Issuu

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

A2+ – B1

ss se

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

Co Simon Cupit Emma Szlachta Jo Cummins

CONTENTS

Unit 0 Welcome: Vocabulary Weather p.4; Phrasal verbs p.5; Money / Sports p.6; Health problems p.7

Unit

Vocabulary

Unit 1

Education p.9 Hobbies and leisure p.12

Work and play

Reading

Grammar Toolkit

Online magazine article: Eastwood High School p.10

Present perfect (review) p.11 Past perfect p.13

A web page: Travel challenges! p.22

Present modals: ought to (advice), need to (necessity), don’t need / needn’t (lack of necesity) p.23 Can, could and will be able p.25

An article: Artscape p.34

Present simple passive and past simple passive p.35 Permission and obligation p.37

p.8 Vocabulary Plus p.124

Fast Finisher p.18 Unit 2

Travel and holidays (1) p.21 Travel and holidays (2) p.24

Life is a journey

p.20

Vocabulary Plus p.125

Fast Finisher p.30

Unit 3

Arts p.33 Sport p.36 Vocabulary Plus p.126

Fun and games

p.32

Unit 4

A changing world

Environment p.45 Clothes and accessories p.48

An essay: Is it too late to stop the effects of climate change? p.46

Conjunctions of contrast p.47 used to / didn’t use to p.49

Personal feelings, opinions and experiences p.57 Phrasal verbs p.60 Vocabulary Plus p.128

A magazine article: Do you have languagelearning anxiety? p.57

Reported speech with say, tell, ask p.59 Adjectives that end in -ed and -ing p.61

Places and services in town p.69 Things in a home p.72

A group chat: Text messages in a family chat p.70

have / get something done p.71 Reflexive and emphatic pronouns p.73

A magazine article: The job of your dreams p.82

First and zero conditionals review p.83 Future continuous p.85

An advert: Fifth Annual National Craft Market p.94

Second conditional p.95 Verbs followed by to infinitive p.97

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

Vocabulary Plus p.127

Fast Finisher p.54 Unit 5

The power of words p.56

Fast Finisher p.66 Unit 6

Getting things done p.68

Vocabulary Plus p.129

Fast Finisher p.78

All in a day’s work p.80

Work and jobs (1) p.81 Work and jobs (2) p.84

Vocabulary Plus p.130

Unit 8

Shopping (1) p.93 Shopping (2) p.96

p.92

Vocabulary Plus p.131

Let’s go shopping

Fast Finisher p.90

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Unit 7

Fast Finisher p.102 Unit 9

Just for fun p.104

Entertainment & media (1) p.105 A group chat: Entertainment & media (2) p.108 Text messages among friends p.106 Vocabulary Plus p.132

Polite questions: indirect and embedded questions p.107 Gerunds as subjects and objects p.109

Fast Finisher p.114 Grammar review pp.116–123 2

Vocabulary Plus pp.124–132

Pronunciation pp.133–134

Irregular verbs list p.135

Grammar Present continuous and be going to p.4; Past continuous and past simple p.5; Indefinite pronouns / Prepositions of place and movement p.7

Listening

Speaking

Two teeangers talking about Telling a story p.14 summer holidays p.12

Writing

Culture/CLIL

An anecdote p.15

CLIL: PE pp.16–17 Learning situation: Create a campaign about staying safe when doing an outdoor activity p.17

A blog post about visiting a place p.27

Culture: Islands of the world pp.28–29 Learning situation: Research and write a travel article about the culture of an interesting island p.29

A review of a sports or cultural event p.39

CLIL: Art pp.40–41 Learning situation: Deliver a presentation about an arts or sports event p.41

Pronunciation p.133 /s/ cluster words

Learning to learn Learn to set and achieve goals p.19 Discussing and agreeing p.26

A classroom conversation about a trip p.24

Pronunciation p.133 Schwa /ə/

Review Units 1–2 p.31

Three conversations about sport p.36

Acknowledging others p.38 Pronunciation p.133 Sounding happy / excited / interested / unsure

An essay about helping the environment p.51

Culture: Green traditions pp.52–53 Learning situation: Research an environmental issue at your school and write a report suggesting solutions p.53

An advice forum p.63

CLIL: Linguistics pp.64–65 Learning situation: Create a language map for a country with information about the different languages spoken there p.65

A how-to guide p.75

Culture: Medicine over the centuries pp.76–77 Learning situation: Create a short, fun, instructional video for the internet to show how to take care of your health p.77

An interview p.87

CLIL: History pp.88–89 Learning situation: Write a fact file about a person you admire p.89

Asking for a refund or exchange p.98 Pronunciation p.134 /r/ and /h/ at the beginning of words

An email to describe plans p.99

Culture: Buying and selling pp.100–101 Learning situation: Plan and advertise a bartering event p.101

Giving a presentation p.110

A report p.111

CLIL: Geography pp.112–113 Learning situation: Film an interview with a new music group. p.113

Asking for information and clarification p.50

A podcast discussion about the negative effects of the fashion industry on the environment p.48

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

Learning to learn Guessing the meaning of new words p.43

Review Units 3–4 p.55 A discussion between friends on languagelearning p.60

Pronunciation p.133 Consonant /ŋ/

Sympathising p.62

Pronunciation pp.133–134 Connected speech

Learning to learn Help to improve your partner’s speaking p.67 Two teenagers discussing Making and responding the girl’s new bedroom p.72 to suggestions p.74 Pronunciation p.134 The three c sounds Review Units 5–6 p.79

Talking about the past and future p.86 Pronunciation p.134 Final consonants

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A podcast discussion about the world of work p.84

A young boy trying to return an item he has bought p.96

Learning to learn How to organise your work p.91

Review Units 7–8 p.103 Adverts for different leisure activities p.108

Pronunciation p.134 The /w/ sound Learning to learn How to continue improving in the future p.115 Competencies:

C8 3

UNIT

e m o c Wel Present continuous and be going to

1 What’s the weather like? Match the words

Weather

foggy

with the pictures. rainy

snowy

stormy

sunny

windy

U 2

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

Matt and Sara are talking about weekend plans. Complete the conversation with the correct form of the verbs in brackets. Then listen and check.

Matt What 1 are you going to do (you / do)

stormy

this weekend?

Sara I think it 2 … (be) sunny, so we 3 … (go)

surfing. Do you want to come?

Matt

Yes, thanks! What time?

Sara We 4 … (meet) Elsa at 11.30 on the

beach near the café.

Matt

OK. That’s great. What about lunch?

Sara I 5 … (not eat) in the café. I usually

bring a sandwich.

Matt Well, we 6 … (eat) at Mo’s Burgers in

town at five o’clock. Why don’t you come with us?

Sara

It was too … (tho) to sleep last night.

Do you know where my gloves are? My hands are … (odlc).

I don’t like swimming in the sea in April. The water is still too … (oloc).

You need to be careful when you are walking on the path – it’s … (ciy).

Don’t forget to pack a … (amrw) jumper for your weekend in the mountains.

Workbook pp.3–4

It’s so cloudy (locduy)! Where’s the sun today?

Put the letters in the correct order to make weather adjectives. Then listen and check.

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Great! Thanks!

0 Past continuous and past simple

Phrasal verbs

1 Which phrasal verb? Select the correct

Select the correct answers. Then listen and check. 1

Ca 2

When I woke up / was waking up this morning, it was cold, but it wasn’t snowing.

I looked online to find for / find out what time the bus leaves.

Harry played / was playing football when we arrived / were arriving.

I’m tired. I’m going to lie on / lie down.

Our neighbour looked after / looked up our cat while we were on holiday.

Can you help me to look for / look after my favourite T-shirt, Mum?

Oh, no! I’ve picked off / picked up the wrong phone!

Is it cold today? Do I need to put on / put for a jumper?

I always turn off / turn on the TV at 7.30 pm for my favourite TV show.

Turn off / Turn on the lights, please. We don’t need them now.

m 3

answers.

She fell asleep / was falling asleep while she read / was reading. They didn’t do / weren’t doing their homework when I saw / was seeing them.

While we watched / were watching the film, Dad was coming / came home.

While Theo was walking / walked home, he found / was finding some money.

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

2 Anya is writing about her weekend at a

buy

enjoy

music festival. Complete the blog post with the past simple or past continuous form of the verbs in the box. not wait

not want

stand

2 Read about Tim’s first pet. Complete the

text with the correct form of the verbs in Ex 1.

HOME | NEWS | WHAT’S NEW | QUESTIONS

What a weekend!

I 1 went to a music festival last weekend. When we arrived, everybody 2 … in a long queue to get in, but most people had their tickets on their phones, so we 3 … too long. The music was great, and there were lots of places to buy food and drink. While I 4 … a burger, I saw my favourite singer! It was very exciting. We 5 … ourselves so much when my dad arrived to get us that we 6 … to leave.

ss se Workbook pp.3, 5

When I was seven, my parents bought me a pet hamster for my birthday. His name was Fred. He was my first pet, and I 1 found out that he liked to play at night and sleep during the day. When we took him home, he 2 … in his little house and slept for 12 hours! Then at 9.30 at night when I 3 … my bedroom light to go to sleep, he woke up and played. He was very friendly, and I 4 … him … every day, and he sat in my hand. I loved 5 … him. One day, he wasn’t in his house. My mum and I 6 … him everywhere, but we couldn’t find him. Then one night, I heard a noise. I got up and 7 … the light, and there was Fred – sitting in my shoe!

Money

2 Complete the conversations about money.

What can you see? Listen and number the pictures. A

Read and select the correct answers.

Conversation A

Man Excuse me, could I have the 1 change / bill,

please? I’d like to pay in 2 change / cash.

m C

Waiter

Sure! So, that’s £60, please.

Man

Thank you. Here you are.

Waiter And here’s your 3 change / cash and your

Conversation B Girl I really want to buy new headphones for

price / receipt.

Mum’s birthday.

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

Dad How much do you want to 5 lend / spend? Girl I don’t know. I’ve 6 saved / borrowed £30.

Co Sports

Dad Well, I can 7 borrow / lend you another £30.

What kind of sports word is it? Copy the table and put the words in the correct column. bat

catch

cricket

Sports baseball

cricket

enter

ice hockey

kick

racket

sailing throw

Equipment

Verbs

ball

play

windsurfing

winner

People coach

player

Which sports are they talking about? Listen and number the pictures. A

Workbook pp.4–5

Listen again and complete the sentences. 1

Lizzy saved an amazing goal.

Clara is going to enter a … .

The player … a goal.

Theo … the ball.

Daisy is … against Lola.

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0 Indefinite pronouns

Callum is talking to his mum about what to do today. Complete the words with some, any or no. Then put the exchanges (A–E) in the correct order. Listen and check.

I’m bored! There’s 2 …thing to do.

Callum

Mum Is …one from your band around? You could meet up and play 3

your guitar.

D Mum Why don’t you message 4 …one? I’m sure one of your friends

A Callum Hmm, Adam might not be doing 1 anything. I’ll call him now.

6 Callum …one is at home this weekend. Dan is at his grandparents’

house, and Mia and Sam are at a festival.

would like to do 5 …thing.

Health problems

Prepositions of place and movement

What do we do when we’re sick? Put the letters in the correct order to make phrases. Then listen and check.

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

Listen to Katie giving directions. Which is her house?

take some medicine

atke smoe mdcniiee

fele ikcs

Orange Rd

Tomato St

Apple St

llca na cmanulbae

Listen again and complete the notes.

Walk up the street.

Turn 2 … at the end. … the street. The park will be 4 … me.

… the park.

og ot eht sditetn

vhae na cacdietn

Directions to Katie’s house

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hvae a hcsaoahtcem

Take the 6 … path and 7 … the little bridge. Then turn 8 … and go along the path. 9

… of the park. Katie’s house is 10 … from

the gate, 45 Tomato Street. It’s purple.

go ot isptaloh

haev a eaaehdch

Workbook pp.3–5

7 37

k r o W y a l p and

UNIT

Unit aims Talking about education, and hobbies and leisure Reviewing the use of the present perfect Using the past perfect to tell stories

Telling a story Writing an anecdote Learning about safety in water sports Learning situation Create a campaign about staying safe when doing an outdoor activity

Grammar Gym

Understanding a magazine article and a conversation about summer camp

CLIL

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

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1 Look at the picture. What tehnology are the students using in the classroom? What technology do you use at school and at home?

How is Liam’s school life in Perth different from school in Denver?

How is Liam’s free time in Australia different from his free time in the UK?

Is your life more similar to Liam’s life in the UK or in Australia? Why?

Get on it!

Watch the video and answer.

VOCABULARY A

Education

Vocabulary Plus

an essay s…s…

br Clara44

p…s…

l…

3 Write a blog reply to Clara and Matilda. I’m a student at … . Our head teacher is called … . My favourite subject on the curriculum is … . A useful skill we learn in this subject is how to … . Something I have a lot of knowledge about is … .

My sister is eight years old and is a student in primary school. I’m older. I’m 14, so I’m in secondary school. There are a lot of different subjects on the curriculum. I love science and doing experiments in the laboratory. But my favourite is ICT because I have a lot of knowledge about computers and technology. I love spending time in the computer room! My grandma thinks that I’m very smart, but that’s because she didn’t learn to use computers at school. She had to write all her essays with a pen! Of course, handwriting is still an important skill, but I think technology is really useful for our studies. In fact, the head teacher has asked me to write about it for the school magazine.

the h … t …

p.124

Read the blog. What’s Clara’s favourite class? Match six of the blue words in the blog with the pictures A–F. Then listen and repeat.

h…

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

4 PAIRWORK Discuss the questions. 1

How does technology help you with your studies?

How do you feel when you have to write an essay? Why?

Do you think it is more important to have a lot of technical skills or a lot of general knowledge? Why?

I use technology to ...

Complete the blog with words from Ex 1 in the correct form.

Matilda124

Yes, and our classroom has ...

5 Key Competencies

AIRWORK Discuss with a partner. P Which strategies can help you to focus when writing an essay? Why? 1

playing relaxing music

turning off mobile-phone notifications

writing in a noisy room

writing with the TV on

putting your phone in a different room

writing when you’re hungry

elementary school (6–10 years old) middle school (11–13 years old) paper high school (14–18 years old)

I agree. ... can be a distraction.

here do you prefer to do your W homework? Why?

o you like to revise alone or with D other students? Why / Why not?

Finished? p.18

Workbook p.6

essay

I think it’s a good idea to ...

primary school (5–11 years old) secondary / high school (11–16 years old)

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Hi, Clara! I’m a student in secondary school, too. My favourite subject on the 2 … is chemistry – we do experiments in the science 3 … and learn lots of important 4 … , like how to collect information and test our ideas. When I’m older, I want to be a climate scientist and use my 5 … about the environment to make the world a better place. This means I need to get good marks. Luckily, my big sister is really 6 … and helps me with my 7 … by asking me questions before a test. 1

READING 1

Read the online magazine quickly. Select the correct answers. 1

The school is 10 / 60 years old.

Exams were the same / different in the past.

The comments are from past / present students.

Home

Eastwood High School

Interviews

My grandpa and grandma were both students at our school in the ’60s, so they have known each other since then. We’ve got a whole student council now, but in the ’60s, they only had a head boy and head girl. The head boy and girl helped other students and went to sports or maths competitions at other schools. My grandma was head girl – she is very smart and after she finished school, she continued her studies at university and got a degree. Now she’s a school head teacher! It was unusual at the time because not as many girls went to university then. – Ana

My grandma was once a teacher at our school! She taught home economics, but she says that only the girls had cooking lessons. Can you believe it? I think we are lucky that both boys and girls can study lots of different subjects now. In fact, I’ve just seen that Mr Smith’s class has cooked some amazing pizzas! – Lucas

My dad thinks our classrooms are amazing now. When he was at the school, the only technology in the classroom was a cassette player. Now we’ve got computers and smartboards. I’ve used a computer or a tablet every day since I was young! – Sofia

Read and listen to the online magazine. Copy the table and write notes about how life is different. Then

Now

5 Key Competencies ROUP WORK How is G your experience of school different from your grandparents’?

o you think new D technology has made it easier to study? Why / Why not?

A (Ana), L (Lucas) or S (Sofia).

This person’s grandparents were at the school.

This person’s dad didn’t use a computer in his classroom.

This person’s dad started work when he left school.

This person’s grandma was a good student.

This person is happy that the school curriculum has changed.

4 PAIRWORK Ask and answer questions about the people in your family. Where did they go to school? What were their favourite subjects? What were they good at?

Workbook p.10

Where did your mum go to school? She went to school at ...

This person’s grandma taught at his school.

3 Read the online magazine again. Write R (Rafael), 1

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no computers / technology in the classroom

Photos

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

a class from the ’90s

History

My dad has lived in Eastwood since he was a child and he was a student at the school in the ’80s. He wrote all of his essays with a pencil. When the teacher said his handwriting was good enough, he could write them with a pen! Dad left school when he was 15 and he trained as a mechanic, so he hasn’t written an essay since! He has lots of other skills now, though – like fixing cars. – Rafael

Eastwood High School’s 60th birthday! This month, it’s our birthday! Eastwood High School has been open for 60 years this year. So the Year 10 students have produced a special online school magazine. Check out photos of the school in 1969 and old class pictures in the photos section. Can you see anyone you know? Our school has changed a lot since the ’60s. When Eastwood High School opened, there were no computers, and there wasn’t any technology in the classrooms. Some of your parents and grandparents were students here at the time, but they didn’t have as many different subjects on the curriculum as you do. Standards were different, too, and they didn’t do the same exams. Keep reading to find out what life was like.

Blog

GRAMMAR T 1

OLKIT

Present perfect (review)

Read and select the correct answers. Grammar review p.116

We’ve 1 just / already moved to a new town, so I’ve started a new school. I 2 still / yet haven’t started some of my classes, so I haven’t met all of my teachers 3 yet / since, but I’ve 4 already / yet made lots of new friends. I met Ana on my first day – she’s been a student here 5 for / since Year 6, so she’s showing me where to go. Everyone has been so kind. I feel like I’ve been here 6 for / since years! How 7 long / for have you been at your school? Have you ever changed schools?

Present perfect with already, for, just, since, ever, never, yet, still and how long. I’ve been at this school for two years.

just

We’ve just met our new teacher.

yet

Sarah hasn’t written the essay yet. Has your brother done his homework yet?

for

COMMON ERRORS

They’ve already studied this subject.

We work hard this year.

ever

Have you ever read that book?

never

We’ve never been late to school.

still

I still haven’t finished revising for the exam.

They had just left university and started working.

How long have you been in this class?

They have just left university and started working.

how long

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

already

We’ve worked hard this year.

I just have received your email.

I’ve just received your email.

Read the text again. Find examples of the present perfect.

Complete Adam and Ben’s conversation with the words in the box. Then listen and check. for

given

have

never seen

since yet

Adam Have you finished your English essay 1 yet ? Ben No, I haven’t. But I 2 … already done my ICT and biology homework. Adam Your teachers have 3 … you a lot of work this week.

Ben I know. I’ve just 4 … Carlos in the library and he hasn’t got any homework this week.

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Adam Lucky Carlos! Ms Palmer has worked at the school 5 … years and she’s taught me 6

… I started here. She’s 7 … forgotten to give us homework!

PAIRWORK Role play the conversation in Ex 3. Then change the underlined words with your own ideas.

Have you finished your history essay yet?

Yes, I have.

Finished? p.18

Workbook p.7

37 11

LISTENING AND VOCABULARY 1

Hobbies and leisure

Look at the pictures and match them with the correct words. Listen and check. bay

jogging

practise

sail

surf

surfboard

take part

workout

Ca surf

go …

…

… 8

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

a…

…

Lara: … , …

Listen again. Are the sentences T (true) or F (false)? 1

The weather wasn’t very good in the summer.

Lara knew how to surf before the camp.

Lara slept in a large house.

Lara couldn’t sleep well in the tent.

There was a fox in the forest.

Maria couldn’t find her tent.

Listen again. Complete the sentences.

Lara … part in water sports.

Lara’s … was cool.

Lara … sailing every day.

Lara thinks … is amazing.

PAIRWORK Look at the photos in Ex 1. Talk about which activities you have taken part in and when. Which ones did you enjoy the most? I’ve tried surfing. We went on holiday to ...

Finished? p.18

Workbook p.8

The summer camp was in a … .

Gabriel enjoyed cycling with his friends.

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…

Listen to the conversation. What activities did Gabriel and Lara do on holiday? Gabriel: … , …

…

GRAMMAR T 1

OLKIT

Past perfect

Complete the conversation with the words in the box. Then listen and check. hadn’t

Grammar review

had

tried

I learned to surf this summer.

Really? Had you 1 … it before?

GRAMMAR

GYM

VIDEO

Past perfect

id +

p.117

Yes, I 2 … . But before we went on holiday, I 3 … taken lessons.

I had sailed three times before last summer.

When I got to the gym, Lucy hadn’t finished her workout.

Had you ever surfed before you came surfing with us?

When I got to the beach, the surfers already gone.

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

COMMON ERRORS

When I got to the beach, the surfers had already gone.

Complete the post with the correct form of the verbs in the box. break

buy

hide

leave

not take

start

+ Follow

It was my birthday last weekend, and my friends asked me to meet them at the beach. My brother 1 had broken my bike the week before, so I walked.

But when I got there, it seemed my friends 2 … already … . I thought that it 3

… me very long to walk there, so where were they? I 4 … to walk home

when I heard people shouting. It was my friends! They 5 … behind some surfboards and they were waiting for me to arrive. They 6 … me a present

the day before and planned their surprise. What great friends!

PAIRWORK Talk about what had or hadn’t happened before you started these things.

Complete the sentences about a water sports centre with the correct form of the words in brackets. Use the present perfect or past perfect.

ss se

125

•

secondary school

When we got there, our friends … (not arrive) yet.

•

learning English

Today is Dani’s first day in a boat. She … (never / sail) before.

•

doing a sport or activity

Charlie isn’t surfing very well because he … (not practise) enough.

… (you try) surfing before you came to camp?

Fred and Sally are excited about swimming because they … (not be) in the sea for years.

… (you be) to this gym before? Or is today your first time?

I had been (be) to the water sports centre three times before, so I knew a lot of people there.

Before I started secondary school, I hadn’t studied French. I had! I studied French in primary school, but I hadn’t studied Italian.

Finished? p.18

Workbook p.9

SPEAKING

Telling a story 1

Look at pictures 1 and 2 and listen. What activities hadn’t Mark tried before?

PAIRWORK Look at pictures 3–5 and tell your partner the next part of the story. Then listen and check.

One day, they went sailing. There were two girls and ...

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

one day / go sailing

instructor great / teach Mark

to this day / Mark / love sailing

Mark / scared

after / practice – Mark / feel better

buy / boat – sail / every weekend

Read and listen to the Useful language. Which phrases did you hear? Listen to the whole story again and check.

5 Key Competencies 1

USEFUL LANGUAGE

When (he was younger / ten years old) … One year / day, … Unfortunately, … To begin with … But then, After, … To this day, …

p.133 Pronunciation

Mark enjoyed going to camping club. T

He’d never swum in the sea before.

The other children liked sailing.

The instructor helped Mark to feel better.

Mark doesn’t sail anymore.

6 PAIRWORK Look at the pictures again and take turns to tell the whole story. Use the Useful language to link your sentences. One day, Mark was scared ... But then, he felt better ...

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

AIRWORK Close your book and P tell your partner what you think happened.

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Finally, …

ook at the last picture from Mark’s L story. Write notes about what you think happened.

WRITING

An anecdote

1 Read the email. Select the email subject.

Copy and complete the Useful language with examples from Mia’s email. Listen and check.

A Not so smart B

Summer school

Back to school

USEFUL LANGUAGE

Showing time and frequency

On 1 Wednesday , …

To: Ethan

But it’s fine 2 … .

Subject: …

I’m cycling to school 3 … .

Hi, Ethan How are you? My new school is good, but I miss everyone. It’s much bigger. On Wednesday, I walked around looking for my class for almost 20 minutes. I had got so lost! But it’s fine now. Also, our house is much closer than it was before, so I’m cycling to school every day – I love it! Apart from living so near the beach (we’re in a beautiful bay!), the thing I’m really happy about is that I’m now in the same town as my grandparents. I see them every week! I’m sending you a photo of my grandpa, mum and me at the beach. Last week, my grandpa came to school! As part of my social science class, we had to teach an older person a new skill. So my teacher invited parents and grandparents that had been students at the school to come in. I knew that my grandpa hadn’t written a computer program before, but he learned so quickly! He was one of the best students in the class! He was so funny, though, because he kept standing up when he wanted to say something. That’s what he had done when he was at school. So he got a great workout, as well as an ICT lesson! Write soon! I want to hear all of your news. Mia

I see them 4 … week.

From: Mia

… week …

4 Read the email again and answer the questions.

What happened on Wednesday?

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

Mia got lost.

When did her grandpa visit the school?

hat had the parents and grandparents W done in the past?

What did Mia think about her grandpa’s ICT skills?

What were the rules about speaking in class when Grandpa was at school?

5 Imagine you are going to tell an anecdote

about something that happened at school. Write notes. Who is in the anecdote?

•

What happened first?

What happened next?

•

What was funny, interesting or unusual?

ss se

•

How does the anecdote end?

6 Write an email that includes your anecdote to a friend. Use your notes from Ex 5.

2 Copy and complete the table with examples from the email. Past simple

I walked

Past perfect

Write a subject for your email.

Remember to:

Organise your anecdote into paragraphs. Use the past simple and the past perfect to order the events in your anecdote. Use the Useful language.

Workbook p.11

CLIL

CLIL VIDEO

Be water smart! br

Whether you do water sports on the coast or in a river, remember that water can be dangerous, so it’s important to stay safe.

Beach safety

River safety

The beach is a fun place,

Rivers can look calm and safe, but they can

but accidents can happen

have dangers like sharp rocks under the

quickly in the water.

Never swim alone.

can be deep one day and shallow (not deep)

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

•

water. Rivers change every day. The water

To stay safe:

the next. To stay safe:

• Don’t turn your back to the waves.

• Always wear a life jacket on a boat or

A strong wave can come and push

in a canoe.

you under the water.

• Always enter the water with your feet first.

If you have problems in the water, •

You can feel for rocks under the water

put your hand up and call for help.

and know how deep and how cold it is.

• Never swim alone or at night.

Watch the video. Which things do you need for each sport? surfing

kitesurfing

boating

snorkelling

life jacket

mask

2 PAIRWORK Look at the water sports in Ex 1. Discuss the questions with a partner.

paddles

fins

wetsuit

6 Read the brochure again. Are the sentences T (true) or F (false)? Rewrite the false sentences to make them true.

Which of these sports have you done?

Which one looks like the most fun? Why?

3 PAIRWORK Look at the headings and pictures

The water in a river is the same every day.

You should enter a river by diving.

A rip current moves fast.

It’s safe to swim in the calm area between waves.

A river can have both fast and slow currents.

in the brochure with the correct definition. 1

coast : the land next to or near the sea

… the land along the sides of a lake, river or sea

… moving water in a river or sea

… water that is not deep

… a current that can pull you into the open sea

It isn’t safe to swim alone at the beach.

5 Read the brochure again. Match the blue words

Read the brochure and check your answer to Ex 3.

It’s safe to swim alone at the beach.

ss se

in the brochure and discuss what it is about.

surfboard

1 Be careful of strong A current is the movement of water. The sea can have very strong currents! currents. A rip current is a fast current that pulls the water from the

beach out to the open sea. It pulls people or objects that are in it, too! • Before you enter the water, look for rip currents. They look like

calm areas between waves. Don’t swim in that area. • If a rip current pulls you out, don’t swim directly back towards

the beach. You will be swimming against the rip current and will get tired. Swim to the side first (up or down the beach)

and then swim to the shore. If you can’t, call for help. The same river can have fast currents and slow currents in different areas. So don’t dive into rivers! Walk into the water

little by little and pay attention to changes in the current.

• If you are in a strong current and can’t get out, turn onto your back

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

rip current

• River currents can be hard to see and they change every day.

and go with your feet first so you don’t hit your head on a rock.

Sustainable Development

7 GROUP WORK Look at the pictures in

GOAL 3 GOOD HEALTH AND WELL-BEING

Ex 6. What advice can you give to be safe in each one? Share your ideas.

Playing sport and doing exercise every week keeps our bodies healthier and can even help us to live longer. However, it is very important to exercise safely.

Always wear a life jacket when you’re on a boat.

What sport or exercise do you do regularly? How do you make sure that you exercise safely and don’t hurt yourself?

Yes, and never ...

Activity card: Values

DISCUSS

IATION

Choose one outdoor activity and research the dangers of doing this activity. Think about ways that people can make this activity safer.

N M

IO AT

PLAN

ME D

step

IATION

DIAT I

Present your ideas to the class. Whose safety ideas do you think would work the best?

step

Create a campaign about staying safe when doing an outdoor activity. EXTEND

MINI PROJECT

Go to the LEARNING SITUATION

ss se

Talk about different outdoor activities that you and other people you know do. What risks ATIONface when do Ipeople ED they do these activities?

step

UNIT 1: FAST FINISHER 1

Match the words with the correct definitions. curriculum

essay

head teacher

knowledge laboratory

a long piece of writing you do for school

all the different subjects you have to study at school

the person in charge of a school

a school where teenagers study

an adjective to describe a person who gets good marks

what you have when you know something

what you have when you can do something well

a room with equipment to do science experiments

skill

smart

essay

secondary school

2 Put the letters in the correct order to make words about hobbies and leisure. Then match them with the correct picture. korowut

aisl

nogjigg oubrasrfd

yba

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

ursf

surf 4

make an anecdote.

…

I quickly cycled home and then I realised I had forgotten my keys, too! I got halfway to school on my bike and realised I had left my school bag at home.

I had a terrible day yesterday.

…

o, I started my trip back to school, and S of course, when I arrived, the teacher had started class.

Digital Practice

Videos

Learning Situation: CLIL Project

…

Interactive eBook

hey say that bad luck happens three T times in a day, and it’s true – when my teacher asked me for my homework, I hadn’t done it.

…

DIGITAL T OLKIT

ss se

3 Put the sentences in the correct order to

Games

Unit 1 Worksheets

LEARNING TO LEARN

Learn to set and achieve goals

1 GROUP WORK Read the sentences. Which ones describe your reasons for learning English? Discuss and agree on two more reasons to learn English. A to make friends around the world

to be part of an online gaming community

to understand films and series in English

D to organise and enjoy travel abroad

to read books and websites in English

Listen to the conversation. Why does Federica want to learn English? Select her reasons in Ex 1.

Listen again. Copy and complete Federica’s action plan with her answers to questions 1–4.

Learning goals action plan

Name: Pablo

Your name: ...

Learn enough English (for my family and me) to enjoy our holiday in Australia

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

1 What do I want to do?

Name: Federica

2 How much time have I got? 3 What am I going to do to achieve my goal? (list two or more ideas)

4 How often am I going to do each idea?

4 Read what Pablo says about his learning

goal. Complete questions 1–2 of his action plan in Ex 3. We’ve got a really important speaking exam at school in three weeks. I like

English and I want to get a good mark,

Pablo Cruz but I’m not great at speaking – not like my older sister. She speaks English really well!

You should stay up and study all the vocabulary and grammar in the book the night before. That’s what I do!

Bea’s suggestion will let Pablo ...

Right! And practising two or three times a week ...

6 GROUP WORK Think about one of your

own learning goals and complete the action plan for you. Then share it with your group. Can you think of any other ways your group can achieve their goals?

@CarlosJ Why don’t you record yourself speaking on your phone? You can listen to yourself and decide what you need to much better. @Bea99

Learning to reflect

improve. Do that two or three times a week and you’ll get

LEARNING TO LEARN TIPS

You can sleep the next night.

Pablo’s post. In pairs, discuss which two suggestions are useful and why. Then complete questions 3–4 of his action plan in Ex 3.

ss se

Have you got any good advice?

5 GROUP WORK Read the replies to

It’s useful to understand your own strengths and challenges. Try answering the following questions:

Ask your sister if she can help you. You could have a

1 What’s my favourite thing at school?

five-minute conversation every day, for example. She can

2 What do I sometimes need help with?

correct you, as well. I’m sure she’d be happy to help.

3 What can I do when I need help at school?

@Ana.S

UNIT

Talking Talking about travel and holidays Using ought to for advice, need to for necessity and needn’t / don’t need to to talk about no necessity Using can, could and will be able to to talk about ability Understanding a travel website and a conversation about a school trip Discussing holiday options and agreeing on the best choice Writing a blog post

a s i e Lif y e n r jou

Unit aims

Learning about islands of the world

Learning situation Research and write a travel article about the culture of an interesting island

For Real

Culture

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

Co 1

Where are they going on holiday?

What activities do they want to do when they get there?

What do they need to do now?

Watch the video and answer.

family? How do you feel when you travel to new places?

ss se

1 Look at the picture. Where are the

Get on it!

VOCABULARY 1

Travel and holidays (1)

Listen and number the travel phrases. B

arrive at your …

change …

p.125

travel by …

arrive on time

Vocabulary Plus

show your …

make a …

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

go …

ask at the … information centre

get a …

… a seat

… home

go through …

Complete the travel phrases in Ex 1 with the words in the box. Then listen and check. abroad air arrive currency destination immigration passport reservation reserve return tourist visa

Read and select the correct answers. Then listen and check.

Beatrice, 15

Finally, we’re here! My first trip 1 abroad /

Yesterday at 15.02

immigration! The plane arrived on time / 2

Ralph, 14

go through immigration and 4 show / follow our passports. They put a stamp in our

passports to show that we had the right 5

visa / currency. We wanted to go on a

tour in the afternoon, but we were late. We asked / changed at the tourist information

centre about other trips. Luckily, they found

Once, we wanted to 10 make / go on a reservation for a

boat trip, but we couldn’t 11 reserve / follow seats without local currency. Now Mum always changes her money

and then she changes it back when we return 12 home / destination.

destination / seat is change 9 currency / immigration.

one for the next day.

When we travel by 7 air / immigration to another country,

the first thing my mum does when we arrive at our

ss se

Today at 10.32

by air, but we waited for hours to 3 return /

PAIRWORK What travel problems did Ralph and Beatrice have? How did they solve them? Discuss with your partner. What was Ralph’s problem? He waited for hours to go through immigration.

holiday

centre

vacation

center

What else?

Finished? p.30

Workbook p.14

READING 1 Look at the web page. Which places around the world do you think are difficult to visit? Why? Destinations | Things to Do | Travel Forums | More

Travel challenges!

Ca Vala, 37, Iceland

Danny, 29, USA

I went to Ittoqqortoormiit in Greenland to study ice caps. It is the most remote town in the country. It isn’t difficult to enter Greenland. I only needed a passport to stay for 90 days. However, it’s difficult to get to Ittoqqortoormiit! You need to travel by air to Nerlerit Inaat Airport. Then you arrive at your destination by helicopter or boat. I think the boat is best. You don’t need to worry about traffic in the town. There are no cars, and everyone walks everywhere. There is only one hotel, so you ought to make a reservation. Don’t camp outside the town! You might get a visit from a polar bear!

I’m a photographer and I went to Laikipia in Kenya to take pictures of wild animals. Most visitors to Kenya need to apply for a visa. It is easy to do online, but you ought to check what you need to do before you reserve a seat on a plane! Laikipia is amazing for safaris, but there aren’t many places to stay. It’s best to go on a tour. You follow a tour guide into the mountains and walk, camp and watch wildlife. You might see elephants, zebras or even a black rhino, so stay near your guide for protection!

Read the web page. Match the sentence with the traveller. Write V (Vala), D (Danny), L (Laura) or S (Sam).

One summer, I went backpacking in Peru with friends. The most difficult place to get to was Choquequirao, an ancient Inca city. It’s a four-day hike to get there from Cusco. You can ask at the tourist information centre about hiking trails. You need a passport to enter Peru … and keep it with you because you always need to show it. In fact, you ought to make copies. It saves making a copy when someone asks for it!

Sam, 15, the UK This place is so difficult to get to, I haven’t been there yet! I’d love to visit Australia, but it’s expensive to get there. There are different types of tourist visa, so I’m not sure about how to go through immigration. What I’d really like to do is visit the Cape York Peninsula. It’s got beautiful beaches! I need to fly to Cairns and then it’s a 14hour trip north by car. You can’t do it when it rains and I’ve also heard the Wi-Fi isn’t very good. That might be a problem!

I haven’t got enough money to travel to the place I want to visit.

It wasn’t difficult for me to get a visa.

I had my travel documents checked a number of times.

I travelled by sea and air to get to my destination.

passport

Kenya Peru Australia

Workbook p.18

A statement of fact / An opinion is a view about a situation you might agree with, but it is neither correct nor incorrect. It will often include adjectives that mean good, worse, best, etc.

A statement of fact / An opinion is either correct or incorrect. You can find out by looking at evidence or other information.

2 Read the web page again. Find three Transport

Things to see

statements of fact and three opinions.

5 PAIRWORK Which place in the world

would you most like to visit? Is it difficult to visit? Why / Why not? Discuss with your partner.

Greenland

Select the correct words.

Travel documents

complete the table.

4 Key Competencies

ss se

3 Read the web page again. Then copy and

Laura, 27, Brazil

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

The world is full of amazing places ... but getting to them isn’t always easy! Which travel destinations are the most difficult to visit? Here, four travellers describe their experiences of going abroad.

GRAMMAR T 1

Present modals: ought to (advice), need to (necessity), don’t need to / needn’t (lack of necessity)

OLKIT

Listen and complete the conversation. Grammar review

I ought to call a taxi. We 1 … arrive at the You 2 … do that. Dad called one last night. He made a reservation.

p.117

airport on time.

Oh, good!

need to

We need to get a visa to travel to the US.

don’t need to You don’t need to show your passport to enter the airport. needn’t We needn’t change any currency now. We can do it when we arrive.

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

We ought to make a hotel reservation now while there are rooms available.

Match the sentence halves.

ought to

We use need to

We use don’t need to / needn’t

when we should do something.

We use ought to

when something is necessary.

A when something isn’t necessary.

might

need to (x2)

ought to

You don’t need to have a shower when you arrive, but you have to.

You don’t need to have a shower when you arrive, but you ought to.

Read the information from the airline. Then complete the sentences with the words in the box. don’t need to

COMMON ERRORS

When you get to the airport, you need check in.

will

When you get to the airport, you need to check in.

Home > Information > Family Travel > At the Airport

Family Travel: At the Airport

You need to give yourself extra time to go through immigration during school holidays.

You … do some things before you arrive at the airport.

You … check in at the airport.

You … download the ticket to your phone if you check in online.

We … save your seats for you.

It … be cheaper to pay for extra bags online, too.

ss se

In busy periods, like school holidays, give yourself extra time to go through immigration. We suggest doing some things before you get to the airport. For example, it’s not necessary to check in at the airport. You can do that online. All you have to do is download the boarding pass to your phone. We promise to save your seats for you. It’s sometimes cheaper to pay for extra bags online, too.

PAIRWORK You are going on holiday to another country. Talk about what you need to, ought to or needn’t / don’t need to do before you leave and when you are at the airport. I need to pack my bags!

I don’t need to carry my bags at the airport.

Finished? p.30

Workbook p.15

23 37

LISTENING AND VOCABULARY 1

Travel and holidays (2)

Read the sentences A–H and match them with pictures 1–8. Then listen and check. A The plane took off two hours late.

I take public transport to school every day.

She listens to music when she goes on a long bus journey.

G When you arrive at your destination, you

need to wait for your luggage.

H It’s exciting to board a plane. It’s the start

D When we arrived at the airport, we checked in. E

of the holiday!

I’m happy when the plane lands – it’s good to be back on the ground!

You need to take a ferry across the bay to visit the island.

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 words from Ex 1. Add more travel words you know. Things that happen at airports

check in

Means of transport

Listen to the classroom conversation and answer the questions. 1 2

transport

transportation

Where are the students going? …,…

What transport are they using?

PAIRWORK Think of a place you want to visit. What steps do you need to take to get there? Describe them to your partner.

I want to go to Rome. I need to get a flight from the airport. I need to check in my baggage ...

Day 1 Meet at school: 1 9.00 am Arrive in Manchester: 2 … Arrive at Manchester International Airport: 3 … Board plane: 4 … Leave for Paris: 5 … Arrive in Paris: 6 … Workbook p.16

Year 11 Trip to Paris

Finished? p.30

Listen again. Find the correct times to complete the information sheet.

ss se

…,…,…

Taking a trip

GRAMMAR T 1

OLKIT

Complete the conversation with the words in the box. could

I’m excited about the school trip to Rome next week.

will be able to

… you speak Italian? No, I can’t. I 2 …

understand Italian when I was younger because

… practise a lot

my family lived in Milan

next week.

for a year. But I’ve

m br

forgotten everything.

Past

My dad could drive when he was 17 years old.

Present

COMMON ERRORS

I can’t understand what the taxi driver is saying.

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

In the future, we’ll be able go for holidays in space.

Future

In the future, we’ll be able to go for holidays in space.

Will we be able to travel to space in the future?

Select the correct option to complete the sentences. 1

Humans … travel to other planets in the future. A can’t

B can

C will be able to

B can

C could

My mum … drive, so she always goes to work by public transport. A couldn’t

C won’t be able to

In the past, tourists … get advice at the information centre, but it closed last year. A will be able to

B couldn’t

We’re going to Paris on holiday because my parents … speak French. A could

B won’t be able to

C can’t

In the future, we … travel by electric ferry. A ’ll be able to

p.118

Well, I’m sure you

Grammar review

can

Can, could and will be able

B can

Complete the text with the correct form of can, could or be able to.

Nowadays, people 1 can fly to the other side of

PAIRWORK Discuss the questions.

Where did you go on your last holiday? What activities could you do there?

What languages can you speak? In which places in the world do people speak them?

Do you think transport will change a lot in the next 50 years? How will we be able to travel?

way. Commercial flights only really started in by plane until the 1980s. A hundred years

ago, the only way people 3 … travel to other

the 1930s, and most people 2 … afford to travel

the world in one day, but it wasn’t always that

ss se

Travelling in Time

C could

continents was by boat. And it took a long time! To get from Europe to America took ten days, and to get to Australia took a month and a half! Many people think the next big thing in commercial travel will be flights to space. Astronauts 4 …

I went to the coast with my family. We could swim and surf in the sea and go on long hikes.

already travel out of the Earth’s atmosphere, but 5 … regular people … travel to the moon or even other planets one day?

Finished? p.30

Workbook p.17

SPEAKING

Discussing and agreeing

FOR REAL VIDEO

Ca 1

sending a message to their friends

finding information for a school project

looking at possible holidays

Listen again. Who wants to do these things? Write B (brother) or S (sister). 1

Go on a ferry.

Take a historic tour.

Do something exciting.

Sleep in a tent.

Do adventure sports.

Stay in a hotel.

Copy and complete the table with the Useful language. Listen and check.

…

But we can go sailing or surfing.

…

ow boring! I don’t want to sit around H all day.

…

o way! I hate camping. I’d rather go to the N beach.

…

hat sounds interesting. I’d like to see the T whales. I’ll take my camera.

…

here is also a boat tour to see whales. T That’ll be fun.

Where are we going to go on holiday?

…

hy don’t we go camping in the W mountains? I’d like to go hiking. What about you?

5 Key Competencies 1

AIRWORK Do you agree with P these statements? Why? 1

A person can communicate well in English even if they can’t pronounce every single sound perfectly.

When somebody speaks with a foreign accent in English, it shows that they speak two languages.

You can help others to understand you in English by expressing emotion correctly with your voice.

help you to feel positive about your pronunciation? How?

6 PAIRWORK Role play with a partner. Talk

ss se

This looks interesting.

Hmm. I’m not sure. It might be OK.

2 Which of the statements in Ex 1 can

USEFUL LANGUAGE It sounds good!

…

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

Look at the pictures. What are the brother and sister doing? Select the correct answer. Then listen and check.

Put the sentences in the correct order. Then listen and check.

Why don’t we … ?

about the holidays in the brochures and decide where to go.

I’d prefer to …

What about you?

Pronunciation

I’d rather … No way!

Express preference

It sounds good.

Disagree

Ask or discuss

Thirteen-day journey. Incredible views from Toronto to Vancouver.

Reserve a seat now! Make a reservation today.

Camp in the rainforest. Kayaking, snorkelling, hiking and more.

How boring!

Take the train across Canada!

Ecoholidays!

I’m not sure.

p.133

I’d like to …

WRITING

A blog post about visiting a place

1 Look at the pictures in the blog post. Would you like to visit this place? What do you think you can do there?

teenlifetoday.com

Adventure holiday

on the South Downs!

Gabriel, Southampton, England

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

They say that life is about the journey, not the destination. Well, an adventure holiday on the South Downs, Sussex, is both! 1 It's a good idea to try it if you get the chance! You don’t need to worry if you have no experience in outdoor adventure. The instructors at the Harbour Centre will teach you everything you need to know. 2 … doing the hike along White Cliffs Loop. It is a long walk that takes about four days and three nights. It is an amazing experience! 3 … take a camera because there are fantastic views. 4 … see lots of wildlife, and I’m sure I could hear foxes and badgers near the tent at night! Because it is an adventure holiday, there are also lots of other fun activities. 5 … try rock climbing and rappelling, but sailing is my new favourite activity. 6 … ! It is amazing to travel so fast through the waves, but you need to be careful so you don’t fall in! The best thing about this type of holiday is making friends. We’re sad that we’re leaving tomorrow, so we’re going to ask our parents to make a reservation for next year. I ought to stay in touch with all my camp friends and send them my photos and videos when I get back!

Read the blog post. Listen to the Useful language phrases and use them to complete the blog post. Listen and check.

USEFUL LANGUAGE Making recommendations

What place are you visiting? What can you do there?

What do you recommend doing? Why? What do you plan to do next?

You can also ...

You might want to ...

Remember to ...

You can’t miss it.

It’s a good idea ...

Where is the holiday?

Remember to:

Describe places and activities and give details. Use present modals for necessity and talk about the future.

What animals might you see?

What is Gabriel’s favourite adventure activity?

What is the best thing about the holiday?

Use expressions from the Useful language box.

What is Gabriel going to do next?

Check your grammar and spelling.

Workbook p.19

South Downs, Sussex

from Ex 4 to help you.

the questions.

5 Write your blog post. Use your notes

3 Read the blog post again and answer 1

Write notes to organise your post.

ss se

I recommend ...

4 Plan a blog post about visiting a place.

CULTURE

Islands of the world

CULTURE VIDEO

Visit Tonga!

On the islands

Visiting Tonga

Do you want to leave your busy life for a while? Do you love beautiful beaches? Have you always wanted to swim with whales? Then you are going to love a visit to Tonga! The ‘Friendly Islands’ (as Tonga is also known) is a group of over 170 islands in the Pacific Ocean.

handicrafts

The capital of Tonga is Nuku’Alofa. It is on the island of Tongatapu, which is also where the international airport is. When they arrive, most visitors catch a ferry or plane to one of the other islands in Tonga. There are some buses and taxis on the islands, but lots of visitors enjoy renting bikes.

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

beach cabins with palm trees

You can fly direct to Tonga from Australia, New Zealand, Los Angeles, China or Fiji. Tourists from most countries will get a visa for 31 days at the airport, but you must check before travelling.

There are many different types of accommodation on the islands, from luxury hotels to cabins on the beach. You will definitely find the perfect place to stay! You won’t be bored in Tonga! You are going to enjoy so many different activities! You can visit some of the most amazing beaches in the world to go swimming, diving, sailing or surfing. From July to October, you can even swim with whales! To do this, you must book a tour guide.

1 Match the countries 1–5 with the correct places on the map A–E. A

Read the brochure. Complete the fact file.

Tonga travel

fact file

Location: 1 Pacific Ocean

Tonga E

Java, Indonesia

Sweden

Madagascar

Greenland

The largest island in the world is … .

In … , many people speak more than one language.

The oldest island in the world is … .

… is the island with the biggest population.

The country with the most islands is … .

Get around the islands: by bus, taxi or 6 …

Popular food: 10 … , seafood and coconuts

Good gifts: traditional 11 …

5 What do you think the advantages and disadvantages of tourists visiting an island like Tonga are? Think about the environment, jobs, culture and money.

If there are lots of tourists, they can create rubbish and pollution.

Tourism creates a lot of jobs for local people.

Sweden

Get to other islands: by 5 … or plane

Beach activities: swimming, 8 … , sailing or surfing (swim with whales from July to 9 … )

Madagascar

Visas: get a 3 … -day visa at the 4 … (for most countries)

Watch the video. Complete the facts with the places in the box.

Capital: 2 …

Accommodation: luxury hotels or 7 … cabins

ss se

Greenland Java (x2)

advertising?

3 Look at the brochure. What is it

2 Tongan life

Portrait 4

seafood

Many Tongan people live in traditional villages and wear traditional clothes. Family life is very important to Tongan people, and so is the Tongan Royal Family. Tonga has always been independent and had a king or queen. Everyone must rest on Sunday – no working, studying or exercising is allowed! Visitors to the islands always enjoy watching Tongan dancing. The dancers wear beautiful clothes and jewellery when they dance. You can find many places on the island to buy traditional handicrafts, which make fantastic gifts. And what about food? Well, if you love seafood, then Tonga is the place to be! Fresh fish, seafood and, of course, coconuts are all enjoyed on the island. So, for an island adventure, come to Tonga!

dancers in traditional clothes

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

6 How do ads try to persuade people to do or

Sustainable Development

Positive adjectives

buy things? Read the brochure. Then copy and complete the table below with examples. A question to the reader

GOAL 15 LIFE ON LAND

A prediction

Tropical islands, like those of Tonga, are in great danger from climate change. In fact, Tonga is number 3 in a list of countries at risk of natural disasters. What natural disasters do you think tropical island nations like Tonga face? How will these impact the people and environment of the islands?

7 Which island in the world would you most like to visit? Why?

Activity card: Values

I’d like to go to Mallorca because the beaches look amazing.

DISCUSS

N M

IATION

IO AT

Choose one place in your country that you think is the most interesting and attractive for tourists to visit. Research the things that tourists can see and do there.

ME D

PLAN

step

Present the destination you’ve chosen to your classmates. Which of the places do you think sounds the most attractive?

DIAT I

IATION

step

MINI PROJECT

Research and write a travel article about the culture of an interesting island. EXTEND

What are the top tourist destinations in your country? What do tourists like about the nature, culture T I ON DIAtraditions of these Eand places?

step

ss se

Go to the LEARNING SITUATION

UNIT 2: FAST FINISHER 1

Match the words to make phrases. go E

A visa

arrive at

currency

travel by

home

change

D at the tourist information centre

make

abroad

ask

your passport

get a

G immigration

show

H air

return

your destination

go through

a reservation

2 Write complete sentences to describe the pictures. Use the prompts. 2

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

(they / need to)

(we / ought to)

(she / ought to)

3 Complete the article with can, could and will be able to.

Underwater Trains

Did you know that you 1 can get from the UK to France by train? You 2 … even take your car with you on the train. In the past, you 3 … only make the journey by ferry or

plane, but in 1994 the Channel Tunnel was completed,

People started talking about building a train tunnel between the two countries in the 19th century, but no one 4 … the project.

DIGITAL T OLKIT Interactive eBook

Digital Practice

There are other places in the world where we 5 … take trains under the sea, but the Channel Tunnel is still the most famous. However, it’s possible that we 6 … travel by

Videos

Learning Situation: Culture Project

underwater trains a lot more in the future. For example, in Dubai there are plans to build a train all the way to India. That’s nearly 2,000 km!

Games

Unit 2 Worksheets

persuade the governments of the two countries to agree to

ss se

making it much faster and easier.

REVIEW 1 PAIRWORK Choose a role and write notes.

4 Choose a destination and write a blog post about visiting that place (70–80 words). Use words and phrases from the boxes to help you.

arrive board check in destination ferry luggage immigration journey land passport take off tourist visa

don’t need to I recommend … It’s a good idea … ought to remember to … you can also …

Student A

You’re staying with an Australian family near Bondi Beach in Sydney. You’re doing a one-year exchange at a school. You have been there for two months. Write notes about these things: • new friends at school • how it is different from your school at home • sports you’ve tried on the beach • other things that have been new to you

India

Mexico

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

Student B

Your friend is living with an Australian family in Sydney while doing a one-year exchange at a school there. You’re going to phone to find out about the experience. Write questions in the present perfect about these things: • make new friends • the experience of studying at a school abroad • sports on the beach • other things you’d like to know

2 Role play a video call with your partner. Use the notes and questions from Ex 1. Then change roles and repeat. Hi! How’s life in Sydney?

the UK

5 Share your blog post with a partner. Then answer the questions. 1

How are your blog posts similar?

How are they different?

What was interesting about your partner’s destination?

6 How do you feel when you talk about travel? Select one of the phrases and complete the sentence. I feel confident about doing this / I need to practise more / I’m getting better at this because …

I’ve been really busy, but it’s amazing.

ss se

Really? Have you ... ?

your English. Try it out! •

Interview a family member to know more about how school was when they were younger. Then write text messages to your friends in English to tell them how things have changed.

•

Write a blog post about your city. Include pictures, things you can do there, recommendations and maps.

•

Think about a country you want to visit. Go online to check the things you need to think about before travelling there. Then make a list.

Self-assessment Education 1

Leisure 1

1 = I need more time to practise. 6 = I feel very confident doing this.

about education and leisure? Select a number and explain your choice.

7 Choose one of these ways to improve

3 GROUP WORK How do you feel talking

France

UNIT

Talking about arts and sport Using the present simple passive and past simple passive Using modals to talk about permission and obligation Understanding an article and short radio interviews Talking about fun activities Writing a review about an event Learning about street art Learning situation Deliver a presentation about an arts or sports event

d n a Fun s e m ga

Unit aims

Grammar Gym

CLIL

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

Co 1

Which activities did you see?

How are events like these important for communities?

What possible difficulties can you think of with organising the events you see in the video?

Get on it!

Watch the video and answer.

is this and what can you do there? What similar events are there in your country?

ss se

1 Look at the picture. What type of event

VOCABULARY 1

Arts

act

art

audience

director

film star

orchestra

performance

play

p.126

composition designer

Vocabulary Plus

Look at the pictures and match them with the correct words from the box. Then listen and check.

film star

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

This piece of music is the most difficult composition I’ve ever played!

We went to see a … at the theatre.

Chris Hemsworth is a famous Australian … .

The … made colourful costumes for the actors.

He starts to … as soon as you turn on the camera.

The … were making so much noise that I could hardly hear the band!

There were 30 musicians in the … .

There will be a … by traditional dancers at the festival.

I like painting, so I’m going to take … classes at the weekend.

The … told the actors where to stand.

Complete the sentences with the words from Ex 1. Then listen and check.

Copy and complete the table with words from Ex 1. Some words can go in more than one column. Festival

Film studio

Theatre

PAIRWORK Play a game. Talk about what you see in the pictures. Each word from Ex 1 you use is worth one point.

theatre

theater

ss se

audience

The actors are in a play. Yes, and the audience are wearing costumes, too.

Finished? p.42

Workbook p.22

READING 1 Look at the pictures in the article and select the type of festival. 1

traditional dance

arts and music

sport and games

Ca id

Artscape

by Lauren Carr

The biggest free arts festival in the United States is held in Baltimore, Maryland. More than 350,000 people enjoy it each year. People usually go with friends or family, but even schools take their students to enjoy the many available activities. Artscape was created in 1982 to celebrate the arts, and it happens every year. The main events include theatre performances, an artist market, live concerts, a film festival and art exhibitions. Visitors can also try local food at the culinary arts areas, including the famous Maryland blue crab. There is so much to see at Artscape. My favourite is Teenscape, where you can see plays and performances by local youth theatre groups. Last year at the festival, I saw a play about a teenager who finds a tiny supercomputer. This computer promises to bring the boy everything he wants in life. The actors were amazing! I think one or two of them might become film stars. All of the music was played by teenagers in the youth orchestra, and some compositions were really fun. I don’t usually like plays with songs, but I loved it!

Another popular event is the film festival. You can watch short films. Most of them are made by local directors, but some are international. The variety of films might be comedy, drama or cartoons. Directors, set designers and actors give talks after their film is shown. It was cool to hear about how they got their ideas. Now I want to become a film director myself! If you don’t like films or theatre, you can walk around the artist market, see the art and sculptures or move between the three music stages. Some famous bands are invited to play on the stages each year, but you might prefer the street musicians. There’s hip-hop, rock, jazz, electronic, soul, reggae and more. Everybody in the audience smiles and dances. It’s impossible not to join the party. Here, I really felt the fun and friendly atmosphere of the festival. I talked to lots of interesting people from many parts of the world. We all agreed to come back next year! Make sure you visit Baltimore when the festival is in town, and remember that it’s all completely free!

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

2 Key Competencies 1

ROUP WORK Look at the blue G words in the article. What do they mean? Ask your group.

‘This is really tasty!’

‘It was an amazing performance by the young actors.’

‘The director will answer your questions later.’

hoose three of these words and C write a new sentence with each.

‘How much is this painting?’

‘The band are playing on the main stage.’

ROUP WORK Read out your G sentences without the new words. Can your group guess the words?

Maryland blue crab is a type of art.

Teenscape is the festival’s most popular area.

There are different types of short films at the film festival.

Famous bands play in the street.

artist market

culinary arts

Teenscape

Sustainable Development

GOAL 11 SUSTAINABLE CITIES AND COMMUNITIES By 2030, more than 60% of the world’s population will live in cities. We need to make sure that cities are healthy, happy and safe places to live in. Do you live in a big city? What is the biggest city near you? Make a list of the things you like and dislike about it. Activity card: Knowledge

5 PAIRWORK Would you like to visit this festival? Which events would you see? Why?

Workbook p.26

D music concert

Read the article. Are the sentences T (true), F (false) or DS (doesn’t say)? Then listen and check.

A film festival

the correct parts of the festival A–E.

ss se

4 Read the article again. Match the quotes 1–5 with

GRAMMAR T 1

OLKIT

Present simple passive and past simple passive

Complete the quiz questions with the correct form of the verbs in brackets. Then select the correct answers and listen to check. Grammar review

Glastonbury Festival is one of the world’s biggest music festivals. What do you know about it? It is held (hold) on a farm in Somerset, England, every …

August.

The first festival in 1970 … (attend) by … people. B

1,500

15,000

150,000

It … (cancel) for the first time in 2020 because of … A

July.

rain.

money problems.

COVID-19.

VIDEO

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

Past simple

Music is played at the festival.

Short films are shown.

Food isn’t sold there.

Plays aren’t performed on this stage.

Is the festival held every year?

Are musicians invited?

The director was interviewed.

Some film stars were seen there.

The stage wasn’t built on time.

Drinks weren’t served in the cinema.

Was any art sold at the festival?

Were talks given after the plays?

Rewrite the sentences in the present simple passive or past simple passive. 1

They sell local food in the culinary arts area.

Local food is sold in the culinary arts area. He found a tiny supercomputer.

Teenagers sell fresh, healthy food.

The actor didn’t give a talk after the film.

They don’t perform concerts in the street.

They made the films in different styles.

Did the band play any new songs?

Do they sell lots of tickets to the festival?

Where is Glastonbury Festival held?

When was the first festival held?

Who was it created by?

Why was it created?

How many people is it attended by?

How many artists are invited?

Organisers hold Glastonbury Festival at Worthy Farm in Somerset every June. It is a major cultural event in the UK. Michael Eavis held the first festival in 1970. He created it because he got the idea from a festival he attended. An audience of over 200,000 people attend each year, and the organisers invite hundreds of artists. It is

It is held at Worthy Farm in Somerset.

Some famous bands are invited to play on the stages each year.

Some famous bands invited to play on the stages each year.

Read the text. Write sentences to answer the questions.

COMMON ERRORS

ss se

Plural

Present simple

GRAMMAR GYM

Singular

p.119

June.

one of the biggest festivals in the world.

PAIRWORK Work with a partner. Ask and answer questions from Ex 3.

Finished? p.42

Workbook p.23

37 35

LISTENING AND VOCABULARY 1

Look and select the correct answers. Then listen and check.

Sport

Listen to three conversations. Write the names of the people. 1

Ca champion / goalkeeper

… 3

…

goalkeeper / tennis player

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

track / competitor

coach / cyclist

…

Listen again and select the correct answers.

Where did Carlos win a tennis championship?

A Europe

B South America C Africa

competitor / coach

A He has fun.

goalkeeper / champion

Why does Carlos think he is a good tennis player?

B He competes every week.

C He is a strong competitor.

What was the final score in Claire’s final?

A 3–2

B 2–0 C 2–1

player / competitor

contest / track

A the sports facilities

B training three times a week

Match the words from Ex 1 with the correct definition.

goalkeeper: the player who stands in a goal to

… : someone who teaches people to improve at a sport

How does Daniel compare to his team? A He is the fastest.

stop the other team from scoring

B He is the youngest. C He is the fittest. 6

… : a person or team that competes against others

Who is the most help for Daniel? A his coach

… : someone who plays tennis

B his teammates

… : a competition

C his coach and teammates

… : a place where running races happen

… : someone who has won a competition

… : someone who rides a bike

PAIRWORK Decide on three characteristics that are necessary to be a champion. I think it’s important to practise every day to improve your performance.

Finished? p.42

Workbook p.24

C teamwork

In Claire’s opinion, what helped her team the most?

ss se

Yes, and it’s also important to ...

GRAMMAR T 1

Permission and obligation

Select the correct option to complete the rules 1–6. Then match with pictures A–F. 1

You have to / must not wear trainers for PE class.

You must not / don’t have to hit the ball at the net.

In rugby, you don’t have to / have to always throw the ball. You can kick it, too.

You must / can’t skateboard at school.

The goalkeeper is allowed to / mustn’t use their hands.

You don’t have to / must respect your teammates. D

p.119

Grammar review

Ca A

OLKIT

GRAMMAR

GYM

VIDEO

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

You can pass the ball with your feet.

The coach can’t go onto the pitch.

be allowed to

Cyclists are allowed to eat during races.

Tennis players aren’t allowed to touch the net.

must

You must work with your teammates.

You mustn’t cheat in sports!

have to

We have to practise for the competition.

You don’t have to play if you don’t want to.

Select the correct words to complete the sentences.

PAIRWORK Write sentences so they are true for you using the words in the box. Then compare with a partner.

We use can / can’t to say that something is permitted.

We use can’t, not allowed and must not to say that something is not permitted / not necessary.

We use must and have to before a verb to say things are necessary / not necessary.

can can’t don’t have to have to (not) allowed to

We use don’t have to before a verb to say things are not necessary / not permitted.

Read about Marc’s football training. Complete the sentences using the words in the box and the verbs in brackets.

I have to study for at least two hours at the weekend.

eat lunch at school every day

do homework at the school library

play football after school

COMMON ERRORS

The coach says that we … (eat) a banana or some toast before training, but we 4 … (have) a big meal because it’s hard to exercise with a full stomach. When we arrive, we 5 … (run) for ten minutes and we 6 … (stop). After that, we are 7 … (rest) for a few minutes, and then the coach puts us in teams to play a match. 3

We can’t to eat any crisps before dinner.

On Monday evenings, I have to go (go) to training with the school football team. There’s a bus to the training from my school, but we 2 … (take) it so I usually walk. 1

allowed to can can’t don’t have to have to must mustn’t

study for at least two hours at the weekend

ss se

can

We can’t eat any crisps before dinner. We’re not allowed use phones during training. We’re not allowed to use phones during training. I can’t watch TV after 9 pm.

Really? I can watch it until 9.30.

Finished? p.42

Workbook p.25

SPEAKING

Acknowledging others

1 Look at the poster. What other activities do you think they have at this festival?

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

SUMMER

Hmm. How about you? Huh, I get it. I know what you mean.

USEFUL LANGUAGE

in the park!

The best family festival of the year

Agreeing OK. Expressing understanding

Got it. I see.

…

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

Expressing uncertainty

2 3

Listen again. Match the people 1–4 with the activities they want to do A–D. 1

Dad

A go lake swimming

Ana

see a band on stage

Lucas

play sports

Grandma

D go to a theatre

…

6 PAIRWORK Look at the events. Discuss which would be the most and least fun to attend. a music festival

a theatre performance

performance

a sports event

Select the correct answers. Then listen again and check. 2

I see / Hmm. Yeah, maybe.

I know what you mean! / How about you? They sound better live than at home.

A ‘Got any better ideas?’ B

‘OK. / Got it!’

A ‘There’s also a comedy tent.’ B

Do you want to see a play at the theatre? I think it’ll be fun.

‘I see. / Huh, I get it!’

How about you / Huh, I get it, Grandma? Are you coming?

A ‘It’s called wild swimming.’ B

Oh, hmm / got it! Yeah, sounds cool.

p.133

ore!

… and much m

ss se

Pronunciation

…

Asking others for their opinion

Listen to the conversation. Write the activities in Ex 1 in the order you hear them.

Lake swimming Cooking lessons

Three music stages Theatre arena Comedy tent Kids’ camp

‘I know what you mean. / I see.’

Hmm. I’m not sure. I’d prefer to go to a sports event. I know what you mean!

WRITING

A review of a sports or cultural event

1 Look at the pictures in the review. What

type of event is it? What can you do there?

Look at the Useful language. Write C (comparing or evaluating) or P (personal view). Listen and check.

USEFUL LANGUAGE 5

… was disappointing. 6

In my experience …

Festa Junina, or the June Festival, is a very old festival in Brazil. It was brought to Brazil by the Portuguese hundreds of years ago. It is celebrated all over Brazil, but one of the best festivals is in Campina Grande. In my 1 thought / experience, this year’s celebrations were even 2 better / best than Carnival!

The best ... was …

I thought ... P

June Festival, Campina Grande

In my opinion ... The highlight was … … was better than

4 Read the review in Ex 1 again. Select the correct answers.

5 Plan a review about an event you attended. Write notes.

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

Events were held in schools, churches, houses, public squares, parks and streets. There were parades and there were music and dance performances. There was also a lot of traditional food because the festival celebrates the farmers collecting food. People dress in clothes that are popular with farmers. I 3 opinion / thought it was really fun.

Is the review positive or negative?

What activities are there at the June Festival?

What was one thing the author didn’t enjoy?

What was the author’s favourite activity?

•

What did you do, and how did you feel?

•

Do you recommend the event? Why?

6 Key Competencies 1

ead the phrases to express R opinions. Select the words you will use in your review. 1

What I loved / disliked / enjoyed most about it was …

The part / aspect of the event that surprised / interested me the most was …

By far, the best / worst / most exciting part of the event was …

omplete the phrases with your own C ideas about the event you attended.

7 Write your review. Use your notes from Ex 5 and 6 to help you.

Remember to:

Use the Useful language to give your opinion.

What activities can you do there?

2 Read the review and answer the questions.

•

The 6 highlight / opinion of the festival for me was the music and dancing. They played traditional folk music. I liked it a lot! Everyone danced in a circle. The musicians on stage played more and more quickly, and the dancers danced faster and faster. I had an amazing time! In my 7 opinion / thought, the June Festival is a great time for family and friends to have fun.

What, where and when is the event?

ss se

I loved the traditional food and I wanted to try everything! The 4 best / better thing was the bolo de fubá, which is a type of cornmeal cake. It was delicious! I also recommend the hot, sweet, spicy drinks that help you to get warm at night. Unfortunately, the coconut desserts were 5 highlight / disappointing, but I don’t really like coconut! So maybe other people enjoyed them.

•

Say what the event is and describe the different activities. Try to use the passive and comparative and superlative adverbs.

Workbook p.27

CLIL

Art

CLIL VIDEO

Street art:

The heart of the city

Street art is popular all over the world. Laura is a tour guide and gives tours of her city’s street art. ‘For me, street art is the heart of a city,’ Laura says. She thinks everyone should take a street-art tour to learn about it and appreciate it. ‘It’s a great way to understand a new place. Moreover, it’s a fantastic way to get a fresh view of a city.’ We asked Laura a few questions about street art.

id mural

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

Why do you like street art? It’s art and it’s free! So it brings art to people and their area at no extra cost. The place

becomes more beautiful, interesting and creative. Sometimes it makes you laugh, and sometimes it makes you think. And the artists consider all possibilities and perspectives regarding the place where they put their art, for example, including doors and windows.

Watch the video. Which ideas are mentioned? 1

popular types of street art

how many street artists there are in the world

how graffiti and street art are different

the materials street artists use

why some people don’t like street art

how to make a stencil

2 Look at the questions in the interview. Who do you think is being interviewed? 3

Read the interview and check your answer to Ex 2.

with the words in the box. art

paper cutouts place street art tagging

stencil

sentences T (true), F (false) or DS (doesn’t say)? 1

Laura is a street artist. F

Laura gives tours around the world.

Street art is a type of art that you can find in many cities.

Street artists carefully choose the … they want to put their art on.

Street artists are careful about where they put their art.

Many people say tagging is not a form of … .

People who do … don’t usually ask if it’s OK to put it there.

Laura says that one reason street art is interesting is because it doesn’t cost money to see.

Some street artists paint really big … on the sides of buildings.

Laura’s favourite kind of street art is stencil art.

Art that uses … won’t last for a long time.

With a … , it is easy to make the same picture over and over.

In the past, there was street art in Laura’s city.

People say tagging is not street art.

murals

5 Read the interview again. Are the

ss se

4 Read the interview again. Complete the sentences

3 painting with a stencil

What kinds of street art are in your city?

How do people feel about the street art in your city?

There are a lot of murals. These

are large wall paintings that are often colourful. There’s also stencil art. The artists

Forty years ago, you couldn’t make

stencil art

street art in my city. Nowdays,

cut out a picture or words from paper, cardboard or

people know it’s a valuable way to

stencils and paint to easily repeat the picture many

show our people and culture. Street

times. Sometimes they put the same picture in different

artists must ask the city before

places or use different colours. I love street art that

they put their art somewhere. For

uses paper cutouts. This is where the artist takes paper

example, there’s tagging in some

and cuts it into different forms. After that, the

parts of the city. Most people don’t

paper is put on a wall. However, it doesn’t

think that’s art because it’s not

stay there long because it can get wet from the rain or

beautiful or interesting, and it’s

fall off. That’s the main reason I like it, though.

usually done without asking.

The artist is making something for a small

Next time you walk around your

plastic. These are called stencils. Then they use the

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

moment in time.

city, take Laura’s advice. Pay

tagging

attention to the street art you see!

6 PAIRWORK Discuss the questions. 1

What street art have you seen in your city? Do you like it? Why / Why not?

When is painting not art?

Think of a place in your city or school that would be a good place to put some street art. Share your idea.

Near my house there’s a wall with a big painting of a butterfly. It’s beautiful.

Sustainable Development

GOAL 11 SUSTAINABLE CITIES

AND COMMUNITIES When a town or city has a strong cultural identity, it can bring a lot of economic and social benefits. What kind of cultural events are there in your town? Why are they important for the town? Do you get involved in them?

I like stencil art. There’s some on a wall near our school.

Activity card: Values

DISCUSS step

IATION

N M

IO AT

ME D

PLAN

step

Present your plan to the class. Which of your classmates’ proposals do you like most?

DIAT I

step

IATION

EXTEND

ss se

Deliver a presentation about an arts or sports event.

Think of a place in your city or school that would be a good place to put I ON DIATstreet art. Esome

MINI PROJECT

Go to the LEARNING SITUATION

Discuss what the art should show and what you need to make it happen.

UNIT 3: FAST FINISHER 1 Complete the acrostic and find the mystery word.

an event we see in a theatre

someone who makes plans for how something will look (e.g. clothes)

a place where running races happen

a very popular and successful film actor

5 6

the people watching a film or concert

a competition

perform in a film

a large group of musicians who play different instruments together

a person or team that competes against others

paintings, drawings and sculptures

someone who teaches people to improve at sport

m 5

9 10

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

2 Complete the blog post with the passive

form of the verbs in brackets.

3 Write sentences about your school using all of the words and phrases in the box. allowed to can can’t don’t have to must must not

We must not talk in the library.

Videos

Games

Digital Practice

Learning Situation: CLIL Project

Unit 3 Worksheets

Interactive eBook

The Yi Peng Lantern Festival 1 is celebrated (celebrate) in Northern Thailand and 2 … (hold) in November every year. It is a festival of light, where thousands of paper lanterns 3 … (release) into the sky. The first lantern festival 4 … (celebrate) in the thirteenth century. I 5 … (invited) to the festival by my cousin last year, and it was beautiful! Houses and gardens 6 … (decorate) with paper lanterns, and there was street food, live music, dancing and fireworks!

DIGITAL T OLKIT

Thailand

ss se

THE YI PENG LANTERN FESTIVAL,

LEARNING TO LEARN

Guessing the meaning of new words

1 PAIRWORK Which sentence (A–F) is true for you? Explain your choice to a partner.

When I read or hear a word I don’t know, I usually … A guess the meaning.

D stop reading or listening.

ask the teacher what it means.

panic.

look up the word in a dictionary.

ignore it.

2 PAIRWORK Read the post and the questions in the box. Then discuss Questions 1 and 2 for the word rub in Joe’s reply.

br Joe

Hey, everyone! I’m doing a project about fashion for school called ‘What’s your style?’ I’d love to hear about yours.

Personally, I love trainers, but I’ve got big feet, so it can be difficult to find my size. It takes me a long time to find shoes that fit perfectly and don’t rub my feet. I really hate tight clothes. I only wear baggy jeans because they’re much more comfortable. I’ve got a lot of baggy T-shirts as well. Some have long sleeves, some have short sleeves, but they’re all a bit big on me. Also, I really dislike T-shirts with logos – I don’t want the name of the company or their little pictures on my clothes and I’m not a walking advertisement! In fact, I prefer plain T-shirts to ones with a pattern – I don’t even like stripes. Anyway, that’s my style!

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

Nikki

My sister says my style is ‘a bit too much’ because I’m always wearing lots of different accessories, especially jewellery. My favourite pieces of jewellery are some coloured glass earrings I bought last year. I love how pretty they look in the light – so sparkly! I also wear a watch and in the winter I never go out without a hat, a pair of gloves and a scarf. Most of them are presents from my grandma. She loves to knit clothes for me and my sister. I’m happy about that because I like being comfortable and warm in cold weather. Woollen clothes are cosy and look good!

What part of speech is the word? A noun, an adjective or a verb? How do you know?

Are there words or phrases around the word that can help you to guess the meaning?

Based on your answers to Questions 1 and 2, what do you think the word means?

Listen to the conversation. Which of your ideas from Ex 2 do the people mention?

6 Now work alone. Use the questions in the box to guess the meaning of the words in bold in Nikki’s reply.

3 loose / big for the person LEARNING TO LEARN TIPS

the meaning of the other words in bold in Joe’s reply.

2 seems to be the opposite of ‘tight’ (‘I hate tight clothes’), also Joe’s T-shirts are ‘all a bit big on me’

5 Now use the questions in the box to guess

1 adjective – it describes clothes (jeans and T-shirts)

4 PAIRWORK With your partner, answer Question 3 in the box from Ex 2 for the word rub.

baggy

ss se

Understanding when to ignore unknown words When you see a word you don’t know, finish reading the sentence anyway. If you’re able to understand the general idea of the sentence, continue to the next. If you finish the next sentence and still understand the general idea, ignore the word you didn’t know and keep reading.

UNIT

Using conjunctions to contrast information Using used to and didn’t use to to talk about things in the past that are not true now Understanding an essay about climate change and a podcast about fashion and the environment Asking for missing information and clarification

Learning Situation Research an environmental issue at your school and write a report suggesting solution

id For Real

Talking about the environment and clothes

Writing an essay about helping the environment

A g n i g chan d l r o w

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. What problem

does it show? What can you do to help solve this problem?

Watch the video and answer. 1

How is climate change affecting California?

What is climate?

Why is climate changing faster now?

Get on it!

ss se

VOCABULARY

Environment

Put the letters in the correct order to make words. Then listen and check.

Home | World | Life & Arts | Nature | Articles

odolf

Stormy weather!

efir

The climate is changing across the 1 planet .

Last weekend’s heavy storm caused many problems. Beaches all along the 2 … were closed

ge U

because of dangerous 3 … and strong winds at the top of the 4 … . Heavy rain also caused a 5 … in the town. It was the fourth storm this autumn.

tnepal

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

evwas

p.127

flood

Complete the news articles with the words from Ex 1. Then listen and check.

Vocabulary Plus

Animals in danger!

Over 100 6 … are in danger because of forest 7

… . Mice, insects and plants are some of this

… . They have lost over 80 percent of their

forest. The smoke from fires is also causing

sscpeie 7

rthaE

… . There have been similar problems in other

countries. Scientists are worried about the 10 … .

fifcI 9

eflwdili

PAIRWORK Talk about the events in the news articles in Ex 3. When and where do similar things happen?

There are storms in our country. There are big waves and floods.

ss se

Yes, and sometimes there are forest fires in the summer.

erhso

llotonipu

land beside the sea or ocean

another word for world

large amounts of water

animals and plants

can cause smoke

Write two words from Ex 1 for each idea.

shore, …

Finished? p.54

Workbook p.30

READING 1 Look at the text and read the title. What type of text is this? Select the reason the author wrote it. 1

to entertain

to give an opinion

to tell a story

Read the essay and check your answer to Ex 1.

Is it too late to stop the effects of climate change?

What can we do to stop the effects of climate change? Higher temperatures are bringing many changes to our planet. These include extreme weather, rising sea levels, forest fires and melting glaciers. The Earth’s temperature will rise another 1.5 degrees Celsius over the next few decades, so this will affect us all. Despite the danger, I think that human activities continue to make things worse. Here are three problems and some possible solutions.

Tenerife is the largest of the Canary Islands, in Spain. It is very popular with tourists, even though it is in danger from rising seas. Melting glaciers and warmer sea temperatures will lead to regular floods there and in other coastal regions around the world. Beaches are natural defences, but the problem in some high-risk areas is that they are very small. Tall buildings next to the beaches also stop waves from moving the sand to create new beaches. What can we do? In my opinion, we can build more defences. We can add sand and large stones to the beaches, while we can also move people to homes further from the shore.

3 Read the essay again. Number the pictures in the order they are mentioned.

4 Read the essay again. Which of the sentences are the writer’s opinion? 1

Humans are the main cause of climate change.

It isn’t possible to defend against sea-level rise.

We can’t stop hurricanes.

There is nothing we can do about climate change.

5 Key Competencies

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

There is another problem with glaciers in the Andes. They have lost more than 30 percent of their area since the 1980s. This means there is less water for human populations and other species. The main reason for this problem is air pollution. Humans cause this. In spite of scientists’ warnings, we continue to use cars, build factories and burn waste. I’m pretty sure that forest fires in the Amazon have made things worse. How can we help? We need to have better public transport, save water and use cleaner energy. These are three ways to reduce the effects.

Climate change is also affecting hurricanes in the Atlantic. Although the area has always had storms, in recent years, the storms have become wetter, stronger and more dangerous. Once again, pollution from fossil fuels is the cause. Sea temperatures have increased by one degree Celsius, which means more rain and stronger winds. We can prepare for these storms by building sea walls to protect our homes. However, I don’t think we can stop the storms.

It might be a problem for people who ...

2 Write your own solution to the

problem in Ex 1.

ROUP WORK Share your solutions G and discuss their advantages and defence disadvantages. defense

Sustainable Development

GOAL 13 CLIMATE ACTION

The effects of climate change are becoming increasingly clear. These include storms, forest fires and extinction of species of animals.

Problem: Too many people are throwing supermarket food away as soon as it reaches the 'best-before' date, even though it is usually still OK to eat. Solution: Supermarkets stop putting 'best-before' dates on all food.

ss se

I believe the best way to fight climate change is to reduce activities that cause pollution. Ordinary people can make simple changes to their daily lives, whereas governments can work to make bigger changes. This might not stop climate change, but it will slow it down. I think this will help communities to prepare for more challenges in the future.

AIRWORK Read the problem and its P possible solution. Think of possible disadvantages to the solution.

What effects of climate change can you see in your country?

6 Read the essay in Ex 1 again. Write down

the causes, effects and possible solutions for items 1–3. Then talk about any possible disadvantages for the solutions. 1

Workbook p.34

Sea-level rise

Melting glaciers

Hurricanes

Activity card: Values

GRAMMAR T 1

OLKIT

Conjunctions of contrast

Read the text. Match 1–4 with A–D to show contrasting ideas. Grammar review

Even though there are many ways that people help to protect the environment, there are more things people can do. Too

many people drive a car despite having public transport options. While we often use public transport to go to school or work, we

People help to protect the environment,

A in spite of it being cheap and easy.

Many people drive a car

but they can do more.

We use public transport for work,

when there are public transport options.

We don’t walk or cycle,

D but we use cars for shopping.

in spite of / despite

In spite of rising sea levels, people continue to build houses on the coast. People continue to pollute despite knowing about climate change.

although / even though

Although the problem is very bad, there are things we can do. We can make coastal cities safer even though we can’t stop the storms.

whereas / while

Fossil fuels aren’t renewable, whereas wind and solar energy are. While the effects of climate change aren’t that bad in some countries, in others they are terrible.

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

Read the text in Ex 1 again. Find the words that express contrast.

Look at the pictures and write sentences with the words in brackets. 1

COMMON ERRORS

Too many of us drive a car despite of having public transport options.

Too many of us drive a car despite having public transport options. Even thought there are many ways to help the environment, … Even though there are many ways to help the environment, …

People choose not to walk spite of these trips being short. People choose not to walk in spite of these trips being short.

(water / mountains / be / clean / while / water / city / be / dirty)

(Although / there / be / storm / man / go / beach)

(There / be / tourists / in spite of / cold weather)

(Despite / flood / man / stay / home)

(river / be / low / whereas / sea / be / high)

Even though there are lots of cars in the street, there are lots of places to cycle.

PAIRWORK Tell a partner three contrasting ideas about the environment where you live.

(She / ride / bike / on the pavement / even though / there / be / no cars / in the street)

ss se

The water in the mountains is clean, while the water in the city is dirty.

p.120

choose not to walk or cycle, in spite of these trips being short.

still use cars for shopping or visiting family. Also, many people

Despite the factory next to it, the river is clean.

Finished? p.54

Workbook p.31

37 47

LISTENING AND VOCABULARY 1

Listen and number the photos in the order you hear them.

Clothes and accessories Listen to the podcast. Discuss the questions in Ex 3 again.

Listen to the podcast again. Read the text below and select the correct numbers to complete it.

750

m C

The fashion industry is

responsible for 1 20 percent of water pollution. 2 … million people

haven’t got enough drinking

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

water. 3 … percent of clothes contain polyester. Today, clothes

Listen again. Then match 1–8 with A–H to make sentences.

percent of carbon emissions are

Always try

I like clean clothes on Monday, so I do

wear out after 4 … years. 5 …

My sister likes wearing old-

In the winter, I wear thick

Yellow and blue go

These jeans don’t

This jacket is worn

He wears cotton

A fashioned clothes

from fashion companies. We buy

from the ’60s.

woollen jumpers.

fit. They are too big.

ten items when our grandparents only bought 6 … .

D together. They

match!

out. It’s got holes in the elbows.

T-shirts in the summer.

H the washing at

the weekend.

Problem

Solution

1 Fashion factories

Buy clothes from countries that follow

pollute the water.

3 Key Competencies

AIRWORK look at the topic P and answer the questions.

Finished? p.54

Workbook p.32

3 Microplastics get

Only wash clothes when you … .

4 Clothing wears

… reduces waste.

5 Fashion companies

Buy from companies that use … .

into the water when we wash clothes. out quickly.

create air pollution.

PAIRWORK Discuss how you can change your fashion habits to help the environment.

We can …

AIRWORK What do you usually do P if you want to know more about a topic? Compare your answer with your partner.

Buy clothes made from … .

to produce cotton.

2 Fresh water is used

Topic: The connection between the fashion industry and climate change 1 What do I know about this topic? 2 How did I learn this? (from the news, in class, online, etc.) 3 What else do I want to know about this topic? 4 How could I find out more about it? (by watching a documentary, reading books, etc.)

environmental rules .

ss se

wool

Listen again. Copy the table and complete the solutions with two or three words.

G on clothes before

you buy them.

woollen

GRAMMAR T 1

OLKIT

buys new clothes every month

throws away old clothes

exchanges clothes with friends

saves money

wears clothes made of recycled material

7.52 PM THEO THEO

used to (situations and repeated actions in the past that aren’t true in the present)

THEO

Did your grandparents use to fix their old clothes?

I used to like changing my clothes a lot. Not anymore!

We didn’t use to wear second-hand clothes.

CHRIS

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

Why?

Read the messages in Ex 1 again. Complete the sentences.

THEO

CHRIS

Why did you use to do that?

I used to spend a lot of money on new clothes.

Theo used to buy new clothes every month.

He used to … old clothes.

Theo didn’t use to … old clothes with friends.

There didn’t use to be clothes made from … materials.

Because the fashion industry is bad for the environment. I used to throw away my clothes after wearing them three or four times! Now I have fun exchanging clothes with friends. It saves money. CHRIS

Cool! I buy clothes made from recycled materials. There didn’t use to be any.

COMMON ERRORS

We used to go to the park at the weekend. You should come with us sometime. We usually go to the park at the weekend. You should come with us sometime.

Write three things you didn’t use to do to help the environment but do now.

Did you use to go to a different school?

PAIRWORK Ask and answer questions to find out what you didn’t use to do.

Read each pair of sentences. Then write one sentence with used to or didn’t use to.

There used to be a glacier here. There weren’t floods in the past. There are now.

We wore old-fashioned clothes. We don’t now.

I did the washing every day. Now I save water.

There weren’t hurricanes every year. There are now.

No, I didn’t use to do that!

There was a glacier here 50 years ago. Now there isn’t.

Did you use to walk to school?

ss se

Did you used to go to a different school?

p.120

I’ve changed my fashion habits! I used to buy new clothes every month. And I threw away a lot of clothes.

Grammar review

Read the messages. Select the things that Theo does now.

used to / didn’t use to

Finished? p.54

Workbook p.33

Asking for information and clarification

SPEAKING

FOR REAL VIDEO

1 Look at the pictures and captions.

What environmental problems are they related to?

Ca id

build houses on water

Listen again. Match the questions 1–6 with the answers A–E.

Listen to the conversation. Which idea from Ex 1 are the students talking about?

Is it right that hurricanes are getting stronger? C

A Um, no.

Wait, so are we in more danger from hurricanes?

Not necessarily, if we are prepared.

But you said that climate change will make the effects worse, right?

Yes, that’s what Mr Dawson said.

What else?

Is that like a wall or something?

It can be, …

Do you have any other questions about the class?

Yes, but remember what Mr Dawson said.

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

Is it … ? Is that like a … ? Wait, so … ? What else? You said that … , right?

Do you have any other questions about … ?

protection.

instructions. Role play a conversation. Then change roles and repeat.

Student A

Student B

Twenty percent of the world’s water

Fifty percent of the Netherlands is

is used by the fashion industry.

below sea level. Climate change

Eighty-five percent of clothes are

is leading to sea-level rise and

thrown away every year.

increased floods.

Factories in Bangladesh are

The Netherlands is trying different

moving towards eco-fashion.

ways to live with climate change.

Two solutions:

Here are two solutions:

1 Collect and reuse old clothes.

1 Have 20-metre tall gates

2 Use environmentally friendly chemicals.

Student B: Clarify details and ask questions about missing information.

More details:

•

Student A: Answer Student B’s questions.

It takes 2,500 litres of water to

You said 20 percent of the world’s water is used by the fashion industry, correct? Yes, and it takes ...

gates.

2 Collect water from floods to make nature reserves.

make a cotton shirt.

More details:

Third solution:

The ocean has risen 20 centimetres

3 Recycle materials like cotton.

since 1900. Third solution: 3 Build houses on water.

•

to hold back water, called storm

Student A: Rephrase the information on your card in your own words. Do not talk about the additional details.

Clarifying information

•

Asking for missing information

ss se

5 PAIRWORK Read the cards and the

p.133

D Well, towns can build flood

Read the Useful language. Copy and complete the table with the phrases. Listen and check.

USEFUL LANGUAGE

Pronunciation

recycling clothes

shutters

WRITING

1 Look at the pictures and read the essay.

What does the writer do to help the environment? Write notes.

Ca m

Giving reasons and introducing results due to ...

one of the causes ...

another reason … …

… …

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

4 Plan an essay about what you do to help the environment. Write notes.

Our world is changing fast. There are more floods,

hurricanes and heatwaves all over the planet. The

Why is it important to help the environment?

main reason is climate change. Fortunately, we can all do something about it. B

Find the Useful language in the essay. Then find three more phrases for giving reasons or introducing results and add them to the list. Listen and check.

USEFUL LANGUAGE

Is it important to take care of the environment? A

An essay about helping the environment

When I was younger, I didn’t use to worry about the

environment. Then I learned that one of the causes of

What environmental problems are there where you live?

climate change is air pollution. This pollution is due to human activity. It comes from factories, cars and

houses. That’s why we started a recycling programme at school. We collect and recycle paper, plastic, glass

and old clothes. What’s more, my family and I volunteer to pick up rubbish in a park once a week. C

What did people use to do to cause the problem?

Another thing I do is save water. Last year, there was no rain for three months in the summer. As a result,

everywhere was completely dry, even though there had

What can / do you do now?

been storms the winter before! Dad and I built a system to collect the rain. We used to waste a lot of water, but now we’ve got enough to water all our plants.

How do these actions help?

What can you do to help the environment? I believe

that we can all do a little bit to make a big difference. It is important to look after the Earth and to make it a safe place to live. Another reason is to protect it for the

a second reason why the writer decided to help and an example of what they did

why it is necessary to help the environment

a first reason why the writer decided to help and an example of what they did

restating of the writer’s opinion and summary of their argument

Remember to:

Use the Useful language to give reasons and introduce results.

to help you.

2 Read the essay again and match 1–4 with paragraphs A–D in Ex 1.

5 Write your essay. Use your notes from Ex 4

future. I think our children will thank us.

ss se

Organise your essay into clear paragraphs with an introduction, reasons and summary of your opinion. Talk about what you used to or didn’t use to do and what you do now. Check your grammar and spelling.

Workbook p.35

CULTURE Green traditions

CULTURE

BUILD AN ADOBE HOME

Adobe buildings have been around for thousands of years. They were one of the earliest types of buildings to be made. The word adobe is Spanish, but it is believed to come from the Arabic word al-tub, which means ‘brick’ . So, what is adobe, why is it still so popular and how can you make your own adobe building?

Adobe describes houses or buildings made from mud bricks. People used to build adobe buildings on many continents, from North Africa to the

Why is adobe good for the planet? Well, it uses natural materials that are taken from the local land. Also, even though the buildings are warm in the winter, they are also cool in the summer. This saves energy on making the building both hotter and cooler. Adobe buildings can also last a very long time, and almost anyone can make them.

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

Southwest in the US. The city of Chan Chan in north Peru was made from adobe in the 15th century. The largest adobe building in the world today is the Great Mosque in Mali. However, now most adobe buildings are normal homes. They are built in many parts of the world. The most important thing for building adobe houses is that the climate is dry and warm. It is a popular way of building because it is cheap and also good for the environment!

Watch the video. Match the pictures with how they help the environment.

helps wildlife

food doesn’t need to travel so far

makes less rubbish

creates less pollution

don’t need to buy so many new things

2 Read the article quickly. How is

Read the article. Match the blue words in the article with the correct picture.

this traditional way of building good for the environment?

ss se

roof 4

4 space for the windows and doors! For the roof, you can use more mud bricks, wood or straw.

To make an adobe house, you need to start by building strong foundations. Stones are often used for this. Then you need to mix mud with some straw. The straw stops the bricks from getting smaller when they dry. This mud is then made into bricks, which are left in the sun to dry. The drying takes about four weeks. After this, more mud is used to put the bricks together to create the building. You must remember to leave

Although it is important to look to the future for ways to help our world, it is also good to look at what people used to do in the past. Building with mud bricks shows that sometimes traditional buildings can be the best.

4 Read the article again. Are the sentences T (true) or

F (false)? 1

Adobe is a very old way of building houses.

Adobe means ‘mud’ in Spanish.

There are adobe houses in many parts of the world.

You can only build large adobe buildings.

You can build adobe buildings in many different climates.

Adobe buildings are hot in the summer.

Adobe buildings are easy to make.

You only need mud to make an adobe building.

Sustainable Development

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

GOAL 11 SUSTAINABLE CITIES AND COMMUNITIES

5 PAIRWORK Have you got houses like this in your country?

Using local materials is a good way to build sustainably because we do not have to burn fossil fuels to transport them over long distances. What else can we do to make our communities more sustainable? What examples can you find in your community? Activity card: Innovation

How are they similar / different? What are most houses built from in your country? Why do you think that is? Most houses in our country are made of wood. I think that is because we’ve got lots of forests here.

Our climate is very wet, so adobe houses wouldn’t be good here.

DISCUSS

N M

IATION

IO AT

ME D

PLAN

step

Present your plan to the class. Have you got similar ideas?

DIAT I

step

IATION

EXTEND

Research an environmental issue at your school and write a report suggesting solutions.

How environmentally friendly are houses in your country? How can we make houses DIATION Egreener?

MINI PROJECT

step

ss se

Go to the LEARNING SITUATION

Decide how you can tell if a house is green or not and what you could do to make it greener.

UNIT 4: FAST FINISHER 1

Match the pictures with the words in the box. cliff

fire

flood planet

pollution

shore

species

the Earth

waves wildlife

species

U As d an s le es sa Pr r y fo it t rs no ve y ni p 9

2 Write sentences contrasting the ideas in the table. Use each word in the box once. although

despite

even though

there was a flood in the city I like cool weather the weather

in spite of

whereas while

the waves were high

we went to the beach

the town was safe

it is sunny in Antarctica

the sea wall

my sister prefers the sun

there was a hurricane

there were fires close by

they went on holiday

Although there was a flood in the city, the town was safe.

A washing

used to make shirts and trousers

old-fashioned

to put on clothes to see if they look good

wear out

dirty clothes

to look good with

D go together E

fit

not new or modern

cotton

to become old and damaged

G woollen

made from wool

H try on

4 Think about when you were five years old. Write two things you used to do and two things you didn’t use to do.

Interactive eBook

Videos

Games

Digital Practice

Learning Situation: Culture Project

Unit 4 Worksheets

DIGITAL T OLKIT

to be the right size E

ss se

3 Match the definitions 1–8 with the words A–H.

REVIEW 1 PAIRWORK Read the information in the table and prepare a radio report about it. Invent extra information to complete the table.

One of the biggest events of the year took place last week ...

Event: Madison Summer Games – Sports and results

Day

Event

Teams / Winners

Location

Tennis

Men’s final

Tatsuya Yoshimu

City Court

Swimming

Women’s 1,000 metres

Anabel de Leon

Westly Indoor Pool

…

Final

North Ham 2–3 Wilmore United (winning goal – Ted Jones)

Smith Stadium

…

Saturday

Sport

…

ge Football

Sunday

…

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

2 GROUP WORK Share your report. Which day of the event sounded the most interesting? Why?

3 How confident do you feel talking about arts and sports events? Select one of the options and complete the sentence.

I don’t feel very / feel a bit / feel very confident because …

4 PAIRWORK Look at the picture and discuss the questions. 1

What do you think happened here?

How do you think it affects animals living on the land and in the sea?

Why is this problem bad for climate change?

Who is working to do something about this problem?

How could you organise a group of volunteers to clean the area?

5 GROUP WORK How do you feel talking about the 1 = I need more time

Self-assessment 2

6 = I feel very confident doing this.

Read English websites, for example, the website of an organisation that is trying to solve an environmental issue you care about (plastic pollution, endangered animals, etc.). Take notes on the things you agree or disagree with.

Read an online biography of a sports star or artist that you like. Find out three things you didn’t already know.

Try it out!

6 Choose one of these ways to practise English.

Passion required, but no experience necessary.

to practise.

needs volunteers to clean the area twice a month.

ss se

environment and climate change? Select a number and explain your choice.

Cleaner Coasts Today

UNIT

Talking about feelings and actions Using say, tell and ask in reported speech Using adjectives that end in -ed and -ing Understanding an article and conversations about learning languages Sympathising with someone Writing an advice post Learning about world languages Learning Situation Create a language map for a country with information about the different languages spoken there

The r e w o p s d r o of w

Unit aims

Grammar on the go

CLIL

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

Co 1

Which language is Will learning?

Which country has the largest Spanish-speaking population?

Why does Will think it is useful to know a foreign language?

Get on it!

Watch the video and answer.

negative words can you find? Choose one word to describe how you are feeling today.

ss se

1 Look at the picture. What positive and

VOCABULARY 1

Listen and number the pictures. B

Vocabulary Plus

… about G

… in H

… about

p.128

scared of

Personal feelings, opinions and experiences

… by

id U

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

… of

… by

… about

Complete the phrases in Ex 1 with the words in the box. Then listen and check.

annoyed anxious confused delighted disappointed embarrassed fond guilty interested scared

Select the correct answers.

I’m 1 interested in / confused by drama, so when I got a part in my school play, my family was 2

annoyed about / delighted by it. I learned all of my words, but I was still very 3 disappointed by /

anxious about acting in front of so many people. In my first performance, I forgot my lines – I was

fond of / embarrassed by it, but the next evening, I was much better. I loved it! I don’t think I will be

guilty about / scared of performing again!

Complete the questions with about, by or of. 1

When was the last time you were annoyed about something?

What are you fond … doing in your free time?

Who have you been disappointed … recently?

When you were younger, did you do something that you felt guilty … ?

What are you scared … ?

ss se

PAIRWORK Ask and answer the questions from Ex 4.

When was the last time you were annoyed about something?

I was really annoyed last week when we lost an important match.

Finished? p.66

Workbook p.38

READING 1 Look at the speech bubbles and the

text. What type of text is it? What is it about?

Read the article. What are the three main reasons that people can have language anxiety?

Hello!

You are sitting in your English class and your teacher asks you to speak in English about your favourite free-time activities. Suddenly, you feel embarrassed by the thought of speaking in front of everyone. Does this describe how you sometimes feel? You will be pleased to know that it is normal to experience foreign-language anxiety. It is usually because you are scared of making a mistake, embarrassing yourself or your classmates laughing at you. So here are some tips to help you:

Tip 1: Find friends to talk to.

Practise speaking with someone that you know and trust. Decide how you want to work together before you start. It’s fine to make mistakes, but tell your friend how to correct you – after you’ve finished or as you are speaking. When you make a mistake and you correct it, you will be surprised by how much you remember next time.

Tip 2: Practise!

3 Read the article again.

Complete the sentences with two words. 1

It’s normal to feel embarrassed by mistakes when speaking another language.

Many students are … … making mistakes.

You will be … … how much you learn from making mistakes.

If you practise … … , you’ll become more confident.

Everyone … … when they are speaking a foreign language.

Lewis was very … … a tourist from France.

4 Key Competencies

omplete the sentences with words C from the box.

Tip 3: Don’t be worried about making mistakes.

It’s great to want to be perfect at speaking in a foreign language, but you will learn more slowly if you hate getting things wrong. You don’t have to say a perfect sentence for someone to understand you. When you meet someone who is trying to speak your language and they make a mistake, are you annoyed about it? You probably feel happy that they are trying to speak to you in your language.

‘I said that I would help my friend to practise talking in English. She told me that it was really helpful.’ – Fiona

‘Yesterday a French girl asked me where I got my ice cream. She made a couple of mistakes, but I was really impressed by her language skills.’ – Lewis

Sustainable Development

GOAL 3 GOOD HEALTH AND WELL-BEING When we are anxious, we don’t think clearly and we can’t concentrate well. It is important to recognise anxiety and manage it. What situations make you feel anxious? What do you do when you feel anxious?

Activity card: Innovation

grammar listening pronunciation reading speaking vocabulary writing

5 Match the tips from the article with

My best skill in English is …

I’m also good at …

I know I’m getting better at …

‘I’m not good at remembering words.’

I find … the most difficult.

‘I’m worried that if I say a word wrong, my classmates will laugh.’

‘I’m good at writing and listening, but I’m not very good at speaking.’

AIRWORK Compare your answers P with your partner. Do they have similar answers?

uggest how they could improve the S skill they find most difficult.

Workbook p.42

6 PAIRWORK Do you have language anxiety? Think of other tips to add to the article. Discuss with a partner.

the problems.

Hallo!

ss se

¡Hola!

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

We’ve all heard the saying ‘Practice makes perfect’. Well, learning a new language isn’t an exception to that rule. Think about how you learn best – talking with friends, by yourself or writing lists and phrases. Try to practise every day; this will help you to remember more easily, and you will become more confident.

Ciao!

Oi!

Do you have language-learning anxiety?

Hej!

GRAMMAR T 1

OLKIT

Reported speech with say, tell, ask

A ‘You are great!’

‘I’m feeling more confident.’

‘I’ve written a story.’

D ‘Can you read your E

‘I’m sorry, but I’ll be too embarrassed to read it.’

‘You can read it to me first.’

GRAMMAR

told , … , …

VIDEO

ON THE GO

id Direct speech

He said that he needed to practise English.

Present continuous

‘I’m not feeling nervous about my English presentation.’

She told me she wasn’t feeling nervous about her English presentation.

‘I’ve been interested in history for a long time.’

He told me that he had been interested in history for a long time.

‘I didn’t speak English at all on holiday.’

He told me he hadn’t spoken English at all on holiday.

Future simple

‘I’ll help you study for the test’

She said that she would help me study for the test.

can

‘I can see you’re disappointed with your marks.’

He said he could see I was disappointed with my marks.

‘I need to practise English.’

Complete the email with said, told or asked.

From: matt123@email.com

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

Past simple

Reported speech

Present simple

Present perfect

p.120

story in class?’

I told my English teacher that 1 I had written a story, and 2 she asked me to read it in class. I told her that 3 I would be too embarrassed to read it in front of everyone. So, she said 4 I could read it to her first and practise. After I’d read it a few times, I told my teacher that 5 I was feeling more confident. So, I read my story in class, and my friends said 6 I was great!

Grammar review

Match the reported statements 1–6 in the text with A–F. Then write the verbs used to report the statements.

Hi, Sara

How are you? Are you going on holiday soon? We are flying to London tomorrow. I 1 told my teacher that I was going on holiday to the UK and that I would have to speak in English. My teacher 2 … that sounded great and she 3 … me what the problem was. I 4 … her that I was scared I wouldn’t remember words that I would need. She 5 … that there was a great app that I could get and that I could practise every day before my holiday. I 6 … her that I hadn’t known about it and I thanked her. I 7 … I would try it. Hopefully people will be impressed by my English when I get there! Speak soon, Matt

Reported speech

She asked me where I studied after school.

yes / no questions

‘Are you anxious about talking in public?’

He asked me if I was anxious about talking in public.

and 2 … in English.

Teacher That sounds great! What 3 … ?

Matt I’m scared that I 4 … words that I 5

…!

Teacher There 6 … . You 7 … every day

Matt OK. I 8 … about that. Thank you –

COMMON ERRORS

He said me he was going to the cinema. He said he was going to the cinema. He told me he was going to the cinema.

before your holiday.

I asked who was her friend. I asked who her friend was.

‘Where do you study after school?’

Matt I 1 ’m going on holiday to the UK

whquestions

ss se

Direct speech

Complete the conversation between Matt and his teacher. Use Ex 3 to help you.

I 9 … it.

PAIRWORK Tell your partner about a conversation you recently had. Liam told me that ...

Finished? p.66

Workbook p.39

59 37

LISTENING AND VOCABULARY 1

Phrasal verbs

Listen and complete the sentences with on, in, up or down.

I need to hand 3 … my English homework tomorrow, but I have to look 4 … every word that I don’t know, so it’s taking ages!

I asked someone how to get to the beach and I wrote 5 … the directions, but we still ended 6 … in the wrong place!

I want to start learning German, but it depends 7 … what time the class is. I’ll fill 8 … the online form and ask if I can go to the earlier class.

I’m reading a book based 1 on the French Revolution. I’m reading it in French, but it’s very hard! I’m going on holiday to France this summer, so I’ll keep 2 … trying.

Copy and complete the spidergram with the words in bold from Ex 1. Then listen and check.

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

write down

…

… …

…

Phrasal verbs

…

Listen to the conversation. What language-learning tip did Fran get from her friend?

Listen again. Are the sentences T (true) or F (false)? 2

Spanish and Portuguese are both based on French.

Fran was anxious about looking up new words.

Valentina didn’t laugh at Fran when she made a mistake.

Valentina wrote down the word for ‘brush’ in Portuguese for Fran.

PAIRWORK Discuss the questions. How often do you use a bilingual dictionary to understand the meaning of a word?

How do you feel when you make a mistake in a different language? Why?

What’s your best tip for learning a new language?

Finished? p.66

Workbook p.40

Yassou!

Namaste!

I always use a bilingual dictionary to understand English words I don’t know when I’m reading.

Konnichiwa!

Bonjour!

Porto is a big city in Portugal.

ss se

Ahlan!

GRAMMAR T 1

OLKIT

Adjectives that end in -ed and -ing

Select the correct answers. Then listen and check. Oliver I think that learning a second language

is 1 boring / bored.

Kate

I don’t agree! I go to Italy every year and I’m always really 2 exciting / excited about speaking in Italian.

p.121

Oliver Don’t you get 3 annoying / annoyed

Grammar review

Read the text and find adjectives that end in -ed or -ing.

when you can’t remember a word or when someone doesn’t understand what you are saying?

Kate No, I don’t. Most people think it’s

amazing / amazed that I speak any Italian at all, so they are happy to wait for me to look up a word.

Oliver But isn’t it 5 tiring / tired when you

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

have to think in another language?

Kate Sometimes, but it’s great for your brain.

We know that learning a language is good for your social skills, but you may be surprised to know that it can also make you happier. When you speak more than one language, you can make more friends and find out interesting things about their culture and lives. It also makes you more confident, so you are less likely to feel frightened or embarrassed when you are speaking in front of people. Some students think learning lists of words is boring, but it’s like an exercise class for your brain – and we all feel great after exercising!

-ing adjectives describe who / what caused the feeling

interest

I’m interested in this book.

This book is interesting.

bore

We were bored with the film.

The film was boring.

amaze

They were amazed by the ending of the play.

The ending of the play was amazing.

We were very bored during the presentations. We thought the presentations were very boring. I was excited for the party. I was excited about the party.

When my mum was young, she was 1 interested (interest) in learning languages, but she wasn’t very good at it. She was 2 … (annoy) when she couldn’t remember words, and she said that speaking in front of her classmates made her feel 3 … (frighten). But when she finished university, she went to teach English in China. While she was there, she decided to try to learn the language and she was 4 … (surprise) when it was much easier than when she was in school. She said that it was because she was living in the country and she had a reason to learn the language. It was a very 5 … (excite) time for her.

PAIRWORK Ask and answer questions with phrases and words from the boxes.

cleaning my bedroom doing homework going shopping going to the cinema / the beach learning a language playing volleyball / computer games surfing travelling to new places amaze annoy boring excite frighten interest surprise

We were very boring during the presentations.

Travelling and learning

COMMON ERRORS

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

-ed adjectives describe a feeling

ss se

Verb

In fact, I’m really 6 interesting / interested in learning another language!

What do you think about going to the cinema?

Finished? p.66

I think it’s interesting.

Workbook p.41

SPEAKING

Sympathising

1 Look at the picture. Do you ever talk to friends or family when they feel sad or disappointed? How do you help them?

Complete the Useful language with the words in the box. Listen and check.

Listen to the conversation. How is Layla feeling?

fine

hear

pity

same

USEFUL LANGUAGE

I felt the 3 … way when …

Oh, that’s a 2 … .

That’s normal.

I’m sorry to 1 hear that.

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

I think you’ll be 4 … .

That’s a shame.

4 Read the conversations. Select the correct answers. 1

A I did badly in the test.

B That’s normal. / Oh, that’s a pity. 2

A I feel really disappointed by the way our

team played today.

B I ’m sorry to hear that. / I think you’ll

be fine.

A I always have to write down new words. B That’s a shame. / That’s normal.

A I can’t keep on studying for my

Spanish classes.

B That’s a shame. / I think you’ll be fine.

5 PAIRWORK Role play one of the situations below. Make suggestions to help. Show sympathy and support.

I’m so disappointed. I failed my maths test.

pp.133–134 Pronunciation

Your friend feels guilty about being unkind to a good friend.

Your friend is annoyed about not getting into a sports team.

Oh, that’s a pity. Why don’t you ...

ss se

Your friend has failed a maths test.

WRITING

An advice forum

1 Read the forum. What is Maria anxious about? What’s your favourite piece of advice?

2 Read the forum again. Find examples of 1–4.

Freeport School: Message board

Class presentation

SHARE | TRACK THIS TOPIC | EMAIL THIS TOPIC | PRINT

Maria44

20 May, 4.45 pm Show posts by this member only | Post #1

Posts: 43 Joined: February

Posts: 123 Joined: March

Lucy15

invitations to post again in the future

USEFUL LANGUAGE Giving advice

One 1 thing you could do is … I think maybe you should … I wonder if …

20 May, 5.20 pm Show posts by this member only | Post #2

Yep! I agree. I think it’s frightening when you have to stand up in front of everyone and talk. One thing you could do is write down your notes on small pieces of paper. Use them to check what you want to say. But don’t write down every word, maybe just key words that help you to remember what you have to talk about!

… don’t you try …

I 3 … also … like … 4

… try …

4 Read the situation below and write a post giving advice. Kit404

2 June, 1.20 pm Show posts by this member only | Post #1

Posts: 123 Joined: March

An exchange student from France is coming to stay with me and my family next month, but I’m anxious about his visit. He doesn’t speak English very well and he’s embarrassed about speaking the language.

20 May, 5.52 pm Show posts by this member only | Post #3

Five minutes isn’t enough when you base your presentation on the right person! Why don’t you try practising your presentation at home? Use a clock to check how long it is so that you don’t end up talking for too long. Let us know how you do.

Think about who you are interested in first. If you are talking about someone who you really like, it will be easier. I would also write notes like @Billy90 has said, but remember – just try to look at the class when you are speaking, smile and relax!

Use the Useful language to give advice. Use informal language.

Include emojis or capital letters.

Use @ and a name when you are talking about someone.

5 PAIRWORK Compare your advice with your

20 May, 6.30 pm Show posts by this member only | Post #4

Remember to:

Posts: 45 Joined: January

informal language

Lucas78

ss se

Posts: 89 Joined: September

@ and a person’s name to show who you are talking about

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

Billy90

emojis or capital letters for emphasis

Complete the Useful language with words from the forum. Listen and check.

Hey, guys! I have to give a presentation in my history class next week about an important person from the past. My first problem is who to choose – it needs to be someone interesting. I don’t want the class to feel bored. BUT ... the thing I’m most worried about is talking in front of my classmates. Ms Harris (my history teacher) told us that we only need to talk for five minutes ... but five minutes sounds like a very long time!

partner’s. Do you agree? Why?

Workbook p.43

CLIL

Linguistics

CLIL VIDEO

My language

David, Australia Next, we talked to David, who lives in northern Australia. He asked us if we knew the word kangaroo and then said that the word has its origins in his language, Guugu Yimithirr. He explained that when the first Europeans came to Australia, they wrote down some words from Guugu Yimithirr. ‘Our language is also famous because we don’t use position words like right, left and behind … we always say north, south, east or west.’ He told us his people have an incredible sense of direction!

We spoke to four teens from around the world about the cool languages they speak!

Karu, Namibia

First, we spoke to Karu from Namibia. She told us about her language, which is called !Kung. ‘My language uses vowels, consonants and clicks to communicate,’ she said. ‘The ! in the word !Kung is actually a click sound!’ She told us that many people there speak various click languages, and they are some of the oldest languages in the world. ‘I didn’t know any other languages until I started school and learned English,’ she said. ‘People say !Kung sounds difficult, but it is easy for me!’

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

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

More than 10,000 languages are spoken in the world.

F More than 7,000 languages are spoken in the world. 2

More than 800 languages are spoken in Papua New Guinea.

About 25 languages disappear every year.

More people speak Arabic than any other language.

Mandarin Chinese has the most native speakers.

We can only use words to communicate.

do the people speak? What is unusual about their languages?

Gonzalo learns his language at school.

... finds her language easy to speak.

... thinks her language might be hard to learn.

An English word comes from ... ’s language.

... uses sounds to speak her language.

... is worried about her language being lost.

People visit ... ’s country to study his language.

... says his language is well known.

Teaching English to everyone is not as important as keeping indigenous languages alive.

It’s impossible to understand the culture of a group of people without knowing their language.

The ideal world is one where there is only one language.

Schools should teach indigenous languages before teaching English.

I understand what you mean, but ...

I see your point. Personally, I think ... I understand what you mean, but ... That’s true. However, in my opinion ...

Read the article. Complete the sentences with Karu, David, Gonzalo or Grace.

AIRWORK Discuss the sentences. P Use the phrases in the box when you disagree.

ss se

2 Read the article quickly. What languages

4 Key Competencies

5 Gonzalo, Canary Islands, Spain

Grace, Papua New Guinea

Gonzalo lives on the Spanish island of La Gomera. He told us about the language he studies at school. ‘We learn Silbo Gomero,’ he said. ‘It’s like Spanish except you speak it by whistling! Many people are interested in this language and come to our island to study it.’ He said that although his grandparents spoke the language, his parents didn’t and that the people of La Gomera were worried about losing their language. That’s why they started teaching it in schools. ‘I hope the language keeps on going forever,’ Gonzalo said. ‘It is an essential part of our culture.’

Grace, from the island of Bougainville in Papua New Guinea, also speaks an interesting language. She told us that her language, Rotokas, only contains 12 letters, which is considered to be the smallest alphabet in the world! ‘We’ve got six consonants,’ she said. She told us that some people think that means Rotokas is easy to learn, but she’s not so sure. ‘People think it sounds easy, but that means many of our words sound very similar!’ she said. With only about 4,000 speakers of Rotokas left in the world, she told us she was anxious about her language disappearing one day.

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

Sustainable Development

GOAL 10 REDUCED INEQUALITIES In many parts of the world, indigenous children don’t have the opportunity to get an education in their native language.

5 GROUP WORK Talk about the different

languages in your country. Decide which language you would like to learn and why.

What are the disadvantages of speaking a different language at home and at school? Why is it important to protect indigenous languages? Activity card: Innovation

DISCUSS

IATION

N M

PLAN

IO AT

MINI PROJECT

ME D

step

IATION

step

DIAT I

Present your findings to the class. Which presentation includes the most languages?

Create a language map for a country with information about the different languages spoken there. EXTEND

What languages are native to your country? What other countries do you know with more than one native DIATION Elanguage?

step

ss se

Go to the LEARNING SITUATION

Choose one country with several native languages to research. Find information about the history of its languages and where they are spoken.

UNIT 5: FAST FINISHER 1 Put the letters in the correct order to make words about feelings. Then write sentences using the words. igyutl btaou

ofdn fo

ieeersnttd ni

sdcaer of

ghdlietde yb

noauisx obuta

focusned by

aneoydn buato

guilty about

I felt guilty about not doing my homework.

2 Match 1–6 with A–F. Then use the adjectives in bold to make your own sentences. 1

It’s interesting

I’m excited

travelling to new places.

It’s annoying

when I first tried surfing.

I was bored

I was frightened

It’s exciting

A about going to the party this weekend.

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

D when my grandpa talks about his life. E

when I have to hand in homework on Monday.

in my maths class yesterday.

I watched an interesting film yesterday.

3 Rewrite the sentences. Replace the

underlined words and phrases with the correct form of a phrasal verb. 1

Don’t forget to give your homework to the teacher at the end of class.

DIGITAL T OLKIT Interactive eBook

Don't forget to hand in your homework to the teacher at the end of class. 2

The 10K race was really hard, but I continued running to the end.

Can you help me to write the information in this form?

I didn’t know what the word meant, so I found the information in the dictionary.

Our activities for the weekend will be decided according to the weather.

Videos

Games

Digital Practice

Learning Situation: CLIL Project

Unit 5 Worksheets

ss se

LEARNING TO LEARN

1 PAIRWORK Role play a conversation about a topic

Student A

from the list A–E.

Talk to your partner about the topic you chose.

A food you like to cook

the last time you invited someone to dinner

Student B

food allergies

Listen to your partner and respond. Ask further questions about the topic.

D learning a new language

indigenous languages in your country

Help to improve your partner’s speaking

2 Think about your role play in Ex 1 and similar pairwork in the past. Then do the quiz.

What kind of pairwork partner are you?

pay attention to your partner never

always

sometimes

usually

always

sometimes

usually

alwayss

tell your partner when you don’t understand never

usually

help your partner with words they don’t know never

sometimes

ask your partner extra questions never

always

respond to what your partner says never

usually

sometimes

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

Instructions: Select the answer that is true for you. When you do pairwork, how often do you do these things?

sometimes

usually

always

Match A–E with items 1–5 in the quiz. A This shows you’re interested

in what they have to say.

This gives your partner a chance to say more.

You and your partner can learn vocabulary from one another. talking to you.

Your partner might say something wrong and not realise it.

I understand what you mean, but ...

5 PAIRWORK Role play a conversation about

Which items from the quiz (1–5) did you improve the second time?

•

How can you tell?

•

How did it improve your pairwork?

LEARNING TO LEARN TIPS

Feeling nervous to speak in a different language Lots of people feel anxious about this. We feel nervous and don’t want to make mistakes in front of other people. Try the following tips: • Practise speaking when no one is watching. Record yourself and have a conversation. • Stay positive. No one is perfect, and we can learn from our mistakes. • Give yourself time to think before you speak. Slow down and breathe! Can you think of any more tips?

I think paying attention while your partner is talking is ...

•

are the most important during pairwork? Why?

Ex 1 and Ex 5. Then answer the questions.

4 GROUP WORK Which items in the quiz

6 PAIRWORK Compare your role plays in

ss se

D It’s rude not to listen when someone is

Never = 0 points Sometimes = 1 point 2 points Usually = Always = 3 points

My score 0–5 points You’re not a very helpful pairwork partner, but you can improve. 6–11 points You’re an OK pairwork partner, but you could be better. 12–15 points You’re a great pairwork partner. Make sure you stay that way!

a different topic from Ex 1. Follow items 1–5 in the quiz.

UNIT

Talking about places and services in town and things in a home Using have / get to talk about things that someone else does for us Using reflexive and emphatic pronouns Understanding messages and a conversation Making and responding to suggestions Writing a how-to guide Learning about the history of medicine Learning Situation Create a short, fun, instructional video for the internet to show how to take care of your health

For Real

g n i t t Ge s g n i h t e n o d

Unit aims

Culture

1 Look at the picture. What jobs

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

have you done in your house? What have other people done for you?

Watch the video and answer.

What places and services did she mention?

What does her new neighbour do?

What other local services can you think of? Why are they important?

Get on it!

ss se

VOCABULARY 1

Places and services in town

Put the letters in the correct order to make words. Then listen and number the pictures. B

Ca hmcnceai

odof tlasl

egalryl

iccinl

rhssairrdee

p.129

hairdresser

Vocabulary Plus

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

pmhatraisc

shsairrdeer's

ptecrripinos

gedbana

Listen again. Complete the definitions with the words from Ex 1. 1

gallery : a building that shows paintings and other art

… : a place where people cut your hair

… : when you have pain in your teeth

… : someone who cuts your hair

… : a piece of paper from a doctor that says what medicine you need

… : a building, sometimes part of a hospital, that people go to for medical care

… : someone who works in a pharmacy

… : a piece of cloth wrapped around a part of the body that is hurt

… : someone who fixes cars

… : a place where you can buy food outside

Copy and complete the table with words from Ex 1.

PAIRWORK Add two more words to each category.

People

Places

Things

PAIRWORK Play Person, Place or Thing? with the words from Ex 1. Ask Yes / No questions to guess your partner’s word.

Does the person fix cars? Does the person cut hair?

No, it isn’t.

Is it a person?

Is it a place?

ss se

hairdresser

achethoot

Yes, it is! No, they don’t. Yes, they do!

Hairdresser!

Finished? p.78

Workbook p.46

READING 1 Look at the conversation. Who are the people? What are they talking about?

Read the text messages. Copy and complete Mum’s calendar with names, places and times. FAMILY CHAT Jack, Leo, Natalie, You

NATALIE

OK, then. I’ll just make some honey and lemon. JACK

Remember that Joanne’s got an exhibition at the art gallery on Saturday. She’s saved us two tickets for opening night at 8.00 pm. Do you still want to come? MUM

Yes, of course.

JACK

Hey, Mum, did you get your hair cut this morning?

MUM

No, I got my nails done this morning. I’ve got an appointment at the hairdresser’s for Friday at 5.00 pm. That’s the only time available, so I took it!

JACK

Good. And you’ll have had your hair cut by then! That’s a relief! 7

Tuesday

Wednesday

Me dentist 5.00 pm

Natalie

Thursday

MUM

Ha ha, very funny. 2

Saturday

JACK

Sorry, Mum! Actually, can you give me a lift into town on Thursday at 6.00? I had my car checked by the mechanic this morning, and they said the engine won’t be fixed until next week. I’d planned to meet Joe in town. LEO

Mum, you can’t go on Thursday! 3 We’re going to get my leg checked at the clinic. MUM

Oh, you’re right, Leo. Sorry, Jack, your brother’s got an appointment at 6.30. LEO

I think I’ll get my bandage removed at last. JACK

Oh, I’ll take the bus, then.

3 Key Competencies 1

atch the emojis 1–7 in Ex 2 with M the sentences A–G. A I’m angry.

That’s good news.

I’m uncomfortable.

D I’m sad. E

Oh, no!

Very funny!

Didn’t you get your teeth checked last week?

I did, but then I got toothache over the weekend! Can you believe it? 6 Tuesday was the earliest I could get in at the dentist. My appointment is at 5.00, and I’m late already. Make yourself some honey and lemon. I’ll take you to the doctor tomorrow if you don’t feel better. I’ll ask if he can see us early. I’ll try for 9.00 am, OK?

Workbook p.50

in messages to family, friends or companies?

4 PAIRWORK Plan your week. Then find a time to go out with your partner. Can you go to the cinema on Thursday evening? No, I can’t, sorry. I’m going to ...

MUM

3 PAIRWORK Is it OK to use emojis

NATALIE

Which other emojis do you often use? Share with your partner.

FAMILY CHAT Jack, Leo, Natalie, You

I can’t take you now. I’ve got an appointment with the dentist.

2 PAIRWORK Do you use these emojis?

MUM

ss se

Mum, I feel awful. 5 Can you take me to the doctor? I need to get a prescription for this cold.

G I’m happy.

NATALIE

Friday

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

Good, because it’s getting a bit wild! 1 Did you lose your comb?

JACK

GRAMMAR T 1

OLKIT

have / get something done

Read the list. Which of the things is someone else going to do for Chris?

3 1

She washed the car. (have)

She had the car washed.

1 have my suit cleaned 2 cook dinner

4 clean my room 5 get my hair cut

6 wash the dishes

I will fix the television. (get)

He cleans his windows. (have)

They are checking their teeth. (get)

We built the house. (have)

She will print the photo. (get)

They have washed their clothes. (have)

p.121

3 get the car repaired

Grammar review

my to-do list

Rewrite the sentences so someone else is doing the actions. Use the words in brackets.

Read the to-do list. Decide which things to do yourself and which things to have done by someone else.

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

Co Active A hairdresser cuts her hair once a month.

Have / get something done

She has / gets her hair cut once a month.

Tim will have / get his bandage changed tomorrow.

The shop repaired our laptop.

We had / got our laptop repaired.

Find the sentences in each group that mean someone else does the activity.

• cut hair £53

• fix car £110

• paint bedroom £90 • make coffee £5

• fix sink £80

• clean house £75

I’ll get the car fixed because I can’t fix a car! I’ll paint the bedroom. It’s not difficult, and I can save £90.

3 We’ll fix our car. A mechanic will fix our car. We’ll have our car fixed.

• wash car £20

2 A painter painted John’s house. John painted his house. John had his house painted.

• tidy the garden £40

1 I make lunch. A chef makes my lunch. I have my lunch made.

£250 to spend To-do list:

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The doctor will change Tim’s bandage tomorrow.

COMMON ERRORS He had his house paint. He had his house painted.

Finished? p.78

Workbook p.47

37 71

LISTENING AND VOCABULARY 1

Things in a home

Look at the pictures. Match the furniture words 1–8 with the items A–H. Then listen and check. armchair

bookcase

rug

chest of drawers

picture frame

antique

cushion

ceiling

Room B

Room A

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

In your notebook, write sentences to describe three differences and three similarities between the two pictures. Use the words from Ex 1. Then compare with a partner.

Listen to the conversation. Which room are they talking about?

In room A, there’s a carpet but in room B, there isn’t.

That’s true. However in room B, there are two rugs.

Alice’s bedroom smells like paint.

She painted the bedroom with her … .

The bedroom’s got a wooden … .

At the moment, Alice hasn’t got any … .

Alice bought a bed that is an … .

When Alice goes to sleep, she wants to look at the … .

Imagine you are going to decorate your bedroom. Copy the table and complete it with your own ideas. What I will have / get done

6 chest of drawers dresser

Finished? p.78

Workbook p.48

GROUP WORK Share the changes to your bedroom. How were your changes similar or different? I’ll paint the walls myself, but I’ll have a new bookcase made.

I’ll have the wall painted, but I’ll make new bookcase.

What I will do

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Listen again and complete the sentences with one word.

GRAMMAR T

OLKIT

1 Key Competencies

Write correct sentences. Replace the words in bold. 1

John quickly made a new desk for himself.

Can you see you in the mirror?

My cousins made the tree house itself.

How long have you and Alice known yourselves?

I repaired the bike himself.

She really enjoyed itself on holiday.

preposition

adverb

pronoun

article

G verb

D common

H proper

He can’t finish the work himself.

noun

John 2 Which word is the subject and which word is the object of the sentence?

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

This year’s environmental home competition was won by designers Pete and Lara Oliver for an eco-house they built 1 themselves . ‘Lara thought of the idea 2 … ,’ explains Pete. ‘It’s a house that pays for 3 … . It saves water and energy and is built from local materials. I designed the plans 4 … , and then we looked for materials to use. We always wanted to build the home 5 … , so that’s what we did. It’s an amazing feeling. You should try it 6 … .’

I looked at myself in the mirror. Louise hurt herself while she was fixing the car. Suddenly, my computer turned itself off! We helped each other.

Emphatic pronoun To put more attention on the subject

Complete the magazine article with the correct pronouns.

Eco-house winner!

Read the message. Find the subject the words in bold refer to.

Reflexive pronoun When the subject and object of the verb are the same

He can’t finish the work themselves.

p.122

A adjective

atch the words in the sentence with M the parts of speech A–H.

noun

Grammar review

Reflexive and emphatic pronouns

He painted the house himself; he didn’t have it painted. Did you cut your hair yourself? We solved the problem ourselves. No one made dinner for them. They did it themselves.

I sent myself the photos by email.

PAIRWORK Write three sentences to describe something you or people you know have done. Tell your partner.

I sent me the photos by email.

COMMON ERRORS

ss se

We’ve finished decorating the bedroom! My brother and I did it 1 ourselves. And yes, I enjoyed 2 myself. My brother cut 3 himself on a tool! My mum gave me some curtains that she made 4 herself. It was difficult getting the bed upstairs. The guys from the store tried to do it 5 themselves, but in the end we all helped 6 each other.

I fixed my bike myself! My sister taught herself to play the guitar.

Finished? p.78

Workbook p.49

Making and responding to suggestions

SPEAKING

FOR REAL VIDEO

1 Look at the pictures and read the sentences.

What are the people talking about in each situation?

If you go to the pharmacy in Albany Street, there’s a really

Have you thought

good pharmacist there.

about buying a cake?

What about orange?

Caroline and her mum are painting the room themselves. T

Caroline’s mum made the curtains herself.

They have had the armchair fixed.

Noah is making a cake himself.

Maria’s friend made a birthday cake herself.

Somebody hurt Rob’s knee.

Rob got a bandage for his knee.

Rob got his knee checked by a doctor.

Match 1–6 with A–F. Then listen again and check. 1

What about orange?

How would you feel about blue?

Isn’t there a more peaceful colour?

Have you thought about buying a cake?

I’ll go on the way home.

We can order one and pick it up later.

D Oh, yeah, that would be good.

If you go to the pharmacy in Albany Street, there’s a really good pharmacist there.

I’m not sure about that.

Have you thought about going to the physio clinic?

I think Dad will like that more.

one more suggestion and response for each situation in Ex 1. a hurt knee making a cake painting the room

USEFUL LANGUAGE S

How would you feel about … ?

What / How about … ?

Oh, yeah, that would be good …

I like that idea.

I’m not sure about ...

Have you thought about ...

If you go to … there’s a really good …

I like the sound of that.

6 PAIRWORK Make and respond to

suggestions about the different situations in Ex 1. Use your notes from Ex 5.

Have you thought about a dark colour, like dark green?

I’m not sure about that. I don’t like dark colours very much.

Pronunciation

5 Use the Useful language to write

p.134

Are the Useful language phrases suggestions or responses? Select S (suggestions) or R (responses). Listen and check.

A I like the sound of that!

ss se

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

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

WRITING

A how-to guide

1 Look at the text title and pictures. What

is upcycling? What do you think the guide is about?

2 Read the opening paragraph to check your answers to Ex 1.

Upcycling!

3 Read the steps in the how-to guide. Put them in the correct order.

4 Read the how-to guide again. Find the verbs that give instructions.

Look at the Useful language and then find three more words for sequencing information in the guide. Listen and check.

Turn your old items into useful furniture ...

USEFUL LANGUAGE

Do you want something fun to do? You can upcycle old things around your house. With creativity and artistic skills, you can reuse items differently and cheaply. And you can have fun doing it! Do you want to decorate your bedroom? Is your furniture broken or old-fashioned? Don’t throw it away! See what you can change or reuse. You won’t need much money and you can do it yourself! Here is one idea to make your bedroom look cool and fresh.

Sequencers

...

Second

After that

Then

...

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

...

How to change wood crates into a bookshelf

6 Plan a how-to guide for upcycling another

piece of furniture. Use an idea in the box or one of your own. Write notes. chest of drawers / TV stand crates / coffee table cupboard / desk door / table

What furniture and other materials do you need? How many steps are there? What do you need to do? What is the order?

What sequencing words and instruction verbs can you use?

A First, decide what colour (or colours) you want your bookshelf to be. Make sure it goes with the style of your room!

Finally, put your books and decorations on the shelves.

Next, use a cloth to clean the crates before painting them.

7 Write your how-to guide. Use your notes from Ex 6 to help you.

Have them painted by a professional or paint them yourself.

Organise your guide into clear steps. Use verbs in the imperative to give instructions.

G Put your new piece of furniture in the perfect place in your room.

If necessary, draw attention to things you can do yourself and things someone else can do for you.

Your bookshelf is now ready to use!

Read a partner’s guide and provide feedback.

Workbook p.51

Start by collecting a lot of wood crates, like the kind used to transport fruit.

Use the Useful language for sequencing information.

Remember to:

D Put your painted crates together in any kind of form or design that you like. Use glue or nails to make sure it doesn’t fall!

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CULTURE

Medicine over the centuries

CULTURE VIDEO

Ouch! Toothache ‘cures’ in the past

Classical era (600 BCE–600 CE) Toothache was less common before people started farming. People in the past didn’t know that it was their diet (especially sugar) that usually produced toothache. They thought their gods were responsible, so they often used magic or prayer to treat a tooth that hurt. The ancient Roman author, Pliny, suggested that frogs had magical powers to relieve pain from the teeth. And ancient Egyptians thought that one way to treat toothache was by biting a mouse’s head! Or they made toothpaste from a dead mouse and put it on the tooth to relieve the pain.

Have you ever had toothache? Have you ever had a tooth removed? If you have, you know how much it can hurt! Imagine what people in the past felt when they had toothache. They didn’t have medicine to help with the pain. There were no dentists. In fact, they had their teeth taken care of by their barber (similar to a hairdresser)! Here are some things people did for toothache in the past.

U Watch the video. A milk transfusion 6500 BCE 1

For many centuries, people believed that a worm ate a hole in the tooth and lived there. When the worm moved, the tooth hurt. This belief was common throughout Europe, the Middle East and East Asia. Nowadays, we know this isn’t true, but it was believed until the 1700s! The solution for ‘tooth worms’ was to get the worm to leave the tooth. Many cures were based on this idea, from putting honey on the tooth to drinking spider juice. What’s spider juice? A drink made from spiders, oil and eggshells (the hard outside part of an egg), of course! If people didn’t like these ideas, they could kiss a donkey or put a slice of onion on their ear. None of these ‘cures’ worked, but people continued trying.

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

Middle Ages (5th–15th centuries)

Match the cures A–D with the correct time periods. B

maggot therapy

1500s

electricity

D trepanning

1800s

1858

animals to fix toothache?

Read the article. Check your answers to Ex 2.

When you clean between your teeth, you treat / floss / century.

‘Ancient / Century / Era’ means a very long time ago.

‘Cure / Burnt / Modern’ is the opposite of ‘old’.

In history, ‘ancient / era / modern’ refers to a long period of time.

Medicine is a way to floss / era / cure many diseases.

A maggot is a type of worm / floss / burnt.

Modern / Burnt / Era food is cooked for much too long.

When you treat / floss / worm a health problem, you try to find a solution.

WELL-BEING

It is very important that we pay attention to our dental hygiene. Infections in the mouth can cause serious problems in the blood, the heart and the lungs. What do you do to care for your dental hygiene? Do you think you could do more?

Activity card: Transformation

GOAL 3 GOOD HEALTH AND

select the correct answers.

Sustainable Development

4 Read the article again. Look at the blue words and

ss se

2 PAIRWORK Look at the pictures in the article. How do you think people in the past used these

6 Modern era (18th century–present)

Portrait 4

Modern medicine and dentists have changed the way we treat toothache. We are aware of different ways to take care of our teeth ourselves. For example, you should brush and floss between your teeth every day. And you should also have your teeth checked once or twice a year by your dentist.

It was probably terrible to live in the past if you had toothache, but luckily, modern dentists have learned a lot about what not to do!

Early modern era (15th–18th centuries)

During this time, sugar became more common. Therefore, toothache did, too! The French dentist, Pierre Fauchard, discovered the connection between the two things and people started to take better care of their dental health. Some started to use toothpaste. But toothpaste then wasn’t like the toothpaste we have now. People made it themselves, and it was made from things like burnt bread, sand and soap.

In English, centuries are named in ordinal numbers, for example the seventeenth (17th) century.

Remember:

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

• seventeenth (17th) century = 1601–1700 • eighteenth (18th) century = 1701–1800 • nineteenth (19th) century = 1801–1900, etc.

5 Read the article again and answer the questions. 1

6 GROUP WORK Discuss the questions.

Who took care of people’s teeth in the past?

a barber 2

What did people use to think produced toothache?

What did Ancient Egyptians use to treat toothache?

What was one other cure for toothache in the past?

Why did toothache become more common in the 1700s?

What did people in the 1700s use burnt bread for?

What is one way to take care of your teeth?

In your opinion, which toothache cure in the article is the worst? Why?

Do some research online. What toothache cures do people use today?

I think the spider juice sounds disgusting! It does! But what about ... ?

DISCUSS

IATION

N M

Come up with five top tips for people who want to be healthy, and explain the benefits that people will get from following each of these tips.

IO AT

PLAN

ME D

step

Present your tips and explanations to the class. Did other groups have similar ideas? Vote on the top five.

DIAT I

IATION

step

MINI PROJECT

Create a short, fun, instructional video for the internet to show how to take care of your health. EXTEND

What can we do to maintain a healthy lifestyle? Consider different factors, like diet and exercise and the effect that T I ON DIAhave on our physical Ethey and mental health.

step

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Go to the LEARNING SITUATION

UNIT 6: FAST FINISHER 1

Complete the puzzles with the correct words. A cook is to a f … … … … … … … … as a nurse is to a c … … … … … .

A p … … … … … … … … … is to a pharmacy as an artist is to a g … … … … … … .

A b … … … … … … is to a cut as painkillers are to t … … … … … … … … .

A tool is to a m … … … … … … … as a p … … … … … … … … … … … is to a doctor.

2 Look at the pictures and decide if someone is doing something for someone else (or not).

Write sentences using the prompts. (cut / hair / last week)

(clean / teeth / tomorrow morning)

(wash / car / every month).

He cut his hair last week.

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

Co 3 Complete the acrostic and find the mystery word.

a piece of furniture with drawers, often in a bedroom

a soft object for sitting on

a place for books

a piece of heavy material to cover a floor

a comfortable chair with sides for your arms

a type of pain a dentist can help with

something old and valuable, especially furniture and jewellery

4 5

secret word: to paint the inside or outside of a house

and emphatic pronouns.

Interactive eBook

Digital Practice

Gabriel That’s brave. I’ve never cut

my hair 2 … . How was it?

Ana

Um ... different!

Sister and brothers We painted the

room 3 … !

Dad Really? Well, now

you can get 4 … clean!

Videos

Games

Learning Situation: Culture Project

Unit 6 Worksheets

yesterday? She cut it 1 … !

DIGITAL T OLKIT

Ana Did you see Caroline’s hair

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4 Complete the conversation with reflexive

REVIEW 1 PAIRWORK Read the situation and role play the conversation.

4 PAIRWORK Describe how each of the people (1–8) is feeling. Invent reasons why each person feels that way.

Student A

Your family have just bought a house. Look at the picture and the plan of the living room and think of some unusual ways to decorate it. Ask Student B to help you to improve your ideas.

Student B

You are an interior designer (you design and decorate houses). You don’t like Student A’s ideas for the living room. Suggest better ones and help Student A to design the room.

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

Yes, maybe because she has an important exam but doesn’t understand the topic.

I think the girl in 3 is feeling anxious.

5 PAIRWORK Share the situations you invented

in Ex 4 with a new partner. Can they guess the person and word you chose? This person is trying to learn something new but is having problems.

window

rest of the house

Yes.

Is it number 5?

And she’s feeling anxious?

garden

window

I want to have this wall at the end painted purple. I like the idea of hanging a painting of a lion on it.

No, try again.

6 GROUP WORK How do you feel about

describing feelings? Select a number and explain your choice.

2 PAIRWORK Change roles and repeat the

Self-assessment 1

doing this.

7 Try one of these ideas for practising English outside of class. •

Make a list of the things you need to do next week. Which things do you have to do yourself? Are there things you could get done by someone else?

•

Take a friend on an online tour of your home. In English, describe the rooms and the furniture in them.

•

Tell a partner about how to turn an old piece of furniture you’ve got at home into a useful item.

1 = I need more time to practise. 6 = I feel very confident doing this.

6 = I feel very confident

talking about house and home? Select a number and explain your choice.

time to practise.

3 GROUP WORK How confident are you about

role play. Whose living room is going to look the best?

1 = I need more

Self-assessment

ss se

I’m not sure about purple for the walls or a painting of an animal. Have you thought about ... ?

UNIT

Talking about jobs and work Using the zero and first conditional Using the future continuous Understanding an article and a podcast Talking about the past and the future Writing an interview Learning about famous people in history Learning situation Write a fact file about a person you admire

All in ’s y a d a k r o w

Unit aims

Grammar Gym

CLIL

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

Co 1

Which different jobs can you see?

What do people do in these jobs?

What subjects or extra classes are helpful for these jobs?

Watch the video and answer.

you see? Do you know anyone who does these jobs?

ss se

1 Look at the picture. What jobs can

Get on it!

VOCABULARY 1

Work and jobs (1)

Match the words with the pictures. Then listen and check. Vocabulary Plus

architect artist chef designer firefighter football player lawyer librarian musician novelist reporter scientist 2

p.130

novelist

As d an s le es sa Pr r y fo it t rs no ve y ni p 10

Listen to people talking about their jobs. What do they do? Select the correct answers. 1

librarian / firefighter

artist / reporter

scientist / football player

lawyer / musician

novelist / architect

chef / designer

Complete the adverts with jobs from Ex 1.

We are looking for new players for the local team. Call now.

Brookfield School needs a 5 … . Must be good at organising books and helping children of all ages.

GROUP WORK Select three jobs you would most like to do. Put them in order of preference. Explain your reasons.

My top three jobs 1 football player

What are the jobs you’d most like to do?

2 chef

3 novelist

Do you want a painting of your special pet? I am a local 4 … who paints animals big and small! Email me at petpaints@doggy.com.

Are you a 3 … ?

architect designer firefighter lawyer reporter scientist

… needed We are a small orchestra and we need someone who can play the violin. 2

PAIRWORK Select two of the jobs in the box. Write job adverts for them.

ss se

Chef wanted Hotel restaurant. Must have previous experience. 1

The jobs I’d most like to do are football player, chef and novelist because ...

Finished? p.90

Workbook p.54

READING 1 Look at the pictures. What do you think

each of these people likes about their job?

Read the article. Check your answers to Ex 1.

Teen Times The monthly magazine that gives you more

The job of your dreams

Many people enjoy office-based jobs, like architects or bankers, but I was looking for more variety and also knew 1 . To get into the fire brigade, I had to do well at school and then I needed to do a training course. It was such hard work, but also a great team. I’ve been a firefighter now for two years. Once, we had to go to a forest fire. It was during the summer, so it was dry and also very windy. I could see a cat, which was scared. It was a bad idea to run towards the fire, but I love animals and I had to rescue it. Luckily, 2 – so the cat was safe and so was I!

Lauren, firefighter

We had a teacher at school who advised us on exams, courses and career choices. She knew that I liked the creative arts and she encouraged me to look at being a designer or an artist. Although I was good at art and design, music was my passion. So I studied music at university and in my last year, I started going to auditions. Often, I needed to get up really early in the morning to get to another city. I was successful and 3 in the orchestra for a musical. I was nervous before the audition, but in the end, it went well. My job is so exciting – 4 . Lots of people want jobs in the arts, but if you really want something, it’s important to go for it!

Sam, musician

Last month, we asked for your questions about jobs you would like to do. Based on your comments, we have chosen jobs from science, the arts and emergency services. Keep reading to find out what you need to do to get the job of your dreams!

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

Theo, scientist

When I was at school, most of my friends wanted to be famous football players, but I wasn’t interested in that. I knew I wanted to be a scientist at an early age, but I wasn’t sure what kind. But I had pets and I always loved taking care of them. I was also always at the beach near my house looking for animals in the rock pools. Then, on holiday, we visited a dolphin hospital, and I knew I wanted to be a marine biologist. So 5 . I needed to get good marks to go to university and I also had to do a diving course. If you like travelling, it’s a great job because you study the different oceans and the wildlife in them.

3 Read the article again. Match A–E with 1–5 in the article.

D I studied biology, chemistry and geography

A every audience is different B

I wanted to help my community

I got a job as a guitarist

4 Read the article again. Answer the questions. 1

What type of job did Lauren not want to do?

an office-based job 3

What subjects was Sam good at in school?

How did Sam feel before he auditioned?

What did Theo like doing when he was young?

What did Theo learn in addition to his university subjects?

5 Key Competencies 1

active brave confident creative fit friendly kind smart

What do you think are the most important factors in making work decent? Make a list of the top five factors in order of importance. Activity card: Transformation

Workbook p.58

PAIRWORK Look at the adjectives in the box. For each one, think of another job that this kind of person can do. Compare your answers with your partner.

Yes, and you also need to be fit.

GOAL 8 DECENT WORK AND The countries of the United Nations have agreed that it is important for all women and men to have decent work.

To be a firefighter, I think you need to be brave in difficult situations.

Sustainable Development

ECONOMIC GROWTH

PAIRWORK What kind of person do you think you have to be to do each of the jobs in the article? Use the words in the box or your own ideas.

How long has she been doing her job?

I’m also a very fast runner

ss se

at university

GRAMMAR T 1

OLKIT

First and zero conditionals review

Read the email and use the words in the box to complete it. should

unless

when

Grammar review

will

Hi, Holly

… I do well in my exams, I’ll study architecture at the University of Yorkshire. People say that if you like maths and art, you 3 … study architecture. I’m really good at maths, and I love art. In fact, 4 … I have free time, I always go to my bedroom to do some drawing. 2

COMMON ERRORS

If you will study too much, you’ll get really tired. If you study too much, you’ll get really tired.

Anyway, I’m not too stressed. If I don’t get the marks I need, I 5 … wait and retake the exams next summer.

If I see him, I tell him. If I see him, I’ll tell him.

What about you? Do you want to go to university?

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

Best,

GRAMMAR

Freya

GYM

VIDEO

Action / situation

Zero conditional

If you’re a lawyer,

Result

you often have to work very hard.

Result

Action / situation

The chef is very busy

when the restaurant is full.

Action / situation

First conditional

Result

If she gets a job as a reporter,

she will travel a lot with work.

If I don’t get into law school,

I may become a librarian.

Result

He won’t accept the job offer

p.122

Thanks for your email. I’m revising because I have final exams next month, and I won’t get good marks 1 unless I study very hard for them.

Action / situation

unless he can work from home.

Match the sentence halves.

When James has free time, D

A I won’t go to work.

Unless I feel better in the morning,

we should go out to celebrate.

If you’re an artist,

when they’re in dangerous situations.

I might need to move closer to the office

D he works on his novel.

If we get good exam marks,

if I get the job.

Firefighters have to be brave

you spend a lot of money on paints.

PAIRWORK Complete the sentences with your own ideas. Share your sentences with your partner.

The football players often train (train) in the park if the weather is (be) nice.

When the librarian … (feel) bored, she usually … (read) a book.

I definitely … (not be) an architect unless I … (get) very good exam marks.

When my parents have a lot of work to do, …

I always … (go) to bed early if I … (have) an exam the next day.

If I have to give a presentation in class, …

I will work as … if … Finished? p.90

Workbook p.55

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

ss se

37 83

LISTENING AND VOCABULARY 1

Read the conversation. Match the blue words with the correct definitions. Then listen and check. ey, Amy! I’m H unemployed and need some money! I know that you deliver newspapers in the morning – do you think I could apply for a job, too? Do I need to complete an application form?

Tom

Work and jobs (2)

Listen again. Complete the sentences with a number. Albert has been employed by the same company for 20 years.

Lizzie applied for … jobs.

Lizzie was unemployed for … months.

Albert went to university for … years.

Albert will retire in … years or more.

Listen again. Copy and complete the table with Lizzie and Albert’s advice. Then add your own ideas.

Amy

he’s really kind – all of her employees S are really happy.

Tom

So, why did the man quit?

Amy

ell – the man was my grandpa. He W loves getting up early, but he says it’s time to retire!

You

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

That’s great! What’s the employer like?

Albert

When you’re new, you need to work hard.

Tom

application: an official request for

… : a person or organisation that employs people

… : to ask for something, usually officially in writing or by sending in a form

… : to have someone work or do a job for you and pay them for it

… : to leave a job

… : to leave your job or stop working because of old age or ill health

… : not having a job

… : people who are paid to work for someone else

something, usually in writing

…

Work hard.

…

Try to do your best.

Apply for jobs – keep trying.

…

Don’t complain.

…

Have a positive attitude.

…

Have patience.

Finished? p.90

Workbook p.56

Do you know anyone who has retired? What do they like doing now?

What positive qualities would you write about yourself on a job application?

Do you think the advice in Ex 2 is the same for all jobs? What other advice can you think of?

Do you know anyone who has retired? Yes, my grandma retired last year. She loves ...

Make a lot of contacts.

…

PAIRWORK Discuss the questions.

Listen to Lizzie and Albert talking about their jobs. Number the advice in the order you hear it.

ss se

Lizzie

o, you don’t, and yes, they need to N employ someone now – a man quit last week.

Amy

GRAMMAR T 1

OLKIT

Future continuous

Read the conversation. Find examples of verbs in a future tense.

MESSAGES Grammar review

TOM Hey, Sal. I’d love to get a dog-walking job, like you. Can you show me how you do it?

TOM I won’t be doing anything. I usually spend an hour relaxing after school.

SAL Great! You can come and join me, then. I’ll be walking some dogs in your neighbourhood between 4.00 and 5.00.

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

This time tomorrow, we’ll be working on our science project.

By next year, she won’t be doing the same job.

Will you be preparing for your presentation at 6.00 pm this evening? Yes, I will. / No, I won’t.

COMMON ERRORS

Complete the essay with the correct form of the verbs in the box. go

live

read

p.123

SAL Sure! What will you be doing at 4.00 pm tomorrow?

study

visit

Will you working on your job application this evening? Will you be working on your job application this evening?

Write sentences in the future continuous.

This time tomorrow / I / write / a job application.

This time tomorrow, I’ll be writing a job application.

work

By 2050 / I / run / my own company.

He / not / do / his delivery job / this time tomorrow.

Where do you see yourself in five years?

Where / Georgie / live / when she’s 30?

My dad / not / talk / to his employees / tomorrow morning.

In five years, I think I’ll be at university.

Where / you / work / in 15 years?

I want to be a doctor, so I’ll be 1 studying medicine, and I’ll be 2 … very hard. I’ll be 3 …

… a lot and attending laboratory classes. 1

This time tomorrow, …

I’d like to experience life away from home, but

When I’m at university, …

I’m sure I’ll be 6 … my family regularly – at

By 2030, …

weekends and during the holidays …

When I’m 25, …

When I begin my career, … What will you be doing this time tomorrow?

I’ll probably be 5 … in a different city because

PAIRWORK Complete the sentences in the future continuous with your own ideas. Compare your answers with your partner.

to lectures every day, and I’ll also be 4

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I’ll be having an English class at school.

Finished? p.90

Workbook p.57

SPEAKING

Talking about the past and future

1 Look at the picture. What job is it? Would you like to work in a place like this? Why / Why not?

Copy and complete the Useful language. Listen and check.

Listen to Joanna’s job interview. When can she work? When is she going to start?

USEFUL LANGUAGE

I 1 would like to (work on Saturday). I want to … I 2 … to (go away with my family).

I 3 … to (be a chef).

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

I 4 … (be on time). I needed to …

4 PAIRWORK What are your plans for the future?

Complete the sentences with your own ideas. Then share your ideas with a partner. 1

I want to … when I’m older.

I hope to … when I’m retired.

I’d like to … when I finish school.

I plan to …

5 PAIRWORK Role play a job interview. Choose one of the jobs below and take turns to interview each other.

musician

ss se

chef

football player

p.134 Pronunciation

firefighter

journalist

Yes, I am ...

OK, let’s start with a little information about yourself. Are you at school at the moment?

WRITING

An interview

1 Read the interview. What’s Mr Levi’s job? What did he do when he was younger?

Read the Useful language to ask for and give advice. Which phrases start a Question (Q) and which give Advice (A)? Listen and check.

HOME | NEWS | INTERVIEWS | RESEARCH

The world of work

This week we are going to find out about Mr Levi, our music teacher, who is also a musician in a local band. Read our interview with him.

USEFUL LANGUAGE Asking for and giving advice

Do you have any recommendations? Q I think you should … I wanted to ask you … Listen to your gut …

If I were you … What are your thoughts on … ?

4 Read the interview again. Answer the

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

questions.

Did you always want to be a teacher?

No! When I was at school, I played the guitar, the violin and the piano. I loved music and I wanted to be a musician. But my parents said, ‘We think 1 you should be a lawyer or a banker’. I shouldn’t have listened to them, really, because I studied business at university and I was very unhappy.

What instruments did Mr Levi play at school?

What did his parents want him to do?

Why did he have to stop travelling?

What advice does he give about life?

5 Key Competencies 1

Were you angry with your parents?

No, not at all. They thought that they were giving me good advice and that working in the entertainment world would be very difficult. But I learned that you should listen 2 … and try to do what you love. So while I was at university, I auditioned as the guitarist in a band and I got the job! I quit university and travelled all around the world with the band. What did you do next?

Who will you write about?

What will your interview be about?

How much time is there before your deadline?

How much time do you think you need to write your article?

rite your article using phrases from W the Useful language.

Remember to:

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I played in the band for about five years, but I had to come home because my dad was sick. (He’s fine now!) But while I was here, I decided to do a course to become a music teacher ... and here I am!

lan an interview article for a school P magazine about an adult you know.

Write the questions and the answers.

Well, I still love it! I’m still in a band, but it’s not the job I do every day. I’m older now, and it’s more tiring than when I was younger. 4 … continue to do things that make you happy in life, and my music makes me happy.

Use modals, prefixes and suffixes.

Use the Useful language.

Check your spelling and grammar.

... on the world of entertainment now?

2 Complete the interview in Ex 1 with the phrases in the box.

I think you should to your gut What are your thoughts you should

Workbook p.59

CLIL

History

CLIL VIDEO

Katherine Johnson

FACT FILE

and the maths that changed history

Early life

Katherine Johnson showed incredible talent in mathematics from an early age. She finished high school as one of the best students when she was just 14 years old! After graduating from university with honours at 18, she entered the maths programme at West Virginia State University.

An amazing career

U Died: 24 February, 2020

Place of birth: White Sulphur Springs, West Virginia, the US Job: NASA computer / mathematician

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

Born: 26 August, 1918

In 1952, Johnson learned about a job position in computing at the Langley Research Center in NACA, which became NASA in 1958. In 1953, she was hired to study information from flights and solve many difficult maths problems without the help of a computer. (In fact, people who did calculations were called ‘computers’ for hundreds of years before the machines existed.) However, Johnson’s greatest opportunity came when, in 1957, she was asked to help do the maths to send the first American into space, astronaut Alan Shepard. The project was a huge success and brought the astronaut back to Earth. Not long after that, she did the maths that allowed the first American, astronaut John Glenn, to orbit the Earth. Johnson’s skills to solve maths problems made her an important part of NASA’s space programme. She also took part in many other successful projects, such as Apollo 11, which put the first astronauts on the lunar surface and allowed them to walk on it for the first time in history. She also played a key role during the

Watch the video. Put the events in the video in the correct order. Then work in pairs and discuss the questions. A People went to the moon.

… : something you get for a special achievement

… : a machine put into space to collect information or for communication

… : a prize you get for a special achievement that goes around your neck

Women became interested in the world of flight.

… : a person whose job is to solve maths problems

… : a vehicle that flies and can bring people into space

… : a person whose job is to travel to space

… : when one object in space moves around another object

ss se

Gladys West described the shape of the Earth.

flew the first plane. E

Amelia Earhart flew across the Atlantic Ocean.

Women started to work as drivers, firefighters and mechanics.

Johnson lived to be 95 years old.

Which event in the video is the most important to you? Why?

Johnson’s job was to be a ‘computer’ because she used a machine to compute maths problems.

Think of another important event of the last 100 years. Why was it important?

Johnson’s work helped put the first American satellite in space.

The first American to orbit the Earth was Alan Shepard.

Johnson worked at NASA until 1958.

Johnson worked at NASA for 30 years.

In 2015, the US Congress gave Johnson the Congressional Gold Medal.

Johnson made more mistakes when solving maths problems than the computer machines at NASA.

101

Read and listen to the fact file. What is Katherine Johnson most famous for?

in each sentence and correct it.

type of information does it give?

5 Read the fact file again. Find the incorrect information

2 Look at the fact file quickly. What

fact file with the correct definition.

D The Wright brothers

4 Read the fact file again. Match the blue words in the

7 Awards

Johnson was given the Presidential Medal of Freedom by Barack Obama in 2015. This award recognises people who have done important things for the US and the world. In 2019, the US Congress gave Johnson the Congressional Gold Medal, which is given to show thanks for excellent achievements in US history and culture.

satellite

beginning of the space-shuttle programme in the US. This project was important because the shuttle was the first spacecraft that could be reused to go back to space over and over again.

Fun fact

Some schools, and even a satellite, have

been named after Katherine Johnson!

In addition to these achievements, Johnson also developed plans to go to Mars. In 1986, after a successful and extraordinary career at NASA, she retired.

medal

Did you know ... ?

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

Your smartphone is thousands of times faster and more powerful than the computer that was used to send the first person to the moon. Even though NASA had computer machines, they asked Johnson to check all the maths herself because she was more accurate than the machines!

6 GROUP WORK Discuss the questions.

Sustainable Development

GOAL 4 QUALITY EDUCATION

Education is essential for the future building of open, democratic and economically successful countries.

What other people do you know of with similar stories to Johnson’s? What are they famous for?

What part of Johnson’s job seems the most interesting to you? Why?

What jobs do you think will be important in the future? Why?

Do you believe that STEM subjects (science, technology, engineering and maths) are more important than other subjects? Why / Why not?

I think maths is fun. I’d love to do maths problems all day.

Activity card: Innovation

I don’t like maths, but I think Johnson’s job was so interesting because ...

DISCUSS

IATION

N M

IO AT

PLAN

ME D

step

Present your findings to the class. Did anyone else choose the same person? Vote for the person you find most admirable or important.

DIAT I

IATION

step

MINI PROJECT

Write a fact file about a person you admire.

EXTEND

Which historical figures do you admire and why? Consider people from different fields – science, DIATION Epolitics, art and sport.

step

ss se

Go to the LEARNING SITUATION

Choose one person to research. Research the key information about their life and what their main achievements are.

UNIT 7: FAST FINISHER 1 Complete the acrostic and find the mystery word. I help people who are in trouble with the police.

I work in a library.

I play in an orchestra.

I have a dangerous job. I put out fires.

I work in a laboratory.

I create paintings.

I work for a newspaper.

I work in a kitchen.

I write books.

2 3

4 5

8 9

2 Complete the sentences with the correct form of the verbs in brackets. If there is (be) an important event, the newspapers always send (send) reporters to cover it.

Employees … (not / work) well when they … (not / be) happy in their jobs.

Unless you … (study) hard, you … (not / get) into law school.

If Hannah … (not / have) any homework this weekend, she … (might / come) to my house.

I … (help) you with your job application next week if you … (need) it.

Musicians often … (feel) nervous when they … (play) in a concert.

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

3 Put the letters in the correct order to make words. Then use them to complete the sentences. deemulonpy epomeyels erteri playp

utqi ympeol

I’m going to apply for a job at the post office.

My grandma’s 68 and she’s still working. She never wants to … !

I think my mum’s a great boss because all her … love her.

My dad … his last job and found a new one. He’s much happier now.

My cousin’s … at the moment, so he’s looking for work.

Mr Smith’s companies … 57 people in total.

ss se

DIGITAL T OLKIT

Learning Situation: CLIL Project

Unit 7 Worksheets

Games

Videos

Digital Practice

Interactive eBook

LEARNING TO LEARN 1

2 Match the reasons 1–4 with the Learning

Do the quiz.

to learn tips A–D.

Homework superstar or homework disaster?

Ca 1

B write it on a piece of paper?

C listen and try to remember?

When do you do your homework?

A at a regular time after school

Interrupting your study to look for things is bad for concentration.

Having a timetable helps you to study better, as well as plan other things.

It’s easy to forget something when you don’t write it down.

tips. Put them in order from most to least useful.

C during breakfast or just before class

When you do your homework, do you …

I think the one about being prepared is the most useful.

A check you’ve got everything you need B sometimes have to stop to find a pen,

paper or book?

4 Look at the homework diary. Label the sections with the words in the box.

C spend most of the time trying to find the

things you need?

Really? Why?

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

before starting?

You work faster and learn better when you’re not distracted. B

3 PAIRWORK Discuss the Learning to learn

B whenever you’re not doing something else 3

When your teacher gives homework, do you …

A write it in your notebook?

How to organise your work

By when? Homework Notes Subject

You don’t have enough time to do all your homework. Do you … A do the most urgent things first? B do the easiest things first?

Date

Mon. 12

History

pages 36–37

Mon. 19

This will take about two hours.

Tue. 13

Biology

Label the parts of the brain.

Fri. 16

This is hard – ask Monica for help!

…

C start thinking of excuses? 5

While you’re doing your homework, do you … A turn off your phone?

B try not to look at your phone? C keep checking your phone?

Results A = 3 points, B = 2 points, C = 1 point 5–8 Oh, no! You really need our tips. 9–11 Not bad … but our tips can help. 12–15 Well done! (But read our tips anyway.)

A Make a diary to help you to remember what you have to do. B Avoid distractions. Put your phone away and find a silent place to work. C Plan a regular time to work on your homework. Even if you don’t have homework to do, use the time to revise or clarify what you learned in class. D Be prepared before you start. Check your to-do list and make sure you’ve got everything you need to complete each task.

Here are some ways of organising your study time better:

homework next week.

ss se

LEARNING TO LEARN TIPS

5 Make a homework diary for your

UNIT

o g s ’ Let g n i p shop

Unit aims Talking about shopping Using the second conditional for unlikely or impossible situations Using verbs followed by to infinitives Understanding an advert and a conversation about returning an item Asking for a refund or exchange Writing an email to describe plans Learning about different ways of buying and selling Learning Situation Plan and advertise a bartering event

id Grammar Gym

For Real

Culture

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

Co 1

What do Aiden’s classmates like to buy?

What different ways do people pay?

How do you find out about new products to buy?

Get on it!

Watch the video and answer.

Where are the people? What do you spend money on?

ss se

1 Look at the picture and answer.

VOCABULARY 1

Shopping (1)

Complete the shopping phrases with the words in the box. Then listen and check. bargain

cost

credit card

luxury

percent reduced

reserve

return sale

Vocabulary Plus

advert

p.131

Ca br

in a sale

… gift

a … price 8

… online

… clothes

U see an …

… a lot of money

get a …

20 … off

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

pay by …

Put the words in the correct order to make sentences. 1

in / to / those / He / boots / the / wants / winter sale / buy

He wants to buy these boots in the winter sale. 2

by / price / The / percent / fifteen / reduced / was

money / game console / The / a lot of / costs

the / I / a / advert / shopping centre / at / saw / cool

gifts / likes / She / luxury / for / buy / everyone / to

Write sentences that are true for you using phrases from Ex 1. Use different phrases from Ex 2.

GROUP WORK Discuss the questions.

Why do people return clothes to stores?

What do you usually buy in the sales? What do you buy at full price?

Have you ever bought something because of an advert you saw?

When are the biggest sales in your country?

What are the advantages and disadvantages of ordering online?

Where is a good place to get a bargain?

ss se

You can get a good bargain at the Saturday market.

Yes, and at the second-hand shop.

Finished? p.102

Workbook p.62

READING 1 Look at the advert and say what it is for. What kinds of things can you buy there?

Fifth Annual National Craft Market

Everything under one roof! Come to the City Sport Centre on Saturday. We promise you’ll find the perfect gift for everyone you know – or even something for yourself!

Clothes and extras

Musical instruments

There’s something for everyone in the music section! From drums and tambourines to guitars and violins, we’ll be amazed if you don’t find what you need. There are also free music lessons in the gym.

You’ll find colourful clothes and bags from all over the country at over 50 stalls. Remember, it doesn’t matter if you want a luxury gift or something that doesn’t cost much at all. There’s something for everyone! If you buy clothes at the craft market, all of your money goes to the people who made them.

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

Here’s what some of last year’s visitors had to say ...

Toys

Food

You’re never too old for toys. Especially when they are as beautifully made and detailed as the toys at the craft market are. From traditional dolls to wooden cars and amazing board games, you can spend all day having fun at the toy stands.

If you find yourself hungry and in need of a break, go to the food court! You’ll discover a variety of delicious local dishes, including soups, salads and a range of main meals. But be careful ... if you try the carrot cake, you’re sure to want another slice!

The whole family will enjoy the craft market. It runs from 9.00 am Friday, 12 November, to 6.00 pm Sunday, 14 November.

Read and listen to the advert. Write the names of the sections. 1

They are old-fashioned but fun.

You can practise using the things you can buy.

They can be expensive or cheap.

When you try it, you will probably want more.

Toys

AIRWORK Who is the main P audience of the market advert? B

families

tourists

answer.

want to go to the market? Write notes.

a phrase (slogan)

What makes the advert personal?

How does it make the products sound good?

How does the advert make you feel?

Workbook p.66

Do you think it is a good advert? Would you like to go to the market? Why / Why not? I would want to go to this market because ... It would be a good place to ...

Sustainable Development

GOAL 12 RESPONSIBLE

PRODUCTION AND CONSUMPTION

The average person in a developed country consumes ten times as much as the average person in a less developed country. We need to be more responsible consumers.

Do you think you are a responsible consumer? Make a list of three things you could do to be a more responsible consumer. Activity card: Innovation

4 How does the advert in Ex 1 make people

5 PAIRWORK Discuss your ideas from Ex 4.

2 Find two phrases to support your

‘The bread and cakes are delicious. They should start a bakery! If they had a bakery in town, I’d go every day!’ – Mike

A children

‘If I were a child, I’d want to play with all the toys in every stall!’ – Diana

ss se

3 Key Competencies

‘The beautiful musical instruments are incredible. If I were a guitarist, I’d definitely want one of the handmade guitars.’ – Carlos

GRAMMAR T 1

OLKIT

Read the advert. Complete the conversation with the words in the box.

Pete

I’d love some Red Alert headphones.

Sofia

Ha! Me too! If I had £100, I’d get 1 … !

Pete

e need weekend jobs! We’d have more 2 … W if we had jobs.

study

Wireless. Yours.

es, but we don’t have time for jobs because we Y have exams. If I didn’t have to 3 … , I’d look for a weekend job!

Red.

p.122

some

Grammar review

Red Alert headphones

money

Sofia

Second conditional

GYM

VIDEO

Main clause

If clause

Only £99

GRAMMAR

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

If this dress were a different colour, she’d buy it.

If clause

Main clause

Where would you go shopping

COMMON ERRORS

if the market closed down?

If I were you, I’ll talk to her.

If I were you, I’d talk to her.

I wouldn’t always shop in the sales if I had more money.

We use the second conditional to talk about things in the past / present or future.

We use the second conditional to talk about things that are going to / probably not going to happen.

We also use the second conditional to talk about things that are possible / impossible.

Match 1–6 with A–F. 1

If I were a child, D

I’d buy those shoes

3 4

A if my feet were smaller. B

she’d buy it.

If he had a computer,

if you looked in the sales.

If the price were reduced,

D I’d want to play with all the toys!

You’d find a cheaper bag

if it weren’t so expensive.

I’d buy it

he’d reserve the tickets online.

If I were at the beach, I’d go surfing.

PAIRWORK Share your sentences. What would you do if you were the people in the photos in Ex 4? Play the chain game!

Look at the pictures. Complete the sentences with your own ideas.

ss se

Select the correct words to complete the sentences.

If you went surfing, you might see a shark. If she were at the beach, … .

If he didn’t have homework, … .

If she were in a rock band, … .

If I saw a shark, ...

Finished? p.102

Workbook p.63

37 95

LISTENING AND VOCABULARY 1

Shopping (2)

Look and match the words with the pictures. complain

damaged

exchange

label

logo

manager

pick

reasonable

complain

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

Listen and number the pictures in Ex 1.

Complete the sentences with the words from Ex 1. Then listen and check.

2 1

All of the clothes from that sports store have the same logo . It’s a symbol of a baseball bat.

I’d like to … this T-shirt, please. It doesn’t fit.

My new computer is … . The screen is broken. I’m going to take it back to the store.

The store didn’t fix the broken computer! So I’m going to … to the shop assistant.

If the shop assistant can’t help you, ask to speak to the … .

Everything in the sale is two for the price of one. That’s very … !

The … says to wash the jumper in cold water.

There are so many mobile phones that I don’t know which one to … .

Listen to the conversation. Select the sunglasses the boy buys. 1

ss se

shop assistant sales clerk

PAIRWORK Answer the questions. Then listen again and check.

When did he buy the sunglasses?

Does he want a refund or an exchange?

Why doesn’t he take the round glasses?

Why doesn’t he take the other black glasses?

What does Clara think the boy should do?

He doesn’t have enough money.

Finished? p.102

Workbook p.64

If I bought a phone that didn’t work, I’d ... I’d exchange it for a better one! I mean, you have to have a phone!

Why can’t the boy buy another pair of glasses?

PAIRWORK If you bought something that didn’t work the way you wanted it to, what would you do? Talk about specific items.

GRAMMAR T 1

OLKIT

COMMON ERRORS

a promise

a decision

I hope seeing you soon.

a hope

an offer

I hope to see you soon.

an agreement

She forgot take her jacket. She forgot to take her jacket.

Art Store 29th September

to / agreed / The manager / let / exchange / him / his trousers

refused / They / give / to / money / back / the

the phone / couldn’t / She / to / buy / afford

promised / The store / give / two for one / to / them

a bargain / find / to / We / hope / sales / in the

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

go to the shops.

They decided

Read the situations. Write what you would think, say or do using words in the box.

buy some new clothes. to

shopping / to / plan / weekend / They / go / this

They plan to go shopping this weekend.

We hope

Put the words in the correct order to make sentences.

p.123

Nice people, no paint!

Grammar review

Read a review on a web page for a store. Find the things in 1–5.

I visited the Art Store last Friday. I hoped to get some paint for an art project I’m doing in school. But there was no paint on the shelves! In an art store!! The assistant was very helpful and promised to call me when the paints arrived. He offered to give me a special price. For this reason, I’m giving three stars and not one star. I decided to give the Art Store one more chance and I’ve agreed to go back on Saturday to pick up the paints. I hope they are there!

She’s planning

order something online.

He’s promised

shop in the sales.

Verbs followed by to infinitive

agree decide hope offer plan promise refuse

Read the comment from the Art Store. Match 1–4 with A–D. Art Store replies:

They promise

They plan

to provide the best service.

They hope

to do better in the future.

at the store soon.

D to change how they

order paints.

You bought some trousers, but now you don’t like the colour.

Your best friend always wants to go shopping, but you don’t.

A to see the customer

I’d agree to meet them at a cafe' and walk to the market together.

The Art Store failed

Your friends want to go to a new craft market in town.

ss se

Thank you for your comment. We are very sorry you didn’t find what you needed. We want to provide the best service, and we didn’t do that. We will do better in the future. We are probably going to change how we order paints so this doesn’t happen again. Please come to the store again soon.

GROUP WORK Share your ideas from Ex 4. If my friends wanted to go to a new craft market in town, I’d agree to meet them.

Finished? p.102

Workbook p.65

SPEAKING

Asking for a refund or exchange

1 Look at the pictures. What are the people

doing? What do you think they are talking about?

FOR REAL VIDEO

Listen and number the pictures.

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

The laptop can’t be exchanged for a different item.

The jumper can be returned for shop credit to spend in the store.

The store can give a refund for the backpack.

You don’t need a receipt to exchange the trainers.

If the earbuds don’t work, you can get a refund.

Listen to the Useful language. Then select the correct phrases to complete Ex 5.

USEFUL LANGUAGE 1

I’m calling because …

Can I ask … ?

I wonder how … ?

Can I just check …

What is the policy on … ?

Can you hear me?

Wait, is that … ?

What would I … ?

Complete the sentences with the Useful language. Then listen again and check. Hello. Yes, 1 I'm calling because I’d like a different computer.

Hello. 3 … I can get a refund on something I bought last Conversation 3: … something?

… exchanging things?

Conversation 4: Hello? 6 … Conversation 5: 7

… need to do to get my money back?

noisy or distracting environment

talking about unrelated topics to the task

A Turn your chairs to face each other

better.

Set a time limit to finish – then you can chat.

Agree to put both phones away in your bags.

2 What distractions do you face

when studying at home?

3 PAIRWORK Share your answers

to Ex 2 with your partner and suggest solutions.

7 PAIRWORK Imagine there is a

problem with something you bought. Write notes for what both people might say. Then take turns being the customer and shop assistant.

Customer • Say why you are calling. • Ask about refunds and / or exchanges (3 questions). Shop assistant • Ask how you can help. • Describe the refund policy (give 2 options).

Pronunciation

week. It was a gift. My daughter doesn’t like the colour.

checking text messages

p.134

Conversation 2:

… if I can exchange the one I bought last week?

ook at the distractions that L students face when working together in class (1–3). Match them with the solutions (A–C).

ss se

Conversation 1:

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

6 Key Competencies

WRITING

An email to describe plans

1 Look at the pictures and predict what the email is about.

From: Samira To: Aisha

Copy the Useful language table and complete it with the phrases you found in Ex 3. Listen and check.

Hi, Aisha I can’t wait to come to Istanbul next summer! Dad’s excited, too. He reserved the flights online last night. I haven’t seen you and Aunt Azra for four years! I miss you! I’m thinking of doing some shopping when I’m there. I’m planning to go to the Grand Bazaar and look for some bargains. I read that it’s one of the best shopping destinations in the world. Is that true? I heard you can get anything there, but what I’d really like to see are Turkish arts and crafts. If I had more room in my luggage, I’d get a luxury Turkish rug for Grandma, but I think I’ll have to get her a small gift like a scarf. I know that the market is in 64 streets and has over 4,000 shops. That’s huge! I’ll never have time to visit all of it, but I hope to see as much as possible and get a taste of the real Istanbul. Dad says the food is delicious, too, and that it doesn’t cost much. Do you know which stalls sell the tastiest food and the best Turkish coffee? It’s making me feel hungry just thinking about it! Anyway, I want to spend at least one day at the bazaar when I’m there. I thought you might like to come with me. I know you’ve probably been there a million times, but I’d love you to show me around. If you were here, I’d take you to the shopping centre, but I don’t think that’s as interesting! Perhaps we could have a video call to make plans? Lots of love, Samira

USEFUL LANGUAGE Making plans and arrangements

Excitement

I can't wait to

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

How do Samira and Aisha know each other?

Plans

Suggestions

5 Write an email. Imagine you are going to visit a relative in London and you want to visit Portobello Market.

✔ Toys and gifts ✔ Second-hand furniture ✔ Fruit and vegetables

What does she plan to buy?

What does she want to drink?

Who does she want to go with?

3 Read the email again. Find one hope, two plans and two suggestions.

Remember to:

Use the Useful language for making plans and arrangements.

When does Samira want to go?

✔ Fashion, hats, bags and jewellery ✔ Delicious street food!

Which city is the Grand Bazaar in?

jewelry

VISIT PORTOBELLO MARKET

They are cousins / family. 2

jewellery

ss se

2 Read the email. Answer the questions.

Hope

Say when and where you want to go and what you want to do. Use verbs followed by to infinitive and the second conditional where possible. Make suggestions. Read a partner’s email and provide feedback.

Workbook p.67

CULTURE

Buying and selling

CULTURE VIDEO

SORRY, WE DON’T TAKE CASH!

How do you normally pay for things? Cash? Credit card? Well, some places in the world have got some very different ways of buying and selling! Stone money: Yap, Micronesia

id U

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

Time banks: US

All around the Pacific island of Yap, you can find large stones with a hole in the middle. These stones aren’t just there to look pretty; they are part of the island’s currency. While people use dollars to buy things in the local shops, these stones can be used for buying large things, like land or houses. The value of the stones depends on their size, how nice they look, how difficult they were to get and their history. Everyone on the island knows which stones belong to which person.

There are time banks in many countries, but the idea started in the US and is probably still most popular there. It is a simple idea – if you spend an hour helping others, you can then earn an hour of help from another person. For example, if you help someone to paint their house for an hour, you get an hour of ‘time credit.’ You can then use that to get your hair cut or get your car repaired.

1 PAIRWORK Make a list of ways to pay for something. 2

Watch the video.

Select the correct answers.

The British pound is the oldest / most expensive money used today.

The US dollar is used in 11 / 13 countries as well as the US.

The euro is used in 15 / 19 countries in Europe.

The first bank / credit card was created in 1950.

Read the article. Which ways of paying are mentioned?

barter: to exchange goods for other things (not money)

… : to exchange

… : to check the size or amount of something

… : the hard outside of something, e.g. the outside of

nuts, eggs or some animals and insects like snails

… : money you borrow from a bank

… : how much something is worth in money

… : to get money from working

… : to use money to buy something

ECONOMIC GROWTH

In many parts of the developing world, people don’t have access to banks. However, mobile banking is making it possible for these people to use banking services. How do you think having banking services improves the quality of people’s lives? Why is life harder when people can’t get a bank account? Activity card: Innovation

100

GOAL 8 DECENT WORK AND

correct definition.

Sustainable Development

4 Match the blue words in the article with the

ss se

8 Shell money: East New Britain, Papua New Guinea

Shell money used to be a currency in many countries, but now it is only used in one small part of Papua New Guinea. Here, sea-snail shells are used to pay for all sorts of things. Value is measured by the length of an arm. If you wanted to buy a bag of rice, it would cost shells as long as one and a half arms.

Cheese: Emilia-Romagna, Italy

In Northern Italy, cheese is so important and expensive that you can use it to arrange a loan. If you wanted to borrow some money, you could give the bank some cheese in exchange! One of the banks in the region of Emilia-Romagna has got a special building that it uses to keep the large pieces of cheese. There are millions of euros of cheese kept by the bank!

Bartering: Northern Ecuador

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

In indigenous communities in the north of Ecuador, many people barter for things they want instead of buying them with money. People often swap things they have grown with each other. For example, they might travel to another area to exchange bananas for potatoes. Sometimes they swap things like animals for clothes, or people might get their cars repaired in exchange for some traditional medicine.

6 GROUP WORK Discuss the questions.

5 Read the article again. Answer the questions. What are the stones in Yap used for?

to pay for expensive things like land and houses 2

How do people decide how much the Yap stones are worth?

What can you earn by using a time bank?

What can people in Italy exchange cheese for?

How is the value of shells in East New Britain measured?

What types of things can you barter in the north of Ecuador?

Which alternative to money do you like best? Why?

What would you choose to use instead of money? Why? I love that you can use cheese in Italy. I want to work in a bank there!

Maybe we could use things we make, like jewellery or art, instead of money?

DISCUSS

N M

IO AT

ME D

Decide what you would exchange your goods for with your group mates. What do they have that you need and vice versa? Decide what the exchange rates would be.

step

Present the results of your discussion to the class. Did you find it easy to agree on your exchanges?

DIAT I

step

IATION

EXTEND

IATION

Plan and advertise a bartering event.

Imagine you are going to a bartering event where you will exchange things with other people. What would you IATinIO offer exchange? Think N ED of things you have but don’t need or services you could step PLAN offer.

MINI PROJECT

step

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Go to the LEARNING SITUATION

101

UNIT 8: FAST FINISHER 1

Complete the advert with the words in the box. bargain

credit card

luxury

reduced

returned sale

Silver Jewels

Closing-down 1 sale ! All prices 2 … ! 3 … gifts at 4 … prices! Pay by cash or by 5 ... . Sorry, but sale items cannot be 6 … .

2 Do the quiz. Are you a shopper or a saver?

Are you a shopper or a saver? Do our questionnaire!

If I saw something I couldn’t afford, I’d ...

credit card.

borrow the money from a friend.

save for it.

If I got £100 for my birthday, I’d ... A spend it all!

something else.

try to fix it.

If I didn’t go shopping often, I’d …

save some and spend some.

save it for something I need.

C be fine. There are lots of other things

buy it if I really needed it.

C refuse to buy it. Nothing’s a

bargain, really.

3 Match 1–6 with A–F.

A not too expensive

logo

complain

reasonable

exchange

manager

to tell someone that something is wrong to take something back to the store and get something else

DIGITAL T OLKIT Interactive eBook

gives information about an object

a symbol used to advertise a company’s products

refuse

Videos

Games

Learning Situation: Culture Project

Unit 8 Worksheets

the person in control of a store, office or team

Digital Practice

picture. Use the verbs in the box and to infinitives. promise

Mostly Cs – You’re a saver! Enjoy yourself when you do go shopping!

D a piece of paper or fabric that

4 Write a description of the

hope

Mostly Bs – Not bad. You’re a shopper who sometimes saves.

label

Mostly As – You’re a shopper. Be careful about how much things cost and how much you spend!

ss se

be a little bit bored. to do!

If I saw a bargain, I’d ... B

102

B try to get a refund to buy

A be really unhappy!

A buy it even if I didn’t need it.

agree

A buy another one.

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

A ask my mum or dad to pay for it by

If I damaged something I liked, I’d …

REVIEW 1 PAIRWORK Choose a job from the box that you’d like to know more about. Then find out the information in 1–5.

boatbuilder criminal lawyer doctor forest firefighter head chef in a restaurant rocket scientist sports reporter university librarian what a person with that job has to do

what the most difficult parts of the job are

what the most satisfying parts of the job are

what skills you need to do the job well

what qualifications you need to apply for the job

2 GROUP WORK Share what you have

learned about the different jobs. Head chefs are really busy. For example, they have to ...

6 Listen to each other’s talks. Ask questions to find out more.

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

7 GROUP WORK How confident do you feel talking about shopping? Select a number and explain your choice.

3 GROUP WORK Report to the class which

jobs you find the most interesting and why.

4 GROUP WORK How confident do you feel talking about jobs in English? Select a number and explain your choice. Self-assessment 1

1 = I need more time to practise.

6 = I feel very confident

one-minute talk. Write notes, but don’t write complete sentences.

Card A

what it was and why you bought it

•

where and when you bought it

•

how you paid for it

•

what the problem was

•

what happened when you returned it

•

what it was and who you bought it for

•

where and when you bought it

•

how you paid for it

6 = I feel very confident

8 Try one of these ideas for practising English outside of class. •

Think about the job you want to have when you grow up. Do some research and write notes about it.

•

Interview your parents or other family members about their work. Write notes about what they say.

•

Write an online review in English for something you’ve bought.

•

Find a volunteer programme where it helps to know English (such as working with immigrants or contacting people in other countries). Write to the programme to find out more about how you can contribute.

Tell a partner about something special you bought for another person. Say:

Card B

•

ss se

Tell a partner about something you bought that you returned because of a problem with it. Say:

to practise.

doing this.

5 PAIRWORK Choose a card and prepare a

1 = I need more time

Self-assessment

• why you bought the person that thing in particular • how the person reacted when you gave it to them

103

Just n u f r fo

UNIT

Unit aims Talking about entertainment and media Asking polite questions Using gerunds as subjects and objects Understanding a group chat and radio adverts Writing a report Learning about different types of entertainment Learning situation Film an interview with a new music group

Giving a presentation

Grammar on the go

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 and answer. What

are they doing? What do you like to do with your friends?

Watch the video and answer.

What instruments are the teenagers playing?

What are the teenagers learning about this summer?

104

Get on it!

What activities do the teenagers do for fun?

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VOCABULARY 1

Entertainment and media (1)

Ca br

p.132

Camberley Arts

5.00–6.00 pm

Festival

22–25 July

U Co

P e r f o r m e r s include:

6.30–7.30 pm

DJ Maxi Mous3, the Llamas and Freda Star.

Buy backstage tickets and take a selfie with your favourite band!

See an art 2 e … … … … … … … … …

8.30–9.30 pm

with paintings, prints and sculptures from local artists.

Download the 3 a … … here to see the full list of

8.30–10.30 pm

bands, times they are playing and a festival map.

Complete the words in Ex 1 with the words in the box. app exhibition performer soap opera soundtrack

What are the most popular soap operas in your country?

Who is your favourite performer? Why?

Concert: Latin music live from Guadalajara!

hich famous performers do W you know who can speak more than one language? Find out how they learned the language and if they perform in it.

ow do you think these people H feel when they speak a foreign language in public?

s… … … … … … … … … s of all time!

What types of documentary do you like watching?

Roll Sound! – a special show about the best film

4 Key Competencies

PAIRWORK Discuss the questions. 1

Planet Earth II – David Attenborough presents this amazing documentary about animals and their habitats.

The Street – daily s… … …o… … … … about life in a small town in the country.

ss se

News

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

6.00–6.30 pm

ormance and Enjoy a weekend of perf w pop music. art. Listen to the best ne 1

Vocabulary Plus

Read the poster and the TV guide. Match the blue words with the correct pictures. Then listen and check.

I like watching nature documentaries because ...

Finished? p.114

Workbook p.70

105

READING 1 Read the messages. How many friends are in

the group chat? How do you think they know each other? BEST FRIENDS!!! Paulo, Bella, Freddy, You

KARA Hey, guys! What are you all planning for the weekend? Should we do something together? I’ve seen some posters around town about an exhibition that starts this weekend and lasts all month. Would you like to come with me? 1.25✓✓

PAULO LOPEZ Hey, Kara! I was planning on spending the weekend on the sofa. I need to catch up on my favourite soap opera. I’m not sure about an exhibition. It’s not really my thing. But I’m free on Saturday. Maybe we could find something that we’d all like to do? 1.33✓✓

FREDDY DUNN Hey, everyone! Sorry for the slow reply. I was actually watching a documentary ... about elephants! How funny is that?! I would love to come with you to see the exhibition. I LOVE elephants! Do you know where we would start? 3.45✓✓ PAULO LOPEZ It does sound like fun if we get to walk around town. We could stop for a snack. I wonder what is so special about the elephants, though. 3.56✓✓

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

BELLA RICHIE That sounds cool. Have you got any idea what the exhibition is about? 1.45✓✓

KARA We can start anywhere we want, Freddy. So, we could meet at my house and then just follow the map on the app to find the first elephant and then keep going from there. They are special, Paulo, because they have been painted different colours and they look really fun. Also, some of them are designed to show which community they come from. 3.58✓✓

KARA That’s OK, Paulo. I wasn’t sure if you’d like it anyway. So, it’s actually a walking tour of an art exhibition. There are lots of elephants all around town. You can download an app with a map and you walk around trying to find them. Each time you see one, you can mark it as ‘found’ on the app. They were designed by local artists. The elephants have their own social media page, too, so you can take selfies with them and upload your pictures to the page. It looks cool! 1.52✓✓

Read and listen to the messages. Answer the questions. 1

Who describes an activity outside?

Who plays an instrument?

Who mentions an animal that they like?

Who wants to watch TV?

Who suggest a time to meet?

Kara

3 Read the messages again. Complete the sentences with one or two words. Kara saw posters in town .

The exhibition is a … … .

Some of the elephants are designed by … … .

Freddy wants to join Kara because he likes … .

The elephants are different … .

PAULO LOPEZ Me too! 4.01✓✓

FREDDY DUNN Great! See you Saturday! 4.45✓✓

4 Key Competencies 1

One advantage is that it’s outside and you can walk around and do it in your own time.

AND COMMUNITIES Public spaces in cities include pavements, squares, parks and libraries. The United Nations aims for 45–50% of urban space to be public.

106

Workbook p.74

Yes, you can also ... 2

o you think museums are important D for the education of young people? Why / Why not?

GOAL 11 SUSTAINABLE CITIES

Activity card: Values

AIRWORK What are the P advantages of an exhibition like this for teenagers? What animals do you think would be fun to look for?

Sustainable Development

Does your town have a lot of public space? What is your favourite public space in town? Why is public space in cities so important?

ss se

BELLA RICHIE OK. I have a bass guitar lesson on Saturday morning, but I can be at your house at about 11.00. 4.00✓✓

GRAMMAR T 1

OLKIT

Polite questions: indirect and embedded questions

Match the polite questions 1–4 in the conversation with the direct questions A–D. Which question form is longer? Excuse me, Ms Lee. 1 Could you tell me where the music club is, please?

Ms Lee

It’s in the auditorium this week, Ed. We are rehearsing the whole performance for the show.

Grammar review

Have you got any idea if my parents can buy tickets for it soon?

Ms Lee

Yes, they can buy them from Monday next week.

OK, great. 3 I wonder if I could use the music room to practise at lunchtime.

Ms Lee

Of course! That’s a great idea.

It’s usually locked. 4 Do you know who’s got the key?

Ms Lee

Me! I’ll give it to you after class.

p.121

A Can my parents buy tickets for it soon?

Can I use the music room to practise?

Who’s got the key?

Where is the concert hall?

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

Can I get tickets online?

What’s on TV?

Indirect question

Embedded question

Is this band good?

Do you know where is he performing? Do you know where he is performing?

D Where is the music club?

Direct question

COMMON ERRORS

I wonder whether this band is good.

Do you think this band is good?

I wondered if I could get tickets online.

Do you know if I can get tickets online?

They wondered where the concert hall was.

Do you have any idea where the concert hall is?

She wondered what was on TV.

Could you tell me what’s on TV?

Ms Lee is in a band. Two students are interviewing her for the school magazine. Put the words in the correct order to make questions. Then listen and check.

ss se

Can you name one popular pop music singer? (I wonder … )

What is the biggest music festival in Europe called? (Do you know … )

Which animated film is the character Woody from? (Could you tell me … )

3 you meet / how often / Could you / to practise / tell us / ?

Did jazz music start in New Orleans or New York? (Can you tell me … )

2 if you / your favourite music / what / I wonder / is / could tell us / .

Could you tell us when you first joined the band?

5 if / you can tell us / of your music / if you sell / CDs / I wonder / .

What film soundtrack does the song ‘We Don’t Talk about Bruno’ come from? (Have you got any idea … )

Have you got any idea what film soundtrack the song ‘We Don’t Talk about Bruno’ comes from?

1 you / us / the band / when / Could / you tell / first joined / ?

4 your next performance / got any idea / Have you / when / is / ?

Rewrite the questions to make them polite questions. Use the phrases in brackets.

PAIRWORK Ask and answer the polite questions in Ex 3.

Have you got any idea what film soundtrack the song ‘We Don’t Talk about Bruno’ comes from?

Finished? p.114

I think it’s ...

Workbook p.71

107 37

LISTENING AND VOCABULARY 1

Entertainment and media (2)

Listen and number the pictures.

Ca 1

publish an article read a …

… on big screens

… a play H

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

… in a concert

… a documentary

record a …

… music

Complete Ex 1 with the words in the box. Then listen and check. advertise

blog direct

make

perform

publish

record

vlog

Listen to the adverts. Which activities do you hear? A acting and singing

performing in a studio

dancing on the beach

G writing a story

making a film

H playing the piano

D going to a concert E

painting

taking selfies

Listen again. Match questions A–F with adverts 1–5. There is one extra question. Which advert …

A tells you what time you should listen to the radio?

talks about performing at school?

explains how you could be a better writer?

D suggests that listeners should buy a soundtrack?

mentions something that you need to bring?

promises good music and an amazing view?

PAIRWORK Which of the activities would you like to do? Why / Why not? listen to a band play live

•

go to a performing arts school

•

publish a short story

•

go to a beach party

•

do a film course

I’d love to do a film course to make a documentary. I think I’m good at making short films on my phone, but I’d like to find out how to get better.

I think I’d like to publish a short story or ...

108

Finished? p.114

Workbook p.72

•

ss se

GRAMMAR T 1

OLKIT

Read the conversation. What do the underlined words have in common?

Lucas

She’s at university studying performing arts.

Daisy

Really? I didn’t know she liked acting.

Lucas

es, she loves singing, but she’s good at dancing Y and acting, too.

Daisy

T hat’s great. Sharing your talent with the world is an amazing thing to do.

Lucas

I know … and finding a job you love is also great.

GRAMMAR ON THE GO VIDEO

Gerunds as the object of the verb

I love taking selfies with my friends.

Performing plays is very tiring but lots of fun.

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

Advertising on big screens is a good way to get customers.

COMMON ERRORS

I like share photos.

I like sharing photos.

I avoid going to concerts during the week.

Complete the sentences with the gerund form of the verbs in the box. Is the gerund the O (object) or S (subject)? listen

p.123

hat’s your sister doing now, Lucas? I haven’t W seen her for ages.

Grammar review

Daisy

Gerunds as the subject of the sentence

Gerunds as subjects and objects

perform

take

visit watch

Sharing photos online with my friends is fun. S

I enjoy … documentaries online.

I can’t stand … to pop music.

… pictures of the silly things my cat does is funny.

I liked … in the school play last year.

… exhibitions isn’t really my thing!

Complete Lara’s application with the correct form of the verbs in brackets.

Age: 14

I 1 enjoy playing (enjoy / play) the double bass in my free time. I also play the violin, but 2 … (find / the time) to practise is sometimes difficult. I 3 … (prefer / play) the double bass to the violin. 4 … (watch / live performances) is something I like to do at the weekend. I joined a small holiday orchestra last year and I really 5 … (love / perform) in front of an audience. 6 … (join / your orchestra) would be an amazing experience.

go to exhibitions hang out with friends listen to pop music play an instrument play video games post photos record a vlog watch documentaries watch soap operas write a blog

Information about you

Name: Lara King

PAIRWORK Talk about what you like doing in your free time and how you feel about it. Use the ideas in the box or your own ideas.

ss se

Play in the holiday orchestra! Apply below.

I love playing video games with my friends. Hanging out with them online is a lot of fun. I don’t like playing video games very much, but I love ...

Finished? p.114

Workbook p.73

109

SPEAKING

Giving a presentation

1 Look at the photos. Are these the kinds of things you like doing during the summer holiday? Why / Why not?

Ca ge

taking photos

listening to DJs

performing with friends

Listen to Alice giving a presentation about a summer course. Which activity from Ex 1 did she do?

Listen again. Which things do you hear?

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

A the equipment she needed

where she took photos

the purpose of the course

D if she liked it E

the cost of the course

Listen to Alice’s classmates asking her about the summer course. Match their questions (1–3) with her answers (A–C). 1

So, could you tell me about how they helped with technology?

Can you tell me what you enjoyed most about the course?

Do you have any idea if they have the course every year?

A Hmm, I’m 1 trying to think , … I’d say going to the beach at sunset was my favourite part. I wonder if you’ve

ever tried to take a photo at sunset, and 2 … … hmm … well, …

… , the course is every year in the summer. 4 … is that there are …

… , let me show you some examples. The teacher showed us how to edit photos, change the colours …

Listen to the Useful language.

Pronunciation

I’m trying to think ...

Basically, ...

I’d say …

It’s like, ...

OK, one second.

The (good) thing ...

Copy and complete Alice’s answers in Ex 4 with the Useful language. Then listen to Alice again and check.

dancing holiday orchestra performing arts publishing your writing

8 Give your presentation to another pair. Then listen to their presentation. Ask and answer questions about the courses. Use the Useful language in your answers. What did you learn in the dancing course? Basically, we learned to ...

110

Hang on.

Keeping talking

a presentation about a summer course. Use the ideas in the box or your own ideas.

p.134

USEFUL LANGUAGE

7 PAIRWORK Select an activity and prepare

ss se

WRITING

1 Read the report. Answer the questions. 1

What is it about?

How many students were interviewed?

How many questions were they asked?

YEAR 9 SUMMER HOLIDAY ACTIVITIES

– A report

Q: 2 … ? A: Half of the students we spoke to said that they like to play sport. Going to sports camps was very popular. Sports camps included football, swimming, dancing and water sports. The other students said that they preferred doing creative activities, such as taking photos, painting, filming vlogs and videos, performing and playing a musical instrument.

Q: 3 … ?

Introduction

A report

We wanted to find out how our Year 9 class spend the summer holidays. Therefore, we asked questions about what students usually like doing, what they did last year and what their plans are for this summer. There are 30 students in our class – that’s 17 boys and 13 girls – and all of them responded to our questions.

A: Most students said that they enjoyed making new friends. They also agreed that learning a new skill was fun. Many said that they liked practising something that they could already do in order to get better at it.

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

Q: 4 … ?

Q: 1 … ?

A: Almost 100 percent of the students we spoke to said that they like doing activities during the summer holidays. Only a couple of students said that they don’t. So they spend time at home or hang out with friends.

2 Read the report again. Match questions A–D with the answers in the report.

A Can you tell us what activities you usually like

A: Ten of the students said that they loved the summer school activities that they did last year. As a result, they are going back to summer school again. Fifteen students are going to try something new, and this will mostly be sports. Five of the students have decided that they won’t do any activities because they are going on holiday with their families.

Look at the Useful language. Match the blue linking phrases in the report with the correct definitions. Listen and check.

doing during the summer?

What are your plans for this summer?

Do you like doing activities during the summer holidays?

D What do you enjoy about summer school?

3 Key Competencies

Why is it a good idea to include the questions in the report itself?

Is it more important for a report to be interesting or to be clear? Why?

... , ... : for this reason

... : because of something

... : so that it’s possible

5 PAIRWORK Use the questions in Ex 2 to

interview your classmates. Write notes on their answers.

6 Write a report about what your classmates like to do during summer holidays. Use your notes from Ex 5 to help you.

Remember to:

AIRWORK List other ways we P can make our reports clear. Find examples in the report in Ex 1.

PAIRWORK Discuss the questions.

Linking phrases

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USEFUL LANGUAGE

Use the Useful language to link your ideas. Use questions or headings to organise your report. Use gerunds. Check your grammar and spelling.

Workbook p.75

111

CLIL

Geography

CLIL VIDEO

HALLYU!

South Korea is a small country in East Asia. It's about the same size as Hungary or Portugal but its impact on contemporary global culture is enormous. Many people think it all began in 2012 when people all over the world started singing and dancing along to ‘Gangnam Style’. The song by PSY went to number one in the music charts in over 30 countries. The music video became the first video on YouTube to get over a billion views (and later the first song to have over 2 billion views). This was the start of the ‘Korean wave’. Korean culture soon took over the internet!

THE KOREAN WAVE

Actually, K-pop and all things Korean had already been popular across Asia for many years. People started to think of Korea as cool, and Korean culture spread out around the world. Before long, the boy band BTS was the biggest band in the world. They became the first Asian band to go to the top of the American charts in more than 57 years, and they went on a sold-out stadium tour of Europe, the US and Asia. The band were invited to meet the president at the White House and to talk at the UN.

U Co

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

It was not just music, though. A Korean film became the first non-English film to win the Oscar for best film, and a Korean TV series became the first non-English show to go to the top of the Netflix chart. Influencers, such as Lisa from K-pop band Blackpink and the actor Lee Min-Ho, are some of the biggest social media stars. Even Korean fashion, video games and technology are thought of as cool these days.

1 The pictures represent art and entertainment from different countries. Match the pictures to the countries. Brazil A

India

Japan B

Japan

Mexico

Turkey

USA

Watch the video. Answer the questions.

Which countries are mentioned in the video?

What forms of entertainment from these countries does the video talk about?

Read the article. Complete the sentences with the blue words from the article. I went to an online concert that used virtual reality . It felt like I was really at a concert!

Ollie is going to ... the school in the music competition.

A It is better to have entertainment from

When I’m older, I’m going to ... the family business.

The internet has made it easier to get entertainment from around the world.

I wonder who is going to be number one in the music ... this week.

Anybody can become famous on the internet these days.

The ... has said that there will be more money for the entertainment industry next year.

Did you see that new, scary ... that started last night?

The people looking for the lost dog ... all over the woods to look for him.

The video I put online last night has already had 2,000 ... !

stars are mentioned? What similar stars do you know?

4 Read the article quickly. Which Korean

different countries.

3 Which is the best summary of the video?

112

ss se

What everyone wants to know is: How did Korean culture become so popular? Well, entertainment is big business in Korea, and the government provides a lot of help to the industry. Entertainment companies take children as young as eleven and start to train them. They teach them to sing, dance and act, of course. But they also train them in how to use social media, how to speak different languages so they can communicate with fans more easily, and how best to represent Korea to the world. The young performers often live together in a ‘star factory’.

Technology has helped Korean stars to become famous and get closer to their fans. Performing concerts online is common. So is using virtual reality to connect with fans. Filming live online fan chats is popular. The internet allows fans to feel like they are a part of their favourite stars’ lives. Korea has become the most modern entertainment industry, and it looks like the Korean wave is here to stay.

PSY performing ‘Gangnam Style’

6 Read the article again.

Sustainable Development

GOAL 17 PARTNERSHIPS FOR THE GOALS

Reasons Korea has a successful entertainment industry

Entertainment, like films, music, TV series and social media, help us to learn about far away countries that we had very little contact with before and their cultures.

Achievements of the ‘Korean wave’

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

Copy and complete the table.

‘Gangnam Style’ was the number 1 song in 30 countries.

The government helps artists.

Which countries have you learned more about from entertainment? What did you learn? Do you want to visit any of these places to experience more of their culture?

7 GROUP WORK Discuss the questions. •

What other Korean films, pop stars or TV shows do you know?

•

What art and entertainment from other countries do you like?

•

Which actors / pop stars from your country are the most successful in other countries?

•

Do you prefer entertainment and media from your country or other countries? Why?

Activity card: Values

I watched the TV series ... It is a game show on an island. I really liked it.

I mostly listen to American music, actually. It’s more interesting than music from my country, and it helps me to learn English!

DISCUSS

IO AT

N M

Choose one of the celebrities and write a series of questions that you could ask them to learn more about them and their country’s culture.

ME D

PLAN

step

Present your questions to the class and explain why you think they would be interesting to ask.

DIAT I

step

IATION

EXTEND

IATION

Film an interview with a new music group.

Who are your favourite foreign celebrities from the world of entertainment? Where are they from? Which would T I ON DIAmost like to meet and Eyou what would you like to ask them about?

MINI PROJECT

step

ss se

Go to the LEARNING SITUATION

113

UNIT 9: FAST FINISHER 1 Read the conversation. Complete the sentences with the words in the box. app

documentary

performer

selfie

soundtrack

Have you got a favourite film 1 soundtrack that you listen to?

David

Yes! The Black Panther soundtrack. I downloaded it from this streaming 2 ... .

Elliot

Oh, yeah. It’s a good film. I like Lupita Nyong’o; she’s a good 3 ... .

Elliot

Did you see that 4 ... about how they made the film?

Elliot

No. Although I watched a good one about 5 ... Duke. Do you like his music?

David

He’s fantastic! I took a 6 ... with him at his show last year.

David

2 Write the polite form of the direct questions. 1

Why did she go into town? Who is that DJ? Do you ... ?

What time does the performance start?

Does he like Latin music? I wonder ... .

It’s fun when we learn about music in school. I love it!

Learning about music in school is fun. I love learning about music in school.

It’s exciting to watch live concerts. I enjoy them.

It’s scary to perform on stage. I can’t stand it.

Where is Ms Lewis? Do you ... ?

Can you ... ?

Use the underlined verb as the subject and the object.

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

Do you know why she went into town ?

3 Rewrite the sentences in two ways.

Did anyone watch that documentary last night? I wonder if ... .

ss se

DIGITAL T OLKIT

Digital Practice

Videos

Games

114

Learning Situation: CLIL Project

Unit 9 Worksheets

Interactive eBook

LEARNING TO LEARN

How to continue improving in the future

1 PAIRWORK Ask your partner about learning English this year. How much has your partner improved these skills? vocabulary

reading

listening

grammar

How much have your speaking skills improved?

speaking

m writing

conversation

A lot, I think, but not as much as my ... How about you?

pronunciation

Listen to Theo and Camilla talking about learning English this year. Copy the table and tick (✓) the correct box.

Who has …

Your partner’s name:

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

Camilla

Both

A kept vocabulary notes?

✓

B used English TV for listening practice? C used English on their phone?

D followed their teacher’s advice?

E read online articles and blogs in English?

F used every opportunity in class to practise? G talked to friends in English outside class? H ... ? I

... ?

3 PAIRWORK What have you both done this

5 PAIRWORK Think about your answers in Ex 3. Discuss how you can improve your English in the future.

ss se

year to improve your English? Tick (✓) your partner’s answers in the table and add two questions of your own.

LEARNING TO LEARN TIPS Planning next steps

check them in the future and reflect on what you have achieved. Make sure they are realistic!

Listen to Theo and Camilla talking about their plans for improving their English in the future. What are they going to do?

It’s useful to write down your next steps. You can

Most of the time, yes. What about you?

Have you kept good vocabulary notes this year?

Make three English-language learning promises for this year: This year I will ... 1 ... 2 ... 3 ...

115

GRAMMAR REVIEW

Present perfect + just • Present perfect sentences with just follow the following structure: have / has

just

Past participle

compl.

have

just

finished

my homework.

has

just

washed

her hair.

Subject

She

• Just is used to indicate that an action has recently been performed. Just should be placed between have / has and the past participle. I’ve just had breakfast. They’ve just had lunch. We’ve just seen Daniela.

have

already

has

already

compl.

had

breakfast.

done

the shopping.

• Already is used to indicate that an action has already occurred. Already goes between have / has and the past participle and is used in affirmative sentences. My parents have already met my new teacher. They’ve already fixed your computer. Julie has already finished her homework.

Present perfect + yet

• Negative sentences in the present perfect with yet follow the following structure:

have / has

Subject

Past participle

compl.?

How long

have

you

had

your car?

How long

has

she

known

him?

haven’t / hasn’t

Past participle

compl.

yet

haven’t

had

a shower

yet.

hasn’t

taken

his exams

yet.

compl.

yet?

Have

you

seen

X-Men 6

yet?

Has

she

tidied

her room

yet?

have / has

Past participle

compl.

for / since time expression

have

known

Jake

for two years.

has

lived

Rome

since 2010.

• For and since are used to indicate the duration of an action that started in the past and has not yet concluded in the present. I’ve lived in Cambridge since 2012. They’ve had their car for three months. I’ve studied French for five years. They’ve studied Spanish since 2012. Marco has played rugby since he was eight.

• The word for is always followed by a time expression, for example: for three years, for half an hour, for a long time, for a day • The word since is always followed by an expression that indicates the exact moment the action started, for example: since 2010, since Tuesday, since she was 14, since 4 o’clock, since yesterday

Past participle

Subject

• Present perfect sentences with for and since follow the following structure:

Have / Has

Present perfect + for / since

ss se

Subject

• In negative sentences, not … yet is used to indicate that an action has not yet been completed. Yet should be placed at the end of the sentence. She hasn’t arrived yet. We haven’t met the new teacher yet. They haven’t started school yet. • Present perfect questions with yet follow the following structure:

116

How long

How long has Paul known William?

Past participle

already

• Present perfect questions with How long follow the following structure:

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

• Present perfect sentences with already follow the following structure: have / has

How long + present perfect

• How long is used to ask how long an action which started in the past has continued. How long have you studied English? How long have they lived in New York?

Present perfect + already

Subject

• In present perfect questions, yet means ‘already’ and is used to ask whether an action has already been done or not. Yet should be placed at the end of the sentence. Have they had dinner yet? Have they washed the car yet? Has your mum read your report yet?

GRAMMAR REVIEW

Past perfect

should, ought to

GRAMMAR GYM VIDEO

should

Affirmative

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

had

played.

Negative

had not / hadn’t

played.

Questions

go.

I / you / he / she / it we / you / they

played?

Yes, I / you / he / she / it / we / you / they had.

shouldn’t

go.

I / you / he / she / it we / you / they

go?

Questions Yes, I / you / he / she / it / we / you / they should. No, I / you / he / she / it / we / you / they shouldn’t. You should turn off your mobile phone.

• We create the past perfect with had + the past participle of the main verb. We create the negative form by adding not to the auxiliary had. In questions, we invert had and the subject.

Use

Should

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 hadn’t.

Form

I / You / He / She / It We / You / They Questions

Short answers

should

Negative

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

Had

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

Narrative tenses

Passengers ought to switch off all portable electronic devices. It’s already midnight! I ought to be home by now.

Form and use

• Should is a modal verb. It is followed by the infinitive without to. It does not change forms or take auxiliary verbs. To create the negative we add not (shouldn’t) and to create questions we invert should with the main subject. I should see the doctor tomorrow. Jane shouldn’t tell her friend about Rob. ‘Should Jack come to the party?’ ‘Yes, he should.’ • We use should for advice or a recommendation for future action. If you’re not well, you should see the doctor. You should give the lost wallet to the police. • We also use should for opinions. ‘What should the government do about homeless people?’ ‘They should help them more.’ • Ought is also a modal verb. Unlike other modal verbs, it is followed by the to infinitive. We use ought to predominantly in affirmative sentences. We can use it in negative sentences and questions, but it is very formal. • We also use ought to for advice or a recommendation for future action. You ought to see a doctor. / You should see a doctor. You ought to wash your hair tonight.

• When we write a narrative, we often use the past continuous and the past simple together. We use when for an action or event that interrupts another action or event that was already in progress and while to indicate an action or event that is completed while another action or event is still in progress. He was swimming in the lake when he saw a fish. I met my future wife while I was working in Vienna. • When we need to talk about things that happened before the main action of a story, we use the past perfect and the past perfect continuous. She had never seen Iceland before. They had been exercising all morning.

ought to

ss se

• We use the past perfect for a past event that happened before another past event, and we want to make it clear which event happened first. We use the past perfect for the first event and the past simple for the second event. John had finished his homework when someone knocked on the door. (John finished his homework. Then someone knocked on the door.) • It isn’t necessary to use the past perfect when we use a preposition or a time reference to distinguish the order of the events. I had dinner and then I did my homework. Max phoned me before he came to the party. The film started at 8.00 pm, but we arrived ten minutes late.

We should tell our teacher if Jack is cheating.

117

GRAMMAR REVIEW

be able to

should vs ought to

• We can use should and ought to to give advice. The meaning is the same, but should is much more common. If you don’t feel well, you should / ought to go to the doctor’s.

need to / don’t need to

• Need to is not a modal verb. It is followed by the infinitive of the verb. We make the negative and the question forms by using the auxiliary verb do. I need to go to bed. We don’t need to study now. Do you need to sit down? • We use need to to say that something is necessary. We need to drink more water because it’s very hot today. You need to get a lot of sleep tonight because you have an exam tomorrow.

can / can’t, could / couldn’t

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

can

Negative I / You / He / She / It We / You / They Questions Can Short answers

can’t

am / ’m

You

are / ’re

He / She / It

is / ’s

You / We / They

are / ’re

able to do this.

Negative I

am not / ’m not

You

are not / aren’t

He / She / It

is not / isn’t

You / We / They

are not / aren’t

I / you / he / she / it we / you / they

stay.

Are

you

he / she/ it

Are

we / you / they

able to do this?

Short answers

Yes, I am. Yes, you / we / you / they are. Yes, he / she / it is.

No, I’m not. No, you / we / you / they aren’t. No, he / she / it isn’t.

Ability in the future

stay?

Affirmative I

Yes, I / you / he / she / it / we / you / they can.

You

No, I / you / he / she / it / we / you / they can’t.

He / She / It

Negative I You He / She / It

won’t be

able to do this.

You / We / They Questions

• We also use can for decisions about the future. I can’t help you today, but I can help you tomorrow.

You / We / They

able to do this.

‘Although he couldn’t hear well when he was older, Beethoven could still compose music.’ (ability and nonability in the past)

will be

ss se

• We use the modal verb can and the infinitive without to for general ability. We use can / can’t in the present simple and could / couldn’t in the past simple. ‘Matt can skate very well.’ ‘Can he surf, too?’ ‘No, he can’t.’ (ability and non-ability in the present)

I Will

you he / she / it we / you / they

118

able to do this.

Questions

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

Ability in the present and past Affirmative

Affirmative

be able to do this?

GRAMMAR REVIEW Permission

Short answers Yes,

I / you / he / she / it / we / they

will.

No,

I / you / he / she / it / we / they

won’t.

• We use be able to in the present, past and future. To create the past simple form, we use was / were. In contrast with can, we use be able to with all tenses. We use be able to to express ability in particular situations – not in general. ‘Can you ski?’ ‘Not really, but I am able to go down some easy hills.’ I went to the supermarket, but I wasn’t able to find the biscuits you like. Will you be able to come to the party?

Modals for permission and obligation + be allowed to can’t

have / has to

You have permission.

You don’t have permission.

You need to do this.

I You We They

can go to the party.

can’t eat in class.

Meaning

We’re not allowed to wear hoodies at school.

No necessity

• We use don’t / doesn’t have to to say that someone is allowed to do something but that there is no obligation to do it. You don’t have to wash the dishes. I’ll wash them.

Present and past simple passive be

You don’t need to do this.

You need to do this.

You don’t have permission.

you / we / they

are

he / she / it

don’t have to study anymore.

must stop at the red light.

must not cross the street.

am not allowed to stay out late.

are allowed to watch this film.

aren’t allowed to run in class.

is allowed to leave class early today.

isn’t allowed to play video games now.

were

taken, seen, cured, found, told, made, called, left, helped, heard etc.

We form the passive with the correct form of the verb be and the past participle of the main verb. In the present simple we use am, is and are and in the past simple, we use was and were. In the passive, the subject of the verb is not the person / thing that does the action. The subject is the person / thing that receives the action. We use the passive when: • we don’t know who does the action. Our car was stolen in the night. • it is not important who does the action. The climbers were all rescued and are safe. • it is obvious who does the action. 350 million tonnes of meat are eaten every year. • When want to say which person / thing does the action in the passive voice, we use by. The house was painted by my dad.

am allowed to use my phone.

you / we / they

Past participle

was

ON THE GO VIDEO

You don’t have permission.

I / he / she / it

GRAMMAR

ss se

doesn’t have to study anymore.

Past simple

You have permission.

He / She

• We use can’t, not allowed to and mustn’t to say that someone does not have permission to do something. You can’t go into my bedroom whenever you want! She mustn’t use the big knife to cut vegetables.

Present simple

Meaning

They

Prohibition

must not

not allowed to

You have to buy a ticket before going into the cinema.

Subject

allowed to

You

• We use must and have to to say that someone has an obligation to do something. Have to and must are followed by the bare infinitive of the verb. The students must work quietly in class.

must

They He / She

Obligation

don’t / doesn't have to

I You

have to use a library card.

has to use a library card.

He / She

He can watch TV when he finishes all his homework.

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

can

Meaning

• We use can and allowed to to say that someone has permission to do something. Can and allowed to are followed by the bare infinitive of the verb. • We have to use the verb be with allowed to. We’re allowed to work on our projects together.

119

GRAMMAR REVIEW

Conjunctions of contrast

Short answers

We use these conjunctions to connect opposite ideas.

Yes, I / you / he / she / it / we / you / they did.

Main idea

Pollution is getting worse

Conjunction

Contrast

despite

warnings from scientists.

in spite of

People drive everywhere

although

Rivers are drying up

whereas

even though

while

No, I / you / he / she / it / we / you / they didn’t.

Use

they could use public transport.

• We use used to to express contrast between the past and now. The affirmative and questions refer to a condition or habit only in the past. The negative refers to a condition or habit that people or things did not have in the past, but they have now. Did you use to ride your bike every day?

sea levels are rising.

Yes, I used to ride it to school. I didn’t use to take the bus.

Evie used to have long hair. Now it’s short.

• Despite and in spite of are followed by a noun, gerund or pronoun. We went to the park in spite of the bad weather. (noun)

• Do not confuse used to with be used to. We use be used to for habits we find normal, without creating a distinction between the past and now.

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

She went to school despite having a bad cold. (gerund)

I didn’t use to go for a run every day. (but I do now)

She had a bad cold. Despite that, she went to school. (pronoun)

• The other conjunctions are followed by a subject and verb (a clause). We went to the park although the weather was bad. She went to school even though she had a bad cold.

• The conjunction and contrast can come at the beginning of a sentence. If so, a comma (,) separates the two ideas. I passed the exam although I was sure I’d failed! (no comma)

I’m used to getting up at 7 am every day.

Reported statements

GRAMMAR ON THE GO VIDEO

When we report the words a person said in the past, we make the same changes in the personal and possessive pronouns and in the form of the verbs as for the reported opinions. In addition, to indicate that the person said the words in the past, we change verb tenses, time references and place references. Jake said that ‘I went skiing here last winter,’ Jake said. he had gone skiing there the winter before.

Although I was sure I’d failed, I passed the exam! (comma)

Direct speech

Reported speech

Present simple

Past simple

‘I’m well.’

He said he was well.

Whereas my brother looks like my dad, I look like my mum. (comma)

Present continuous

Past continuous

‘I’m washing my hair.’

She said she was washing her hair.

used to

Past simple

Past perfect

‘I went home.’

He said he had gone home.

Past continuous

Past perfect continuous

‘I was going home.’

He said he had been going home.

Present perfect

Past perfect

‘I’ve done well.’

He said that he had done well.

Present perfect continuous

Past perfect continuous

‘I’ve been working long hours.’

He said that he had been working long hours.

be going to

was / were going to

‘I’m going to call home.’

He said that he was going to call home.

will / won’t

would / wouldn’t

‘I’ll be there on time.’

He said he would be there on time.

Form

After used to we add the infinitive without to. We create the negative, questions and short answers with did / didn’t. Affirmative live here.

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

didn’t use to

live here.

Questions Did

120

I / you / he / she / it / we / you / they

use to

live here?

Negative

used to

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

ss se

• However, sentences with whereas and while always have a comma. I look like my mum, whereas my brother looks like my dad. (comma)

GRAMMAR REVIEW

Reported questions

Adjectives with -ed and -ing Adjective with -ed

Adjective with -ing

A person feels ...

because a person / a place / a thing is ...

amaze

amazed

amazing

annoy

annoyed

annoying

bore

bored

boring

dissapoint

dissapointed

dissapointing

embarrass

embarrassed

embarrassing

excite

excited

exciting

frighten

frightened

frightening

interest

interested

interesting

relax

relaxed

relaxing

surprise

surprised

surprising

tire

tired

tiring

worry

worried

worrying

Reported question

Do you believe in the freedom of the press?

The questionnaire asks if / whether we believe in the freedom of the press.

Verb

Were you worried?

The reporter wants to know if / whether we were worried.

Direct question

• We report questions about opinions with ask or want to know. We make the same changes to pronouns and verb forms as in reported opinions. • When we report questions with the answers yes / no, we use if or whether before the information we report. We present this information in affirmative form, not question form. Martin is asking if / whether ‘Do you speak English?’ I speak English.

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

• When we report questions with question words (Who, What, How, etc.), we use the question word to introduce the information we report. Melinda wants to ‘Where are you going on holiday?’ know where I’m going on holiday.

Direct and indirect questions • If we want to make a question more polite, we can introduce it with one of these expressions: Could you tell me if … Do you know if … I wonder if … I don’t know if … The question is …

• Adjectives can be formed from verbs by adding -ed or -ing, following the same spelling rules used for the past participle (-ed) and the gerund (-ing form) respectively. We use adjectives formed from the verb + -ed to express how a person feels. You’re frightened by horror films. Adjectives formed from a verb + -ing are used to describe what causes a certain sensation. That horror film is frightening.

have / get something done

Would you mind telling me if …

• When we use these introductions, the following part of the question uses the affirmative form: subject + verb (+ object). Can you tell me how much How much is the coffee? the coffee is? Can you tell me where

• We use have / get + object + -ed form when someone does something for us because we ask or instruct them to. This emphasises the process / action rather than who does it. In fact, we don’t mention the person who does the action. We’re having the house painted next week. (We are not going to paint the house ourselves. Someone else will paint it.)

ss se

Where did you go last night? you went last night?

Form and use

The emphasis is on the fact that the house is being painted rather than who is doing it. This is not the same as the present perfect or the past perfect.

Get something done is more informal than have something done but the meaning is the same.

I’m getting my bike fixed at the weekend.

‘I had my hair cut.’ means that someone cut my hair, while ‘I’ve cut my hair’ means that I cut my own hair.

I’m having my bike fixed at the weekend.

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GRAMMAR REVIEW

Reflexive and emphatic pronouns Reflexive pronouns

We use reflexive pronouns to refer back to the subject of a sentence. They show that an action is done by and to / for the same person. Tom hurt himself when he fell over. (= Tom hurt Tom). Subject pronoun

Reflexive pronoun

she

herself

First conditional

itself

conditional clause (If + present simple),

himself

yourself

you

myself

you

yourselves

they

themselves

If their vaccine proves effective,

We use each other when a similar action goes both ways between two or more people. They looked at each other. (A looked at B. B looked at A.)

• We can use reflexive pronouns to emphasise the subject (or make the subject stronger). In this case, we call them emphatic pronouns. I fixed it myself. (I fixed it, not anybody else.)

The president herself came to the award ceremony! (It was the real president, and this is important or unusual.) • We can remove an emphatic pronoun from a sentence, and it does not change the meaning. We use by + reflexive pronoun to mean alone. The children walked to school by themselves. (= They walked without anyone else.) GRAMMAR GYM VIDEO

We use the zero conditional and the first conditional to refer to situations with different time references and different levels of certainty.

If / When you reduce the temperature of water to 0°C,

it freezes.

Form and use • We use the zero conditional for situations that are generally or always true. If you heat water to 100°C, it boils. • We can invert the order of the conditional clause and the result clause: present simple + if + present simple.

• We can invert the order of the conditional clause and the result clause: will + infinitive without to + if + present simple. If they give her a discount, she will buy the book. She will buy the book if they give her a discount.

• When the conditional clause is first, we insert a comma after it. • When the result clause is first, we don’t insert a comma after it.

unless, when

• We can use a variety of conjunctions to introduce a conditional clause. We use unless to mean ‘except if’. You’ll graduate in June unless you fail your final exam.

Unless you fail your final exam, you’ll graduate in June.

• Unless has the same meaning as if … not, but we do not use it for things that we know to be true. You won’t get a ticket unless you pay a lot. (The speaker doesn’t know if you’re prepared to pay a lot of money for a ticket.)

Second conditional

GRAMMAR GYM VIDEO

Affirmative If I had a cold, I’d take some paracetamol. Negative If people used natural remedies, they wouldn’t suffer from unpleasant side effects.

result clause (present simple)

If you don’t know how to do it, we will show you how to install that program.

conditional clause (If + present simple),

• We use the first conditional for situations that are possible in the future if the condition happens. If I pass my exams, I will go to university.

Zero conditional

it will save thousands of lives.

ss se

Zero vs first conditional

122

result clause (will + infinitive without to)

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

ourselves

Emphatic pronouns

If you mix yellow and blue, you create green. You create green if you mix yellow and blue. • When the conditional clause is first, we insert a comma after it. • When the result clause is first, we do not insert a comma after it. • We can replace if with when in zero conditional sentences. When you mix yellow and blue, you get green. • We can also use the zero conditional to give instructions. In this case we can use an imperative in the result clause. If it gets cold, light the fire. • We also use the zero conditional for rules. Children can enter if an adult is with them.

GRAMMAR REVIEW Questions

begin

help2

need

regret3

If you had a sore throat, would garlic help?

choose

hope

offer

start

Short answers

continue

intend

plan

try3

learn

prefer1

want3

No, it wouldn’t.

decide

Conditional clause

Result clause

If + past simple,

would + infinitive without to

• We use the to infinitive after most verbs in English. We can’t afford to go on holiday this year. It began to rain. • Notes: 1 hate, like, love and prefer can take either -ing form or to infinitive. 2 help can take either to infinitive or infinitive without to. 3 mean, remember, regret, try and want take to infinitive or -ing form, but with different meanings.

Yes, it would.

Conditional clause

would + infinitive without to

if + past simple

Form

Result clause

• We create the second conditional with two parts: a conditional clause and a result clause. We create the conditional clause with if and a past simple verb. • We create the result clause with the modal verb would or would not (wouldn’t) and the infinitive without to. • When we begin the sentence with the conditional clause, we separate the clauses with a comma. When we begin the sentence with the result clause, we do not use a comma.

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

Future continuous

Use

• We use the second conditional for hypothetical or improbable situations. We imagine a situation in the conditional clause, and we imagine the result of this situation in the result clause. If they had more money, they would buy the computer.

They would buy the computer if they had more money.

• We can also use the second conditional to give advice. In this case, we imagine that we are in the situation of the person we are speaking to. We use If I were you, I’d … or If I was you, I’d …

First conditional vs second conditional

afford

demand

like1

pretend

agree

fail

love1

promise

arrange

forget

manage

refuse

ask

hate1

mean3 = (intend)

remember3

Subject + won’t be + -ing

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

Questions

running.

won’t be

eating.

Will + subject + be + -ing Will

I / you / he / she / it / we / they

helping?

• We form the future continuous with will / won’t be and the -ing form of the verb. I will be playing football at this time tomorrow. • We use the future continuous to talk about actions that will be in progress at a specific time in the future. I will be doing my homework between six and seven. • Like the present and past continuous, we can only use the future continuous to talk about actions. We can’t use it to talk about states. The food will be tasting delicious. I will be knowing the answer.

Gerunds as subjects and objects

GRAMMAR ON THE GO VIDEO

• Gerunds are verbs that act like nouns. They are formed by acting. adding -ing to verbs. For example, act • Gerunds can come before the main verb in a sentence (when they are used as subjects). Acting is fun. • They can also come after the main verb in a sentence (when they are objects). I love directing films. • We often use the -ing form of the verb after certain verbs: love, enjoy, like, hate, prefer, start, finish, suggest.

Verbs + to infinitive

Negative

will be

It may never happen. It is extremely improbable that I will win the lottery.

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

The woman we are speaking about is going to have a baby. The baby will be a boy or a girl. • We use the second conditional for hypothetical situations. If I won the lottery, I’d buy a Ferrari.

Subject + will be + -ing

ss se

• We use the first conditional for situations that are possible or probable in the future. If it’s a girl, we’ll call her Poppy. If it’s a boy, we’ll call him Jack.

Affirmative

123

U N IT

VOCABULARY PLUS

Hobbies

1 Match the words in the box with the pictures.

blogging cooking digital painting drawing gaming jewellery making model building painting photography reading video editing vlogging 2

reading

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

Co 7

Complete the sentences with hobbies from Ex 1. Then listen and check. I use my phone to make videos and then I change them a bit on my computer. My hobby is video editing .

124

I sit in front of a computer screen and play for hours. Sometimes I win and sometimes I lose. My hobby is … .

I wear the things I make and I also give them to my friends for birthday presents. My hobby is … .

I can do my hobby at home or outdoors. I just need pencils and paper. My hobby is … .

It’s fun, but I make a big mess in the kitchen and I have to clean it. My hobby is … .

I write about my day and put pictures online. My hobby is … .

I take pictures of things that I see. I won a competition for a picture of a mountain. My hobby is … .

Student's Book Unit 1 p.9

Listen, check and repeat.

ss se

U N IT

VOCABULARY PLUS

Holiday things

1 Match the words in the box with the pictures.

backpack camera flip flops flippers goggles map suitcase sun cream sun hat sunglasses swimsuit towel

sunglasses

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

Listen, check and repeat.

3 Complete the sentences with words from Ex 1. … help you to see under the water.

A … keeps the sun off your head.

… are comfortable shoes for the beach.

You need a … to take pictures.

A … helps you to find the places you want to go.

You need a … to get dry after swimming.

ROUP WORK In groups, play a memory game: each person says two things they brought on G vacation, then repeats the ones the others have already said. Can you remember them all?

You wear a swimsuit for swimming.

ss se

A I took a swimsuit and a towel. B

I took a swimsuit, a towel, flip flops and sunglasses.

Student's Book Unit 2 p.21

125

U N IT

VOCABULARY PLUS

The Arts

1 Match the words in the box with the pictures.

architecture cinema dance drama drawing painting photography poetry sculpture 2

fiction music street art

sculpture

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

126

Student's Book Unit 3 p.33

Performing arts

Literary arts

Visual arts

ss se

2 Copy the table and complete it with the words from Ex 1.

U N IT

VOCABULARY PLUS

Extreme weather: problems and solutions

1 Match the words in the box with the pictures. One picture goes with two words / phrases.

bike-friendly cities drought electric car flood forest fire green building green spaces hurricane recycling reduce your carbon footprint solar panels solar power tornado

forest fire

U 6

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

2 3

Listen, check and repeat.

Copy the table and complete it with the words in the box and the words in Ex 1. plastic bags

recycle paper

Extreme weather: problems

Extreme weather: solutions

PAIRWORK Think of other global issues and possible solutions. Compare your ideas in pairs.

Student's Book Unit 4 p.45

drop litter

save energy water bottles

ss se

drop litter

127

U N IT

VOCABULARY PLUS 1

Feelings

Match the words in the box with the pictures. Some pictures go with more than one word. afraid

angry

miserable

bored

Ca 1

frightened

nervous

sad

sleepy

stressed

worried

tired

bored

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

Co 7

Listen, check and repeat.

There may be more than one possible answer. 2

When I got to school, I realised I hadn’t brushed my hair!

I got up at 5.00 am this morning and worked until 7.00 pm.

It was really dark last night. I heard a strange sound, so I walked fast to get home quickly.

My sister didn’t ask, but she took my phone. Then she dropped it and broke it!

I’m waiting for my exam results.

Uncle John talked for three hours about fishing, even though I wasn’t interested at all.

AIRWORK Think of situations when you experienced the feelings in Ex 1. Write sentences P to describe what happened and how you felt. Then compare your sentences in pairs.

Student's Book Unit 5 p.57

My best friend Lina is moving to a new city next week. sad

128

ss se

3 Read what the people say and write words from Ex 1 to describe how they are feeling.

U N IT

VOCABULARY PLUS

Cleaning tools and equipment

1 Match the words in the box with the pictures.

broom cleaner cloth dishwasher duster dustpan mop rubber gloves rubbish bin sponge vacuum washing machine

cloth

U 6

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

Listen, check and repeat.

3 Read the definitions and write the correct words. You use this to clean your clothes.

This machine cleans floors.

This is the place where you put things you can’t recycle.

You wear these on your hands when you clean.

This machine cleans things like plates, glasses and pans.

You use this with water to wash the floor.

This is full of holes and we use it to clean dishes. sponge

ss se

Listen, check and repeat. AIRWORK In pairs, discuss what appliances and cleaning tools you use at home, what you use P them for and how often.

At home, I use the dishwasher. I use it every day after dinner. I put the dirty plates, knives and forks in it. It’s my job at home.

Student's Book Unit 6 p.69

129

U N IT

VOCABULARY PLUS 1

Jobs and work

Match the words in the box with the pictures.

accountant babysitter cleaner social worker software developer

engineer farmer vet web developer

software developer

U Co

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

Listen, check and repeat.

3 Match the jobs (1–9) with the definitions (A–I). accountant

babysitter

a person who designs or builds machines

cleaner

a person who keeps records of money

engineer

D a person who provides help and support for people who need it

farmer

a person who designs and creates software

social worker

a person who looks after the health of animals

software developer

G a person who takes care of your child while you are out

vet

H a person who creates websites

web developer

AIRWORK Which of the jobs in Ex 1 would you like to do? Which would you not like to do? P Compare your answers in pairs.

Student's Book Unit 7 p.81

a person who cleans houses, offices, etc.

130

ss se

A a person who owns or takes care of a farm

U N IT

VOCABULARY PLUS 1

Shopping

Complete the sentences with the words in the box. afford

deliver

order

queue

Ca 1

serve

sold out

try on

worth

wrap

m I can’t afford this. It’s too expensive!

We had to … to pay.

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

€9? This isn’t … €9!

We’d like to … some food. 7

Could you … this for me, please?

Let’s … these clothes.

Everything in the shop’s … !

I … people’s shopping to their houses.

ask for something to eat in a restaurant

with nothing more to sell

give somebody food in a restaurant

cover something in paper

take things to people’s houses

wait in a line for something

2 3 4 5

AIRWORK Talk about your shopping habits. P Use the vocabulary from Ex 1.

value in money

ss se

2 Complete the acrostic and find the missing word.

I … food and drinks in a restaurant.

I always order clothes on the internet. I prefer buying clothes in a shop, so I can try them on.

Student's Book Unit 8 p.93

131

U N IT

VOCABULARY PLUS 1

TV programmes

Match the words in the box with the descriptions. cartoon

chat show

crime drama

Ca 1

documentary

game show

news reality show

sitcom

m U

chat show

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

A famous presenter talks to other famous people.

This is a happy story for young children. 7

Find out what’s happening around the world. 5

You can watch real people in real situations. 6

It’s a funny show with the same family or friends in every episode.

It’s a story about police and criminals.

132

Listen, check and repeat.

Student's Book Unit 9 p.105

You can learn about the world around you.

ss se

People can win money and prizes.

PRONUNCIATION

UNIT 1

UNIT 3

/s/ cluster words

Listen and repeat. /s/ + vowel vowel + /s/ /s/ + consonant

subject send especially list studies scream

A This looks interesting. B Hmm … I don’t know. I prefer adventure

A Why don’t we go to the water park? B That’s a good idea.

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

P AIRWORK Practise the conversations in

Ex 2. Remember to show different emotions.

1 2 3 4 5

sleep skill sea specially surfboard

school

UNIT 4

asleep a skill a sea especially a surfboard

in Ex 2.

UNIT 5

We ought to change some … before our flight. Our … is a wonderful Spanish island. We need to make a hotel … today. I love going … in the summer.

Connected speech

Listen. What is the pattern of the underlined letters? 1 2 3 4 5

I’m not scared of speaking in English. Let’s look up the word in the dictionary. She hung up the phone at the end of the call. I may go out later. It depends on the weather. Did you hand in your homework?

2 3 4

P AIRWORK Practise saying the sentences

Listen and write the missing words. Then listen again and repeat the sentences.

Listen again. Find the schwa sounds in each sentence. Then listen again and check. 1

reservation

1 2 3 4

destination

My shirt is made of … . Did they … the game? Have you ever … this song? It’s difficult! His phone … in class.

ss se

currency

omplete the sentences with words from C Ex 1. Then listen, check and repeat. 1 The sun is shining. 2 3 4 5

Listen and repeat. abroad

Listen and repeat the words in the box.

cot cotton pollute pollution ran rang sun sung win wing

AIRWORK Practise saying the words in P Ex 3 with a partner.

Consonant /ŋ/

a school

Schwa /ə/

Listen and repeat.

Listen and select the word you hear.

UNIT 2

activities.

se sa es es is sm es is sc sw es si sue use iss us sm su

Listen and number the pictures A–D.

Listen. Select the beginning sound you hear. 1 2 3 4 5 6

surfboard secondary ask useful student scared

Ca 2

Sounding happy / excited / interested / unsure

We ought to change some currency before our flight. Our destination is a wonderful Spanish island. We need to make a hotel reservation today. I love going abroad in the summer.

133

PRONUNCIATION 2

isten. Find two examples of connected L speech in each sentence. Then listen and repeat.

The teacher gave a book to every student to look at. She’s learning English to get a better job. He’s in the kitchen cooking an egg. Can you fill in the form with your name and address?

PAIRWORK Say the sentences. Then listen and check.

Can I have an orange? Could you switch it off, please? Don’t walk away from me! I’m fond of my cousins.

4 5

I want to make some cushions. There is a hole in the ceiling! Clean your face. You’ve got paint on your cheek. This is a comfortable armchair. Do you have anything for a headache?

You should ask the pharmacist.

from Ex 1.

/ʧ/

Listen and repeat the tongue twister. Practise saying it quickly!

1 2

AIRWORK Practise the conversation in Ex 2 P with a partner. Take turns being A and B.

Final consonants

wolf whose why

Listen again. Match the sounds that start the words with 1–3.

1 2 3

would whole when

/w/

/wʊ/

wʊ : woman … : who … : what

would whole when

wolf whose why

Say the words. Add them to the groups in Ex 2. Then listen and check. whale wheel

white whom

wood

/st/

woman who what

/d/

1 2 3

/h/

fit quit employed retired journalist novelist

Listen. Copy and complete the table with the words in the correct column. /t/

Listen and repeat.

confident applied artist

Listen and repeat. /t/ /d/ /st/

The /w/ sound

ss se

UNIT 7

134

That rabbit had red hair. hat’s not right! It’s rare to see a rabbit with T red hair. A 3 Well, it had red hair all over its head. And it was an enormous height! 4 B Was it real? I’m not in the habit of seeing red-haired rabbits. A 5 Yes, it was real, and I know I’m right! It was a red-haired rabbit, all right!

/s/

Chicken city, kitchen city, chicken in the kitchen!

quit

head red heal real height right

UNIT 9

cushions

4 5 6

Listen to the conversation. Find the words that begin with /r/ or /h/.

A B

1 2 3 4 5

2 Complete the table with the bold words

habit rabbit hail rail hair rare

1 2 3

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

Listen and repeat the sentences.

/k/

Listen and select the words you hear.

Three c sounds

/r/ and /h/ at the beginning of words

UNIT 6 1

UNIT 8 1

1 2 3 4

My teacher encourage… me to become an arti… . They reporte… the prize won by the architec… on the news. Grandpa was a journali… , but he retire… last year. When I finishe… my job, my employer gave me a presen... .

2 3

2 3 4

Complete the words with -d, -t or -st. Then listen, check and repeat. 1 My mum is employed as a denti… .

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

All the photographs are sourced from Getty Images.

U0: AleksandarNakic/E+; GeorgePachantouris/Moment; RainerFuhrmann/EyeEm; zhengshuntang/Moment; FrancescoVaninettiPhoto/Moment; DougalWaters/ DigitalVision; PeterCade/Stone; NickDavid/Stone; KlausVedfelt/DigitalVision; SoldeZuasnabarBrebbia/ Moment; SolStock/Moment; OscarWong/Moment; mikroman6/Moment; JGI/JamieGrill/Tetraimages; NoraCarolPhotography/Moment; CaiaImage/ CollectionMix:Subjects; CavanImages; skynesher/E+; TrevorWilliams/DigitalVision; LucasNinno/Moment; MikaelVaisanen/TheImageBank; OlenaRuban/Moment; Obradovic/E+; THEPALMER/E+; SCIENCEPHOTOLIBRARY/ SciencePhotoLibrary; aireimages/Moment; CarolYepes/ Moment; FrancescDomènech/Moment; EkaterinaGoncharova/Moment; U1: izusek/E+; JamieGrillPhotography/Tetraimages; DeyanGeorgiev/500PxPlus; PhotoAlto/DinocoGreco/ PhotoAltoAgencyRFCollections; ImageSource; KlausVedfelt/ DigitalVision; HillStreetStudios/DigitalVision; bonniej/E+; RyanJLane/E+; H.ArmstrongRoberts/RetrofileRF; TerryVine/ TheImageBank; Spiderplay/E+; MorsaImages/DigitalVision; DavidPu'u/TheImageBank; TrevorWilliams/DigitalVision; Photoimagesnz/E+; DavidWilliams/CorbisDocumentary; NickDolding/Stone; MireyaAcierto/DigitalVision; MichaelH/ Stone; ThomasBarwick/DigitalVision; NazarRybak/E+; bettafish/DigitalVisionVectors; Westend61; NickDaly/ Stockbyte; IppeiNaoi/Moment; ShanaNovak/DigitalVision; YusukeMurata/DigitalVision; LawrenceManning/Corbis; DNY59/E+; mbbirdy/E+; ImageSource; Westend61; SolStock/E+; TomWerner/DigitalVision; AscentXmedia/E+; ShaenAdey/BrandXPictures; BrendanMaher/Moment; SolStock/E+; TomTurley/t-squaredgraphicdesign/Moment; JennyAcheson/TheImageBank; U2: AlexLiew/E+; HalBergmanPhotography/Moment; damircudic/E+; narvikk/ E+; urbazon/E+; AzmanL/E+; OscarWong/Moment; artatitsbest!/Moment; apcuk/E+; BruceYuanyueBi/ TheImageBank; PatryceBak/Stone; FGTrade/E+; DigitalVision/Photodisc; Vectorig/DigitalVisionVectors; Vectorig/DigitalVisionVectors; Vectorig/DigitalVisionVectors; Vectorig/DigitalVisionVectors; Vectorig/DigitalVisionVectors; Vectorig/DigitalVisionVectors; KrisUbachandQuimRoser/ ImageSource; GeorgeDoyle/Stockbyte; MongkolChuewong/ Moment; stockstudioX/E+; bkindler/E+; izusek/E+; Bim/E+; Westend61; izusek/E+; damircudic/E+; DuKaiphotographer/ Moment; DaveGKelly/Moment; AlexanderSpatari/Moment; TopicalPressAgency/TheImageBank; HalfpointImages/ Moment; MesquitaFMS/E+; SoldeZuasnabarBrebbia/ Moment; KeithLevit/DesignPics; RapisanSawangphon/ EyeEm; TimPlatt/DigitalVision; TimGristPhotography/ Moment; PeterPencil/DigitalVisionVectors; Kypros/Moment; KevinSchafer/TheImageBank; IgnacioPalacios/Stone; JasonEdwards/Photodisc; OliverStrewe/TheImageBank; Imgorthand/E+; JustinPaget/DigitalVision; AzmanL/E+; GCShutter/E+; VirojtChangyencham/Moment; YongyuanDai/ Stone; Prasitphoto/Moment; KriangkraiThitimakorn/Moment; JohnColetti/TheImageBank; DougArmand/Photodisc; AlexanderSpatari/Moment; U3: Westend61; moodboard/ ImageSource; HillStreetStudios/DigitalVision; LucyLambriex/ TheImageBank; HillStreetStudios/DigitalVision; MarcRomanelli/Tetraimages; izusek/E+; HillStreetStudios/ DigitalVision; MarcRomanelli/Tetraimages; Maskot; DougalWaters/DigitalVision; DougArmand/Stone; RyanMcVay/TheImageBank; MikePowell/TheImageBank; WayneEastep/TheImageBank; bjones27/E+; HillStreetStudios/DigitalVision; HillStreetStudios/ DigitalVision; GumawangJati/EyeEm; JohnEder/Stone; AlexLiew/E+; AndrewHolt/TheImageBank; JoseLuisPelaezInc/DigitalVision; sot/Photodisc; RiversDale/ ImageSource; JohnPKelly/Stone; JoseLuisPelaezInc/ DigitalVision; ThomasBarwick/Stone; Aiden-Franklin/E+; BigFiveImages/GalloImagesROOTSRFcollection; HenrikSorensen/DigitalVision; SDIProductions/E+; CavanImages/Cavan; YellowDogProductions/ TheImageBank; ORImages/DigitalVision; bubaone/ DigitalVisionVectors; PhotoandCo/TheImageBank; JohnerImages/JohnerImagesRoyalty-Free; XavierLorenzo/ Moment; Flashpop/DigitalVision; KlausVedfelt/DigitalVision; ElenaPeremet/Moment; DmytroAksonov/E+; IgorAlecsander/ E+; PollyanaVentura/E+; PhilClarkeHill/InPictures; Shanina/ DigitalVisionVectors; rambo182/DigitalVisionVectors; AtlantidePhototravel/TheImageBankUnreleased; ArtistGNDphotography/E+; RomanKrykh/500px/500PxPlus; Shanina/DigitalVisionVectors; 400tmax/iStockUnreleased; TeeraKonakan/Moment; JamieGrillPhotography/Tetraimages; ImageSource; JonFeingershPhotographyInc/TheImageBank; kupicoo/E+; bortonia/DigitalVisionVectors; StefaniaPelfini,LaWaziyaPhotography/Moment;

E+; FG Trade/E+; EM: Westend61; Elva Etienne/Moment; miodrag ignjatovic/E+; Richard Bailey/Corbis; mixetto/E+; mixetto/E+; Westend61; Westend61; wundervisuals/E+; Jose Martinez Calderon/iStock/Getty Images Plus; gorodenkoff/iStock/Getty Images Plus; mixetto/E+; Brothers91/E+; Pornpawit Phosawang/EyeEm; NYS444/ iStock/Getty Images Plus; Andy Crawford; Sadeugra/iStock/ Getty Images Plus; Nerthuz/iStock/Getty Images Plus; mbbirdy/E+; ewg3D/E+; bergamont/iStock/Getty Images Plus; Lalouetto/iStock/Getty Images Plus; BSANI/iStock/ Getty Images Plus; Rene Wassenbergh/EyeEm; scanrail/ iStock/Getty Images Plus; Hiroshi Higuchi/The Image Bank; brusinski/E+; Caroline Purser/The Image Bank; Wayne Eastep/The Image Bank; Allan Baxter/The Image Bank Unreleased; RyersonClark/iStock Unreleased; dpmike/E+; GoodLifeStudio/E+; FG Trade/E+; aire images/Moment; Images Of Our Lives/The Image Bank; mikroman6/Moment; Witthaya Prasongsin/Moment; Bloomberg Creative/ Bloomberg Creative Photos; Steve Proehl/The Image Bank; Alan Majchrowicz/Stone; ROBERTO PERI/Connect Images; by Marc Guitard/Moment; Chad Cowan/500px Prime; piranka/E+; Jacobs Stock Photography Ltd/DigitalVision; wat/iStock/Getty Images Plus; Liliya Filakhtova/iStock/Getty Images Plus; Warren Faidley/The Image Bank; FG Trade Latin/E+; Willie B. Thomas/DigitalVision; AntonioGuillem/ iStock/Getty Images Plus; Emma Kim/Image Source; Roos Koole/Moment; martin-dm/E+; Nick Dolding/Image Source; JGI/Jamie Grill/Tetra images; EasyBuy4u/E+; chengyuzheng/ iStock/Getty Images Plus; Shiva3d/iStock/Getty Images Plus; alxpin/E+; Pogotskiy/iStock/Getty Images Plus; pagadesign/E+; Issaurinko/iStock/Getty Images Plus; George Mdivanian/EyeEm; photo/iStock/Getty Images Plus; LongHa2006/E+; rgbdigital/iStock/Getty Images Plus; ConstantinosZ/iStock/Getty Images Plus; skynesher/E+; Hill Street Studios/DigitalVision; FatCamera/E+; Jose Luis Pelaez Inc/DigitalVision; AndreyPopov/iStock; monkeybusinessimages/iStock; LDProd/iStock; Westend61/ Westend61; mangpor_2004/iStock; LEREXIS/Moment; Cavan Images/Cavan; Westend61/Westend61; GoodLifeStudio/E+; DjelicS/E+; Daly and Newton/The Image Bank; andresr/E+; owngarden/Moment; Digital Vision./ DigitalVision; ArtMarie/E+; Luis Alvarez/DigitalVision; FG Trade/E+; simonkr/E+; Tashi-Delek/E+; AzmanL/E+; Tetiana Lazunova/iStock/Getty Images Plus; Kar-Tr/iStock/Getty Images Plus; Darrin Klimek/DigitalVision; adventtr/E+; David Merron/500px Prime; Bob Thomas/The Image Bank; PeterPencil/DigitalVision Vectors.

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

U4: inhauscreative/E+; EdBock/TheImageBank; BraisSeara/ Moment; AndrewPeacock/Stone; PieroM.Bianchi/Moment; azndc/E+; NASA/SPL/SciencePhotoLibrary; TomHall/EyeEm; AztlanGarcia/500px; DKARImages/Tetraimages; MSwietProductions/Moment; DougalWaters/DigitalVision; Alan_Tow/E+; BloombergCreative/ BloombergCreativePhotos; JohnLamb/TheImageBank; Cimmerian/E+; IndreBrazauskaite/EyeEm; MattMawson/ Moment; MathieuYoung/DigitalVision; ozgurdonmaz/E+; RobertoMoiola/Sysaworld/Moment; HenrikSorensen/ DigitalVision; AndersBlomqvist/Stone; DinodiaPhoto/ CorbisDocumentary; StewartSutton/DigitalVision; IuliiaIsaieva/Moment; CarolYepes/Moment; AnthonyRedpath/TheImageBank; RobLewine/Tetraimages; AshleyCooper/TheImageBank; PeterJohansky/Photodisc; STORYPLUS/Moment; JoseLuisPelaezInc/DigitalVision; AJ_ Watt/E+; ArielSkelley/DigitalVision; GuidoMieth/ DigitalVision; KennyWilliamson/Moment; AngelaAuclair/ Moment; Westend61; DougalWaters/DigitalVision; KarynR. Millet/Stockbyte; R.Tsubin/Moment; fhm/Moment; WolfgangFilser/EyeEm; VaidasBucys/EyeEm; SteveMerrick/ EyeEm; JoeFox/Photographer'sChoiceRF; SantiagoUrquijo/ Moment; WuSweeOng/Moment; Jupiterimages/Stockbyte; ReimarGaertner/UIG/CollectionMix:Subjects; BerndVogel/ Corbis; B.Tanaka/CorbisDocumentary; DerekBerwin/ TheImageBank; CavanImages/Cavan; AlanThornton/ TheImageBank; TimEWhite/DigitalVision; DrPixel/Moment; PeterFinch/Stone; PhotographybyNeilGavin(www.neilgavin. com.au)/Moment; EThamPhoto/TheImageBank; s0ulsurfing-JasonSwain/Moment; U5: ImageSource; SDIProductions/E+; SolStock/E+; sturti/E+; SDIProductions/ E+; Mlenny/E+; SDIProductions/E+; pocketlight/E+; MontyRakusen/DigitalVision; PollyanaVentura/E+; princessdlaf/E+; drbimages/E+; Eva-Katalin/E+; Neustockimages/E+; JasminMerdan/Moment; Westend61; DeepakSethi/E+; KeepIt100/DigitalVision; KlausVedfelt/ DigitalVision; yuoak/DigitalVisionVectors; molotovcoketail/ DigitalVisionVectors; MartinHarvey/TheImageBank; JodieGriggs/Photodisc; EricLafforgue/ArtinAllofUs/ CorbisNews; CavanImages; AlexanderFord/E+; SDIProductions/E+; U6: RUBENBONILLAGONZALO/ Moment; Westend61; ThanaPrasongsin/Moment; susan.k./ Moment; Westend61; LuisAlvarez/DigitalVision; MorsaImages/DigitalVision; Westend61; Westend61; manusaponkasosod/Moment; LucidioStudioInc./Corbis; bortonia/DigitalVisionVectors; Hispanolistic/E+; JGI/ JamieGrill/Tetraimages; CWLawrence/E+; nicolamargaret/ E+; nycshooter/E+; Ghislain&MarieDaviddeLossy/ TheImageBank; Bulgac/E+; Sladic/E+; Arisara_Tongdonnoi/ E+; Fuse/Corbis; ChiaraFederici/EyeEm; milan2099/E+; Drbouz/E+; jaroon/E+; AntonEine/500px/500PxPlus; PeterDazeley/TheImageBank; Rubberball/MikeKemp/ RubberballProductions; JazzIRT/E+; JamesBrey/E+; HermanBresser/Moment; CarolYepes/Moment; YorVen/E+; Capuski/E+; NickyLloyd/E+; energyy/E+; AlexanderWalter/ DigitalVision; MartinDeja/Moment; DobrilaVignjevic/E+; FGTrade/E+; GrapeImages/E+; urbancow/E+; fstop123/E+; KyleLee/EyeEm; SDIProductions/E+; seksanMongkhonkhamsao/Moment; U7: FatCamera/E+; damircudic/E+; TedHorowitz/TheImageBank; RyanMcVay/ Stone; LighthouseFilms/DigitalVision; Strauss/Curtis/ TheImageBank; AlistairBerg/DigitalVision; HalfpointImages/ Moment; CaiaImage/CollectionMix:Subjects; AndersenRoss/ Photodisc; BraunS/E+; South_agency/E+; urbazon/E+; xavierarnau/E+; South_agency/E+; FelixWirth/Corbis; CarolYepes/Moment; ElvaEtienne/Moment; ViktorCvetkovic/ E+; meaghanbrowning/RooM; pixdeluxe/E+; NorbertSchaefer/Corbis; moodboard/BrandXPictures; DavidSacks/TheImageBank; amriphoto/E+; KenRedding/ TheImageBank; Westend61; Nastasic/E+; DonaldsonCollection/MichaelOchsArchives; andresr/ DigitalVisionVectors; Eskay Lim / EyeEm; enot-poloskun/E+; filadendron/E+; SolStock/E+; U8: John Giustina/The Image Bank; Westend61; Peter Dazeley/Photodisc; Adrienne Bresnahan/Moment; d3sign/Moment; andresr/E+; Rapeepong Puttakumwong/Moment; lechatnoir/E+; Image Source; Peter Dazeley/The Image Bank; ET-ARTWORKS/ DigitalVision Vectors; Imgorthand/E+; Paula Bonet / EyeEm; ICHAUVEL/Moment; Paul Biris/Moment; krisanapong detraphiphat/Moment; Peter Cade/Stone; Maskot; Karen Moskowitz/The Image Bank; We Are/DigitalVision; Plan Shooting 2 / Imazins/ImaZinS; Westend61; Ascent/PKS Media Inc./Stone; Kinga Krzeminska/Moment; lvcandy/ DigitalVision Vectors; Inverse Couple Images/Moment; EXTREME-PHOTOGRAPHER/E+; Thanakorn Ungpiyakun / EyeEm; Yevgen Romanenko/Moment; Rafael Tenorio / EyeEm; miakievy/DigitalVision Vectors; Yulia Reznikov/ Moment; Morsa Images/DigitalVision; Maskot; RgStudio/E+; Elizabeth Fernandez/Moment; Anna Kurzaeva/Moment; Yevgen Romanenko/Moment; John Lawson/Moment; Chanda Hopkins/Moment; Joel Rogers/Corbis Documentary; Martin Child/Collection Mix: Subjects; Maremagnum/Corbis Documentary; imageBROKER/Frank Schneider; Vicki Jauron, Babylon and Beyond Photography/Moment; Franziska Uhlmann / EyeEm; RuslanDashinsky/E+; Marc Dozier/The Image Bank; Vostok/Moment; Johner Images/Johner Images Royalty-Free; mikkelwilliam/E+; George Doyle/Stockbyte; Andersen Ross Photography Inc/DigitalVision; U9: Lane Oatey / Blue Jean Images/blue jean images; Smile/Stone; cristianl/E+; Maskot; Ryan McVay/The Image Bank; elmvilla/ E+; Constantine Johnny/Moment; kate_sept2004/E+; Â© Marco Bottigelli/Moment; Elena Peremet/Moment; Jasmin Merdan/Moment; Slavica/E+; Stevica Mrdja / EyeEm; Kosamtu/E+; izusek/E+; Morsa Images/DigitalVision; Dmitry Molchanov / 500px/500Px Plus; Luis Alvarez/DigitalVision; cristianl/E+; Maya Karkalicheva/Moment; duncan1890/ DigitalVision Vectors; Gabriel Perez/Moment; Brasil2/E+; mgstudyo/iStock Unreleased; Dinodia Photo/Corbis Documentary; Christian Adams/The Image Bank Unreleased; FILIPPO MONTEFORTE/AFP; Diego Mariottini / EyeEm; Klaus Vedfelt/DigitalVision; SolStock/E+; FG Trade/

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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: Video stills are sourced from Getty Images. Open Up videos produced by Silversun Media Group and Lucentum Digital. For Real: Video stills are sourced from LADAFILM courtesy of Loescher Editore.

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Audio produced by John Marshall Media.

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Additional Authors

Dan Vincent; Emma Szlachta; Jo Cummins; Kari Miller; Simon Cupit; Michael Smith.

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