Issuu

Map of the book m

Ca Grammar

Skills

Cross-curricular

Exam

Music

Adjectives with prepositions I’m keen on the trumpet. I’m not very good at it.

The concert A diary entry

Eighteenth and nineteenth century music Learn about Beethoven and Mozart.

B1 Preliminary for Schools: Reading Part 1

Mission: Write a concert review Page 4

Adjectives to describe personality

A song and a dance

Vocabulary

Pronunciation: linking: consonants to vowels

Shopping around Mission: Have a debate about shopping Page 28

Continents, language and culture

Emotional Development

Places around us Pronunciation: stress in comparative structures

Relative pronouns There was a huge storm which lasted all night long. Those are the neighbours who had that angry cat..

Festivals and fun events around the world A magazine article

more … than, fewer … than, less … than, the most, the fewest, the least There are more wild animals in Kenya than in Spain.

Social Responsibilities

Shopping words

Verb + gerund, verb + to + infinitive

Shopping around

I prefer playing tennis to any other sport.

My travels as told by a two-euro coin A story

Pronunciation: pronunciation of gerunds

Listening Part 1

Critical Thinking Coral reefs Learn about coral reefs.

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

Mission: Create a class encyclopaedia Page 16

Big wide world

Short answers with so and nor I don’t like opera. Nor do I.

I’m planning to put a notice on the school website. Gerunds as subject and object Li Wei enjoys trying to find action figures.

Social Responsibilities

Speaking Part 1 Reading Part 4

Understanding sustainability

The history of money Learn about the history of money.

Speaking Part 3 Reading Part 6

Critical Thinking

Review Units 1–3

Mission: Write a travel blog Page 42

Travelling by plane

Getting around

Pronunciation: weak forms in the passive

Review of passive forms The article was written by someone. They were helped by someone. Phrasal verbs and the object Clear up the mess. Clear it up.

How we got back from our holiday A science-ﬁction story

Women aviators Learn about the pilot Amy Johnson.

Emotional Develoment

Getting about

Reading Part 2 Speaking Part 2

Collaboration

m ss

Use your skills

Vocabulary

Grammar

Skills

Cross-curricular

Exam

Education

Past simple and present perfect time phrases You’ve worked really hard this year. I even got 100 in a test last week.

My first camping trip A story

Education in the past Learn about what school was like 100 years ago.

B1 Preliminary for Schools: Reading Part 5

Critical Thinking

Writing Part 2 (an article or a story)

Personal feelings Pronunciation: sentence stress in question forms

Review of question forms Could you help me to clear the table? Did you know how huge it is?

Mission: Create a questionnaire Page 54

Expressing possibility (modal verbs) We might get a cat. It can’t be easy.

Occupations

Good job!

6 Mission: Write

Work

Pronunciation: linking groups of words

about your dream job Page 66

Present perfect continuous They’ve been travelling for years.

Emotional Development

The daydreamer A story Critical Thinking

Economic sectors Learn about the chain of production for goods and services.

Listening Part 4 Reading Part 6

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

Thinking in systems

Review Units 4–6

Mission: Write a news report Page 80

Fantastic flavours

Reported speech He told me that he didn’t know anyone at school. He said that he liked tennis and cycling.

Reporting the news

In the news

Reporting verbs

Pronunciation: contrastive stress

Reflexive pronouns They make all the food themselves.

A three-course meal

Pronunciation: intonation

Too and enough, (not) as ... as Mum and Dad are too busy at the restaurant to do a lot. It isn’t dry enough to go outside. I’m not as busy as they are.

Raining cats

The weather

Review first and second conditionals If it stops snowing, we’ll build a snowman. If Dad were at home, I know he’d give us one. I wouldn’t if I were you.

Mission: Write about your dream place to live Page 106

Pronunciation: intonation in conditional sentences

Page 118

Grammar reference

Learning to Learn

The girl who turned Food labels blue Learn about how to read food labels. A play Critical Thinking

Lost in the Hills A story

Critical Thinking

Wild weather Learn about hurricanes and Understanding how they form. agency Learning to Learn

Listening Part 3 Speaking Part 4

Writing Part 1 (an email) Speaking Part 3

Pronunciation

Listening Part 2

Review Units 7–9

Reading Part 3

I wish … I wish it weren’t so hot. I wish we could go to the seaside. I wish we weren’t going to the mountains.

Forensic science Learn about how ﬁngerprinting was invented.

ss se

Describing food

Weather adjectives

Social Responsibilities

Questions in reported speech I asked him why he was looking sad. Did you ask him if we could help at all?

Mission: Write a review of a café Page 94

9 and dogs

The hours A newspaper article

Page 120

A song and a dance

1 Look at the pictures. What can you see?

m Co

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

U Write a concert review

2 Why is the singer’s new song important to him? 3 Why couldn’t the singer sing?

My Mission Diary Activity Book page 4

does it help you?

I listen to pop music when I exercise. It helps me to keep moving.

1 What was the singer’s teacher called?

3 When do you listen to music? How

Watch the video and answer the questions.

2 1.02

ss se

mission

Vocabulary 1

1 1.03 Listen and number the pictures. B

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

U 2 1.04 Complete the sentences. Use the words in the box. Then listen and check. classical music disco DJ folk jazz opera recording stage

1 I love classical music Beethoven. 2 I’m a

hip-hop studio

. I play the piano and my favourite piece is called Für Elise by

so I choose the music people listen to!

3 When the feeling in the world.

starts, the lights are ﬂashing and everyone’s dancing, it’s the best

4 My favourite kind of music is

. I especially like rap music.

5 We make the drum sounds ourselves – we don't use a computer. singers perform on the

, they have to act as well as sing.

ss se

6 When

of drums on a CD or

7 We’re a

band, so we play traditional songs from our country.

8 I play new album.

saxophone and I’m in the

at the moment, recording my

m en

3 In pairs, use the words in Activity 2 to talk about music.

1 What’s your favourite kind of music? 2 Name a band or someone you know who plays or sings one of these types of music: classical music

folk music

hip-hop/rap

jazz

pop

3 Have you ever played an instrument on stage or in a music studio? When? Music

Language in context ALL BLOGS

Jim’s

MY BLOG

NEW POST

From hip-hop to opera, I’m interested in all kinds of music. It’s so cool!!! But sometimes, I get tired of always listening to the same instruments, so this week I’ve been reading about (and listening to) some of the strangest musical inventions in the world. I hope you enjoy it!

Big Blog

The world’s strangest musical instruments! The Great Stalacpipe Organ

Inside most caves there are stalactites – they’re the rocks that slowly grow down from the ceiling of caves. In one enormous cave in the U.S.A. there’s an instrument that plays these spectacular stalactites. It’s huge! It works by hitting the stalactites with soft hammers. It was invented by Leland W Sprinkle in 1956. Some people say that Leland had the idea when his son hit his head in the cave and it made a beautiful noise. I guess that his son wasn’t happy about that!

Pikasso Guitar

Some people say the Singing Ringing Tree is a musical instrument, others say that it’s a piece of art, and some people think that it’s a tree! It was designed by Mike Tonkin and Anna Liu, and when the wind blows through the tree, the pipes make a noise that can sound like someone singing. The tree is on a hill in Lancashire in the North of England. Jenny and I are excited about visiting it soon! Good for people who are keen on listening to music when they go hiking. Not good for birds that want a place to make their homes there!

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

This strange instrument was made when a jazz musician called Pat Metheny asked for a guitar with as many strings as possible. The Pikasso guitar is very different from a normal guitar: it has 42 strings (instead of six) and it’s got four necks (instead of one)! The first Pikasso guitar was built in 1984 and was very difficult to make – in fact, it took around 1,000 hours. That’s about two years!!! Good for people who are bored of playing normal guitars!

Singing Ringing Tree

Not good if you’re afraid of caves!

1 Read Jim’s blog. Complete the sentences.

2 Mike Tonkin and Anna Liu designed .

3 Leland W Sprinkle invented .

2 Read Jim’s blog. Correct the underlined part of each sentence.

4 The Singing Ringing Tree makes noise when people talk about it.

Learning to Learn | Integrate new vocabulary and grammar

3 Pat Metheny asked for a guitar with four necks and 42 strings.

2 The Great Stalacpipe Organ makes music by dropping rocks into a lake.

1 Jim has been reading about strange musical instruments for a long time.

ss se

1 Pat Metheny is famous for playing .

Language practice 1

1 What words follow these in Jim's blog on page 6? What type of word are they?

tired

good

diﬀerent

Watch the video. Choose the correct words.

2 1.05

happy

Grammar look: adjectives with prepositions

Look!

Think and choose!

I'm quite keen on the trumpet.

They're keen on / in starting a new hobby.

SARA:

I'm not very good at it.

Jake is terrible at / with the violin but he enjoys singing.

SARA:

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

JENNY: My parents get annoyed about the noise.

JENNY: Playing a musical instrument is good for my brain.

Her teacher is happy about / at her progress.

The trumpet would be perfect to / for you. page 120

3 Complete the sentences with a preposition. 1 I’m happy

about

2 Are you interested 3 I’m keen

ﬁnishing recording my new album. joining a music group?

the electric guitar – I hope to learn it one day!

4 The ballet next month will be perfect 5 Sam's brilliant

you and your mum.

playing the drums.

4 1.06 Pronunciation Circle the words that end with a consonant followed

page 118

ss se

by a word that begins with a vowel. Then listen to what happens to the syllables in these words.

mission 1 Write a concert review

Make a list of types of music. Choose a type of music to listen to. Discuss them with a partner.

pop hip-hop rock

I’m not keen on hip-hop. What about pop? Hip-hop's more fun.

My Mission Diary Adjectives with prepositions Activity Book page 4

Vocabulary 2

br 1 1.07 Listen to the radio programme. What are the band members’ names?

ge bossy

charming

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

2 1.08 Complete the sentences. Use the words in the box. Then listen and check. cheerful

generous

intelligent

patient

1 It takes a long time to learn new songs and Mike and I aren’t very

reliable

serious

patient . We like to do things fast!

2 Mike gets on well with everyone, he’s friendly and he’s got a

smile.

3 He always shares his snacks at band practice. He does lots of

things.

4 I think I’m quite

rude

. I always tell Mike and Dan what to do.

5 And I think I'm sometimes quite

. I often interrupt people or speak loudly.

6 Callum's always happy and positive. Practising a new song can be diﬀicult or boring, but he always stays . 7 He’s really 8 He’s

too. I don’t think he’s ever missed band practice.

9 He’s very

3 1.09

. He always thinks of solutions to problems.

as well. He’s quiet and he doesn’t laugh as much as me and Mike.

Listen again. For each question, choose the correct answer.

Adjectives to describe personality

Make sure you read the questions and answers before the listening starts.

Exam Tip!

3 Why does Callum think the band argues? A their personalities aren’t the same B he eats all their food C learning songs is slow

5 What’s the band’s new song about? A being on your own B sharing your feelings C two unhappy people

2 Why are the band called The Triangle? A they always ‘try’ their best B when they started, their only instrument was a triangle C there are three people in the group

4 Dan is very reliable and only missed band practice … A two times. B to play sport. C when he was writing a song.

ss se

1 What can listeners of Cool at School choose? A who’ll play at their school disco B which bands are interviewed C the interviewer’s questions

Language practice 2

1 Read the statements from the radio programme on page 8. Match the responses. Nor do I!

So have we!

So do I.

1 Do you know why we chose it? No.

2 I think he’s great!

Watch the video. Choose the correct words.

2 1.10

3 I've had lots of fun.

Grammar look: short answers with so and nor

Look!

So do I. / Nor do I.

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

JENNY: I feel really lazy today.

Think and choose!

So have I. / Nor have I.

JENNY: I don’t want to stay up late studying.

So do I. / Nor do I.

JENNY: I haven’t done my homework yet. 2 JENNY: I’d like a big ice cream now. 3

So do I. / So would I.

page 120

3 Match the sentences (1–8) to the replies (A–H). 1 ‘I’ve never seen an opera.’ E 2 ‘You’re very generous!’ 3 ‘I like cheerful music.’

4 ‘I don’t like rude people.’

5 ‘I’d like to visit a recording studio.’

6 ‘I listened to pop music yesterday.’ 7 ‘I’m not bossy.’

B ‘Thank you! So are you.’

C ‘So would I. It’d be great to see someone famous there.’ D ‘Nor am I. Well, I hope I’m not!’

E ‘Nor have I. I’m going to see one next week though!’ F ‘Nor did I. Actually, I never listen to it.’ G ‘So do I. It always makes me smile.’

ss se

8 ‘I didn’t listen to jazz yesterday.’

A ‘Nor do I. It’d be great if everyone was polite.’

H ‘So did I. I think it’s the best kind of music.’

mission 2 Write a concert review

Make a list of types of music. In pairs, discuss your opinions of different types of musical events. Do you enjoy them? I don’t like opera very much. Nor do I. I think it’s boring.

My Mission Diary Activity Book page 4

Short answers with so and nor

Reading skills

1 If you had to perform in front of an audience, how would you feel? 2 1.11 Look at the pictures. What do you think the story is about? Then listen and read.

Monday

The concert

Tuesday

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

What a great weekend! Ash stayed at my house on Saturday night. We spent ages lip-synching to pop music videos online. Mum and Dad kept shouting at the bottom of the stairs, J ‘ ulie! Turn the music down!’ Ash said we should enter the lip-synching competition at the leisure centre on Saturday, but I don’t want to do it. I’ve never performed on stage before, I don’t think I’d be good enough.

At school Ash said that we needed a name for our band. I told her that we didn’t really have a band, but she wouldn’t stop talking about it. She thinks we should be J‘ asha’ because it uses both our names. I couldn’t think of a better name so I agreed.

Wednesday

Ash has entered J ‘ asha’ into the lip-synching competition! Well, I’m NOT going to do it.

Thursday

ss se

Ash apologised but I was still angry with her. I didn’t want to talk to her today, but she was so excited about the competition that she talked about it all through lunchtime. There are ten bands and each band does three songs. But it gets worse. The bands don’t lipsynch their last song, they sing it! Ash knows I can't sing in front of an audience, but she asked me to sing her my favourite song anyway. When I finished, she said, ‘You were great. You’ve got a lovely voice.’ I’m not sure about that…

Emotional Development | A diary entry about self-confidence

Speaking & writing skills

Friday

I sang the same song to Mum and Dad before I went to school and they thought I was really good. So I agreed to do the concert and I told Ash. Was that the right thing to do? She hugged me and shouted, ‘You will be great!’ When I got home, I told Mum the news and she said, ‘Good luck! I know you can do it.’ Tomorrow’s the big day and I hope I can get to sleep tonight!

Read the story again and choose true or false. Correct the false sentences in your notebook.

1 Julie’s parents were happy to listen to Julie and Ash practising. true / false 2 Ash chose the name for the band because it was unusual. true / false

4 The bands had to lip-synch three songs. true / false

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

3 Julie was pleased that ‘Jasha’ was entered into the competition. true / false

5 Julie’s parents helped her to prepare for the competition. true / false 6 In the end, Julie felt more conﬁdent about her singing. true / false

2 In pairs, talk about the questions.

Sunday

Why do you think Julie didn’t want to perform in the competition?

•

What’s the lesson of the story?

3 In pairs, role play a conversation. Imagine you’re Julie and Ash.

Student A

You’re Julie. Tell Ash that you are nervous about performing. You don’t think you can do it.

Student B

You’re Ash. You know Julie is a good singer. Encourage her and give her ideas to build her self-conﬁdence.

Write a text message to a friend about a time when you didn’t feel confident about doing something. Explain:

•

what you didn’t feel conﬁdent about

•

what you did to change the way you felt

•

what happened

ss se

Yesterday was the best day of my life! We got to the leisure centre at three o’clock, but I was too nervous to go in. I said, ‘I can’t do it.’ Ash held my hands in hers, looked straight at me and said, ‘You can do it, Julie. Everyone is nervous at first. Just be patient. We can do it together.’ Then she gave me a high five and we went in. The lights were bright. The music started and we performed our songs. We did it! Everyone from school was shouting, J ‘ asha! Jasha!’ When it was time to sing the last song, my mouth went dry, but I sang and I felt great ... and we came third in the competition! Ash has texted me the same message twenty times today: Next time we’ll win. You know, I think she might be right.

•

Cross-curricular

1 What do you know about Beethoven and Mozart? Choose the correct words. 3 Mozart came from Germany / Austria.

2 Beethoven played the guitar / piano.

5 Mozart had money / family problems.

4 Beethoven lost his sight / hearing.

1 They were important composers from the twentieth / eighteenth century.

2 1.12 Listen and read the text and the factfile. Check your answers to Activity 1. Name

Wolfgang Amadeus Mozart

Date of birth

27th January 1759

Ludwig Van Beethoven was a classical pianist and composer in the late eighteenth and early nineteenth century. Beethoven was born in Bonn, Germany in December 1770. His father and grandfather were musicians and wanted him to be a famous child musician like Mozart. When Beethoven was only five years old, his father taught him to play the piano, violin and viola. He played his first public performance when he was only seven.

First teacher

His father, who was a musician and composer.

Instruments

Harpsichord and violin

Childhood

Mozart and his sister toured Europe playing concerts. He wrote his ﬁrst symphony at eight years old and his ﬁrst opera at 11.

Adult life

Moved to Vienna 1784. Married with six children. Financial problems and bad health. Died poor.

Beethoven left school to study music when he was ten years old and composed his first piece of music two years later.

Date of death

Ludwig Van Beethoven

Place of birth Salzburg, Austria

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

1791 (aged 35)

He moved to Vienna in Austria to continue studying and composing. People loved his music in Vienna but then Beethoven began to go deaf. He continued to compose music but he could no longer perform it. Although Beethoven could not hear his music, people say that he wrote his best compositions, such as the Ninth Symphony, when he was completely deaf.

2 He wrote his ﬁrst symphony when he was eight years old. 3 He had no money when he died.

5 He started to play music when he was very young. 6 He lived in Vienna. 7 He had no children.

4 He left his own country to study music.

Critical Thinking | Eighteenth and nineteenth century music

1 He was born in Bonn, Germany.

3 Read the text again. Write B (Beethoven) or M (Mozart) or both.

ss se

Beethoven never married and at the end of his life, he was often ill. He died on 27th March 1827. More than 20,000 people attended his funeral.

B1 Preliminary for Schools

1 Read and draw lines to match the texts (1–5) to where you might find them (A–E). A

1 Hi! The weather here has been awful so far. My sister’s taking part in a singing competition tomorrow so that should be fun. See you when I’m back, Yasmin

STUDIO

Paolo Stellari, Via Moran 26,

2 This way for ticket holders. Please walk on the left.

Rome, Italy.

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

3 You may get a headache or earache if used for longer than ﬁfty minutes. We suggest keeping the volume level between three and ﬁve.

4 Hey! Dad’s bought me a fantastic new keyboard for my birthday! So cool! You must come and see it! Like, right now!

5 Silence please. No entry. Musical quiz show live recording between 2 and 5 p.m. every day this week.

a label on packaging

a postcard

a notice on a door

ss se

2 What kind of texts are they? Match texts 1–5 to the words in the box. a sign at a station

a text message

m en

3 Read number 5 in Activity 1 again, then read sentences A–C. Put a cross next to the sentences which are false.

B This week, Studio 10 is in use every morning. C People mustn’t make any noise outside the studio during the recording.

A People can watch the musical quiz show on TV in the afternoons.

Exam Tip! Underline key words in the text to help you choose the correct option. Reading Part 1

B1 Preliminary for Schools

1 Match the sentence halves. A the singer say about Jim?

2 What does …

B want in his sandwich?

3 Where will they ...

C hiding behind a mask?

4 What is Jenny …

D go after the interview?

5 Who is …

E going to ask him?

1 What did Jim …

the questions.

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

2 1.13 Listen to the conversation. Answer

1 What three vlog topics do Jim and Sara talk about? 2 Why isn’t Jim’s vlog about football? 3 Why isn’t Jim learning the guitar?

3 1.14 Listen to the conversation with Sara's

cousin, Anna. What does Anna do before the show? Choose the correct picture.

The second time you listen, check the three options and decide on your final answer.

ss se

Exam Tip!

Listening Part 1

Review

mission in action!

1 Read this concert review. Choose the correct words. ALL BLOGS

MY BLOG

NEW POST

two hours. The band played all my favourite songs. I loved their latest song, Make it up. So did my mum! I was surprised at how charming the band were. They talked to us between songs. They were different from any other band. We had a really good (4) hour / time.

The performance (3) lasted / went for over

I really (5) recommend / enjoy seeing KJ if you can. It was the best night ever!

Last weekend, I went to my first live concert with my parents, and it was amazing! The band was KJ, a popular hip-hop band. The concert was in a local theatre. The tickets weren’t too expensive and (1) it was / there were lots of people there. Everyone was excited (2) for / about the concert.

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

2 Write a concert review.

1 Look online and ﬁnd ways of describing the atmosphere and performers at a concert. It was a really fantastic atmosphere! The crowd was excited!

The singer’s voice was amazing!

The performers were excellent!

I’d really recommend this show.

ss se

2 Make lists of useful vocabulary for writing a review. Use the headings below. Here are some phrases to get you started. Write them in the correct column and add some more of your own. The tickets weren’t too expensive.

It was worth the ticket price.

It was one of the best concerts I’ve ever been to!

3 Write a review of a concert or show.

Final opinion

Value for money

4 Present your review to the class.

Go to page 120 Remember the grammar from Unit 1

My Mission Diary Unit consolidation 15 Activity Book page 4

Big wide world

1 What can you see in the pictures? Which place would you like to visit the most? Why?

m Co

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

U en

ss se

2 2.01 16

Watch the video. Why does Jim want to visit Ireland?

My Mission Diary Activity Book page 16

mission Create a class encyclopaedia

3 What makes a place special for you? Think of three things.

Vocabulary 1

1 2.02 Answer the quiz questions. Then listen and check. 3 Which is the world’s biggest continent? A Africa B Asia C Europe

5 The driest place on Earth is in … A India. B Chile. C China.

2 How many languages are spoken on the continent of Australia? A around 13 B around 130 C around 1,300

4 The biggest art gallery in the world is in … A France. B China. C the USA.

6 How many countries are there in the world? A fewer than 90 B more than 190 C about 1,190

1 Are there penguins living in Africa? A No, it’s too hot. B Only in zoos. C Yes, in the south.

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

2 2.03 Write the continents and complete the sentences. Use the words in the box. Then listen again and check.

Africa Antarctica Asia Australia South America culture landscapes

Europe North America languages nationality

4 Africa 2

ss se

of France and Europe.

all around Africa – There are lots of diﬀerent (7) from hot and rainy areas with rainforest, to cold snowy mountain areas, and hot dry deserts. More than 700 (8) are spoken in Papua New Guinea. The Louvre Museum is a great place to learn about the (9) The (10) of people from Brazil is Brazilian.

3 Complete the challenges. 1 Put the continents in order of how close they are to your house.

3 Think of three nationalities that are also the word for a language (e.g. French).

2 Name three places people go to learn about the culture of where you live.

4 Name three things you can see in the landscape of Antarctica. Continents, language and culture

Language in context

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

U 1 2.04 Listen to the podcast. Match the children’s names to the foods (1–3) they took to Erol

the festival.

Kyle

Maria

2 2.05 Listen again. Complete the sentences with the correct name, Kyle, Maria or Erol. 1

is 12 years old.

says how a food got its name.

brought food that people eat during a festival.

made some food today.

Cucumber.

has a pet snake which is called says how a food got its colour.

Read this email from your English-speaking friend Erol, and the notes you have made. Write your answer in about 100 words.

See you soon, Erol

Learning to Learn | Integrate new vocabulary and grammar

What do you think we should make? What would you like to do after the festival? Suggest …

Yes – say what time

Write your answer as an email and use all of the notes in your reply. You could start with ‘Hi Erol’ and end with ‘from’ or ‘See you soon’ and then your name.

Hi, Do you remember we talked about going to the school food festival? It’s on Saturday at lunchtime and my mum and dad said that I can go. Brilliant! Would you like to meet me before it and make some food to take together?

Exam Tip!

ss se

Hello!

Language practice 1

1 Read the sentences from the podcast on page 18 and choose the correct words.

1 My cousins who / which live in Portugal speak Portuguese.

2 We’ve got a pet snake where / which is called Cucumber. 3 The cakes are popular in Portugal, that / where people make them.

Watch the video. Match.

2 2.06

Grammar look: relative pronouns JIM:

Think and match!

Look!

A Talking about places

JENNY: Those are the neighbours who had that angry cat.

B Talking about people

JENNY: Let’s look at these photos that are of past holidays.

C Talking about things

JENNY: But I don’t remember where it was taken.

D Talking about things

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

There was a huge storm which lasted all night long.

page 121

3 Read the clues below. What’s the answer? Words starting with ‘p’

1 A country in Europe where most people speak Portuguese. 2 Someone who helps keep towns safe.

3 A food which is from Italy and often has cheese and tomato on it. 4 Something that you use to write with.

Choose a country you would like to write about for the class encyclopaedia. Play a guessing game with a partner.

No. There are places in this country where you can see very ancient buildings. Yes, it is!

It’s a country which is long and thin.

mission 1 Create a class encyclopaedia

ss se

Choose a letter and write four clues similar to the ones in Activity 3 using where, who, which and that. Ask a small group to guess the answers.

Is it Chile? Is it Italy?

My Mission Diary Activity Book page 16

Relative pronouns

Vocabulary 2 Wall Find friends Chat Profile

Hi all, Jenny and I are thinking of going on a holiday which lets us visit more than one place. Has anyone tried this? How did it go? Can you tell me a fun fact about the place where you went? Please help! Jim

JIM

boat on their holiday?

2 Match the words in bold to the pictures below.

This summer I went on a camel-riding trip with my family. We went to Kenya, in Africa – and we rode the camels to a different campsite every day. We slept in tents and could hear all the animals around us calling through the night. I slept OK, but my mum slept the least :(. People drink less water than camels. Camels can drink about 135 litres in 15 minutes (that’s about 600 glasses!). Then they can live for seven months in the desert without water. That’s amazing, isn’t it!? CoolCat11

1 Read the posts. Who went on a

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

Which of the holidays in the replies A–D would be best for the people below?

1 Peter’s very friendly and he’d like to meet lots of people. He’s looking for a holiday where he can visit diﬀerent places.

2 Valeria’s going on holiday with her parents. Her mum loves the sea and her dad likes walking. They love to eat outside in beautiful scenery.

3 Tim likes to be outside for most of his holiday. He hopes to visit an exciting place in Australia or Africa and see some interesting animals.

Places around us

4 Zoe wants a relaxing trip. She likes to travel through the countryside slowly so that she can take lots of photos.

Exam Tip! When you’re matching, think about the meaning of the whole text.

I went on a holiday to Matapouri Bay in New Zealand. We started at the seaside, where we played in the sand. Then we hiked along a beautiful bay and had a picnic on some enormous cliffs. Then we went up a valley, between two huge mountains. Did you know that in New Zealand there are fewer people than sheep? Star_Loo

Last year, I went to Cheshire Ring in England in a beautiful green and red canal boat. It was great! The scenery that you can see from the boat is amazing – you’ll see hills, valleys and rivers! You can’t travel very far each day because canal boats are really, really slow. There are fewer canals in the UK than there were a hundred years ago, but the canals are much more fun now. There are cinemas, cafés and theatres on canal boats in England! ArtBurger

ss se

I went on a cruise around Europe. We stopped in lots of different harbours and ports like Genoa and Barcelona along the way and visited different cities. The biggest cruise ships have more than 2,500 bedrooms! That’s a lot of rooms, but it’s fewer than in the world’s biggest hotels. See you soon! Sloopy12345

Language practice 2

1 Complete the sentences from the texts on page 20. Use the words in the box. fewer

least

1 I slept OK, but my mum slept the

less

2 Jenny and I are thinking of going on a holiday which lets us visit 3 Did you know that in New Zealand there are

4 People drink

than one place.

people than sheep?

water than camels.

Watch the video. Choose the correct words.

2 2.07

Grammar look: more … (than), fewer … (than), less … (than), the most, the fewest, the least

Look!

Think and choose!

Jim and Jenny decide to ...

buy fewer cheap clothes.

1 spend more / less money on cheap clothes.

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

Jim and Jenny decide to ...

walk or catch the bus more often.

2 use public transport more / less.

try to use less water.

3 have longer / shorter showers.

page 121

3 2.08 Pronunciation Complete the sentences. Then listen and repeat. page 118 4 Choose the correct words to complete the facts.

A WORLD

a class mission 2 Create encyclopaedia

The fastest sailing trip around the world took (2) fewer / more than 50 days! In fact, it only took 40 days, 23 hours, 30 minutes and 30 seconds.

Do some research on the country you have chosen and your own country. Write three sentences comparing them.

A lot of people think that ﬂying isn’t safe. But actually it’s the (1) least / most dangerous way to travel.

Activity Book page 16

more … (than), fewer … (than), less … (than), the most, the fewest, the least

My Mission Diary

1 There are more wild animals in Kenya than in Spain. 2 It is less … than … 3 In this country, …

The station used by the (4) most / fewest passengers might be Shippea Hill in the UK. Only about 12 people get on or oﬀ the train there each year!

Twenty years ago living on boats wasn’t very popular, but today (3) more / less than 10,000 people in London live on canal boats.

ss se

OF TRAVEL

Reading skills

1 Look at the pictures. Have you heard of these events? Does anything similar happen in your country?

Then listen and read.

2 2.09 Before you read the texts, note down three words that might appear in each one.

Festivals and fun events

around the world

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

Countries around the world organise different festivals and events every year. This month we are looking at three of those events.

The Annual Kite Festival by Francisco Pérez García

very year in the small town of Sumpango in Guatemala, people celebrate the Kite Festival on 1st November. Thousands of people from all over Guatemala, as well as visitors from other countries, travel to Sumpango for the festival. he kites are all made by people living in the area, mostly young people who are

called barrileteros. They work for several months to have their kites ready for the festival. The kites are very big (sometimes twenty metres in diameter) and very colourful. They are made from tissue paper, bamboo, glue and string and have designs on them that are different every year. The designs are kept secret until the festival begins!

if they like, and thousands of pounds are raised for charity through this event. The winner of last year’s event managed to finish in just over three minutes, which was fantastic. he 50th anniversary of the start of this event was on June 2nd 2024 and it is now more popular than ever. The race

has become well known and attracts visitors from all over Europe. It is shown on huge TV screens and there are stalls selling food, DJs playing music and even other smaller events such as the (plastic) duck race. f you’re lucky, you may even get to see a few local celebrities who come along to enjoy the day out. All that is needed is a sunny day!

he kites often carry messages – for example, asking the people who find them to look after the environment.

ss se

The Maldon Mud Race by Katie Holt

Social Responsibilities | A magazine article about embracing other cultures

ancy getting nice and muddy? Every spring, the Maldon Mud Race takes place in the town of Maldon in Essex, England. The idea is that the people taking part should race across the river (when the water is low enough) and back again, and of course the bottom of the river is very muddy! People can dress up in different costumes

Speaking & writing skills

1 Read the article again and choose

the correct answer.

1 The kites are made by … A the visitors. B the local people.

2 Every year, they use … kites. A diﬀerent B the same

3 Sometimes, the kites carry … A presents. B messages.

he Harbin Ice Festival takes place in China during the coldest winter months: December to February. The temperatures are around -16 degrees centigrade but they can also go down to -35 degrees! he Songhua River freezes during this period to become ice, and people build buildings, palaces and slides out of that ice. Also many sporting events happen on the ice, such as ice football or speed skating, plus music concerts and carnivals. t all looks beautiful – especially at night when the lights are on – but people are told not to spend more than four hours at the Ice Festival and to wear lots of warm clothes. Cold weather can sometimes be more dangerous than hot weather!

5 The Mud Race first started … A nearly fifty years B over fifty years ago. ago.

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

by Li Wei

The Harbin Ice Festival

4 The money raised through the Mud Race … A is spent on the B goes to help costumes. people.

6 On the day of the Mud Race, you might see … A some well-known B some live people. animals. 7 Which temperature is colder? A -35° B -16° 8 What should visitors to the Ice Festival do? A keep warm by B be careful how playing sports long they stay

2 Talk about these questions in pairs. Which event do you ﬁnd more interesting? Why?

•

How are the three events similar? How are they diﬀerent?

•

Which one would you like to attend?

ss se

•

I think the Mud Race is more interesting because …

3 Write an email to a friend, telling

them about a festival or an event that you went to recently.

To: Ben From: Eddie Hey Ben! I must tell you about this festival. It was …

Cross-curricular

1 Look at the pictures. What are three things you know about coral reefs?

and say yes or no.

1 The ocean helps control the Earth’s temperature.

Ca Listen and read the text. Did you find your ideas? What new facts did you find?

2 2.10

3 Read the text again

What is happening in our oceans?

3 Coral reefs produce carbon dioxide. 4 Algae feed the reef and animals that live there. 5 Algae die when it’s colder than 29°C.

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

For many years scientists have been worried about our oceans. Oceans do an excellent job of controlling the temperature on Earth, but climate change means that the oceans are taking in the extra heat from the planet. So, as the planet gets warmer, so do the oceans. If the oceans get too warm, many plants and animals that live in them might die.

2 The oceans are getting warmer because the Earth is getting warmer.

An example of this is the coral reefs. Coral reef ecosystems are important for lots of reasons. They remove and recycle carbon dioxide and they also protect the land from bad weather. Lots of animals like sea turtles, sharks and many kinds of ﬁsh live on the reef, and without it, many of these plants and animals would die.

Corals get their amazing colours from tiny algae that live in them. The most important thing that algae do is make food for the coral and also for many animals living in the coral reef. But, when the water gets too warm (more than 29°C) the algae stop making food and die. This means that the coral loses its colour and turns white. This is called ‘bleaching’. So, we need to look after our coral reefs.

6 Coral is usually white.

4 There are seven

continents and five oceans. Find out the names of the five oceans. Order them from the largest to the smallest.

ss se

Sustainability: Understanding sustainability | Coral reefs

B1 Preliminary for Schools

1 Read the sentences and say yes or no.

1 There are two examiners in the room when you take the speaking test.

2 You always take the test with another candidate. 3 First you are asked to give your name, your age and say where you live.

4 Next, you are asked about everyday situations or routines.

5 You can ask the examiner to repeat a question or instruction.

2 2.11 Listen to the conversation. What could Dominic do to improve his answers?

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

U 3 2.12 Listen again. Make Dominic’s answers longer. Use the phrases in the box.

I’m called …

I’m …

I live in …

I live with …

4 2.13 Put the words in order. Then listen and check. Are Dominic’s answers better? 1 Tell us about a place you like. Australia / incredible / it’s got / because / landscapes / I like 2 How often do you go to the seaside? go every / with / I usually / my family / summer 3 What other languages can you speak? and Spanish / little / I can / German / speak a

5 In pairs, take turns at being the examiner and a candidate. Answer with full sentences.

Location?

PLACE When to go?

Exam Tip!

Try not to give oneword answers. Always give extra information when you can.

Things to see/do there?

Tell us about a place you like.

ss se

4 Which subject do you like best, geography or history? geography / study climates / I prefer / I think / and cultures / because we

Who with? Speaking Part 1

B1 Preliminary for Schools

1 Jenny has written a web page article

•What is it about? •Which animals does it mention? •Which research station has been named after two famous explorers?

for a geography project. Look at the article in activities 2, 3 and 4. Find the answers to the questions.

Choose the correct sentence.

That’s amazing because most of Antarctica is covered in ice which is more than 1.6 kilometres deep. About 90% of all of the ice on our planet is found in Antarctica. It’s actually considered a desert because it hardly rains. (1) We already know that the scenery is changing because of environmental issues. / ‘Hair grass’ grows in between rocks in the summer. However, if all of the ice disappeared, sea levels would rise by about 60 metres. Cities on the coast like New York and Shanghai would then be in great danger.

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

Read the first part of the article. What do the words in bold refer to?

3 Read the next part of the article.

A Surprising Continent

been removed. For each gap, choose the correct sentence (A–D) to complete the text. There are two extra sentences which you do not need to use.

Can humans live in Antarctica? In fact some people live on the continent for many months These people all use during the year. (2) special equipment and wear thick clothes to protect them from the cold. They have to be careful because in 1983, the temperature was a The shocking -89.2 degrees centigrade. (3) Amundsen-Scott South Pole Station is the most well-known research centre in Antarctica. It is named after a Norwegian and a British explorer who reached the South Pole in 1911 and 1912.

ss se

A The research is for biology, computer science and other subjects.

Antarctica is the coldest and most southern continent. There are lots of unusual facts about it that they may not teach you at school! You might not believe it, but what you are going to read next is all true. For example, Antarctica is twice as big as Australia. It's even bigger than Europe! Several diﬀerent types of animals have got used to the cold temperatures and they manage to live in the extreme conditions there. Killer whales and penguins are commonly seen. King penguins keep ﬁrst the egg, and then the chick, on their feet, covered with a pouch until the chick can get used to the temperature. Certain types of plants can even grow in this freezing landscape.

4 Read the last part. Two sentences have

B They are usually experienced scientists who are doing research. C That makes it the coldest climate ever recorded on Earth.

When you choose an option, check that any words like ‘that’ or ‘this’ in the text link to the right information.

D Amundsen and his team arrived ﬁve weeks before Scott.

Reading Part 4

Exam Tip!

Review

mission in action!

1 Read the encyclopaedia entry. What else would you like to know about Chile?

Chile

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

U Easter Island

Chile is a South American country that has borders with Peru, Bolivia and Argentina. It is the longest country in the world. It is about 4,300 kilometres long. It is also very narrow. The widest part of the country is only 350 kilometres. There are over 3,000 volcanoes in Chile and 36 are active. The Atacama desert is in the north of Chile. It has the least rainfall of any desert in the world – about 15 millimetres a year! Easter Island in the Paciﬁc Ocean is part of Chile. This is where you can see over 1,000 enormous statues.

2 Create a class encyclopaedia. 1 Write down ﬁve interesting facts about the country that you have chosen. Here are some prompts to get you started. animals food language location

places size

sports

weather

2 Find pictures of, or draw, some of the most amazing places in that country.

ss se

music or dance festivals

3 Present your information for the encyclopaedia to the class. Explain why you chose that country.

4 Collect all the classwork together and read everyone’s encyclopaedia entries.

Go to page 121 Remember the grammar from Unit 2

My Mission Diary Unit consolidation 27 Activity Book page 16

Shopping around

1 Look at the pictures. What can you see? What was the last thing that you bought?

m Co

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

U en

ss se

2 3.01

Watch the video. How does Jim spend his £3?

My Mission Diary Activity Book page 28

mission Have a debate about shopping 3 Talk to a partner about the shops

near where you live. What do you like to buy when you go shopping?

Vocabulary 1

Match the words in bold to the definitions (A–L).

Find T-shirts for the lowest prices in the country! Pay by credit card and get an extra 10% discount.

Get your bargain clothes this weekend!

SALE

euros

dollars

cents

*****************************

CRAIG’S C LOT H E S

***************************** RECEIPT NUMBER: 559656544 Your shop assistant today was Carl £12.95

SHORTS:

£5.95

TOTAL:

£18.90

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

T-SHIRT:

pounds

CASH PAID:

£50.00

CHANGE:: CHANGE

£31.10

pence

A money, for example coins or notes

G there are 100 of these in one pound

B the money used in the USA

H the money used in the UK

C there are 100 of these in one euro or dollar

D something sold for less than its usual price

J the money used in many European countries

E a small plastic card that adults sometimes use to pay for things

K the money you get back when you pay more for something than it costs

F a piece of paper that lists the shopping you’ve bought

L the amount of money for which things are sold

someone who helps you in a shop

2 Look at the pictures below. Which words from Activity 1 can you see? 2

ss se

Choose one of the pictures from Activity 2. Talk about it for one minute.

There’s a shop assistant in picture 1.

Exam Tip! Talk about the people and places you see in the photo. Make guesses or say how you feel about it or give an opinion.

Shopping words

Language in context ALL BLOGS

1 The ice cream cone that turns your ice cream for you!

Jim: This plastic ice cream cone looks great! I can imagine showing it to all my friends – I know they’d all think it was really cool. It’s also awesome because it keeps your hands clean when you’re eating an ice cream. And it’s less than £10, which I think is a bargain. AWESOME!

silly because it’s a very complicated solution to a problem that doesn’t exist. Do I fancy buying one? Not at all! AWFUL! 3 A baby floor-cleaner Jim: Babies are already cute, right? And they look even cuter when they’re wearing these ﬂoor-cleaning clothes! It’s also great because the baby will learn to help at home from a young age. AWESOME! Jenny: Babies don’t need to learn to work hard; they need to sleep and play! I don’t think you could use those baby clothes to clean your car either! AWFUL! 4 Shoe umbrellas Jenny: It often rains where I live and I hate it when I get wet feet! My socks take hours to dry and my feet start smelling too. I’d love a pair of shoe umbrellas that help to keep my feet dry! AWESOME! Jim: These honestly make no sense! Firstly, you could use a normal umbrella to cover your shoes. Secondly, they fail to cover all of your shoes – they only cover half of each one. Finally, they look really, really silly!

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

Jenny: I’ve always thought ice cream cones are the most delicious part. And how lazy do you have to be to not want to turn your own ice cream? Jim says that £10 isn’t too expensive, but normal ice cream cones only cost a few pence! Worst of all, when you’ve ﬁnished eating the ice cream, you need to wash your cone! AWFUL! 2 The bike that you walk to ride Jenny: The shop assistant said that people who are scared of riding normal bikes should buy this bike. It’s electric too, so even if you walk quite slowly you can get to the school or to the shops easily. It’s brilliant! AWESOME!

NEW POST

Jenny and I have been shopping online! We saw some awesome stuff and some awful stuff. The problem is that we couldn’t agree what was silly and what was great! Here are a few of the things we argued about the most.

Jim vs. Jenny

MY BLOG

Jim: If you want to walk to the shops, you don’t need a £2,000 bicycle, you just need shoes! I think this bike’s

AWFUL!

1 Look at Jim and Jenny’s blog. Match the headings (1–4) to the pictures (A–D). 2

ss se

awesome

2 Walk-on bike 3 The baby ﬂoor-cleaner 4 Shoe umbrellas

Learning to Learn | Integrate new vocabulary and grammar

because …

it keeps your hands clean

1 Ice cream cone

I think it’s …

Object

2 Awesome or awful? Complete the table with your opinion and information from the blog.

Language practice 1

1 Look back at the blog on page 30. Complete the sentences using an -ing form or to + infinitive.

1 The baby will learn from a young age.

at home

2 I can imagine

one?

4 They need

and play!

Watch the video. Choose the correct words.

2 3.02

it to all my friends.

3 Do I fancy

Grammar look: verb + gerund, verb + to + infinitive Think and choose!

Look!

1 Sara really enjoys to play / playing tennis.

SARA: I’m planning to put a notice on the school website.

2 Sara wants to put / putting a notice on the school website.

JENNY: I suggest having a long cool drink before we go home.

3 Jenny would like to have / having a long cool drink before going home.

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

SARA: I prefer playing tennis to any other sport.

When one verb is followed by another, the second verb can be either a gerund (e.g. walking) page 122 or an inﬁnitive (e.g. to buy).

Write eight sentences for you. Use these verbs or your own ideas. Then say your sentences. 1 I’d like ... 2 I finished … 3 I want … 4 I prefer …

5 I plan …

doing

to go

6 I’ve agreed …

losing

to help

7 I hate …

playing

to read

8 I’ve never tried …

watching

to visit

ss se

4 3.03 Pronunciation Listen and complete the sentences. Then listen and repeat. page 118

m en

mission 1 Have a debate about shopping Think about online shopping. Discuss these questions in pairs. How is online shopping diﬀerent from in-store shopping?

•

What are the advantages and disadvantages of online shopping?

•

What kind of shopping do you prefer? Why?

•

I prefer shopping online because I can do it on my computer.

My Mission Diary Activity Book page 28

I want to buy some trainers so I’m planning to do it in store.

Verb + gerund, verb + to + infinitive

Vocabulary 2

1 3.04 Listen and point to the things the children bought. A

Ca ge

2 3.05 Complete the sentences. Use the words in the box. Then listen and check. a sale

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

cost damaged exchange for sale luxury reasonable reduced return second-hand selling spend

1 The last thing I bought was a second-hand pencil case. £1, but it’d be £5 if it was new.

2 It only

3 Shopping is great when someone is 4 We saw a

what you want so cheaply.

watch at the market near our house.

5 It looked expensive but the price was actually very 6 We wanted to 7 Next time, I think I’ll 8 There was

it, but when we went back to the market the seller wasn’t there! my money at a shop I can trust.

on in the shop too so the price of the snails was

9 I decided to take them back to the shop and

them for another toy.

10 One of the snails fell on the ﬂoor and was

3 3.06

Next time the girl goes shopping, she thinks she should … A plan what to buy. B look after her receipts. C buy something else in a sale.

Shopping around

Exam Tip!

The first time you listen, try to understand the overall meaning and choose the best answer. The second time you listen, focus on specific information to check your answers.

The boy wanted to return his watch because … A he had to repair it himself. B it stopped working. C it was uncomfortable.

The boy thinks his sister will … A say the present is useless. B enjoy eating the present. C use it to make a hot drink.

The girl thinks the best thing about her pencil case is that … A it was cheap. B it looks good. C it’s useful.

ss se

Listen again. For each question, choose the correct answer.

from $5 to $3.

Language practice 2

1 Complete the sentences from the listening on page 32. Use the correct form of

the verbs in the box.

plan

learn

2 I didn’t love

what you buy can cause

4 She’s keen on

with them.

about tea.

2 3.07

shop

3 Not problems.

is great when someone is selling what you want so cheaply.

play

Watch the video. Listen carefully and complete the sentences.

Grammar look: gerunds as subject and object Think and complete!

Look!

Li Wei enjoys trying to ﬁnd action ﬁgure s.

Li Wei is also interested in playing football.

Li Wei spends some time searching online.

3 Li Wei likes things online.

(collect) action ﬁgures is Li Wei’s

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

(go) to football matches is something Li Wei enjoys, too.

(spend) time ﬁnding page 122

3 Complete the sentences. Use the correct form of the verbs in brackets. 1 When I’m in the town centre, I love 2

(walk) round the shops when the sales are on is really exciting .

3 I think that 4

(search) for bargains .

(buy) shoes is the most boring activity in the world.

(visit) second-hand markets is great fun on Saturday mornings .

5 When I go shopping, I like

4 Rewrite the

5 In pairs, share your sentences

from Activity 4. Ask questions. When I’m in the town centre, I love looking at the vintage comic books.

ss se

Do you often buy any?

Deciding what to buy is diﬀicult because there's always a lot of choice!

Yes, it’s easy to make mistakes if you’re in a hurry. I like shopping around before I decide.

mission 2 Have a debate about shopping

Not usually. They’re quite expensive, unless there’s a sale on.

sentences from Activity 3 so that they are true for you. Change all the underlined words.

(eat) a hamburger for my lunch .

I can’t choose – and I don’t enjoy shopping. I let my mum choose my clothes for me!

My Mission Diary Activity Book page 28

Gerunds as subject and object

Reading skills

1 Scan the story quickly. Which countries does the coin go to?

2 3.08 Listen and read. Match the photos (A–D) to the paragraphs (1–4).

My travels id

(as told by a two-euro coin)

1 Hello! My name's Two, and I’m a twoeuro coin. You won’t believe how far I've travelled and all the countries I've seen. I’ve had some adventures, I can tell you that! I was made in 2015 and the country where I lived first was Greece. It was very hot and sunny there and I enjoyed some great trips to the seaside. Swimming isn’t normally a hobby of mine but once I was taken swimming in the Mediterranean Sea. Fortunately, I didn’t fall out of the boy’s pocket and end up at the bottom of the sea! Soon after that, I was in the boy's pocket again when the boy and his family were visiting some ancient buildings in Athens. He was running and playing with his brothers and sisters, and A suddenly, I fell out of his pocket! ‘Oh no!’, I thought. ‘Will I be lost forever?' Luckily a kind man saw me on the ground and he picked me up. He ran after the boy and gave me back to him. The man said, 'Be careful!' The boy smiled and said thank you and put me in his pocket again. Later that day, it was really hot so his family went to a small shop to buy some cold water. I was given to the shop assistant, who put me in her cash drawer. I wasn’t there for very long!

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

Social Responsibilities | A story about understanding and respecting how cultures can differ

ss se

2 So many people go on holiday to Greece to relax, but I had a very busy time there. I was going in and out of cash drawers until I felt quite dizzy! Anyway, finally someone bought an ice cream and I was given to a woman from Spain. She had a lovely holiday while I had a nice rest at the bottom of her purse for a few days before flying back to Spain. It was great because I really wanted to go on a plane and flying was something that the other coins were often talking about. It was one of my dreams and it came true.

Speaking & writing skills

Read the story again and choose true or false. Correct the false sentences in your notebook.

Ca m

1 Two has always been keen on swimming. true / false

2 The boy dropped Two when he was visiting a city. true / false

3 The boy bought an ice cream with Two. true / false 4 Two found the holiday in Greece less relaxing than the other tourists. true / false 5 The Spanish woman’s grandson spent his money on toys. true / false

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

3 Spain was also very hot. The woman who took me there gave me to her grandson and he put me in a metal box. I stayed there for quite a long time and he kept on putting more coins into the box on top of me. I was delighted when at last, one day, he took all of the coins out of the box and counted us. I think he counted up to 50 euros and I thought he was a very clever little boy. I really wanted to congratulate him but of course we don’t speak the same language.

6 The Irish family preferred to travel by boat rather than by plane. true / false

2 In pairs, discuss what happened to the coin. Have you had any of the same experiences?

Two went swimming in the Mediterranean Sea.

I’ve swum in the Mediterranean Sea, in Türkiye. The sea was really warm.

3 Read the story again. Which of these emotions does Two feel? Do any of these emotions surprise you? Why?

I was surprised that Two felt / didn’t feel … because …

Imagine you are a one euro or other coin. Write a short paragraph of about 100 words telling your story. Then swap stories with a partner. Include:

•

where you went

•

how you got there

•

how you felt

4 Latest update! Well, the boy used me to pay for a new fishing rod. Then, I was given to a girl from Ireland. It seems that her family didn’t like flying or driving, so we took the boat back to Ireland from Spain. I really think I’ve been a very lucky coin to travel to so many interesting places. The boat journey was long, the weather was windy and the sea wasn’t calm but we all arrived in Ireland safely. Now, finally, I'm enjoying some cool rain and green fields. Bye for now!

excited worried

ss se

bored disappointed frightened grateful

Cross-curricular

1 The photos show ways that people have bought things through history. Order the photos from the earliest (1) to the most modern (5) way of shopping.

2 3.09 Listen and read the text. Check your answer to Activity 1.

The history of money

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

We use money every day but long ago people didn’t have any money and so they ‘bartered’. This is when you exchange something you have for something you need from another person. The items had to have a similar value. You would not exchange your phone for a pencil, would you?!

To solve this problem, people in China started using shells to buy things instead of bartering. Meanwhile, in the West people started to use something that was strong and wouldn’t break easily. They decided to use gold, but gold was heavy and difficult to carry. In 200 AD, coins were made. Coins were small and they were weighed and stamped so everybody knew how much they were worth. Carrying all that gold around was worrying, so people left it with a goldsmith who kept it safe. The goldsmith gave

the owner a receipt for the gold and these receipts were the first banknotes. Money continued to change. In the 1950s, credit cards were invented. This meant we didn’t need to carry coins or notes to pay. Now, lots of people don’t carry cash at all and they pay with their cards or their phone! Most of the money in the world today is invisible. Who knows what will happen in the future!

3 Read the text again and answer the questions.

5 What does the sentence: ‘Most of the money in the world today is invisible’ mean?

Critical Thinking | The history of money

4 What are the advantages of using a credit card?

3 How did people know that the goldsmith couldn’t steal their gold?

2 What problems did people have with this system?

ss se

1 How did the bartering system work?

B1 Preliminary for Schools

1 Look at the pictures and read the instructions.

A present for a school friend

You want to buy a present for a school friend. Here are some items in a department store which you could buy. Look at the pictures. What items are in each picture? Which do you think would be the best present? Why?

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

U 2 Read Jo and Kat's

conversation about the pictures. Which ideas for presents do they talk about?

Jo: So … in this picture there’s a cute bear. It looks really soft. That could be something nice to have in their bedroom. (1) Kat: I think it might be too big and maybe the friend has already got a few bears. It looks quite expensive so maybe we should look at something else. (2)

3 Look at the sentences from the conversation.

Jo: (3) Maybe, but that's only a good present if you listen to a lot of music. They would deﬁnitely be cheaper if we bought them during a sale.

D Mmm, that’s true. They would be cheaper.

C I’m not sure.

E What do you think? F Yes, you’re right!

4 In pairs, do the task in Activity 1. Include phrases that give your opinion.

Kat: (6) I think pens are a boring present too.

B What about some new headphones?

Jo: Oh, I don’t think a pencil case is an interesting present because it’ll remind you of school and homework!

A Let’s talk about the pencil case and pens.

ss se

Kat: (4) You’d get lots of bargains in a sale. (5)

Match phrases A–F to gaps 1–6.

Exam Tip! Try to make your own suggestions and respond to what the other candidate says. You don’t have to agree on the final choice.

Speaking Part 3

B1 Preliminary for Schools

Watch the video diary again. As you watch, think about the answers to these questions.

1 Who would Jenny share the bananas with?

2 Which item was she very keen on?

3 Why did Jim have money left to give to the charity shop?

2 Before you do the task in Activity 3, put these steps in order (1–5). B Read the title.

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

A Read the whole text once, ignoring the spaces.

C Read the whole text with your answers again and check that the meaning is clear. D Read the text again carefully and put an answer for each question. E Think about a possible word for each space.

3 Read the text and look at answers 1–3. Are they correct?

Jim and Jenny and the Three-Pound Challenge

The challenge that Jim and Jenny are talking about is called the Three-Pound Challenge, previously known as the ThreeDollar Challenge. It’s (1) the an interesting challenge!

Reading Part 6

Remember to read the whole text once first to understand what it is about. Then you can start writing your answers.

Exam Tip!

question, write the correct answer. Write one word for each gap.

4 Now look at numbers 4–6. For each

Jim bought some chocolate and shared it with his friend, Juan. So when Jenny saw have some, it and wanted (4) there wasn’t any left! Then Juan gave Jim a denim jacket. It looked great although (5) was a hole in one of the pockets. Finally, Jim gave the rest of his money to a charity shop. This money would help to supply clean water to homes need it. What a great idea! (6)

ss se

Jenny says that when you know how you can spend on something, (2) many it makes shopping a lot of fun. With her money, Jenny bought some bananas (3) her cousins would enjoy which

eating. She also bought a cowboy hat for herself and made a heart out of the receipt from her shopping.

Review

mission in action!

does she think about shopping in the town centre? How do you know?

Here is Amaya, giving her speech.

1 3.10 Listen to a student giving a speech. What

2 Have a debate about shopping.

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

1 Work in groups. Discuss whether your group prefers online shopping or in-store shopping.

Online shopping is better than in-store shopping because you can do it from home – you don’t even have to move!

ss se

In-store shopping is better than online shopping because you can try before you buy – you don’t have to worry about ordering the wrong size!

3 Present your group’s decision to the class. Explain why you prefer that option.

2 Decide as a group which option is better.

t 4 Listen to the other groups. Who did you agree with? Who did you disagree with? Why?

Go to page 122 Remember the grammar from Unit 3

My Mission Diary Unit consolidation 39 Activity Book page 28

Review

QUIZ

Units 1–3

Watch the video and do the quiz.

2 Complete the sentences. Use the correct preposition.

1 I’m keen on opera, jazz and classical music, but I’m not interested hip-hop.

2 New York is perfect enjoy shopping and eating out. 3 I’m excited

people who

my next holiday!

4 My two best friends are very diﬀerent each other. Clara is loud and cheerful but Chloe is quiet and serious. 5 My brother’s brilliant Everything he makes is delicious.

cooking.

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

3 Write replies. Use So … I or Nor … I and the correct auxiliary verb. 1 I’ve never been to North America.

4 I didn’t see the documentary last night.

2 I saw a documentary about tigers yesterday.

5 I think Antarctica must be the coldest continent.

3 I can speak two languages.

6 I don’t think money is everything.

Find and correct the mistakes. which

1 I bought a small freezer, who only cost £10, so I could have ice cream in my tree house.

4 At my local sports shop, that there’s a sale on, you can get bargain football boots.

2 My uncle, which sells cars, likes cycling.

5 I’ve got some luxury chocolates to give to my grandma which lives in Spain.

3 My friend Clara is from São Paolo, where is the biggest city in Brazil.

6 I don’t usually spend the money where my parents give me because I prefer to save it.

5 Choose the correct words to complete each fact.

4 In 2014, there were more / fewer pandas in the world than in 1979. It's great that we could help their population grow!

3 The most / fewest visited museum in the world is The Louvre in Paris. Nearly nine million people visited it in 2023.

2 Most / More people speak Spanish than French in the world, but a greater number of countries speak French.

ss se

1 The country with the fewer / least rainy days is Egypt. It's very well known for its deserts, so it's not surprising!

1 Complete the story using the gerund or to + infinitive form of the verbs in brackets.

Last summer, I was staying at a campsite near the seaside where I was learning (1) (surf). One morning, my dad and I ﬁnished (2) (eat) breakfast early and walked down onto the beach. A few minutes after we started (3) (surf), we saw my mum shouting and pointing at the sea. We couldn’t hear what she was saying but I looked out into the bay and saw something big and grey. ‘It’s a shark!’ my dad screamed. ‘We need (4) (get out) of the water!’ We were terriﬁed but when we met my mum on the beach she was smiling. ‘Aren’t you worried about the shark?’ I asked. My mum laughed and said, ‘That’s not a shark! It’s a dolphin.’ So we sat down on the beach and enjoyed (5) (watch) the dolphins playing in the sea.

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

Write your own story about a holiday. Write about 100 words.

3 In pairs, talk about the mind map.

swimming in a bay

I think swimming in a bay sounds amazing.

No, I think I’d hate it. I’m not good at swimming.

visiting the seaside climbing up a cliff

walking up a valley

looking at amazing scenery

CHALLENGE 2

CHALLENGE 3

Look at Unit 1 pages 5 and 8. What are six types of music? What are six positive words to describe personalities?

Find a noun in Unit 2 that starts with each of the following letters:

Look at Unit 3. Find:

CHALLENGE 1

4 Choose and complete two of the challenges.

A–V–A–L–A–N–C–H–E–S

ss se

sailing near a harbour

types of money things people often have in their pockets words that can describe things you buy Consolidation of units 1–3

Getting about

1 Look at the pictures. What are some of the problems of travelling?

m Co

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

U en

ss se

2 4.01 42

Watch the video. Which things does Jenny forget?

My Mission Diary Activity Book page 42

mission Write a travel blog 3 Do you find packing for a holiday

easy? What advice could you give?

Vocabulary 1

Read the guide. Put the steps in the correct order.

How to travel by plane Wait

C Check in Next, you’ll need to check in. At the check-in desk, someone will take your big bags to put on the plane and give you your boarding pass.

After security, there are usually duty-free shops. You can also change money, but check the exchange rates because it can be expensive.

B Get to the airport You can travel to the airport by train, bus or car. Most airports have an arrivals area (for people ﬂying into the airport) and a departures area (for people ﬂying out of the airport).

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

U Co

D Fly Before the plane takes off, the pilot often says ‘Hello’ and gives you information about the flight. There are lots of rules on planes, so you must listen to the announcements carefully when the plane takes oﬀ and lands.

E Security After you’ve checked in, it’s time to go through security. Staﬀ will check your small bags.

F Go to your gate You need to go to the gate before you get on the plane. Have your boarding pass ready.

2 Complete the definitions with the words in bold in the guide. 1 Someone who ﬂies a plane is a

2 The card which you get, or download onto your phone, so you're allowed to get on the plane is a .

4 The place where passengers wait before they catch the plane to leave is

shop.

7 The part of an airport where travellers can get on their plane is the 9 When a plane leaves the ground and begins to ﬂy it

8 When a plane arrives on the ground after ﬂying, it

6 A journey on a plane is called a

5 A special shop at an airport, where you don't pay tax, is called a

ss se

3 When you show your ticket to get your boarding pass and your suitcase is taken to be put on the plane you .

10 You can ﬁnd out how much it costs to get money from another country using the

11 The place where you go when you get oﬀ the plane at an airport, is called 12 Giving information oﬀicially, for example on a plane or at a station, are

. . Travelling by plane

Language in context

A world of flight!

Ethan, aged 10 – the USA I think the most exciting airport in the world is Spaceport America in New Mexico. It’s unusual because it wasn’t built for passengers to travel from one country to another. In fact, it’s the first airport in the world that was built for passengers who want to visit space! It’s been open since 2011 and I visited it last month with my mum and sister. We looked round Spaceport, but we didn’t go to space because the tickets are really, really expensive!

built to be fun. As well as the duty-free shops, there’s also a cinema and a swimming pool. It's not only planes that take off and land at Singapore airport, there are also more than 1,000 butterflies in the airport’s butterfly garden! They’re lovely!

Margarita, aged 13 – the USA Lots of people know about the Empire State Building in New York. It’s been in lots of films and, when it was completed in 1931, it was the world’s tallest building for nearly 40 years. But did you know it was meant to be an airport? It was planned that airships would fly from Europe to New York and passengers would get off onto the top of the building. Then, they would go down in a lift and, in just a few minutes, they would be in the city. Sadly, the plans weren’t completed because it was too windy for aircraft to stop safely.

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

Jim, aged 11 – England My favourite event of the year is called the Bristol International Balloon Fiesta. Hundreds of hotair balloons come from all over the country and fly across the sky. Since the festival started, balloons in the shape of lions, toy bears and shopping trolleys have been flown over the city. It’s marvellous! Sometimes, as many as 100 balloons are in the air at the same

time, so the pilots need to be really careful to stay safe.

Amaya, aged 9 – Singapore Often people don’t like airports because there’s not much to do after you’ve checked in. But people don’t usually say that about Singapore Changi Airport. This airport was

1 Read the article quickly and look at the pictures. What is a spaceport, an airship and a hot-air balloon?

Read the article again. Choose the correct answer.

3 Because there are so many hot-air balloons, Jim thinks … A the event could be dangerous. B the balloon lions could be dangerous. C pilots can ﬂy their balloons home. D it isn't his favourite event of the year.

2 Amaya says people enjoy visiting Singapore Changi Airport because … A they can shop more cheaply. B there’s a cinema. C they usually like butterﬂies. D all the above

4 What does Margarita say about the Empire State Building? A It’s the highest building in the world. B It’s often seen in movies. C You can ﬂy there by airship. D It was built 40 years ago.

ss se

1 What does Ethan say about the tickets for ﬂights at Spaceport? A They’ve been on sale since 2010. B They cost a lot of money. C They’re hard to ﬁnd. D You can see them at the exhibition.

Exam Tip! 44

Learning to Learn | Integrate new vocabulary and grammar

Compare all of the options (A–D) with the text before you decide which answer is correct.

Language practice 1

1 When do we use the passive form? Choose the correct answer.

A When we want to focus on the action or result, not who does it.

B When we are describing something that will happen in the future. C When we talk about something that happened in the past.

Watch the video. Choose the correct words.

2 4.02

Look!

Grammar look: review of passive forms Think and choose!

1 Who wrote it? a film star / a journalist

They were flown …

2 Who ﬂew the passengers? a pilot / a tourist

They were helped by …

3 Who helped them? a tourist / an airport employee

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

The article was written by …

We use the passive form when the person doing an action isn’t known or isn’t important. The passive is also used to describe what happens to people or things, rather than what they do themselves. We only mention the person when we think they add to the meaning.

page 122

3 Complete the sentences. Use the words in brackets and the passive in the correct tense. My dream airport

Welcome to my dream airport! It (1) (find) at the top of a mountain on a beautiful island. The airport is very small – it’s only really a (build) so that helicopters could take my helipad – and it (2) friends, my family and me to the island for holidays. Huge slides (design) for passengers to get down to the beach quickly (3) and relax. They're made of recycled plastic bottles found in the sea!

ss se

The airport is special because it (4) (use) by Jim and my (allow) there. It’s also parents. My friends are also (5) (open) by my favourite singer. special because it (6) By Jenny Friendly

4 4.03 Pronunciation Listen and write the verbs in the correct column. page 118

Research some interesting facts about the city where you live, or your nearest city. Compare with a partner.

mission 1 Write a travel blog

The Guggenheim Museum in Bilbao was ﬁnished in 1997. It was designed by Frank Gehry.

My Mission Diary Activity Book page 42

Review of passive forms

Vocabulary 2

1 Read the start of three stories. Match the stories (1–3) to the pictures (A–C).

The world’s funniest holiday disasters!

1 A backpacker took a ferry to a small island. He wanted to keep his passport safe, so he put it into his backpack. The backpacker had to sit in a hot waiting room for hours because the ferry was very late leaving. While he was drinking his chocolate milk, they told him to get onto the ferry. He quickly pushed his chocolate milk into his backpack before putting it onto his shoulders. Then, he forgot about it …

3 A tour guide was showing my family round a town in Thailand, when a monkey ran up to me, took my guide book and went to sit down on the roof of an ambulance that was parked nearby. I was absolutely furious and shouted, ‘Give it back to me, you awful monkey!’ but it ignored me …

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

2 I went on holiday to Paris from London with my mum and dad. We took the train through the tunnel to France, then, when we arrived, we got a tram to a street near our holiday flat. We were carrying lots of luggage with us so we were really tired. When we got to the flat it was filthy! We were angry that the flat wasn’t ready for us, and we started to clean the mess up …

2 Match the words in bold in the text to the pictures below. 2

ss se

3 4.04 Can you guess the end of the stories? Listen and check. 46

Getting around

Language practice 2

1 Complete the sentences from the stories on page 46. 1 He

his backpack. the mess

to me, you awful monkey!

2 We started to it

Watch the video. Choose the correct words.

2 4.05

Grammar look: phrasal verbs and the object Think and choose!

Look!

1 Let’s begin by tidying everything up / out.

Clear the mess up. ✓

2 Let’s put the clothes to / into piles.

Clear up the mess. ✓

Clear it up. ✓ Clear up it. ✗

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

3 Can I take off it / take it off and put it somewhere? page 122

3 Complete the sentences. Use the phrasal verbs in the box. Make any changes needed. look for

take out

throw away

tidy up

turn oﬀ

1 Before Charlie goes away, he charges his phone, and he his ﬂat. 2 He makes sure that he has any old food, and he cleans the fridge. 3 Then he

the recycling.

4 He his passport, puts it into his backpack and locks it. 5 Finally, he leaves the house.

the water and he

ss se m

mission 2 Write a travel blog tidy up your bedroom

•

look up information in a guidebook

•

check in online

•

run out of time

•

turn the lights oﬀ in the house

Have you tidied up your bedroom?

•

Your friend is going to travel soon. Ask five questions.

Yes, I have! No, not yet!

My Mission Diary Activity Book page 42

Phrasal verbs and the object

Reading skills

1 What can you see in the pictures? What do you think the novel is about?

2 4.06 Listen and read. Can you spot three words or phrases in the story that show you it is a science fiction story?

How we got back from our holiday CHRONOS DEPARTURES

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

STATUS

XIA CLEO SPQR NINJ MACHU LUV DOME REX

08:45 9:00 9:10 9:45 10:00 10:20 10:30 10:30

BOARDING 03 BOARDING 05 GO TO GATE 09 ON TIME 12 ON TIME 07 ON TIME 01 ON TIME 02 ON TIME 10

Ancient China Ancient Egypt Ancient Rome Feudal Japan Inca Peru 1920s Paris Florence in 1512 The Triassic

GATE

Emotional Development | A science fiction story about staying calm

TIME

ss se

FLIGHT DESTINATION

Chapter One This was our first trip with CHRONOS AIRWAYS and we were already having a great time. Everyone at the airport was so charming and cheerful. I was really excited. Our flight was going to take off at 9:45. ‘Good morning,’ said the man behind the check-in desk. ‘When are you travelling to?’ ‘Everywhen!’ said my sister, Carla. ‘We’ve got round-time tickets, haven’t we, Quinn?’ While the man behind the check-in desk looked at our passports, I read the information on the screen behind him. We were going to travel back in time over 600 years to the age of the samurai and the ninja. This would be much better than another boring holiday at the beach! ‘Good morning. This is your captain speaking. Welcome to this NinJet time-flight to Feudal Japan. At the moment we’re flying back through the 20th century at a speed of 10,000 days per hour – the year is 1998. With the wind behind us, we may even reach our destination of 1415 earlier than expected. The weather’s looking great in Heian-kyo today – perfect for those holiday photos. Before we land, please turn to page 10 of your guidebooks, where you’ll find the rules of time-travelling with CHRONOS AIRWAYS. I wish you a pleasant flight.’ ‘Who wanted cheese?’ As usual when we got somewhere, the first thing Dad thought about was food; but the picnic wasn’t what I was thinking about. ‘Are you sure they can’t see us?’ ‘Remember what the man at the check-in desk told us, Quinn,’ Carla said. ‘Travellers can’t be seen by the people of the past or the future.’ ‘But these samurai and ninja are so close.’ ‘It’s OK,’ Mum said. ‘The only thing we’ve got to worry about is catching our flight to the Triassic to see the dinosaurs.’ But Mum was wrong. That wasn’t the only thing we had to worry about.

Speaking & writing skills

1 Look back at the story. Answer

the questions.

1 What did the family have to do when they ﬁrst arrived at the airport?

2 How far back in history were the family planning to travel?

3 What was their destination?

4 What was Quinn worried about when they arrived? 5 Why couldn't the plane leave Feudal Japan?

story. How did the family feel? Choose suitable adjectives. Why did Carla feel differently?

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

2 Look at the last paragraph of the

annoyed calm cheerful conﬁdent nervous unhappy worried I think Mum felt … I agree. Quinn didn’t feel …

3 Imagine you are going to travel back in time. Make some notes to write a story.

•

When and where are you going back to in history?

•

How do you all feel about the adventure?

Write the first paragraph of your story in about 100 words. Use your notes from Activity 3 to help you.

Dinosaur Days It was another cold day when the time machine landed near the beach. Out of the window, Jack and I could see some dinosaurs. They were walking along the sand and putting their feet in the water. We were so excited, but Mum was a bit nervous! We were back in the Triassic period with dinosaurs to watch! ...

Dad dropped his sandwich. Mum went white in the face. I felt a bit sick in my stomach, but Carla remained calm and smiled. ‘We’ve got a problem,’ she said. ‘So all we need is a solution.’ She took the Guidebook To Time Travelling out of her backpack. ‘And I think there’s one on page 12!’

Who is travelling with you?

ss se

The pilot was looking at her shoes. I didn’t know what she was trying to tell us. ‘What did you say?’ Dad asked. ‘Start from the beginning,’ Mum said. ‘We’ve uh …’ the pilot said. ‘Yes?’ Dad said. ‘Run … out of … time-travel petrol.’ ‘What does that mean’ Mum asked nervously. ‘We’re stuck in Feudal Japan.’ ‘Stuck!’ Dad shouted. ‘Yes, stuck,’ the pilot said.

•

Cross-curricular

1 What do you know about Amy Johnson? Choose the correct words to complete the sentences.

3 She lived in the UK / Australia.

2 She ﬂew during the 1950s / 1930s.

4 She broke / didn’t break a record.

1 Amy was a pilot / flying instructor.

2 4.07 Listen and read the text. Check your answers to Activity 1.

my Johnson was born in Hull in the UK in 1903. She fell in love with planes when she was young and when she grew up she took flying lessons while studying to be an engineer. At this time, some pilots were breaking records for long flights around the world. So, Amy decided to fly from England to Australia alone and to break the record of fifteen days.

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

Timor Sea and suddenly, there it was! Australia! Nineteen and a half days after leaving London, she arrived at Port Darwin. Amy Johnson didn’t break the record but she showed the world that women could be pilots too.

It was difficult for Amy to get the money for her trip because people thought that a woman couldn’t do it, but she was determined. Amy’s plane was called Jason and she took off on 5th May 1930. Amy had to fly over high mountains, deserts and seas and through bad weather. Flying in the 1930s was noisy, cold and dirty.

Amy Johnson, 1930

2 Why was it difficult for Amy to organise her flight? 3 Why do you think flying was difficult in the 1930s? 4 What type of problems did she have during her flight? 5 Amy made the journey alone. What other problems do you think she had because she was alone?

Collaboration | Women aviators

1 Amy studied to be an engineer. How do you think this helped her on her journey?

3 Read the text again. In pairs, talk about the questions.

ss se

She flew for ten hours every day and at night she had to find places where she could land her plane for the night. When Amy landed one evening, her propeller was broken. She changed it but it took her a long time. She knew she couldn’t break the record, but she didn’t give up. She flew and flew across the

B1 Preliminary for Schools

1 Have you ever travelled by plane? What’s important for you when you travel? In pairs, talk about the ideas in the box.

4 Now read about Jim.

Which is the best airport for him? Why?

comfort entertainment food and drinks friendly cabin crew lack of noise shopping size of airport speed time of trip travelling in a group type of plane

2 Jim and Jenny are going on two different trips.

Read about Jenny. Say what's important for her when she travels.

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

Jenny and her parents prefer airports which aren’t crowded. She's interested in horses and would like to buy a book about riding to read on the plane. Jenny can't sleep during a ﬂight, so she'd like to rest somewhere before she leaves.

3 Read about three local airports. Which is the best one for Jenny? Why?

A Do you need to travel late at night? NorthWest’s busy airport offers flights after 9 p.m. at weekends. All of the airlines we work with have experienced pilots and efficient staff. Our most popular routes are New York and Cairo. We also fly to many capital cities in Europe. Book now! Further discounts for under-18s in our bookshop.

Remember to read the descriptions of the people first. Then read the texts carefully. You’ll need to check the texts so that every detail in the description matches.

C Bamton’s airport has everything you need for a safe and comfortable ﬂight. Shop in the duty-free area. Enjoy our new bookshop with its special sections for cooking, animals and sports. Relax in our Quiet Room for a few hours after checking in. With only 15 ﬂights a day, Bamton is proud to be a small and calm airport which can take you to your favourite European destinations.

Exam Tip!

ss se

B Fly to more destinations after Hillton Airport’s recent update. Members of staff are trained to deal with nervous passengers so you don't need to worry during your flight. Book online to take advantage of our special offers. We have reduced prices for groups of sports students and there are weekend flights from 6 a.m. to destinations within Europe.

Jim is going to a European hockey tournament with his team on Saturday. He isn’t keen on ﬂying so he needs help from people who can look after anxious travellers. His school hockey coach wants an early-morning ﬂight.

Reading Part 2

B1 Preliminary for Schools

1 In pairs, read the instructions and the words in the boxes below. Do the activity. Student A

Student B

Student B Look at picture B. Say four things you can see.

Listen and tick the things your partner talks about.

Student A Listen and tick the things your partner talks about.

m A

Look at picture A. Say four things you can see.

id Co

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

U activity

clothes place weather

time of day

2 Use the ideas under photos A and B to talk about photo C. Use the words in the box below to connect your ideas. and because in the background

Memorise all the different things you can say about a photo.

Exam Tip!

ss se

Ask your partner to describe it. Time them for one minute. Tell them how they did!

Speaking Part 2

but while

3 Choose a photo from your Pupil’s Book.

carrying/holding colours expression on face other objects in photo physical appearance

Review

mission in action!

1 Read this travel blog about Tokyo. What do the numbers 14, 24 and 2,500 refer to?

I’m so excited to finally be in Tokyo! Our flight took 14 hours from London, but the monorail train from the airport to the city only took 24 minutes. The hotel has an amazing view of the famous Shibuya Crossing. I looked it up in my guidebook and found out that around 2,500 people walk across at a time, which makes it the busiest crossing in the world! After we unpacked, we went to eat crepes in Harajuku. They were served with lots of sweet toppings – delicious! They’re almost as colourful as the clothes you can buy there! Tomorrow, we’re visiting an awesome digital museum where you can interact with the artwork. There’s so much to see and do here, I can’t wait to explore.

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

‘Til next time! Priya

2 Write a travel blog.

1 Choose a city. Research and make notes on how to get there.

2 Find out about at least three places of interest in that city. Make notes.

ss se

3 Imagine you’re in the middle of a short trip to the city. Think about: • where you're staying • where you've been and what you have seen • what you've eaten • what you're going to do tomorrow. Make notes.

t 4 Now write your travel blog about the city. Exchange your blog with other students in the class. Has anyone chosen the same city as you? How many diﬀerent cities have people chosen in your class?

Go to page 122 Remember the grammar from Unit 4

My Mission Diary Unit consolidation 53 Activity Book page 42

Use your skills

1 Look at the pictures. What do you think the children are learning?

m Co

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

U 1 How many hours do Jenny and Jim spend at school? 2 Why doesn't Jim want to put his helicopter away? 3 What does Jenny ﬁnd out about studying?

My Mission Diary Activity Book page 54

3 What new skills have you

learnt recently? What new skills would you like to learn? Try to think of at least two.

Watch the video and answer the questions.

2 5.01

Create a questionnaire

ss se

mission

Vocabulary 1

5.02

Listen and match the words to the pictures. ce rtiﬁcate

instructions

essay

m 2 5.03

Listen again. For each question, choose the correct answer. 3 The instructions … A said how to look after the girl’s brother. B were written by the girl’s dad. C made the girl laugh.

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

1 The girl chose ‘certiﬁcate’ because … A she’s got one on her wall. B she picked one up on her walk home. C she got one recently.

2 The girl’s essay will be … A about space. B 300 words long. C the design for a rocket.

Exam Tip!

If you don’t hear the answer to a question, move on to the next question straight away or you could miss the answer to that too.

3 5.04 Complete the sentences. Use the words in the box. Listen and check. certiﬁcate course essay information instructions level mark project term test

1 We had to do a

, to show that we could swim in pyjamas.

test

2 I was happy that I got the 3 I can go to a higher4 I start it next

swimming class too. That class will be even more diﬀicult.

, after the summer holiday.

on space travel.

6 I've got to write an

. It has to be 250 words long.

7 For the next three lessons we’re doing a

, we can go on a trip to the space museum!

for us, to tell us what to do.

10 We were really wet and the list was wet too. We couldn’t read the

Activity 3 to talk about your life.

4 Choose three words from

on it.

9 My dad wrote a list of

. We have to design a rocket.

8 Our teacher said that if we get a good

ss se

5 I’m doing a

. I’m going to put it up on my wall.

I chose ‘course’ because I’m doing a dance course this term.

Education

Language in context ALL BLOGS

Jim’s

Big Blog

MY BLOG

NEW POST

It’s spring already and I wanted to let you know some of the cool new ways to study I’ve tried since the start of term. Let me know what you think!

Four strange ways I’ve studied this term 1

I taught a class of toys

Ten days ago, I borrowed some of Jenny’s toys and I taught them history. After 15 minutes, I realised there were some things I couldn’t describe well, so I decided I needed to study them more. Teaching the toys was fun and quite useful – but I felt silly when Jenny walked in and saw me!

I recorded my notes and listened to them while I was sleeping

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

Last week, I recorded myself reading some geography notes and I listened to them while I was sleeping. I tried playing the recording, but I couldn’t sleep. Even worse, in the middle of the night, I realised Jenny had recorded hip-hop between some of the notes! Listening to the recording was awful, but I think that making it was useful. After I made it, I could remember the information easily. I’d like to try this again in the future, but I haven’t done it yet.

I drank water and ate fruit

If you have a healthy body, then your brain will be healthy too, right? So, for three weeks, I’ve eaten three pieces of fruit and I’ve drunk two litres of water every day. And every day before I went to school, I ate a banana. It’s been brilliant! I feel very healthy when I study, and I sleep well at night too. In fact, I’ve never felt so great!

I tried new ways of remembering things

My friend Lucas emailed me to say that I should try reading my notes in a funny voice and writing upside-down with a funny pen. The next day, I got out my strangest pen, turned my book upsidedown and wrote an essay, but it was a disaster. My teacher said that my writing was too untidy, so I got a terrible mark. I’ve just put that pen in the bin!

a ‘disaster’?

How many stars would you give each way of studying? Why?

Learning to Learn | Integrate new vocabulary and grammar

I gave it four stars because Jim said it was fun and useful.

How many stars did you give number 1?

3 In pairs, compare how many stars you gave each way of studying.

ss se

1 Read Jim’s blog. Which way of studying does he say was ‘great’? Which way was

Language practice 1

1 Find these time phrases in Jim’s blog on page 56. Which tenses are used

with them?

after ago before for just last week never since yet

2 5.05

Watch the video. Match.

Grammar look: past simple and present perfect time phrases Think and match!

1 You've worked really hard this year.

A something that happened at a deﬁnite time in the past B something that happened recently C something that is still happening

Look!

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

2 I even got 100 in a test last week! 3 Plus Mrs King has just made me class librarian!

page 123

3 Complete the table using the words in the box. after 15 minutes ago already before the maths lesson for just last week never since then yet

Past simple

Present perfect

last week,

just,

4 Complete the sentences. Use the verbs in brackets. 1 I

(try) lots of new ways to study since the start of term.

2 Ten days ago, I

(borrow) some of my sister’s toys.

3 For three weeks, I

(eat) three pieces of fruit every day.

4 I’d like to try recording myself again, but I 5 Last week, I

(get) a terrible mark for an essay.

ss se

(do) it yet.

Rewrite the sentences in Activity 4 so they are true for you. Then compare in pairs.

Create a questionnaire

mission 1

Learn to play an instrument

Learn a new sport

Choose a skill. Imagine you started learning it three weeks ago. Write three sentences about your experience. Learn to make something

I started learning to play tennis three weeks ago. I've played tennis every weekend since I started. I haven’t won a match yet.

My Mission Diary Activity Book page 54

Past simple and present perfect time phrases

Vocabulary 2

e f i L r You

of e some e r a h s s they’v eader k, our r t life lessons ar. e e w This rtan ol ye st impo st scho the mo uring the la dd learne

HARRY

BEN

ALISON

Before our team’s last basketball match, I was interested in how the best players shoot. I watched lots of videos about it, and I practised shooting a lot too. Preparing for the match was going well until the night before the game, when I felt so nervous that I couldn’t sleep. In the match, I was too tired to play well. I thought that training a lot was the best way to succeed at basketball, but I learned that I need to keep calm and get a good night’s rest too.

Last week I wrote an essay for my English course and I got a great mark. I showed my parents the certificate and they were delighted because my level has gone up a lot. I got a good mark because I tried a new way of studying that didn’t make me feel bored. I thought that I could never get good marks on my essays, but I learned that when I study carefully I can do really well!

Last time I did an exam, I finished it quickly. Then I looked round and I was really confused because the other students were still working. When there was only a minute left, I looked on the back of the paper and saw there were two more essay questions to answer! My mark was terrible, and I was really disappointed . I learned that I need to read the instructions more carefully.

I play the piano and I love doing concerts. I’m always confident that I’ll play well, and the songs I play are usually easy so I don’t need to prepare much. Last week, I had a performance and I felt excited – not worried at all. Fortunately my teacher told me the songs I was playing were really difficult, so I practised carefully. I didn't think I needed to practise for concerts, but I learned that I need to prepare well.

GEORGE

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

1 Read the magazine article. Answer the questions. 1 Who didn’t see some important information?

3 Who was ready for a diﬀicult performance?

2 Who felt sleepy?

4 Whose English level increased?

5 feeling happy and interested

8 unhappy because something was not as good as you hoped 9 liking something and wanting to know more about it

3 Talk about a time when you felt some of the emotions in Activity 2. 58

Personal feelings

4 quiet and relaxed

7 unable to understand something

3 worried and anxious

6 feeling sure you can do something

1 unhappy because you are thinking about problems worried 2 very pleased

ss se

2 Match the definitions to the words in bold in the article.

Language practice 2

1 Find the answers to these questions in the magazine article on page 58.

1 Whose marks at school were better than they were before?

2 What did Ben not do in his last exam? 3 How did Alison prepare for her last concert?

4 Who didn’t have enough sleep before an important event?

2 5.06

Watch the video. Choose the correct words.

Look!

Grammar look: review of question forms 1 I want to know if I can help you / you can help me. 2 I am surprised that it is under there / isn't under there. 3 I want to know where it is / who lost it.

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

JENNY: Could you help me to clear up the mess? JENNY: Did you know it was under there? JENNY: Have you seen it?

Think and choose!

page 123

3 Read the questions. Put the words in the correct order. 1 did / Where / skateboarding? / go / you 2 ﬁnished / he / his / yet? / Has / project 3 backpack, / it? / That / isn’t / is / your

4 where / know / is, / please? / dictionary / you / my / Do 5 question? / help / Could / maths / this / me / you / with 6 long / you / Italian? / How / have / studied

4 5.07 Pronunciation Listen and repeat. Then listen again and underline the page 119 stressed words.

ss se

mission 2

Create a questionnaire

In pairs, role play a conversation. Student A chooses a famous singer or sportsperson. Student B asks questions to find out who they are.

Student A How many songs have you written? Student B I don’t really know, more than a hundred. Student A Are you Taylor Swift? My Mission Diary Activity Book page 54

Review of question forms

Reading skills

1 What type of story is this? How do these types of stories make you feel? the straw and the clothes?

2 5.08 Listen and read. How do Sophie and Emma react differently when they find

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

I’ll never forget the first time I went camping. One Friday night at our adventure camp, our instructors Joe and Natalie told us to pack our bags. ‘We’ve arranged everything,’ they said excitedly, jumping up and down and giving us high-fives.

I was so excited, I couldn’t wait to explore the countryside and learn how to fish. But my friend Sophie was disappointed. She knew how to fish, and she wanted to do something different. ‘Why can’t we just stay here and go swimming?’ she complained. Early the next morning we were all on the bus, ready to go. ‘Is everyone ready then?’ Joe asked, smiling at us.

Emotional Development | A story about dealing with fear

‘When I was young, we always camped in this exact spot and every year things mysteriously disappeared from our tents, things like smelly socks and muddy trousers. One day a camper found a scarecrow in the woods, wearing old clothes. They say that the scarecrow was taking things for himself.’

‘We can’t put up the tents without the poles but don’t worry,’ said Joe calmly. We’ll just have to sleep under the stars tonight!’ Then we made a campfire and cooked some sausages. By the light of the fire, Joe started telling us a story in a slow, deep voice.

ss se

There was lots of traffic and it was very late when we arrived. It was completely dark and the only light came from the moon. The campsite was completely empty and I felt quite anxious. Joe tried to keep us busy, so we got everything off the bus and then we had a hot chocolate. After that, he got the tent instructions and said, ‘This looks like a good place to put the tent up. Pass me the tent poles, Emma, please.’ Strangely, I couldn’t find them. I knew they were on the bus before we left!

Speaking & writing skills

When he stopped, something behind us made the leaves move. A scary silence followed, then we all burst into laughter. It was scary and fun!

The next morning, Sophie and I walked through the forest with our fishing nets. Suddenly, we saw some piles of straw along the path and some socks and trousers. too. ‘Let’s get out of here! What if the scarecrow comes?’ I whispered.

‘Don’t be silly, nobody has ever seen him. Wait a minute!’ she replied, and ran towards a bag. Just as she got near to it, we heard a noise in the trees. ‘RUN!’ she shouted, picking up the bag and racing past me.

1 Look at the questions and read the

story again. Choose A or B.

1 Why did Sophie prefer to go swimming? A It was her favourite sport. B She wanted to try something new. 2 Why couldn’t they put up the tents? A Something was missing. B The night was too dark. 3 Why did Joe tell the story to the children? A To warn them about a strange scarecrow.

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

B To help them forget about the problems with the tents.

4 How would you describe Sophie? A confused and worried

When we got back to the camp, Sophie said, ‘Look, Joe!’ and threw the bag with the tent poles in it into his hands as we jumped onto the bus.

‘Great, you found them! Where were they?’ he asked, looking delighted.

‘It doesn’t matter!’ Sophie laughed nervously. ‘… but let’s just say scarecrows don’t need tent poles!’

B not easily frightened

2 In pairs, talk about the questions. 1 Why is the story scary? Find the most scary parts. 2 Who or what do you think was taking the things from the campers? 3 Why do you think people enjoy scary stories? What makes a good scary story?

ss se

Imagine something strange happened to you recently. Write an email to a friend and tell them about it. Use these points to help you:

Think of a place, a time and what happened.

•

Why was it strange? What happened next?

•

Describe an interesting or funny way that it ended.

•

To: HiFrom: Dev, You’ll never believe what happened last week. I was …

Cross-curricular

1 In pairs, look at the pictures and talk about how you think school was different 100 years ago.

m ge

2 5.09 Listen and read the text. Check your ideas from Activity 1

WHAT WERE THE CLASSROOMS LIKE? Children had to sit on wooden benches, and at the front of the class there was a big wooden blackboard. The teacher used to write on it with chalk. The teacher’s desk was often higher than the children’s so he or she could see them better.

HOW MANY CHILDREN WERE IN EACH CLASS? A hundred years ago classes were very big. There were often sixty children in one class with only one teacher. Classes usually had boys and girls of diﬀerent ages but if it was a large school, boys and girls were taught separately. Teachers were very strict, and the children weren’t allowed to speak, except to answer a question.

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

What was school like a hundred years ago? WHAT DID THE CHILDREN WRITE WITH? Children didn’t have pencils, rubbers or pens. They learned to write using chalk and a chalk board. Older children learned to write with a pen and ink. There was a little pot of ink in their desks. Anyone who made a mistake or dripped ink onto their page was punished.

3 Older children used an ink pen and ink.

5 The most important subjects were geography and history.

Critical Thinking | Education in the past

The classes aren’t as big. There are only 28 children in our class.

4 If children made a mess in their notebooks, the teacher gave them a punishment.

differences between your school and schools 100 years ago.

2 The teacher’s desk was lower than the students’.

4 In pairs, talk about the

1 In class children were all the same age.

ss se

3 Read the text again. Write yes or no.

WHAT DID THE CHILDREN STUDY? They learned reading, spelling, handwriting, arithmetic and a little geography and history of their own country. First, the teacher wrote the information on the board, then the children had to copy it into their books and memorise it. Finally, they had to repeat the lesson back to the teacher.

B1 Preliminary for Schools

1 Look at the picture. Have you ever been diving? Would you like to? Do you think it’s easy or difficult?

Ca 2 Read the text. Circle the best title.

Beach Holidays

Sea Studies

This job can take you anywhere – from the UK to as far away as Australia. All divers have a to prove that they have followed (1) a course. They must have a high (2) of ﬁtness as well as good marks. Tourists who go abroad sometimes choose a diving resort and children as young as eight can (3) an introduction to diving. It is important to listen to all the instructor’s instructions carefully because there is a lot to do when you are under

Diving Instructor

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

is quite heavy the water. The (4) too. Everything you need to wear and carry can weigh around 20 kilograms in total! Students may start in a swimming pool with simple water games before they go into the sea. They will also study the sea’s environment and rubbish. An instructor is the (5) job for someone who likes (6) travelling and is interested in sea life.

3 Read the text again and look at questions 1–3. Which one is wrong?

C project

D certiﬁcate

2 A level

B achievement C type

D point

3 A oﬀe r

B give

C get

D put

4 A instructor

B equipment

C material

D instructions

5 A pick

B hold

C lift

D collect

6 A perfect

B correct

C only

D right

5 Now look at

questions 4–6. For each question, choose the correct option.

Exam Tip!

B lesson

question 1 again. Why are options A, B and C wrong?

ss se

1 A essay

4 Look at Activity 3,

The correct answer connects with other words. Check that the meaning of your word makes sense by looking at what comes before and after the gap. Reading Part 5

B1 Preliminary for Schools

1 Do you prefer reading stories or articles? What’s the difference between them?

2 Read the exam questions.

Then read Jenny and Jim's answers (A and B) and match them to the question they chose.

You see this announcement in an English-language magazine.

Articles wanted!

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

Your English teacher has asked you to write a story. Your story must begin with this sentence: The exam results were on the noticeboard. Write your story in about 100 words. A

The start of term is a time when I feel excited and nervous, especially after the long summer holidays. That is when I feel really disappointed. It’s never too bad though and as soon as I see my friends in the playground or in the classroom, I immediately feel more confident. My best friend Sara's always delighted to see me. I’m not so sure about the teachers!

The exam results were on the noticeboard. The one in the hall outside Oleg's classroom. He didn’t want to look. He felt so anxious. Charlie was there, he was chatting to Julia. He was already smiling. Lucky thing! He always passes. Oleg walked slowly towards the noticeboard. He lifted his head to look. What was wrong? He suddenly felt confused. His name …

example of each item from the checklist.

✓ is written in the 1st or 3rd person ✓ is descriptive ✓ can include a character’s thoughts/speech ✓ has an interesting/curious/ funny ending ✓ can have contracted forms

Writing Part 2

Exam Tip!

Make sure you leave time to plan, write and check your work.

✓ can be based on the writer’s experience ✓ uses facts ✓ uses examples ✓ considers its readers ✓ sometimes uses contracted forms ✓ is interesting

A good story

Now finish Jenny’s article. It should be around 100 words in total.

A good article

ss se

3 Read the texts again. Find and underline an

Term Time!

What makes a good start of term? Is it the lessons, the teachers, your friends – or all of these? How does a new school term make you feel? Why? Tell us your thoughts! Write an interesting article answering these questions and we’ll publish it next month.

Review

mission in action!

NAME: 1 Which language would you like to learn?

1 Look at the questionnaire. Discuss in pairs how you would answer the questions.

2 Would you travel to Australia if you could?

Yes

Why or why not?

3 Did you try any new sports last year?

Yes

Where did you go?

If yes, which ones?

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

If yes, which ones?

4 Have you ever travelled to another country?

Where did you go?

5 What's your favourite hobby? 6 Do you enjoy watching films?

Yes

Why or why not?

7 How often do you exercise or do sport? 8 Can you cook?

Yes

What's your best dish?

2 Create a questionnaire.

What was your favourite subject at school?

ss se

1 Work in groups of four. Brainstorm questions you would like to ask. Include some skills. Choose the best ﬁve questions.

Have you ever baked a cake?

Write the ﬁve questions you chose. Make two columns next to the questions for the answers.

3 Ask two members of your family or friends outside school and make a note of their answers.

4 Now present the results of your questionnaire to the group.

Go to page 123 Remember the grammar from Unit 5

I asked ‘Which language would you like to learn?’ One person wants to learn Japanese and one person wants to learn Italian.

I asked my mum and my sister. My mum wants to learn French and so does my sister.

My Mission Diary Unit consolidation 65 Activity Book page 54

Good job!

1 Which jobs can you see in the pictures? Which job would you like to do the most?

m Co

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

U m

ss se

My Mission Diary Activity Book page 66

3 6.02

Watch the video again from 1:59 to 5:18. Write down three questions that Jenny asks and three that Jim asks. Then ask a partner.

Would you like to …?

2 6.01

Watch the video. Which jobs does the quiz recommend for Jim and Jenny? What do they think of those jobs?

mission Write about your dream job

Are you …?

Do you like …?

Would you like to work inside or outside?

Outside!

Is it …?

Vocabulary 1

START

Would you like to work in an ofﬁce?

Yes

Are you good at singing or playing an instrument?

No politician

Yes

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

Would you like to travel around the world?

Yes

scientist

Yes

architect

Would you like a job which is outdoors?

cleaner

Would you like a job inventing or designing new things?

Do you love the sound of vacuum cleaners? Yes

Yes

musician

m Yes

Are you happy on a stage in front of lots of people?

Do you want to wear special clothes for your job?

Yes

Are the things you want to make really big?

sailor

Would you be happy talking to people all day?

postman

Do you prefer computers to books?

Yes

programmer

Yes

publisher

hairdresser

No librarian

1 Take the test. Do you agree with the job that it chooses for you?

6 works in science

Someone who … architect

7 plays music

3 writes computer programs

9 works in politics

4 works in a library

10 sails boats or ships

5 cleans houses or oﬀices

11 prepares books or magazines

8 delivers letters

2 cuts hair

1 designs buildings

ss se

2 Match the definitions to the jobs from Activity 1.

3 Act out the jobs to a small group. Can your group guess what you are? I think she’s a programmer.

Yes, but she could be a publisher, too. Occupations

Language in context

1 Can you guess what the objects are? In which jobs were they used? 2

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

U 4

2 6.03 Listen to the radio show. Check your answers to Activity 1. 3 6.04 Listen again. Complete the notes about each object. Object

hairdressers

Learning to Learn | Integrate new vocabulary and grammar

1970s

Used in:

ss se

Used by:

Language practice 1

1 Look at these sentences from the Listening on page 68. Which word in each

sentence expresses possibility? What is the main verb in each sentence?

1 It could be something that scientists use. 2 Cleaners may use this.

3 It can’t be a sweet maker, it’s too small.

Watch the video. Choose the correct words.

2 6.05

Grammar look: expressing possibility (modal verbs) Think and choose!

Look!

1 We’re thinking about it. / I don’t think we will. 2 I don’t think it’s difficult / easy. 3 I feel sure it is / isn’t great.

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

JIM: We might get a cat one day. LI WEI: It can’t be easy. JIM: It must be great.

50% sure

almost sure (positive)

can’t be

could / may / might

must be

almost sure (negative)

3 Look at the picture and complete the sentences. 1 They be making a ﬁlm or an advertisement because we can see the cameras. 2 It

be science ﬁction. It seems too real.

3 I’m not sure where it is. It

be in the USA.

page 124

In pairs, talk about the picture in Activity 3 for one minute, using the ideas there to help you.

I think …

They may …

It might …

Exam Tip!

ss se

• Talk about the people in the photo. • Make guesses about the photo. • Talk about the place or even the weather! • Say how you feel about the photo.

mission 1 Write about your dream job Discuss people you know and the jobs they do. My music teacher is also a singer. He could become famous one day!

My mum’s been an electrician for a long time. I think she might like to try something diﬀerent now!

My Mission Diary Expressing possibility: modal verbs 69 Activity Book page 66

Vocabulary 2 ALL BLOGS

Jim’s

MY BLOG

NEW POST

This week, Jenny and I have been finding out about jobs in our town. It’s been great! We started by asking our friends what jobs they’d like, then we found someone with each job and asked them what it’s really like. Read on to find out what they said!

Big Blog

Jobs?! What are they really like? ‘My job is to dress up in a dinosaur costume! I go to children’s parties and sing, dance and play games. I only work part-time (usually on a Saturday morning once a month) so I don’t earn much money. That’s OK though, because I’ve been studying hard recently as it’s my last year of university. In the future, I want to quit my job as a dinosaur and have a career as a scientist!’ ‘When I grow up, I want to be a dinosaur.’ Chloe, age 4

‘I’ve been working full-time as the manager of this sweet shop for the last four years. Before I worked here I spent a month unemployed and looking for a job, so I was delighted to start here. At first, I was excited about eating a lot of sweets. But about six months ago, I started a game with a colleague to see who can avoid eating sweets for the longest. So, I haven’t eaten any sweets since then!’ ‘I love sweets, so I’d love to work in a sweet shop.’ David, age 9

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

‘I’ve been working as an architect for 35 years – and I’ve been the boss of the company for five years too! I’ve designed a waterpark and a playground during my career. I’m going to retire next year and move to the seaside! I’m excited about it but I’m going to miss my colleagues. There are only five members of staff at my company so we’re like a family.’ ‘I’d like to design an underwater hotel.’ Diego, age 11

‘I work as a computer programmer for a company that makes games for smartphones. I work in a team of four people and we program a part of the game. The salary’s great so I can buy the latest gadgets. The name of the game that I’ve been working on for the last few months is a secret, but I can tell you that there’ll be a pirate boat racing in it!’ ‘I’d love to be a programmer, and make computer games.’ Steve, age 10

1 Look at the photos in the blog. What

2 Read Jim’s blog. Check your answers

do you think each person’s job is?

to Activity 1.

3 Complete the sentences. Use the words in bold from the blog. .

2 To get money for doing work is to money.

6 Someone who you work with is your .

Work

9 When you leave your job and stop working because you’re old, you .

10 When you leave your job because you want a change, you it.

11 The group of people who work for a company are the .

5 Someone who tells you what to do at work is your .

8 A job that you do for a long period of your life is your .

4 Someone who works for only part of the week is working .

7 The money that you get from your job is your .

3 Someone who works for all of the week is working .

ss se

1 Someone who doesn’t have a job is

Language practice 2

1 Look back at Jim’s blog on page 70. Find finding, working and studying. Which

two verbs come before these words?

Watch the video. Match.

2 6.06

Grammar look: present perfect continuous Think and match!

Look!

A Action that started in the past and is still continuing now

They’ve been travelling for years.

B Action that started in the past and has recently stopped

I’ve been thinking …

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

page 124

3 Read the text about Nadia, a skateboarder. Choose the correct verb form.

Hi, I’m Nadia. I’m 22 and (1) I’ve been skateboarding / I’m skateboarding for ten years. I became a professional two years ago. Since then, (2) I’ve been travelling / I’m travelling around the world for competitions. As part of my training, (3) I did / I’ve been doing exercises to make me stronger. I have a great coach and she (4) has been helping / is helping me for two years. Right now, I’m quite tired because (5) I’ve been practising / I practise hard for a competition next month.

4 6.07 Pronunciation Put the words in order. Then listen and repeat. page 119

mission 2 Write about your dream job

You’re a doctor.

Today I’ve been working inside a big building. I’ve been listening to people. I’ve been working with nurses.

ss se

Think of a job. Write three or four things about what you have been doing today in your job. Don’t say what your job is. In groups, take turns to read out your sentences so the other students in the group can guess the job.

Yes, I am.

My Mission Diary Activity Book page 66

Present perfect continuous

Reading skills

1 Look at the pictures. What jobs might Fahad like to do when he grows up?

2 6.08 Listen and read. Find out what job Fahad does to earn some pocket money.

The daydreamer ge

Fahad was twelve years old. Both his parents worked. His father was an architect and his mother was a librarian. This meant that they were out most of the day. When Fahad came home from school, there was never anybody at home. He used to leave his things by the front door and get the sandwich his mother always left for him in the kitchen. Then he used to go to his bedroom, turn on his computer and start his homework. That week he was working on a project about different careers. Fahad liked working on the computer. But that day he was tired. He started to daydream!

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

I might be a helicopter pilot when I grow up! I could take people to interesting places!

I’d fly in the sky and go up, up, up!

Critical Thinking | A story about taking the initiative

Fahad went back to his homework. But instead of working, he started daydreaming again.

ss se

The front door banged. It was Fahad’s mother. ‘Hi Mum,’ he said. ‘What have you been doing since you got back from school?’ she asked him. ‘I’ve been finding out about different careers for a school project – and well, I’ve been dreaming a bit!’ Mum laughed, ‘If you work hard at school, you might be an architect like your dad one day.’

Speaking & writing skills I might be an architect in the future!

1 Find words from the story to complete the sentences.

I could design a lot of things!

1 If you enjoy reading and like books, you could become a l .

I might build flats, or strange palaces for kings!

The front door banged again. It must be his dad back from work. Good! Time for supper! Fahad switched off the computer, and went to join his parents downstairs. ‘Hello,’ his father said, when Fahad ran into the kitchen. ‘What have you been doing today?’ Fahad told him about the different careers that he’d been learning about. ‘I’d like to start working, maybe on Saturdays or after doing my homework, and earn a bit of pocket money,’ he told his father. ‘I’ve been thinking of washing cars. A lot of people don’t have time to wash their cars.’

2 It’s a good idea to think about lots of before you decide on diﬀerent c one. 3 A design and build houses, ﬂats and even palaces for queens! 4 Fahad showed great initiative by thinking of a way to e money.

2 Do you think Fahad made a good

Yes, I think he made a good decision because …

decision by starting his car-washing business? Why or why not? Tell a partner.

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

‘Car-washing! That’s a great idea,’ his dad said. ‘It’s good to see you taking the initiative and having a plan instead of waiting for someone else to do it for you.’ Fahad started to daydream again. I might start washing cars, I may do it after school! I could do that now!

I might get lots of customers, that’d be so cool!

How could your school be better? Think of an idea and make notes. Then write a short paragraph explaining your idea. Include:

•

what your idea is

•

why it’s important for the school

•

what you will do to make it happen

•

what you hope will happen if your idea works

ss se

I think we need a reading corner in every classroom. It’ll help students enjoy reading more. …

‘So how could I get started?’ Fahad asked. ‘Easy’ Dad said. ‘You’ve been learning computer programming for the last two years. We could design an app so that people in the neighbourhood can contact us for you to wash their cars, but remember you can only do it parttime because of school.’ So Fahad designed an app. He called his app ‘Smart Car Wash’. A lot of people downloaded his app and in no time at all he had a lot of cars to wash. ‘Smart Car Wash’ was a success. Fahad was very busy at weekends though. There was no more time for daydreaming!

No, I don’t think it was a good idea because …

Cross-curricular

1 Look at the pictures. What do you think is happening? 1

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

U Co

2 6.09 Listen and read the text. Check your ideas in Activity 1.

Economic sectors

There are three main economic sectors. They are called the primary, the secondary and the tertiary sectors. These sectors make a chain of production which provide customers with goods and services.

The primary sector

Workers in the primary sector get the materials we need to make things. These are called raw materials. People work in agriculture, ﬁshing, mining and forestry. Agriculture is important because farmers produce crops like wheat, fruit and vegetables. They also keep animals for meat and sheep for wool. The forestry industry cuts down trees for wood, and mining means digging coal or other minerals out of the ground, or oil from the sea.

People who work in the (1) get the materials to make things from. People in the secondary sector turn (2) into things we need. People in the (3) provide us with services.

4 What jobs do these people do? Which sector do they work in?

I’ve been working in the library for two years.

I’ve been milking my cows since ﬁve o’clock this morning.

The tertiary sector

Sustainability: Thinking in systems | Economic sectors

My dad plays the guitar. He could be famous one day!

I’ve been making tables and chairs for over ten years.

The tertiary sector is a very large sector. It is also called the service sector because the people who work in this sector provide a service. For example, hairdressers and teachers work in the tertiary sector as they are providing a service. At a hospital, the doctors, nurses and scientists who are employed there provide a health service.

People in the secondary sector take the raw materials and change or make them into things that people can use. Most of these products are made in factories. For example, clothes are made from cotton or wool, furniture from wood and cars from metal. Coal can be used to supply us with the energy we need for our homes.

complete the summary.

ss se

The secondary sector

3 Read the text again and

B1 Preliminary for Schools

1 Match the free-time activities to the possible future jobs. actor

footballer journalist detective fashion designer programmer

A drawing pictures B doing drama C writing stories D running E doing puzzles F playing computer games

2 6.10 Listen to the first part of a conversation. Who's Molly? Underline your answer.

A a teacher

B a hairdresser

C a part-time journalist

What other words might Molly use to talk about her job? Add three words to each column.

boss

People

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

Feelings

Verbs

exciting

to train

4 Read the question and the conversation below. Which words in the conversation are similar to the underlined words? Then choose the correct answer.

When she was a student, Molly preferred to … A get the best results for her work. B think about celebrities’ styles . C study her father’s subject .

For each question, choose the correct answer.

What does Molly say about her ﬁrst job at the hairdresser’s? A It was boring. B She needed more money. C Her friend was jealous of her.

What are her colleagues like? A not nice to customers B well known around the world C happy to work there

Molly: No problem!

Molly: Well, my parents wanted me to get top marks at school, especially in science because my dad was the biology teacher. I was always more interested in fashion and I used to draw lots of pictures of my favourite stars and their new looks. My mum said I should stop wasting my time!

Man: Now, I know you didn’t always want to be a hairdresser. Tell us how it all started for you here in Wales.

ss se

Man: Welcome to the show, Molly. Thanks for coming to talk to us about your work.

5 6.11 Listen to the next part.

Exam Tip! Remember to listen for words which have a similar meaning to words in the questions, e.g. staff – colleagues.

Listening Part 4

B1 Preliminary for Schools

1 What would be the best job

at a wildlife centre? Which animal would be the most interesting to work with and why?

2 Match the underlined words

in sentences 1–7 to the structures A–G.

A adjective + preposition

2 The kids, who were only seven, loved the frogs.

B personal pronoun

3 Tom loves taking photos so he brought his camera.

C verb + gerund

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

1 The noisiest birds were the colourful parrots.

4 I was good at cleaning the bird cages.

D superlative adjective E modal verb

5 The elephant had a bandage on its leg.

F indeﬁnite article

6 We couldn’t see the baby zebra.

7 I prefer watching the monkeys to the elephants.

G relative pronoun

3 Read Jim’s blog about a visit to a wildlife park. Use the structures in Activity 2 to help you think of the missing words. For each question, write the correct word. Write one word for each gap.

ALL BLOGS

Jim’s

Big Blog

NEW POST

As part of our school project, we interviewed one of the assistants (4) worked at the wildlife park, Ivan. This is what Ivan said: ‘I’ve been working here for two years. Every day is different and the animals are so interesting. I enjoy after animals. I (5) don't earn a lot of money but that's what makes me happy. Perhaps in the future I (6) start up my own business to help sick animals. That would be great!’

Reading Part 6

After you write the missing word, read the sentence again to check that it makes sense.

Exam Tip!

ss se

Jenny and I have just come back from a school trip to a wildlife park. We had a fantastic day out and saw some amazing animals and birds. As you know, I’m very keen (1) animals so this was the perfect way to spend a day. We watched the elephants first. were in a large (2) family group with some cute baby elephants. The oldest elephant was Betty, one of the mothers, who was 35 years old, and the (3) was only one.

MY BLOG

Review

mission in action!

1 Read about Sam’s dream job. What are the advantages and disadvantages of this job?

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

I would really like to become a firefighter. I’ve been reading all about it and it looks like an exciting job. Of course, you have to do some training after you leave school or college and you also have to pass a fitness test. No day is the same – every day there’s something different. One day you might put out a house fire, another day you could rescue people who have been in an accident or even a cat that can’t get down from a tree! I suppose one problem could be the working hours because firefighters work evenings and nights as well as weekends. But it’s still my dream job. If I work hard, I could even become a Chief Fire Officer one day!

2 Write about your dream job.

1 Choose a dream job to write about. Here are some possibilities:

game police officer video designer astronaut

pilot

wildlife photographer actor footballer toy designer

•

challenges

•

where – indoors or outdoors

•

rewards

•

working hours

3 Include an interesting or fun fact about the job.

skills and qualiﬁcations

•

ss se

2 Research and make notes about the job that you have chosen. Think about: • daily duties • future career

4 Write about your dream job, then present to the class. Which job would you most like to do? Why?

Go to page 124 Remember the grammar from Unit 6

My Mission Diary Unit consolidation 77 Activity Book page 66

Review

QUIZ

Units 4–6 1

Watch the video and do the quiz.

Find and correct the mistakes.

surrounded

1 The house is surround by beautiful gardens. 2 We are visited a small village on our holiday.

3 This cinema has open for 100 years. 4 My neighbour’s car stolen yesterday.

id 3 Match the correct sentences. Find the phrasal verbs. A But I feel guilty when I get up late.

2 My brother’s brilliant at cooking!

B It woke me up in the middle of the night.

3 I love fancy dress parties!

C He cooks and we clean up together.

4 I love sleeping.

D I dressed up as a scientist at my friend’s party.

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

1 There was a loud noise.

4 Complete the sentences. Use the words in brackets and the past simple or present perfect.

1 I

(be) an architect since I ﬁnished university.

2 When she was younger, she 3 My dad

(not want) to be a politician. But now she is.

(work) as a librarian ten years ago.

4 I

(want) to be a musician for as long as I can remember. I love playing the piano.

5 I

(see) my brother last week. He’s a sailor so he’d been at sea.

6 He

never

(not like) dogs, so he doesn’t want to be a postman.

5 Complete the conversation. Use the words in the box. Mia:

Where (1)

you go last weekend, Jake?

ss se

Could did Do doesn’t has will

Jake: Oh, we went camping on the island that I told you about. Did you do anything nice? Yes, we visited my grandparents. (2)

you like camping?

Mia:

Do you think you (3)

Amelia told you about the old castle nearby? Tom says that there's something

Mia:

know anything about old castles!

Tom (5)

Mia:

I’m sure he is!

Tom be telling a joke perhaps?

Jake: Well, (4) scary about it! Jake: (6)

go on the youth group’s camping trip next month?

Jake: Yes, it's OK.

Mia:

A friend of yours is on a trip to the mountains in the snow. Write a text message with five questions asking about their trip, starting with Could you ..., Have you … and Did you … .

2 Choose the correct words to complete the sentences.

1 I think it must / can’t be diﬀicult to land a plane in a big storm.

2 If you’re late checking in for your ﬂight, it could / must take oﬀ without you.

3 I can’t / might sing well so I won’t become a musician when I’m older.

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

4 When I’m older, I must / might get a job as a pilot who takes people into space.

5 If I go to an airport this year, I can’t / may buy some toys in the duty-free shop.

3 Put the words in order. Say which of the sentences are true for you. 1 I’ve been / this week. / an essay / writing

2 playing / I’ve been / this year. / football in a team

3 been / since she was / collecting dolls / My sister’s / ﬁve years old. 4 been / project for / doing a / my / I’ve / history class / this term.

5 some important / preparing for / My brother’s / tests recently. / been

4 Choose and complete two of the challenges.

ss se

CHALLENGE 2

CHALLENGE 3

Look at Unit 4. Find three:

Look at Unit 5 pages 55 and 58. What are six words connected to school? What are four adjectives to describe positive feelings?

Look at Unit 6. Find occupations/words for people at work that start with each of the following letters:

vehicles

C–H–E–A–P S–P–E–C–S

words for people

things you might take on holiday

CHALLENGE 1

parts of an airport

Consolidation of units 4–6

In the news

1 What’s happening in each picture? What is each person doing?

m Co

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

U en

ss se

mission

Write a news report

2 7.01

Watch the video. Why does Jenny have to whisper?

My Mission Diary Activity Book page 80

3 How do you prefer to get the news?

Vocabulary 1

1 7.02 Look at the picture and listen to the detective talking to his assistant. Who

does Humphrey think ate the diamond?

Ca Co

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

U 2 7.03 Who do you think committed the crime? Why? Listen and check.

3 Complete the sentences. Use the words in the box and the picture to help you. article cameraman crime criminal detective headline interview judge reporter

1 Well, Humphrey, an awful

has happened in our town again! A diamond has been stolen.

2 But do you know who did it? Who’s the

has such a big coat that she could keep the diamond inside it.

4 Maybe it was the

then, Detective. She loves diamonds – just look at her earrings.

5 Haven’t you seen the newspaper? There was an 6 The newspaper has the

about this museum today.

‘THE WORLD’S BIGGEST DIAMOND VISITS TOWN MUSEUM’.

8 You’re great at solving crimes! You’re the best

you – but who’s going to ﬁlm it?

9 The reporter’s going to want to

I’ve ever worked with!

! He’s got a cut on his hand and he’s got a pet monkey.

7 The

ss se

3 The

4 Look at the picture again. Find the words from the box in Activity 3. Can you see a judge?

Yes, she’s here. Reporting the news

Language in context ALL BLOGS

Jim judges

NEW POST

*(That’s not a mistake! I’m writing about my favourite judge!) Have you heard of Judge Michael Cicconetti? He’s famous for punishing criminals in unusual ways.

judges*

A lady took a taxi for about 50 kilometres and didn’t pay the driver. Judge Cicconetti said that she could walk around in a circle for 50 kilometres as a punishment. He also told her that she would go to jail if she didn’t do the walk! (1) On another occasion, someone stole a bike. The judge said that the man had to do a bike ride for charity! (2)

1 A man steals the biggest diamond in the world from a museum. A He should stand outside the museum with a sign that says, ‘I’m sorry’. B He should spend a year cleaning diamonds in the museum store room. C He should go to jail for a year.

3 One day at school, a child steals their class’s trophy. A They should carry the trophy everywhere at school for 30 days. B They should clean the trophy for 30 months. C They should go to jail for 30 days.

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

(3) Judge Cicconetti said that his unusual punishments were useful. He said that the people who do his unusual punishments are less likely to commit more crime than people who go to jail. The unusual punishments have also made the judge famous outside the USA. (4)

Do you want to know what kind of a How judge you are? (5) should each person be punished? Choose an answer.

MY BLOG

2 Someone leaves their litter in the forest after their picnic. A They should spend a night in the forest with no tent or blankets. B They should spend three days picking up litter in the forest. C They should go to jail for three days.

4 A lady doesn’t ride her bike carefully and hurts someone’s foot. A She should go on a cycling course. B She should have her bike taken away and never be allowed to cycle again. C She should go to jail for a week.

Read the first part of Jim’s blog. Five sentences (A–H) have been removed from the text. Write the correct letter in the gaps (1–5). There are three extra sentences which you do not need to use.

B If he didn’t, he’d have to go to jail for 60 days.

D She chose to do the walk, of course.

F Take my quiz to ﬁnd out!

G A reporter once asked the judge why he punishes criminals in unusual ways.

the stressed words.

Learning to Learn | Integrate new vocabulary and grammar

3 7.04 Pronunciation Match the sentence halves. Then listen and underline

H Judge Cicconetti is also anxious about the future.

2 Read Jim’s blog and do the quiz. What kind of judge do you think you are?

C The punishments aren’t much fun, but they’re pretty funny!

E In fact, articles about the judge have appeared in newspapers around the world.

ss se

A Here are their best answers.

page 119

Language practice 1

1 Read the sentences from Jim’s blog on page 82. Write the missing word

or words.

1 Judge Cicconetti: ‘You can walk around in a circle for 50 kilometres.’ Judge Cicconetti said that she walk around in a circle for 50 kilometres. useful.

2 Judge Cicconetti: ‘My unusual punishments are useful.’ Judge Cicconetti said that his unusual punishments

2 7.05

Watch the video. Choose the correct words.

Look!

Grammar look: reported speech Think and choose!

(Leo says) 1 ‘I know / don’t know anyone at school.’ (Leo says) 2 ‘I didn’t like / like tennis and cycling.’ (Jim says) 3 ‘I'll message / I was messaging you after dinner.’

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

He told me that he didn’t know anyone at school. He said that he liked tennis and cycling.

I told Leo that I would message him after dinner.

page 125

3 Complete the sentences in reported speech. Use the words in the box. could didn’t

wanted

1 ‘I don’t have a pet cat at home.’ She said that she

have a pet cat at home.

2 ‘I want to go on holiday to Mexico.’ She told us that she

to go on holiday to Mexico.

3 ‘I can play the piano quite well.’ She said she

Write a news report

ss se

mission 1

play the piano quite well.

Read this report on a school news website. What else did the lorry driver say? Add two more sentences.

My Mission Diary Activity Book page 80

SCHOOL GATES DRAMA Yesterday a big lorry parked outside the Green Street school gates and no one could get in or out! Our reporters found the lorry driver, Oliver Kane, fast asleep inside the cab and woke him up! This is what Mr Kane said to us. He said that he was very tired. He told us that he didn’t know that he was outside a school!

Reported speech

Vocabulary 2

Luis Investigates – Mystery in 6B

It was Friday, all the week’s classes were finished and it was time to go home. Luis was walking towards the playground and thinking about football, when a loud sound interrupted him. Someone was screaming indoors in classroom 6B. Luis walked to the door and looked inside. There were Maria, Zak, Clara and, at the front of the room, their teacher, Mrs Brown. Mrs Brown asked Luis to come in and then said, ‘I was writing on the board, and when I turned around, our class hamster had disappeared. I was so shocked that I screamed! Maybe you can help us work out where it is?’ ‘Oh no!’ Luis said. ‘Well, let’s ask everyone here what they were doing

was. ‘It’s here in my pocket,’ she said. ‘And I came from the library. I borrowed this joke book and there was a really funny joke I wanted to tell Clara,’ Zak said. ‘What was the joke?’ Luis demanded. ‘Zak asked me why six was afraid of seven,’ Clara said. Luis asked Zak if he could tell him the answer. ‘Because seven ate nine!’ Zak joked. ‘But is that important? We need to find the hamster and we're wasting time!’ he complained. ‘Yes, it’s important,’ Luis replied, ‘And I love jokes. But you don’t need to worry about finding the hamster. I know who’s got it,’ he claimed.

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

while Mrs Brown was writing on the board,’ he suggested. ‘I came here to give Mrs Brown my homework,’ Clara said. ‘I’ve only been here for a minute.’ Luis asked Clara where the homework was. ‘It’s over there, on the desk,’ she replied. ‘Oh, thank you, Clara!’ Mrs Brown said. Luis asked Clara why her hair was wet. ‘I’ve just been to swimming club,’ Clara answered. ‘I came here after singing practice to find my pencil,’ Maria whispered. ‘I left my pencil here earlier today.’ Luis asked Maria why she was whispering. ‘Because I’ve got a sore throat,’ Maria replied. Then Luis asked Maria where her pencil

1 Read the story. Why was six afraid of seven?

2 Match the definitions to the words in bold in the story. 1 to say something as a question

6 to stop someone while they are talking or doing something

2 to say something is true, although you have not proved it

7 to answer

3 to say something very quietly

8 to say something to make people laugh

4 to make a loud noise, often because you are scared or hurt

9 to tell someone something isn't good enough

ss se

10 to say an idea or plan for other people to think about

5 a strong request

of the story. Did you guess who took the hamster?

Name: Has come from:

Clues:

Is in the classroom to: Clues:

Clara

(1)

hair is wet

(2)

(3)

Maria

Singing practice

(4)

(5)

the pencil is in her pocket

Zak

(6)

has a joke book

(7)

(8)

Reporting verbs

3 7.06 Complete the notes. Who do you think took the hamster? Why? Listen to the end

Language practice 2

1 Look back at the story on page 84. Choose the correct answer.

1 Luis asked Clara, ‘Why is your hair wet?’ → Luis asked Clara why her hair was wet / was her hair wet.

2 Luis asked Zak, ‘Can you tell me the answer?’ → Luis asked Zak could you tell me / if he could tell him the answer.

3 Luis asked Maria, ‘Where is your pencil?’ → Luis asked Maria where was her pencil / where her pencil was.

Watch the video. Match.

2 7.07

Look!

Grammar look: questions in reported speech Think and match!

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

I asked him why he was looking sad. A modal verb: change to past Did you ask him if we could help at all? B future will: change to past I asked him when he would get back home. C present continuous: change to past page 125

3 Why isn’t Yusef coming to football practice? What does the note say? Put the words in order to make reported questions.

Luis: Where is Yusef? 1 Luis asked / was / Yusef /where / .

Peter: We don’t know. But we found this note on the ground. Luis: What does the note say? 2 Luis asked / the / note /said / what / .

Clara: It says, Hi, SRY can’t come 2 practice 2NITE, gone 2 dentist’s. Let’s meet 2MORO. Yusef

ss se

Luis: Can I see the note? 3 Luis asked / could / note / see / he / if / the / . Luis: Let’s go home. Yusef isn’t coming today!

mission 2

Write a news report

•

I’m learning to play chess at school. (where)

•

Yes, I do. I really enjoy playing chess. (if)

•

I’ll play in a competition next year. (when) My Mission Diary Activity Book page 80

Read these answers. What did the reporter ask you? She asked me ...

Questions in reported speech

Reading skills

1 Do you read the news online? What type of news stories do you usually read?

2 7.08 Listen and read. How did the detective and her team finally catch the criminal? https://www.thehours.co.uk/onlinecrime/robertmcginty

THE HOURS

Marika Varga in the capital

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

Online criminal arrested

Yesterday afternoon, the police arrested a man at his home in the middle of town. The police claim that Robert McGinty, who is twenty years old and a computer science student at the local university, has been stealing people’s identities on the Internet. ‘This man has committed many crimes online,’ said Detective Elizabeth Sánchez, who spoke to reporters outside McGinty’s home. ‘But he won’t be able to commit any more. The people of this town will be safe online now.’ When a reporter for Azure TV asked Detective detective suggested that it was because of a Sánchez how her team found McGinty, the 72 -year-old grandmother.

Social Responsibilities | A newspaper article about being honest

The call was from a woman called Sandra Preston, who complained to the police about the noise coming from the flat next to hers. ‘All I can hear is a horrible The same thing was whirr, whirr, whirr, like happening to people all the noise from an old over the country. ‘We computer,’ she said. ‘The didn’t know who was young man who lives doing it,’ said Detective Sánchez. ‘The person was there must have fifty too careful, too clever. We computers in there and were ready to give up but I just can’t read at night. then we got a phone call.’ It’s too noisy.’ that £500 had gone from my account. Someone stole my personal information and then they used it to spend my money.’

ss se

It was on a July morning, two summers ago, when people around the country found a picture on their computer. It was of a foot above a banana skin. Under the picture was a message: Watch you don’t slip. ‘I couldn’t believe it,’ said Sajid Bashir, who was one of the first people it happened to. ‘My computer just stopped working. It didn’t work anymore. Then I went to the bank and they told me

Speaking & writing skills

Read the story again and choose true or false. Correct the false sentences in your notebook.

1 Robert McGinty had a job as a journalist on a local newspaper. true / false

Tuesday 3 February 2026

3 The grandmother went to the police station to complain about the noise. true / false 4 Robert McGinty said that he stole information to help him do better in his studies. true / false 5 Sandra Preston always believed that Robert McGinty was a criminal. true / false

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

Detective Sánchez argued that anyone committing so many crimes online would need lots of computers – could Sandra Preston’s neighbour be the criminal? The detective asked a judge for permission to search McGinty’s flat and, a few days later, she and her team found 36 computers there. It was a shock!

2 Sajid Bashir went to the police as soon as he found the picture of the banana skin on his computer. true / false

Robert McGinty has admitted stealing people’s identities online, but has claimed that he was only trying to learn more about how computers work for his university course. ‘Mr McGinty says that he’s just a very hard-working student,’ Detective Sánchez joked. ‘But that’s not true.’

Student B You are Robert McGinty. Tell Detective Sánchez why you committed the crimes.

Imagine that you were in the town centre yesterday and you saw someone stealing a mobile phone. Write about what happened in a message to a friend. Describe:

•

where you were

•

what happened

•

if they caught the thief

You won’t believe this! I was in the town centre yesterday because I wanted to …

2019 Stole 250,000 email addresses and account details from the website of a bank 2021 Used a virus to stop police computers from working 2022 Stole people’s identities and used them to get credit cards and spend money

Student A You are Detective Sánchez. Ask McGinty why he committed the crimes.

Robert McGinty’s life of online crime

Imagine you are Detective Sánchez and Robert McGinty.

ss se

Meanwhile, Sandra Preston is still surprised by what happened. ‘I just can’t believe it,’ she said. ‘I know what Robert did was wrong, but I thought he was an honest young man. He was kind to me – he even made me a lovely banana cake for my birthday.’

2 In pairs, role play a conversation.

Suddenly, I saw … The police arrived but …

Cross-curricular

In pairs, look at the pictures and talk about how you think school book that showed all the ways FINGERPRINTS was different 100 years ago. fingerprints can be identified. What are fingerprints?

Did you know that nobody has the same pattern of lines on their fingers and thumbs? They are already formed by the time we are born and they never change. They leave marks on the things we hold or touch. This happens because our skin produces oil and salt on our fingers. This mixture leaves a print on the things we touch.

How do the police use fingerprints today? The method for taking fingerprints has not changed very much either, but today the police can use lasers to help them find hidden fingerprints. Modern technology has also made police work much easier. Nowadays, millions of criminal fingerprints are kept on an international electronic system and computer programs can match fingerprints very quickly and accurately.

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

How was fingerprinting invented?

The way in which detectives identify fingerprints is still used today.

In 1892, a police officer in Argentina discovered a fingerprint at a crime scene. It was the first time fingerprints were used to find a criminal. In the same year, a British man called Francis Galton wrote a

1 Look at the pictures. How do fingerprints help the police solve crimes?

2 7.09 Listen and read the text. Check your ideas in Activity 1. the sentences.

are they different? Compare your fingerprints to the ones in the pictures.

1 Our ﬁngerprints change / leave marks when we touch things.

4 Look at these fingerprints. How

ss se

3 Choose the correct words to complete

4 Computers / Lasers can match ﬁngerprints to their owners very quickly.

Learning to learn | Forensic science

arch

double loops

whorl

3 How the police take ﬁngerprints is very / isn’t much diﬀerent today.

2 The first criminal was identified from fingerprints in Britain / Argentina.

B1 Preliminary for Schools

1 Look at the title of the article. Why do you think Frankie is in court?

Frankie Grant talks about a day in court

A young and keen expert tells us about his job.

2 Look at the underlined sentences in the

text. Is Frankie talking about himself or other people?

correct answers.

1 I’m usually at court five days a week but I’m not the judge! In fact, I spend a lot of my time outside court, sitting or waiting on the steps. I’m rarely alone because there are other cameramen like me. 2 I arrive early in the morning to set up with my colleague Lucy Rushton. She’s been a famous reporter for over ten years now. I admire her because she manages to get the serious interviews which make the headlines. Every day, I check my equipment, including the microphone. The worst thing are the days when I’ve recorded a lawyer’s comment as they’re leaving and the sound is terrible. 3 However, on a typical day, we are pretty busy and when there’s a guilty criminal who’s stolen extremely valuable property then I can be sure that my work will appear on the evening news. Everybody is curious to find out what happened! 4 At the end of the day, we pack up and drive back to the office in the van. On Fridays, if there’s a lot of traffic we stop at Lucy’s stepmum's café for a light snack. She makes really tasty omelettes! 5 Next week, there’s a prize ceremony for ‘Best news story of the year’ and Lucy and I have been invited. My journalist friend Liam believes we’ve got a good chance of winning. I’m in my late twenties now and I hope I can do this job for at least another twenty years. I love it because it’s never dull.

1 A Lucy’s work is more diﬀicult than Frankie’s.

B Frankie respects Lucy’s skills.

2 A Frankie’s daily routine is ﬁlming lawyers.

B Frankie’s daily routine is testing his cameras. 3 A People want to know about big cases.

B Stories about stolen property are quite common.

4 Now read paragraphs 4 and 5 and choose the correct answers.

4 In the future, Frankie would like … A to go to another ceremony.

B to have more chance of winning a prize. C to have the same job.

D to have a more exciting job.

What is Frankie most likely to say to Liam after the prize ceremony?

D The ceremony was really boring. go next time.

We won’t

Exam Tip!

C The person who invited us to the ceremony also works as a journalist.

B I was ill after the omelette I ate so I couldn’t go to the ceremony on Friday.

A You were right! We won. Lucy and I are delighted.

ss se

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

3 Read paragraphs 1–3 and choose the

Read the text quickly first to understand what it is about. Then, read it again more carefully to find the information that answers each question. Reading Part 3

B1 Preliminary for Schools

1 7.10

Watch the video and listen. Answer the question.

You will hear Jim and Jenny talking about some of their bad habits, which they call ‘crimes’. Jenny doesn’t want Jim to put his bag on the table because ...

A she wants to put her bag there.

B she wants to keep the table clean.

C she wants the living room to look tidy.

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

2 Read and underline the key words in the questions. 2 You will hear a boy talking about a trip to a museum. What does he say about his friend?

1 You will hear two friends talking about a sailing course they went on. What do they agree about? A the instructor was very friendly B the room was comfortable C the lake was beautiful

A She took care of his ankle.

B She’s the captain of a school team. C She’s got a good sense of humour.

3 7.11 Now, read Activity 2 again. Listen and, for each question, choose the correct answer.

4 7.12 Read and listen to the next example. What’s the question? 3 What

A not to talk to Sandra for now

tell Linda?

C to ﬁnd out more from Sandra

B to tell the class about Sandra

Exam Tip! Remember, each dialogue is about a different topic.

Listening Part 2

the correct answer.

5 7.13 Listen again and choose

Sandra copied my test, Mr Forster and she got the same mark as me. It’s not fair! She did it in a Spanish test too. Teacher That’s quite a complaint, Linda. Linda It’s true! Everyone knows that she copies. Teacher Well, I saw her whispering to another pupil who was sitting near you. I’ll talk to Sandra, OK? I suggest you don’t ask her anything else until I have spoken to her. All right? Linda OK … I promise I won’t do any more detective work! Thanks, Mr Forster. Teacher Don’t be late for class. Oﬀ you go!

ss se

Linda

Review

mission in action!

1 Read a funny news report. Who took the chips? What do you think happened next? Seagull enjoys chips!

Yesterday, there was a surprise for people in the seaside town of Beachton. A seagull took a bag of chips from a tourist's hand! The tourist, Laura Jones, said she couldn’t believe it. She told us she didn’t see it coming and was very shocked. People laughed as the seagull

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

flew away with the chips. Some tried to catch it, but the bird was too fast. One person asked if this was the biggest seagull in Beachton. The seagull flew onto a roof and enjoyed its meal. Then, it flew away. No one knows where it went next, but it looked very happy with its chips!

2 Write a news report.

1 Work in pairs. Choose a funny headline for your news report. Here are some ideas: • Parrot steals lady’s necklace • Robot vacuum cleaner escapes house • Ice cream lorry breaks down outside school • Giant balloon stops traﬀic in town centre

ss se

2 Before you start writing, think about these points for your news report: • Where? • When? • What happened? • Who was there? What did they do? • What happened afterwards? • What did people say and ask?

3 Write your news report, write a headline and draw a picture. Include some reported speech and reported questions in your report.

4 Read your news report to the class. Which report is funniest? Why?

Go to page 125 Remember the grammar from Unit 7

My Mission Diary Unit consolidation 91 Activity Book page 80

Fantastic flavours

1 Look at the pictures. What types of fruit and vegetables can you see?

m Co

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

U en

ss se

mission

Write a review of a café

2 8.01

Watch the video. What do Jim and Jenny say is fantastic, amazing and delicious?

My Mission Diary Activity Book page 92

3 Which types of fruit and vegetables do you like the most?

Vocabulary 1

1 8.02 Listen to the people ordering food. Which food (A–H) does each person order? 1

Ca A

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

U E

2 Match the words in the box to the pictures A–H in Activity 1. coconut main course

cream pear

cucumber curry dessert rice spinach starter tuna

Which pictures show main courses?

Pictures C, D and E.

3 Order a three-course meal. Change the underlined words using foods from Activity 2 or your own ideas.

Guest:

I’d like roast lamb, please. Does that come with vegetables ?

Lovely. And for dessert, I’d like the strawberries and cream , please.

Waiter: Great. So that’s the cucumber and tomato salad for the starter, then the roast lamb, and strawberries and cream to ﬁnish with.

Guest:

Waiter: Yes, of course. And for your main course?

Waiter: Yes, it does. It comes with broccoli and potatoes.

Yes. For a starter, I’d like the cucumber and tomato salad .

ss se

Waiter: Good evening. Are you ready to order?

Guest:

That’s right. Thanks!

A three-course meal

Language in context

1 8.03 Listen to the podcast. Who says that they love salads?

2 8.04 Listen again. For each question, tick ✓ the correct answer.

1 What did Daniella have for her main course last time she went to a restaurant? B

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

2 What’s Rob’s favourite food?

3 Which sandwich does Mike like? A

4 What’s Laura’s favourite food?

ss se

You’ll hear the audio twice. Make sure that you listen carefully both times to check that you’ve got the answer correct.

Learning to Learn | Integrate new vocabulary and grammar

Exam Tip!

Language practice 1

1 Put the words in the correct order to make phrases from the Listening on page 94. We

ourselves

mum

makes

herself

them

that

things

myself

really

make

. I

can

Watch the video. Choose the correct words.

2 8.05

enjoyed

Look!

Think and choose!

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

Grammar look: reflexive pronouns JIM: JIM:

Did you make them? SARA: Yes. I didn't know you could make bread at school! SARA: Actually, Dad’s ... SARA: Mum’s quite good at cooking steaks.

I made them all myself / yourself.

2 3

... teaching me myself / himself. That’s how she enjoys yourself / herself. page 126

3 Choose the correct words.

1 I was preparing a cucumber and tomato salad when I cut myself / herself. 2 We made this coconut cake themselves / ourselves.

3 You can have some more rice if you’d like, children. Help yourselves / himself. 4 She’d love to be able to cook the curry herself / itself. 5 They had a great time at the restaurant. They really enjoyed themselves / yourselves.

ss se

4 8.06 Pronunciation Match the questions to the sentences. Then listen and repeat.

mission 1

page 119

Write a review of a café

Describe a place where you go to eat. What do you like about it? Everything is homemade. They make all the food themselves!

I always enjoy myself there because everyone is relaxed and friendly.

My Mission Diary Activity Book page 92

Reflexive pronouns

S S

Vocabulary 2

JIM

Hi all, Jenny’s challenged me to think of four tasty foods, where the name of the food starts with the same letter as the country where it’s eaten. I’ve been thinking about it for hours,

Ca A

Wall Find friends Chat Profile

How about candy apples? They’re popular in Canada, so that works, doesn’t it? They’re like normal apples but they’re covered in candy, so they’re very sweet! They’re too messy to hold in your hands, so people always put them on sticks to eat. I can’t wait until autumn so I can have one. Yum, yum, yum! See you soon. CanCanCanadaBoy

I’ve thought of one for you – Kimchi is from Korea! In fact, it’s probably Korea’s most famous dish. It’s a kind of cabbage that’s stored with garlic, ginger and chillies for a long time. It tastes so fantastic that I eat it with breakfast, lunch and dinner – but it’s quite spicy because of all the chillies in it! If it’s too spicy to have as it is, try mixing it with some rice. That’ll stop your tongue hurting! Good luck! Kyonghi

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

and I can think of one (pierogi from Poland). But that’s not enough to complete the challenge … Can anyone out there help me? Thanks, Jim

I’ve got one, but I’m not sure if it’s tasty – Costa Rica grows coffee! It’s not sweet enough for me, so I can’t drink it. I think it’s as bitter as a spoonful of medicine - and awful! Wait though! I’ve had another idea … chocolate grows in Costa Rica too! So, if you don’t like the flavour of coffee and you want to try a Costa Rican food that starts with ‘C’, don’t worry! SuLin

How about brigadeiros? They’re from Brazil (and they’re amazing!). They’re made by mixing canned milk, chocolate and sugar. They’re popular at birthday parties (people eat them after birthday cake). They might not be very healthy, but brigadeiros are also lovely fresh from the saucepan while you’re watching TV. Just be careful that they’re cool enough to eat without burning your tongue! HubbleCroc

1 Read the webpage. What are four foods that start with the same letter as the country where it is eaten?

2 Match the definitions to the words in bold in the webpage. 1 the taste of a food or drink

flavour

6 very bad or unpleasant

7 recently made or grown

3 a ﬂavour that’s strong, like chillies

8 very good

4 a taste that’s similar to sugar

9 good for your health

5 very surprising

10 food with a pleasant ﬂavour

ss se

2 an unpleasant, sharp taste

3 Read the webpage again. Say yes or no. 4 Brigadeiros are healthy.

2 Kimchi isn’t a very well-known dish in Korea.

5 Brigadeiros are good to eat when they are hot.

1 Candy apples are spicy.

4 Think of a food and describe it to your group. Use at least three words from Activity 2. Can anyone guess what the food is?

Describing food

3 Costa Rica is known for two things.

Language practice 2

1 Look back at the webpage on page 96. What words come after these words: too messy

2 8.07

not sweet

as bitter

Watch the video. Match.

Grammar look: too and enough, (not) as … as Think and match!

1 Mum and Dad are too busy at the restaurant to do a lot. 2 I’m not as busy as they are. 3 It isn’t dry enough to go outside.

A It’s raining a lot.

Look!

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

B They have no time for other things. C I have less to do than they do. page 126

3 Read and choose the correct word from the box.

Co 1 I think most curry is

too

2 Pizza is not as healthy

as (x 2) enough (x 2) too (x 2)

spicy to enjoy.

vegetable soup.

3 These oranges aren’t sweet 4 The party wasn’t 5 This apple isn’t big 6 This lemonade is

mission 2

to eat.

good as last year’s! to share.

cold to drink.

Write a review of a café

meal / expensive

room / hot

waiters / not friendly room / cold

chairs / not comfortable

The music was too loud. It was too noisy to have a conversation.

The food looked nice but it wasn’t tasty enough.

curry / spicy

music / loud

food / not tasty

ss se

Imagine you visited a restaurant with your parents. You weren’t happy about a few things. Tell a partner what the problems were. Use the prompts to help you complain.

The waiters weren’t as friendly as in other restaurants I’ve been to.

My Mission Diary Activity Book page 92

too and enough, (not) as … as

Reading skills

1 Before you listen, read the text quickly and find any names of fruit and vegetables. What are they and what do they have in common?

2 8.08 Listen and read. Why does Temoc give Lisa a high five at the end?

Cast

The girl who turned blue ge

Lisa A young girl from Earth.

Tilly Lisa’s best friend. She's from the planet Q01.

Scene 1

The year is 2099. Lisa and Tilly are at space school. They are looking at the bulletin board.

Lisa Oh no! I got an eight in physics. Tilly That’s OK, isn’t it? Lisa No, no, it isn’t. They’ll send me back to Earth. It was diﬀicult to get a place here. Tilly I’ll help you study. Don’t worry! Lisa I don’t want to go back to Earth. I love it here. Oh no, here comes Temoc. Everyone is patting Temoc, on the back. He got a ten.

Temoc Better luck next time, Lisa. Scene 2

Temoc He's Lisa’s classmate and the school genius. He’s from the planet B162. Pop Yes, you know, things like blueberries, blue sweet potatoes, blue carrots, and even blackberries are blue too. Lisa Hmm. I don’t know enough about foods to say if that would work. Do you think it’s true? Pop I don’t know, but what is there to lose? Lisa OK. Thanks, Pops.

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

Pop Lisa’s grandpa. He's old and wise.

Nurse Nurse at Lisa’s school. She's kind and friendly. She's a Martian.

Lisa is chatting with her grandpa (Pop) via satellite.

One week later. Lisa is walking into the classroom. Everyone is looking at her.

Lisa What is everyone looking at? Tilly Your face, your hands! They’re bright blue, as blue as the sky! Lisa What do you mean? Tilly You’re blue … bright blue! Lisa Oh no! Temoc What’s up, Lisa? You look a bit ill! Tilly Let’s go to the nurse now! Scene 4

Lisa and Tilly are with the nurse. She is asking Lisa questions.

ss se

Nurse Have you been eating anything diﬀerent lately? Lisa Err … Well, yes. Nurse What have you been eating? Lisa Blue carrots in my salad (they’re awful), lots of blueberries and blackberries (tasty), blue sweet potatoes and lots of Blue Moon ice cream.

Lisa Hi, Pop, you’ve got to help me. I need to improve my brain power. Pop Well, when I was a boy, about 100 years ago, they said that eating bright blue fruit and vegetables helped. Lisa Really! Do you think it’s true?

Scene 3

Critical Thinking | A play about how hard work brings success

Speaking & writing skills

1 Read the text again and choose the

correct answers.

1 Lisa and her friends are … A all from Earth.

2 Pop advised Lisa to …

A change what she ate.

B start studying harder.

3 Why did Lisa go to see the nurse? A because she felt ill B because her friends were worried 4 Why was Lisa especially happy at the end of term?

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

U Co

Nurse Didn’t you know that if you eat lots of blue food your skin turns blue too? Lisa No, I didn’t! Nurse Why are you eating so many blue vegetables and fruit anyway? Lisa I thought it would improve my brain power. Nurse Oh! I see. Well, they are good for you but they won’t turn you into a genius, you need to do that yourself with hard work. But don’t worry, when you stop eating so much blue food, your normal colour will come back. Scene 5

It’s the end of the term. Lisa and Tilly are in their classroom.

Tilly Lisa

B from diﬀerent planets.

Hi Lisa. Congratulations. Thanks. I’ve studied really hard this term.

to Lisa]

2 Do you think her Pop’s advice was good? 3 Why do you think she got a better mark?

3 In pairs, role play a conversation. Imagine you’re Tilly and Lisa.

Student A You’re Lisa. Tell Tilly that you want to do better and to get a ten next time. You don’t think you can do it. Student B You’re Tilly. You know Lisa is a good student. Encourage her and give her ideas on how to work hard and what to do.

Write an email to a friend about a time when you worked hard to achieve success. Explain:

•

why it was diﬀicult at ﬁrst

•

what you did to change what you were doing

•

how you felt when you were successful

[Tilly and Lisa laugh.]

1 How did Lisa feel about her test mark?

And maybe a little help from blue food!

the questions.

Temoc Wow! Very impressive. How did you get a ten? Lisa No secret. Just simple hard work. Tilly [whispering

2 In pairs, ask and answer

ss se

[Temoc is walking past Lisa and giving Lisa a high ﬁve.]

A because she B because her mark was wasn’t blue any as good as Temoc’s more

Cross-curricular

1 Look at the pictures. Why do you think these foods are not good for you?

Ca Co

the text. Check your answer to Activity 1.

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

U 2 8.09 Listen and read

3 Read the text again and say yes or no.

1 Food which is tasty but high in fat isn’t good for you. 2 Milligrams are bigger than grams.

3 The red colour on a food label means that there is a lot of something. 4 The slice of cake is low in salt.

The green colour shows that the energy bar is low in fat, but the red colour is a warning to show it’s high in sugar. It has a medium amount of salt, so this is orange. Look at the cake – how is it different? Each energy bar contains: CALORIES 150

FAT

SUGARS

LOW

HIGH

SALT

0.4g MED

Each slice of cake contains: CALORIES 371

Critical Thinking | Food labels

Most nutrients are measured in grams (g) or milligrams (mg). Milligrams are very tiny – there are 1,000 milligrams in a gram. You can use this information to compare foods. Things you can look for are how much fat, salt and carbohydrate there is and how many calories the food’s got. Sometimes, these are in diﬀerent colours to help you, too:

FAT

SUGARS

53g

31g

MED

HIGH

15g

100

Write a food diary for one day. Can you find the labels on the food? How much fat, sugar and salt is there?

Food labels are usually on the outside of food and they have got lots of useful nutritional information.

Eating a healthy diet is important and that means choosing foods with diﬀerent nutrients. It’s not good for you to eat a lot of food that is high in fat, sugar or salt because it can cause weight problems, bad teeth and even heart disease. But how can you check what is too high in sugar to eat or what has a lot of salt?

ss se

5 The energy bar has got fewer calories than the cake.

Food labels

SALT

B1 Preliminary for Schools

1 Jenny and Jim are visiting a

farm shop and café. In a few minutes the farm manager, Yolanda, is going to give a talk about her work. Which of these topics do you think Yolanda will talk about? Choose three.

animals colleagues food free time holidays problems salary

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

2 Now read all of the exam paper. Which topics from Activity 1 are mentioned?

For each question, write the correct answer in the gap. Write one or two words or a number or a date or a time. You will hear a woman called Yolanda talking to a group of visitors about her work on a farm.

Farm Manager

What type of information is missing?

4 8.10 Now listen to the talk and look at

the notes for gaps 1–3. Correct any incorrect answers.

1 eighty?

2 small radios? 3 salad?

ss se

5 8.11 Listen again and write the correct answers for gaps 4, 5 and 6.

Exam Tip!

Yolanda was (1) when she started to work at the farm. Yolanda says that all farm staff with them to have (2) communicate with each other. The farm café recently served a made with lovely (3) carrots. If a customer isn’t satisfied, they can choose to have a (4) meal. The farm will soon have some (5) so that they can sell a new product. Visitors can find the name (6) online for more information.

3 Read the sentences with the gaps.

Remember that the exact words you need will be in the recording. You should not change them in any way. Listening Part 3

101

B1 Preliminary for Schools

1 In pairs, think of questions to ask about ‘eating out’. Use the ideas below. Atmosphere? How important is the atmosphere

•

when you eat out?

Lots of options? Price of food?

•

Friends or family?

•

Share?

•

Problems: wrong order / not cooked well?

•

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

2 8.12 Read and listen to Olga and Hassan answering the examiner’s questions. Which

candidate gives a better answer?

Examiner Thank you. Can I have the booklet, please? Do you prefer to eat at home or in a restaurant, Olga? Olga

Well, because my dad isn’t a very good cook, I prefer to go to restaurants.

Hassan

I don’t agree.

Examiner

And Hassan, do you like to order lots of food when you go out?

Hassan

I only have one dish.

Olga

One?! I always ask to see the dessert menu! I love anything sweet with chocolate.

3 Read the sentences and put them into the conversation.

A In fact, I like eating at home because I’m vegetarian so my parents know what to cook. B It’s my favourite ingredient!

D That’s because it’s not very cheap to eat out in my neighbourhood.

5 In pairs, ask and answer your questions from Activity 1. Remember to explain

your answers.

Exam Tip! Try to use phrases like In fact …, For example … and That’s because … to support your answers.

102 Speaking Part 4

4 In pairs, read the complete conversation.

ss se

C And, for example, if we eat out, I don’t have to do the washing-up.

Review

mission in action!

1 Read this review of a café. What did the writer like about the café? What didn’t she like?

Last Saturday, I visited Market Street Café with my mum and dad, and we had such a great time! The café is small but comfortable. The staﬀ were really friendly. They said, 'Help yourself to water,' which was nice. The menu had lots of choices, like sandwiches, cakes and smoothies. I had a big slice of delicious chocolate cake. It was the best cake I’ve ever eaten! My parents shared a pot of tea and told me they enjoyed themselves too. The only thing I didn’t like was that it was too noisy because it was so busy. But apart from that, it was lovely. If you’re looking for a fun place to relax and treat yourself, I think Market Street Café is a great choice! Beth

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

2 Write a review of a café.

1 Complete the mind map. Write the name of a café. Then write three or four adjectives to describe a café.

2 Look at these sentences. Are they positive or negative? Mark them + or -.

(who?) (what meal /

(what meal /

They ordered snack? Drink?) Positives: Negatives:

Name of café: I went with I ordered snack? Drink?)

3 Now decide some details about your visit.

They made it themselves. The manager served us herself. The main course wasn’t as tasty as usual.

ss se

The food wasn’t hot enough. The sandwiches were too expensive. The pie was wonderful.

4 Write your review of the café. Present your review to the class.

Go to page 126 Remember the grammar from Unit 8

My Mission Diary Unit consolidation 103 Activity Book page 92

Raining cats and dogs

1 What’s the weather like in each picture? What kind of weather do you like and dislike?

m Co

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

U en

ss se

mission Write about your dream place to live

2 9.01

Watch the video. How does Jenny get her weather forecasts right?

Mission Diary 104 My Activity Book page 104

3 What is your favourite type of weather? Why? I love the rain. When it rains a lot, I enjoy seeing the rain helping the plants.

Vocabulary 1

1 9.02 Listen and match the weather forecasts (1–3) to the pictures (A–C). A

TODAY’S WEATHER LIVE

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

U BCTV Weather forecast

Hugh G. Storm

WEATHER TUESDAY 16:00

2 9.03 Match the words (1–11) to the definitions (A–K). Then listen again and check. 1 weather forecast 2 temperature 3 degrees 4 snowfall 5 breezes 6 showers 7 sunshine 8 heat 9 storm 10 gales

A the light that comes from the sun B very strong winds

C a TV/radio report that says how the weather will probably be D being hot or warm

E the amount of snow that falls in an area

F dramatic weather with strong winds, heavy rain and often thunder and lightning G short periods of rain (or sometimes snow) H light winds I

J the amount of heat in a place

ss se

11 thunder and lightning

the sudden loud noise and bright light that comes from the sky during storms

K the measurement we use to describe temperature

Complete the sentences so they are true for you. Where I live, we often have

Where I live, we never have

. .

Where I live, we hardly ever have

heat heavy snowfall huge storms light breezes pleasant rain showers severe gales sunshine temperatures of about two degrees thunder and lightning

. The weather

105

Language in context

1 9.04 Listen to Never, ever. What kind of weather do the audience decide they hate the most?

Ca Co

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

U 2 9.05

Listen again. For each question, write the correct answer in the gap. Write one or two words or a number or a date or a time.

Never, ever

Last year, where Heather lives, it first snowed on (1) When it’s snowy, Heather only goes to (2) Penguin is (3)

so she’s hard to see in the snow.

when there’s lightning.

Pete watches the weather forecast at (5)

Once when we went camping on holiday it was …

Learning to Learn | Integrate new vocabulary and grammar

Really?! What did you do?

weather caused a problem for you.

106

Write the words or numbers you hear. You don’t need to change them or write them as notes.

3 In pairs, talk about a time when the

Exam Tip!

Pete’s dog hides in a (6)

ss se

Pete likes to be with (4)

Language practice 1

1 Look at these sentences from the Listening on page 106. Which sentence

talks about something unlikely/impossible? Which sentence talks about something likely/possible?

1 If it’s sunny this weekend, I’ll play football and ﬂy my kite.

2 If I could, I’d stop the snow from falling!

Watch the video. Answer the questions.

2 9.06

Grammar look: review first and second conditionals Think and answer!

Look!

If it stops snowing, we’ll build a snowman. 1 Is it snowing now? If Dad were at home, I know he’d give us one. 2 Is Dad at home? I wouldn’t if I were you, Jenny. 3 Is Sara Jenny?

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

JENNY: JENNY: SARA:

3 9.07 Pronunciation Match the sentence halves. Then listen and repeat.

page 127 page 119

4 Complete the conditional sentences. Use the words in the box. isn’t

1 If 2 If it ride. 3 If we

it´s

it’s

wasn’t

were

wouldn't

you’ll

hot on Friday, we’ll get some ice cream.

so cold and wet, we would go for a bike in Iceland, it would be very icy.

4 Be careful! If you stay in the sun for too long, get burnt! 5 If it

raining later, they’ll go for a walk.

go outside.

mission 1 Write about your dream place to live

ss se

6 If there was a lot of lightning, I

Think of a place, for example, a tropical island, a cold snowy mountain, a hot country. Tell a partner how you would react to possible situations in those places.

If there was an avalanche, I’d ski very fast. If I got sunburnt, I’d stay in the shade.

My Mission Diary

Activity Book page 104

Review first and second conditionals

107

Vocabulary 2 ALL BLOGS

Jim’s

NEW POST

On Saturday, we had the typical weather for our town – it rained all day. So while Jenny and I were helping Dad in the garage, we found an amazing lamp. Dad said he’d never seen it before. Jenny was excited – she thought it might be magic! She started rubbing it and then … nothing happened. No genie. But … we started talking about what we’d ask for if we had three wishes. And that’s what today’s blog’s about!

Big Blog

MY BLOG

Jim’s three wishes

Jenny’s three wishes

1 I wish I lived somewhere warmer. Where I live the weather’s usually cool and sometimes rainy. But I’d like to live somewhere warm and humid where the temperature is around 25 degrees every day. My dream would be to live by the sea, swim every day and eat fresh coconuts and mangos from the trees! 2 I wish it would rain chocolate. How much fun would this be?! We wouldn’t need umbrellas – we’d be running around outside with our mouths open, looking up at the sky. I’d love wet weather if rain was made of chocolate! 3 I wish I had every new computer game. I love playing computer games, but they’re really expensive, so there are often games that I’d like to play but I can’t. I’d love it if computer games companies sent me all of their new games. The only problem would be that I’d need a bigger bookcase for them!

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

1 I wish it was snowing today. I don’t like mild weather. I prefer it when it’s very hot or very cold. But my favourite weather is when it’s freezing. I love walking through snowy fields or looking out across icy lakes. And snowball fights are great fun, too! 2 I wish everyone in the world had clean drinking water. There are millions of people in the world who don’t have access to clean drinking water. Jim and I are lucky that we can go to the kitchen and turn on the tap when we want something to drink. 3 I wish I had more wishes. There are so many other things I’d like to wish for so I wish I had 100 wishes. I wish I could breathe underwater, and I wish I had a towel that was always dry, and I wish I could talk to animals and … well, you get the idea!

1 Read the blog. What kind of weather does Jim wish for? 2 Match the definitions to the words in 1 a little cold 2 slightly hot

5 covered in ice 7 when there is no water 8 ordinary and not unusual 9 neither hot nor cold 10 snowing or covered in snow

108 Weather adjectives

Jenny. Ask and answer questions. Use the blog for your answers. Do you like cold weather?

6 covered in water

4 In pairs, imagine you are Jim and

4 when there’s a lot of water in the air

3 extremely cold

Activity 2 do you like?

ss se

bold in Jim’s blog.

3 Which of the kinds of weather from

Not really. I prefer warm weather because I like to …

Language practice 2

1 Look at these sentences from the blog on page 108. Does I wish mean you’re happy

or you want a change? What do you notice about the verb that follows I wish?

I wish I lived somewhere warmer.

Watch the video. Choose the correct words.

2 9.08

I wish I had 100 wishes.

Grammar look: I wish … Think and choose!

1 It’s too hot / not hot enough right now.

JIM:

I wish we could go to the seaside.

2 I wanted / want to go to the seaside yesterday / now.

JIM:

I wish we weren’t going to the mountains.

3 I’d prefer to go to the mountains / somewhere else.

JENNY: I wish it weren't so hot now.

Look!

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

3 Put these wishes in the correct order.

page 127

I wish I could breathe underwater.

1 had / we / every day / sunny weather / . I wish we had sunny weather every day. 2 was / in the world / everyone / happy / . I wish 3 was / longer / book/ this / . I wish

4 more often / snow / would / it / . I wish

I wish I could talk to people.

5 travel / the world / we / around / could / . I wish

Write three wishes in your notebook and think of one more of your own. Then share your wishes with the class.

be no more ... in the world

ﬂy

ss se

be friends with my favourite ...

be able to speak …

have all the ... in the world …

Think of three things you could do in your dream place to live.

mission 2 Write about your dream place to live I wish I lived on a farm, then I could look after all the animals.

My Mission Diary

Activity Book page 104

I wish …

109

Reading skills

1 Look at the pictures. What do you think the weather in the story is going to be like?

2 9.09 Listen and read. What don’t Kevin and James tell Mitzi about?

Lost in the Hills ge

Kevin, Mitzi and James were in the Photographic Society at school. At the end of February there was a photography competition. They all wanted to enter the competition as a team, but they needed some really good photographs. Mitzi suggested photographs of people working. Neither of the boys liked the idea. James thought they could take photographs of animals at the zoo, but Mitzi didn’t like that idea! ‘We need something more original!’ she said.

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

Then Kevin had an idea. ‘If we climbed up into the hills, I bet we could get some really interesting photographs of the wildlife.’ James thought about it. At last he said, ‘That would be a really good idea if it weren’t so cold.’ ‘The cold doesn’t matter,’ Kevin interrupted. ‘That’s what warm jackets and scarves are for.’ So they agreed to go the following Saturday.

ss se

On Friday it was really cold. James checked the weather forecast for the next day on his new phone. The news wasn’t good! Low temperatures were forecast, and there was a possibility of snow! James called Kevin and told him. But Kevin wouldn’t listen to him. ‘If it snows, we’ll get great photographs,’ he said. ‘Don’t tell Mitzi though! She hates the snow!’ ‘You’re right!’ James said. ‘It won’t be dangerous. They’re only hills, not the Himalayas!’ Afterwards, James started to feel bad. He didn’t want to keep a secret from Mitzi. But at the same time, James really wanted to take good photographs.

110

Sustainability: Understanding agency | A story about being aware your decisions can affect other people

Then the weather changed! It grew dark, and it started to snow. ‘I’m freezing,’ Mitzi complained. ‘Let’s go home now.’ By then it was snowing very hard, so they decided to wait under some trees until the snow stopped. But the snow didn’t stop. It got worse! ‘Come on. We’d better go down,’ said Kevin.

The next day, as the three children stood looking up at the hills, they could see grey clouds in the distance. It wasn’t raining, though, and it didn’t feel very cold, so they started climbing. In the first hour they took lots of photographs!

Speaking & writing skills

They started to climb down, but it was very hard to see. They walked and walked but they couldn’t find their way down! They were lost! ‘We’re just going round in circles,’ Kevin complained. ‘Have you got your phone, James? We’d better call for help.’ Urgently, James got his phone out but it didn’t work.

1 Find words from the story to

complete the sentences.

1 Mitzi said that they needed photos that were more . 2 Kevin suggested that photographs of would be interesting. 3 James thought that because they were only climbing hills, it wouldn’t be .

5 Fortunately, a helicopter came to them after James phoned his parents.

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

4 As they climbed down the hill, Kevin realised that they were going round in .

‘If we climb up the hill to the top, it might work there,’ he suggested. So they climbed back up to the top of the hill. ‘I wish my phone would work,’ James said.

‘Why didn’t I listen to you!’ Kevin said to James. ‘Why didn’t we pay attention to the weather forecast!’ Mitzi heard him! ‘You mean you knew there was a storm forecast!’ she shouted. ‘Yes,’ said Kevin. He felt very guilty! ‘Shush!’ said James. ‘The phone’s working.’ He called his parents, who called the police. An hour later the children heard a whap, whap, whap! It was a helicopter. The boys jumped up and down and started waving to attract attention.

1 What mistakes did they make planning the trip? 2 What decision did Kevin make and how did this aﬀect his friends? 3 How do you think their parents felt? 4 How do you think the children felt at the end?

Write about a time when you didn’t tell a friend or family member something and it caused a problem.

•

What didn’t you tell them?

•

What happened next?

•

How did you feel?

•

Did you apologise?

ss se

I didn't tell my friend that ... After that ... I felt. .. The next time I saw my friend, I ...

At that moment, Mitzi raised her camera and took a photograph of the helicopter coming down through the snow to rescue them! And that was the photograph that won first prize in the competition!

2 In pairs, talk about the questions.

111

Cross-curricular

HURRICANES

What are hurricanes?

Hurricanes are large rotating storms. The scientific name for a hurricane is a ‘tropical cyclone’ but in North America and the Caribbean they are called ‘hurricanes’. In the Indian Ocean they are called ‘cyclones’, and in Southeast Asia they are called ‘typhoons’. In the Caribbean and Atlantic Ocean hurricanes usually happen between 1st June and 30th November. This period is called the hurricane season.

When the warm air rises over warm ocean water, it’s replaced by cooler air. The cooler air then gets warm and starts to rise too. If this happens, huge storm clouds form and these begin to spin. If there is enough warm water, this will continue until the wind speeds get stronger to form a hurricane. Hurricanes can be as big as 600 kilometres wide.

Parts of a hurricane

Names of hurricanes

Hurricanes are given names. These are chosen by the World Meteorological Organisation. The names are in alphabetical order and alternate between male and female. For example, in 2017, Hurricane Irma followed Hurricane Harvey. The first storm of the year will always have a name that starts with the letter A and, if the hurricane is especially violent, that name is never used again.

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

How do hurricanes form?

The centre of a hurricane is calm and still. This part is called the eye. The most dangerous part of the hurricane is the eye wall where the highest winds are.

1 9.10 Listen and read the text. Match the numbers in the diagram 1–4 to the words below. cool air eye

ss se

warm air eye wall

1 In Southeast Asia, hurricanes are called

2 When warm air rises, it’s replaced

. wide.

4 The World Meteorological Organisation chooses 5 When a storm is really strong, its name

. .

3 What weather do you find scary? Why? Talk to a partner and compare. 112

Learning to Learn | Wild weather

3 Hurricanes are sometimes

2 Complete the sentences.

B1 Preliminary for Schools

1 Read this email from Jim to his friends. What’s it about?

FROM: Jim SUBJECT: Shopping on Saturday Hi,

Do you remember I won that cycling race? The prize was £50 1 to spend on some new equipment.

Would you like to help me choose something on Saturday?

I'd like to get some warm clothes or a new video game. There’s an electronics shop near my house or the large sports shop in the shopping centre.

Jim

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

What do you think I should buy? 3 How about doing something together on Saturday evening? 4 Let me know,

A Great prize!

2 Match the notes A–D to 1–4 in the email. B Say which.

C We could go to ...

D Yes, let's ...

3 Read the answers. Which email would get a better mark? Why? TO: Jim FROM: Olivia Hi Jim,

Wonderful news about the money! I wish I was fitter so I could race like you.

I’ve got a lot of homework to do this weekend. I don’t really like shopping because things are usually expensive and shop assistants can be unfriendly.

I can lend you a pair of gloves for icy weather. But if it’s really cold, it’s better to travel by bus. Cheers! Hiroto

After shopping, let’s go for a walk in the park if it’s not too cold.

Yes, I remember that race. It was freezing! The temperature was only about three degrees on that day. Wonderful about the prize though.

Bye,

What can you add to Hiroto’s email? It needs to be about 100 words in total, so add about 25 words.

Olivia

I heard the sports store is good, with all the typical clothes you need and there’s a lot of choice. However, Baxter’s shop is more personal even if it’s more expensive.

Hi Jim,

ss se

I’d like to help you on Saturday but only after 2 p.m. The forecast says there’s going to be a storm in the morning and I don’t want to get wet.

TO: Jim FROM: Hiroto

Exam Tip! Remember to use all the notes. Check your work for spelling, grammar, punctuation and vocabulary too!

Writing Part 1

113

B1 Preliminary for Schools

1 9.11 Complete the examiner’s

instructions with the words in the box. Then listen and check. diﬀerent together

situation which

classmates talk

Now, in this part of the test you’re going to for talk about something (1) about two minutes. I’m going to describe a to you. (2)

pictures in Activity 2.

I think that kind of holiday is only fun if you like sunbathing and the sea. I wouldn’t enjoy this holiday … I’m not very interested in sightseeing and it looks quite cold. Those animals look cute. I’d pick that holiday for sure! You can also see animals on this holiday but it could be quite scary, especially if the car breaks down.

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

Some visiting students from a cold country are giving a presentation to their . (3)

3 Match the comments to four of the

Here are some facts they could talk about.

Talk together about their country’s (4) facts, and say would be most important. (5) together.

4 In pairs, ask and answer questions

2 Look at the pictures. Think of one

Do you think a holiday in the desert would be fun ?

5 9.12 Listen. Which pictures do they

All right? Now, (6)

about the other two pictures.

more picture that you could add. B

Holiday destinations

talk about?

6 In pairs, role play a conversation. Describe a holiday destination which you don’t like.

Student B

Tell your partner why it’s a good place to go.

ss se

Student A

I don’t like holidays where it snows all the time. Do you agree? No, I don’t! I think it would be fun to learn how to ski with your friends. What do you think?

Exam Tip! Remember to ask for the other candidate’s opinion. Do you agree? Don’t you? Don’t you think?

114 Speaking Part 3

Review

mission in action!

1 Read this description of a dream place to live. Would you like to live in a place like this? Why? Why not?

My dream place to live is a house by the beach in a warm, sunny country. The weather would always be nice, with blue skies and gentle sea breezes. I could be outside all the time. If I lived there, I would swim in the sea every day, play volleyball on the sand and relax with my friends. If I lived by the sea, I would listen to the sound of the waves, and it would make me feel relaxed. I would also have a garden with palm trees where I could read and enjoy being outside. I wish I lived there now!

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

2 Write about your dream place to live.

1 Decide what type of climate or weather you would like that place to have and why. Tell a partner. •

mild

•

hot and dry

•

mostly sunny and warm

•

cold winters, hot summers

•

humid

•

other

I wish I could live somewhere hot because I don’t like cold winters.

2 Think about the location of your dream place and how you would spend your time. Compare with a partner. by the sea

•

in a big city with skyscrapers

•

in the mountains

•

in an old town

•

on an island

•

other

If I lived near the sea, I’d go swimming every day!

ss se

•

If I lived in a big city, I’d often go to the theatre.

If I lived in the mountains, I’d …

If I lived near the sea, I’d …

3 Think about how you would spend your time if you lived in such a place.

t 4 Find some photos that look like your dream place. Write about your dream place to live, then present to the class. Which of your classmates’ places would you most like to live in? Why?

Go to page 127 Remember the grammar from Unit 9

My Mission Diary Unit consolidation 115 Activity Book page 104

Review

QUIZ

Units 7–9

Ca 1

Watch the video and do the quiz.

2 In pairs, ask and answer the quiz

4 Complete the sentences with a reflexive pronoun.

questions. Tell a new partner the answers using reported speech.

1 What’s the last healthy thing that you ate? 2 How much fruit have you eaten today? 3 What’s your favourite sweet food? 4 Are there any foods you think taste awful? 5 What’s your favourite ﬂavour of juice? 6 Do you like spicy food?

‘Shall I call the police for you?’ asked Simon. ,’ ‘No, I’ll call them (1) Daniel replied. ‘It’s my £20 that’s been taken!’ ‘Why don’t you try to solve this crime ?’ Camilla suggested. (2) ‘OK,’ Daniel and Simon replied. ‘Well,’ said Simon. ‘Camilla and I both have £20. I got my money from the bank to pay to have my car cleaned. But then my son and I decided to clean .’ it (3) ‘Well, I was at home today reading by ,’ said Camilla, ‘and I (4) found this £20 between pages 21 and 22 of the book. Then I …’ ‘Well,’ interrupted Daniel, ‘you’re right that I could ﬁnd the criminal ! Camilla, would you like (5) me to drive you to the police, or would ?’ you like to drive (6) ‘What?’ screamed Camilla. ‘Why do you think I took the money?’ ‘Look in any book! You won’t be able to put money between pages 21 and 22,’ said Daniel.

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

Antonio said that the last healthy thing he ate was a banana.

3 Last week you visited a restaurant. Tell a friend what the waitress asked you. Have you visited the restaurant before?

Would you like to have a starter?

Do you want to have spinach or salad with your main course?

Are you looking for the toilets? Did you enjoy your dessert? She asked me if I had visited the restaurant before.

116

Now write your own story about stolen money. Start with ‘Shall I call the police for you?’ asked Clara. Write about 100 words.

Do you prefer apples or pears?

ss se

1 Complete the sentences with enough or too, and to. 1 It’s just come out of the oven so it’s not cool 2 It’s much

dry here

grow plants.

3 I think you should walk home. It’s

icy

4 I’d like to do some sport but it’s 5 It’s not warm

eat yet. cycle safely.

hot and humid

exercise.

eat ice cream. It’s snowing outside!

2 Complete the text. Write one word in each gap.

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

I love watching food programmes on TV. (1) there’s a new cookery series on this week, deﬁnitely watch it. And if one of my favourite chefs writes a new cookbook, I (2) I try and buy it. If I could have any job, I (4) like to be a chef. I’d love to (3) I had to cook spend every day trying to think of new recipes. But I wouldn’t like it (5) like to be on TV. in front of a lot of people. I’m shy so I (6)

Find and correct the mistakes.

1 I wish lessons start later in the morning.

2 I wish my school is like yours.

3 I wish you are here with us.

4 The hotel is very busy. I wish there aren't so many people here.

5 I’m going on a helicopter ride next week. I wish you can come with me.

6 Your classroom has air conditioning. I wish my classroom is like yours.

ss se

4 Choose and complete two of the challenges.

CHALLENGE 2

CHALLENGE 3

Look at Unit 7. On page 81 ﬁnd four jobs. On page 84 ﬁnd seven words that you can use instead of ‘say’.

Look at Unit 8. Find three:

Look at Unit 9. Find weather words starting with each of the following letters:

foods that can go in a dessert. positive adjectives to talk about food.

foods that can go in a main course.

CHALLENGE 1

S–W–I–T–C–H F–L–I–G–H–T–S

negative adjectives to talk about food.

Consolidation of units 7–9

117

Pronunciation

Unit 1 Linking: consonants to vowels 4 1.05 Circle the words that end with a consonant followed by a word that begins with

a vowel. Then listen to what happens to the syllables in these words.

1 I’m in a band.

2 Classical music is my favourite.

3 I’m interested in all types of music. 4 I’m bored of listening to the same songs all the time.

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

Unit 2 Stress in comparative structures

3 2.08 Complete the sentences. Then listen and repeat. 1 My granddad is older 2 That man is

tall

3 My sister is better 4 This cake is

my grandma.

the other man.

me at swimming.

nice

5 My friend likes chocolate

my mum’s cake!

much

I do.

Unit 3 Pronunciation of gerunds

4 3.03 Listen and complete the sentences. Then listen and repeat. 1 I love

pizza.

my grandma tomorrow.

3 I like

in the park.

4 I don’t like 5 I hate

much. scared.

active

was built

broke

118

passive

4 4.03 Listen and write the verbs in the correct column.

Unit 4 Weak forms in the passive

ss se

2 I’m

Unit 5 Sentence stress in question forms 4 5.07 Listen and repeat. Then listen again and underline the stressed words. 3 When did you decide to start Taekwon Do?

2 How did you do in the test last week?

4 How much does the computer course cost?

1 Why have you got holes in your running shoes?

Unit 6 Linking groups of words 4 6.07 Put the words in order. Then listen and repeat.

1 been / She’s / an / for / running / hour / .

4 day / looking / We’ve / for / that / been / all / .

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

2 I’ve / so / working / been / week / this / hard / .

3 playing / morning / He’s / with / been / toy / that / all / .

Unit 7 Contrastive stress

3 7.04 Match the sentence halves. Then listen and underline the stressed words. 1 He said that he would apologise, A but we did! 2 She said that she wasn’t there when the train crashed, B but he was! 3 He said that he wasn’t the thief, C but he didn’t! 4 My friend said that we didn’t have any homework, D but she was!

Unit 8 Intonation

4 8.06 Match the questions to the sentences. Then listen and repeat. 1 I love Chinese food. It’s my favourite food of all time!

A Do you cook often?

2 I don’t like cooking much.

C Have you ever been on a similar holiday? D What’s yours?

3 9.07 Match the sentence halves. Then listen and repeat. 1 If I could help you, … A … I’d be so happy. 2 If it rains, … B … I’d be tired. 3 If you came to visit, … C … we won’t be able to go. 4 If I ran to school, … D … I would.

Unit 9 Intonation in conditional sentences

4 I went on an amazing holiday last month. We saw lots of monkeys and pretty birds.

ss se

3 I love chocolate ice cream!

B What’s your favourite ﬂavour?

119

Grammar look! Unit 1 Short answers with so and nor

Unit 1 Adjectives with prepositions

We can use so (do) I and nor (do) I to show that we think the same as another person.

We can use adjectives and prepositions together in sentences. There is no rule that says which combination to use.

Some common adjective and preposition combinations are listed below, but there are many other combinations. My aunt’s very good at cooking. I’m terrible at playing the piano but I enjoy it. This town is famous for its car factory. Playing sport is good for your health. I’m bored of this game. Let’s watch TV. My teacher was pleased with my project. He’s angry with me because I lost his book. Your sandwich is very different from mine. She wasn’t very interested in the story. I’m not keen on playing tennis. I’m excited about seeing the band play. My brother’s upset about his bike being stolen.

Complete the sentences. Use the words in brackets and a preposition.

We use nor in negative sentences. We use the same auxiliary verbs or modal verbs in the reply.

A: I don’t like

B: Nor do I.

A: I can't swim.

B: Nor can I.

chocolate.

Practice 1

Write replies. Use so or nor.

1 I spent a long time doing my homework. 2 I didn’t understand the question. 3 I like ice cream.

4 I don’t like hot weather.

2 My mum wasn’t (pleased) me – my bedroom was a mess.

5 I can’t swim very well.

3 My sister’s very (excited) our holiday next week – and so am I!

6 I will go out at the weekend.

ss se

1 I like most vegetables but I’m not (keen) cucumber.

4 I’m (terrible) dancing. I need to practise a lot to get better.

120

A: I love chocolate. B: So do I. A: I am hungry. B: So am I.

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

Practice

We use so in positive sentences when we have the same feelings or experiences. We use the same auxiliary verbs or modal verbs in the reply.

Unit 2 Relative pronouns

Relative pronouns are used to introduce relative clauses. Use these relative pronouns:

• who refers to people • which refers to things

• where refers to places

• whose refers to possession or relationships

• when refers to times

• why refers to reasons or explanations

Complete the sentences with a relative pronoun. Sometimes more than one answer is possible.

1 This is the book school is talking about.

everyone at

2 She likes people

are friendly.

3 That’s the house

We use ‘the most’ to mean ‘the biggest number or amount’. I spend the most money on clothes. We use ‘the fewest’ to mean ‘the smallest number’. My street has the fewest cars on it in the village.

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

We use ‘fewer … than’ to mean ‘a smaller number’. There are fewer than 3,500 tigers living in the wild. We use ‘less … than’ to mean ‘a smaller amount or to a smaller degree’. I think maths is less difficult than English.

• that can refer to people or things

Practice

We use ‘more … than’ to mean ‘a larger number or amount’. The game was more fun than I expected.

they live.

We use ‘the least’ to mean ‘the smallest amount’. Alan took the least food to the picnic.

Practice 1

Choose the correct words to complete the sentences.

1 Have you got less / fewer toys than me?

was lost in the

2 Which house causes the least / fewest damage to the environment?

5 I remember the day beach for the ﬁrst time.

I went to the

3 I think she cares the most / more about her dogs than about people.

6 I read a lot of books home.

I was ill at

4 Of my friends, I’ve watched the most ﬁlms but I’ve read the fewest / least books.

4 She found a puppy park.

We use less … than and the least to compare uncountable nouns.

We use fewer and the fewest to compare plural countable nouns.

less … than, the most, the fewest, the least

ss se

Unit 2 more … than, fewer … than,

5 Were the tickets fewer / less expensive than last year?

Less … (than), fewer … (than) and more … (than) are comparatives. The least, the fewest and the most are superlatives.

121

Unit 3 Verb + gerund, verb + to + infinitive

We use passive verbs rather than active verbs when …

Some verbs need to be followed by the inﬁnitive form and others by the gerund. She agreed to think about it. (not thinking) I've finished cleaning my bike. (not to finish)

We always use the gerund (and not the inﬁnitive) after prepositions and phrasal verbs. I’m very keen on shopping. I’ve given up eating ice cream.

Gerunds are words made by adding -ing to a verb and act like nouns. Gerunds can be used as the subject. Singing is a lot of fun. When the roads are busy, walking can be faster. Gerunds can also be used as the object. Everyone enjoyed Tina’s singing. I practise speaking in English whenever I can.

Complete the sentences. Use the correct form of the verbs in the box.

• who or what did something is obvious. The driver of the car was arrested. (We know that the police arrest people so we don’t need to mention them.)

We form the passive by using a form of be followed by the past participle. To say who or what did the action, we can add a by phrase. This opera was composed by Mozart.

Practice

is quicker than walking and I think it’s healthier too.

1 A vet sees our cat twice a year.

2 Last night, the police closed the roads because of the storm. 3 A famous author wrote the book.

4 My father taught me how to sing.

3 I need two more stickers and then I’ll have a hundred.

Rewrite the active sentences as passive sentences.

ss se

1 My sister was bored so I suggested shopping together.

Unit 4 Phrasal verbs and the object

5 I want drinking cola because it’s bad for my teeth.

A phrasal verb is a verb with two or three parts. The meaning of the verb is sometimes diﬀerent from the meaning of its separate parts. Phrasal verbs can combine verbs with prepositions or adverbs, for example, take off, put on, catch up with, look forward to.

‘sorry’ isn’t enough.

4 The ﬁlm was so funny that I couldn’t stop .

6 Sometimes

122

• we don’t know who did the action. My bike was stolen yesterday. (I don’t know who stole it.)

collect cycle go laugh say stop

• we are more interested in who or what is aﬀected by the action of the verb than who or what does the action. My car was made in France. (The focus is on my car and not the workers or the company that made it.)

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

Unit 3 Gerunds as subject and object

Practice

Unit 4 Review of passive forms

There are two main types of phrasal verbs. These are …

• verbs which need an object. She took off her hat. He put on his shoes.

• verbs which do not need an object. They set off early. We got up late.

Sometimes, it is possible to put the object in between the verb and the preposition/adverb. Sometimes, it is not. He took his hat off.

✗

He took off it.

✓ He took it off.

✓

Present perfect time phrases: just, yet, already, never, ever, since the start of term, for three weeks

Practice 1

Complete the sentences. Use the words in brackets and the past simple or present perfect.

1 I

(go) to bed late last night and I (wake up/just).

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

Practice

We use the present perfect to talk about periods in time that started in the past, but continue until now. We also use it to talk about past experiences with no deﬁnite time or with certain phrases.

Rewrite the sentences. Use the correct form of the phrasal verbs in the box. give back put in put on tidy up throw away

1 He got dressed in a T-shirt and jeans. 2 I made my bedroom clean and tidy.

3 I forgot to return the book to my friend.

4 My mum makes me sandwiches for school. I take them in a lunch box.

Past simple time phrases: yesterday, last week, then, two days ago, after about 15 minutes, in the middle of the night, before a maths lesson

4 I (ﬁnish/already) my homework so I can go out and play.

Unit 5 Review of question forms We can use question words to ask direct questions: What, What + noun, Where, When, Who, Whose, Which, Why, How, How much, How many, How often, How long, etc. How much do the maps cost? We can also use the interrogative form of verbs in all tenses. These questions normally produce the answer Yes or No. Have you finished your homework? Did you enjoy the lesson? Should we go now?

We can also use indirect questions to sound more polite. Could you tell me if you are coming on the trip?

Be careful of the word order when you are using question forms. Sometimes we can turn a sentence into a question by adding a question tag at the end. You don’t like dangerous sports, do you? His hobby is learning about cars, isn’t it?

We use the past simple to talk about periods in time that started and ﬁnished at a deﬁnite time in the past.

(go) to Florida two years (never/visit) the USA.

time phrases

(arrive) last week but I (not see/yet).

Unit 5 Past simple and present perfect

3 My brother ago. I

her

ss se

5 Don’t put paper in the bin. You should recycle it!

2 Kate

123

Practice 1

could did does has will

Compete the sentences. Use the words in the box.

you ﬁnd all that information on the internet?

2 Do you think you project?

help me with the

she ﬁnished her guitar lesson? the coaches leave?

Unit 6 Expressing possibility (modal verbs)

We use might, may and could when we think something is possible, but we aren’t sure. We use can to talk about possibilities in the present but not the future. These modal verbs are followed by the inﬁnitive without to. It might be very hot tomorrow. We may go swimming this afternoon. There could be a storm later this evening. It can snow here in April, but it doesn’t often happen.

Practice 1

Complete the sentences with can/ can’t, could/couldn’t, may, might or must. Sometimes more than one answer is possible.

3 This diﬀicult.

swim when he was

be our homework – it’s too

4 She isn’t looking very well. I think she have ﬂu. 5 I play the piano, but I don’t play very often. 6 I’ve lost my mobile phone. It here somewhere.

Unit 6 Present perfect continuous We use the present perfect continuous to talk about …

• something that started in the past and is still continuing now. We use it to emphasise how long something has been happening. I have been waiting for you since ten o’clock. (The person is still waiting now.)

• something that started in the past and has recently stopped. There is a connection with the present time. Look at all the water on the ground! Has it been raining? (There is rain on the ground now.)

We can use the question forms May I … ? or Could I … ? to ask for permission. May I sit here?

2 My brother four.

The form of these verbs never changes. For example, we cannot say He cans. / They mighted. We rarely use the short forms mayn’t or mightn’t.

1 I’ve looked everywhere for my phone, but I ﬁnd it.

ss se

To talk about negative possibilities we can use may not or might not, but not can not or could not. Laura isn’t well, so she may not go to school today. You have to accept that you might not win the lottery this week.

124

We use can’t when we are almost sure something isn’t true. She can’t work in the hairdresser’s, I’ve never seen her there.

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

5 What time

he play football?

4 How often

We use must when we think something is true. We usually have a good reason to think this. He must be a musician – he’s got a guitar.

Practice 1

Read the first sentence. Complete the second sentence with the present perfect continuous.

1 We started waiting for our friend at 12 o’clock. We’re still waiting now. We since 12 o’clock.

2 Your friend is looking out of the window and watching the rain. You want to know ‘How long …?’ raining?

reported speech

present simple ‘I am happy.’

past simple She said she was happy. past continuous He said he was waiting for a bus. would She said she’d post it after lunch. could She said she could speak four languages.

present continuous ‘I’m waiting for a bus.’ will future ‘I’ll post it after lunch.’ can ‘I can speak four languages.’

Other changes are needed too.

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

3 I started taking guitar lessons six months ago. I’m still learning now. I for six months.

direct speech

4 John moved to New York on 24 July. He still lives there now. John has since 24 July.

5 A long time ago your cousin started collecting comic books. He still collects them now. for a long time. My cousin 6 Your brother’s hands are dirty. You want to know why. doing? Your hands are dirty! What

Unit 7 Reported speech

Direct speech is what we call the words people use when they speak. He said, ‘I like tennis and football.’

Time references ‘I’ll see you next week.’ → She said she’d see me the following week. Place references ‘I want to stay here.’ → He said he wanted to stay there.

Unit 7 Questions in reported speech

In reported questions, the present tense verbs usually change to the past. The word order changes from normal questions and is the same as for statements. We don’t use question marks with reported questions. When there is no question word (e.g. where, how or who), use if or whether. We use ask when we report questions. We need to make changes in tenses, pronouns, times and places.

When we use reported speech, the present simple tense usually changes to the past simple. For example, has to becomes had to or can becomes could. Other tenses also move one step back. For example, we change the present continuous to the past continuous, can to could and the future will to would.

Possessive pronouns ‘I’ve mended my bike.’ → He said he had mended his bike. ‘We love our new flat.’ → They said they loved their new flat.

ss se

Indirect or reported speech is how we report what another person says. He said he liked tennis and football.

Subject and object pronouns ‘I’ll call you later.’ → She said she’d call me later. ‘We live in Paris.’→ They said they lived in Paris.

125

We don’t use reﬂexive pronouns with verbs that describe things you usually do yourself.

Practice

‘Why are you smiling?’ → He asked me why I was smiling. ‘What are you doing tomorrow?’ → She asked us what we were doing the next day. ‘When do you finish work?’ → He asked me when I finished work.

Write reported questions.

1 ‘Why are you wearing your best clothes?’ . My mum asked 2 ‘Where are you going?’ My dad asked

3 ‘What are you going to do there?’ My brother asked . 4 ‘Are you going with anyone?’ . My sister asked 5 ‘Do I know this person?’ My dad asked . 6 ‘How will you get home?’ My brother asked

Unit 8 Reflexive pronouns

Complete the sentences with reflexive pronouns.

1 They really enjoyed

at the park.

2 My dog can’t wash

so I have to do it.

4 At the moment, my mum drives me to school but when I'm older, I'll cycle there . some

6 She bought the cake but she decorated it .

Unit 8 too and enough, (not) as … as

We use too to mean more than is allowed, needed, possible, etc. We can say ‘too … to’ do something. too + adjective + inﬁnitive with to It was too cold to swim. We use enough to mean as much as is needed. We can say ‘not enough … to’ do something. not + adjective/adverb + enough + inﬁnitive with to He wasn’t strong enough to lift the suitcase.

We can say ‘(not) as … as’ to mean the same or not the same as something else. Fresh fruit is as healthy as vegetables. My salad isn’t as big as yours.

Reﬂexive pronouns to talk about lots of people are ourselves, yourselves, themselves. He hurt himself when he was running. She made herself a sandwich. Teachers often decorate their classrooms themselves.

5 We were hungry so we got lunch.

Reﬂexive pronouns to talk about one person are myself, yourself, himself/herself/itself.

ss se

When the subject and object of a sentence are the same person or thing we use reﬂexive pronouns, for example, ourselves, myself or herself.

126

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

I washed myself in the stream next to my tent.

3 Be careful! You might hurt

Practice

With yes/no questions, we need to use if or whether. ‘Are you feeling OK?’ → She asked if/whether I was feeling OK. ‘Do you need a break?’ → He asked if/whether I needed a break.

Clara dressed herself and then went to school.

Practice 1

Practice

Complete the sentences with enough or too, and (not) as … as.

1 Jane’s staying at home today. She’s (ill/go) to school.

2 This homemade curry is the one we had in India. 4 The ﬁsh fresh)

in the box. (ﬁt) it was yesterday. (not

3 It’s not small

(tasty)

conditionals

a if she knew the truth. b I’ll phone you. c I’ll call the company. d I’d buy a new computer. e I’d cycle to college every morning. f if you went to bed earlier.

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

Unit 9 Review first and second

1 Match the sentence halves. 1 If I have time, … 2 If I had more time, … 3 You wouldn’t fall asleep in class … 4 She would be really angry … 5 If my computer goes wrong again, … 6 If I had enough money, …

We use the ﬁrst conditional to talk about likely situations/actions. If we go by bus, we’ll get there late.

We use the second conditional to talk about unlikely situations/actions. We can also use it to imagine things. We’d get there very late if we went by bike.

When the if clause comes before the result clause, it is followed by a comma. We can use were instead of was in second conditional if clauses. If I were/was you, I’d look for a new hobby.

Unit 9 I wish …

We use I wish + past simple to say that we feel sorry or sad about something that is always true, or a situation that is happening at the moment. I wish (that) I was/were taller. I wish (that) you were coming with me.

Practice 1

Write sentences with I wish.

ss se

1 I / can / sing / .

2 it / be / warmer today / .

3 he / will not / make so much noise / .

4 we / have / more biscuits / .

5 he / write / more neatly / . 6 we / have / more time / .

127

PB 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. Dedications

We would like to thank all the people involved in this project. In particular, we wish to thank the team at Cambridge for pushing this new edition forward and for their hard work bringing it all together. For Lydia and Silvia, “my precious girls”, with much love. – CN

For Javier, María José and Laura. It’s a privilege to have you as friends. – MT

Key: U = Unit.

Photography

The following photographs are sourced from Getty Images:

U1: JonathanWCohen/iStockEditorial/GettyImagesPlus; HillStreetStudios/DigitalVision; miodragignjatovic/E+; monkeybusinessimages/iStock/GettyImagesPlus; Maskot; newsfocus1/iStockEditorial/GettyImagesPlus; SurkovDimitri/iStock/GettyImagesPlus; Comstock/Stockbyte; ArthurHidden/iStock/GettyImagesPlus; AJ_Watt/ E+; microgen/iStock/GettyImagesPlus; JoelSartore/NationalGeographic; SteveThorne/Redferns; SueBurtonPhotography/iStock/GettyImagesPlus; Image Source/Photodis; JanHetfleisch/GettyImagesEntertainment; diane555/DigitalVisionVectors; GeorgiosArt/iStock/GettyImagesPlus; UniversalHistoryArchive/UniversalImagesGroup; pisittar/ iStock/GettyImagesPlus; YevheniiDubinko/iStock/GettyImagesPlus; ozanuysal/iStock/GettyImagesPlus; KatsumiMurouchi/MomentOpen; BongkarnThanyakij/iStock/ GettyImagesPlus; HenrikSorensen/Stone; Satoshi-K/E+; RyanMcVay/TheImageBank; U2: NickBrundlePhotography/Moment; FEBRUARY/Moment; PlanetObserver/ UniversalImagesGroup; EdgarBarraganJuarez/Moment; AndyCrawford/DorlingKindersley; TravelpixLtd/TheImageBankUnreleased; Leamus/iStock/GettyImagesPlus; pixelpot/iStock/GettyImagesPlus; nataliaspb/iStock/GettyImagesPlus; IrinaMarwan/Moment; olgakr/iStock/GettyImagesPlus; Westend61; JohnPuts/EyeEm; ChrisMellor/ LonelyPlanetImages; PaulThompson/Moment; RichardCummins/LonelyPlanetImages; ElenaBennett/EyeEm; Sjo/E+; SricharanMadhyala/500px; LucyBrownloca4motion/iStockEditorial/GettyImagesPlus; AerialEssex/iStock/GettyImagesPlus; Terroa/iStockEditorial/GettyImagesPlus; DuKaiPhotographer/MomentUnreleased; GeorgetteDouwma/Photographer’sChoice; Gudella/iStock/GettyImagesPlus; MattiaLunardi/iStock/GettyImagesPlus; FatCamera/iStock/GettyImagesPlus; U3: petekarici/E+; OscarWong/Moment; Westend61; PeterCade/Stone; CourtesyofEuropeanCentralBank; NoDerog/iStock/GettyImagesPlus; CourtesyofU.S.Mint; CourtesyofBankofEngland; CourtesyofTheRoyalMint; gianliguori/iStockEditorial/GettyImagesPlus; bowdenimages/iStock/GettyImagesPlus; georgeclerk/E+; RubberBallProductions/BrandXPictures; onurdonge/iStock/GettyImagesPlus; kittikanarsa/Shutterstock; JoKMedia/E+; DorlingKindersley; BalkansCat/iStockEditorial/GettyImagesPlus; PeterDazeley/ TheImageBank; design56/iStock/GettyImagesPlus; GeorgePachantouris/Moment; CarolYepes/Moment; LaurenNicole/DigitalVision; ImageSource/StillFactory; PeterDazeley/Photographer’sChoice; mangpor_2004/iStock/GettyImagesPlus; AntonAbramov/iStock/GettyImagesPlus; FlyViewProductions/E+; JoseLuisPelaezInc/ DigitalVision; SolStock/E+; Medioimages/Photodisc; MarinMtk/iStock/GettyImagesPlus; Obencem/iStock/GettyImagesPlus; AscentXmedia/TheImageBank; Blackbeck/ iStock/GettyImagesPlus; vaz1/iStock/GettyImagesPlus; GregEpperson/Photolibrary; NineOK/TheImageBank; owngarden/E+; U4: HongOh/500px; PeterCade/Stone; oneclearvision/E+; PhotoAlto/ThierryFoulon/BrandXPictures; teddybearpicnic/iStock/GettyImagesPlus; MarkGreenberg/VirginGalactic/GettyImagesNews; JohnSLander/ LightRocket; AmerGhazzal/BarcroftMedia; TranscendentalGraphics/ArchivePhotos; mikroman6/Moment; YangLiu/CorbisDocumentary; CulturaExclusive/KevinCMoore; ugurhan/iStock/GettyImagesPlus; Maremagnum/Photolibrary; DarthArt/iStockEditorial/GettyImagesPlus; vgajic/E+; HeideBenser/Corbis; KiyoshiHijiki/Moment; PHILIPPEHUGUEN/AFP; DennisK.Johnson/LonelyPlanetImages; KARRASTOCK/Moment; YuichiroChino/Moment; damircudic/E+; Maskot/DigitalVision; Bettmann; SolStock/E+; AntonioGuillem/iStock/GettyImagesPlus; ViktorCvetkovic/E+; MarcoBottigelli/Moment; Starcevic/iStockUnreleased; AiMuse/iStockEditorial/GettyImagesPlus; U5: TomWerner/DigitalVision; andresr/E+; NickyLloyd/E+; Me3645Studio/Moment; DavidPatrickValera/Moment; Bubbers13/iStockEditorial/GettyImagesPlus; MichelleMcMahon/Moment; popovaphoto/iStock/GettyImagesPlus; Bet_Noire/iStock/GettyImagesPlus; JRCarvey/StreetflyStudio/BlendImages; g&limages/Taxi; DonaldIainSmith/BlendImages; KidStock/BlendImages; calvindexter/DigitalVisionVectors; calvindexter/DigitalVisionVectors; calvindexter/DigitalVisionVectors; calvindexter/ DigitalVisionVectors; Mariia Vitkovska/iStock / Getty Images Plus; Ignatiev/E+; JonBoyes/Photographer’sChoiceRF; chrisbrignell/iStock/GettyImagesPlus; Amorphis/iStock/ GettyImagesPlus; ArchivePhotos; narloch-liberra/iStock/GettyImagesPlus; BernardRadvaner/Corbis; CSAImages; lolo2013/iStock/GettyImagesPlus; studiogstock/ iStock/GettyImagesPlus; U6: MengwenCao/Moment; KlausVedfelt/DigitalVision; BalanceFormcreative/iStock/GettyImagesPlus; FotoFealing/Westend61; jhorrocks/E+; MikkoLemola/iStock/GettyImagesPlus; MarcRomanelli/BlendImages; HillStreetStudios/BlendImages; PetriArtturiAsikainen/TaxiJapan; BlendImages/HillStreetStudios/ BrandXPictures; TetraImages; moodboard/BrandXPictures; sturti/E+; ChrisRyan/OJOImages; HughWhitaker/Cultura; Erdosain/iStock/GettyImagesPlus; TetraImages; KarenMower/E+; ElenaSeychelles/iStock/GettyImagesPlus; marlanu/DigitalVisionVectors; SoltanFrédéric/TheImageBankUnreleased; CreatasImages/Creatas/ GettyImagesPlus; valentinrussanov/E+; LeonNeal/AFP; VikramRaghuvanshi/iStock/GettyImagesPlus; OlgaPankova/Moment; FGorgun/iStock / Getty Images Plus; beyhanyazar/ iStock/Getty Images Plus; AniGraphics/DigitalVisionVectors; martin-dm/E+; ZeroCreatives/Cultura; Maskot; Maskot; JuiceImages/JuiceImages; MontyRakusen/Cultura; RobertNiedring/MITOImages; AlexBelomlinsky/DigitalVisionVectors; HeinNouwens/iStock/GettyImagesPlus; bubaone/DigitalVisionVectors; PhynartStudio/E+; milanvirijevic/ E+; LuisAlvarez/DigitalVision; 10’000Hours/DigitalVision; DianeSeddonPhotography/Moment; MariiaVitkovska/iStock/GettyImagesPlus; CherylChenet/CorbisHistorical; U7: track5/E+; simonkr/E+; DrPixelc; PhynartStudio/E+; ChrisRogers/TheImageBank; DraganTodorovic/Moment; Juanmonino/E+; tanya_morozz/iStock/GettyImages; valeo5/iStock/GettyImagesPlus; olaser/DigitalVisionVectors; Hispanolistic/E+; monsitj/iStock/GettyImagesPlus; JGI/BlendImages; D-Keine/E+; Vertigo3d/iStock/ GettyImagesPlus; paulmansfieldphotography/Moment; U8: DircinhaSW/Moment; DuarteLopes/500px; StefanSimonovski/iStock/GettyImagesPlus; MilenMladenov/500px; JohnD.Buffington/DigitalVision; MorsaImages/E+; ThanaPrasongsin/Moment; TatianaVolgutova/iStock/GettyImagesPlus; cobraphoto/iStock/GettyImagesPlus; JoanneSchmaltz/StockFoodCreative; manuwekaie/iStock/GettyImagesPlus; robynmac/iStock/GettyImagesPlus; AlisonMiksch/Photolibrary; KlausArras/StockFoodCreative; PhilippeDesnerck/Photolibrary; WinThom/iStock/GettyImagesPlus; JeffreyCoolidge/Iconica; GalinaZhigalova/iStock/GettyImagesPlus; mtreasure/iStock/GettyImagesPlus; DronG/iStock/GettyImagesPlus; Radionphoto/iStock/GettyImagesPlus; SambaPhoto/AntonioRodrigues; luissybuster/iStock/GettyImagesPlus; YelenaYemchuk/iStock/ GettyImagesPlus; JoshLiba/Moment; KimberlyWhitaker/Moment; BenFink/DorlingKindersley; SanneBerg/iStock/GettyImagesPlus; julpho/iStock/GettyImagesPlus; ChristopherBernard/E+; ShaumiaaVector/DigitalVisionVectors; VesnaJovanovic/EyeEm; RustyHill/Photolibrary; PinghungChen/EyeEm; lovelypeace/iStock/GettyImagesPlus; SteveBrownPhotography/Photolibrary; alvarez/E+; londoneye/iStock/GettyImagesPlus; andresr/E+; GEOFF KIDD/Science Photo Library; U9: EdBock/Corbis; Westend61; DejanMarjanovic/E+; EdwinTan/E+; nicolamargaret/iStock/GettyImagesPlus; mokee81/iStock/GettyImagesPlus; Jurkos/iStock/GettyImagesPlus; Maskot/DigitalVision; stock_colors/E+; JasonJonesTravelPhotography/Moment; AndrewBretWallis/Photolibrary; kali9/iStock/GettyImagesPlus; JoseA.BernatBacete/Moment; SciencePhotoLibraryNOAA/BrandXPictures; JEAN-FRANCOISManuel/iStockEditorial/GettyImagesPlus; SerrNovik/iStock/GettyImagesPlus; agustavop/iStock/GettyImagesPlus

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

U7: Carboxylase/Shutterstock

Cover illustrations and photography: gradyreese/Getty Images; Sergiy Trofimov Photography/Getty Images

ss se

The following photographs are sourced from other libraries:

Illustrations: Alan Brown; Albina Horbaczewska; Amerigo Pinelli; Ana Djordjevic; Chuck Whelon; Collaborate Agency; Dan Widdowson; Darren Gate; David Stones; Diego Vaisberg; Eric Smith; Flávio Bezerra da Silva; Hannah Wood; Isabel Munoz; Jo Blake; Juan Oliver; Marcelo Badari; Michael Buxon; Michel Verdu; Norbert Sipos; Pedro Rodriguez; Randall Random; Rayanne Vieira; Sarah Hoyle; Seb Carmagajevac; Tom Dooley; William Alvarez Commissioned photography: Blooberry Design Video: Video Production by Phaebus Limited, Creative Listening Audio: Audio recordings and composition by Sonica Studios Typesetting: Typeset by The Content Station. Additional writers: Angela Llanas, Julieta Hernández Rodriguez, Garan Holcombe, Kim Milne, Maggi Riach, Caroline Swettenham, Megan Roderick