals usually become endangered because the place where they live changes. For example, a place may become too hot or too cold. Or the animal may not have enough food. Often, 4 these changes happen because of people. For example, when people cut down trees in the rainforest, it is not as easy as it was for monkeys to find food. People kill some endangered animals for food and take others as pets, like the grey parrot.

2 Read the leaflet again. Match questions A–D with paragraphs 1–4.

A How many animals are endangered? B

Why do animals become endangered?

What can you do to help?

D What are endangered animals?

leaflet. What do they refer to?

animals

…

Which information in the leaflet did you know before you read it?

What was the most surprising thing you learned?

What would you like to know more about?

What else do you know about endangered animals? I knew cutting down trees wasn’t good for the animals that live in the rainforest.

Workbook p.42

he article talks about things we T can do to help endangered species. Which would you like to do?

hat else can we do to protect W endangered species?

ook online for different ideas and L discuss which ones you could do.

Sustainable Development

GOAL 15 LIFE ON LAND

Some scientists call our time ‘the sixth extinction’ because so many different plants and animals are disappearing. The fifth extinction was when the dinosaurs disappeared. Do you think that individuals can have an effect on such a big issue? How can we make governments and big companies do more to protect the planet? Activity card: Values

4 GROUP WORK Discuss the questions.

5 Key Competencies

4… You can learn more about the endangered animals where you live. If you know about 5 them and understand why they are important, you can help to look after them. Perhaps you can volunteer to help protect the places where they live? Or maybe you can plant trees or flowers in your garden to help them? There’s lots that we can do to fight for the animal kingdom!

ss se

3 Look at the underlined pronouns 1–5 in the

2… About 28 percent of all living things are endangered. 2 That’s about 41,000 different types of animals and plants. 3 They include animals like Asian elephants and blue whales. The Amur leopard is not as famous as the blue whale, but its situation is even worse: there are only about 100 of them left in the wild. There are also probably animals and plants that we don’t even know about that are endangered.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Endangered animals are animals that could disappear from the world. We call animals endangered when there are very few of them left. For example, there are only about 3,000 tigers left in the world. 1 They are also endangered if there are fewer of them each year. For example, there aren’t as many giraffes now as there were last year. When an animal disappears completely, it becomes ‘extinct’. For example, the baiji river dolphin probably became extinct in 2002. No one has seen one since then.

GRAMMAR T 1

OLKIT

(not) as ... as

A baby panda is as small as a rat. Pandas eat as much as they can every day. Female pandas aren’t as heavy as male pandas. Pandas don’t live as long as humans.

Complete the sentences. Then listen again and check.

Giant Pandas are as … as humans when they stand on their back legs.

The red panda isn’t as … as the giant panda.

After people cut down the forests, pandas couldn’t find food as … as before.

Nowadays, pandas aren’t as … as they were 20 years ago.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Complete the second sentence so it has the same meaning as the first. Use (not) as … as and the adjectives and adverbs in brackets.

Turtles are slower than most other animals. (slow) Most animals are not as slow as turtles.

COMMON ERRORS

Dolphins are lighter than whales. (light) Whales are … dolphins.

He’s so tall as his dad.

My cat is the same weight as a bag of sugar! (heavy) My cat is … a bag of sugar.

The giraffe is five metres tall. The tree is five metres tall, too. (tall) The giraffe … the tree.

Bears can climb trees, but monkeys climb better. (well) Bears can’t climb … monkeys.

Polar bears are the same colour as snow. (white) Polar bears are … snow.

Cows run much more slowly than horses. (fast) Cows are … horses.

Blue whales eat more than elephants. (much) Elephants don’t eat … blue whales.

He’s as tall as his dad.

ss se

p.120

Grammar review

Listen to Daniela talking to her friend. What good news did she learn from the TV programme about pandas?

GROUP WORK Choose six animals and write them in your notebook. Then write as many sentences as you can using as … as or not as … as.

... are as small as … … are not as dangerous as …

Share your ideas with another group. Do you have the same ideas? We think ... are as cute as ... Really? We think ... are not as scary as ...

Finished? p.66

Workbook p.39

37 59

LISTENING AND VOCABULARY 1

Phrasal verbs

Select the correct phrasal verbs from the box to complete the sentences. Then listen and check. find out

lie down

look after

pick up

put on turn off

turn on

look for

When I’m bored, I usually … the TV and watch a cartoon.

I look after my cousin’s cats when she’s on holiday.

Look online to … about animals that live near you.

Match 1–7 with A–G to make phrases. 1

look for D

lie down

turn on / turn off

find out

put on

look after

pick up

When I lost my cat, all my friends helped me to … her.

a pet

What time did Miles disappear?

in bed

A 8.00

D your phone

B 8.30

information

C 8.45

your clothes

B is quite small.

Listen to the news report about a dog called Miles. Then answer the questions. 2

How did a drone help him?

C is a good place to run.

After the meeting, Rory …

A had a good idea. B went shopping.

ss se

What happened to Miles?

The area of sand around Green River …

A is unsafe.

G your bag

I always … my phone before I go to sleep.

Listen again. Select the correct answers.

A the light

Elephants … when they sleep.

As d an s le es sa Pr r y fo it t rs no ve y ni p

I … a rabbit costume for the party.

I often … my chickens to make sure they are healthy.

C wanted something to eat. 4

At the animal hospital, they said Miles …

C wanted to drink water.

GROUP WORK Think of as many different ways to use a drone as you can. Which group has the most ideas? Drones can help firefighters to look for fires. Yes, and they can check that endangered animals are safe.

Finished? p.66

Workbook p.40

B was very ill.

A felt very happy.

GRAMMAR T 1

OLKIT

who, which, that

Grammar review

Listen to Tom. Complete the text with who, which or that. There are a lot of people 1 … work at the Lakeside

Animal Sanctuary. Here are some of the important jobs 2 … they do.

First, there’s Anna. She’s the person 3 … looks after the dogs

p.120

and cats. She gives them food and takes them for walks. Next, there’s Simon. He organises events at the sanctuary.

He plans events 4 … are fun so that people can meet the animals ...

GRAMMAR GYM

VIDEO

talking about people

talking about things

As d an s le es sa Pr r y fo it t rs no ve y ni p I work in a sanctuary which looks after 200 animals. This is the food that we give to the horses.

I have a friend who volunteers at an animal sanctuary. Zak’s the person that gives the animals their medicine.

Match 1–6 with A–F to make sentences.

COMMON ERRORS

I have a sister

Those are the birds

This is the new bat

Park School is the school

D that make a lot of noise.

Those are my grandparents

which I read last month.

This is the book

that I got for my birthday.

A who live in Italy. B

that I went to.

who has curly hair.

The film is about a girl which loves animals. The film is about a girl who loves animals.

Read and complete the clues with who or which. Then write the answers. This is someone who you see on the stage.

actor

This is a fruit … has the same name as its colour.

…

These are things … you wear on your hands when it’s cold.

…

This is a person … works in our classroom.

…

This is a thing … you use to hit the ball in baseball.

…

4 Key Competencies

PAIRWORK Choose three words and write definitions using who, which or that. Use

comedy desert doctor drums fans farmer goalkeeper grandparents moustache musician racket snowboarding sunscreen wheelchair

fans – people who go to concerts to watch their favourite bands play

There were lots of ... Oh, I don’t know the word. They’re the people who go to concerts to watch their favourite bands play. What do you call them?

cave

the words in the box or your own ideas. Then role play conversations with a partner.

ss se

Fans.

Finished? p.66

Workbook p.41

SPEAKING 1

Giving a presentation (2)

What would you like to know about polar bears? Select one of the questions. Then listen to Tim’s presentation to find the answer. What countries do they live in?

How tall are they?

Are they endangered?

Copy and complete the Useful language with the words in the box. Then listen and check. amazing first finally interesting talk want

USEFUL LANGUAGE

br Tim

… about …

Another 5 … thing about

… of all, …

… is … 6

… , let’s look at ...

… is …

4 Present one of the slides from Ex 2 to a

As d an s le es sa Pr r y fo it t rs no ve y ni p

Listen again. Number the slides in the order you hear them (1–5). A

I 4 … to explain …

The 3 … thing about

Today, I’m going to

partner. Use one or more phrases from Ex 3.

Today, I’m going to talk about how polar bears live in cold places. I want to explain how they keep warm.

5 Key Competencies

The future ...

PAIRWORK Complete the spidergram to

Polar bear facts

prepare a presentation about an animal you like.

• largest

animal that eats meat • 700 kg

SLIDE 1: description

• …

SLIDE 2: where it lives

Where polar bears live

• …

ANIMAL: …

p.133–134

• …

Pronunciation

• …

SLIDE 4: other information

Introduction

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SLIDE 3: how it lives

1 How polar bears live in cold places ➔ thick white fur ➔ get fat quickly ➔ special feet

6 Give your presentation to a small group. •

Draw four slides.

•

Use your notes from Ex 5.

•

Remember to use the Useful language.

•

Look at your audience and smile.

WRITING

A fact file

1 Look at the pictures and read the fact file. What is the most interesting fact about this animal?

Top 5 facts

Pangolins

Read the fact file again. Then copy and complete the Useful language with the words so, as and because. Listen and check.

USEFUL LANGUAGE

Endangered animal

Conjunctions

Their bodies are covered in scales. The scales are sharp, so they keep the pangolins safe from other animals. Each pangolin has about 1,000 scales.

2 There are eight different types of

Which words give a reason? … , …

Which word gives a result?

…

4 Key Competencies 1

pangolin. Four are found in Africa, and four in Asia.

3 They can be different sizes. The largest

As d an s le es sa Pr r y fo it t rs no ve y ni p

pangolin is called a giant pangolin and is about 30 kg. The smallest pangolin is called a long-tailed pangolin and is about 2 kg.

repare to write a fact file about an P endangered animal. Which is the best way to research facts online? A Look at two websites and choose the

one you like best.

4 The name ‘pangolin’ comes from the word penggulung. This is a word from the Malay language in Asia. It means ‘roller’. Pangolins have their name because they roll into a ball when they are scared.

Pangolins are endangered. Although the police try to stop it, about 10,000 pangolins are sold illegally each year. They are often bought for meat or their scales. The scales are used in traditional medicines. However, scientists know they are not useful in medicines, as they are made of keratin (just like your hair).

ook at one website and use that L information.

ook at two or more websites and L compare the information to check it is the same in all of them.

2 Choose three websites where

you can look for and check the information you need. For example: •

an online encyclopaedia

•

a website about animals in general

•

the website of a zoo

5 PAIRWORK Choose an endangered animal and write notes for your fact file.

Research facts online or use the information from this unit

•

Include five main facts.

•

Include details about each fact.

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•

6 Use your notes from Ex 5 to write your fact file.

Remember to:

the fact file. What do they refer to?

Organise your text as a list.

A 1,000

D 2 kg

Use the Useful language. Use pictures and colour.

penggulung

four

keratin

10,000

2 PAIRWORK Find the numbers and words in

One thousand is the number of scales on a pangolin.

Workbook p.43

CULTURE

Endangered species

CULTURE VIDEO

Britain’s Endangered Red Squirrels

Ca m

When you hear ‘endangered species’, what do you think of? Polar bears, tigers, gorillas? But endangered species

aren’t all in distant countries. A 2016 study showed that there were 165 endangered species in the UK.

One of these is the red squirrel. Squirrels are very common

in the UK, but most of them are grey. Grey squirrels arrived in the UK in 1876. Before that, there were millions of red squirrels. Now there are only about 140,000.

There are several reasons for this.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Firstly, grey squirrels often carry

a virus that kills red squirrels.

It’s also harder for red

squirrels to find food and when they have food ready for the winter, grey squirrels often take it.

Watch the video. Which of these endangered animals does it mention? cockroach

dolphin

elephant

giraffe

gorilla

lion

panda rhino

tiger

Watch the video again and complete the summary. Climate change is destroying animals’ 1 habitats all over the world.

In the Congo Basin in 2 … , endangered species include 3 … and mountain 4 … . In addition, 5 … million people live there.

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Waste pollutes the area, and harms people and 6 … .

The World Wildlife Fund works with 7 … communities. Their programmes create 8 … for people and improve the 9 … . In the Gulf of California in 10 … , there were a lot of 11 … . The number fell to about 12 … , but now they are returning.

Read the article. Find the names of the animals in the pictures.

5 Match the blue words in the article with the correct definition.

places that protect certain animals and plants nature reserves

people that protect animals and the environment

animals that have hair and produce milk

a type of animal or plant

something that animals give to other animals which makes them sick

things that we use to catch animals

Where did you see them?

3 PAIRWORK Look at the pictures in the article. Have you ever seen these animals before?

5 But there is hope for the red squirrel. There are more of them now than ten years ago. There are parts of the UK where red squirrels can live safely. These include nature reserves on

islands around Great Britain. Islands are good habitats for red squirrels because it’s easier to keep grey squirrels out.

Conservationists want to reduce the population of grey from another animal: the pine marten. These small brown

squirrels, but how can they do this? Strangely, help comes mammals eat squirrels, and the grey ones are easier to catch!

Conservationists also set traps for grey squirrels and kill

them. They say it’s necessary, to save red squirrels. But a lot of people don’t agree with this method. They say it’s always bad to kill animals.

There are more red squirrels in the UK now than ten years

As d an s le es sa Pr r y fo it t rs no ve y ni p

ago, but they’re still in danger. Let’s hope they don’t become another extinct species.

6 Read the text again. Are the sentences T (true) or F (false)? 1

There are more red squirrels than grey squirrels in the UK. F

Grey squirrels eat red squirrels’ food.

The number of red squirrels in the UK is going up.

Red squirrels can’t live on islands.

Pine martens don’t eat grey squirrels.

Some people think it’s wrong to kill grey squirrels.

Sustainable Development

GOAL 15 LIFE ON LAND

Human activity and man-made climate change is causing huge problems for life on land. Every year we lose about 10 million hectares of forest and almost one third of the world is in danger of becoming desert. What effects does it have on humans, animals and plants when we lose forests and the land turns to desert? What examples of this do you know about in your country or in other countries?

7 PAIRWORK Are there any nature reserves in your region? What animals and plants live there?

Activity card: Knowledge

DISCUSS

N M

IATION

IO AT

ME D

step

PLAN

Make a poster about a conservation project showing the effect it has on the species it protects. Use photos and infographics to present the information clearly. Display your poster for the class to see.

What endangered species do you know about? Are there any in your ONcountry? IATIor region ED What are people doing to protect these species? step

step

IATION

DIAT I

EXTEND

Plan and make a poster about a conservation project.

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MINI PROJECT

step

Go to the LEARNING SITUATION

Choose one conservation project to focus on. Research the species that it protects and how it protects them.

UNIT 5: FAST FINISHER 1 Copy and complete the diagram.

Sea creatures

w…

d…

Land creatures

t…

p… b…

g…

s…

e…

p…

10 m…

U As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Select the correct prepositions. 1

It’s cold outside. Could you put the coat in / on the dog?

Please could you look for / after my plants next month?

Please could you pick up / under your clothes and put them in the wardrobe?

It’s dark in here. Please could you turn on / off the light?

Could you help me to look to / for my glasses, please? I can’t see them anywhere.

Could you find to / out what time our bus is leaving?

I have a headache. Could I lie down / in somewhere, please?

Please could you turn on / off the fan? I’m too cold.

3 Select the option that has the same meaning as the first sentence.

The cat is as big as the dog.

A The cat and the dog are the same size. B 2

The cat is bigger than the dog.

The banana is the same price as the apple.

The banana is as expensive as the apple.

My dad is taller than me. B

I’m not as tall as my dad.

The elephant is faster than the tiger.

Louise is not as old as Fran. A Fran is younger than Louise. B

Videos

Learning Situation: Culture Project

The elephant isn’t as fast as the tiger. A The elephant is slower than the tiger.

Digital Practice

Louise is younger than Fran.

Games

Unit 5 Worksheets

A My dad isn’t as tall as me. 4

Interactive eBook

DIGITAL T OLKIT

A The banana is not as expensive as the apple.

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MEDIATION

1 PAIRWORK Imagine you’re visiting a city

in another country, but you can’t use the internet on your phone. How useful are these ideas for finding information about things to do and see? Discuss with a partner. •

Ask a person on the street.

•

Go to a library to use a computer.

•

Go to a tourist information centre.

•

Call a friend and ask them to look online.

Alfie is in a tourist information centre in London. Listen to the conversation. Which things does he ask about?

U B

public transport

places to eat

D museum ticket prices E

things to do outside London

shopping

4 PAIRWORK Imagine you work at the

tourist information centre in a city called Greenvale. Invent information about the city and write notes.

•

The two best restaurants and the type of food you can eat there

•

Where you can buy the famous Greenvale cake

•

The easiest way to travel around the city

•

The fastest way to travel around the city

•

Opening times and ticket prices for the museum

•

Three fun things to do at the weekend

5 PAIRWORK Role play a conversation at the

Greenvale tourist information centre with a different partner.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Co A a theatre show

Asking for tourist information

Listen again. Complete the phrases Alfie uses to ask for information.

Student A: You’re a student visiting Greenvale for the first time. You’re at the tourist information centre. Use the phrases in Ex 3 to find out: •

the best place to eat – but you don’t want to spend too much money.

•

the best place to buy Greenvale cake – you’ve heard it’s delicious!

•

how to get around the city – but you don’t want to spend all day on the bus or underground.

•

when the museum is open and how much tickets cost.

•

something fun to do on Saturday afternoon – you like doing things outside.

I’d … to know where I can see it.

Student B: You work at the tourist information

… you tell me a place that has a great view of the city?

centre in Greenvale. Use your notes from Ex 4 to

How can I … there?

Do you … the opening times?

I … have one more question.

Where can I … some really good English tea?

kind. Take your time to organise the information you want to give. You can use expressions like

Hi. Yes, I have a few questions ...

6 PAIRWORK Change roles and do the role play again.

It is not difficult to help a tourist. Stay calm and be

Hello, can I help you?

Helping a tourist in English

answer Student A’s questions.

MEDIATION TIPS

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7 PAIRWORK How helpful was the assistant?

Did they answer all your questions? Discuss with your partner.

You can … , Itʼs better to … , Let me show you.

UNIT

Talking about technology and online activities Using should/shouldn’t for advice and must/ mustn’t for obligations Using the zero and first conditional Understanding online posts and a radio interview Writing an opinion essay Learning about social media Making a poster with advice about digital health Learning Situation Make an advice poster about digital health.

Grammar Gym

Life e n i l n o

Unit aims

Grammar on the go

For Real

CLIL

U As d an s le es sa Pr r y fo it t rs no ve y ni p

1 Look at the girl in the picture. How is she

using technology? What do you do online?

Watch the video and answer. 1

Why is technology important for Diana’s family?

How do Diana’s friends use technology?

Does Diana think technology is a good or a bad thing?

Get on it!

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VOCABULARY 1

Online activities (1)

Match the icons 1–10 with the online activities A–J. Then listen and check. 3

p.129

Vocabulary Plus

save a file

stream films

D download an app

click on an ad

upload a photo

G send a message H like a post

As d an s le es sa Pr r y fo it t rs no ve y ni p

A check my email

delete a file

report a post

Read and select the correct word. Then listen and check.

Sadie

How do I use technology? Mostly with my phone. I 1 save / upload photos so my friends can see them. Sometimes

I 2 download / send apps and play games. I love 3 clicking on /

streaming films. I 4 like / delete posts on my friends’ blogs.

I also 5 send / report messages a lot. Look! A new message from my sister: ‘cu @4!’

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Adam I use technology all the time, especially my computer. I like

to 6 check / stream my email in the morning. I 7 save / delete files for school projects on my computer. I never 8 save /

delete files. Look! There’s a project from last year. I also read a lot of information online. And I always 9 report / download

posts that I think are fake news. I don’t 10 check / click on ads or shop online.

PAIRWORK Ask and answer. Are you like Sadie or Adam? Why? I think I’m like Sadie. I send messages and play games a lot.

Finished? p.78

Workbook p.46

READING Do you really need to learn how to use technology safely?

the topic.

A Technology is very safe.

Yes, for health reasons. Some people spend many hours on their phones. We mustn’t use them in class, but I think we also need to be careful how much we use them outside class. I think people should do more activities in real life, like hanging out with friends and playing sport.

DENISE

ERIC

You’re right. Being outside is much healthier. I also think people shouldn’t use devices like phones or tablets before bed. The light from the screens is bad for falling asleep.

What do you need to learn? I think most people know how to use the internet. Also, we need it to do our homework and school projects.

ERIC

Yes, but we must remember that technology is new to lots of people. And not everyone understands how it works or learns at the same time. KAT

Technology is not very useful.

Technology can be dangerous.

Read the message board. Write T (true), F (false) or DS (doesn’t say). 1

Denise wants people to stop using technology. F

Eric agrees with Denise.

Ben doesn’t know how to use technology safely.

Eric thinks schools should teach people how to use the internet safely.

Kat, Leticia and Eric share examples of internet dangers.

Leticia doesn’t share photos online.

3 Key Competencies

ead another student’s opinion about a R problem with the internet. How can you be sure the information you find online is correct? Discuss with a partner. It’s difficult to do research online because you don’t know if the information you find is true.

You can use official websites instead of social media.

I agree with Eric 100 percent! People click on ads by accident all the time. Ads can take them to fake websites. If they share their bank information, people can lose a lot of money.

Can you think of cases when information that wasn’t true spread online? What effect did this have? Activity card: Values

I sometimes see news stories on TV about families who post online, ‘We’re on holiday! See you next week!’ This can be dangerous because criminals see the post and know there’s no one home.

When people start to believe things that aren’t true, because of the internet, it can have a serious effect on our politics and our public life.

ERIC

GOAL 16 PEACE, JUSTICE AND STRONG INSTITUTIONS

Another danger is when people share embarrassing photos online and they go viral. This sometimes happens to some of my friends, and they get really upset. So, you should be careful. Don’t share personal things.

Sustainable Development

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LETICIA

Workbook p.50

As d an s le es sa Pr r y fo it t rs no ve y ni p

BEN

1 Look at the message board and select

GRAMMAR T 1

OLKIT

should / shouldn’t and must / mustn’t

Listen to the conversation. Complete the advice.

You … be more careful, Lucy.

You … click on a link if you don’t know who it’s from.

You … download anything!

GRAMMAR

Must for strong advice or obligation

You should be careful.

We must use the internet for our projects.

People shouldn’t use phones before bed.

We mustn’t use phones in class.

Should I click on this link?

Should for advice

As d an s le es sa Pr r y fo it t rs no ve y ni p

Must students leave their phones outside the exam room?

Put the words in the correct order to make sentences. 1

p.120

GYM

VIDEO

br 2

Grammar review

Ms Brown said that we must do some research online.

I / upload / should / photo / this / ?

Should I upload this photo?

COMMON ERRORS

You mustn’t take photos, but I’ll try to take one or two.

our uniforms / we / the school trip / must / on / wear / ?

food / you / into / bring / mustn’t / the classroom

test / study / chemistry / for / you / should / your

You shouldn’t take photos, but I’ll try to take one or two.

must / you / a ticket / the train / buy / getting on / before

You don’t forget to have a good diet.

wear / rainy / day / shouldn’t / sandals / she / a / on

You mustn’t forget to have a good diet.

Read the conversation. Find six more errors.

James Can you help me pack for my school camping trip? Mum Sure. You shouldn’t to pack too much. It’s only for

two days.

James I should pack three pairs of trousers?

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Mum No, you shouldn’t. You should be OK with one pair of

trousers and one pair of shorts.

James OK. Should take I two pairs of shoes? Mum Yes, should you. One pair of boots and one pair of

sandals. You to should send me lots of pictures, too!

James Mr Jones says must we bring money for the bus fare,

but we don’t need to pay for anything else.

Mum

OK. And you don’t must forget to take your phone.

Correct the errors in Ex 4. Write full phrases in your notebook. 1

You shouldn’t pack PAIRWORK What other things should James do before and during his camping trip? He should charge his phone before his camping trip.

Good idea!

Finished? p.78

Workbook p.47

37 71

LISTENING AND VOCABULARY 1

Online activities (2)

Complete the sentences with the words in the box. Then listen and check. block

cyberbully digital footprint fact check fake news followers hater identity theft log in log out netiquette scam 2

I did a … on the article and it’s The … sent Karen horrible all true. messages every day.

It’s important to know netiquette and to be nice to people online.

This article is … ! None of it is true!

She’s a … . She’s rude to everyone online.

Select the correct words from Ex 1 to complete the sentences.

Be careful how you speak to people online. That’s the main rule of … .

My … said they wanted me to post more videos about my pets.

I forgot to … of my social media and someone sent messages from my account.

I’m trying to … , but I can’t remember my password!

I decided to … some people because I didn’t want them to see my posts.

We shouldn’t just believe what a celebrity says. We should do a … .

Finished? p.78

Workbook p.48

You need to … to use your social media and … when you finish.

Don’t reply to this email. It’s a … !

Listen to the podcast. Which problem do they talk about?

A fake news B

cyberbullying C identity theft

Listen again. Are the sentences T (true) or F (false)? 1

Someone stole Lydia’s identity.

We should call the bank first if we think someone is using our identity.

We should use privacy settings on social media.

When someone says they are calling from the bank, we should believe them.

We should use the same password for everything online.

We shouldn’t use public Wi-Fi for shopping.

GROUP WORK Make a list of other rules for staying safe online.

We should always cover the computer’s camera when we aren’t using it.

There was a lot of fake news about the politician before the election.

When people use your name and information, it’s called … .

I have 100 … . They see my new posts.

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As d an s le es sa Pr r y fo it t rs no ve y ni p

I use the internet a lot, so I have a big … .

When someone is not nice to you online, you can … them.

GRAMMAR T 1

OLKIT

Read the messages. What are they talking about? Select the correct answers. 2 If you keep giving your personal information, someone will steal your identity one day!

Really? If someone I don’t know messages me, I block them!

A They are talking about a

A They are talking about a specific

person they don’t know.

specific website.

They are talking about anyone they don’t know.

p.121

But the website won’t let me use it if I don’t give my personal information.

If someone I don’t know messages me, I don’t reply.

Grammar review

They are talking about all websites.

GRAMMAR ON THE GO VIDEO

First conditional

As d an s le es sa Pr r y fo it t rs no ve y ni p

Zero conditional

action/situation

Zero and first conditionals

Result

action/situation

Result

When he likes someone’s videos,

he follows them.

If someone is rude,

I will block them!

If someone asks for my password,

I don’t tell them.

If you block him,

he won’t see your posts.

Write the correct form of the verbs in brackets to complete the email.

Hi Sophie, How are you?

When I want to relax …

If I need to talk to someone about something serious …

I always tell someone …

When I don’t understand something in my homework …

… I’ll celebrate with all my friends.

PAIRWORK Share your answers to Ex 3. Does your partner have the same ideas? If it’s sunny this weekend, I’ll go to the park to play football.

Nice! If it’s sunny this weekend, I’ll go camping with my family.

All the best, Jamie

If it’s sunny this weekend …

Where do you find information for school projects? Are you good at presentations? Do you have any advice for me?

If my teacher 4 … (let) me, I will make a video for my project. But if he doesn’t, I 5 … (write) notes and give a presentation. I always get nervous when I give presentations, but I know that if I prepare well, I 6 … (not have) any problems with this one.

Complete the sentences with your own ideas.

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I have to do some research for a history project this weekend, but I know I have to be careful about what websites I use! When information comes from an official site, I always 1 trust (trust) it, but if I 2 … (see) it on social media, I usually 3 … (not use) it.

COMMON ERRORS You can go online if you will finish all your homework. You can go online if you finish your homework.

Finished? p.78

Workbook p.49

SPEAKING

Asking for and giving advice

1 Look at the picture. Who do you think is asking for advice? Who do you think is giving advice?

FOR REAL VIDEO

Complete the conversation with the Useful language. Then listen and check.

Can you help me, Tina?

Chris

Tina

Sure, Chris. What do you need?

Chris I can’t play this video. Can you 2 …

at it?

Tina OK. You 3 … click on the ‘play’ button.

Right there.

Chris

Oh! Thank you!

Tina You’re welcome. Do you need

anything else?

Chris Yes. I want to share this video with

my friend. 4 … how to send videos?

Tina I 5 … have to save the file first. Just 6 …

As d an s le es sa Pr r y fo it t rs no ve y ni p

clicking that icon.

Chris

Great! Thanks.

Listen to the conversation. Was your answer in Ex 1 correct? Why or why not?

Listen again and complete the sentences with Grandma, Jane or Andrew. 1

Grandma asks for advice about having an online

chat.

… gives advice for having an online chat.

… asks for help with an email.

… asks for advice on how to send a file.

… gives advice for sending a file.

have

how

should try

you

6 Role play with a partner. Ask for and

ss se

Select the correct words from the box to complete the Useful language. Listen and check.

give advice about how to do the things in the box.

You 2 … click on the icon. Can you 3 … a look at my email? Do you know 4 … to send a file?

p.134

I think you can send it with your email. Just 5 … clicking that button.

Can you help me?

How do I have an online chat? Sure! What do you need? How do I stream a film? Just try clicking on that icon.

Pronunciation

Can 1 you help me?

report a post stream a film

USEFUL LANGUAGE

buy music online

WRITING

An opinion essay

1 Look at the pictures and read the opinion essay. What is Amanda’s opinion about smartphones?

Is your phone bad for you? by Amanda Mayer

Some adults say that young people shouldn’t have smartphones.

I don’t think phones are bad for us. I can use my phone to chat with friends, make funny videos and share photos with my family. Also, phones are very useful. I often go online to find information or use a dictionary app to help me with my English homework. I sometimes use my phone to call my parents when I need them to drive me somewhere.

However, I think it’s true that we sometimes use phones too much. For example, we shouldn’t look at them when we are having dinner with our family or before we go to sleep.

In conclusion, phones are a useful and fun part of our lives. We just need to know when it’s time to turn them off.

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Read the opinion essay again. Select the correct answers. 1

People think / Amanda thinks that young people shouldn’t have phones.

Amanda thinks that phones are bad / useful.

Amanda uses / doesn’t use her phone for schoolwork.

She agrees / doesn’t agree that some teenagers use phones too much.

Listen to the Useful language. Match the phrases 1–5 with what they do A–E.

USEFUL LANGUAGE

We use this to …

I think / don’t think that … B

A give examples.

However,

give an opinion.

Also,

give a different opinion.

For example,

In conclusion,

D summarise our ideas and end the essay. E

add more ideas or opinions.

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5 Write your opinion essay.

4 Key Competencies

Use your notes from Ex 4.

AIRWORK Do you think it’s better to chat online or P face to face? Share your idea with your partner.

ake a list of the advantages of chatting online and M face to face.

Organise your essay into paragraphs.

Write notes to organise your essay.

Give your opinion on the topic.

Paragraph 3: A different opinion Paragraph 4: Conclusion

Paragraph 1: Introduction A lot of people: face-to-face Paragraph 2: Your opinion

Remember to:

Give some examples. Use the Useful language. Check your grammar and spelling.

Workbook p.51

CLIL

CLIL VIDEO

The power of social media

Social media is a big part of modern life. With a smartphone in our hands, we can share our ideas, our activities and our happiest moments with the whole world in seconds. We’re never more than a few clicks away from knowing what others are doing or what they think of our latest selfies.

We might think that being so connected to other people makes us happier. However, experts worry that spending too much time on social media can actually be bad for our mental health.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Watch the video. Read the phrases. Which of the effects of the internet are positive (+) and which are negative (-)? 1

online learning

communicating with people who are far away

cyberbullying

finding information easily

seeing only the best parts of other people’s lives

spending too much time looking at screens

Sustainable Development

GOAL 3 GOOD HEALTH AND WELL-BEING

2 PAIRWORK Look at the pictures. Which problem from the video do you think the article is about?

Read the article. Check your answer to Ex 2.

…:

to look for the differences between two or more things

…:

coloured products that you put on your face to change how you look

…:

photos that you take of yourself

…:

people who know a lot about something

…:

computer programs that change how a photo looks

Activity card: Innovation

5 Read the article again. Match 1–5 with A–E to make sentences.

We can share things

Using social media

with things that we see on social media.

People don’t usually share

quickly using social media.

People can change

D how they look in photos and videos.

We shouldn’t compare ourselves

A pictures of boring or unhappy times.

can make us more unhappy.

and feelings

mental health: how well someone feels in their thoughts

Are there any other ways to control our social media use? Share your ideas in groups.

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4 Match the blue words in the article with the correct definition.

It is very important for our mental health that we control how much we use social media. One way we can do this is by turning off our phones when we are spending time with friends or doing other activities.

When we post a photo or a video online, it is usually because we want to show the world that we’re having a good time. Nobody wants to share the boring moments or the times when they’re unhappy. But that doesn’t mean that those times don’t happen. It’s easy to forget this when you see somebody on social media laughing with all their friends or having an amazing time on hoilday. It can make you feel like other people have more interesting and exciting lives than you.

It’s also easy to control how we look online, using make-up and filters to change our faces and bodies. People often feel unhappy when they compare how they look with photos on social media – but remember that the photos are not always real!

So next time you find yourself thinking that other people are having more fun or worrying about how you look, try taking a break from social media. You might just need to remember that life isn’t always how it looks online.

U As d an s le es sa Pr r y fo it t rs no ve y ni p

6 GROUP WORK Do the survey.

Give a number 1–5 for each statement and then discuss it in small groups.

7 PAIRWORK Talk about how you use social media. How does it make you feel? I post photos of my life for my friends to see.

Social media survey

1. Social media is an important part of our lives.

2. It isn’t good to spend a lot of time on social media. 3. Filters are a good way to change how photos look.

4. Only good photos get a lot of likes on social media.

5. Social media helps us to talk to people in the community.

I do that, too. I like to use filters, but I don’t like filters that change how my body looks.

1 = I disagree!

5 = I agree!

DISCUSS

N M

IO AT

IATION

Research the problems with digital health. Think about the advice you can give to people about improving their digital health.

ME D

PLAN

step

Make a poster that clearly displays the dangers to our mental health that the internet brings. Your poster should include advice for people who want to avoid these dangers.

DIAT I

step

IATION

EXTEND

Make an advice poster about digital health.

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How much time do you spend online every day? Do you think you use it too much? Do you think you have good digital What DIATIO N can you do Ehealth? to make sure that you maintain good digital health? step

MINI PROJECT

step

Go to the LEARNING SITUATION

UNIT 6: FAST FINISHER 1 Complete the conversations. Give advice

using should or shouldn’t and a verb from the box. check

Ca 1

click

download report

I haven’t got my school timetable.

make the online activities words. 1

msleia

esmseag

pluaod

sotp

loodnwad

mrseta

Sally’s angry that I always post our photos on the internet.

3 Complete the messages with words

10.30

…

SASHA

Hi! What do you want to do today?

As d an s le es sa Pr r y fo it t rs no ve y ni p

My computer’s got a virus again!

…

Come to my house and we can 1 stream a film. We can invite Holly, too.

emails

from Ex 2.

You should check your email.

2 Put the letters in the correct order to

I don’t know how to play chess.

Great idea. I’ve sent Holly a 2 … , but she hasn’t replied.

…

Maybe she’s not online.

The blog post makes me really angry – it’s fake news!

But she used it to 3 … a photo to social media five minutes ago.

…

Oh yeah, and she’s just liked a 4 … . Maybe you should check your 5 … .

DIGITAL T OLKIT

Learning Situation: CLIL Project

4 Correct the errors. 1

We shouldn’t to use our phones in bed.

If I’m getting home early, I’m usually watching TV.

We should bring our projects tomorrow?

If it’s sunny tomorrow, I go for a run.

He must studies for this test.

You don’t must run by the swimming pool.

If I have too much work this afternoon, I’m not coming to the concert.

Unit 6 Worksheets

We shouldn’t use our phones in bed. Games

Videos

OK, well, come over to my house. We can try to call Holly later.

Digital Practice

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Interactive eBook

Nothing there either!

REVIEW 1 PAIRWORK Look at the pictures in Ex 2 and answer.

How do you think they know each other?

Which person needs help?

Which person is helping? How?

2 PAIRWORK Role play situation 1. Change

roles and role play situation 2.

4 PAIRWORK Role play a conversation with a different partner. Then swap roles and do the role play again.

Student A You’re interested in volunteering at Central Zoo. Think of four questions to ask about the zoo and the job. Then call to find out more. Student B

Student A: You’re making a presentation for school on your computer, but you don’t know how to ...

You work at the zoo. Answer Student A’s questions using your ideas from Ex 1.

1 Two friends at school

• add videos.

Hello, Central Zoo. How can I help you?

• change the size of the photos.

Hi, I’ve just seen a poster about volunteering. I’d like to find out more.

Ask your friend for help.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Student B: Help your friend.

5 PAIRWORK How do you feel talking about

2 Family at home

Student A: You’re making

a video call with a friend, but ...

helping animals? Select a number and explain your choice.

• your microphone isn’t working.

Self-assessment

• you’d like a different background. Ask your grandchild for help.

Student B: Help your grandparent. You know a lot about computers. Hi! Can you help me with ... ?

Sure. Just try ...

3 PAIRWORK Look at the ad for a volunteer

job. List the things you think the volunteer needs to do. Use the words in the box and your own ideas.

1 = I need more time to practise.

6 = I feel very confident doing this.

6 Choose one of these ways to become more

confident using English. Try it for two weeks! •

There are online encyclopaedias in simple English, especially for learners. The next time you need to look for information, try one!

•

Follow a wildlife organisation such as the WWF on social media.

•

Does your school have a website? Why not record and upload a tour of your school in English? It might be useful for parents and students from different countries.

•

Do you have a pet? Try speaking to your pet in English!

Your zoo needs you! Do you want to help protect endangered animals? Do you have free time at the weekend? Are you happy to get dirty and work outside, sometimes in bad weather?

If you’ve answered yes to all these questions, Central Zoo needs you! We’re looking for young volunteers to help us on Saturdays and Sundays, especially with our Endangered Animals Project. Central Zoo is home to many endangered monkeys and tigers.

Do you love wildlife?

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afternoon clean feed find out help look after morning protect put on turn on/off uniform visitors wash

Call us to find out more: 0113 496 7294. 79

UNIT

s s e n k Sic and h t l a e h

Unit aims Talking about parts of the body and health problems Using the present perfect to talk about experiences and using the present perfect with just, already and yet Understanding an interview and what makes a good interviewer Talking about accidents and sickness Writing an email to cancel plans with a friend Learning about the importance of sleep

Learning Situation Write a report about experiences.

Culture

U As d an s le es sa Pr r y fo it t rs no ve y ni p

1 Look at the picture of the girl. What is

she learning about? What different things can we do to keep our bodies healthy?

Watch the video and answer. 1

What happened to Jonas?

How did he feel when he went to the hospital?

What is his opinion about the nurses and doctors at the hospital?

Get on it!

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VOCABULARY

Parts of the body

Listen and select the words you hear.

Read the sentences. Match words from Ex 1 with the correct definition.

neck

finger head

arms

head fingers

arm

toe

stomach

ge U heart

fingers

ankle arms

brain back

toes

It’s inside your head, and you use it to think.

These are inside your mouth and you use them to eat food.

You have five of these at the end of each hand.

You use it to move your head.

You have two of these. They have hands at the end.

It’s inside your body, and it goes through your heart.

It’s inside your body. The food you eat goes through it.

Do the quiz.

As d an s le es sa Pr r y fo it t rs no ve y ni p

blood ankle

arm

You have ten of these at the end of your feet. toes

p.130

Ca teeth

Vocabulary Plus

Do you know your body?

Do our quiz to find out!

1 How many teeth do adults have? A 24

neck

blood toe

stomach

teeth

tooth

A 20

ankle

A a bout 5 litres

B about 8 litres

ore than m 8 litres

4 Which part of your face looks like it grows all your life?

fingers

A mouth

…

B teeth

nose

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3 2

B 22

3 How much blood is there in a human body?

Look at the picture. Write words from Ex 1. Then listen and check. 1

2 How many baby teeth do children have when they are three years old?

heart back

brain

B 32

5 What’s the average weight of a woman’s heart?

… …

B 2 30–280 grams

C 280–340 grams

6 What’s the average weight of a human brain? A 0.5 kg

8 5

…

2.6 kg

PAIRWORK Discuss your answers with a partner. Then listen and check.

B 1.3 kg

A 150–200 grams

… I think the correct answer is C because ... 6

… 7

…

I’m not sure. I think it’s B because ...

Finished? p.90

Workbook p.54

READING 1 Look at the title and pictures. Discuss the questions with a partner. 1

What does a stunt double do?

Is the job dangerous or safe? Why?

Read the interview and complete the sentences. Marianne has lived in … all her life.

When she was … , she was bought her first motorbike.

A job where you get hurt Imagine you go to work and the first thing you do is drive through a fire on a motorbike. Then, after lunch, you jump off a mountain on a bicycle. That’s a day in the life of Marianne Kirk, a Hollywood stunt double. She tells us about her work and experiences.

Stunt double:

She got a job as a stunt double when another person hurt her … .

She has been a stunt double for more than … years.

She has done stunts in at least … movies.

She has broken an arm and an … .

As d an s le es sa Pr r y fo it t rs no ve y ni p

3 PAIRWORK Do you agree or disagree with the online comments? Why?

I’d love to meet famous actors and travel around the world as a stunt double.

Chris

I feel sorry for the stunt doubles. They get hurt a lot. I couldn’t do that job.

Amy

It’s sad that everyone knows the famous actors, but no one knows the stunt doubles. They do all the hard work!

Lucy

I think it’s an amazing job. Every day is an adventure. You never get bored.

Bruno

I agree with Bruno. I think it’s a really exciting job. I disagree. In my opinion, it’s too dangerous.

opy and complete the table. Use the C comments in Ex 3 and your own ideas. Cons (-)

meet famous people 3

get hurt a lot

ould you like to be a stunt double when W you’re older? Consider the pros and cons when you answer. I’d like to be a stunt double because I’d love to meet famous actors.

Workbook p.58

How did you become a stunt double? After high school, I got a job as a mechanic in Hollywood. I took care of motorbikes for movies. One day, a stunt double had a car accident and hurt her neck. They needed someone to drive across the desert very fast on an all-terrain vehicle. I said I could do it. That’s how it began. How many movies have you been in? I have worked as a Hollywood stunt double for over 12 years. think I've been in 30 movies, maybe more. Some jobs are small, where I just do one or two stunts. But in action movies, I do a lot of stunts for famous actors. Is your work dangerous? Have you ever hurt yourself?

Stunt doubles get hurt all the time. Since I started, I have broken my left arm, two fingers and my ankle. But I have never hurt my back, so I’ve been lucky, too. I have been to the hospital many times. I even lost a tooth when I fell off a motorbike. It’s part of the job. What do you enjoy about being a stunt double?

The thing I enjoy the most is travelling to new places. We make movies all over the world. I have visited some amazing countries, like Japan and South Korea. I have worked in capital cities, like Hanoi and Paris. That’s the best part of working in movies.

Pros (+)

I got my first motorbike when I was 16, and I started entering competitions and doing stunts when I was 17. I won a lot of prizes, but I didn’t think I could work as a stunt double.

ROUP WORK What are the pros and cons G of being a stunt double?

Have you always been interested in stunts?

I was born in California and I still live here.

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4 Key Competencies

Where are you from?

GRAMMAR T 1

OLKIT

Listen to the conversation. Who says it? Write A (Anna), M (Maria) or B (Both). ‘I have been to Patagonia.’

‘I’ve been to Argentina.’ ‘I have never been skiing.’

‘I’ve taken a photo of some penguins.’

‘I’ve never seen penguins in the wild.’

‘I’ve eaten empanadas.’

p.121

Ca 3

I’ve never been there.

Have you ever been to Patagonia?

Grammar review

Present perfect for past experiences

he/she/it

I/you/we/they

We’ve been there a few times.

I’ve never visited Patagonia. I haven’t seen any whales.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Tom’s never eaten empanadas. My mum hasn’t seen penguins before.

Select the correct the words from the box to complete the sentences. after

ever

experience

COMMON ERRORS

Did you ever go to Bolivia?

Have you ever been to Bolivia?

never

When we use the present perfect, the experience is important, not the time when it happened.

To ask questions, we can use … to mean ‘at any time in your life’.

We can use … with an affirmative to mean ‘at no time in my life’.

The words ever and never usually come … have.

Penguins in Patagonia

Empanadas

Has Elle tried this dish before?

Have you ever been there?

My dad has been to Argentina.

Complete the sentences with the present perfect form of the verbs in brackets. Use contractions when you can. Then listen again and check.

We’ve been (we / be) there a few times.

… (I / take) a photo.

… (you / ever be) there?

… (I / never break) anything.

… (I / hear) the food in Patagonia is delicious.

… (I / always enjoy) it.

… (I / see) some penguins.

… (I / try) different dishes, and they’re all very good.

Put the words in the correct order to make questions. Then ask and answer with a partner.

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a tiger / ever / have / seen / you / ? you / have / a / ever / won / competition / ?

ever / played / you / cricket / have / ?

a / you / have / horse / ever / ridden / ?

sushi / you / have / eaten / ever / ?

Have you ever seen a tiger? 2

Have you ever seen a tiger? No, I haven’t. But I’ve seen a dolphin at the City Zoo.

Finished? p.90

Workbook p.55

83 37

LISTENING AND VOCABULARY 1

Health problems

Look and complete the phrases. Then listen and check. accident

ambulance

dentist

doctor

fever

headache hospital

medicine sick

stomachache

Ca call an ambulance

go to …

have a …

go to the …

have an …

have a …

feel …

take some …

Listen again. Select the correct answers.

Complete the conversations with the correct form of the verbs from Ex 1.

B go to hospital

B: If you 2 … sick, you should 3 … some

C call a doctor

medicine. Or do you want to … to the doctor? 4

B She doesn’t want to eat her breakfast.

B: I 5 … an accident on my motorbike and I

C She doesn’t want to do a maths test.

broke it. They had to 6 … an ambulance, and I 7 … to hospital.

Who called an ambulance when Diego fell down?

A people on the street B his brother

A: Are you OK? The exam starts in five

C his friend

B: No, I’m not. I … a terrible headache. 8

I don’t think I can do the exam.

B He’s hurt his leg.

C He’s hurt his ankle.

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B: I think you need to 9 … to the dentist.

Why is Aysha calling Mike?

A She needs help with her homework.

A: Yesterday, I 10 … a really bad stomachache.

B She needs some medicine for her headache.

B: I told you not to eat all those crisps and 6

What is Aysha going to do when she finishes her chemistry homework? A go to bed C watch a film

PAIRWORK Ask and answer. 1

Have you ever had a fever?

Have you ever felt sick before an exam?

Have you ever studied late at night for an exam?

Have you ever had a fever? 84

Finished? p.90

Workbook p.56

Yes, I have. It was 39 degrees.

B go to the doctor

Listen and number the pictures.

C She wants some advice about their exams.

biscuits!

What’s wrong with Diego?

A He’s broken his leg.

A: My tooth hurts a lot.

What’s wrong with Sara?

A She is very sick.

A: What’s wrong with your leg?

What does Sara’s mum say they must do?

A stay at home

A: I feel so hot. I think I 1 have a fever.

minutes.

have a …

As d an s le es sa Pr r y fo it t rs no ve y ni p

go to the …

GRAMMAR T 1

OLKIT

What do you think has happened?

Who is the girl phoning?

Have you called the police yet?

- to say something hasn’t happened but we think it will happen soon

She hasn’t called an ambulance yet.

to say something happened sooner than expected

I’ve already spoken to them.

yet

already

p.122

? to ask if something that we expect to happen has happened

Something terrible has just happened.

to say something happened very recently

Grammar review

PAIRWORK Look at the picture and discuss the questions. Then listen to the phone conversation and check.

just

Listen again. Select the correct words from the box to complete the conversation.

Present perfect with just, already and yet

just

As d an s le es sa Pr r y fo it t rs no ve y ni p

already

yet

Paula Dad! Something terrible has 1 …

happened. I’ve 2 … had an accident.

Dad

Are you OK, Paula?

Paula I’m fine. Dad

Have you called the police 3 … ?

Paula Yes, I’ve 4 … spoken to them. Dad

Has Aunt Melissa called an ambulance?

Paula No. She hasn’t called an ambulance 5 … .

3 4

Read Aunt Melissa and Paula’s messages. Select the correct answers.

PAIRWORK Look at Theo’s to-do list. Ask and answer questions. Use already, just and yet.

MESSAGES

AUNT MELISSA

Paula, I have to stay in hospital for 24 hours. Can you feed my cat and bring me my tablet, please? Have you arrived 1 yet / just?

Of course.

I’ve 2 just / already arrived. About five minutes ago. I haven’t seen the cat 3 already / yet.

Have you put cat food in a bowl?

I’ve 6 just / yet spoken to the doctor. She said I can come home tonight.

That’s great news. See you later.

No, he hasn’t cleaned his room yet.

I haven’t found that 5 yet / already.

Has he cleaned his room yet?

Perfect! And my tablet?

Theo, Please can you do these things before I get home? • clean your room ✗ • finish your homework ✓ 2 minutes ago • take the dog for a walk ✓ • do the dishes ✗ Love, Mum

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Yes. I’ve 4 yet / already done that.

COMMON ERRORS I just have called an ambulance. I have just called an ambulance.

Finished? p.90

Workbook p.57

SPEAKING

Talking about health

1 PAIRWORK Look at the pictures and discuss what is happening in each one. A

Ca In picture B, a girl has fallen off her bike.

Listen to two conversations. Match each one with a picture in Ex 1.

Listen again. Answer the questions.

A: … happened?

What were Alexia and Luis doing when she got hurt?

How is Luis helping Alexia?

A: I think we need to … .

Which part of Ely’s body hurts?

B: Thank you! Please hurry, it hurts.

What does Ely’s mum want to give him?

What is Ely’s mum going to do?

B: … .

feel

have hurt

hurts

matter

A: … OK?

B: No, I don’t feel … . I think I’m sick.

Copy and complete the Useful language with the words in the box. Then listen and check.

What’s the 1 … ?

A: … matter?

B: My … hurts and I think … a fever. A: Let’s get you some medicine.

You need to … today.

rest

6 Key Competencies

I think we need to 4 … the doctor.

Mark What’s the matter with your eye?

Are you feeling OK?

Leo

I don’t want to talk about it.

Come on, tell me what happened.

OK, let’s talk about the football match.

C Sure. But if you need help, remember

I’m your friend. 3

ow do we know that someone H doesn’t feel comfortable talking about something if they don’t tell us directly?

You need to 7 … / lie down.

hat do you think Mark should say? W Select the best answers.

I (don’t) think you 6 … a fever.

I don’t … too good / very well.

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Where does it 3 … ?

ead the conversation. Why do you R think Leo doesn’t want to answer Mark’s question?

My leg/stomach 2 … .

p.134

A: What’s the matter? B: My … hurts.

USEFUL LANGUAGE

Pronunciation

call

with the Useful language and your own ideas. Then role play with your partner.

What’s the matter with Alexia?

Her leg hurts.

5 PAIRWORK Complete the conversations

As d an s le es sa Pr r y fo it t rs no ve y ni p

Yes, I think she has hurt her leg.

WRITING

An email to a friend

1 Look at the pictures and read the email quickly. Select the correct subject of the email.

Listen to the Useful language. Then select the correct phrases to complete the email in Ex 1.

A Need help with my homework

Can’t come to your party

Going to the doctor next week

To:

From: Helena Laura

Hi, Laura,

Subject:

How are you? Thanks for the messages and the funny videos. Unfortunately, I have some 1 bad news .

I have a terrible stomachache and went to the doctor yesterday. She gave me some medicine and said 4 … stay at home for a few more days.

Please … send me the maths homework and a photo of the lesson notes? I hate being sick. 5

… , I’m really sorry that I can’t see you on Saturday.

… you have a fantastic day. When I feel better, 8 … go to the cinema together. Let me know when you’re free.

See you soon, Helena

Cancelling plans Unfortunately, I have some bad news.

When I feel better, perhaps we could …

I was so excited about it, but …

Please can you send me the homework / lesson notes?

I’m very sorry, but I can't come to …

I hope you have a fantastic day / great party / good time.

The doctor said I should stay at home / rest for a few (more) days.

Anyway, I’m (really) sorry that …

3 Read the email again. Select the correct

As d an s le es sa Pr r y fo it t rs no ve y ni p

I’m 2 … , but I can’t come to your birthday party on Saturday. I was 3 … about it, but I’m not well and haven’t been to school this week.

USEFUL LANGUAGE

answers. 1

Laura sent Helena funny videos / photos.

Laura’s party is on Saturday / Sunday.

Helena has missed school because of a headache / stomachache.

The doctor told Helena to stay in hospital / stay at home for a few days.

Helena asks Laura for the maths book / lesson notes.

Helena suggests they go to the cinema / a restaurant when she feels better.

4 Imagine you have to cancel plans with a friend because you are sick. First, write notes for your email.

What were your plans? (e.g. hiking, camping, going to a concert)

•

What’s the matter with you?

•

How long have you been sick?

•

What does the doctor say?

•

Do you need anything from your friend?

•

What can you both do together when you feel better?

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•

5 Now write your email. Use your notes from Ex4 to help you.

Remember to: Write a greeting and an ending. Say you are sorry. Explain why you have to cancel your plans. Offer to do something together when you feel better. Use the Useful language. Workbook p.59

CULTURE

Sleep and dreams

CULTURE VIDEO

Home | News | Tech | Culture | Sport

Why do we dream? br

People have been interested in the world of dreams for the whole of human history. There have been many different theories about why we dream, but

very little is certain.

We know that dreams usually occur during REM (rapid eye movement) sleep. This is one of the deepest phases of sleep, but the brain is very active. We don’t know where in the brain they occur, but some people think that our

As d an s le es sa Pr r y fo it t rs no ve y ni p

face difficult situations.

dreams help us to organise our thoughts, process trauma and prepare us to

Dreams are often very personal and involve people we love and people from our past. But it seems that some dreams are quite universal. For example,

people often dream that they are flying or falling from a great height. It is also

common to dream that our teeth are falling out or that someone is chasing us. In Egypt, Mesopotamia and other cultures of the ancient Middle East, people believed that gods visited them in their dreams and told them what to do. While in Native American and Australian societies, people believed that

their ancestors came to them in their dreams. On the other hand, many

cultures have understood nightmares as visions that demons send to them.

Watch the video. Discuss the questions with a partner. 1

What are three important things to stay healthy? Why?

How is sleep different at different ages?

How can sleep help people to enjoy life better?

Sustainable Development

GOAL 3 GOOD HEALTH AND WELL-BEING Sleep is very important to our health. It helps us to grow and keeps our heart and immune system strong. When we don’t sleep well, we find it harder to pay attention and we can have problems with our memory.

Do you think you get enough sleep? Why / Why not? What advice would you give to someone who can’t go to sleep at night?

My parents don’t let me sleep with my phone in my room.

Activity card: Knowledge

Read the article quickly to see if any of your ideas are mentioned.

5 Match the blue words in the article with the correct definition.

things that we see in our mind

visions

bad or frightening dreams

people from our family who were alive a long time before us

a person who studies the human mind

following very quickly

a feeling of great stress or fear caused by a past experience

something that makes someone want to create something new

3 PAIRWORK Look at the title of the article and give some answers to the question.

In my family, we watch TV before we go to bed. We go to bed late, like 11 pm.

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2 GROUP WORK What are your sleep habits?

7 In the 20th century, the psychoanalyst Sigmund Freud thought dreams were a very important way of understanding the mind. He believed that dreams were the time when our mind showed us our hidden thoughts and

feelings. These ideas were a great inspiration for the Surrealist artists, like Salvador Dali

and Rene Magritte. These artists made many

famous works of art about dreams.

What do you most often dream about and

what do you think it means? Let us know in the comments below.

8 Key Competencies

As d an s le es sa Pr r y fo it t rs no ve y ni p

6 Read the article again. Are the sentences T (true) or F (false)? Dreams come from a part of the brain called the REM. F

When we dream, our brain is very active.

Select the sleep habits that you think are healthy.

Many people dream about problems with their teeth.

Some cultures believed that they got instructions in their dreams.

The Surrealists didn’t agree with Freud’s ideas.

7 Write a comment answering the

questions at the end of the article.

Most adults need about eight hours of sleep a night.

You shouldn’t go to sleep soon after eating a big meal.

We can sleep better at night if we also have a nap in the evening.

We sleep better if we go to sleep and wake up at the same time every day.

I f you’re still awake after 20 minutes, you should stay in bed until you fall asleep.

We shouldn’t look at TV or computer screens an hour before bed.

Physical exercise before bed helps us to sleep better.

ind information online about the habits above. F Share what you know with your group.

DISCUSS

N M

IO AT

IATION

ME D

step

Present the findings of your survey to the class presenting any common features of your classmates’ dreams and what they might mean.

DIAT I

step

IATION

EXTEND

Write a report about experiences.

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Go to the LEARNING SITUATION

Do you often remember your dreams? Do you ever have nightmares or are your dreams usually good? Do TIOhave youIA ever N the same ED dream more than once? What are the most common themes in step your dreams? PLAN

MINI PROJECT

step

Use the results of your conversation to make a survey for your classmates about their dream habits. Carry out your survey with other members of the class. Carry out some research into the possible meanings of your classmates’ dreams. 89

UNIT 7: FAST FINISHER 1

Select the word that does not belong. accident | blood | brain | heart

hospital | doctor | ambulance | finger

head | dentist | neck | brain

tooth | stomachache | fever | headache

toe | ankle | arm | medicine

ambulance | accident | back | hospital

go to the dentist | have a fever | feel sick | take some medicine

doctor | hospital | ambulance | dentist

2 Complete the acrostic and find the mystery word. 1

As d an s le es sa Pr r y fo it t rs no ve y ni p 3

7 8

If you break a leg, you need to go to the … .

If you are sick, you often have to take some … to get better.

You need this part of your body to think.

It’s inside your mouth.

It’s red and it’s inside your body.

If your head hurts, you have a … .

You have ten of them, and you need them to play the piano.

When you are not well, you feel … .

When your tooth hurts, you go to the … .

3 Correct the errors. Have you had ever an accident?

Have you ever had an accident? 3

We haven’t yet seen this film.

I have washed the dishes already.

Have you did your homework yet?

Has she tell you the news?

You haven’t play this game.

I have sent you an email just.

Videos

Games

Digital Practice

Learning Situation: Culture Project

Unit 7 Worksheets

He never has been to Mexico.

Interactive eBook

DIGITAL T OLKIT

ss se

1 Look at the picture of Lucy Dunbar working. What is her job? A nurse B

business person

m U ow long have you been a makeup H artist?

How many films have you worked on?

Lucy I haven’t counted them. About 11,

I think.

Sam

Do you usually work alone?

Lucy No, there’s always a team. Kyle

ello, Lucy, I’m Kyle from the H Working World blog. Would you mind answering a few questions?

Lucy Of course not.

ow did you become a makeup H artist?

How long have you been a makeup artist?

What kind of films do you most enjoy working on?

Do you usually work alone?

How did you become a makeup artist?

How many films have you worked on?

5 PAIRWORK A good interview includes a

hat kind of films do you most enjoy W working on?

Lucy Horror films, definitely.

Why’s that?

Lucy It’s great fun turning people into

scary monsters.

mix of open and closed questions. Why do you think this is? Open questions help you to understand the other person better. And closed questions are useful for dates.

6 PAIRWORK Interview a partner about one

of the topics in the box. Use a mix of open and closed questions. An accident they had A sport they play A job they’d like to do

When did the accident happen?

On Tuesday morning.

How did you get help?

I tried to call my dad, but his phone was off. Then a girl who saw the accident called an ambulance.

MEDIATION TIPS

then volunteered at our local theatre. One day, one of the actors told me about a job on a film he was making. I applied and got the job.

Kyle

Which interviewer asks Lucy the questions below? Listen and check.

Lucy Well, I did a course in makeup and

Kyle

A closed / An open question asks you to explain or describe something or tell a story.

Kyle

ss se

A closed / An open question asks you for a Yes/No answer or a date, number or name.

As d an s le es sa Pr r y fo it t rs no ve y ni p

i, Lucy, I’m Sam from Top Jobs H magazine. Can I ask you a few questions?

Lucy Seven years. Sam

Lucy Sure, go ahead. Sam

questions and select the correct answers.

D tour guide

Ca Sam

3 Read the sentences about interview

makeup artist

2 Read the beginning of two interviews with Lucy. Which interviewer gets more interesting answers from her? How does the interviewer do this? 1

Being a good interviewer

MEDIATION

When you don’t understand a question in English Unexpected questions can be tricky. Don’t panic! You do not have to respond immediately. Take your time and use expressions to show you are thinking: Let me think about it ... , Just a moment ... , What do you mean?

UNIT

Talking about jobs, personal goals and people we admire Using the present perfect with for, since, already, just, yet, ever and never Understanding an article and an interview Interviewing someone Writing a formal letter of application Learning about industrial revolutions and the Laws of Motion Learning Situation Create a Science Inspiration wall for your classroom with photos of famous scientists and their inventions.

Grammar Gym

g n i k r Wo s e o r he

Unit aims

Grammar on the go

For Real

CLIL

U As d an s le es sa Pr r y fo it t rs no ve y ni p

1 Look at the picture of the boy.

What job is he doing? What job would you like to do in the future?

Watch the video and answer. 1

Which jobs has Danny thought about doing?

Who has he asked for advice?

Do you think their advice was helpful? Why or why not?

Get on it!

ss se

VOCABULARY 1

Jobs

Match the words in the box with the pictures. Then listen and check. Vocabulary Plus

business person dancer engineer mechanic nurse painter photographer pilot police officer receptionist singer tour guide 2

p.131

dancer

ge U As d an s le es sa Pr r y fo it t rs no ve y ni p

Write a sentence in your notebook about each person. Use the ideas in the box or your own ideas. helps ...

is brave/friendly/creative, etc. wears … works in the same / a different place every day works inside/outside works with people/computers, etc.

business person: This person works with computers and earns a lot of money.

photographer

receptionist

mechanic

police officer

All three people have to …

None of the three people works/knows/ wears/uses …

All three people use a computer in their job. 2

hich of the three jobs do you think W is the hardest? Why?

hich would you like to do when W you’re older?

1 nurse (most useful) 2 engineer

PAIRWORK Share your lists from Ex 4. Can you agree on a final list?

All three people work/know/wear/use …

PAIRWORK Choose three jobs from Ex 1. What do the people all have in common? Complete the sentences with your own ideas.

Imagine you’re going to live on a desert island for a year. Who are the six most useful people to take with you? Put them in order (1–6).

ss se

3 Key Competencies

I want to take a photographer. They can take pictures of what happens every day. But there isn’t electricity to charge their camera.

Finished? p.102

Workbook p.62

READING 1 Look at the pictures. What do you think

these people are like? What do you think they do? Share your ideas with a partner. Jack

Felix 2

I want my neighbour, Martha, to win. I’ve known her for six years, since my family moved to this street. Martha is retired, so she doesn’t have a job any more. Now she volunteers at the local community centre, where she makes meals for people who need her support. But that isn’t the only reason I think she should win. Martha is also a tour guide at our local history museum and last month she saved nine people from a fire! While she was giving a tour, a fire started. Martha quickly helped her group to leave. She then went back into the museum and rescued a painting. She’s my hero!

When I was at school, I drew graffiti on the walls of buildings in the town centre. While other people my age were doing their homework or playing sport, I was hanging out at the shopping centre with my friends. Why? I was bored and there was nothing for teenagers like me to do. But Jack changed that.

Our search for a hero ge

Who’s your hero? Is it a famous singer or actor? Maybe it’s a football player or a pilot. Not all heroes are famous and that’s why we want to know about a hero in your local community. Tell us about them, and you and your hero could win a holiday!

My cousin Felix is my hero. He’s only 13, but he’s looked after his mum ever since she had a bad accident last year. His mum needs a lot of help, and Felix is always there for her.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Martha

I think he should win because he never complains. He isn’t a nurse, but he’s as kind as one. He helps with the cooking and cleaning at home. Then, when he’s at school, he’s the best student. He’s talented and wants to study photography when he leaves school. He’s wanted to be a famous photographer for years.

Jack works as a police officer in our town. He also runs a youth club on Fridays where you can play table tennis or video games, or just hang out. You can always talk to Jack or the club staff about your problems. Jack gives great advice. Everyone knows and trusts him. My life changed because of him.

Felix isn’t perfect (not all heroes are), but he asks for help when he needs it. I think that makes him a real hero.

Read the article. Write Felix, Jack or Martha.

… wants to give teenagers a better life.

… has plans for the future.

… is interested in history.

… is the youngest hero and the oldest is … .

… helps young people every week.

words in the article.

Natasha 15 years old

Fred 70 years old

My teacher gave me a lot of … when my cat died.

• Organises people to pick • Drives people to the up rubbish on her street hospital for free

The bridge is covered in … . Look at all the paintings and writing on it!

Laura always … about the food in the cafeteria. But it isn’t that bad.

‘Natasha’s amazing! I enjoy picking up rubbish with her. Our neighbourhood looks better now.’

The … is a great place for people in the village to meet and play sport or take classes.

It’s an amazing … . There are some great activities for teenagers.

Workbook p.66

‘Fred drives me to hospital every month. I don’t have a car, and there aren’t any buses.’

I think Natasha should win. I hate seeing rubbish on my street. 2

rite notes about a hero in your W country or community. Then present your hero to the class.

AIRWORK Read about two local P heroes. Talk about who you think should win the award.

3 Complete the sentences with the blue

ss se

4 Key Competencies

GRAMMAR T 1

OLKIT

Read the messages and answer the questions. How long has Bea been at the café?

How long has the Park Café been there?

late. Where are you?

GRAMMAR GYM

luna B ut I’ve been here since 10 o’clock!

I’m inside on the pink sofa. How long have you been outside for?

I’ve been here since 10 o’clock. It’s been here since we were small.

bea 2 0 minutes. Wait ... did you say a pink

It’s been there for years. How long have you been outside for?

how long something continues

sofa? Are you in the right place? It’s the new café next to the bookshop. It’s only been there for a few months.

luna N ew? This place isn’t new. It’s been

here since we were small. Wait ... next to the bookshop? This one is near the park.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Copy and complete the table with the phrases in the box.

bea I think you’re at the Park Café.

It’s been there for years. I can meet you there in ten minutes.

a long time I left school six months two hours yesterday 8 o’clock 20 years

for

luna Sorry!

since

two hours

p.122

m 2

bea I ’m outside the café and you’re

VIDEO

between a point in the past and now

Grammar review

Why is Luna late?

for

MESSAGES

BEA

since

Present perfect with for and since

COMMON ERRORS

I’ve been in Madrid since two months.

I’ve been in Madrid for two months.

Match 1–6 with A–F to make sentences. 1

James has worked as a receptionist

A since they were three years old.

I’ve been on holiday

since he left school. He hasn’t been there very long.

Nina hasn’t eaten

for 65 million years.

The chicken has been in the oven

D for two hours. I think it’s ready.

Martin has known Thomas

since yesterday. She’s very hungry.

Dinosaurs haven’t been around

for a week. I fly home tomorrow.

We … (play) basketball … we were at school.

Max … (not speak) to Eva … three months.

She … (have) a stomachache … two o’clock.

How long … they … (live) in Birmingham … ?

It … (not rain) … last week.

You … (not drink) anything … a long time. Here’s some water.

I ’ve been (be) a business person for nearly ten years.

ss se

Complete the sentences with for or since and the present perfect form of the verbs in brackets.

PAIRWORK Write questions with the present perfect. Use the words in the box or your own ideas. Ask and answer. know learn

live

play try

How long have you known Carlos for?

I’ve known Carlos since primary school.

Finished? p.102

Workbook p.63

37 95

LISTENING AND VOCABULARY 1

Personal goals

Match the phrases with the pictures. Then listen and check. earn money

go to university

help others

pass an exam take an exam 3

win a prize

travel the world

As d an s le es sa Pr r y fo it t rs no ve y ni p

university

Some things have different names in British and American English, e.g.

college

Complete the text with the correct form of the words from Ex 1.

I haven’t decided if I want to 1 … when I’m older. My parents think I should

go so I can get a good job and start earning my own 2 … . I understand that,

but I don’t like 3 … exams, and I would like to 4 … . I want to see the Amazon rainforest and visit lots of different cities. I like writing, too, and I have just

… in a short-story competition. But I don’t know if I want to be a writer. I

love 6 … , so maybe I can be a nurse or a police officer. Well, I suppose I need to 7 … my exams first. I’m still young, so there’s plenty of time to decide.

Listen to the interview. Where does Finley work?

Listen again and answer the questions. What type of boat has Finley never worked on?

What do people on Finley’s boat want to do on holiday?

What can people do on the beach?

The captain and four other people live on the boat. What are their jobs?

How long has Finley worked on the boat?

What reasons does Finley give for liking his job?

Would you like to work on a boat? Why or why not?

What job would you do on the boat?

Finished? p.102

Workbook p.64

I would like to work on a boat because I love the sea.

GROUP WORK Discuss the questions.

ss se

GRAMMAR T 1

OLKIT

Present perfect review

already

ever

for

just

never

since

Grammar review

Complete Katie’s email with the words in the box. yet

p.121–122

Hi, Uncle Bob,

I’ve decided to spend a year before college travelling the world with my friend, Florence. I’ve wanted

to see the Great Wall of China 1 … I studied it in school. So, we’ve 2 … bought plane tickets to Beijing.

We bought them ten minutes ago and we’re very excited! We haven’t chosen a hotel 3 … , but Florence has 4 … researched how to use the metro. She has

dreamed about swimming with dolphins 5 … years,

As d an s le es sa Pr r y fo it t rs no ve y ni p

so from China we’re going to Thailand. I’ve 6 … been there, but Florence has. I hope there are lots of dolphins! Have you 7 … travelled to Asia?

Katie

Listen to Uncle Bob’s answer. Are the sentences T (true), F (false) or DS (doesn’t say)?

GRAMMAR ON THE GO VIDEO

ever

Have you ever been to Italy?

Uncle Bob went to China when he was Katie’s age.

He thinks Spain is a good place to visit.

never

I’ve never stayed in Paris.

Uncle Bob and his wife went to Italy last summer.

already

We’ve already bought our plane tickets.

The dining room is a different colour now.

Aunt Maria hasn’t done anything outside.

just

I’ve just got back from my holiday.

yet

Have you found your hotel yet? They haven’t swum in the sea yet.

He’s been on holiday for a week. How long have you been here for?

since

We’ve been here since last night.

Match 1–7 with A–G. Then complete the questions and answers.

Do you want to go to Montevideo?

Have you … met an actor?

Have you ever travelled to Portugal?

Can you clean your room, please?

Have you ever eaten haggis?

Have you said sorry … ?

How long have you had that coat?

ss se

for

A Yes, I have. I spoke to one last year. B

No, I haven’t. I’ve … eaten meat.

Yes! I’ve wanted to go there … I was young.

… three years. It’s my favourite!

Yes, I have. We’re friends again.

D Yes, I’ve … got back from Lisbon.

He’s been a dancer for eight years.

He’s a dancer for eight years.

COMMON ERRORS

G I’ve … done it. I did it this morning.

Write five sentences about things you have or haven’t done. Then tell a partner. Use the words from Ex 1. I’ve never eaten spinach.

Finished? p.102

Workbook p.65

SPEAKING

Interviewing someone

FOR REAL VIDEO

1 Imagine you are meeting your hero

for the first time. What do you want to know? Make a list of questions.

• How long have you been an actor for? • What’s your favourite film? Listen to the interview. Which sentences are correct?

A It’s an interview between two young people.

It’s an interview at work.

The speakers use full forms (I am).

D The speakers use contractions (I’m).

There are informal expressions.

As d an s le es sa Pr r y fo it t rs no ve y ni p

3 Look at your answers in Ex 2. Is the interview formal or informal?

Copy and complete the Useful language with the words from the box. Listen and check. about

all

ask of

tell

thing

USEFUL LANGUAGE Can I 1 … you a few questions? First 2 … all, …

Please tell 3 … about …

6 Who is your hero? What would you like to

ask them? Copy the table and write notes. Then role play an interview with a partner. Use the Useful language.

So, 4 … me (how you relax). What 5 … (food)? One more 6 … , …

That’s 7 … , thank you.

p.134

Question 2:

A Oliver explains why he wants to ask

questions.

Carron says what she does before a competition.

Oliver asks a question about when Carron started to swim.

D Oliver and Carron meet for the first time. E

Oliver asks a question about food.

Carron talks about going to university.

Question 3:

Hi, Simon! Nice to meet you. Can I ask you a few questions? Of course! First of all, how did you learn to be a ballet dancer?

Pronunciation

Question 1:

Listen to the interview again. Put the sentences in the correct order.

Why are they your hero?

ss se

Who?

WRITING

1 Look at the ad. Would you like to do this course? Why or why not?

WANTED

YOUNG PHOTOGRAPHERS!

Are you good at taking photos?

A formal letter of application

Would you like to learn more from our expert photographer?

Then write to Mr Jones here at Love Photography.

Tell us why you love photography and what experience you have.

The course is for ten days over the school summer holidays, but we haven’t decided on the dates yet. Please tell us when you are available. Good luck!

3 Read the letter again. Answer the questions. 1

Where did Izzy see the ad?

What has she taken pictures of?

What is she good at?

Do you think Mr Jones is going to give Izzy a place on the course? Why or why not?

4 Imagine you want to take part in one of the courses below. Write notes for a formal letter of application. English-language course in New York City! Stay with an American family.

Learn to sing opera with a famous opera singer! One weekend in London

As d an s le es sa Pr r y fo it t rs no ve y ni p

Future mechanics wanted!

You can learn how to do simple car repairs in a day.

Remember to:

Give all the information the ad asks for. Add extra information.

Show you are interested/confident. Use the Useful language.

Check grammar and spelling.

6 Key Competencies 1

I am writing to 1 … for (the photography course).

You could use more expressions from the Useful language.

I would like to take 2 … in this (course) because … I look 3 … to hearing from you. 4

… thanks.

USEFUL LANGUAGE

AIRWORK Read your partner’s P letter. Make suggestions for how they can make it better. Use the tips in Ex 5.

Read Izzy’s letter of application. Copy and complete the Useful language with the phrases she uses. Listen and check.

your letter.

5 Use your notes from Ex 4 to write

ss se

Dear Mr Jones, I am writing to apply for the photography course advertised on the Love Photography website. I would like to take part in this course because I want to be a professional photographer in the future. I have been in my school photography club for three years, and I have just won a prize for the best photograph in a local competition. I like taking photos of animals and nature, but I would like to learn how to take pictures of people, too. I think the photography course is perfect for me because I have a talent for photography and drawing. I work well with other people, and I like to learn. I am available during the school summer holidays. I look forward to hearing from you. Many thanks, Izzy South

Who are you writing to? (invent a name) What are you applying for? Where did you see the ad? Why do you want to take part? What experience do you have? What are you like? End the letter.

se your partner’s suggestions to U write a second draft of your letter.

Workbook p.67

Newton’s Laws of Motion

a The law of force = mass × acceleration [F = ma] b The law of action and reaction c The law of inertia

CLIL

An object in motion continues to move in the same direction and speed. It only Physics and History

Newton’s Laws of Motion Isaac Newton1 and the Industrial Revolution 2

CLIL stops if a force acts on it. For example, when youVIDEO kick a ball it flies through the air. But it stops or changes direction if some type of force acts on it! This includes resistance or friction from the air and gravity. 1stGravity Law pulls the ball down and the air resistance An object in motion continues to move in the same direction and speed. It slows it down. An object in motion continues to move in the same direction and speed. It only only stops if a force acts on it. For example, when you throw a ball, it flies stops if a force acts on it. For example, when you kick a ball it flies through the through the air. But it stops or changes direction if some type of force air. But it stops or on changes acts it. This direction includes if some type of force acts on it! This includes resistance orresistance friction from the from the air and gravity. pullsGravity the air Gravity and gravity. ball down and the air resistance pulls the ball down slows it down. and resistance slows The greater the mass of an object, the more force it takes to accelerate the object. the ball down. There is an equation that says force = mass × acceleration or F = ma. This also means Isaac Newton was born in the 17th that the harder you hit a ball the century and was a very important 2nd Law figure in the development of classical farther it goes. The greater the mass mechanics. His theories and discoveries of an object, the were important for many of the more force it takes to the more force it takes to accelerate the object. inventions of the industrial revolution. The greater the mass of an object, accelerate the object. Newton developed important theories There is an equation that says force = mass × acceleration or F = ma. This also means There about gravity and light, but perhaps histhat the harder youishitana equation ball the that most important work was his three lawsfarther it goes. says force = mass x acceleration or F = ma. This means that when you hit a ball harder, of motion. it goes faster.

As d an s le es sa Pr r y fo it t rs no ve y ni p

To every action there is always an equal and opposite reaction. 1 and equal force by the other there is force by one side, there is an 2 Industrial GROUP WORK Look at the pictures in the 1 What do you know about the side. This causes each side 4 Revolution? When was it? to Where? What in opposite article. What do you think the three laws 3 happened? Make some notes. of motion are? How do you think they are directions.

connected to the Industrial Revolution? 3 Watch the video and check your To every action there is always an equal and opposite reaction. 1 notes 1.by one side, there to check your answers 5is an 2 Read the article and equal force by the other thereinis Ex force to Ex 4. side. This causes each side 3 Watch the video again and select the 3 in opposite to correct answers. 6 Match the blue words in the article with the directions. correct definition.

The first factory workers …

1 the things we with make the for the first time A enjoyed good 5 working b Lookconditions. at the third law and complete gaps words in the box. 2 make something move faster B worked very hard for little money. C

move

opposite

didn’t know how to use machines.

when

worked in factories in small towns.

C3061_PH1_249_261_SB2_CLIL.indd moveto260 opposite travelled long distances work.

when

The problem with coal was …

finding or learning things we did not know

it was the energy for the new factories.

it came from mines in northern England.

C3061_PH1_249_261_SB2_CLIL.indd The Industrial Revolution was 260 important because it …

motion do they each illustrate?

A When I swim, my hands and feet move the

water. The water moves backwards and my body moves forwards.

I kick a ball and it rolls along the ground, but after a few seconds, it stops rolling because of the friction from the ground.

I have two boxes. One has a lot of things in it and is very heavy. The other is empty and is very light. When I push the light one, it moves easily. I have to push the heavy one much harder to move it at the same speed.

A improved working conditions in factories. B

created big cities with new houses.

C made a big difference to society in many

countries.

100

7 Look at the three situations. Which law of

A it was260 dirtytwo and difficult transport. hundred andtosixty

the force that pulls us down to the ground

5b Look at the third law and complete the gaps with the words in the box. about before

A lived and worked in the country. B

a force that makes something move more slowly

ss se

Before the Industrial Revolution, most British people …260 two hundred and sixty

To every action there is always an equal and opposite reaction. 1 and equal force by the other there is force by one side, there is an 2 side. This causes each side in opposite to 3 3rd Law directions.

Every action always has an equal and opposite reaction. When there is force from thing A on thing B, there is an opposite and equal force from B on A. In some cases, this will cause A and B to move in opposite directions. So, when you push on the wall, the wall pushes back on you!

the text and then copy the timeline. opposite 8 Readwhen Add the main developments to the timeline for the four Industrial Revolutions.

Science and revolution

GOAL 9 INDUSTRY, INNOVATION AND

The world has experienced four Industrial Revolutions between the 18th century and now. Firstly, production became faster with machines and steam engines changed the way we transported goods. Next, in the late 1800s, the discovery of electricity, gas and oil 6 Read the text then put the four Industrial Revolutions (a–d) helped people develop a new type of engine, in the table in the correctto position on the timeline. and cars and planes soon arrived. the 20th Our modern world changed four times from 1765 until today.In Firstly, production became faster with machines, and steam engines changed the way we transported century, electronics and nuclear power arrived, goods. Next, in 1870, the discovery of electricity, gas and oil helped people to develop a newmodern type of engine.computers Production got bigger and cars and planes soonfourth arrived. After and appeared. The another hundred years, electronics and nuclear power arrived. Finally, the Internet Industrial Revolution around the start of and digital technology grew quickly. started Cleaner energies arrived such as solar and wind energy. this century and it continues today.

INFRASTRUCTURE

As d an s le es sa Pr r y fo it t rs no ve y ni p 5

1850

FIRST ___

1950

SECOND ___

a Electronics, computers and nuclear power.

1900

b Mechanical production, railroads and steam power.

SUSTAINABILITY

9 GROUP WORK What are the main

FOURTH ___

I think smartphones are an important development in the fourth Industrial Revolution. The smartphone was invented in 1992.

d Electrical power, mass production.

DISCUSS

1765-1840

21st century

IO AT

ME D

04/12/23 15:02

step

Choose one scientific discovery from human history and do some research about it. Find out how this discovery affected human history.

C3061_PH1_249_261_SB2_CLIL.indd 261

two hundred and sixty-one 261

PLAN

Present your discovery to the class. Listen to your classmates’ presentations and decide which discovery has been the most important in human history.

1 In what ways did life get better during the Industrial Revolution? 2 Some people say that our modern world is too industrialised. Do you agree? Why/Why not?

What other great scientific discoveries do you know about? Who made I ON DIATdiscoveries and Ethese how? Why were these discoveries step important?

Discuss the following questions. EXTEND

IATION

DIAT I

Infrastructure New roads, canals and railroads. Create a Science Inspiration and transport Steamboats and stream trains. Production Fast production by factory machines. wall for your classroom of goods Coal to power the machines. with photos ofcheap famous A lot of products. Working 12-14 hour working day. scientists and conditions Hot and dangerous factories. step their inventions.

N M

Changes

step

ss se

Go to the LEARNING FIRST Industrial Revolution NEW Industrial Revolution SITUATION

Imagine a new 21st century Industrial Revolution. What would you like to see? Write your ideas in the table below.

MINI PROJECT

Goal 9 Industry, innovation and infrastructure

developments of the fourth Industrial Revolution? Add their year of invention to the timeline.

2000

THIRD ___

c Artificial intelligence, smart technologies, robotics and renewable energy.

Activity card: Innovation

1800

What renewable energies do you know about? How do people collect these energies?

1750

04/12/23 15:02

During the second Industrial Revolution, people started burning fossil fuels on a huge scale. The CO2 produced by this has caused enormous destruction of the environment. Now, people are starting to use renewable energy sources more.

IATION

_SB2_CLIL.indd 260

Sustainable Development

undred and sixty

move

b Look at the third law and complete the gaps with the words in the box.

101

UNIT 8: FAST FINISHER 1 Put the letters in the correct order to make jobs. rncdae

ngseir

estpnireocti

tlopi

snebsisu rpneso

erpntai

anmiechc

seunr

negienre

urto dgieu

2 Select the correct words to complete the sentences.

How much money do you want to … in your first job?

already earned ever for have haven’t passed receptionist tour university world yet

As d an s le es sa Pr r y fo it t rs no ve y ni p

I’ve been a 1 … guide 2 … two years. In that time, I’ve travelled the 3 … and 4 … a lot of money. I’ve 5 … visited many different countries, like Australia, Mexico and Argentina. I 6 … been to Iceland 7 … , but I really want to go! I haven’t always wanted to do this job. When I was five years old, I wanted to be a 8 … and work in a hotel. I worked hard at school and then went to 9 … . I studied French and Spanish and 10 … all of my exams. 11 … you 12 … wanted to travel for work?

took

Co B

speak

park

I’m going to … the world next year. My first stop is Germany! A drive

Does Toby want to go to … ? A university

complete the blog post.

Do you ever … other people in your job? A help

Sarah … a prize for the best painting in her class. A won

earn

When did you … your maths exam? Did you pass? A get

A take

3 Select the correct words from the box to

Interactive eBook

Digital Practice

travel

Ivan got a job as a nurse when he … his exams. A took

DIGITAL T OLKIT

Videos

passed

Games

Learning Situation: CLIL Project

Unit 8 Worksheets

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102

REVIEW 1 PAIRWORK Choose a picture and use your imagination to answer the questions. What has happened?

Who is the woman?

Who is she phoning?

What is she telling the person on the phone?

a different picture. Listen to their conversation and answer the questions. 1

How are your conversations similar?

How are they different?

5 PAIRWORK Choose a job, but don’t tell

your partner. Ask eight questions to guess your partner’s job.

4 Work with another pair who chose

Does this person work inside / outside / with their hands, etc.?

Does this person wear special clothes / a uniform, etc.?

Does this person need a lot of training / special equipment, etc.?

Is this person creative/brave/organised, etc.?

Can this person … ?

Does this person … ?

Where/What/How does this person … ?

Does this person earn … ?

As d an s le es sa Pr r y fo it t rs no ve y ni p

Does this person work inside?

Sometimes, yes.

OK, next question. Does this person drive a car?

2 PAIRWORK With your partner, write the

conversation between the woman and the person she is phoning. Write at least ten lines and use five or more words in the box. accident ambulance blood doctor hospital hurt matter medicine

6 PAIRWORK How do you feel talking about

these things? Select a number and explain your choice. 1

parts of the body

an accident that has happened

jobs

Self-assessment

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Hello, Mum. My friend and I have just had an accident. Could you help us, please?

1 = I need more time to practise.

3 PAIRWORK Sit back to back. Practise your

7 Select one of these ways to practise English. Then try it! •

Phone a friend or send them a voice message in English once a week. Make sure they reply in English, too.

•

Read or listen to an interview in English with a person who does your dream job.

•

Write a quiz about the human body for your class. Find fun or interesting facts for the questions.

conversation.

6 = I feel very confident doing this.

103

UNIT

Talking about homes and cities of the future Using will, won’t, may and might for predictions and going to, present simple and present continuous for the future Understanding a blog and a presentation Making and responding to polite requests Writing a thank-you note Learning about robot teachers Designing a useful robot Thanking people in different situations Learning Situation Design a useful robot.

Grammar Gym

d l r o W e h t f o e r u t u f

Unit aims

Culture

U As d an s le es sa Pr r y fo it t rs no ve y ni p

1 Look at the picture. Would you like to

live in this house? Is it better to live in an old house or a modern house?

Watch the video and answer. 1

Would Ellie like to live in a big house in the future? Why?

How big in square metres are tiny homes?

What are the pros of tiny homes?

Get on it!

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104

VOCABULARY 1

Things in the home

Listen to Theo talking about his home. Number the pictures. B

Vocabulary Plus

7 8

p.132

m 3

id D

U Co

Match the words with 1–11 in Ex 1. carpet

As d an s le es sa Pr r y fo it t rs no ve y ni p 4

garage

lights

curtains

heating

oven

electricity

hob

washing machine

fridge

lift

Some things have different names in British and American English, e.g.

hob

stove

Complete the ad with the words from Ex 2.

Are you looking for a room?

Complete the questions with words from Ex 2.

A: What colour are the … in your bedroom? B: They’re blue with stars on them. When I

close them at night, I imagine I’m lookingat the sky!

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A: What do you keep in your … ?

B: There’s always cheese, butter and chicken. 3

A: Do you have a … ?

B: No, because I live in a house.

PAIRWORK Ask and answer the questions in Ex 4. Then write two more questions for your partner to answer.

Are you a university student? Are you looking for somewhere to live near the university? Then come and share our modern flat! The bedroom has a new 1 … on the floor and new 2 … on the windows. It’s a very warm flat with good 3 … . The kitchen is modern with lots of 4 … for when it’s dark. That’s good because we often cook together in the evening. There’s a 5 … for boiling pasta or frying eggs, and there’s a big 6 … where we cook pizza. There’s also a 7 … where we keep the milk, and there’s a 8 … that you can use to wash your clothes. There isn’t a 9 … , so it isn’t the best flat for students who have a car. And the 10 … doesn’t work, but that’s OK because we’re on the second floor. We have to pay for the 11 … we use, so we always turn off the lights and our laptops when we aren’t using them. Message me for more information! Callie

Is there a carpet in your bedroom? No, there isn’t. We don’t have carpets in our flat.

Finished? p.114

Workbook p.70

105

READING 1 Read Emily’s blog quickly and select the topic.

A What will houses look like in the future?

Read the blog. Number the predictions in the correct order (1–6). A We won’t need stairs.

How will homes be different in the future?

Some people will have less water.

How much water and electricity will we use in the future?

A machine in the kitchen will speak.

Emily’s blog

I was listening to a podcast the other day where people imagined what homes of the future would be like. Some of their predictions were very bad – one scientist said we won’t need houses because planet Earth won’t exist! However, there was one prediction that made me smile. A young boy called Hugo said we won’t have lifts in blocks of flats. We’ll use slides to go downstairs and hot-air balloons to go up to the top floor! The podcast made me think, and here are my own predictions.

D People won’t live here in the future. E

The lights will know when you’re sad.

Our clothes will be different.

3 PAIRWORK Read the blog again. Answer the questions.

What does Emily think about the first prediction?

What can ‘smart’ fridges do now?

When will the lights in the house be red?

What does Emily think companies will do?

Why will we need new washing machines or new materials?

As d an s le es sa Pr r y fo it t rs no ve y ni p

Did you know that we can already buy fridges that are smart? Some can tell you what’s inside them, so when you go to the supermarket, you know what you need to buy. My mum loves technology and wants to buy one when they’re less expensive. I think fridges may have their own personality in the future, too. For example, they might be helpful and polite. Imagine coming home from school and you want a snack. When you open the door, it says, ‘Hello! There’s some strawberry yoghurt and chocolate cake. The yoghurt is healthier.’

Workbook p.74

Every home will have a swimming pool.

•

Homes will fly!

•

Homes will be smaller.

•

Homes will have a touchscreen on every wall.

5 PAIRWORK Explain your choices in Ex 4. Then add your own prediction. The best idea is homes will fly!

I disagree. I think it’s more important to grow our own food.

6 Key Competencies 1

AIRWORK Think of a way that homes P in the future can be made more sustainable.

escribe your ideas in groups and D explain how they will be good for the environment. We can grow plants on houses to remove CO2 from the atmosphere.

106

We will grow vegetables on the roof.

•

What about you? What are your predictions for homes of the future?

•

These predictions sound fun, but remember the scientist on the podcast? He was really worried about the environment. We need our homes to be kind to the planet in the future. They will need to use a lot less electricity because there won’t be enough for everyone in the world. So companies will have to make products that are energy efficient. Some countries won’t have enough water, either, so scientists will need to invent washing machines that don’t use very much. They might even invent a material that we don’t need to wash. Then we won’t need washing machines at all!

homes of the future. Put them in order from best (1) to worst (5).

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The lights will be clever, too. They’ll understand your thoughts and feelings and then change colour. Imagine you’ve had a bad day and you come home feeling upset or angry. They’ll change to a nice blue or green to help you to relax. And if you don’t wake up on time? Then they’ll become red and turn the sound up on your alarm clock!

4 Look at the students’ predictions for

GRAMMAR T 1

OLKIT

Look at the picture and read Tim and Max’s predictions. Are they sure about what will happen in the cartoon? Write sure or not sure. Then discuss with a partner.

The cat will wake up.

The boy will eat the cake. …

The boy may be scared of the spider. …

The mum won’t play the guitar. …

It might rain in the house. …

Grammar review

The girl’s toys might fall down the stairs. not sure … Max

p.122–123

Tim

GRAMMAR GYM

VIDEO

will/won’t, may and might

As d an s le es sa Pr r y fo it t rs no ve y ni p

Certain predictions

Uncertain predictions

We will need to use less electricity.

Machines may have personalities. They might be polite.

They won’t have enough water.

We may not need washing machines. Buildings might not have lifts.

Select the correct answers to complete the predictions. 1

Carla’s still in bed, and school starts in five minutes. She will / might be late!

Toby got all the answers wrong in his maths test. His dad may / won’t be happy.

Jess didn’t have breakfast. She might / won’t be hungry later on.

They may not / will be allowed to go to the music festival on Saturday. They don’t know yet.

I may live in England when I’m older, or I may not / might stay here in New Zealand.

Infinitive of purpose

We’ll use slides to go downstairs. The lights will change colour to help you to relax.

Match 1–5 to A–E to make sentences. 1

I’ll take the bus

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COMMON ERRORS

to buy food for dinner.

Rob may buy a new shirt

to make the cake.

He might to wear white trainers today.

I’ll go to the library

to go to the cinema.

Bea won’t use much sugar

to wear to the party.

He might wear white trainers today.

We’ll go to the shop

to study for the test.

in the summer

next month

PAIRWORK Talk about what you will do and why. Use the words in the box, will / won’t, may, might and infinitives of purpose.

Predictions; infinitive of purpose

this evening this weekend tomorrow

This evening, I’ll go to the music room to practise for the concert. Tomorrow, I’ll get up early to have a shower.

Finished? p.114

Workbook p.71

107 37

LISTENING AND VOCABULARY 1

Materials; getting around town

Complete the words. Then listen and check. 1

park

tal

elec tric car

tric ✓

cle

ge U

traf…

gar…s 11

As d an s le es sa Pr r y fo it t rs no ve y ni p

tr…

cy…

gla…

den

w…

br am

fic

stic

ood

me…

pla…

car …

wood… floor

Look at the pictures. What do you think Jade’s presentation is about?

I shouted, ‘I have carrots for legs!’ But nobody heard.

Listen to the presentation and check your answer to Ex 4.

3 Key Competencies

Listen again to Jade’s presentation. Are the sentences T (true) or F (false)?

Complete Chris’s dream with words from Ex 1.

Last night, I had a strange dream. I was driving an

electric 1 … when suddenly it stopped. There was a

lot of 2 … on the road, and it was very noisy. I found a bike, but when I tried to 3 … , my legs didn’t work.

I looked at my legs and they were carrots! I got on a 4

… and looked out of the 5 … window. I saw beautiful

… full of trees and flowers and people having fun.

ombine your ideas with your C partner’s to make one dream with all the words from Ex 1.

se the dream story you’ve written U to remember the new words. Can you remember them all without looking?

Finished? p.114

Workbook p.72

She thinks there won’t be car parks in the future.

She says trams will be better 30 years from now.

Jade thinks we won’t ride bikes on the street.

She says people won’t have to buy vegetables.

GROUP WORK How will our cities look in 10 years, 50 years and 100 years from now? Make notes and share your predictions. In 10 years, I think cities will ...

108

Jade talks about what job she’ll do in the future. F

In my dream, I was sitting alone on a wooden box in the City Gardens when a plastic snake cycled past me. It looked at me and hissed, ‘So you just want to sit there doing nothing?’

rite your own dream using some W words from Ex 1. Share it with a partner. Who has the strangest or funniest dream?

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GRAMMAR T 1

OLKIT

Future

What does Mariana promise to do? send photos

What does she plan to do this evening? And tomorrow?

How do they intend to travel tomorrow?

What are they scheduled to do on Friday?

Grammar review

PAIRWORK Read Mariana’s message to her friend. Answer the questions.

What has Mariana just decided to do?

going to

We’re going to swim in the sea.

fixed plans

present continuous

We’re staying in a hotel next week.

intentions

promises / offers

will

instant decisions

will

scheduled events

present simple

As d an s le es sa Pr r y fo it t rs no ve y ni p Are you cold? I’ll close the window.

Our hotel is great, but it doesn’t have a restaurant, so we’re not eating there this evening. We’re eating at a restaurant in the city centre. Then tomorrow we’re going sightseeing in the old town. There’s a lot of traffic here, but we’re going to take the tram everywhere.

I’ll take you to the airport.

We’ve arrived in Frankfurt. It’s amazing here. It feels like being in a city of the future because there are lots of very tall buildings made of metal and glass. I’ll send you photos!

p.122–123

m 5

Oh, I have an idea! I’ll call you on Friday and we can have a video chat from the train station! Our train to Berlin leaves at midday, so we’ll be there at around 11. What are you going to do tomorrow?

Our flight leaves at 7 o’clock.

Read the sentences and write plan, intention, schedule, offer or decision. 1

We are meeting here at 7 am.

We are going to travel by air.

I think I’ll take a taxi.

The meeting starts at 4.30 tomorrow.

We’ll pick you up at 6.30 if you want.

COMMON ERRORS

plan

I’ve bought some new curtains because tomorrow I will redecorate my room.

I’ve bought some new curtains because tomorrow I’m going to redecorate my room.

Complete the conversation with the correct form of the verbs in brackets. A: What 1 are you doing (do) for the holidays?

B: We’re not staying home. We 2 … (visit) family in London.

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Our flight 3 … (leave) at 6 am on Tuesday.

A: What 4 … you … (do) there? B: We 5 … (go) shopping in the city centre. And I 6 … (take)

a bike tour. I’m excited, but I need someone to look after my cat.

A: I 7 … (do) it! I love cats. I 8 … (feed) it every day.

B: That’s very nice. I 9 … (bring) you a gift from London! A: Ha ha. You don’t need to do that!

Think about a dream holiday. Write notes. Then ask and answer with a partner.

Where are you going? What do you plan to do?

Where are you going? I’m visiting the US. I’m going to travel to different states by bus. It’ll be amazing!

Finished? p.114

Workbook p.73

109

SPEAKING

Polite requests and responses

1 Look at the pictures. Which of the requests are polite? 1

Ca I’m looking for / I want …

Listen to three conversations. Which things do the customers buy?

Give me … / Can I have …?

Hey! / Excuse me.

4 Select the correct words from the box to complete the conversation.

colours course excuse it medium perfect prefer small sorry too

As d an s le es sa Pr r y fo it t rs no ve y ni p

Copy and complete the Useful language with the words in the box. Then listen and check.

p.134

… you … , please?

Sure! No 3 … .

Customer

I ’m looking for a yellow jumper in a3….

Assistant

I ’m really 4 … , but we don’t have any in a small. Do you want to try a 5 … ?

Customer

OK. … Sorry, it’s 6 … big.

Assistant

here’s a blue jumper in a small. T Would you like to try it?

Customer

es, please. … The size is perfect, Y but I would 7 … red or pink. Would you check if you have any other 8 … , please?

Assistant

ure! No problem. ... Yes, we do S have a pink jumper in a small. Do you like 9 … ?

Customer

es, I do. I’ll take the pink jumper. Y It’s 10 … !

Assistant

Great. That’s 20.50.

5 PAIRWORK Choose one of the ideas

below and role play a conversation. Use the conversation in Ex 4 and the Useful language to help you. •

ring – too big

•

blanket – too expensive

I’m 4 … I can’t.

•

shoes – too small

Sorry, it’s … (big/small/expensive).

•

top – wrong colour

Of 6 … . Could you … ? Sorry, it’s not big 7 … .

Excuse me. Could you help me, please? Of course! I really like this ring, but ...

110

Pronunciation

Of 2 … !

I’m 1 … sorry, but …

Assistant

USEFUL LANGUAGE

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afraid course enough problem really too would

… me. Could you help me, please?

Customer

WRITING

1 Read Freya’s thank-you note. What present is she saying thank you for?

Dear Uncle Harry,

Thank you very 1 … for coming to my birthday party last Saturday. It was so nice to see you and Aunt Sarah again. I hope you enjoyed the food. We love having a barbecue at the weekend when the weather’s sunny. Dad really enjoys cooking chicken and burgers outside. Did you like the salads? I made them!

Thanks again for my birthday present. It was … kind of you to buy me the camera that I wanted. I can’t 3 … to use it when I go on my school trip to the science museum next week. I took some funny photos of Sophie and Dad after the party. Do you like them? 2

Thanks too for inviting me to stay with you in your flat next summer. You’re the 4 … ! I’ve never been to London and I’ve already decided what I want to do there. We’re going to go to all the parks and museums. Oh, and the famous department stores, too!

3 Read the thank-you note again. Are the sentences T (true) or F (false)? 1

Freya’s family have barbecues every weekend. F

Her dad made all the food at the barbecue.

Freya hasn’t used her new camera yet at the science museum.

Sophie used Freya’s camera after the party.

Freya is visiting London for the first time next summer.

4 Imagine you want to write a thank-you note to a friend or family member. First, think about these questions and write notes. 1

Who are you saying thank you to?

What are you saying thank you for?

Why do you like it?

When are you going to use it?

What else do you want to say to them?

As d an s le es sa Pr r y fo it t rs no ve y ni p

Say hi to Aunt Sarah for me. Love, Freya

A thank-you note

5 Key Competencies 1

AIRWORK Imagine you have to write P texts A–E. Discuss how formal or informal your language should be. Write F (formal) or I (informal). A an invitation to a wedding

Thank you very much for … You’re the best!

a letter to parents from a teacher

leaflet selling vegetables to the local a community

Give reasons for your answers. An invitation to a wedding should be formal because weddings are formal occasions.

Yes, but not very formal because the people at your wedding are usually your friends and family.

Write an informal greeting and ending. Sound pleased.

Remember to:

It was very kind of you to ...

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I can’t wait to …

n online post about your football team a to other fans

D a thank-you note to a nurse

Listen to the Useful language. Then use it to complete Freya’s thank-you note.

USEFUL LANGUAGE

6 Now write your thank-you note. Use your notes from Ex 4 to help you.

Use expressions from the Useful language box. Read your thank-you note and correct any errors.

Workbook p.75

111

CULTURE

Robots are coming!

CULTURE VIDEO

Would you like a robot teacher?

Imagine you are waiting in your classroom. The teacher hasn’t arrived yet. Suddenly, the door opens and a plastic robot walks in. ‘Good morning class,’ it says in an electronic voice.

Is this the year 2100? Not quite. Some experts say it might be normal to see robots in schools much sooner than that. In some countries, they already have robots in schools.

In South Korea, small robots are used in nursery schools as teaching assistants. The robots can tell stories, sing, dance, play games and even help children to exercise. The teachers believe it is a good way for students to learn about technology. This will be very important for the future.

As d an s le es sa Pr r y fo it t rs no ve y ni p

In Japan, robots are used for speaking practice in English classes. Students say it gives them more time for speaking in large classes and they don’t feel as shy talking to a robot. It also helps with the problem of there not being enough English teachers in the country. It’s not only Asia where technology is used to teach students. In Finland, a robot called Elias helps students to practise different languages. The robot encourages the students to speak without being afraid of making mistakes. Elias Robot can speak 23 languages. It can also sing, dance and play games with the students. So the students learn a language while having fun.

1 GROUP WORK Make a list of things that robots are already used for. 2

What are the advantages and disadvantages of robot teachers? Robot teachers will be cheaper than human teachers.

correct definition. 1

connection : when something joins something else

… : the use of science or computers

… : made using electricity or a computer

… : places for the first years of education

… : computers that are able to ‘think’

… : a photograph or video that is 3D and looks real

GOAL 9 INDUSTRY, INNOVATION AND

INFRASTRUCTURE In Europe, almost everyone has access to the internet. But in some parts of the world, they don’t. In fact, in some countries in central Africa, only about 10% of people have internet access. Why is internet access so important to our education? Imagine your life without the internet. How is it different? Activity card: Innovation

5 Match the blue words in the article with the

Sustainable Development

Read the article and answer the survey question. Compare your answers in groups.

But won’t they use a lot of electricity?

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3 PAIRWORK Look at the title of the article and discuss the question.

112

Elias Robot sings and dances

Watch the video. Tick ( ) the things on your list that are in the video. What other ideas are mentioned in the video?

9 In New Zealand, a digital teacher on the students’ computers uses artificial intelligence to teach them about the environment and different types of energy, such as sun and wind.

In London, one university uses hologram technology. This means that teachers from all over the world can talk at the university without leaving their own country. So, are there any problems with this new type of teacher? Some teachers say students might not feel comfortable with robots, because robots don’t have feelings and can’t use body language in the same way as people do. Also, robots won’t be able to change their style of teaching for different students or classes.

What a hologram teacher might look like

If schools are in an area where there is a bad internet connection or there are problems with electricity, robots won’t be very useful. And not all schools will be able to spend lots of money on this new kind of technology. Some teachers are worried about robots taking their jobs, but others think we need to get used to working with them. Maybe there will be new jobs using the knowledge and experience of teachers to make the robots work.

What do you think? Will robots be the future of teaching and learning? No! We will always have human teachers.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Possibly, I’m not sure yet.

Yes! Definitely.

Read the article again. Match 1–4 with A–D to make sentences. 1

In South Korea,

A robots help students to learn a language.

In Japan,

In New Zealand,

In the United Kingdom,

students learn from teachers in other countries.

technology teaches students about how to help the planet.

D robots entertain small children.

7 GROUP WORK What jobs do you think robots will do in the future? What jobs will they never do?

I think robots will do lots of office jobs because they are good at using computers.

I don’t think robots are going to be football players! People won’t want to watch robot football.

DISCUSS

N M

IATION

IO AT

ME D

PLAN

step

Make drawings of your robot and give a short presentation to your class. Which of your classmates’ ideas do you like the most?

DIAT I

step

IATION

EXTEND

What jobs will your robot do? Why might robots be better than humans at these I ON DIATHow would these Ejobs? robots make people’s lives easier?

Design a useful robot.

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MINI PROJECT

step

Go to the LEARNING SITUATION

Choose one of your ideas to focus on and think about how your robot will work, what it will look like and why it will be useful. What technology will it use?

113

UNIT 9: FAST FINISHER 1

Complete the acrostic and find the mystery word. 1

6 7

U As d an s le es sa Pr r y fo it t rs no ve y ni p

2 Complete the sentences. 1

There’s too much t r a f f i c on this street. I can’t drive anywhere!

Do you have an … … … … t … … … car?

There aren’t enough … a … p … … … s in this town.

No, there are too many cars!

Are you going to walk or … y … … … to school? It will take longer to walk.

I love your earrings. Are they made of … e … … … ?

Yes, they’re silver.

I’m going for a walk in the town … a … … … … s to look at the beautiful flowers.

3 Put the words in the correct order to make sentences. 1

there / think / I / it / will / very / be / hot

Are you going to go on holiday?

after / plane / midnight / does / arrive / your / ?

going / plane / I’m / to / by / travel

some / send / will / I / you / photos

family / we / visiting / are / Florida / in

4 Select the correct sentences from Ex 3 to complete the conversation.

Yes, I am! 2

…

Cool! I’ve never been to the US.

…

I can’t wait to see them! Will it be hot?

… It’s the middle of summer!

Videos

Games

Digital Practice

Learning Situation: Culture Project

Unit 9 Worksheets

Where are you going?

Interactive eBook

114

DIGITAL T OLKIT

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holiday / you / a / go / going to / on / ?

MEDIATION

Thanking people in different situations

1 PAIRWORK In what situations might someone say these phrases?

A Thanks! I’d love to.

A tourist asks a stranger for help. Excuse me, are you from here?

Thank you very much.

That’s very kind of you.

I am, yes.

D I’m really grateful for …

I’d like to thank you for …

Not for me, thanks.

Could you help me?

G Thank you for the offer, but I can’t.

If a friend asks you to go to the cinema, you might say, ‘Thanks, I’d love to.’

A school counsellor gives a student some advice. How are you today, Stacey?

Listen to five conversations. Match each one with the missing phrase in Ex 1. There are two extra phrases.

A bit better, thank you. But I still feel stressed.

As d an s le es sa Pr r y fo it t rs no ve y ni p

C 2 … 3 … 4 … 5 …

3 GROUP WORK Which phrases in Ex 1 are

Have you tried the things I suggested?

the most informal?

4 PAIRWORK Continue conversations 1–4.

Write three more lines for each person and include a phrase from Ex 1. Then role play your conversations.

5 Work with another pair. Listen to their

conversations from Ex 4. Which ones are most similar to yours? Which ones are most different?

A student makes an offer to a new classmate. Hi! It’s your first day here, right?

Yeah, I only moved to the city two days ago.

MEDIATION TIPS

Have you made any friends yet?

Responding to Thank you in English

When someone thanks you, you can respond

using expressions like No problem, No worries, is thanking you for a favour, you can also use expressions like Happy to help! or Anytime!

ss se

My pleasure, You’re welcome. When someone

A patient leaves hospital after an operation. How are you feeling about going home, Ellie?

Do you have the medicine the nurse gave you?

Very happy, doctor. Three weeks in hospital is a long time!

115

GRAMMAR REVIEW GRAMMAR

Present simple

GYM VIDEO

Negative form

I speak.

I do not (don’t) speak.

You speak.

You do not (don’t) speak.

He/She/It speaks.

He/She/It does not (doesn’t) speak.

We/You/They speak.

We do not (don’t) speak.

Affirmative form

Negative

Yes, you do.

No, you don’t.

Yes, I do.

No, I don’t.

Does he/she/it speak?

Yes, he/she/it does.

No, he/she/it doesn’t.

Do we/you/they speak?

Yes, you do.

No, you don’t.

Do you speak?

Affirmative

Do I speak?

I go to school by bus. • daily routines: I have lunch at 2 o’clock. • permanent situations: I live in Florence.

Yes, you are.

No, you aren’t.

Are you walking?

Yes, I am.

No, I’m not.

Is he/she/it walking?

Yes, he/she/ it is.

No, he/she/it isn’t.

Are we/you/they walking?

Yes, you do.

No, you aren’t.

• talking about actions that are taking place at the time of speaking: The students are listening to the lesson. • talking about temporary actions that are taking place in a specific period: My mother is working hard at the moment.

• describing what you see in an image:

The girl in the photo is listening to music.

The present continuous is often accompanied by time expressions, for example: (right) now, today, tonight

The past simple of regular verbs is formed in most cases by adding -ed to the base form of the verb. There is only one form for all the subjects.

The present simple is often accompanied by adverbs of frequency, for example: always, usually, often, sometimes, rarely, never

Remember that adverbs of frequency precede action verbs, but follow the verb be. She always goes to the park. My brother is often late for school.

finish watch talk

finished watched talked

wait visit start

waited visited started

The past simple is used to talk about actions that began and ended in the past. They lived in Toronto last year. I walked to school. Charles Darwin lived in the 19th century.

The time expressions yesterday, last and ago indicate that the action took place more or less in the recent past.

GRAMMAR GYM VIDEO

I am (’m) walking.

I am not (’m not) walking.

You are (’re) walking.

You are not (aren’t) walking.

He/She/It is (’s) walking.

yesterday, yesterday morning, yesterday afternoon, yesterday evening, yesterday night …

He/She/It is not (isn’t) walking.

last …

last night, last week, last month, last year, last Monday …

We are not (aren’t) walking.

… ago

five minutes ago, three days ago, a week ago, a month ago, a year ago …

yesterday

Negative form

She watched TV yesterday. Sandra finished second three years ago. She arrived home late last night.

Affirmative form

ss se

Present continuous

116

Am I walking?

Affirmative Form

The train to Milan leaves at 9 o’clock.

walking.

Negative

Past simple – regular verbs

• timetables (buses, trains, school timetables, etc.):

We/You/They are (’re)

Affirmative

As d an s le es sa Pr r y fo it t rs no ve y ni p

The present simple is used for: • habits:

Short answers

The present continuous is used for:

Short answers

Interrogative form

GRAMMAR REVIEW The past tense expressions can be placed at the beginning or at the end of the sentence without any difference in meaning. I was happy yesterday. Yesterday I was happy. Last Monday we phoned Annie. We phoned Annie last Monday.

Spelling rules

Although the past simple of a regular verb is generally formed by adding -ed to the verb’s base, there are some spelling rules that need to be followed.

• If the base form of the verb ends with -e, then we only add -d: liked loved

arrive

arrived

studied carried

try

tried

• With some generally monosyllabic verbs that end with a consonant preceded by a single vowel, double the final consonant before adding -ed: chat stop

chatted stopped

plan travel

planned travelled

Past simple – irregular verbs

In English, many verbs in the past simple have an irregular form. These verbs, unlike the regular ones that end in -ed, are not formed according to any precise rule. The irregular verbs must therefore be memorised. My friends make a cake on Sundays. My friends made a cake yesterday morning.

Although regular verbs don’t follow a precise rule, it is possible to group them according to similar variations as shown below. • Verbs that don’t change: cut let put

hurt cost

give run drink

gave ran drank

In the formation of adverbs of manner there are some spelling rules that need to be followed. • If the adjective has two syllables and ends in -y, the -y is transformed into -i and then -ly is added:

bring buy catch think

noisy

went

noisily

• If the adjective ends in -ic, -ally can be added to the end of the adjective: frenetic

frenetically

• Since the irregular adverbs don’t follow any rules, they must be memorised: good fast

well fast

brought bought caught thought

late

Adverbs of manner and degree Form

We usually create adverbs of manner by adding -ly to an adjective. extreme

extremely

serious

seriously

The following spelling rules apply: Spelling rules

adjective

adverb

regular: + -ly

strong wise

strongly wisely

ending in -le: -e + -y

simple terrible

ending in -y: -y + -ily

easy heavy

identical

daily fast hard late monthly outside

with two forms

loud wrong

• Verbs that change completely: go

carefully badly

careful bad

simply terribly

easily heavily daily fast hard late monthly outside

said told sold broke spoke

quietly slowly

• Verbs that change some letters: say tell sell break speak

quiet slow

blew knew came

Usually adverbs of manner are formed by adding -ly to the adjective.

hurt cost

• Verbs that change a letter: blow know come

My grandma walks slowly.

ss se

cut let put

Adverbs of manner are used to specify how an action is performed and modify the meaning of the verb. The adverb usually follows the verb.

As d an s le es sa Pr r y fo it t rs no ve y ni p

• If the verb in the base form ends with -y preceded by one or more consonants, then the -y is replaced by -ied: study carry

Dario drank a cup of tea. I drank a cup of tea. They drank a cup of tea.

Adverbs of manner

Past simple – regular verbs

like love

The past simple of the irregular verbs has the same form for all subjects.

loud/loudly wrong/wrongly

117

GRAMMAR REVIEW The adverb form of good is irregular (well), but the adverb form of bad is regular (badly):

Past continuous

bad good

Affirmative form

badly (regular) well (irregular)

GRAMMAR GYM VIDEO

was

You

were

He/She/It

was

We create a small number of adverbs from nouns (such as clock or length) or directions (in, east, up, etc.). These adverbs take -ward(s) or -wise:

We/You/They

were

-wards: eastwards, inwards, westwards, upwards, downwards

was not/wasn’t

You

were not/weren’t

He/She/It

was not/wasn’t

We/You/They

were not/weren’t

However, their comparative and superlative forms are all irregular: badly well

worse better

badly well

(the) worst (the) best

-wise: clockwise, lengthwise, likewise We also create some adverbs of degree from adjectives (mostly adjectives of quantity):

fairly, largely, scarcely

a lot, just, quite, lots, pretty, quite, rather, really, too, very

Use

Negative form

We use adverbs of manner to express how an action is done.

working.

Interrogative form

As d an s le es sa Pr r y fo it t rs no ve y ni p

Other adverbs of degree are not directly related to adjectives:

working.

Was

Were

you

Was

he/she/it

Were

we/you/they

working?

Miriam always speaks slowly and quietly.

We use adverbs of degree to express the degree of intensity of an adjective or an adverb.

My grandma is pretty old and very polite, so she always speaks quite slowly and rather quietly.

Indefinite pronouns

Short answers Yes, I was.

No, I wasn’t.

Yes, you were.

No, you weren’t.

Yes, he/she/it was.

No, he/she/it wasn’t.

Yes, we/you/they were.

No, we/you/they weren’t.

person

thing

place

Form

someone/somebody

something

somewhere

The past continuous is formed with the past simple of the verb to be and the form -ing at the end the main verb.

anyone/anybody

anything

anywhere

no one/nobody

nothing

nowhere

everyone/everybody

everything

everywhere

Use

The past continuous is used to describe actions in progress at a particular moment in the past.

Form and use Some pronouns give information about people, things or places. We use:

• any- in negative and interrogative forms:

• every- with all forms, affirmative, negative and interrogative, with verbs in singular form: Everyone is here. Is everything ready for the trip? • no- with an affirmative verb, but it makes the sentence negative: No one was at school today. There’s nothing we can do about it. 118

Furthermore, the past continuous is used to indicate two actions that took place in the same time in the past, connecting them with while or as. Sue was listening to her MP3 player while she was tidying her room.

I don’t think anyone is in the house. Is anyone there?

It was the first day of spring. The sun was shining, the white clouds were floating in the sky and the flowers were coming out of the ground.

There’s someone in the house. Would you like something to eat?

The past continuous is also used to introduce a scene in a story.

• some- in affirmative sentences or when making an offer:

ss se

Where were you going yesterday morning?

GRAMMAR REVIEW

Past simple and past continuous with while and when

GRAMMAR GYM VIDEO

The past simple and the past continuous are often used in combination to describe an action that interrupts another in progress in the past.

I was thinking about Ted when he walked into my room.

To combine two verb tenses, we use when before the past simple clause. We were crossing the street when we saw Alexia.

… or while before the past continuous clause. The postman rang while you were sleeping.

To tell a story, generally, we use the past simple for the main event and the past continuous to describe the context in which the narrated event takes place.

Past simple vs past continuous

To avoid mistakes, remember that the past simple is used: • for actions that happened at a specific moment in the past: I went to the park yesterday. I didn’t go to the swimming pool. • for past habits or states:

When she was a child, (state) she spent a lot of time in the open air. (habit) The past continuous is used:

• for past actions interrupted by an unexpected action: He was driving when the cat crossed the street.

• for actions that were already ongoing at a specific time in the past: At 8 am, I was going to school.

• to provide context information in a narrative:

The people in the castle were sleeping when the dragon attacked.

deny dislike enjoy fancy feel like

mind miss practise put off risk

finish give up imagine involve keep (on)

Some verbs normally take the -ing form, instead of the to + infinitive. ✓ I enjoy cooking. ✗ NOT I enjoy to cook. ✓ We haven’t finished eating yet. ✗ NOT We haven’t finished to eat yet. Some of these verbs (e.g. can’t stand, dislike, imagine, involve, mind, miss, put off and risk) can use a new subject before the -ing form. If the new subject is a pronoun, we use it in the object form (me, him, her, us, them). We couldn’t imagine Elena singing in public. Do you mind me being here while you’re working?

While you were singing, I was playing the guitar.

• for past habits and states

• for past actions interrupted by a sudden action • for actions already ongoing at a particular moment • to give narrative information • for past actions that happened at the same time from

apologise for believe in blame for care about depend on

get used to give up insist on keep on look forward to

plan on put off succeed in talk about worry about

I apologise for the delay. I apologise for arriving late.

too, too much/many, (not) enough Form and use

• We use too + adjective to say that something is more than what is good or okay. It usually means too much of something, and it often has a negative feeling. This videogame is too difficult.

• We use not + adjective + enough to express something that does not satisfy us. This sofa isn’t big enough.

• We use enough + noun to talk about sufficient quantity and not enough + noun to talk about insufficient quantity.

Past continuous

We always use prepositions after many common verbs. After these prepositions, we must use a noun or a verb in the -ing form.

• for actions that occurred at a specific time in the past

Look both ways before crossing the street. They left after finishing their dinner. It’s illegal to text while driving. Don’t eat that orange without washing your hands.

Past simple

When we use a preposition after the first verb, the second verb is always in the -ing form. Some typical prepositions between verbs include: before, after, while, without.

ss se

• for past actions carried out together by different subjects:

different subjects

admit avoid (can’t) help (can’t) stand consider

As d an s le es sa Pr r y fo it t rs no ve y ni p

It was raining when the accident happened. The accident happened while it was raining.

Verbs + -ing form

• We use too much or too many + noun to talk about excessive quantities. Affirmative form There are too many olives. There are enough spoons.

There’s too much sugar. There’s enough flour.

Negative form There aren’t enough apples.

There isn’t enough sugar. 119

GRAMMAR REVIEW

(In)equality (not) as + adjective + as

Form

We use (not) as ... as to compare two things, people, or situations. It shows that one thing is equal to or not equal to another thing in terms of a particular quality or characteristic. My dog is as big as your dog.

This math test is not as hard as the last one.

Defining relative clauses

GRAMMAR GYM VIDEO

We use relative clauses to give more information about a person, place or thing. We use defining relative clauses when the information they contain is necessary to understand the meaning of the sentence: without it, the sentence does not make sense. We usually insert them immediately after the person (who/that/whom) or thing (which/that) it describes. We do not separate defining relative clauses from the rest of the sentence with commas.

We often use the relative pronoun that in defining relative clauses instead of who, whom or which. They’re the people that live near my house. Here are some articles that I’ve found.

We can completely omit the relative pronoun (who, that, which, whom) when it refers to the object of the verb. This is not possible when the relative pronoun refers to the subject of the verb. subject: They’re the people who bought our car. object: They’re the people (whom/that) we sold our car to. subject: This is the book that/which won the prize. object: This is the book (that/which) I’m reading.

Should for advice

GYM VIDEO

‘What should the government do for survivors of natural disasters?’ ‘They should help them more.’

Must for obligation Affirmative form I/You/He/She/It We/You/They

must

go.

must

go.

I/you/he/she/it we/you/they

go?

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

Interrogative form Must

Short answers

Yes, I/you/he/she/it/we/you/they must.

No, I/you/he/she/it/we/you/they mustn’t.

Must is a modal verb and the form is the same for all subjects. For the negative form, no other auxiliaries are used but not is necessary.

go.

I/you/he/she/it we/you/they

go?

Must is usually not used in the interrogative form and is replaced by have to.

Use

Must and have to both express an obligation or a suggestion, but there are some differences between the two. Must expresses an obligation that we impose on ourselves (internal obligation).

Short answers

I really must buy my mum a birthday card. I mustn’t get home too late or my parents will worry.

Yes, I/you/he/she/it/we/you/they should.

Must can also be used to give an order.

No, I/you/he/she/it/we/you/they shouldn’t.

You must finish your homework now. Must can also express a suggestion. You must see that film; it’s brilliant. Must is also used in formal warnings. You mustn’t swim in the sea before 10 am.

120

should

I must not/mustn’t eat peanuts.

go.

should

Interrogative form Should

Should is also used to ask questions and express opinions.

Form

GRAMMAR

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

If you’re not well, you should see the doctor. You should take the wallet to the police.

ss se

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

Should is used to give advice or suggestion.

As d an s le es sa Pr r y fo it t rs no ve y ni p

The students who cheated in the exam won’t get any marks. The man who is over there is my Maths teacher.

Affirmative form

I should see the doctor tomorrow. ‘Should I come to the party?’ ‘Yes, you should.’

Use

Form and use

Should is a modal verb. The form is the same for all subjects and no other auxiliaries are used in the sentence. For the negative form, not is added, and for the interrogative form, should and the subject of the sentence are reversed.

GRAMMAR REVIEW GRAMMAR

Zero conditional

ON THE GO VIDEO

If clause

Main clause

If there aren’t any clouds,

the earth loses heat.

Main clause

If clause

Water boils

when it reaches 100°C.

It is not possible to use will and another form of the future in the clause that expresses the condition. The future is used only in the clause that expresses the consequence. ✓ If it rains, we won’t go to the seaside. ✗ NOT If it will rain … The interrogative form is used only in the clause that expresses the consequence, not in the if clause.

If John comes to the party, will Jane be happy? Will Jane be happy if John comes to the party? The negative form is allowed in both clauses.

The zero conditional is formed as follows:

If John doesn’t come to the party, Jane will be sad. If John comes to the party, Jane won’t be disappointed.

If clause

Form and use

Main clause present simple

Main clause

If clause

if/when + present simple,

if/when + present simple

present simple,

If you go to England next week, bring me back some tea. If you want to pass your driving test, you should have more lessons.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Hypothetical sentences include if or when used in a conditional sense. We use the zero conditional to talk about things that are generally or always true. Both verbs are in the present simple. When autumn arrives, the leaves change colour. If/When you mix yellow and blue, you get green.

The order of the sentences can be inverted: present simple + if/when + present simple. In this case, the comma is not used between the hypothetical clause introduced by if/when and the result clause. The leaves change colour when autumn arrives. You get green if/when you mix yellow and blue.

First conditional

We can use the first conditional with the imperative or with a modal verb to talk about possible events in the future.

GRAMMAR ON THE GO VIDEO

Present perfect I/You/We/You/They

have/’ve

He/She/It

has/’s

left.

Negative form

I/You/We/You/They

have not/haven’t

He/She/It

has not/hasn’t

left.

Interrogative form Have

I/you

Has

he/she/it

we/you/they

Main clause

If you come to the party,

you’ll meet a lot of people.

Have

Main clause

If clause

Short answers

John will send me a text,

if he’s late.

Yes, I/you/we/you/they have.

left?

Yes, he/she/it has.

Yes, I/you/we/you/they haven’t. Yes, he/she/it hasn’t.

Form

ss se

The first conditional is used for future events that can happen under certain conditions. The consequence (result clause) can only happen if the condition (conditional clause) will happen.

ON THE GO VIDEO

Affirmative form

If clause

Form and use

GRAMMAR

Main clause

if + present simple,

will + base form

Main clause

If clause

However, the past participle of many of the most frequently used verbs is irregular.

will + base form

if + present simple

Jane will be happy if John comes to the party.

lost write

The order of the clauses can be reversed. In this case the comma must be omitted.

done lose

If John comes to the party, Jane will be happy.

If clause

The present perfect is formed using have/has + the past participle of the main verb. The past participle of regular verbs is usually formed by adding –d, –ed, or –ied to the base form of the verb: arrived, finished, studied.

written

For the negative form, add not to have/has. They haven’t seen John for a while. For the interrogative form, have/has and the subject are inverted. Short answers are formed using the have/has structure. ‘Have they finished their homework?’ ‘Yes, they have.’

121

GRAMMAR REVIEW Use The present perfect is used to relate the past and present. Matt’s lost his glasses. (He hasn’t got them now.)

The present perfect is also used for events that occurred at an unspecified time in the past until now. Have you ever visited France?

Present perfect with just, already and yet

GRAMMAR ON THE GO VIDEO

To clarify when an action expressed with the present perfect has taken place, in affirmative sentences the adverbs of time just, already and never go between have/has and the past participle. She has just/already finished her painting. She has never met Jack.

Future predictions: will, may/might

GRAMMAR GYM VIDEO

Affirmative form I/You/He/She/It We/You/They

will/’ll

go.

will not/won’t

go.

I/you/he/she/it we/you/they

go?

Negative form I/You/He/She/It We/You/They Interrogative form Will Short answers

The equivalent of never in the interrogative is ever. In answers, however, we tend to use the affirmative form with never.

Yes, I/you/he/she/it/we/you/they will.

As d an s le es sa Pr r y fo it t rs no ve y ni p

No, I/you/he/she/it/we/you/they won’t.

‘Have you ever seen a hot air balloon?’ ‘No, I’ve never seen one.’

To specify how many times an action has been performed until now, we can use once, twice, three times and so on for a number x of times.

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

I’ve been to the stadium once/twice/three times/x times.

Negative form

To specify how many times an action has occured before now, we use:

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

This is / It’s the first / second time and so on for x number of times.

Interrogative form

This is the first time I’ve played rugby.

Will

Yet is used both in interrogative sentences, with the meaning of ‘already’, and in negative sentences with the meaning of ‘(not) yet’. When we use yet, we express an expectation. Has your sister moved house yet? (We thought she was moving soon.) I haven’t done my homework yet. (But I will do it soon.)

Watch out! Unlike other adverbs of time, yet is placed at the end of the sentence. GRAMMAR GYM VIDEO

go.

may not/might not

go.

I/you/he/she/it we/you/they

go?

Short answers

Yes, I/you/he/she/it/we/you/they may/might. No, I/you/he/she/it/we/you/they may not/might not.

Form

Will, may and might are modal verbs. They are therefore invariable in all forms, do not require auxiliary verbs and are followed by the base form of the verb without to. Jack will come to the party. They won’t listen to you. We may see her at the party. Her dad might drive her to the party.

Use will

may/might

Jane has been at the library since 2 o’clock today. My mother and my stepfather have been husband and wife for five years.

A leopard will surely attack to defend its cubs.

A leopard may/might surely attack to defend its cubs.

Present perfect sentences with for or since answer the question How long … ? always expressed with the same verb tense.

We use the modal verbs will, may and might to express future predictions.

‘How long have you been a teacher?’ ‘For one month. / Since September.’

We use will when we believe that something will certainly happen and may or might when we think that our prediction is possible but not 100% certain.

The present perfect is also used with for and since to describe the duration of an action. For is used to indicate a period of time (an hour, two weeks, three months, ten years, etc.) and since to indicate the start of the action (2 o’clock, yesterday morning, Thursday, November, 2005, Christmas, etc.).

may/might

ss se

Present perfect with how long, for and since

122

Affirmative form

GRAMMAR REVIEW Future time expressions

We use may not/might not when we expect something might happen, but we want to express a certain degree of doubt.

• this (morning/afternoon/evening/weekend):

They won’t go to the cinema tonight because there’s an exam tomorrow. (I’m sure of it.) We may/might go to the cinema tonight. (We aren’t sure; we will possibly go.)

We may not/might not go to the cinema tonight. (We plan to go, but it isn’t certain.)

Infinitive of purpose

GRAMMAR GYM VIDEO

When the present continuous is used to talk about planned future actions, it is often accompanied by tense expressions such as: Marco’s arriving this evening. • tomorrow (morning/afternoon/evening/night): We’re leaving tomorrow morning. • next (Tuesday/week/month/season/year): She’s playing in the tennis match next Sunday. • at + time period:

I go to school to learn. She’s going home to play with her brother.

• on + day/date:

The infinitive of purpose answers the questions Why ... ?, What ... for?

• in + days/months/seasons/years/time periods:

The infinitive of purpose (to + infinitive) is used to explain why a person does something.

Sara’s going to the doctor’s on 2nd October. He’s meeting his English friends in two days.

As d an s le es sa Pr r y fo it t rs no ve y ni p

‘Why do you go to the gym?’ ‘I go to the gym to get fit.’

I’m going to London at the weekend.

Future intentions: be going to

Present simple for future

Affirmative form

‘What are you studying for?’ ‘I’m studying to prepare for my exam.’

The lesson starts at 8 o’clock tomorrow morning. The buses leave at 9 o’clock on Friday. Negative form

The lesson doesn’t start at 8 o’clock tomorrow morning. The buses don’t leave at 9 o’clock on Friday. Interrogative form

Does the lesson start at 8 o’clock tomorrow morning? Do the buses leave at 9 o’clock on Friday? Short answers

Negative

Yes, it does.

No, it doesn’t.

Yes, they do.

No, they don’t.

am/’m

You

are/’re

He/She/It

is/’s

We/You/They

are/’re

going to leave.

Negative form I

am not/’m not

You

are not/aren’t

He/She/It

is not/isn’t

We/You/They

are not/aren’t

going to leave.

Interrogative form Am

Are

you

he/she/it

Are

we/you/they

going to leave?

ss se

Affirmative

Short answers

The train for Rome leaves at 9 o’clock. School finishes at two in the afternoon. My favourite TV programme starts at 8:30 pm.

Yes, I’m not. / Yes, you aren’t. / Yes, he/she/it isn’t. / Yes, we/you/they aren’t.

I’m going to the dentist’s tomorrow.

The present continuous it is used also to talk about scheduled future events.

Present continuous for future

Yes, I am. / Yes, you are. / Yes, he/she/it is. / Yes, we/you/they are.

The present simple is also used to talk about future planned events that are certain, like train, bus or plane times or school lessons. It is also used to talk about dates and times of various types of events.

Form and use Be going to is formed with be + going to + the base form of the verb without to. We use this form to talk about future intentions and projects. I’m going to study hard for my exams. I really want to pass. Are you going to go on holiday this year? Note that we normally use other forms to make future predictions, such as will, may or might. 123

U N IT

VOCABULARY PLUS 1

Character and personality

Complete the sentences with the words in the box. Then listen to the words and repeat.

adventurous anxious artistic calm curious generous resilient romantic proud serious sociable stubborn

intelligent untidy

Jeff’s so generous. He always gives his family presents.

Adam always wants to learn new things. He’s a … boy. 6

As d an s le es sa Pr r y fo it t rs no ve y ni p

Jenny never listens to her mum. She’s a … little girl.

Ann is very … . She loves drawing and painting. 7

My grandad loves giving my grandma flowers. He's so … . 8

Tom is so … . He never cleans his bedroom. 9

These girls are … – nothing stops them.

Claire is very … . She loves having new experiences.

Olivia is the best student in our class. She’s very … .

Nothing upsets Greg. He’s very … all the time.

Jonathan feels … because he has an important exam tomorrow.

Hannah loves meeting new people. She's very … .

Student's Book Unit 1 p.9

124

Sophie is very … of her excellent exam results.

ss se

Ivy is very … . She doesn’t smile a lot.

U N IT

VOCABULARY PLUS 1

Music

Match the words in the box with the images below. accordion cymbals

flute

harp

saxophone

tambourine

trombone trumpet

ukulele

violin

m ukulele

As d an s le es sa Pr r y fo it t rs no ve y ni p

Co 8

Listen and check. Then listen and repeat.

Complete the sentences with instruments in Ex 1. You blow into these brass instruments. trumpet, ...

You play the strings on these instruments with your fingers or a long stick.

You use your fingers on this instrument like on a piano.

You blow into these woodwind instruments.

Complete the sentences with the words in the box. audience

backing vocalists

conductor

The lead vocalists are usually at the front of the band.

The … tells the orchestra to start and stop.

… don’t usually become famous singers.

The … chooses the music at a club.

An … is a group of people who watch a performance.

An … is a collection of songs or musical pieces.

A … sings very high notes in an opera.

lead vocalists

soprano

album

ss se

Student's Book Unit 2 p.21

125

U N IT

VOCABULARY PLUS 1

The natural world

Match the words in the box with the images below. beach

cliffs

forest

hills

Ca 1

island

jungle

lake

mountain

river rocks

sea volcano

lake

As d an s le es sa Pr r y fo it t rs no ve y ni p

2 3

Listen and check. Then listen and repeat. Do the quiz. Use the words in Ex 1.

ss se

How much do you know about geography? Do the quiz and find out! 0

It’s very green and many animals live there. Tarzan lived there, too. jungle

Big ships sail there and many different kinds of fish live there.

It’s a very tall place and sometimes there’s snow on it. People ski there.

The view of the sea is great from the top of these, but it’s very dangerous if you fall from there.

You can sail on it in a boat. It’s long and it ends at the sea.

These can be very big or very small. You can throw the small ones.

This is very dangerous. It produces hot rocks and fire.

There’s water all around this place. It’s a good place for a summer holiday.

It isn’t very high and it isn’t difficult to walk to the top of this place. You can swim here and there is land all around it.

You can sit on the sand, play sports or swim in the water.

Student's Book Unit 3 p.33

There are lots of trees. Animals like bears live there.

9 10

126

U N IT

VOCABULARY PLUS 1

Sports

Look at the pictures and complete the phrases with a sport in the box.

athletics basketball judo rock climbing

cycling fencing gymnastics ice-skating running squash volleyball water polo

br U

play basketball

play …

As d an s le es sa Pr r y fo it t rs no ve y ni p

Co go …

go …

do …

go …

do …

Listen and check. Then listen and repeat.

ss se

2 3

go …

Copy the mind map in your notebook and complete it with the words in the box. karate

roller-blading rugby

SPORTS

table tennis yoga

play football

running skiing

football

go …

do …

PAIRWORK In pairs, ask each other questions about summer sports from Ex 1. A Do you play squash? B

Yes, I do. / No, I don’t.

Student's Book Unit 4 p.45

127

U N IT

VOCABULARY PLUS 1

Phrasal verbs

Select the correct phrasal verbs in the box to complete the sentences. carry on get on

give up

make up put away

Ca 1

run out

throw away

work out

m U

My grandma put away all the clean plates.

We … ! It’s so hot, we can’t play anymore.

As d an s le es sa Pr r y fo it t rs no ve y ni p

My brother loves to … in the gym. 5

Co My dad liked to … fun games when I was a younger. 7

We … plastic in a yellow bin.

Listen and check. Then listen and repeat. Complete the sentences with the correct phrasal verbs from Ex 1. I can’t stop working yet. I’m going to carry on until dinner time.

I think we should buy more milk because we’re going to … soon.

None of that is true! You’ve … everything you’ve told us!

Ben … well with his brother. They never fight about anything.

I really enjoy … but my arms and legs always hurt the next day!

I … the bread yesterday because it was very old and hard.

Tom has … eating meat for the whole month so he’s eating a lot more vegetables.

Your sister’s … the clean knives and forks. Can you help her, please?

Student's Book Unit 5 p.57

128

Steph and Jen are good friends. They … very well.

ss se

We’ve … of soap. We need to buy some more.

Harry’s going to … working until he finishes everything.

U N IT

VOCABULARY PLUS 1

Online activities

Match the words in the box with the images below. cable

flash drive

hard drive

Ca 1

keyboard

mouse

printer router

speaker

touch screen

webcam

m As d an s le es sa Pr r y fo it t rs no ve y ni p

keyboard

Select the correct verbs from the box to complete the sentences. connect

quit

save

search type

You need a password to connect to the Wi-Fi here.

Don’t forget to … your work before you close it.

My brother can … really quickly – nearly 80 words per minute!

Don’t … on that link! You don’t know what it is.

Dad, do you have any paper? I need to … my homework.

I tried to … for him online but I didn’t find any information.

If the program isn’t working, you need to … it and start it again.

click

Listen and check. Then listen and repeat.

ss se

Student's Book Unit 6 p.69

129

U N IT

VOCABULARY PLUS 1

Parts of the body

Match the words in the box with the parts of the body. ear eye eyebrow chest foot forehead hand knee mouth neck nose shoulder thigh wrist

… … …

…

head

…

As d an s le es sa Pr r y fo it t rs no ve y ni p

arm head

…

Listen and check. Then listen and repeat.

The first letter is already written. good-looking plump

Susan is s … .

Henry is p … .

Faye is s … .

Jerry is s … .

Sam is g … .

tall

Tom is t all .

slim stocky

short

ss se

3 Look at the drawing and complete the sentences with the words in the box.

Tom Susan

Henry

Faye

Jerry

Sam

4 PAIRWORK Take turns describing yourself by saying true and false sentences about yourself. Can your classmates correct the false ones? A I’m tall. B

130

True.

Student's Book Unit 7 p.81

U N IT

VOCABULARY PLUS 1

Jobs

Match the words in the box with the images below.

architect builder lorry driver mechanic

doctor electrician farmer journalist plumber secretary shop assistant vet

U 6

As d an s le es sa Pr r y fo it t rs no ve y ni p

mechanic

Listen and check. Then listen and repeat.

asking questions.

A What’s his job?

He’s a plumber.

A Is she a pilot?

No, she’s a doctor.

3 PAIRWORK Review the examples below. Then take turns pointing to an image and

ss se

Do you know anyone who does these jobs?

My mum’s a secretary. My uncle’s a mechanic.

Student's Book Unit 8 p.93

131

U N IT

VOCABULARY PLUS 1

Things in the home

Match the words in the box with the images below. basin

bath

ceiling drawer

Ca 1

floor

hall

lamp

mirror

patio

shelves

stairs wall

lamp

As d an s le es sa Pr r y fo it t rs no ve y ni p

Listen and check. Then listen and repeat.

What do these people need? Match the words to the images. dishwasher

iron

microwave

toaster washing machine

ss se

washing machine

132

Student's Book Unit 9 p.105

PRONUNCIATION

UNIT 1 1

/eə/ and /eɪ/

Listen and repeat.

/eə/ hair /eɪ/ straight

bear their lazy make

/eə/ /eɪ/

/eə/

/eɪ/

/eə/ /eɪ/

/eə/

/eɪ/

/eə/ /eɪ/

/eə/

/eɪ/

/n/ /m/ /ŋ/

Listen and repeat the conversations. Then practise with a partner. 1

What was Mum doing this morning? She was watching a TV programme about storms.

Listen and repeat. 1

Listen. Which sound do you hear?

What were you doing when the phone rang?

Yeah! That sounds great.

Let’s make our hair straight. Is their party today?

As d an s le es sa Pr r y fo it t rs no ve y ni p

Yeah! Let’s take a cake to share.

4 PAIRWORK Practise the conversations in Ex 3.

UNIT 2 1

UNIT 4 1

/r/ before vowels

Listen and repeat.

rugby

Listen and repeat.

cricket

race throw

Listen and complete the sentences. Then listen again and repeat.

I read this … a year ago.

It’s so hot today! I want an ice … .

My … is smaller than my sister’s.

Listen. Which sound do you hear?

I won first … in the competition.

/ɪ/ /iː/ TV

We … to school this morning.

/ɪ/ /iː/ it

/ɪ/ /iː/ eat

/ɪ/ /iː/ did

/ɪ/ /iː/ feel

/ɪ/ /iː/

instrument festival sea keyboard

hip-hop week

/ɪ/ /iː/ sit

/ɪ/ /iː/ seat

/ɪ/ /iː/ sleep

/ɪ/ /iː/ hit

Listen and complete the sentences. Then practise with a partner. You can … next to … .

We … a holiday by the … .

What … you … for lunch?

I … tired after watching … all day.

UNIT 3

/n/, /m/ and /ŋ/ word endings

Listen and repeat. /n/ /m/ /ŋ/

sun rain storm warm camping long

kitchen from sing

Cross the street when the traffic light’s green.

It’s usually rainy but recently it’s been dry and we’ve had a drought.

UNIT 5 1

Silent r

Listen and repeat. polar

bear

after teacher

Robert went to Rome in a bright red train.

The tickets to the … weren’t … .

Listen and find the /r/ sounds you hear. Practise saying the sentences.

ss se

/ɪ/ and /iː/

I was washing my hands in the kitchen.

Select the word with the silent r. Listen and check. 1

near

road

sailor

broken

drive

lawyer

real

enter

crash

bigger

dinner

drink

faster

free

computer print 133

PRONUNCIATION 3

Listen and complete the conversation. Then practise with a partner. Didn’t you want to be a football 3 … ?

When I’m 1 older , I’m going to be a 2 … .

Yes but I think it’s 4 … to be a singer.

Why?

UNIT 8

That’s true. Most footballers stop playing when they’re 6 … 35.

sentences

Stress in first conditional

Listen and repeat.

The … are singing.

When is your … ?

How many English … do you know?

Listen and find the /ɜː/ sounds. Practise saying the sentences.

There are thirteen girls in my class.

The journalist is wearing a dirty white shirt.

We were thirsty and nervous in the desert.

If you go to university, what will you study?

What will you buy if you go shopping?

If I cook fish, will you eat it?

If he likes tennis, will he like badminton?

UNIT 9

Listen again and repeat the questions in Ex 2.

Oo bookshop oO correct

/h/ vs no /h/

head arm

heart ankle

Listen and repeat.

hospital hungry accident angry

Listen. Match the stress pattern to the words you hear.

Oo B

C 2 ... 3 ... 4 ...

5 ... 6

oO C ... 7

Ooo D

... 8

...

oOo

Listen. Which word do you hear?

Ooo instrument oOo department

one syllable

Stress in words with more than

ss se

/h/ no /h/

Listen and complete the sentences. Then listen again and repeat.

heart

art

hear

ear

hair

air

hate

eight

hungry

angry

heat

eat

Did you go to the … ?

eye

I’m not very … .

My favourite animal in the zoo was the … .

Are you ... right now?

Can you play the … ?

Did I buy some tomatoes? I can’t … .

hand

and

high

Listen and complete the conversation. Then practise with a partner. 1

had to go to … after my … . 2

What … ? 4

134

I like to … new things.

Listen and repeat.

Your homework is … !

What will you do if it snows?

nurse earn

UNIT 7

first

Listen and complete the sentences. Then listen again and repeat.

Listen and find the stressed words.

/ɜː/

As d an s le es sa Pr r y fo it t rs no ve y ni p

If it rains, we won’t go out. If I stay home this evening, I’ll watch a film. She’ll help if you ask her. They’ll win the competition if they practise enough.

That’s 12 … . I 13 … you feel better soon.

Listen and repeat. /ɜː/

UNIT 6

But what 7 … to your 8 … ? It looks terrible.

I fell on the ice and 9 … my 10 … really 11 … .

Because you can work 5 … .

I 5 … my 6 … when I was ice-skating.

IRREGULAR VERBS LIST Past simple

Past participle

Infinitive

Past simple

Past participle

was / were

been

know

knew

known

beat

beaten

leave

left

become

became

become

lose

lost

begin

began

begun

make

made

broken

meet

met

Infinitive

broke

bring

brought

pay

paid

build

built

put

bought

read

caught

ride

rode

ridden

choose

chose

chosen

ring

rang

rung

come

came

cost

cut

did

draw

drew

drink

drank

drive

drove

eat

ate

fall

fell

feel

felt

fight

fought

find

found

fly

flew

forget

forgot

get

break

catch

buy

ran

run

cost

say

said

cut

see

saw

seen

done

sell

sold

drawn

send

sent

drunk

show

showed

shown

driven

shut

eaten

sing

sang

sung

fallen

sit

sat

felt

sleep

slept

fought

speak

spoke

spoken

found

spend

spent

flown

stand

stood

forgotten

swim

swam

swum

got

take

took

give

gave

given

teach

taught

went

gone

tell

told

grow

grew

grown

think

thought

have

had

throw

threw

thrown

hear

heard

understand

understood

hide

hid

hidden

wake

woke

woken

hit

wear

wore

worn

hold

held

win

won

keep

kept

write

wrote

written

ss se

run

As d an s le es sa Pr r y fo it t rs no ve y ni p come

taken

taught

told

135

ACKNOWLEDGEMENTS The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting and in the next update to the digital edition, as applicable.

The authors and editors would like to thank all the teachers who have contributed to the development of the course, in particular: Megan McNeil, Lucía Puente, Begoña García, Isabel López Villa, Irene Díaz, Teresa Gil, Consuelo Pértega Andía, Lourdes Machi Alapont, Maite Senent & Lourdes Tomás, María Jesús (Susa) Bayod, Adoración (Dori) Villarreal, Miguel Jason & Julià Pearson, Maria Isabel Huerta, Óscar Díaz, María del Carmen Elvira Bernabéu, Rosa Mª Bermejo, Sergio Juan Gomez, Celina Torrado Outeda, Natalia Gutierrez Rodriguez, Manuel Conde Pereira.

Keys: U = Unit, EM = End Matter.

Photography

The following photographs are sourced from Getty Images:

U0: RLT_Images/DigitalVision Vectors; Boonchai wedmakawand/Moment; Flashpop/DigitalVision; Tomas Zrna/Moment Open; Renata Angerami/E+; stdemi/ DigitalVision Vectors; Image Source/DigitalVision; Kryssia Campos/Moment; mbbirdy/E+; Driendl Group/Photodisc; Darryl Leniuk/Digital DigitalVision; Tobias Titz/fStop; Henrik Sorensen/DigitalVision; Stephen Simpson/Stone; Giordano Cipriani/The Image Bank; Inverse Couple Images/Moment; Harald Nachtmann/Moment; Barry Winiker/Photodisc; syolacan/E+; Ayhan Altun/Moment Open; Basilios1/E+; kuroaya/Moment; Image Source; U1: kali9/E+; CoffeeAndMilk/E+; Justin Lewis/Stone; Dann Tardif/Stone; fstop123/E+; DGLimages/iStock; Tara Moore/DigitalVision; fcafotodigital/E+; Sladic/E+; Jasmin Merdan/Moment; Daniel H. Bailey/The Image Bank; calvindexter/DigitalVision Vectors; calvindexter/DigitalVision Vectors; Olga Siletskaya/ Moment; Morsa Images/DigitalVision; kate_sept2004/E+; Morsa Images/DigitalVision; Klaus Vedfelt/DigitalVision; ljubaphoto/E+; LeoPatrizi/E+; Jose Luis Pelaez Inc/ DigitalVision; courtneyk/E+; luza studios/E+; RapidEye/E+; Shawn and Sally Weimer/Photodisc; mgstudyo/E+; Nick David/Stone; Olga Rolenko/Moment; brusinski/E+; Francesco Carta fotografo/Moment; Jasmin Merdan/Moment; MarkM73/DigitalVision Vectors; Katsumi Murouchi/Moment; THEPALMER/DigitalVision Vectors; duncan1890/ DigitalVision Vectors; Richard Nowitz/Photodisc; John Seaton Callahan/Moment Open; DEA / A. DAGLI ORTI/De Agostini; HRAUN/E+; thianchai sitthikongsak/Moment; Christopher Hopefitch/DigitalVision; Oliver Rossi/ DigitalVision; U2: portishead1/E+; Fuse/Corbis; Strauss/ Curtis/The Image Bank; imagenavi; Georgijevic/E+; NickyLloyd/E+; Tim Platt/DigitalVision; Igor Alecsander/E+; Phynart Studio/E+; Jordi Salas/Moment; Cultura RF/Marcel Weber/Image Source; Klaus Vedfelt/DigitalVision; Klaus Vedfelt/DigitalVision; miodrag ignjatovic/E+; LWA/Stone; simonkr/E+; Gandee Vasan/Stone; LordHenriVoton/E+; RichLegg/E+; Tashi-Delek/E+; AleksandarGeorgiev/E+; Thinkstock/Stockbyte; SDI Productions/E+; E+; Westend61; Artem Varnitsin/EyeEm; Phynart Studio/E+; Cyndi Monaghan/Moment; The Good Brigade/DigitalVision; Simon Webb & Duncan Nicholls/OJO Images; SolStock/E+; Zero Creatives/Image Source; StockPlanets/E+; Sally Anscombe/ DigitalVision; VolodymyrKozin/DigitalVision Vectors; Daria Zaseda/DigitalVision Vectors; johnwoodcock/DigitalVision Vectors; Lisa Van Dyke/Moment; Amith Nag Photography/ Moment; Gerard Puigmal/Moment; PeopleImages/E+; Sergio Mendoza Hochmann/Moment; Kirezhenkova Marina/EyeEm; KARRASTOCK/Moment; Paula Winkler/fStop; urbazon/E+; Adene Sanchez/E+; U3: simonkr/E+; bounward/DigitalVision Vectors; bortonia/DigitalVision Vectors; Bart Brouwer / EyeEm; Rainer Fuhrmann / EyeEm; Warren Faidley/The Image Bank; Image by Nonac_Digi for the Green Man/ Moment; FrankRamspott/E+; SrdjanPav/E+; Igor Tkachenko/ EyeEm; Redlio Designs/DigitalVision Vectors; SDI Productions/E+; Maskot; Kelvin Murray/Stone; Shaun Egan/ The Image Bank; Westend61; Richard Ross/The Image Bank; Abstract Aerial Art/DigitalVision; Travelpix Ltd/Stone; Gary John Norman/DigitalVision; Ed Freeman/Stone; FatCamera/E+; Sirish B C/500px; Bloomberg Creative/ Bloomberg Creative Photos; PhotoStock-Israel/Photodisc; Meaghan Skinner Photography/Moment; Martin Schwanitz/ EyeEm; Adam Carruthers/Imagezoo; Cavan Images/Cavan; narvikk/E+; molotovcoketail/DigitalVision Vectors; Anton Petrus/Moment; Buena Vista Images/Stone; Roberto Westbrook/Tetra images; Vince Streano/Corbis Documentary; Image by Chris Winsor/Moment; Brais Seara/ Moment; Catherine Falls Commercial/Moment; Westend61; Photo by cuellar/Moment; Nukorn Plainpan/Moment; Paul Williams - FunkyStock/imageBROKER; bounward/ DigitalVision Vectors; Kashin Sergey Alekseevich/Moment; Laurence Mouton/PhotoAlto Agency RF Collections; Jupiterimages/The Image Bank; U4: enigma_images/E+; Darryl Leniuk/Photographer's Choice RF; JulPo/E+; PeopleImages/E+; Score/Aflo Images; David Pu'u/The Image Bank; Aleksander Rubtsov/Tetra images; SolStock/E+; Trevor Williams/DigitalVision; Tim Platt/DigitalVision; Lorado/E+; South_agency/E+; John Giustina/The Image Bank; ilyailya/DigitalVision Vectors; INDECcraft/DigitalVision Vectors; Natural_Warp/DigitalVision Vectors; golero/ DigitalVision Vectors; simon2579/DigitalVision Vectors; ArtBoyMB/E+; Jupiterimages/Stockbyte; Ben Welsh / Design Pics; ANDRZEJ WOJCICKI/SCIENCE PHOTO LIBRARY/ Science Photo Library; FangXiaNuo/E+; Satoshi-K/E+; Karl Hendon/Moment; Dann Tardif/Stone; skynesher/E+; Thomas Northcut/DigitalVision; Eskay Lim/EyeEm; Bernhard Lang/ Stone; Paul Bradbury/OJO Images; Aleksandr Zubkov/ Moment; Trevor Williams/DigitalVision; Caia Image/

Moment; David Clapp/Stone; Bloomberg Creative/ Bloomberg Creative Photos; Atlantide Phototravel/Corbis Documentary; Massimo Ravera/Moment; Coneyl Jay/The Image Bank; Bloom Productions/DigitalVision; Sompong Sriphet/EyeEm; benedek/E+; Sylvain Sonnet/The Image Bank; Luis Alvarez/DigitalVision; Hinterhaus Productions/ DigitalVision; Patrick Lane/Corbis; K-Kwanchai/iStock/ Getty Images Plus; George Doyle/Stockbyte; Sithiporn Thanapaisankit / EyeEm; mladn61/E+; TorriPhoto/Moment; Surachai Phichai/EyeEm; Douglas Sacha/Moment; MEDITERRANEAN/E+; Anadolu Agency; Anadolu Agency; Donald Iain Smith/Tetra images; Yuichiro Chino/Moment; Yuichiro Chino/Moment; IzaLysonArt /500px/500px Prime; Heike Kelm/EyeEm; Don Mason/The Image Bank; Miranda Lehman/Moment; nicolamargaret/E+; Aleksandr Zubkov/ Moment; By Eve Livesey/Moment; praetorianphoto/E+; track5/E+; DUEL/Image Source; sturti/E+; EM: ZeynepKaya/ E+; Alla Bielikova/Moment; SDI Productions/E+; Mint Images RF; miodrag ignjatovic/E+; Fuse/Corbis; FG Trade/E+; Trevor Williams/DigitalVision; AscentXmedia/E+; skynesher/E+; Evgeniia Siiankovskaia/Moment; We Are/DigitalVision; Comstock/Stockbyte; martin-dm/E+; Elisanth_/iStock/Getty Images Plus; SEAN GLADWELL/Moment; pixhook/E+; sidewaysdesign/iStock/Getty Images Plus; Bob Jacobson/ Corbis; bayshev/iStock/Getty Images Plus; Floortje/E+; C Squared Studios/Photodisc; pepifoto/E+; adventtr/iStock/ Getty Images Plus; Miemo Penttinen - miemo.net/Moment; Atlantide Phototravel/Corbis Documentary; Mark A Paulda/ Moment; the_burtons/Moment; Santiago Urquijo/Moment; xPACIFICA/Stone; RomoloTavani/iStock/Getty Images Plus; mbell/Moment; Jacek Kadaj/Moment; fhm/Moment; Frans Lemmens/Corbis Documentary; Buena Vista Images/Stone; mphillips007/iStock/Getty Images Plus; PavelHlystov/iStock/ Getty Images Plus; Comstock/Stockbyte; Andrea Francalanza/iStock; valio84sl/iStock; bergamont/iStock/ Getty Images Plus; Lilkin/iStock/Getty Images Plus; Selektor/ E+; skodonnell/E+; 3DMAVR/iStock/Getty Images Plus; popovaphoto/iStock/Getty Images Plus; ayzek/iStock/Getty Images Plus; Hemera Technologies/PhotoObjects.net; Ziga Plahutar/E+; jose carlos cerdeno martinez/Moment; Drazen_/E+; MoMo Productions/DigitalVision; Alvaro Medina Jurado/Moment; Imgorthand/E+; Catherine Falls Commercial/Moment; Westend61; Image Source/Connect Images; Narumon Bowonkitwanchai/Moment; Yevgen Romanenko/Moment; Peter Dazeley/The Image Bank; FuatKose/E+; Klaas Jan Schraa/E+; Erlon Silva - TRI Digital/ Moment; Richard Newstead/The Image Bank; Javier Zayas Photography/Moment; Berkah/Moment; Ridofranz/iStock/ Getty Images Plus; Vladimiroquai/iStock/Getty Images Plus; Plume Creative/DigitalVision; londoneye/E+; Tom Werner/ DigitalVision; Westend61; Fuse/Corbis; kali9/E+; 4x6/iStock/ Getty Images Plus; Shinyfamily/E+; baona/E+; FG Trade/E+; ChristopherBernard/E+; John Keeble/Moment; Rebecca Smith/Moment; Prasert Krainukul/Moment; Image Source/ DigitalVision; Chris Clor/Tetra images; Vanit Janthra/iStock/ Getty Images Plus; AzmanJaka/iStock/Getty Images Plus; John Keeble/Moment; mrs/Moment; Darren Lehane/Moment; Jacek Kadaj/Moment; Westend61; Gheorghe Albu / 500px; Aurelie and Morgan David de Lossy/Image Source; mixetto/ E+; George Doyle/Stockbyte; Ljupco/iStock/Getty Images Plus.

As d an s le es sa Pr r y fo it t rs no ve y ni p

Collection Mix: Subjects; portar/E+; Mike Harrington/Stone; Dmytro Aksonov/E+; simonkr/E+; technotr/E+; Dougal Waters/Stone; Thomas Barwick/Stone; Lorado/E+; Plan Shooting 2/Imazins/ImaZinS; connect images; Mike Kemp/ Rubberball Productions; connect images; BraunS/E+; GoodLifeStudio/E+; Andersen Ross/DigitalVision; moodboard/Image Source; Visual Art Agency/E+; Adie Bush/ connect images; Yellow Dog Productions/The Image Bank; LeoPatrizi/E+; valentinrussanov/E+; Insung Jeon/Moment; Paul Bradbury/OJO Images; Mike Brinson/The Image Bank; manusapon kasosod/Moment; Tobias Titz/fStop; wihteorchid/E+; Mike Harrington/Stone; Joe McBride/The Image Bank; Photo and Co/The Image Bank; Andersen Ross/DigitalVision; Jupiterimages/Stockbyte; Alanna Dumonceaux/Design Pics; Jordan Siemens/Stone; VeenaMari/DigitalVision Vectors; U5: Marie Jansson/EyeEm; Images from BarbAnna/Moment; Andreas Speich/EyeEm; Alan Tunnicliffe Photography/Moment; ECS Gallery/Moment; Manoj Shah/Stone; Patrick J Endres - AlaskaPhotoGraphics/ Corbis Documentary; Anton Petrus/Moment; Stuart Westmorland/Corbis Documentary; Paul Souders/ DigitalVision; Chasing Light - Photography by James Stone james-stone.com/Moment; John M Lund Photography Inc/ DigitalVision; PansLaos/Moment; Andreas M. / 500px/500px; MarioGuti/E+; vitranc/E+; Catherine Falls Commercial/Moment; Anja Melior/EyeEm; Zero Creatives/ Connect Images; mixetto/E+; We Are/DigitalVision; Richard Bailey/Photodisc; Ibrahim Bholah / 500px; Simon Colbing/ EyeEm; recep-bg/E+; Michal Krakowiak/E+; StefaNikolic/E+; Mindful Media/E+; Paul Souders/Stone; spxChrome/E+; Dorling Kindersley/Dorling Kindersley RF; Art Wolfe/Stone; Hans Strand/Corbis Documentary; Imagevixen/RooM; Arief Budi Kusuma/EyeEm; Heiko Graf-Warnecke / 500px; Sandra Standbridge/Moment; Richard McManus/Moment; Stuart Westmorland/Corbis Documentary; Manoj Shah/Stone; Chasing Light - Photography by James Stone james-stone. com/Moment; Patrick J Endres - AlaskaPhotoGraphics/ Corbis Documentary; Andreas Speich / EyeEm; Anton Petrus/Moment; © Marco Bottigelli/Moment; Eduardo Frederiksen/EyeEm; U6: FatCamera/E+; Rakdee/ DigitalVision Vectors; loops7/DigitalVision Vectors; fonikum/ DigitalVision Vectors; rambo182/DigitalVision Vectors; fonikum/DigitalVision Vectors; rambo182/DigitalVision Vectors; fonikum/DigitalVision Vectors; fonikum/ DigitalVision Vectors; bubaone/DigitalVision Vectors; designer29/DigitalVision Vectors; Thing Nong Nont/ Moment; ZEPHYR/DigitalVision; Karl-Heinz Spremberg/ imageBROKER; Oliver Rossi/DigitalVision; Maskot; brusinski/E+; Alys Tomlinson/Stone; mixetto/E+; Richard Drury/DigitalVision; SolStock/E+; Westend61; rambo182/ DigitalVision Vectors; bgblue/DigitalVision Vectors; PeterPencil/DigitalVision Vectors; SolStock/E+; Issarawat Tattong/Moment; designer29/DigitalVision Vectors; alengo/ E+; Johner Images/Johner Images Royalty-Free; Witthaya Prasongsin/Moment; Igor Stevanovic/500px/500Px Plus; Peter Dazeley/The Image Bank; designer29/DigitalVision Vectors; sarayut Thaneerat/Moment; FG Trade/E+; adamkaz/ E+; Maskot; Maskot; Cavan Images; Justin Paget/Stone; Maskot; Cavan Images; izusek/E+; Kong Ding Chek/E+; Merrill Images/Photodisc; U7: SDI Productions/E+; Dr Wilfried Bahnmüller/imageBROKER; sarra22/E+; athima tongloom/Moment; Patcharanan Worrapatchareeroj/ Moment; rbkomar/Moment; SCIEPRO/Science Photo Library; Erik Isakson/Tetra images; OsakaWayne Studios/Moment; wundervisuals/E+; visual7/E+; GibsonPictures/E+; wundervisuals/E+; Vectorig/DigitalVision Vectors; PeterPencil/DigitalVision Vectors; Westend61; Philippe Marion/Moment; Philippe Gerber/Moment; Nattapol Poonpiriya/EyeEm; PeopleImages/E+; Jupiterimages/The Image Bank; Tom Merton/OJO Images; FS Productions/Tetra images; SDI Productions/E+; Javier Zayas Photography/ Moment; Morsa Images/DigitalVision; Irina Belova/E+; damircudic/E+; A. Martin UW Photography/Moment; Tharakorn Arunothai/EyeEm; Westend61; fStop Images/ fStop; Ryan Smith/Corbis; Westend61; Anton Eine / EyeEm; Steve Satushek/The Image Bank; Ferli Achirulli Kamaruddin/ EyeEm; South_agency/E+; SDI Productions/E+; PeterPencil/ DigitalVision Vectors; MoMo Productions/DigitalVision; miljko/E+; Blend Images - JGI/Jamie Grill/Tetra images; Hulton Deutsch/Contributor/Corbis Historical; Print Collector/Contributor/Hulton Fine Art Collection; A. Martin UW Photography/Moment; Thomas Barwick/Stone; FangXiaNuo/E+; U8: Ed Bock/The Image Bank; Aksonov/E+; Nazar Rybak/E+; choja/E+; Nitat Termmee/Moment; Morsa Images/E+; Britt Erlanson/The Image Bank; Andersen Ross/ Stockbyte; Westend61; Jose Luis Pelaez Inc/DigitalVision; Tempura/E+; Hill Street Studios/DigitalVision; Karan Kapoor/ The Image Bank; Andrea Comi/Moment; Oliver Rossi/ DigitalVision; David Pereiras / EyeEm; AJ_Watt/E+; yogysic/ DigitalVision Vectors; brusinski/E+; Art-Y/E+; Stephen Simpson/Stone; Maskot; Ed Bock/The Image Bank; sarra22/ E+; Jose Luis Pelaez Inc/DigitalVision; Jon Feingersh Photography Inc/DigitalVision; Roy Mehta/Photodisc; Connect Images/Frank and Helena; SDI Productions/E+; Brand X Pictures/Stockbyte; SolStock/E+; Carol Yepes/ Moment; Max Dannenbaum/The Image Bank; Justin Lewis/ Stone; Kai Honkanen/PhotoAlto Agency RF Collections; J. Castro/Moment; Mike Kemp/Tetra images; mixetto/E+; Fuse/ Corbis; Imgorthand/E+; Thana Prasongsin/Moment; mikroman6/Moment; bubaone/DigitalVision Vectors; appleuzr/DigitalVision Vectors; ilyast/DigitalVision Vectors; LeoPatrizi/E+; AleksandarGeorgiev/E+; miljko/E+; Adrian Weinbrecht/Image Source; U9: Zia Soleil/Stone; xu wu/ Moment; Nazar Abbas Photography/Moment; Jon Lovette/ Photographer's Choice RF; onurdongel/E+; Yellow Dog Productions/The Image Bank; anilyanik/DigitalVision Vectors; Norbert Schaefer/Corbis; Juan Carlos Betancourt / EyeEm; Westend61; Witthaya Prasongsin/Moment; Frank Rothe/The Image Bank; Jakkapong Wannamethee/EyeEm; Tuul & Bruno Morandi/The Image Bank; Milton Cogheil/ EyeEm; Darrell Gulin/The Image Bank; Richard Newstead/

U4: Mark Davidson/Alamy Stock Photo. The following icon is sourced from other Sources: U0-U9 (Sustainable Development Logo): The content of this publication has not been approved by the United Nations and does not reflect the views of the United Nations or its officials or Member States. United Nations Sustainable Development Goals web site: https://www.un.org/ sustainabledevelopment/ Cover design by Chefer.

Illustration

Giovanni Lombardi; Hyphen; Kev Payne; Monika Roza Wisniewska; Moreno Chiacchiera; Yishan Li.

Video Stills

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Grammar Gym: Animation video stills produced by QBS Learning. Grammar on the go: Video stills are sourced from Learn English with Cambridge YouTube channel.

Culture, Content and Language Integrated Learning, and Get on it!: Video stills are sourced from Getty Images and Open Up videos produced by Silversun Media Group and Lucentum Digital.

For Real: Video stills are sourced from LADAFILM courtesy of Loescher Editore.

Audio Typeset Typesetting by Hyphen SA.

Editorial and Project Management Editorial and Project Management by Hyphen SA.

Additional Authors Colin Sage; Dan Vincent; Jo Cummins; Kari Miller; Melanie Starren; Sabina Ostrowska; Michael Smith.

Audio produced by John Marshall Media.

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The following photograph is sourced from another library: